California Preschool Learning Foundations - ECEZero2Three ...

SOCIAL-EMOTIONAL DEVELOPMENT
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greater challenges to healthy development
because they are more likely to
lack those supports; consequently,
their readiness to begin school is hindered.
The second assumption was
that the purpose of these foundations is
to describe typical development rather
than to articulate aspirational expectations
for children’s behavior under
the best possible conditions or for the
behaviors to be instilled in children.
In order for these foundations to be
useful, they must describe what can
typically be expected of young children
growing up in conditions appropriate
for healthy development. The third
assumption was that these foundations,
especially the behavioral examples
for each foundation, are not meant
to be assessment items; rather, they are
meant to be guidelines and teaching
tools. Those who use these foundations
should not try to measure the children
they observe against the specific
examples included in each domain.
This is because the examples given are
meant to be general illustrations of the
competencies described rather than
essential criteria for age-appropriate
development. Children are different
from one another and will vary in the
extent to which their behaviors match
those given in the examples.
The third assumption was that these
foundations, especially the behavioral
examples for each foundation, are not
meant to be assessment items;
rather, they are meant to be guidelines
and teaching tools.
Educators, early childhood specialists,
and others involved in any effort
to describe the behaviors typical of
children at around 48 months of age
compared with children at around
60 months of age will find themselves
humbled by the realization that the
developmental changes apparent over
the course of a single year (albeit a
duration that is one-quarter of the
child’s lifetime to date) can be subtle.
In other words, one should not expect
extensive changes in the behavior of
preschool children during a 12-month
period. Indeed, individual differences
in the characteristics and behavior
of children of any age can be greater
than the average behavioral changes
they will experience over the course
of a year of development. The purpose
of these foundations, however, is to
highlight the developmental differences
that are most common between
typical children at around 48 and 60
months of age. Although the differences
between children of each age
can be subtle, there are some consistent
themes that run throughout the
social-emotional domain. Compared
with younger children, for example,
children at around 60 months of age
are more behaviorally competent and
take greater active initiative in social
interactions and learning; they have
an enhanced psychological awareness
of themselves and others; they have a
greater capacity for self-control; and
their social relationships are more
reciprocal in quality. In general, these
differences should be apparent in various
ways across different social and
emotional areas.
Children are a remarkably diverse
population, even when children of
comparable ages are considered. They
vary in their temperamental qualities
and personality, family background,
cultural heritage and values, and other
features that make the application of
these foundations (and the behavioral
examples included in each) a challeng-
Preschool Learning Foundations, Volume 1 • California Department of Education