Social-Emotional Development in Toddlers
Social Development encompasses a child’s ability to relate to and interact with people. Relationships are a foundation to children’s social
development. Toddler’s are experimenting and learning the dance of interactions that occur between themselves and the people around them.
Interactions with toddlers need to be respectful and responsive to their needs and skills.
Adults are models of behavior and culture (both their own and acceptance of the child’s family culture). This modeling is a constant source of
information for the toddler and their ability to respond to the world around them. Strong positive interactions are the basis and prime time for
learning experiences to occur.
Emotional development is defined as the understanding the self, feelings and regulation of behavior. (Martin and Berke 2010) Emotional
development is based on the child's secure attachment to his/her caregivers. Emotional development is supported through consistent, responsive
and caring relationships and routine. Toddlers need to be supported in their expression of feelings, development of self-awareness and ability to
self-regulate.
The Learning Guidelines for Social Development for toddlers are:
The childExperiences relationship with several different adults..
Develops purposeful interactions with peers.
Demonstrates a range of emotions.
Develops an understanding of themselves and their connection to family, community and culture.
Learning Guideline: Experiences relationship with several different adults
Indicator
SED1. The child has positive relationships with
several different adults.
Young Toddlers (12-24 months) MAY:
-greets educators hen entering the room through either
waving or walking over to the adult
-appear uncertain when parents, caregiver or special
educator leave the room.
SED2. The child shows a bond or love for
special people in their lives including non
family members.
SD3. The child is responsive to familiar adults
directions an interactions.
-greets adults with hugs and smiles when talking with
special adults
-only accepts specific care (ie. feeding) from specific
adults.
-follow simple (one step) directions from familiar adult.
-looks to caregiver when given directions for
confirmation.
SED4. The child relates to adults through
shared exploration of materials and
Suggested Supportive Learning Experiences
- Recognize children upon entry into the room
with a greeting by name (ie. “Hi Mary- I see you
have new sneakers on!”)
-Provide regular and purposeful interactions
that include holding, talking and cuddling.
-Provide children with hugs, pats on the back
and physical touches when appropriate.
- Squat down to child’s eye level when they seek
you out.
-Recognize when child is with following your
directions or interactions. (ie.” You were able to
put your coat away! You heard exactly what I
said.”)
-Allow child to lead you to their discovery and
environments.
explore their findings with descriptive language
and questions.
-insist on help from specific adult.
-pulls adults towards areas in the playground.
Learning Guideline:. Experiences relationship with several different adults
Indicator
Older Toddlers (22 – 33 months) MAY:
Suggested Supportive Learning Experiences
SED5. The child demonstrates increasing comfort
with most adults.
-ask for familiar adult by name.
-Respond consistently to child.
-speak to “strangers” or unfamiliar adults.
-Encourage children to greet other educators by
name.
-
SED6. The child demonstrates and labels
relationships of others such as “Mommy, Daddy
and me are a family. You are my teacher- I love all
of you.”.
-cry for familiar adult when facing a challenging
situation.
-ask for a variety of people during the day such as
“Daddy” or “Nana” even if they are not part of the
day to day routine.
-Recognize and support children’s need for
information about people. (ie. “Yes your Nana
visited you this week but she went home on the
airplane.”)
-recognize when familiar adult is speaking to them
and listen when adult is talking.
SED7. The child gives and follows directions of
-engages with adults in simple conversation during
-Set clear expectations and boundaries while
adults.
transitions
supporting children and their learning.
-Set simple pictorial representations of step
directions such as hand washing.
-follow familiar adult around.
SED9. The child seeks adults for information and
support in understanding things.
-ask adults “why” or “how” questions.
-Provide activities that support what a child
already knows and is familiar with AND additional
information that is relevant to their life.
Learning Guideline: Develops purposeful interactions with peers.
Indicator
Young Toddlers (12-24 months) MAY:
Suggested Supportive Learning Experiences
SED10. The child notices, relates to and engages
with people around the same age.
SED11. The child seeks other children to play next
to with the same materials.
-cry or become distressed if another toddler cries.
-watch other children.
-seeks specific children for regular interactions.
-Provide toddlers with opportunities to be around
and observe other children, including those slightly
older than themselves.
-watch a peer during play.
-Provide time and supervision for children to
manipulate materials within the same area.
-imitate peer without actual interacting with them.
SED12. The child begins to engage in play with
peers.
-Group of children is consistent with little
movement of children to other groups.
-smile, laugh or talk to another child.
-brings toys over to other child and offers the toy
for play
-Recognize when a child imitate or is watching
another child. (ie. “Amy did you see how Mary was
using the car? Mary, Amy is rolling the car just like
you did.”
-Encourage peer to peer play with close
supervision for toddlers.
-Have duplicates of the same toys.
Learning Guideline: Develops purposeful interactions with peers.
Indicator
Older Toddlers (22 – 33 months) MAY:
Suggested Supportive Learning Experiences
SED13. The Child becomes attached to people
around the child’s own age.
-seek certain children for play
-Group of children is consistent with little
movement of children to other groups.
-notice when specific children are not around.
- talk to other children.
-Recognize children’s preferences for playmates
and encourage interactions as such.
-raise voice to other children when seeking
attention.
SED14. The child is responsive to other children.
-begin to engage in play that has a story line to
task.
-begin to take on roles of familiar people, animals,
or characters.
SED15.The child begins to develop increased
“cooperative” play with peers’.
-Verbally support children in interactions. (i.e. “Tell
Sam-- I don’t like when you hit me. Hitting hurts
me”).
-Verbally recognize and label the children’s
interaction. (i.e. “I see you looking at Sam. Say hi
Sam I am Joe”).
-Use props (duplicates if possible) to expand play.
(ie. several baby dolls and cribs)
-Expand children’s play through conversation that
recognizes their storyline. (ie. “I see that you are
pretending to be mommies Mary and Amy- what
else does a mommy do besides take care of the
babies?”
Learning Guideline: Demonstrates a range of emotions.
Indicator
SED16. The child expresses a range of emotions
sometimes with intensity.
Young Toddlers (12-24 months MAY)
Suggested Supportive Learning Experiences
-experience intense feelings of sadness and
jubilation when leaving and reuniting with parents.
-Indentify specific factors in the day that help the
child understand when they may be leaving (ie.
“You go home after we play outside in the
afternoon .”)
-appear uneasy when approached by an
unfamiliar person.
-Labeling expressions. (i.e. “You look worried? Do
you need some help?”)
SED17. The child recognizes his/her own feelings.
-Hang simple culturally appropriate pictures at
child’s eye level depicting a range of emotions with
labels.
-Provide comfort and holding when a child seeks it.
-express themselves in different ways including
verbally and physically.
SED18. The child is developing the ability to control
his/her emotions.
-Recognition when child is successful. (i.e. “I see
you were able to help yourself!”)
-move away from frustrating experiences.
-Allow child to meet their own physical needs or
sucking through the use of their thumb.
-suck their thumb to sooth themselves.
-uses facial expressions and physical indicators (ie.
-Supportive transitions from activity to activity
with preparation of transition for children (i.e. “In
five minutes it is time to clean up”).
SED19. The child begins to develop strategies to
manage his/her expression of feelings.
clenched fists)
-refuse to stop activity when liked.
-wear the same clothing daily.
-Supportive experiences where children have valid
choices (i.e. “You can have water or milk”).
-Supportive experiences where children are
allowed long periods of time to engage in activities
they enjoy.
SED20. The child begins to express their likes and
dislikes.
Learning Guideline: Demonstrates a range of emotions
Indicator
Older Toddlers (22 – 33 months) MAY:
Suggested Supportive Learning Experiences
SED21. The child begins to label their
feelings.SED22. The child is developing an ability to
self-regulate.
- laugh and say “I am so happy today.”
-Recognition of child’s response to activities or
situations. (i.e. “WOW- you seem happy, you must
really enjoy playing in the water!”)
-yell, “NO! That makes me mad!”
-participate in enjoyable activities for longer
periods of time.
-use words to negotiate play rather than hit or
bite.
SED23. The child is developing problem solving
-verbally negotiates with adult around schedules
-Recognition of distress. (i.e. “You seem upset”
rather than “It’s okay”).
-Supportive experiences where children are
allowed long periods of time to engage in activities
they enjoy.
skills when challenged.
or activities
-insist that toys and items are their personal
possessions. (ie. “Mine!” or “Bobby’s truck!”)
SED24. The child begins to demonstrate need to
complete tasks on his/her own.
-insist on dressing oneself (ie. “I do it!”)
-Support problem solving of children when they
are faced with a challenge and guide them through
the process until everyone is satisfied. (ie. There
are three children at water table: Teacher, “There
are only two cups at the water table. That is a
problem when three children want to play with the
cups. What do you think we could do about this?”
-Supportive transitions from activity to activity
with preparation of transition for children (i.e. “In
five minutes it is time to clean up”).
-allow children to complete task at hand with
support. (ie. “I see you putting on your shoeswould you like me loosen them for you to slip your
foot in? Then you can close the strap.”- If child
answers “No.” do not insist on helping them
remain supportive while they continue to
complete the task.)
Learning Guideline: Develops an understanding of themselves and their connection to family, community
and culture.
Indicator
SED25. The child recognizes her or himself as a
person separate from his/her family or caregivers’.
Young Toddlers (12-24) MAY:
-recognize or identify self in mirror.
-say “MINE!” when holding a toy.
Suggested Supportive Learning Experiences
- Provide pictures of the children and their families
to see throughout the day.
-Provide duplicate materials of popular
toys/equipment.
-demonstrate or show adult task or achievement.
SED26. The child develops a sense of self
confidence through their abilities and
achievements.
-seek specific objects and toys that they have used
successfully in the past
-Provide equipment and manipulatives where
children can be success but still challenged (i.e.
stacking blocks, linking beads, and pop beads).
SED27. The child develops self worth through
respectful and responsive interactions.
-Emotional support in attempts of care and
independence. (“I am here if you want help”).
-stays with and completes difficulty activity- turns
to adult for acknowledgement.
-Appreciate the child’s efforts through verbal
recognition. (i.e. “I see you are trying to hang your
coat!”)
Learning Guideline: Develops an understanding of themselves and their connection to family, community
and culture.
Indicator
Older Toddlers (22-33 months) MAY:
Suggested Supportive Learning Experiences
SED28. . The child indentifies themselves and
familiar people.
-label or take possession of objects or toys (i.e.
“Billy’s Book!)
-Allow children to share special items with a small
group of peers while asking them questions about
the object. (ie. Teacher, “Billy found a rock on the
playground. Billy what can you tell us about your
rock?”)
-points to teacher and say, “Jane is my teacher.”
SED29. The child develops a sense of community.
-assists with tasks in the home or at school.
-Have children wipe tables with soap and water.
-asks questions about people in the neighborhood.
-Have children clean up areas before they move
onto another activity.
-Take a neighborhood tour.
SED30. The child begins to recognize physical,
ethnic, and cultural differences between
themselves and others.
-points at another person who is a unfamiliar race
or who has a physical handicap.
-talks about holidays celebrate by their family.
-Demonstrate acceptance of each child through
fair and consistent responses.
-Discuss differences as they come up. Talk about
skin tone and differences in hair texture/style.
-Share information between educators and the
families surrounding traditions.