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DR 1: Children are personally and socially competent
⇣ Indicator: SOC—Children demonstrate effective social and interpersonal skills
⇣ Measure 5: Interactions with Adults—
Child interacts effectively with both familiar and somewhat familiar adults
	Descriptors	Examples
5	Interacts with adult to solve problems, make plans, or communicate about past experiences or new ideas	Talks with adult about a family event that’s going to happen. During pretend play in kitchen area, comes over acting like a waiter. Adult tells child that she would like a hamburger. In response, child brings over a hamburger and then asks, “Wanna drink?”
4	Interacts with adult in a coordinated way by playing simple games, playing with objects, or fully participating in routines	Communicates about book with adult. Participates in diaper change by doing several steps, like pulling tab on diaper, lifting bottom, pulling a wipe from box, and holding clean diaper. Laughs and touches adult’s hands in a game of “Peek-A-Boo.”
3	Tries to participate with adult in parts of simple familiar games, songs, finger plays, or routines by doing one or two actions	Lifts bottom during diaper change. Makes sounds or motions to adult to play simple game, sing song, or do finger play. Imitates adult’s clap or wave. Sits on adult’s lap and looks at photo. Does hand motions for “roll it” segment of Pat-A-Cake.
2	Responds and pays attention to adult, and gives cues to adult to interact	Babbles or vocalizes in response to adult’s behavior. Coos at adult who is not paying attention. Turns head away from adult when over-stimulated. Laughs in response to an adult’s playfulness. Reaches toward toy that adult holds out.
1	Reacts to adult’s behavior	Stops crying temporarily when adult comes near. Turns toward sound or movement made by adult. Grasps adult’s finger when in palm.

Measure 5 — SOC 2

Interactions with Adults

Child interacts effectively with both familiar and somewhat familiar adults

At birth, infants are dependent on caregivers for survival. They quickly learn how to signal their caregivers that they are hungry, hurting, or wanting playful interactions. With growing cognitive and communication abilities, toddler interactions with adults become increasingly sophisticated, and they begin to use spoken language rather than just actions when they want to communicate their wants and needs. As children grow and develop, adult-child interactions shift from a focus on meeting immediate needs to interactions that involve sharing information, thinking and planning, and enjoying each other’s company.

Infants use vocalizations and body language instinctively to react to adults. When they want to engage with an adult, infants give cues, such as turning toward the adult, smiling, cooing, and moving their arms or legs. When they tire of the interaction, they turn their heads away and may fall asleep. Hungry infants may suck on their fists, fuss, and/or flex their arms and legs. When infants are full, they may stop sucking and relax their bodies, extend their arms and legs, and/or fall asleep. At around eight months, infants are able to carry on playful, two-way communication with their primary caregivers, such as giggling when the adult plays peek-a-boo or banging happily on the table when the adult comes over with the lunch bowl. Infants learn that they can depend on and trust adults.

Toddlers use their growing language and motor skills to initiate and engage in interactions with adults. They enjoy sharing familiar rituals, routines, and simple games with adult partners. Toddlers take great pleasure in knowing what comes next in an activity. If their environment includes regular rituals and routines, they quickly learn how things work and are eager to participate. For example, they may wave “good-bye” when the electrician leaves the room after fixing a light. As they mature, they are able to participate more fully in routines and games. Instead of just rushing to sit at a snack table, for example, they may first go to the sink and wait for an adult to turn on the water. Or they may bring a ball over to an adult or older peer and sit down on the floor, waiting for their friend to play a rolling game with them.

Preschoolers move from wanting to be near their significant adults to wanting to be like them. This identification leads to children wanting to look like and act like the grownups in their lives. They also want to help adults with tasks, such as sweeping the floor or wiping off the table. In their pretend play, they imitate adult roles and activities, such as talking on the phone, preparing a meal, or going off to work. They enjoy playing, reading, and talking with adults. As they grow and develop, they use more complex language to converse with adults and to share ideas. They use adults as resources for tasks beyond their abilities and as resources for information about the world.

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