--- title: Social & Emotional Development - Infant | SDStepAhead description: Learn how to support the social and emotional development of infants (birth to 12 months) through positive interactions and nurturing environments. --- [Skip to content](https://sdstepahead.com/ages-stages/social-emotional-development#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/Asian%20baby%20boy%20lay%20down%20crying.jpeg) # Social Development & Emotional Development Infants (Birth to 12 months) Components and Developmental Indicators ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/a%20young%20mother%20feeding%20her%20infant%20baby%20at%20home.jpeg?width=649&name=a%20young%20mother%20feeding%20her%20infant%20baby%20at%20home.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/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Show awareness of their bodies (reach for toes on purpose). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Show interest in their image in a mirror (smile, [***gaze***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), reach out to touch). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Respond to their name (smile, kick feet, turn head). 4 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Express likes and dislikes (smile, cry, turn away, protest, wave hands, kick legs). 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Show they expect results from their actions (hit toy over and over to produce sound). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Show pleasure at things they have done (wiggle, [coo](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en), laugh). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=55&height=45&name=Purple%20Checkmark.png) Explore the environment with support from a familiar, trusted adult. ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Newborn%20baby%20several%20days%20old%20enjoying%20new%20life.jpeg?width=649&name=Newborn%20baby%20several%20days%20old%20enjoying%20new%20life.jpeg) ## 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/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Enjoy being held, cuddled, and talked to by familiar adults. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Recognize and reach out to familiar people. 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Seek to be near trusted adults, stop crying when they come near. 1 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Show signs of [***separation anxiety***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) when a familiar person leaves. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Make eye contact with others if culturally appropriate. 3   ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Imitate sounds, facial expressions, or [***gestures***](https://sdstepahead.com/about-sdelg/whats-ahead?hsLang=en) they see other people do and wait for a response (peek-a-boo, hands up for "so big"). #### 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/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Notice other infants and children (turning and looking in their direction, reaching out for them). 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Interact and move toward other familiar children when mobile. 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Imitate sounds, expressions, or gestures when interacting with other children (shared smiling, squealing, clapping). ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/full-shot-smiley-baby-nature.jpg?width=649&name=full-shot-smiley-baby-nature.jpg) ## COMPONENT 3: Self-Regulation and Pro-Social Behaviors ### Developmental Indicators #### 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/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Use gestures and sounds to get another person to do something (cries, points to cup they want). #### 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/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Express a range of emotions (happiness, sadness, fear, and anger) with their face, body, and voice. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=52&height=43&name=Purple%20Checkmark.png) Show when they feel overwhelmed or are in distress or pain (cry, yawn, look away, extend arms or legs, arch their body, fuss). 3 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=52&height=43&name=Purple%20Checkmark.png) Soothe themselves (suck thumb or pacifier, shift attention, rock back and forth, rub hands together, snuggle with soft toy). #### 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/Purple%20Checkmark.png?width=56&height=46&name=Purple%20Checkmark.png) Become upset when another infant is crying. 2 ![](https://sdstepahead.com/hs-fs/hubfs/Used%20for%202024%20ELG/Purple%20Checkmark.png?width=52&height=43&name=Purple%20Checkmark.png) Respond differently to positive vs. negative emotional expressions of others. 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