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DR 1: Children are personally and socially competent
⇣ Indicator: SOC—Children demonstrate effective social and interpersonal skills
⇣ Measure 4: Expressions of Empathy—
Child shows awareness of other’s feelings and responds to expressions of feelings by others in ways that are increasingly appropriate to the other person’s needs
	Descriptors	Examples
7	Shows concern for the future welfare of others	Shows concern for what will happen to animals and characters in a story or movie.
6	Uses words or actions to demonstrate concern for what others are feeling	Asks child, “Why are you crying?” When told he misses his mommy, says, “Don’t worry, your mommy will be back soon.” Puts arm around a child who is standing alone or signs, “Want to play with me?” Goes to a child whose tower fell down and helps to build the tower again. Brings a marker to a child who is looking for something to draw with.
5	Accurately labels own feelings, as well as those of others	Draws picture representing child who is upset and makes a sad face herself. “Maria is laughing-she is happy today.” Points out picture in book of someone who looks “mad.”
4	Offers to comfort someone showing distress	Goes to and hugs child who is sad. Offers special toy or object to child or adult who is showing distress. Calls or gets adult to help a child who is showing distress.
3	Shows concern when others are unhappy or upset	Looks worried and waits to see if adult will come to help a child who is upset. Points to band-aid on someone’s elbow and says “ouch” or “booboo.” Moves next to a child who is showing distress.
2	Responds based on others’ expressions of emotions	Laughs when adult giggles. Stops playing or watches another child intently if that child is hurt or sad. Shows a fearful face if another child is sad or hurt. Claps hands when another child or adult claps hands. Looks at another child who is upset, but doesn’t stop playing.
1	Shows awareness of others	Cries when other children cry. Notices people. Smiles at other people.

Measure 4 — SOC 1

Expressions of Empathy

Child shows awareness of others’ feelings and responds to expressions of feeling by others in ways that are increasingly appropriate to the needs of others

As they develop, young children demonstrate an emerging understanding that they are individuals apart from others. Over time, children begin to understand that others have feelings and preferences of their own. Eventually children respond in more thoughtful ways as they become increasingly more able to think about events from the perspective of others.

Infants begin this journey by showing awareness of the emotional expressions of others. For example, infants will often begin to cry when they hear another infant crying. At around three months old, they begin to smile in response to seeing a familiar, smiling face. Older infants may cry when another child looks sad or hurt.

Toddlers are curious when another child is exhibiting an emotion that is different from their own at the moment. They may watch intently and show concern when another child cries when separating from her parent in the morning. Not knowing what to do, they may find a teacher to help a child in distress. When adults model care and empathy in response to distress, toddlers begin to learn how to soothe others. Toddlers still believe that others feel and think the same as they do. For example, a toddler might try to offer comfort to another child in distress by bringing him a comfort item of her own, such as a blanket or toy from home, expecting that what comforts her will also comfort the other child.

Young preschoolers begin to label their own feelings (“I’m happy now!”). Children at this age can read the facial expressions and body language of others and recognize that somebody else is sad, angry, or happy. As they begin to see things from the perspective of others, they begin to try to figure out what another child wants or needs. They may offer to help, by doing such things as rebuilding a fallen tower or bringing a paper towel to wipe paint off a friend’s dress.

Older preschoolers build on their developing ability to see things from another’s perspective and show concern for the welfare of others. They may say such things as “The pigs are scared because they are afraid the wolf might eat them” or “D’Juan is sad because he wanted to be the door opener today.” Understanding that events trigger emotions is a critical concept for the development of pro-social behaviors. This development makes redirection by the adult possible, with such remarks as “Look at Berta. Do you think she is sad that you colored on her painting?”

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