Use more complex terms to describe body parts and physical characteristics (accurately identify “where it hurts”).
Identify self by first and last name.
Aware of the idea of ownership (“This is mine, that is yours.”).
Describe themselves in positive terms, including what they like and dislike, what they can do, and what they have done.
Demonstrate emerging sense of independence in their choices and confidence that they can do many things.
Express a sense of belonging to a group (“There’s Destiny from my class.”).
Seek out trusted adults for approval, emotional support, assistance, and help solving problems when needed.
Show affection for adults they are close to and refer to them by name (“Hi Nana!”).
Given time, form positive relationships with new teachers or caregivers.
Show ease and comfort in their interactions with familiar adults.
Demonstrate developing social skills with guidance and support when interacting with other children (improving turn-taking, conflict-resolution, sharing).
Form and maintain friendships with a few other children.
Identify another child as a friend.
Begin to initiate positive interactions and play with other children.
Seek comfort from and give support to familiar children.
Begin to demonstrate a respectfor the rights and property of others (ask to play with someone else’s toy).
Notice and accept similarities and differences among people, including people with disabilities and those from different cultures (hair color, gender, or favorite activities).
Demonstrate pro-social behaviors (waiting for a turn), participate in routines, and transition smoothly from one activity to the next with some adult guidance and support.
Often make requests clearly and effectively.
Show awareness that their actions affect others (move carefully around classmate’s block structure).
Wait for a short time to get what they want (a turn with a toy).
Work to resolve conflicts effectively, with guidance and support.
Use words or signs to express their needs and feelings most of the time.
Suggest reasons for their feelings (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”).
Manage emotions, control impulses, and calm themselves with adult support and guidance.
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?").
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).
With guidance and support, show respect for others’ feelings and points of view (work out conflicts, listen to opinions expressed by others).