Related Early Childhood Sites

- California Early Childhood Mentor Program (CECMP)Mentorship and leadership program that strengthens the early learning & care workforce by connecting experienced professionals with those new to the field
- California Early Childhood Online (CECO)Online learning system offers professional development modules for early childhood educators
- California Early Learning VideosVideo resources demonstrating best practices in early childhood education
- California Preschool Instructional Network (CPIN)Provides professional development, instructional support and resources for preschool educators
- CDSS LEAD Outreach HubProfessional Development and coaching resources to strengthen early childhood program administration
- Child Development Training Consortium (CDTC)Provides services, training, and career advancement resources for early childhood students and professionals
- Personalized Oral Language Learning (POLL) StrategiesStrategies to support and strengthen multilingual learning and language development for dual languages learners from infancy through preschool in all early learning and care settings
- Program for Infant Toddler Care (PITC)Training and resources specifically focused on quality care for infants and toddlers
- All About Young ChildrenTools and resources to support families’ understanding of young children’s development and early learning
- Family Child Care at Its Best (FCCB)Research-based workshops for family child care providers to improve quality care
- MyChildCarePlan.orgTool for families to search and find licensed child care options
- Resource and ReferralHelps connect families find child care and provides support to child care providers. Provides support to child care providers such as training, licensing guidance, and quality improvement
- TrustlineBackground check system for nannies, babysitters, and license- exempt child care providers
- Beginning TogetherResources for inclusive practices supporting children with disabilities and their families
- California Infant and Early Childhood Mental Health Consultation NetworkSupports mental health and well-being for young children through consultation services, resources and training activities for child care and early education providers in all settings
- California Making Access Possible (MAP) to Inclusion and BelongingProvides a clearinghouse of resources to support the inclusion of young children with disabilities or delays in child care, preschool, or out-of-school time programs
- California Teaching PyramidSystematic framework, training, and resources for supporting social-emotional development and addressing challenging behaviors
- CDSS DLL ResourcesStrategies and tools to support dual language learners and promote multilingual development in early childhood settings
- CDSS QIS RevisionsUpdates and guidance on California’s Quality Improvement System revisions
- CompSATEarly learning and care self-assessment toolkit that accompanies the ECE Competencies
- Desired Results (DR) Field TrainingStatewide trainings that help early childhood administrators and staff use the Desired Results system and DRDP assessment tool to improve child development outcomes
- Early Learning PublicationsEarly Learning publications and resources from the California Department of Social Services
- Quality Counts California (QCC)California’s quality improvement system (QIS) for early learning programs

Video Transcript

11–23 Months

Social and Emotional Development Foundation 1.2: Recognition of Agency

Narrator: In the Social and Emotional Development domain, the strand Self includes the foundation Recognition of Agency. Children from 11 through 23 months try different ways to make things happen. When faced with difficulty, children keep trying to make things happen. They also show a sense of satisfaction about what they can do.

Example 1

Text on screen: Shows a sense of satisfaction with what they can do

On screen: 21-month-old Felix sits at a table building a block tower. A few peers and a caregiver sit nearby. Felix adds a fourth block to the tower and claps his hands. He pauses and adjusts the top block to straighten it. The caregiver holds her hand up for a “high five.” Felix pats his hand against the caregiver’s hand. Felix holds the bottom block of the tower and rotates the tower in a full circle. It remains standing. He claps his hands, stands up, and smiles.

Example 2

Text on screen: Keeps trying to make things happen even when facing difficulty

On screen: 15-month-old Echo kneels between two standing caregivers. One of the caregivers is holding another child, Quinn. Echo raises her arms, indicating she wants to be picked up.

Echo: Up. Up. Up.

On screen: Echo tugs at the pant leg of one of the caregivers.

Echo: Up. Up. Up.

On screen: The caregivers switch which of them is holding Quinn, and the now free caregiver reaches down to Echo.

Caregiver 1: Echo, may I pick you up?

Echo: Up.

Caregiver 1: May I pick you up? Shall we follow Mia to the table?

On screen: The caregiver picks Echo up.

Echo: Yeah.

On screen: One caregiver holds Quinn, soothing her as she cries a little. The other caregiver holds Echo.

Quinn: Mama.

Caregiver 1: OK.

Example 3

Text on screen: Shows a sense of satisfaction with what they can do

On screen: In an outdoor area, 17-month-old Alisia plays on a small slide. While sliding down, Alisia looks toward her caregiver off-screen. Then she turns around and begins climbing up the slide and reaches the top. She slides back down the slide, looking at her caregiver again and smiling broadly when she reaches the bottom. She begins climbing up again.

Alisia: Up. Up.

Caregiver 2: Up.

On screen: Alisia smiles at her caregiver and continues climbing.