Pragmatic Language and Social-Emotional Skills throughout Childhood

Toddler

• Participates in social routine games like peek-a-boo and patty-cake
• Says 'hi' and 'bye'
• Engages in vocal and verbal turn-taking
• Uses gestures, vocalization, verbalization and a combination of means to express a variety of functions (e.g. request, indicate possession, protest, share an experience)
• Varies behavior according to emotional reactions of others; repeats actions that are laughed at
• Introduces and changes topics of discussion and engages in short dialogues
• Expresses emotion

Preschool

• Feels and expresses empathy (says, "Don't cry Grace. My daddy can fix that doll. He knows how.")
• Engages in longer dialogues
• Assumes the role of another in play ("Let's pretend")
• Talks about their own feelings and begins to understand the feelings of others based on their facial expressions or tone of voice (looks at a picture in a book and says, "He's mad.")
• Modifies message or makes conversational repairs when not understood
• Successfully enters a group of children and plays cooperatively with another child for a time ("Let's pretend that we are going to a restaurant. You order the food and I will bring it to you.")
• Develops friendships with peers, even though s/he may not understand the concept of friendship or that relationships do not last (says, "My best friends are Nathan, Julia, Jacob. . ." and all other students in his or her class).

Early Elementary (grades K-2)

• Tries strategies like negotiation and compromise to resolve a conflict before seeking adult help
• Engages in more complex and sustained cooperative play, including simple games with rules
• Uses indirect requests ("Those cookies sure look good.")
• Continues to establish and maintain friendships with other children. Seeks acceptance and friendship from others ("We're friends, right?")
• Uses a wider array of words or actions to demonstrate awareness, understanding, and concern for what others are feeling (goes over to a boy whose books have fallen and says, "Don't worry Joey. I'll help you pick those up.")
• Uses politeness markers (please, thank you, you're welcome, excuse me)

Upper Elementary (grades 3-5)

• Able to resolve conflicts effectively (i.e., feels comfortable with sharing feelings, recognizes situations that need adult help)
• Use of attentive listening skills to foster better communications and relationships
• Recognizes the importance of family and peer relationships
• Can effectively work in a group

Middle/High School

• Recognizes the difference between positive and negative friendships
• Analyzes the short-term and long-term consequences of safe, risky, and harmful behaviors
• Demonstrates respect to others in working groups and in the community
• Demonstrates strategies for solving interpersonal problems without harming self or others