This document discusses the stages of cognitive development in infants and toddlers according to Piaget's theory. It outlines 6 sub-stages from birth to 24 months: 1) simple reflexes from birth to 6 weeks, 2) first habits and primary circular reactions from 6 weeks to 4 months, 3) secondary circular phase from 4 to 8 months, 4) coordination of reactions stage from 8 to 12 months, 5) tertiary circular reactions, novelty, and curiosity from 12 to 18 months, and 6) internalization of schemes from 18 to 24 months. At each stage, infants develop new cognitive abilities as their coordination, understanding of means-ends, curiosity, and ability to use symbols increases.

1. Professional Education 1
GROUP 1

2. THE CHILD AND ADOLESCENT
LEARNERS
AND LEARNING PRINCIPLES
TITLE:
INFANCY AND TODDLERHOOD

3. Overview:
This report will give you the information about infancy and toddlerhood, the step by step stages
every child has to go through before they fully mature and grow up.
Learning Outcomes:
After completing this module, students must have:
 Trace the physical development that you have gone through as infants and toddlers.
 Identify factors that enhance/impede the physical development of infants and toddlers.
 Present your own or others’ research on the physical development of infants and
toddlers.
 Answer the questions about the topic at the end of the lesson

4. INDRODUCTION :
We have just traced the developmental process before birth.
We shall continue to trace the developmental process by
following the infant or the baby who is just born up to when he
reaches age 2. The period that comes after pre-natal or
antenatal stage is infancy, which in turn, is followed by
toddlerhood. Infancy and toddlerhood span the first two years of
life.

5. ABSTRACTION:
Cephalocaudal and Proximodistal Patterns
The Cephalocaudal trend is the postnatal growth from conception to 5 months when the head
grows more than the body. This cephalocaudal trend of growth that applies to the development of the
fetus also applies in the first months after birth. Infants learn how to use their upper limbs before their
lower limbs. The same pattern occurs in the head area because the top parts of the head-eyes and
the brain-grow faster than the lower parts such as the jaw.
The proximodistal trend is the prenatal growth from 5 months to birth when the fetus grows from the inside
of the body outwards. This also applies in the first months after birth as shown in the earlier maturation of
muscular control of the trunk and arms, followed by that of the hands and fingers.

6. Height and Weight
• normal for newborn babies to drop 5 to 10 percent of their body weight within a couple of
weeks of birth. It’s That is due to the baby’s adjustment to neonatal feeding. Once they
adjust to sucking, swallowing and digesting, they grow up rapidly.
• Breastfed babies are typically heavier than bottle-fed babies through the first six months.
After six months, breastfed babies usually less than bottle-fed babies.
• An infant’s length increases by about 30 percent in the first five months.
• A baby’s weight triples during the first year but slows down in the second year of life.
• Low percentages are not a cause for alarm as long as infants progress along a natural
curve of steady development.

7. Brain development
• Myelination or Myelinization is the process by which the axons are covered and
insulated by layers of fat cells, begins prenatally and continues after birth. Myelination
increases the speed at which information travels through the nervous system.
• At birth the newborn’s brain is about 25 percent of its adult weight. By the second
birthday, the brain is about 75 percent of its adult weight.
• Shortly after birth, a baby’s brain produces trillions more connections between neurons
than it can possibly use.
• A study on rats by Mark Rosenzweig in 1969 revealed that brains that grew up in the
enriched environment developed better than the brains of the animals reared in
standard or isolated conditions.

8. Motor Development
Reflexes – where motor development begins until it becomes gross motor
skills and fine motor skills. Newborn has some basic reflexes which are
automatic and serve as survival mechanisms before they have the
opportunity to learn. Many of these reflexes subside a few months as the
baby grows and matures.

9. Common Reflexes:
• Sucking Reflex – is initiated when something touches the roof of an infant’s mouth. Infants have
strong sucking reflex to ensure that they can latch into bottle or breast.
• Rooting Reflex - most evident when an infant’s cheek is stroked. The baby responds by turning
his or her head in the direction of the touch and opening their mouth for feeding.
• Gripping Reflex – babies will grasp anything that is placed in their palm. The strength of this grip
is strong, and most babies can support their entire weight in their grip.
• Curling Reflex – when the inner sole of a baby’s foot is stroked, the infant respond by curling his
or her toes. When the outer sole of a baby’s foot is stroked, the infant will respond by spreading
out their toes.
• Startle/Moro reflex – infants will respond to sudden sounds or movements by throwing their
arms and legs out, and throwing their heads back. Most infants will cry when startled and proceed
to pull their limbs back to their bodies.
• Galant Reflex – it is shown when an infant’s middle or lower back is stroked next to the spinal
cord. The baby will respond by curving his or her body toward the side which is being stroked.
• Tonic Neck Reflex – demonstrated when an infant is place on his abdomen. Whichever side the
child’s head is facing, the limbs on that side straighten while opposite limbs will curl.

10. Gross Motor Skills

11. Fine Motor Skills
- Are skills that involve the refined use of the small muscles controlling the hand, fingers
and thumb. This skill development allows one to be able to complete tasks such as
writing, drawing and buttoning.
- The ability to exhibit fine motor skills involve activities that involve precise eye-hand
coordination. The development of reaching and grasping becomes more refined during
the first two years of life. Initially, infants show only one crude shoulder and elbow
movements, but later show wrist movements, hand rotation and coordination of small
muscles with the eyes.

12. Can newborns see?
• The newborns vision is about 10 to 30 times lower than normal adult vision. By 6 months of age, vision becomes
better and by the first birthday, the infant’s vision approximates that of an adult.
• Experiment conducted by Robert Fantz, found out that infants preferred to look at patterns such as faces and
concentric circles than color or brightness. “Pattern perception has an innate basis” (Santrock, 2002). The babies
learn to recognize their mother’s face first, as mother feeds and nurses them.
Can newborns hear?
• Sense of hearing in an infant develops much more before the birth of the baby. When in the womb, the
baby hears his or her mother’s heartbeats, the grumbling of his/her stomach, the mother’ voice and music.
• Infants’ sensory thresholds are somewhat higher than those of adult which means that stimulus must be
louder to be heard by newborn than by than adult.
Can newborns differentiate odors?
• An experiment by MacFarlane(1975), young infants who are breastfed showed a clear preference for
smelling their mother’s breast pad when they were 6 days old. This shows that it requires several days of
experience to recognize their mother’s breast pad odor

13. Can newborns feel pain? Do they respond to touch?
• They do feel pain. Newborn males show a higher level of cortisol (an indicator of stress) after a
circumcision than prior to the surgery (Taddio, et al, 1997 cited by Santrock, 2002).
• Babies respond to touch.
Can newborns distinguish the different tastes?
• In a study with babies only two-hour old, babies made different facial expressions when they tasted sweet, sour and
bitter solutions (Rosentein and Oster, 1998, cited by Santrock, 2002)
• This indicates that sensitivity to taste might be present before birth.
Do infants relate information through several senses or capable of intermodal perception?
• Intermodal perception is the ability to relate, connect and integrate information about two or more
sensory modalities such as vision and hearing.
• This capacity for intermodal perception or ability to connect information coming through various
modes gets sharpened considerably through experience.

14. Domain:
Physical health, Well-Being and Motor Development
PHYSICAL HEALTH
Standards 1: The child demonstrates adequate growth (weight, height,
head circumference).
Standards 2: the child has adequate sensory systems to participate in
daily activities.

15. 0-6 months
• Startles to loud sounds
• Visually follows a moving object from side to
side
• Visually follows a moving object up ans down
• Reacts to pain by crying
• Withdraws or cries when in contact with
something hot
• Withdraws or reacts with surprise when in
contact with something cold
• Reacts with pleasure/smiles or relaxed
expression when he/she tastes something
delicious
• Reacts by making a face frowns/grimaces when
he/she tastes something he/she does not like

16. • Reacts with pleasure when he/she smells
something nice
• Reacts by making a face when he/she smells
something foul
7 – 12 months
STANDARDS 3: The child has adequate stamina to
participate in daily activities.
• Pushes and/or pulls moderately heavy objects(e..g
chairs, larges boxes)
• Walks without tiring easily

17. 13 – 18 months
• Playss without tiring easily,
able to keep pace with
playmates
19 – 24 months
• Sustains physical activity (e..g
dancing outdoor games
swimming)for at least 3-5 minutes

18. MOTOR SKILLS&DEVELOPMENT(GROSS OTOR SKILLS)
Standards1: The child shows control and coordination of body movements involving large muscle group.
• Based on your experience, are these indicators generally observed on and/or performed by a
child on the specified age?
0 – 6 months
• Holds head steadily
• Moves arms and legs equally to reach at dangling object
• Rolls over
• Bounces when held standing, briefly bearing weight on legs
• Sits with support
• Starting to crawl but not yet very good at this

19. 7 – 12 months
• Sits alone steadily without support
• Creeps or crawls with ease as a primary means of moving around
• Stands without support
• Stands from a sitting position without any help
• Bends over easily without falling
• Walks with one hand held
13 - 18 months
• Walks without support
• Walks backwards
• Walks up the stairs with hand held,2 feet on each step
• Walks down the stairs with hand held,2 feet on each step
• Jumps in place
• Climbs onto a steady elevated surface(e..g bed, adult chair or bangko, etc)
• Throws the ball out with little control of speed
• Moves with music when he hears it
• Can move body to imitate familiar animals
• Can move body to imitate another person/TV character

20. 19 - 24 months
• Walks up the stairs with alternating feet, without help
• Walks down the stairs with alternating feet, without help
• Kicks a ball with control of direction
• Throws a ball with control of direction
• Throws a ball with a control of speed

21. MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS)
Standards 1: The child can control and coordinate hand and finger movements.
• Based on your experience, are these indicators generally observed and/or performed
by a child on specified age?
0 - 6 months
• Hands open most of the time
• Brings both hands together towards dangling object/toy
• Uses either hand interchangeably to grasp object
• Uses all 5 fingers in a ranking motion to get food/toys placed on a flat surface
• Grasps objects with the same hand most of the time (hand preference emerging)

22. • Pulls toys by the string
• Bangs 2 large block together
• Picks up of objects with thumb and index finger
• Grasps and transfer objects from hand to hand
• Grasps objects with the same hand all the time (definite hand preference
established)
7-12 months
13 - 18 months
• Puts small object in/out container
• Unwraps candy/foods
• Holds thick pencil or crayon with palmar grip (i.e., all 5 fingers wrapped
around pencil)
• Scribbles spontaneously
19 - 24 months
• Colors with strokes going out the lines

23. PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING )
Standards 1: The child participates in basic care routines
• Based on your experience, are these indicators generally observed on and/or
performed by a child on the specified age?
0 - 6 months
• Sucks and swallow milk from breast/bottle
• Begins to take complementary or semi-solid foods by the end of 6 months
• Keeps reasonably still while being dressed, undress bathed and while diaper is
being changed

24. • Holds a feeding bottle by himself
• Helps hold cup for drinking
• Chews solid foods well
• Feeds self with finger foods
• Scoops with a spoon with spillage
7 - 12 months
13 - 18 months
• Feeds self using spoon with spillage
• No longer drinks from feeding bottle
• Drinks from cup unassisted
• Pulls down gartered shorts pants and underpants or panties
• Removes shoes/sandals Inform caregiver of the need to move his bowels so he/she can be brought to comfort
• Takes a bath with assistance Brushes teeth after meals with assistance from adult
19 - 24 months
• Gets drink for self unassisted
• Removes loose sando
• Removes socks
• Inform caregiver of the need to urinate so he/she can be brought to
the comfort room

25. Module 13: Cognitive Development of Infants and
Toddlers
"Infants and toddlers are born ready to learn. They learn through
listening to language, trying out sounds, tasting foods and exploring
their environments in countless ways everyday. Khalil Gibran “

26. In this module, you are challenged to:
• trace the cognitive development of infants and toddlers.
• identify factors that enhance/impede the cognitive development of infants and toddlers.
• present your own or other's research on the cognitive development of infants and toddlers.
• draw implications of cognitive development concepts to child care, education and parenting.
Learning outcomes
INTRODUCTION
Cognitive Development in infancy refers to development in
the way of baby thinks. This include his/her language,
communication, and exploration skills.

27. 1. Simple Reflexes
Age: Birth-6 weeks
Desciption
• Coordination of sensation and action through reflesive behavior. Three primary reflexes
describe by Piaget: sucking of objects in the mouth, following moving or interesting objects
with the eyes, and closing with the hand when an object makes contact with a palm
(palmar grasp). Over the first six weeks of life, these reflexes become voluntary action.
Sub- Stage

28. 2. First habits and primary circular reactions phase
Age: 6 weeks - 4 months
Description:
• Coordination of sensation and two types of schemes: habits (reflex) and primary
circular reactions. Primary reaction because the action is focused on the infant's
body. Circular reaction because it is a repetition of action that initially occured by
chance.
Sub- stages

29. Sub- Stage
3. Secondary circular phase
Age: 4 - 8 months
Description:
• Development of habits. Infants become more object oriented, moving beyond self
preoccupation repeat actions that bring interesting or pleasurable results. This is stage
associated primarily with the development of coordination between vision and prehension.
Three new abilities occur at this stage: intentional grasping for a desired object, secondary
circular reactions and differentiation between ends and means. At this stage, infants will
intentionally grasp the air in the direction of the desire object, often to the amusement of
friends and family. Secondary circular reactions, or the repetition of the action involving an
external object begin; for example, moving a switch to turn on a light repeatedly. This means
that secondary action is focused on an object outside the body of infant. The differentiation
between means and ends also occurs. This is perhaps one of the most stages of child's
growth as it signifies the dawn of logic.

30. Sub-Stage
4. Coordination of reactions stage secondary circular
Age: 8 - 12 months
Description:
• Coordination of vision and touch- hand-eye coordination; of schemes and
intentionality. This stage is associated primarily with the development of logic and the
coordination between means and ends. This is an extremely important stage of
development, holding what Piaget calls "the first proper intelligence." Also, this stage
marks the beginning of goal orientation, the deliberate planning of steps to meet an
objective. The action directed towards a goal.

31. Sub-Stage
5. Tertiary circular reactions, novelty, and curiosity
Age: 12 - 18 months
Description:
• Infants become intrigued by the many properties of objects and by the
many things they can make happen to objects; they experiment with ne
behavior. This stage is primarily with the discovery of new means to meet
goals. Piaget describes the child at this juncture as the "young scientist,"
conducting pseudo-experiments to dicover new methods of meeting
challenges.

32. Sub-Stage
6. Internationalization of Schemes (Intervention of New Means Through Mental Combination
(18 - 24 months)
Age: 18 - 24 months
Description:
• Infants develop the ability to use primitive symbols and form enduring mental
representation. This stage is associated primarily with the beginning of insight, or true
creativity. This mark the passage into preoperational stage. Evidence of representational
system. Symbolizing the problem-solving sequence before actually responding .

33. The sensorimotor stage is the first of the four stages of cognitive
development. "In this stage, infants construct an understanding of the
world by coordinating sensory experiences (such as seeing and hearing)
with physical, motoric actions. Infants gain knowledge of the world from
the physical actions they perform on it. An infant progresses from
reflexive, instinctual action at birth to the beginning of symbolic thought
toward the end of stage." Piaget divided sensorimotor stage into six sub-
stages.
Sensorimotor
stages

34. A Summary of What Infants and Toddlers Can Do Cognitively
DOMAIN:
LANGUAGE, PRE-READING AND PRE-MATH LANGUAGE (RECEPTIVE LANGUAGE)
Based on your experience, are these indicators generally observed on and/or performed by a child on
specified age?
• Watches primay caregiver intently as she
speaks to him/her
0 - 6 months
• Understands "No“
• Points to family member when ask to do so
7 - 12 months

35. • Points to 5 body parts on him/herself when ask to so
• Follows one-step instructions without need for gestures
13 - 18 months
• Points to 5 name picture objects when ask to do so
19 - 24 months

36. LANGUAGE (EXPRESSIVE LANGUAGE)
Standards 1: The child is able to use words and gestures to express his thoughts and feelings.
Based on your experience, are these indicators generally observed on and/or performed by a child on
specified age?
• Makes gurgling, cooing, babbling or other vocal sounds
• Uses gestures (e.g., stretching his/her arms, pointing) to indicate what he/she wants
0 - 6 months
• Repeats sounds produce by others
• Says meaningful words like papa, mama, to refers specific persons
7 - 12 months

37. • Can tell which is shorter of 2 items
• Can tell which is taller/longer of 2 items
• Can tell whether something is hot or cold
• Hands over 1 object when asked
13 - 18 months
19 - 24 months

38. • Experiments with new objects or toys by banging or putting them in his mouth
• Looks on the direction of the fallen object
0 - 6 months
HIGH ORDERED MENTAL ABILITIES (CONCEPT FORMATION)
Standards 1: The child develops basic concepts pertaining to objects canstancy, space, time, quantity,
seriation, etc. and uses these as the basis for understanding how materials are categorized in his/her
environment.
• Based on your experience, are these indicators generally observed on and/or performed by
a child on specified age?

39. • Can tell whether something is hot or cold
• Hands over 1 object when asked
13 - 18 months
• Can tell which is shorter of 2 items
• Can tell which is taller/longer of 2 items
19 - 24 months
7 - 12 months
• Looks for partially hidden objects
• Looks for completely hidden object

40. HIGHER-ORDERED MENTAL ABILITIES (CAUSE- EFFECT RELATIONSHIP)
Standards 1: The child is able to understand cause- effect relationship.
• Based on your experience, are these indicators generally observed on and/or performed by a child on
specified age?
• Acts on an object to achieve an objective (e.g., shakes rattle)
0 - 6 months
• Uses an object to get something he/she wants (e.g., spoon to reach an object)
7 - 12 months
• Ask "Why?" questions Knows to return most of his/her things
19 - 24 months

41. MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY)
Standards 1: The child is able to recall people he has met, events, and places his has been
to.
• Based on your experience, are these indicators generally observed on and/or performed
by a child on specified age?
0 - 6 months
• Childs react, like smiling, in recognition of someone he/she has met several times but
who does not live in his/her home
19 - 24 months
• Hums a recognizable tune
• Memorizes some gesture of action songs

42. HIGHER - ORDERED MENTAL ABILITIES (LOGICAL REASONING)
Standards 1: The child is able to follow the logic of events (i.g., reasons why these happen)
and draw accurate conclusion by evaluating the facts presented to him.
• Based on your experience, are these indicators generally observed on and/or performed by
a child on specified age?
• 19 - 24 months
HIGHER-ORDERED MENTAL ABILITIES (PLANNING AND ORGANIZING)
Standards 1: The child is able to plan and organize a simple, familiar activity.
• Based on your experience, are these indicators generally observed on and/or performed by a child on
specified age?
19 - 24 months

43. HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT)
Standards 1: The child is able to generate new ideas or concepts, or new association between existing
ideas or concepts.
• Based on your experience, are these indicators generally observed on and/or performed by a child on
specified age?
19 - 24 months
• Enjoys constructing objects or structures out manipulative toys (e.g., blocks, clay, sand,
paper)
• Uses toys or objects as symbols in play (e.g., pretends empty milk can is a drum)

44. What Infants and Toddlers can do Cognitively?
Domain:
Cognitive Development ATTENTION AND ACTIVITY LEVEL
Standards 1: The child is able to sustain attention and modulate his activity at age expected level.
• Based on your experience, are these indicators generally observed on and/or performed by a
child on specified age?

45. • May be distracted but responds when made to re-focus
• Resists interruption while engaged in play
7 - 12 months
• Looks with interest at picture books Able to sit through an entire meal without fussing
13 - 18 months
0 - 6 months
• Looks steadily at novel stimuli (e.g., rattle, dangling toy)

46. Module 14: Socio-emotional Development of Infants and Toddlers
• In this module, challenge yourself to: describe the socio-emotional development of infants and
toddlers.
• Identify factors that enhance/impede the socio-emotional development of infants and toddlers.
• Present an abstract of other's or your own research related to the socio-emotional development of
infants and toddlers.
• Draw implications of socio-emotional development concepts to child care, education and parenting.
LEARNING OUTCOMES

47. Child’s threshold for distress
• Some babies are very sensitive. They become upset very easily when stressed.
The rhythmicity of children
• Some babies get hungry or sleepy on a fairly regular predictable basis.
The intensity of response in each baby
• When a baby’s threshold for distress has been reached. Some babies act restless
Approach to new situation
• Some infants are very cautious.
Distraction
• Some Children can concentrate on a toy regardless of surrounding bustle or noise in a room

48. Adaptability of each child
• Some children react to strange or difficult situations with distress, but recover fairly rapidly.
Child’s attention span
• Some children have a long attention span
• Based on these temperament, traits, psychiatrist Alexander Thomas and Stella Chess studied
babies’ temperament and clustered temparements into 3 basic types:
1. The easy child
2. The difficult child
3. The slow-to-warm
• Even when children are in child care fo more than 30 hours per week
• Parents and caregivers help children regulate their emotions by working with them and by
serving as their models.

49. Temperament
1. Another factor related o the infant’s socio-emotional development is temperament.
Temperament is a word the “captures the ways that people differ, even at birth.
2. Researcher Thomas, Chess and birch described nine different temperament:
THESE INCLUDE:
• Activity level
• Mood
• Threshold for distress
• Rhythmicity
• Intensity of response
• Approach-Withdrawal
• Adaptability
• Persistence

50. Early infancy(birth-six months)
• It is not clear whether infants actually experience emotions, or if adults using adult facial expressions
as the standard, simply superimpose their own understanding of the meaning of infant facial
expression
• Between six and ten weeks, a social smile emerges, usually accompanied by the pleasure-indicative
actions and sounds, including cooing and mouthing.
• As infants become more aware of their environment, smiling occurs in response to a wider variety of
contexts
Later infancy months(7-12)
• During the last half of the year, infant begin expressing fear, disgust and anger because of the
maturation of cognitive abilities
• Fear also emerges during this stage as children become able to compare an unfair event with what they
know
• Socialization of emotion begin in infancy

51. Erikson’s Psychosocial theory
The first two stages(of the 8 stages of a person’s psychosocial development) apply at the periods of
infancy and toddlerhood, that is why they are dicussed below:
Hope: Trust vs. Mistrust(infants 0 to 1 year)
• Psychosocial crisis: Trust vs. Mistrust
• Virtue hope
Will: Autonomy vs. Shame & Doubt (Toddlers 2 to 3 years)
• Psychosocial crisis: Autonomy vs. Shame & Doubt
• Main Question ‘Can I do things myself or must I always rely on others?
• Virtue: Will

52. Toddlerhood years(1 -2)
During the second year, infants express emotions of shame or embarrassment and pride
Emotional understanding
I. During this stage of development, toddlers acquire language and are learning to verbally
express their feelings.
II. In infancy, children largely rely on adults to help them regulate their emotional states.
III. In toddlerhood, however, children begin to develop skills to regulate their emotions with the
emergence of language providing an important tool to assist in the process.
• Empathy, a complex emotional response to a situation, also appears in toddlerhood, usually
by age two.

53. A Summary of What Toddlers and Infants Can Do Socio-emotionally
Domain:
Social and Emotional Development SUB-DOMAIN: EMOTIONAL
(EMOTIONAL EXPRESSION)
Standards 1.1: The child expresses different basic emotions.
• Based on your experience, are these indicators generally observed on
and/or performed by a child on specified age?

54. 0 - 6 months
• Likes playing with water Enjoys going to the park
7 - 12 months
• Has a favorite toys
13 - 18 months
Smiles/laughs when happy or amused Cries when sad, angry, or scared

55. Standards 1.2
The child demonstrates ability to self regulate feelings/emotions and follows schedules as well as rules and
regulations.
0 - 6 months
• Stops crying almost immediately when need is met Eventually gets used to an irritating experience (e.g.,
honking horn) and calms down
13 - 18 months
• Months Can calm down or tantruming with help from adults Can follow simple rules
19 - 24 months
• Months Can wait his/her turn Tries to control his tears when in pain or scared

56. Standards 1.3:
• The child comprehends and displays self appraisal emotions (shame, pride, guilt).
7 - 12 months
• Smiles or claps his hand when he/she displays a learn behavior (e.g., close-open)
13 - 18 months
• Recognizes and is able to label self appraisal emotions such as shame, pride, guilt, envy, jealousy Will
do something that gets him/her praised (e.g., doing a task properly, singing, etc.)
19 - 24 months
• Shows interest in doing things that are his/her own creation Says "sorry" when he/she has made a
mistake or has hurt someone

57. SUB-DOMAIN:
EMOTIONAL (RECEPTIVITY TO OTHER'S EMOTIONS)
Standards 1:
The child is receptive in different emotions of other people and shows empathy. Based on your experience, are
these indicators generally observed on and/or performed by a child on specified age?
7 - 12 months
• Can mimic people's facial expressions
13 - 18 months
• Demonstrates appropriate/acceptable responses to other people's emotions (e.g., does not laugh at
someone who is crying)
19 - 24 months
• Identifies feelings in other Shows respect for rights and properties of others (e.g., asks permission, does
not deliberately destroy other's things)

58. SUB-DOMAIN:
SOCIAL (EMERGING SENSE OF SELF)
Standards 1:
The child expresses knowledge of self and basic roles of people in his/her immediate environment.
• Based on your experience, are these indicators generally observed on and/or performed by a child
on specified age?
0 - 6 months
• Explores own body (e.g., observes hand and toes) often smiles and vocalizes Looks at self in the mirror

59. 7 - 12 months
• Identifies self in the mirror or photograph via patting or pointing to his/her
image
13 - 18 months
• Refers to self by first or nickname Asks for what he/she needs
without hesitation
19 - 24 months
• Identifies self by first and last name
• Identifies which part of his/her body hurts by naming this

60. SUB-DOMAIN:
SOCIAL (FORMING ATTACHMENTS)
Standards 1:
The child forms healthy attachments to primary caregivers and other significant
adults and children in his/her life.
• Based on your experience, are these indicators generally observed on and/or
performed by a child on specified age?

61. 13 - 18 months
• Goes to primary caregivers for help Hugs or cuddles toys
19 - 24 months
• Eventually moves away from primary caregivers when playing with
unfamiliar children or adults, but may look occasionally in his/her direction
0 - 6 months
• Looks for caregivers during times of distress or discomfort Shows distress (e.g.,
inability to eat or sleep, crying) if primary caregiver is absent)

62. SUB-DOMAIN:
SOCIAL (INTERACTIONS WITH OTHER CHILDREN)
Standards 1:
The child plays and has positive interactions with other children.
• Based on your experience, are these indicators generally observed on and/or performed by a child
on specified age?
0 - 6 months
• Plays with toys by himself (e.g., mouths, examines, swipe toys)
• Look at other children with interest, watches them play

63. 7 - 12 months
• Engages in play alongside but not necessarily with other children (i.e., parallel play)
• Plays with other children (i.e., interactive plays)
13 - 18 months
• Plays cooperatively with other children
• May hug/kiss or hold hands with other children
19 - 24 months
• Talks to other children, asks them questions
• Shows preference for some children and interacts more with them

64. SUB-DOMAIN:
SOCIAL (INTERACTIONS WITH ADULTS)
Standards 1:
The child has positive relations and interactions with adults.
• Based on your experience, are these indicators generally observed on
and/or performed by a child on specified age?

65. 0 - 6 months
Will look at adults face's and make eye-to-eye contact
7 - 12 months
Hugs, pats, kisses "familiar" person
13 - 18 months
Friendly with strangers but initially may show slight anxiety or shyness
Willingly does what familiar adults ask him/her to do

66. SUB-DOMAIN:
SOCIAL (PAKIKIRAMDAM-SENSITIVITY)
Standards 1:
The child takes social cues from the environment and adjust his
behavior accordingly.
• Based on your experience, are these indicators generally observed
on and/or performed by a child on specified age?

67. 0 - 6 months
• Is shy or more quiet with strangers
• Refers to caregivers for cues about novel situations, people or objects
13 - 18 months
• Usually quites down or stops when caregiver shushes him/her
• Takes notice when there is a sudden change in mood of caregiver or people around him/her
19 - 24 months
• If he/she needs something, can wait quietly, as told, until caregiver is able to attend to him

68. SUB-DOMAIN:
SOCIAL (APPRECIATING DIVERSITY)
Standards 1:
The child recognizes and respects similarities and differences in people, language,
culture.
• Based on your experience, are these indicators generally observed on and/or
performed by a child on specified age?
19 - 24months
• Able to differentiate boys and girls

69. Sub-domain:
Social (Pakiramdam-Sensitivity)
Standards 1:
The child takes social cues from the environment and adjust his behavior
accordingly.
• Based on your experience, are these indicators generally observed on
and/or performed by a child on specified age?

70. 0 - 6 months
• Is shy or more quiet with strangers
• Refers to caregivers for cues about novel situations, people or objects
13 - 18 months
• Usually quites down or stops when caregiver shushes him/her
• Takes notice when there is a sudden change in mood of caregiver or people around
him/her
19 – 24
• Months If he/she needs something, can wait quietly, as told, until caregiver is able to
attend to him

71. SUB-DOMAIN:
SOCIAL (APPRECIATING DIVERSITY)
Standards 1:
The child recognizes and respects similarities and differences in people, language, culture.
• Based on your experience, are these indicators generally observed on and/or performed by
a child on specified age?
19 - 24 months
• Treats house or help those with less fortunate with respect (e.g., talking to them in a polite
manner)

72. Abanto, Adelin
Abrera,Carl benedict
Cada, Alyan
Del Barrio
Dela Torre, Aira
Esturas, Baby Vanessa
Gabriel, Adriel Jade
Gacasan, Angelica
Manrique, Angelica
Papares, Armelyn
Sta Clara, Allen
Sena, Ann
Tortogo, Agnes

73. THANK You for LISTENING!