SE1. Security and Safety

Signals caregiver (e.g., cries) to meet basic needs.

Communicates comfort, discomfort, enjoyment, and displeasure through signals (e.g., crying, screaming, physical gestures, laughter, eye contact, or looking away). Signals will often be specific to families and cultures.

Attempts new challenges or activities with support/initiation from safe/secure individuals.

Seeks out and accepts support from trusted adults and caregivers, purposefully.

Demonstrates or describes personal skills, likes, and/or dislikes.

Seeks help from trusted adults and caregivers to solve problems.

Uses existing secure relationships to become familiar with and use social-emotional resources (e.g., books or singing).

Attempts new tasks and persists despite mistakes in familiar settings with predictable caregivers.

Demonstrates preferred social-emotional resources, such as adults, peers, or comfort objects, and uses them with increasing regularity for regulation needs.

Demonstrates increasing security in ability to communicate opinions, feelings, and ideas.

Engages in extended group-based activities and self-directed activities, when appropriate.

Tolerates corrective feedback, manages setbacks, and seeks adult support when needed.

Use feedback from the teacher. (2018 Minnesota K-12 Academic Standards in Physical Education)

Demonstrate ways to tell a trusted adult if threatened or harmed. (National Health Standard)