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DR 1: Children are personally and socially competent
⇣ Indicator: SELF—Children show self-awareness and a positive self-concept
⇣ Measure 2: Recognition of Own Skills and Accomplishments—
Child evaluates and takes pleasure in own ability to perform skillfully
	Descriptors	Examples
8	Characterizes self positively in terms of generalized ability or skills	Communicates using speech, sign, or communication device: “I can build tall towers.” “I am really good at building things.” “I can help you work on the puzzle.” “I am good at drawing monsters.”
7	Characterizes self positively in terms of specific skills involved in doing a task	Shows another child some ways he knows to make a block tower more stable. After doing a puzzle with other children, says, “First we look for the corner pieces that’s how we do it!” Shows or describes efforts at writing a letter.
6	Seeks adult’s attention ahead of time in order to demonstrate abilities	Tries to get adult to watch by calling, motioning, or pulling before he or she does something, such as slide down the slide. Says, “Watch me! Watch me!” and then demonstrates that he or she can put on own coat.
5	Characterizes self positively in terms of specific activity that he or she is doing	“I’m making a really big tower.” “Look what I made!” “I cleaned up with a sponge!” Communicates “We DID it!” after finishing a puzzle with a friend. Point or gestures with delight at the completed class mural. Shows/gives a “thumbs-up” or claps after finishing a painting.
4	Shows interest and/or pleasure when someone reacts to own activity or accomplishment	When adult tells the child that she did a good job washing her hands, the child smiles with joy. Joins adult in clapping with pleasure, after completing a challenging task.
3	Persists in trying to do things even if faced with difficulty	Tries to roll or creep to another part of room even when there is a barrier. Keeps trying to reach for object that is just out of reach. Keeps trying to get adult’s attention when adult is busy.
2	Shows pleasure while repeating simple actions	Smiles while kicking. Makes sounds while waving arms at something.
1	Continues simple behavior until needs are met	Cries when hungry until fed. Cries until adult succeeds in comforting child.

Measure 2 — SELF 2

Recognition of Own Skills and Accomplishments

Child evaluates and takes pleasure in own ability to perform skillfully

In the earliest months, when their cries for help and comfort are met, infants begin to develop a sense of trust and safety. This early trust spurs an infant to further explore his world and relate to people outside of his immediate family. As infants grow, their developing motor skills and their growing sense of self lead to increasing autonomy. They learn how to walk and run, feed themselves, and become more independent. If adults have given toddlers and young children the opportunities they need to explore and practice independence, they begin to demonstrate initiative as they use independent thoughts and actions to meet their own needs.

Until infants develop a sense of self, they are unable to recognize their own skills and their impact on others. Newborns react to internal and external sensations with simple behaviors and continue these behaviors until their needs are met. They cry when they are hungry and settle when they are fed. Within the first few months, however, they gradually become aware of their own actions and the effects of their actions, first on their own bodies and then on other people and things. Infants appear to take great pleasure in repeating actions, like shaking a rattle or kicking their feet and moving a mobile. Through much repetition, they begin to realize that they can make things happen intentionally. With this new awareness of their abilities, older infants start behaving in ways that are more deliberate. They will persist in trying to do or get what they want. For example, an infant will push obstacles out of his way, even an adult’s hand, to get at a toy or other object he wants. The more time infants spend exploring the world and discovering how they can make things happen, the more they discover their own abilities.

Toddlers clearly understand that they are individuals in their own right, and they make it their full-time job to practice this new autonomy. Their waking hours are filled with developing their motor, language, and social skills as they explore their ever-expanding worlds. New skills lead them to be increasingly competent. Toddlers will practice new skills over and over, day after day, until they master what they set out to do, whether it is turning on the water faucet by themselves, walking by themselves, or stacking blocks. Toddlers are very interested in adults’ reactions to their efforts and accomplishments. Adult feedback is a great motivator for a toddler to keep trying or to do it again.

Young preschoolers begin to take pride in their work as they start to use the outside world as a reference. Soon they develop the language they need to reflect on their activities and talk to others about what they can do, saying such things as, “I can climb really high. See?” They begin developing a sense of mastery by finishing what they set out to do. For example, they may put all puzzle pieces back into the puzzle; or line a collection of cars up in a row and then sit back with a look of satisfaction or accomplishment. Adult feedback is important and encouraging for young children. They actively seek adult attention, and will frequently call a caregiver over to show them what they can do.

For older preschoolers, peer relationships become more and more important. As children interact more with each other, they begin to compare themselves and their skills to those of other children. Young children characterize their accomplishments and skills positively. They take great pride in the things they can do and are pleased to show other children what they can do. A child might offer to help another open a package of crackers at snack time or might help another with the buttons on a doll’s dress. They may want to show how they can carry a full cup of water from the sink to the art table without spilling. Because they are growing and learning so quickly, most children this age are very proud of their accomplishments. They begin to generalize their overall abilities and skills based on individual accomplishments. For example, after making instant pudding during a cooking project, a child may say that she is a good cook. Or a child might talk about how he is a “good helper” after working with an adult to get a table ready for lunch.

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