Social Development and Emotional Development Domain
The Social Development and Emotional Development domain includes children’s feelings about themselves, their relationships with others, and learning to manage and express emotions. The skills and characteristics included in this domain are the foundation for personality development and affect progress in every area of development.
Book Recommendations for Social Development and Emotional Development Domain
Relationships
The social skills and relationships children form are important for their overall development. Early relationships provide the basis for later relationships with adults and peers. Positive early relationships with adults help children understand and care about others. Children also gain skills that help them adjust to the demands of formal schooling. Sensitive interactions with family, caregivers, and teachers establishes a strong foundation for social and emotional development. This enables children to feel safe and supports learning through exploration.
Environments
Warm, responsive and predictable environments help children thrive emotionally and socially. When adults pay attention to children’s cues with positive regard, children learn to manage emotions, impulses, and reactions. This also helps with children’s self-esteem.
Interactions
Play experiences help with development of pride, joy and mastery of skill. Children learn self-control, turn taking, sharing, negotiation, and appropriate ways to express emotion. Playing with others also helps children work through unfamiliar situations and explore roles that are unique to their family and culture.
Temperament
A child’s temperament is the unique way he or she responds to the surrounding worlds. Some children may be generally happy and friendly, while others may be more withdrawn or shy. Sensitive adults recognize that children respond differently when exposed to a variety of situations. Responsively interacting with children in ways that match each child’s temperament supports social and emotional development.
Developing a Positive Sense of Self
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Developing Relationships
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Developing Relationships
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Self-Regulation and Pro-Social Behaviors
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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cup they want). |
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Self-Regulation and Pro-Social Behaviors
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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Self-Regulation and Pro-Social Behaviors
Developmental Indicator Continuum
Infants (Birth - 12 months) |
Younger Toddlers (8 - 21 months) |
Older Toddlers (18 - 36 months) |
Younger Preschoolers (36 - 48 months) |
Older Preschoolers (45 - 60+ months) |
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