Lets go of another child’s toy and accepts a different toy after a familiar adult communicates, “She’s playing with the blue truck. Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations Stops crying after an adult offers a toy similar to the toy another child took.Ĭalms when an adult moves to sit closer on the floor. Gets up and looks for an adult after falling down, and then resumes play when the adult gives a reassuring look. Looks toward a familiar adult when startled, and relaxes when picked up.įamiliar adult initiates contact, moves close, or offers a special thing Vocalizes to a familiar adult and calms when the adult reaches over to pat child’s stomach. Reaches toward a familiar adult to be comforted and nestles into the adult when held. Seeks a familiar adult when distressed, and responds when physically comforted by a familiar adult California Infant/Toddler Learning and Development Foundations Series. Source: California Department of Education. Relaxes in an adult’s arms when being held. Lessens or stops crying when picked up by an adult. The examples below may include multiple areas of learning and development. Note: For young children, learning is an integrated experience. View examples of the developmental levels for ATL-REG Measure 5 below: Responding Earlier, Responding Later, Exploring Earlier, Exploring Later, Building Earlier, Buidling Middle, Building Later, Integrating Earlier Definition: Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time
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