La. Admin. Code tit. 28 § CXXXVI-303

Current through Register Vol. 50, No. 8, August 20, 2024

Section CXXXVI-303 - Interpersonal Skills

A. Relationships with Adults. Standard 1: Children engage in and maintain positive relationships and interactions with adults.

1. Infants, Birth-11 months:

a. notice and respond to familiar adults, such as returning a smile.

b. respond differently to familiar versus new adults, such as reaching for a familiar adult.

c. move or cry to seek attention and comfort from familiar adults.

d. engage in simple back-and-forth interactions with familiar adults, such as laughing when an adult makes a silly face.

e. repeat actions that elicit social responses from familiar adults (e.g., repeat cooing sound after adult responds).

2. Young Toddlers, 9-18 months:

a. mimic signs of recognition (e.g., smile, wave).

b. seek to be near familiar adults and respond cautiously to new adults;

c. request help from familiar adults to address wants and needs, such as bringing a book to an adult to be read.

d. initiate back-and-forth play with familiar adults, such as starting a game of peek-a-boo.

e. imitate gestures and sounds of familiar adults during interactions, such as repeating what an adult says.

3. Older Toddlers, 16-36 months:

a. Initiate signs of recognition with familiar adults by greeting, waving, or smiling.

b. Check in with familiar adults for reassurance when trying new things, such as grabbing a familiar adult's hand when entering a new place.

c. Request help from familiar adults when encountering difficult tasks or situations, such as asking for help to clean up a spill.

d. Initiate play and interactions with familiar adults, such as pretending to serve an adult food while playing.

e. Imitate behaviors observed in familiar adults, such as pretending to cook or read a book.

4. Three Year Olds, 36-48 months:

a. demonstrate recognition of familiar adults using simple actions or words;

b. separate from familiar adults when in familiar settings, such as leaving a familiar adult to join a swimming lessons class;

c. request help from adults to meet needs or solve problems, then attempt to implement suggestions with adult support;

d. interact with both familiar and unfamiliar adults, such as greeting a class guest by waving;

e. interact with adults to seek information and to socialize, such as asking a neighbor if they have a dog.

5. Four Year Olds, 48-60 months:

a. demonstrate recognition of familiar adults using multiple and varied actions or words;

b. separate from familiar adults in new settings, such as joining other children to play at a birthday party;

c. work with adults to generate ideas for accomplishing tasks or solving problems, then implement suggestions independently;

d. interact with adults new to their environment (e.g., substitute caregiver), such as asking a nurse questions at the doctor's office;

e. interact with adults to share ideas and plan activities, such as asking an adult to help sound out a new word in a book.

B. Relationships with Children. Standard 2: Children engage in and maintain positive relationships and interactions with other children.

1. Infants, Birth-11 months:

a. notice other infants and children, such as looking at children when they enter the classroom;

b. touch, smile, or babble to other infants and children.

2. Young Toddlers, 9-18 months:

a. interact briefly with other children using gestures, such as bouncing a toy upon seeing another child bounce a toy;

b. demonstrate awareness of conflict (e.g., cry, turn away), such as shaking head "no" when another child tries to take a toy.

3. Older Toddlers, 16-36 months:

a. Play alongside other children (parallel play) for short periods of time with adult support, such as sitting in a circle with a group singing "Itsy Bitsy Spider" led by an adult.

b. Take turns when playing with other children with adult guidance and support, such as taking turns scooping sand into a bucket after prompted by an adult.

c. Interact more frequently with a familiar child, such as choosing an activity based on another child's choice.

d. Seek assistance from adults to resolve conflicts with other children, such as asking an adult for help upon being pushed by another child.

4. Three Year Olds, 36-48 months:

a. Interact or play cooperatively with other children, such as asking another child, "Want to run with me?"

b. Demonstrate prosocial behaviors (e.g., taking turns, sharing) when playing with other children with some prompting from adults, such as waiting until another child is done playing on the swing and then getting onto the swing.

c. Demonstrate preference to play with one or more specific children, such as joining the same two children for several days to play tag.

d. Initiate an activity or join other children in an activity that is already in progress, such as saying, "I want to play!" and joining other children in the dramatic play center.

e. Suggest solutions to conflicts with adult guidance and support, such as saying, "I can ask them to stop," when asked by an adult what to do when another child takes away a toy.

5. Four Year Olds, 48-60 months:

a. Interact or play cooperatively with a small group of children for a sustained period of time, such as working with a group of children to build a house out of blocks.

b. Demonstrate prosocial behavior (e.g., taking turns, sharing) when playing with other children with few reminders, such as playing with a toy and then passing the toy to another child who wants it.

c. Demonstrate preference to routinely play with one or more specific children, such as describing another child as their "best friend."

d. Initiate, join in, and sustain positive interactions with a small group of children, such as asking if they can play a game with a small group of children.

e. Suggest solutions to resolve conflicts with other children with limited adult support, such as telling another child, "I'm playing with these cars, so here is a truck you can use to play."

C. Self-Esteem. Standard 3: Children recognize themselves as individuals and express positive self-esteem.

1. Infants, Birth-11 months:

a. Look at or grab hands and feet.

b. Respond to one's own image in a mirror by smiling or moving closer.

c. React when name is called by smiling or turning to look at caregiver.

d. Express preferences by crying or turning away from dislikes and reaching for preferred objects, activities, and people.

e. Express satisfaction at accomplishing things such as holding a bottle or rolling over.

2. Young Toddlers, 9-18 months:

a. Point to body parts, including feet and hands, of themselves and others when each is named.

b. Recognize oneself in a mirror, such as by pointing or saying, "Me."

c. Respond when name is called by looking or moving toward a familiar adult.

d. Express preferences for objects, activities, and people using gestures, signs, or words, such as choosing a shirt to wear or which food they would prefer.

e. Demonstrate a sense of satisfaction when accomplishing simple tasks, such as smiling or clapping during play or chores.

f. Express pride over accomplishments, such as stacking blocks or cleaning up after playing.

3. Older Toddlers, 16-36 months:

a. Able to point to and name body parts including ears, eyes, nose, feet, and hands.

b. Identify oneself in photographs.

c. Use different words (e.g., I, me, mine) when referring to oneself, including first name.

d. Indicate preferences when asked, such as choosing juice over milk or coloring with crayons over finger painting.

e. Demonstrate confidence in one's own abilities and express satisfaction when demonstrating them to others, such as putting on their own shoes and exclaiming, "I did it!"

f. Call attention to new skills or abilities, such as using the bathroom independently and reporting to a familiar adult.

4. Three Year Olds, 36-48 months:

a. Begin to use words to describe personal physical characteristics (e.g., hair color, eye color).

b. Use one's own first and last name.

c. Express likes and dislikes, and make choices based on personal preferences, such as choosing a playground or center activity.

d. Demonstrate confidence in one's own abilities and accomplish routine and familiar tasks independently, such as brushing teeth and then saying, "My teeth are all clean!"

e. Express positive feelings about self when prompted, such as riding a tricycle and stating, "I did it myself."

5. Four Year Olds, 48-60 months:

a. Use words to describe personal physical characteristics (e.g., hair color, eye color).

b. Demonstrate confidence in one's own abilities, taking on new and challenging activities, and declining help when offered, such as offering to help other children tie shoes after tying their own shoes.

c. Describe oneself using positive terms (e.g., hard worker, good at drawing).

D. Self-Regulation. Standard 4: Children moderate their behavior and respond to the feelings of others.

1. Infants, Birth-11 months:

a. Express simple feelings (e.g., contentment, distress) using sounds, facial expressions, or body movements, such as smiling at others or crying when a diaper is dirty.

b. React to an adult's expression of feelings, such as ceasing to cry when an adult uses a soothing voice (e.g., facial expression, tone of voice, gestures).

c. React to others' expressions of feelings, such as beginning to cry when another child cries.

d. Express and act on impulses (e.g., cry when hungry; explore how hair feels by pulling it).

e. React to stressful situations by shifting attention or turning away, such as a child hugging a familiar adult when upset.

f. Accept comfort when held, rocked, or talked to by a familiar adult, such as ceasing to cry when a familiar adult sings a lullaby.

2. Young Toddlers, 9-18 months:

a. Express a range of basic feelings (e.g., happiness; sadness; fear; anger) using sounds, facial expressions, gestures, or actions, such as clapping and smiling when a favorite song plays.

b. Imitate adult expressions of feelings using facial expressions, sounds, gestures, or actions, such as smiling and waving hi upon seeing an adult smile and wave as someone enters the room.

c. Respond to others' feelings with adult support, such as consoling another crying child when prompted by an adult.

d. Accept some redirection from adults, such as sharing a toy when reminded to share by an adult.

e. Participate in simple routines and accept transitions with adult support, such as walking to the high chair after an adult puts on the child's bib.

f. Notice how others respond to one's own behaviors, such as when a child beats on drums then looks at an adult to see the reaction.

g. Use simple behaviors to soothe oneself when upset, such as moving to a caregiver's side when hearing loud thunder.

h. Look toward familiar caregivers for help when becoming upset.

3. Older Toddlers, 16-36 months:

a. Express a range of feelings (e.g., happiness, sadness, fear, anger, anticipation) using gestures, facial expressions, actions, or words, such as waiting eagerly for a snack.

b. Recognize one's own feelings when named by an adult, such as laughing when an adult asks, "What do we do when something is funny?"

c. Respond in caring ways to others' expressions of feelings, such as taking a blanket to a crying child.

d. Frequently respond positively to choices and limits set by an adult, such as stopping splashing waiter during hand washing after being reminded by an adult that the mess will have to be cleaned.

e. Participate in routines, accept transitions, and follow simple guidelines for behavior with adult support, such as stopping playing and beginning to clean up toys in a center when an adult plays the clean-up song and models cleaning.

f. Experiment with effects of one's own actions on objects and people, such as reaching for a plate when sitting down for a meal.

g. Imitate strategies to manage reactions and behavior with adult direction, such as a child sitting calmly during whole group time after an adult models.

h. Recover from outbursts (e.g., tantrums) with adult support, such as moving on to a new activity after becoming upset about sharing toys.

i. With adult guidance and support, demonstrate the ability to wait for a short period of time to get what one wants, such as sitting at a table and waiting for snacks to be distributed.

j. Change to new or different activities with adult guidance and support, such as singing a cleanup song when transitioning from playing with blocks to lunchtime.

4. Three Year Olds, 36-48 months:

a. Express complex feelings (e.g., gratitude, surprise, frustration, confusion) using actions or words, such as saying in frustration, "Ugh, I can't do it."

b. Accurately name one's own basic feelings (e.g., happy, mad, sad), such as a child expressing, "I am excited."

c. Accurately name basic feelings in others and respond with care and concern, such as asking other children, "What's wrong?" and trying to comfort or cheer them.

d. Participate in routines, manage transitions, and follow adult guidelines for behavior with occasional reminders, such as preparing for nap after a prompt from an adult by putting the mat in place and getting a blanket.

e. Demonstrate understanding of how one's own actions and behavior affect others, such as asking an adult for help rather than taking a toy from another child.

f. Use a variety of strategies, such as deep breathing or use of words, to manage reactions and behavior with adult support.

g. Express strong feelings constructively with assistance, such as going to a quiet area or asking for a favorite book to be read when upset.

h. Demonstrate the ability to wait to get something one wants (delayed gratification), such as waiting to take a turn riding a tricycle.

i. Follow schedules with few reminders, such as cleaning up toys and joining group activities.

5. Four Year Olds, 48-60 months:

a. Express strong feelings in a manner that is safe for self and others with occasional adult support, such as telling another child, "I'm mad at you because you don't want to play my game."

b. Accurately name one's own feelings and identify them in various situations, such as a child asking for a hug when feeling sad.

c. Accurately name feelings in others, predict causes, and respond with care and concern (e.g., "He's sad because someone took his toy. He can have mine.").

d. Participate in routines, manage transitions, and follow adult guidelines for behavior, adapting to changes in each as needed, such as transitioning easily from play inside to play outside and then to clean-up time with adult prompts.

e. Predict consequences of one's own and others' actions and behavior with adult support, such as when a child knows not to leave the caps off of markers to prevent their drying.

f. Manage reactions and behavior with occasional verbal, visual, or auditory reminders, such as singing a song with an adult while waiting for a turn to swing.

g. Able to decrease intensity of reactions more consistently, with adult support when needed, such as choosing a new activity rather than arguing with another child about sharing.

h. Follow rules and routines with occasional reminders from adults, such as consulting a picture schedule to remind oneself of the next daily activity, like outside time.

La. Admin. Code tit. 28, § CXXXVI-303

Promulgated by the Board of Elementary and Secondary Education, LR 50956 (7/1/2024).

AUTHORITY NOTE: Promulgated in accordance with R.S. 17:6(A)(10), R.S. 17:407.22, R.S. 17:407.23.