Social and Emotional Development 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Learning Indicators Indicators Indicators Indicators Indicators Indicators Indicators Progression This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, for example, for example, for example, for example, for example, for example, for example, when children: when children: when children: when children: when children: when children: when children: Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. Trusting SE.6.1 Attend and SE.12.1 SE.18.1 Look to SE.24.1 Use familiar SE.36.1 Approach SE.48.1 Engage in SE.60.1 Seek help and Relationships respond to familiar Prefer primary trusted caregivers adults as secure base caregivers for interactions with less approval from a wider adults and are able caregiver(s) for cues about how through behaviors such support and familiar adults array of adults in trusted to be soothed when to others and to respond to their as glancing back at comfort, particularly roles distressed usually accept environment for caregiver while playing during stressful or guidance from comfort and support frustrating situations trusted adults HELP 5-1: Attachment/Separation/Autonomy Strands and Individual items from the strand: Items 0.0 Regulatory/Sensory Organization (1.01, 5.01, 5.05) Managing SE.6.2 Show SE.12.2 Display SE.18.2 Display SE.24.2 Manage SE.36.2 Manage SE.48.2 Manage most SE.60.2 Through Separation recognition of preference attachment to trusted routine separations from most separations separations without expanding relationships familiar faces for trusted adults and feelings caregivers with little without distress distress and adjust with adults (e.g., teacher, and awareness adults which of security which distress and calm quickly and adjust to new to new settings in the play group leader, friends’ if someone is a may include may include a fear of after a separation settings with support presence of trusted adult caregivers), exhibit comfort stranger exhibiting fear strangers and new and from a trusted adult in exploring more new and protesting at unfamiliar places settings, although they separation may need to periodically check-in with a familiar adult HELP 5:1 Attachment/Separation/Autonomy Strands and Items
Social and Emotional Development 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Learning Progression Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. Trusting Relationships SE.6.1 Attend and respond to familiar adults and are able to be soothed when distressed SE.12.1 Prefer primary caregiver(s) to others and usually accept guidance from trusted adults SE.18.1 Look to trusted caregivers for cues about how to respond to their environment for comfort and support SE.24.1 Use familiar adults as secure base through behaviors such as glancing back at caregiver while playing SE.36.1 Approach caregivers for support and comfort, particularly during stressful or frustrating situations SE.48.1 Engage in interactions with less familiar adults SE.60.1 Seek help and approval from a wider array of adults in trusted roles HELP Strands and Items 5-1: Attachment/Separation/Autonomy Individual items from the strand: 0.0 Regulatory/Sensory Organization (1.01, 5.01, 5.05) Managing Separation SE.6.2 Show recognition of familiar faces and awareness if someone is a stranger SE.12.2 Display preference for trusted adults which may include exhibiting fear and protesting at separation SE.18.2 Display attachment to trusted adults and feelings of security which may include a fear of strangers and new and unfamiliar places SE.24.2 Manage routine separations from caregivers with little distress and calm quickly after a separation SE.36.2 Manage most separations without distress and adjust to new settings with support from a trusted adult SE.48.2 Manage most separations without distress and adjust to new settings in the presence of trusted adult SE.60.2 Through expanding relationships with adults (e.g., teacher, play group leader, friends’ caregivers), exhibit comfort in exploring more new settings, although they may need to periodically check-in with a familiar adult HELP Strands and Items 5:1 Attachment/Separation/Autonomy