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DR 1: Children are personally and socially competent
⇣ Indicator: REG—Children demonstrate effective self-regulation in their behavior
⇣ Measure 15: Taking Turns—
Child develops increased understanding of taking turns and begins to propose strategies for taking turns
	Descriptors	Examples
8	Routinely proposes turn-taking as a solution to conflicts about use of materials and equipment	Uses verbal, sign or augmentative communication to suggest: “He paints first, then me, then you.” Reminds other child to take a ticket and wait for his turn on the trike. “Justin can wash his hands first, then Carlos, then me.”
7	Demonstrates knowledge of turn-taking rules and procedures and abides by them most of the time	“We can each get a turn to paint.” Communicates, “I wash my hands after Justin,” then waits for her turn. Accepts the rule when another child says, “The rule is—We each get five minutes.”
6	Uses adult-structured turn-taking procedures (including rules and/or cues)	Accepts that her turn on the easel is over when she finishes one picture. Takes ticket or puts name in a pouch or on a list to take a turn. Accepts a timer or hourglass to determine start and end of a turn.
5	Follows adult’s request to wait for turn	When all the easels are being used, follows adult’s request to work at the art table until an easel is available. Goes with a group of children to wash hands; waits for turn when asked by an adult.
4	Needs adult’s direction and support to wait for turn or to give another child a turn	Waits for his turn to stir cookie dough when adult is directing activity. Allows another child to pet the Guinea pig adult is holding when told, “Now it’s Sam’s turn.”
0	Not yet

Measure 15 — REG 5

Taking Turns

Child develops increased understanding of taking turns and begins to propose strategies for taking turns

Taking turns is closely related to impulse control. It requires children to manage their behavior in order to comply with what is socially acceptable and to balance their needs with those of others. In taking turns, children must wait to do something or to obtain what they want, or they must give up a toy or activity to another person according to a social rule. Through the coaching, modeling, and prompting of adults, young children are able to learn the behavior of taking turns, even though they might not feel like complying. It is important to remember that taking turns is a social convention. It is a cultural custom taught by caregivers. Some children are raised with a concept of private property, and some have been raised with the principle of community property. An early childhood setting may have children from both ends of this spectrum.

Infants and toddlers enjoy games that involve turn-taking with adults, such as handing a toy back and forth, taking turns eating a banana, or rolling a ball back and forth. These teaching games are led and coached by the adult. Young children who have had such enjoyable experiences with adults bring that back-and-forth, “copy-cat” play to their own early play with peers. However, sharing space and materials is difficult for very young children. Toddlers are beginning to learn the concept of taking turns, but they need considerable adult direction and support to give up ownership and take turns with other children.

Young preschoolers can follow adult requests to wait for their turn, particularly in situations in which the turn-taking rules are well-defined and familiar, such as turn-taking in everyday preschool or family routines. As they become more aware of social rules and expectations, preschoolers are increasingly able to use adult-structured routines as supports to share with others and take turns. At this stage, they are not able to initiate their own routines, but they are able to use routines, timers or token systems implemented by adults. For example, they may stop a preferred activity when the timer rings indicating that it is time to move to a new activity. For young preschoolers, taking turns becomes a generally acceptable reason for giving up something or for waiting, though they may not always do so willingly.

Older preschoolers are beginning to internalize the rules and expectations taught by adults. They can remember and will usually abide by adult expectations and guidelines for taking turns, especially when it is for their own benefit. Preschoolers are also increasingly interested in getting along with peers and will use turn-taking as a strategy for sustaining play and smoothing interactions. They will follow established turn-taking rules for a particular activity and may even tell the rules to their playmates—“The rule is I get to go around three times then it’s your turn.” If caregivers have modeled and taught taking turns, older preschoolers will begin to propose strategies for taking turns independently in their play with others. They may suggest lining up their cars for turns at the pretend car wash or may guide turn-taking at basketball by saying “First me, then you, then him, then him, then me again.”

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