SED 1: Identity of Self in Relationship to Others

Responding Earlier

Responds in basic ways to others

Possible Examples

• Attends to a familiar adult during feeding.
• Quiets when hears a familiar adult.
• Grasps an adult’s finger when palm of child’s hand is touched.

Responding Later

Uses senses to explore self and others

Possible Examples

• Examines own hand or foot by looking at it or mouthing it.
• Touches others’ hair when it is within reach.
• Plays with sound by repeating grunts and squeals.

Source: California Department of Social Services. 2016.

Exploring Earlier

Recognizes self and
familiar people

Possible Examples

• Orients toward a familiar adult when own name is spoken or signed.
• Points to picture of self on the wall.
• Smiles when a familiar adult enters the room.

Exploring Later

Communicates own name and names of familiar people (e.g., “dada,” “mama,” “grandma,” or sibling’s name)

Possible Examples

• Communicates, “Me llamo Luis,” [“My name is Luis,” in Spanish].
• Communicates names of immediate family members in a photo.
• Looks to new baby sister and communicates her name.

Building Earlier

Expresses simple ideas about self and connection to others

Possible Examples

• Acts out roles from own family in pretend play.
• Communicates, “I’m making cookies—just like Grandma!” while rolling play dough.
• Draws picture of a house and communicates, “This is my house.”

Building Middle

Describes self on others based on physical
characteristics

Possible Examples

• Communicates, using communication board, “His hair is red!”
• Identifies own height, as indicated on a growth chart posted on the wall.
• Narrates details while drawing a picture of a friend.
• Draws a picture of own family, representing traits such as heights and hair colors.

Building Later

Describes own preferences or feelings;
and
Describes the feelings or desires of family members, friends, or
other familiar people

Possible Examples

• Communicates to an adult, “I was mad when it rained because we couldn’t go outside.”
• Communicates that a friend is happy because he is going to have a birthday party.
• Says, “Ayokong hawakan ang susô. Na tatakot ako,” [“I don’t want to touch the snail. It scares me,” in Tagalog].

Integrating Earlier

Compares own  preferences or feelings to those of others

Possible Examples

• Selects a pink scarf for a friend whose favorite color is pink, then selects a blue scarf for self.
• Communicates to a peer that they both like peanut butter and jelly sandwiches.
• Communicates, “我喜 歡 游泳, 但是我姐 姐不 喜歡,” [“I love to swim, but my sister doesn’t,” in Chinese].

What would your example be?