Emotional and Behavioral Self-Regulation

Expresses emotions in ways that are appropriate to the situation.

Looks for adult assistance when emotions are most intense.

Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking deep breaths.

Demonstrates awareness of classroom rules when asked and is able to follow these rules most of the time.

Follows most classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time.

Responds to signals when transitioning from one activity to another.

Appropriately handles materials during activities.

Cleans up and puts materials away appropriately, such as places blocks back on correct shelf or places markers in the correct bin.

Demonstrates control over actions and words in response to a challenging situation, such as wanting to use the same materials as another child, or frustration over not being able to climb to the top of a structure. May need support from adults.

Manages behavior according to expectations, such as using quiet feet when asked or sitting on the rug during circle time.

Waits for turn, such as waits in line to wash hands or waits for turn on swings.

Refrains from aggressive behavior towards others.

Begins to understand the consequences of behavior, such as hitting leads to an adult giving you quiet time. Can describe the effects their behavior may have on others, such as noticing that another child feels sad when you hit him.