Emotional and Social Development (ESD)

Other South Carolina Early Learning Standards sets

• Approaches to Play and Learning (APL)
• Cognitive Development (CD)
• Health and Physical Development (HPD)
• Language Development and Communication (LDC)
• Mathematical Thinking and Expression (MTE)

Show awareness of their bodies (study own hands and feet moving; use hands, mouth, and eyes in coordination to explore their bodies). ESD-1a

Show interest in their image in a mirror (stare, smile, reach out to touch).ESD-1b

Respond to their name with sounds or movement. ESD-1c

Express likes and dislikes (smile, cry, and protest).ESD-1d

Show awareness of specific body parts. ESD-1e

Recognize themselves in a mirror (point to self, make faces in mirror). ESD-1f

Express choices with gestures, signs, or words (select a toy they want).ESD-1g

Show awareness of some of their own characteristics and things they can do (recognize themselves in pictures, say, “I help Daddy!”). ESD-1h

Use their own name or a personal pronoun to refer to themselves (I, me, and mine). ESD-1i

Make choices and have favorite clothes, toys, and activities. ESD-1j

Describe self (characteristics that can be seen, things they can do, things they like, possessions).ESD-1k

Express a sense of belonging to a group (say “There’s Kirby from my class,” move to stand with own group upon request, “I am a girl.”).ESD-1l

Use own first and last name.ESD-1m

Choose activities they like and name their favorite activities.  ESD-1n

Describe themselves in concrete ways, with greater detail and accuracy (“My eyes are brown.” “I am tall.”).ESD-1o

Express awareness that they are members of different groups (e.g., family, preschool class, ethnic group). ESD-1p

Choose to spend more time on preferred activities, and express awareness of skills they are developing.  ESD-1q

Show they expect results from their actions (repeat loud noise to gain attention, hit toy over and over to produce sound). ESD-2a

Show pleasure at things they have done (wiggle, coo, laugh).  ESD-2b

Explore the environment with support from a familiar, trusted adult. ESD-2c

Explore the environment on their own, but check in with a familiar, trusted adult occasionally. ESD-2d

Show confidence in their ability to make things happen by repeating or changing their actions to reach a goal (move closer to reach an object they want).ESD-2e

Bring others things they like or show them things they have done.ESD-2f

Express positive feelings about themselves by showing and/or themselves, things they like, or things they have done. ESD-2g ESD-2g

Explore the environment independently to satisfy their own interests (seek out toy or favorite materials). ESD-2h

Show confidence in their abilities through actions and/ or language (try to lift a heavy object, say, “I’m strong!”). ESD-2i

Attempt to reach goals without help from others (push adult away, say “Me do it myself!”).ESD-2j

Express positive feelings about themselves by showing and/or telling others about themselves, things they like, or things they have done. ESD-2k

Express the belief that they can do many things.ESD-2l

Stick with tasks even when they are challenging.ESD-2m

Express opinions about their abilities in different areas (“I’m a good friend.” I can run fast.” “I know all my letters!”).ESD-2n

Enjoy being held, cuddled, and talked to by familiar adults.  ESD-3a

Recognize and reach out to familiar people.  ESD-3b

Seek to be near their caregivers; stop crying when they come near.  ESD-3c

Show signs of separation anxiety when a familiar caregiver leaves. ESD-3d

Make eye contact with others. ESD-3e

Imitate sounds, facial expressions, or gestures they see other people do (peeka-boo, hands up for “so big”).  ESD-3f

Show preference for and emotional connection with adults who take care of them on a regular basis (“check in” with caregiver while playing, greet family member with big hug, seek out caregiver when upset or uncertain, exhibit anxiety when adult leaves). ESD-3g

Offer toys and objects to familiar adults.ESD-3h

Look to adult for affirmation of behavior/guidance. ESD-3i

Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem solving, and approval).  ESD-3j

Form close relationships with their primary caregivers and other familiar adults. ESD-3k

Seek help from trusted adults when upset (when fearful or having difficulty with something). ESD-3l

Are less likely to get upset when primary caregiver is with them. ESD-3m

Use words to influence caregivers’ behavior (ask for help, talk about something they want the adult to do). ESD-3n

Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem solving, and approval).  ESD-3o

Show affection for adults they are close to.ESD-3p

Given time, form positive relationships with new teachers or caregivers. ESD-3q

Show ease and comfort in their interactions with familiar adults.ESD-3r

Ask for assistance from adults. ESD-3s

Seek out trusted teachers and caregivers as needed (for emotional support, physical assistance, social interaction, problem solving, and approval). ESD-3t

Form positive relationships with new teachers or caregivers over time.ESD-3u

Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something). ESD-3v

Notice other infants and children (look at them, turn in other’s direction, reach for them, touch them). ESD-4a

Show pleasure at the arrival of familiar peers.ESD-4b

Enjoy playing alongside other children.ESD-4c

Imitate actions of older siblings and playmates.ESD-4d

Offer toys and objects to other children. ESD-4e

Show affection or preference for particular children (spontaneously hug, want to play, call child a friend).ESD-4f

Remember and use names of familiar playmates.ESD-4g

Use appropriate words to influence playmates’ behavior (“Play with me.” “Stop hitting me.”). ESD-4h

Participate in play with other children.ESD-4i

Show positive emotion and turn-taking with familiar playmates (agree to chase each other, watch and imitate each other’s play with toys).ESD-4j

Demonstrate social skills when interacting with other children (turn-taking, conflict resolution, sharing).  ESD-4k

Form and maintain friendships with a few other children. ESD-4l

Identify another child as a friend. ESD-4m

Approach other children easily, expecting positive interactions.ESD-4n

Show ease and comfort in their interactions with familiar children. ESD-4o

Demonstrate social skills when interacting with other children (turntaking, conflict resolution, sharing). ESD-4p

Form and maintain friendships with other children of diverse cultural backgrounds and abilities.  ESD-4q

Seek and give support to children they identify as friends. ESD-4r

Use language effectively to have conversations with other children and influence another child’s behavior (negotiate sharing a toy, plan how to build a block tower together). ESD-4s

Play and interact cooperatively with other children (work on project together, exchange ideas).ESD-4t

Emerging

Use gestures, sounds, objects, or words to get another person to do something (bring box to adult to be opened, make noise to get someone to look).ESD-5a

Follow simple directions some of the time. ESD-5b

Control impulses some of the time (look at forbidden object and say, “No, no,” allow adult to direct them to a different activity). ESD-5c

Accept adult help to resolve problems and conflicts, and cooperate when adults redirect them from a situation that poses a problem. ESD-5d

Follow social rules, transitions, and routines that have been explained to them, with reminders and practice.ESD-5e

Adjust their behavior to fit different situations (tiptoe near a sleeping baby, use a quiet voice inside, run outside).  ESD-5f

Evaluate their own and others’ actions as right or wrong (pointing out another child is climbing on the table).ESD-5g

Show caring and cooperation (help to put away toys, offer to help another person). ESD-5h

Wait for a short time to get what they want (a turn with a toy, snack), with guidance and support.ESD-5i

Accept “no” without getting overly upset. ESD-5j

Follow social rules, transitions, and routines that have been explained to them, with reminders and practice.  ESD-5k

Often make requests clearly and effectively. ESD-5l

Show awareness that their actions affect others (move carefully around classmate’s block structure). ESD-5m

Wait for a short time to get what they want (a turn with a toy, a snack).ESD-5n

Work to resolve conflicts effectively, with guidance and support.ESD-5o

Notice and accept similarities and differences among all people, including people with disabilities. ESD-5p

Recognize and honor cultural differences. ESD-5q

Follow social rules, transitions, and routines that have been explained to them. ESD-5r

Make requests clearly and effectively most of the time. ESD-5s

Balance their own needs with those of others in the group. ESD-5t

Anticipate consequences and plan ways to solve problems effectively, with guidance and support. ESD-5u

Use a variety of strategies to solve problems and conflicts with increasing independence.ESD-5v

Express respect and caring for all people, including people with disabilities.ESD-5w

Recognize and honor cultural differences.  ESD-5x