Common Planner
K–12 Standards

Social-Emotional Development: Age 3

Other Oregon Early Learning Kindergarten Guidelines sets

SENSES OF IDENTITY AND BELONGING

  • 1

    Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests1

    1. a

      With the support of a trusted adult or peer, describes own physical characteristics and behaviors and indicates likes and dislikes when asked.1.a

  • 2

    Child expresses confidence in own skills and positive feelings about self.2

    1. a

      Expresses enjoyment in accomplishing daily routines and new skills and may draw trusted adult attention to these accomplishments.2.a

    2. b

      When prompted by a trusted adult, may share own ideas or express positive feelings about self.2.b

  • 3

    Child has a sense of belonging to family, community, and other groups.3

    1. a

      With the support of a trusted adult or peer, communicates feeling a sense of belonging to family and an emerging sense of connections to other communities through words or other forms of expression, such as drawing a picture of their family or sharing a special object related to their cultural heritage.3.a

EMOTIONAL FUNCTIONING

  • 4

    Child expresses a broad range of emotions and recognizes these emotions in self and others.4

    1. a

      Expresses a broad range of emotions across contexts, such as during play and in interactions with a trusted adult.  4.a

    2. b

      Notices when strong emotions are exhibited by others and begins to use words or gestures to describe some of these emotions, such as happy, sad, or mad.4.b

  • 5

    Child expresses care and concern toward others.5

    1. a

      Often pays attention when others are distressed, but attention and response to this distress may be brief. 5.a

    2. b

      May seek out trusted adult support to help another child who is distressed. 5.b

  • 6

    Child manages emotions with increasing independence.6

    1. a

      Manages less intense emotions, such as mild frustration, independently.6.a

    2. b

      May require trusted adult support to manage more intense emotions.6.b

RELATIONSHIPS WITH A TRUSTED ADULT

  • 7

    Child engages in and maintains positive relationships and interactions with a trusted adult.7

    1. a

      Engages in positive interactions with a trusted adult, such as by demonstrating affection.7.a

    2. b

      Separates from trusted adults when in familiar settings.7.b

    3. c

      Uses trusted adults as a resource to solve problems. 7.c

  • 8

    Child engages in prosocial and cooperative behavior with trusted adult.8

    1. a

      Sometimes engages in prosocial behavior with a trusted adult, such as greeting the teacher or saying goodbye, and responds to trusted adult requests and directions that may include assistance or prompting. 8.a

    2. b

      Sometimes demonstrates uncooperative behavior with a familiar trusted adult, such as saying “No” to requests, but these moments are typically resolved with support from the trusted adult.8.b

RELATIONSHIPS WITH OTHER CHILDREN

  • 9

    Child engages in and maintains positive interactions and relationships with other children.9

    1. a

      Sometimes engages in and maintains interactions with other children without support from a trusted adult, or demonstrates skills in doing this when prompted by a trusted adult.9.a

    2. b

      May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations or may engage with prompting from a trusted adult.9.b

  • 10

    Child engages in cooperative play with other children. 10

    1. a

      With the support of an adult, often plays cooperatively with other children. 10.a

    2. b

      For at least short periods during this play, works with other children to plan and enact play in a coordinated way.10.b

  • 11

    Child uses basic problem-solving skills to resolve conflicts with other children.11

    1. a

      Begins to recognize and describe social problems.11.a

    2. b

      With trusted adult guidance and support, suggests solutions to conflicts.11.b

Frequently asked questions

What grade levels do these standards cover?
PRE-K
Where can I read the official document?
Oregon’s Early Learning and Kindergarten Guidelines

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Keep exploring Early Learning Kindergarten Guidelines standards

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More Oregon Early Learning Kindergarten Guidelines sets

Early Learning Kindergarten Guidelines