Common Planner
K–12 Standards

Social-Emotional Development: Age 4–5/Not Yet in Kindergarten

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

      Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people.1.a

  • 2

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

    1. a

      Enjoys accomplishing a greater number of tasks and sharing these accomplishments with other children and a trusted adult. 2.a

    2. b

      With or without a trusted adult’s prompting, makes increasing number of contributions to group discussion and may share ideas.2.b

  • 3

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

    1. a

      Has a sense of belonging to family and community and communicates details about these connections, such as sharing a story about a family gathering, both spontaneously and when prompted by a trusted adult or peer. 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 and begins to notice more subtle or complex emotions in self and others, such as embarrassment or worry.4.a

    2. b

      Communicates to describe own feelings when prompted and may at times communicate without prompting, such as communicating “Don’t be mad” when engaged in play with other children.4.b

  • 5

    Child expresses care and concern toward others.5

    1. a

      Consistently pays attention when others are distressed and often responds with care, either by seeking out trusted adult support or providing reassurance or support themselves.5.a

  • 6

    Child manages emotions with increasing independence.6

    1. a

      Expresses feelings in ways that are appropriate to the situation according to their life experience and cultural beliefs.6.a

    2. b

      Looks for adult assistance when feelings are most intense.6.b

    3. c

      With adult support, uses a variety of coping strategies to manage emotions, such as using words or taking a deep breath. 6.c

RELATIONSHIPS WITH A TRUSTED ADULT

  • 7

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

    1. a

      Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these trusted adults with minimal distress when in a familiar setting.7.a

    2. b

      Initiates interactions with trusted adults and participates in longer and more reciprocal interactions with both trusted and new adults.7.b

  • 8

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

    1. a

      Engages in prosocial behavior with a trusted adult and usually responds to trusted adult requests and directions without significant assistance or prompting.8.a

    2. b

      Uncooperative behavior with familiar adults is rare and the child is able to resolve minor conflicts with support, such as being given reminders to use a quiet voice or follow directions.8.b

RELATIONSHIPS WITH OTHER CHILDREN

  • 9

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

    1. a

      Sustains interactions with other children more often and for increasing periods of time.9.a

    2. b

      With and without prompting from a trusted adult, demonstrates prosocial behaviors with other children.9.b

    3. c

      Likely to show at least some preference for playing with particular children.9.c

  • 10

    Child engages in cooperative play with other children.10

    1. a

      Cooperatively plays with other children in an increasingly coordinated way.10.a

    2. b

      Works with other children to make plans for what and how they will play together. 10.b

    3. c

      When given the opportunity, coordinated play periods get longer.10.

  • 11

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

    1. a

      Sometimes recognizes and describes social problems, suggests solutions to conflicts, and compromises when working or playing in a group.11.a

    2. b

      Although simple conflicts may be resolved without trusted adult assistance, may seek out or need trusted adult support in more challenging moments.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

Keep exploring

Keep exploring Early Learning Kindergarten Guidelines standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Oregon Early Learning Kindergarten Guidelines sets

Early Learning Kindergarten Guidelines