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ELG SEdevt
Mass Early Learning Guidelines for InfantsToddlers - Social-Emotional Devt
| Question | Answer |
|---|---|
| Acknowledge | Show positive recognition or interest with facial expression or words |
| Attach/Attachment | The strong emotional tie that children feel with special people in their lives (family members, significant friends, and educators) |
| Autonomy | A sense of being a separate, independent self |
| Cooperate | To work or act with others willingly and agreeably |
| Empathy | Being aware of and responding to the feelings of others |
| Emotion Regulation | The developing ability to manage emotional responses with assistance from others and independently |
| Engage | To become involved or to be attentive |
| Enthusiasm | Great excitement and interest |
| Expression of Emotion | The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| Imitate | To copy, pretend or practice the activity of another |
| Impulse Control | The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| Interaction | A conversation or exchange between people |
| Interactions with Peers | The developing ability to respond to and engage with other children |
| Invite | To request participation in an activity or communication |
| Parallel play | Two children playing side |
| Passive | Not active; tending not to respond or participate |
| Prosocial behavior | Showing concern, cooperation, kindness and consideration for others; demonstrating a sense of caring for others |
| Relationships with Peers | The development of relationships with certain peers through interactions over time |
| Respect | To show esteem for another person; to communicate that his or her ideas, feelings and needs are worthy of consideration |
| Responsive | Warm, sensitive, well-time, and appropriate to the child's needs |
| Self-calming/self regulation | The ability of infant and toddlers to calm themselves rather than relying on others to calm the; thumb sucking and holding onto a special blanket are examples |
| Self-help skills | Behaviors necessary to care for oneself such as dressing, feeding, and toileting |
| Separation anxiety | Becoming anxious when a significant person, such as parent or educator, leaves |
| Stranger anxiety | Exhibiting anxious behaviors around unfamiliar adults |
| Temperament | The unique way a child responds to the world |
Created by:
marylu