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DR 1: Children are personally and socially competent
⇣ Indicator: SELF—Children show self-awareness and a positive self-concept
⇣ Measure 1: Identity of Self—
Child shows increasing awareness that self is distinct from and also connected to others
	Descriptors	Examples
8	Accurately compares self to others	Child indicates that she has brown hair but that Alicia has black hair. Child points to a picture of a peanut butter and jelly sandwich when asked what he likes to eat. Then child points to a picture of cheese when asked what his mommy likes to eat. Noticing a friend’s shoes, says, “We both have sandals on today!” Communicates, “My sister goes to first grade and I go to preschool.”
7	Describes self or others in terms of preferences	“I like red hair.” “I like to jump.” “I like the play dough. It is nice and warm.” Child brings a preferred object to another child. Child signs, “David likes crackers.”
6	Describes self or others in terms of basic physical characteristics	“My hair is red!” Child uses a communication device to say, “I’m big!” Says, “I am four,” or shows four fingers to indicate age. “Tami has long hair.”
5	Expresses ideas about self and his or her connection to other people and things	Uses family roles, such as, “Brother,” “Baby sister,” Mommy,” or “Daddy” in pretend play. Scribbles and then communicates that it is a picture of herself. Communicates details about family or social experiences. While playing in the kitchen area, pretends to prepare food the way it is done in own home.
4	Communicates own name and names of familiar people and things	Communicates, “Mama,” “Daddy,” or “Blankie.” Refers to adult by name or special gesture. Points to peer and says his or her name. Points at picture of self and says or signs name.
3	Recognizes self, familiar people, and familiar things	Responds when own name is called. Attends to familiar people or things when named. Maintains contact with familiar person. Holds familiar object, such as blanket, for comfort or security. Recognizes reflection of self in mirror. Hesitates around unfamiliar people.
2	Uses senses to explore self and others	Examines own hand or foot by looking at it or mouthing it. Attends to other people’s faces or voices for long periods of time. Makes eye contact. Touches adult’s hair or face when it is within reach.
1	Attends to adult	Attends to adult during feeding. Quiets to listen to adult during care giving routine. Turns head toward adult during care giving routine.

Measure 1 — SELF 1

Identity of Self

Child shows increasing awareness that self is distinct from and also connected to others

Young children learn about who they are from the adults who care for them. Through daily interactions, children learn what behaviors are expected and acceptable, how to communicate, and how and when to express emotions. As they grow and learn in supportive and nurturing environments, children develop a sense of their own self-worth and capabilities.

Infants are instinctively interested in the faces and voices of others. They will gaze intently at their caregivers or become quiet when their caregiver speaks to them. They explore themselves and others with eyes, hands, and mouth. When they are very young, infants are not aware that they are separate beings. However, between six and nine months of age they become aware that they are separate beings, and they recognize and prefer the familiar people in their lives. An infant might crawl to the window when she sees her brother waving or crawl over to a familiar adult when an unknown adult comes into the room. Older infants also recognize the names of familiar people and will look at these people when they are named. As well, infants respond when their own name is called.

Toddlers take a major step toward autonomy as they grow aware of themselves as distinct from others both physically and emotionally, and they begin to want to do things without adult help. One moment they struggle to become separate and independent human beings, and the next moment they are running back to a familiar adult to be carried and hugged. The first words of toddlers also reflect their growing sense of themselves as distinct from others. They are able to tell their name when asked, and as they learn to combine words, they begin to refer to themselves with language, as in “Dee’s hat” or “I do it.” Familiar people are very important to toddlers, and many of their first words are their names for familiar people, such as “Mommy,” “Daddy,” or “Grandma.” Toddlers also show their connectedness to familiar people in other ways, for example, by carrying a toy from home around with them as a comfort item when they are not at home or running to give their mother a hug when she returns.

Young preschoolers begin to talk about their connections to other people and things and may talk about activities with family members or incorporate the roles of family members into their play. As they become more aware of the physical characteristics of themselves and others, they also begin to use words to describe these physical characteristics. They become interested in identifying hair and skin color, and they usually know how old they are. As their awareness increases and their vocabulary grows, they begin to communicate their preferences to others, as well. At lunch, they might say “I love potatoes;” or when an adult brings out a book, they may tell her that it is their favorite one.

As older preschoolers increasingly work and play with other children, they move from simply describing the physical characteristics of each other to comparing themselves with others. Two children may ask to be measured to see who is taller, for example. They are quick to notice such things as having the same shoes as another classmate or may announce that “Me and Jamey are twins today” because they are wearing a same-colored shirt.

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