Working Together to Support Georgia's Kindergarten Students

The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is one way to document and communicate your child's progress on the concepts in Georgia's kindergarten standards during his or her kindergarten year. GKIDS 2.0 is one measure of a student's readiness for first grade.

Personal & Social Development

This area of learning includes a big idea about students' self-regulation and interactions with others. Following rules and directions as well as treating others with respectful words and actions are examples of behaviors and skills included in this big idea. Please contact your child's teacher for activities that will help you support your child at home.

Big Idea

The student demonstrates skills and behaviors used for self-regulation and interactions with others.

Progression: Personal Development & Self-Regulation

Beginning	Developing	Demonstrating
Demonstrates self-confidence/positive attitude The student frequently displays a lack of self-confidence (i.e., learned helplessness). He may display a negative attitude that is not intermittent such as “having a bad day”, and exhibit behaviors such as opposition or using language that suggests negative attitudes toward an activity or others. Adjusts well to changes in routines and environments The student has negative reactions to change in routine or environment. She may exhibit behaviors such as withdrawal from the activity, crying, exhibiting defiant behaviors, or refusal to cooperate. Expresses emotions and needs through appropriate words and actions The student uses language that is immature or inappropriate for the situation. He may throw a temper tantrum, refuse to cooperate, cry, or refuse to participate with other children. He exhibits behaviors that are not appropriate for four, five, and six-year-old children.	Demonstrates self-confidence/positive attitude The student sometimes displays a positive attitude and increasing confidence in her ability. Occasionally, she displays some behaviors like learned helplessness or states that she cannot perform a task. Adjusts well to changes in routines and environments The student sometimes adjusts well to changes in the environment or routines. He may take additional time to complete an activity or engage with a person unfamiliar in the environment, but eventually completes a given task or engages with others. Expresses emotions and needs through appropriate words and actions The student occasionally demonstrates inappropriate emotions or refuses to participate in an activity. She may demonstrate emotions that are slightly immature for a kindergarten child.	Demonstrates self-confidence/positive attitude The student demonstrates confidence in his abilities. He displays a positive attitude toward tasks that may be difficult and may use his own ability to help other children in his class. The student encourages other children in their completion of tasks and activities. Adjusts well to changes in routines and environments The student rarely displays negativity or lack of cooperation when the routine or environment changes. She may offer suggestions for how to change an activity or encourage others to participate. The student demonstrates a maturity to new people or to the changing situation. Expresses emotions and needs through appropriate words and actions The child demonstrates age appropriate behaviors with adults and other children. He uses self-regulation or reflective strategies to redirect himself or problem solve.

Progression: Social Development/Classroom Interactions

Beginning	Developing	Demonstrating
Treats others with respect in words and actions The student may use inappropriate language or be physically aggressive toward children and adults. She does not listen to or accept the ideas of others. Shows caring for others The student’s individual needs are paramount in all situations. He does not share and may use physical aggression to meet his or her own needs. The student shows limited emotion when others are sad, mad, or hurt. Follows directions and school rules The student demonstrates consistent disregard for rules. She may place herself or others in danger as a result of not following school rules. She infringes on the rights of peers or adults. Respects the property of others The student demonstrates consistent disregard for the property of others. He may break supplies or equipment or destroy property. Works cooperatively with others The student refuses to cooperate with adults or peers in the classroom.	Treats others with respect in words and actions The student occasionally demonstrates stubbornness and disagrees with others without consideration of their ideas. Shows caring for others The student occasionally needs to have her own needs met before helping others. She demonstrates some egocentrism in her actions. Follows directions and school rules The student occasionally breaks school rules or periodically fails to follow directions. Respects the property of others The student occasionally uses materials or supplies without permission. Works cooperatively with others The student occasionally prefers to work with some children but not with others. He may intermittently work cooperatively in an activity or in a small or large group setting.	Treats others with respect in words and actions The student listens to the ideas of others and negotiates the best course of action. He uses language that supports peers and adults. Shows caring for others The student demonstrates empathy when others are sad, mad, or hurt. He shares materials, opens doors for others, and helps others with or without requests for assistance. Follows directions and school rules The student follows school rules, asks for clarification, or seeks help to comply with rules or directions. She may help others understand rules or follow directions. Respects the property of others The student asks for permission for use of materials and supplies. He shows deliberate consideration for the property of others (e.g., returns scissors of a peer that are left on a table, etc.). Works cooperatively with others The student works well with others regardless of the composition of the group. She supports the contributions of other children, asks the opinion or needs of others, and demonstrates initiative in facilitating group activities.