Developmental Domain: ATL-REG - DR Access

Developmental Domain: ATL-REG — Approaches to Learning–Self-RegulationATL-REG 5: Self-Control of Feelings and BehaviorChild increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over timeMark the latest developmental level the child has lier Later Earlier Later Earlier Middle Later Calms when comfortedby an adultSeeks a familiar adultwhen distressed,and responds whenphysically comforted bya familiar adultCalms self when afamiliar adult initiatescontact, moves close, oroffers a special thingRelies on communication or guidance froma familiar adult toregulate emotional orbehavioral reactions inmoderately stressfulsituationsDemonstrates capacityto regulate emotionalor behavioral reactionsin some moderatelystressful situations,occasionally needingadult supportExpresses strongfeelings throughconstructive formsof communication,seeking the assistanceof familiar adults whenneededUses simple strategies(e.g., leaving adifficult situation,offering an alternativetoy to a friend) toregulate own feelingsor behaviorsUses sociallyappropriate strategies(e.g., negotiation,compromise, verbalreminders to self)to regulate ownfeelings or behaviors Reaches toward a Gets up and looks for an Lets go of another Waits to ride a favorite Insists that another child Offers a toy in exchange Communicates, “I want a Pauses and sighs after Communicates feelingsPossible Examples Lessens or stops cryingwhen picked up by anadult. Relaxes in an adult’sarms when being held. Quiets to the voice of afamiliar adult.familiar adult to becomforted and nestlesinto the adult when held. Vocalizes to a familiaradult and calms whenthe adult reaches over topat child’s stomach. Looks toward a familiaradult when startled, andrelaxes when picked up.adult after falling down,and then resumes playwhen the adult gives areassuring look. Stops crying after anadult offers a toy similarto the toy another childtook. Calms when an adultmoves to sit closer onthe floor.child’s toy and acceptsa different toy aftera familiar adultcommunicates, “She’splaying with the bluetruck. You can use thered one.” Gets a towel when anadult suggests that theywork together to cleanup a spill that the child isupset about. Accepts an adult’sinvitation to move closer,after noticing child’sworried look when anunfamiliar adult entersthe room.tricycle without tryingto take it from anotherchild.tower falls down, andthen starts to rebuildit when an adult asks,“Do you want to make itagain?” Frowns, but goes toplay with somethingelse, when an adultcommunicates that itis not yet time to gooutside.return a favorite doll,but when refused, asks afamiliar adult for help.when another child has adesired toy. Asks another child whoEarlier turn. Can I use the scooterafter you go around twotimes?” after watchinganother child ride for awhile.is painting at an easel,of anger, through words“When is it my turn? I’veor gestures, to a familiarbeen waiting.” Communicates, “Don’tadult when another childpush!” to another child Leaves the block area after trying to fit at the watertakes a toy without asking.unsuccessfully attemptingtable, and then says, Communicates, “Tôi muốn to join peers, and then“Here’s a place,” andngồi ở đây,” [“I want tomoves to the dramaticmoves over.sit here,” in Vietnamese],play area to join otherwhen upset that therechildren in play. Communicates to self, inare no empty chairs nearwords or signs, that thea friend.monsters are just pretend,when attending to a scarystory. Uses a communicationdevice to suggest astrategy to share thelimited number of popularart materials during acollage project. Child is emerging to the next developmental level Unable to rate this measure due to extended absenceATL-REG 5Self-Control of Feelings and BehaviorDRDP (2015): An Early Childhood Developmental Continuum – Preschool Fundamental View – July 1, 2017 2013-2017 California Department of Education – All rights reserved ATL-REG 5Page 5 of 56

Developmental Domain: ATL-REG — Approaches to Learning–Self-RegulationATL-REG 6: Engagement and PersistenceChild increasingly persists in understanding or mastering activities, even if they are challenging or difficultMark the latest developmental level the child has mastered:RespondingEarlierExploringLaterEarlier There are no earlier levels for Participates in athis measuresimple activity brieflyBuildingIntegratingLater Earlier Middle Later Earlier Selects activities, butswitches quickly fromone to another, evenwith adult supportto help focus on oneactivityContinues selfselected activitieswith adult support,even though interestbriefly shifts to otheractivitiesContinues selfselected activities onown, seeking adultsupport to workthrough challengesWorks throughchallenges on ownwhile engaged in selfselected activitiesReturns to activities,including challengingones, on multipleoccasions to practicea skill or to completethe activity Continues to build a Continues to work onPossible Examples Puts a ring on and off of a Chooses to play in thering stack a few times. Fills and dumps sandfrom a bucket. Shakes a bell whileothers are singing. Uses hands to smearfinger paint. Activates a switch toy. Continues working on awith an adult to make adifficult puzzle, askingnecklace, briefly watches an adult for help whenanother child who brings needed.magnets to the table, Selects a puzzle to work Continues lookingand then continueson with an adult, worksat a book as an adultstringing beads.on it together for a shortencourages other childrentime, and then wanders Stops playing with blocks entering the same area tooff, even with the adult’sand starts to move awayfind a book.encouragement tofrom block area, but Asks adult forcontinue.returns when an adultheadphones, whileoffers props, such as cars Joins a small group andlistening to a story onand street signs, to useattends briefly to antape, when other childrenwith the blocks.adult reading a book, andbegin to play noisilythen shifts attention to Pauses to watch children nearby.another activity.running by while Starts to get ready toscooping sand, butgo outside with otherreturns to scooping whenchildren, and asks for adultthe adult offers anotherassistance with fastenerssand toy.when putting on shoes.dramatic play area fora short while and thenplays in the block area. Strings large beadsstructure with interlockingblocks even when havingdifficulty finding the“right” pieces. Glues a variety ofmaterials together tocreate a three-dimensionalcollage, trying differentways to make them stick. Repeatedly tries to tracearound own hand. Completes an obstaclespinning a round hooparound own waist oversuccessive days. Continues at a potteryactivity that involvesshaping clay, letting it dry,painting it, and letting itdry some more. Writes own name, thenwrites it more clearly asecond time at classroomsign-in table.course using a walker,even on bumpy ground. Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level Unable to rate this measure due to extended absenceATL-REG 6Engagement and PersistenceDRDP (2015): An Early Childhood Developmental Continuum – Preschool Fundamental View – July 1, 2017 2013-2017 California Department of Education – All rights reserved ATL-REG 6Page 6 of 56

Developmental Domain: ATL-REG — Approaches to Learning–Self-RegulationATL-REG 7: Shared Use of Space and MaterialsChild develops the capacity to share the use of space and materials with othersMark the latest developmental level the child has mastered:RespondingEarlierExploringLaterEarlier BuildingLater There are no earlier levels for Demonstratesthis measurepreferences for afew specific toys ormaterialsTakes and plays withmaterials of interest,even when they arebeing used by anotherchildEarlier Middle IntegratingLater Earlier Shows awareness thatother children mightwant to use materials,by taking action tocontrol the materialsMaintains controlof some preferredmaterials, allowingothers to use the rest,but will need adultsupport to sharepreferred materialswith other childrenFollows expectationsor procedures forsharing, most of thetime, without adultprompting Chooses to play with doll Takes another child’s toy, Keeps all of the crayons Holds onto big brushes Communicates to another Brings a carpet squarePossible Exampleswith red hair on repeatedoccasions.and seems surprised bythe other child’s protest.nearby even if only usingone or two colors. Chooses to play with the Picks up a purple marker Communicates, “Es mía,”same toy dinosaur everyday. Selects the green markerevery time when at theart table.after another child put itdown momentarily to dosomething else. Squeezes in betweenother children at thewater table, making itdifficult for the otherchildren to continue theirplay.[“It’s mine,” in Spanish],when another childreaches for a red cape. Places favorite dollsbehind back when otherchildren are playing inthe doll area.while painting at thetable, but then gives otherchildren some big brushes,with adult prompting. Keeps favorite crayonsnearby, and pushes thebasket of other coloredcrayons to the center ofthe table. Lets another child take abook from a pile nearby,but holds onto a fewfavorite books.Offers to share space ormaterials with others inthe absence of explicitexpectations forsharingchild, “That’s mineto another child while[referring to a carpetgetting ready for storysquare]. Go get one fromtime, without being asked.the pile over there,” while Makes room for anothergetting ready for storychild who wants to join intime.building a spaceship, and Gets riding toys out ofthen offers a piece for thethe shed to give to otherchild to add.children, according to the Uses a communicationusual classroom practice.device to ask another Communicates, “It’s mychild to join in making aturn when you are done,”necklace.to a child who is using thetricycle. Puts name on waiting listwhen wanting to have aturn at the computer, afterreminder by an adult thatthere is a waiting list. Child is not yet at the earliest developmental level on this measure Child is emerging to the next developmental level Unable to rate this measure due to extended absenceATL-REG 7Shared Use of Space and MaterialsDRDP (2015): An Early Childhood Developmental Continuum – Preschool Fundamental View – July 1, 2017 2013-2017 California Department of Education – All rights reserved ATL-REG 7Page 7 of 56

Developmental Domain: SED — Social and Emotional DevelopmentSED 1: Identity of Self in Relation to OthersChild shows increasing awareness of self as distinct from and also related to othersMark the latest developmental level the child has mastered:RespondingEarlier ExploringLater Earlier BuildingLater Earlier Communicates ownname and names offamiliar people (e.g.,“dada,” “mama,”“grandma,” orsibling’s name)Expresses simpleideas about self andconnection to othersDescribes self orothers based onphysicalcharacteristicsDescribes own preferences or feelings;andDescribes the feelingsor desires of familymembers, friends, orother familiar people Acts out roles from own Communicates, using Communicates to an adult, Selects a pink scarf for aResponds in basicways to othersUses senses to explore Recognizes self andself and othersfamiliar peoplePossible Examples Attends to a familiar Examines own hand or Orients toward a familiar Communicates, “Me Touches others’ hair Points to picture of selfadult during feeding. Quiets when hears afamiliar adult. Grasps an adult’s fingerwhen palm of child’shand is touched.foot by looking at it ormouthing it.when it is within reach. Plays with sound byrepeating grunts andsqueals.adult when own name isspoken or signed.on the wall. Smiles when a familiaradult enters the room.llamo Luis,” [“My name isLuis,” in Spanish]. Communicates namesof immediate familymembers in a photo. Looks to new baby sisterand communicates hername.family in pretend play. Communicates, “I’mmaking cookies—justlike Grandma!” whilerolling play dough.Middle Integratingcommunication board,“His hair is red!” Identifies own height,as indicated on a growthchart posted on the wall. Draws picture of a house Narrates details whileand communicates, “Thisis my house.”drawing a picture of afriend. Draws a picture of ownfamily, representing traitssuch as heights and haircolors.Later “I was mad when it rainedbecause we couldn’t gooutside.”Earlier Compares ownpreferences orfeelings tothose of othersfriend whose favorite coloris pink, then selects a bluescarf for self. Communicates that a Communicates to a Says, “Ayokong hawakan Communicates, “我喜friend is happy because heis going to have a birthdayparty.ang susô. Na tatakot ako,”[“I don’t want to touchthe snail. It scares me,” inTagalog].peer that they both likepeanut butter and jellysandwiches.歡游泳, 但是我姐姐不喜歡,” [“I loveto swim, but my sisterdoesn’t,” in Chinese]. Child is emerging to the next developmental level Unable to rate this measure due to extended absenceSED 1Identity of Self in Relation to OthersDRDP (2015): An Early Childhood Developmental Continuum – Preschool Fundamental View – July 1, 2017 2013-2017 California Department of Education – All rights reserved SED 1Page 8 of 56

Developmental Domain: SED — Social and Emotional DevelopmentSED 2: Social and Emotional UnderstandingChild shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristicsMark the latest developmental level the child has mastered:RespondingEarlier Responds to faces,voices, or actions ofother peoplePossible Examples Looks at faces. Turns head toward anadult during feeding. Grasps an adult’s fingerwhen palm of child’shand is touched.ExploringBuildingLater Earlier Shows awarenessof what to expectfrom familiar peopleby responding to oranticipating theiractionsAdjusts behaviorin responseto emotionalexpressions offamiliar people,especially in novel oruncertain situationsAdjusts behaviorIdentifies own orin responseothers’ feelingsto emotionalexpressions of peoplewho are less familiar Smiles when an adult Pays attention to a Moves or looks towardcontinues after pausingduring a game ofpattycake. Looks toward thelocation of where anadult’s face will reappearduring a game of peeka-boo. Kicks legs in excitementor adjusts body whena familiar adult leansforward to pick child up.familiar adult’s facialexpressions when anunfamiliar person entersthe room. Stops playing, looks up,and then smiles whenhearing a familiar adult’slaugh. Starts to climb on a table,but pauses in responseto an adult’s cautionarylook and warning.Later a familiar adult when aless familiar adult entersthe room. Pauses after reachingtoward a peer’s toy, tocheck on a less familiaradult’s response. Stops in response to awarning from anotherchild’s parent aboutgetting too close to theswing.Earlier IntegratingMiddle Later Earlier Communicates, withadult assistance,about feelings thatcaused own behavioror others’ behaviorCommunicates ideasabout why one has afeeling or what willhappen as a result ofa feelingCommunicates ideasabout how own oranother’s personalityaffects how onethinks, feels, and acts Communicates, “También Responds that a friend is Communicates, Communicates to a peer,me gusta pintar, me hace sad, when an adult asks,“Magagalit siya kapag“You’re silly,” when thefeliz,” [“I like to paint,“Why did your friend getbumagsak na naman angpeer starts giggling andtoo; it makes me happy,”his blanket?”kanyang tulay,” [“He’llother children join in.in Spanish] after noticingbe mad if his bridge is Communicates that the Communicates that a peera child at an easel.knocked down again,” inturtle was scared, when anis shy when seeing herTagalog]. Communicates that aadult asks, “Why did thehide as an unfamiliar adultcrying child is sad.turtle go into its shell?” Uses a communicationapproaches.device to express, “I feel Communicates, “She Communicates, “Cô bé Communicates thatsleepy when it gets dark.”wants the big truck.”nhớ mẹ của mình,” [“Sheanother child plays withmisses her mommy,” Communicates, “I’meveryone because he is so Points to “angry” picture in Vietnamese] whenbored. I’m going to playfriendly.on emotion chart whilean adult asks, “Whatwith the blocks now.”looking at a peer.happened?” Child is emerging to the next developmental level Unable to rate this measure due to extended absenceSED 2Social and Emotional UnderstandingDRDP (2015): An Early Childhood Developmental Continuum – Preschool Fundamental View – July 1, 2017 2013-2017 California Department of Education – All rights reserved SED 2Page 9 of 56

Developmental Domain: SED — Social and Emotional DevelopmentSED 3: Relationships and Social Interactions with Familiar AdultsChild develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adultsMark the latest developmental level the child has mastered:RespondingEarlier Responds to faces,voices, or actions offamiliar peopleExploringLater Earlier adult when being held byanother adult. Orients toward a familiar Vocalizes at a familiaradult’s voice. Quiets when picked up bya familiar adult.Later Shows a preference for Interacts in simple ways Initiates activities withfamiliar adults and tries with familiar adults and familiar adults;to interact with themtries to maintain theandinteractionsSeeks out assistance orsupport from familiaradultsPossible Examples Widens eyes or brightens Reaches for a familiarface at the face of afamiliar adult.Buildingadult to gain the adult’sattention. Laughs in anticipationbefore a familiar adultnuzzles child’s neck. Places toy on a familiaradult’s lap, goes to getanother toy, and thenplaces that toy on theadult’s lap. Puts hands near head to Grasps a familiar adult’shand to gain attention,and then gestures tobegin a finger-play game.Earlier IntegratingMiddle Later Earlier Engages in extendedinteractions withfamiliar adults in avariety of situations(e.g., sharing ideas orexperiences, solvingsimple problems)Seeks a familiar adult’sideas or explanationsabout events orexperiences that areinteresting to the childTakes initiative increating cooperativeactivities with afamiliar adultWorks cooperativelywith familiar adults,over sustained periods,to plan and carry outactivities or to solveproblems Communicates to a Asks a teacher why Offers to place napkins Works together with afamiliar adult, “Wantsome tea?” during apretend tea party. Communicates interest in Completes a simpleanother child is not goingoutside with the group. Communicates to an adult,“What’s the bee doing?”while watching a bee flyfrom flower to flower orsharing a book togetherabout bees.and cups on the tablewhen a familiar adult ispreparing a snack. Brings a board gamefamiliar adult to completea puzzle over severaldays, organizing pieces indifferent ways.to a familiar adult and Plans a gardening activitycontinue a game of peekcommunicates an interest with a familiar adult,a-boo when a familiarin playing together.communicating by signing Brings a blanket to aadult pauses.the materials needed.familiar adult and then Shares rocks collected Gives pretend food to Repeatedly hands littleclimbs into the adult’s lap while playing outside Asks a familiar adult for a a familiar adult and Gathers possiblecars to a familiar adult towhen upset.with a familiar adult.sugg

Mark the latest developmental level the child has mastered: Child is emerging to the next developmental level Unable to rate this measure due to extended absence Conditional Measure Measure not rated: the child's development is beyond the latest developmental level. (Required for children with IEPs)