Responding Earlier
Responds to faces, voices, or actions of other people
Possible Examples
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Looks at faces.
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Turns head toward an adult during feeding.
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Grasps an adult’s finger when palm of child’s hand is touched.
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Responding Later
Shows awareness of what to expect from familiar people by responding to or anticipating their actions
Possible Examples
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Smiles when an adult continues after pausing during a game of pattycake.
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Looks toward the location of where an adult’s face will reappear during a game of peek-a-boo.
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Kicks legs in excitement or adjusts body when a familiar adult leans forward to pick child up.
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Exploring Earlier
Adjusts behavior in response to emotional expressions of familiar people, especially in novel or uncertain situations
Possible Examples
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Pays attention to a familiar adult’s facial expressions when an unfamiliar person enters the room.
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Stops playing, looks up, and then smiles when hearing a familiar adult’s laugh.
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Starts to climb on a table, but pauses in response to an adult’s cautionary look and warning.
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Exploring Later
Adjusts behavior in response to emotional expressions of people who are less familiar
Possible Examples
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Moves or looks toward a familiar adult when a less familiar adult enters the room.
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Pauses after reaching toward a peer’s toy, to check on a less familiar adult’s response.
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Stops in response to a warning from another child’s parent about getting too close to the swing.
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Building Earlier
Identifies own or others’ feelings
Possible Examples
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Communicates, “También me gusta pintar, me hace feliz,” [“I like to paint, too; it makes me happy,” in Spanish] after noticing a child at an easel.
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Communicates that a crying child is sad.
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Communicates, “She wants the big truck.”
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Points to “angry” picture on emotion chart while looking at a peer.
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Building Middle
Communicates, with adult assistance, about feelings that caused own behavior or others’ behavior
Possible Examples
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Responds that a friend is sad, when an adult asks, “Why did your friend get his blanket?”
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Communicates that the turtle was scared, when an adult asks, “Why did the turtle go into its shell?”
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Communicates, “Cô bé nhớ mẹ của mình,” [“She misses her mommy,” in Vietnamese] when an adult asks, “What happened?”
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Building Later
Communicates ideas about why one has a feeling or what will happen as a result of a feeling
Possible Examples
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Communicates, “Magagalit siya kapag bumagsak na naman ang kanyang tulay,” [“He’ll be mad if his bridge is knocked down again,” in Tagalog].
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Uses a communication device to express, “I feel sleepy when it gets dark.”
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Communicates, “I’m bored. I’m going to play with the blocks now.”
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Integrating Earlier
Communicates ideas about how own or another’s personality affects how one thinks, feels, and acts
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Communicates to a peer, “You’re silly,” when the peer starts giggling and other children join in.
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Communicates that a peer is shy when seeing her hide as an unfamiliar adult approaches.
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Communicates that another child plays with everyone because he is so friendly.
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What would your example be?
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