\n
\u00c2\u00a0<\/span><\/p>\n Social and emotional milestones are often harder to pinpoint than signs of physical development. This area emphasizes many skills that increase self-awareness and self-regulation. Research shows that social skills and emotional development (reflected in the ability to pay attention, make transitions from one activity to another, and cooperate with others) are a very important part of school readiness.\u00c2\u00a0<\/span><\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n \u00c2\u00a0<\/span>From birth to 3 months, babies spend a lot of time getting to know their own bodies. They: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Suck their own fingers <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Observe their own hands <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Look at the place on the body that is being touched <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Begin to realize she is a separate person from others and learn how body parts, like arms and legs, are attached<\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n Infants are interested in other people and learn to recognize primary caregivers. Most infants: <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2 \u00c2\u00a0<\/span>Can be comforted by a familiar adult <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Respond positively to touch <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Interact best when in an alert state or in an inactive and attentive state <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Benefit from short, frequent interactions more than long, infrequent ones <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Smile and show pleasure in response to social stimulation <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n From 3 to 6 months, babies are more likely to initiate social interaction. They begin to: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Play peek-a-boo <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Pay attention to own name <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Smile spontaneously <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Laugh aloud <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n From 6 to 9 months, babies show a wider emotional range and stronger preferences for familiar people. Most can: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Express several clearly differentiated emotions <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Distinguish friends from strangers <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Respond actively to language and gestures <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show displeasure at the loss of a toy <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/p>\n From 9 to 12 months, as they near age one, imitation and self-regulation gain importance. Most babies can: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Feed themselves finger foods <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Hold a cup with two hands and drink with assistance <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Hold out arms and legs while being dressed <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Mimic simple actions <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show anxiety when separated from primary caregiver <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n From 1 to 2 years, children become more aware of themselves and their ability to make things happen. They express a wider range of emotions and are more likely to initiate interaction with other people. At this stage, most children: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Recognize themselves in pictures or the mirror and smile or make faces at themselves <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show intense feelings for parents and show affection for other familiar people <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Play by themselves and initiate their own play <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Express negative feelings <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show pride and pleasure at new accomplishments <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Imitate adult behaviors in play <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show a strong sense of self through assertiveness, directing others <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Begin to be helpful, such as by helping to put things away <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/p>\n From 2 to 3 years, children begin to experience themselves as more powerful, creative “doers.” They explore everything, show a stronger sense of self and expand their range of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Show awareness of gender identity <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Indicate toileting needs <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Help to dress and undress themselves <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Be assertive about their preferences and say no to adult requests <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Begin self-evaluation and develop notions of themselves as good, bad, attractive, etc. <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2 \u00c2\u00a0<\/span>Show awareness of their own feelings and those of others, and talk about feelings <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Experience rapid mood shifts and show increased fearfulness (for example, fear of the dark, or certain objects) <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Display aggressive feelings and behaviors<\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n Children enjoy parallel play, engaging in solitary activities near other children. They are likely to: <\/span><\/span><\/p>\n \u00c2\u00a0<\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Watch other children and briefly join in play <\/span><\/span><\/p>\n \u00e2\u20ac\u00a2\u00c2\u00a0 <\/span>Defend their possessions <\/span><\/span><\/p>\n