California Preschool Learning Foundations - ECEZero2Three ...

4.0 Cooperation and Responsibility
At around 48 months of age At around 60 months of age
4.1 Seek to cooperate with adult
instructions but their capacities for
self-control are limited, especially
when they are frustrated or upset.
Children strive to follow adult instructions to
maintain a good relationship with the parent or
teacher and because of incentives and rules.
Children often become dismayed or distressed
when corrected. Children have more difficulty
complying with instructions when without adult
support or when distressed or frustrated.
Examples Examples
• Plays gently with the classroom rabbit when
reminded to do so by the teacher but may play
more roughly on other occasions.
• Seems sad and hides after the teacher comments
on inappropriate behavior.
• Smiles when the teacher comments on the child’s
cooperative behavior while setting the table for
lunch.
• Hits another child when frustrated, then looks at
the teacher.
• Shouts angrily at another child, but looks
confused or upset when the other child begins
to cry.
• Participates in classroom routines, such as
cleanup.
California Department of Education • Preschool Learning Foundations, Volume 1
Social Interaction | 15
4.1 Have growing capacities for self-
control and are motivated to
cooperate in order to receive adult
approval and think approvingly
of themselves.
Children’s cooperation with adult instructions
is more reliable because of better capacities
for self-control. Children are motivated by adult
approval and by a desire to view themselves
approvingly for their good conduct, reflecting
their acceptance of adult standards for
themselves.
• Tells another child to be gentle with the classroom
guinea pig.
• Suggests taking turns with another child who
wants to ride the tricycle.
• Spontaneously communicates, “I’m a good
helper!”
• Accidentally spills paint on another child’s artwork,
then communicates, “I’m sorry,” or gets
another piece of paper for the other child.
• Communicates, “uh-oh,” and begins to pick up
the pieces of a puzzle she has knocked off
a shelf.
• Works cooperatively with a friend to wipe off the
table with sponges after lunch.
• Responds cooperatively when his behavior is
corrected by a teacher.
SOCIAL-EMOTIONAL DEVELOPMENT