--- title: Social & Emotional Development - Younger Preschooler | SDStepAhead description: Discover strategies to help younger preschoolers develop a positive sense of self, form relationships, and interact positively with others. --- [Skip to content](https://sdstepahead.com/ages-stages/social-emotional-development-4#main-content) [(605) 773-3678](tel:+16057733678) This is a search field with an auto-suggest feature attached. - There are no suggestions because the search field is empty. Close - Age-Level Continuum - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants) - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler) - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler) - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler) - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers) - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten) - Learning Domains - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning) - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development) - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy) - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development) - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development) - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities) - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b) - About - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead) - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles) - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization) - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead) - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead) - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs) - [Find Services](https://sdstepahead.com/find-services) - [Professional Development & Resources](https://sdstepahead.com/resources) - [Contact](https://sdstepahead.com/contact) SEARCH [![SD Step Ahead Logo](https://sdstepahead.com/hs-fs/hubfs/StepAhead-Logo-Color.png?width=858&height=194&name=StepAhead-Logo-Color.png)](https://sdstepahead.com/?hsLang=en) - Age-Level Continuum - [Infants (Birth - 12 months)](https://sdstepahead.com/ages-stages/infants) - [Younger Toddlers (8-21 months)](https://sdstepahead.com/ages-stages/young-toddler) - [Older Toddlers (18-36 months)](https://sdstepahead.com/ages-stages/older-toddler) - [Younger Preschooler (33-48 months)](https://sdstepahead.com/ages-stages/younger-preschooler) - [Older Preschooler (45-60+ months)](https://sdstepahead.com/ages-stages/older-preschoolers) - [Transition to Kindergarten](https://sdstepahead.com/ages-stages/transition-to-kindergarten) - Learning Domains - [Approaches to Learning](https://sdstepahead.com/learning-domains/approaches-to-learning) - [Social Development & Emotional Development](https://sdstepahead.com/learning-domains/social-emotional-development) - [Communication, Language, & Literacy](https://sdstepahead.com/learning-domains/communication-language-literacy) - [Cognitive Development](https://sdstepahead.com/learning-domains/cognitive-development) - [Health & Physical Development](https://sdstepahead.com/learning-domains/health-physical-development) - [Appendix A: Supporting Children With Disabilities](https://sdstepahead.com/learning-domains/appendix-a-supporting-children-with-disabilities) - [Appendix B: Supporting Dual Language Learners](https://sdstepahead.com/learning-domains/appendix-b) - About - [Purpose, Children’s Success & Working Together](https://sdstepahead.com/about-sdelg/about-sd-stepahead) - [Guiding Principles](https://sdstepahead.com/about-sdelg/guiding-principles) - [SDELG Organization](https://sdstepahead.com/about-sdelg/sdlg-organization) - [Using SDStepAhead](https://sdstepahead.com/about-sdelg/about-sdstepahead) - [Glossary](https://sdstepahead.com/about-sdelg/whats-ahead) - [Frequently Asked Questions](https://sdstepahead.com/about-sdelg/faqs) - [Find Services](https://sdstepahead.com/find-services) - [Professional Development & Resources](https://sdstepahead.com/resources) - [Contact](https://sdstepahead.com/contact) ![](https://sdstepahead.com/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Young%20Preschool/kid%20holding%20a%20banner-YP%20SDED%20comp-main.jpeg) # Social Development and Emotional Development Younger Preschoolers (33-48 months) Components and Developmental Indicators ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Young%20Preschool/Thumbs%20up!%20boy%20YP%20SDED%20Comp%201.jpeg?width=649&name=Thumbs%20up!%20boy%20YP%20SDED%20Comp%201.jpeg) ## COMPONENT 1: Developing a Positive Sense of Self ### Developmental Indicators #### SDED Goal-1: Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Use more complex terms to describe body parts and physical characteristics (accurately identify “where it hurts”). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Identify self by first and last name. 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Aware of the idea of ownership (“This is mine, that is yours.”). 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Describe themselves in positive terms, including what they like and dislike, what they can do, and what they have done. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Demonstrate [***emerging***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) sense of [***independence***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) in their choices and confidence that they can do many things. 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Express a sense of belonging to a group (“There’s Destiny from my class.”). ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Young%20Preschool/children-playing-birthday-game%20YP%20SDED%20comp%202.jpg?width=649&name=children-playing-birthday-game%20YP%20SDED%20comp%202.jpg) ## COMPONENT 2: Developing Relationships ### Developmental Indicators #### SDED Goal-2: Children form relationships and interact positively with familiar adults in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Seek out trusted [***adults***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) for approval, emotional support, assistance, and help solving problems when needed. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Show affection for adults they are close to and refer to them by name (“Hi Nana!”). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Given time, form positive relationships with new teachers or caregivers. 4 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Show ease and comfort in their interactions with familiar adults. #### SDED Goal-3: Children form relationships and interact positively with other children in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Demonstrate developing [***social skills***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with guidance and support when interacting with other children (improving turn-taking, conflict-resolution, sharing). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Form and maintain friendships with a few other children.   3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Identify another child as a friend.   4 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Begin to initiate positive interactions and [***play***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) with other children.   1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Seek comfort from and give support to familiar children.   2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Begin to demonstrate a [respect](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en)for the rights and property of others (ask to play with someone else’s toy). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Notice and accept similarities and differences among people, including people with disabilities and those from different [***cultures***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) (hair color, gender, or favorite activities). ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Component%20Pictures/Young%20Preschool/child-taking%20a%20break%20YP%20SDED%20comp%203.jpg?width=649&name=child-taking%20a%20break%20YP%20SDED%20comp%203.jpg) ## COMPONENT 3: Self-Regulation and Pro-Social Behaviors ### Developmental Indicator #### SDED Goal-4: Children demonstrate self-regulation, prosocial behaviors, and participate cooperatively as members of a group in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Demonstrate [***pro-social behaviors***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) (waiting for a turn), participate in [***routines***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), and [***transition***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) smoothly from one activity to the next with some adult guidance and support. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Often make requests clearly and effectively. 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Show awareness that their actions affect others (move carefully around classmate’s block structure). 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Wait for a short time to get what they want (a turn with a toy). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Work to resolve conflicts effectively, with guidance and support.  #### SDED Goal-5: Children demonstrate an ability to identify and regulate their emotions in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Use words or signs to express their needs and feelings most of the time. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Suggest reasons for their feelings (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Manage emotions, control impulses, and calm themselves with adult support and guidance. #### SDED Goal-6: Children recognize and respond to the needs and feelings of others in play and everyday tasks. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Use words to comfort another child or adult who is upset (bring a comfort object, pat the person on the back and ask, "Are you okay?"). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Use words and/or actions to meet the needs of others (pick up item someone dropped, help another child who is having trouble building a block tower). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Checkmarks/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) With guidance and support, show respect for others’ feelings and points of view (work out conflicts, listen to opinions expressed by others). 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