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FEDC Basic Chart v122

This document provides a chart to help identify the functional emotional developmental capacities of a child. The six capacities listed are self-regulation and interest in the world, engaging and relating, purposeful two-way communication, complex communication and shared problem solving, using symbols and creating emotional ideas, and logical thinking and building bridges between ideas. Each capacity includes behaviors to observe whether the child displays them always, sometimes, or never. It is important to consult a professional to understand how to best support the child's unique development.

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370 views4 pages

FEDC Basic Chart v122

This document provides a chart to help identify the functional emotional developmental capacities of a child. The six capacities listed are self-regulation and interest in the world, engaging and relating, purposeful two-way communication, complex communication and shared problem solving, using symbols and creating emotional ideas, and logical thinking and building bridges between ideas. Each capacity includes behaviors to observe whether the child displays them always, sometimes, or never. It is important to consult a professional to understand how to best support the child's unique development.

Uploaded by

safira naila
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Functional Emotional Developmental Capacities: Basic Chart

Use the following chart to help you identify which capacities your child has developed or is developing and
which still need work. Depending on neurodevelopmental differences, some of the ways to observe each of
these items can vary, so it is important to get connected with a professional that can help you understand how
these developmental capacities can be used to best understand your child’s unique developmental process.

Capacity 1: Self-Regulation and Interest in the World Always Sometimes Never Not under
stress
Shows interest in different sensations for 3+ seconds
Remains calm and focused for 2+ minutes with your help
Recovers from distress within 20 minutes
Shows interest in you (i.e. not only in inanimate objects)
Capacity 2: Engaging & Relating Always Sometimes Never Not Under
Stress
Responds to your overtures (with a smile, frown, reach,
vocalization, or other intentional behavior)
Responds to your overtures with pleasure
Responds to your overtures with curiosity and assertive interest
Anticipates an object that was shown then removed (for
example, may smile or babble to show interest)
Becomes displeased when you are unresponsive during play
Protests and grows angry when frustrated
Recovers from distress with 15 minutes with your help
Capacity 3: Purposeful Two-Way Communication Always Sometimes Never Not Under
Stress
Responds to your gestures with intentional gestures (for
example, reaches out in a response to your outstretched arms or
returns your vocalizing or look)
Initiates interactions with you (for example, reaching for your
nose or hair or for a toy or raises arms to be picked up)
Demonstrate the following emotions:
• Closeness (for example, hugging back when hugged,
reaching out to be picked up, or staying in close
connection even if hugs or other acts may be less present
due to sensory differences)
• Pleasure & Excitement (for example, smiling joyfully while
pointing at or touching/grabbing your face)

• Assertive curiosity (for example, touching and


exploring hair)

• Protest or anger (for example, pushing food off the table


or screaming when desired toy is not bought)

• Fear (for example, turning away, looking scared, or


crying when a stranger approaches too quickly)

Recovers from distress within 10 minutes by being involved in


social interactions
Capacity 4: Complex Communication & Shared Problem Always Sometimes Never Not Under
Solving Stress
Closes 10 or more circles of communication in a row (for
example, takes you by the hand, walks you to the refrigerator,
points, vocalizes, responds to your question with more noises
and gestures, and continues gestural exchange until you open
the door and get what they want)
Imitates your behavior in an intentional way (for example, puts
on Daddy's hat, then parades around the house waiting for
admiration)
Closes 10 or more circles using:
• vocalizations or words

• facial expressions

• reciprocal touching or holding

• movement in space (for example, “rough-housing”)

• large motor activity (for example, chase games,


climbing games)

• communication through space (for example, can close


10 circles with you from across the room)
Closes 3 or more circles in a row while feeling the following
emotions:
• closeness (for example, uses facial expressions,
gestures, and/or vocalizations to reach out for a hug,
kiss, cuddle, or other closeness; uses imitation such as
talking on toy phone while you are on the real phone)

• pleasure and excitement (for example, uses looks


and/or vocalizations to invite another person to share
excitement over something: shares "jokes" with other
children or adults by laughing together at some
provocation)

• assertive curiosity (for example, explores


independently; uses ability to communicate across
space to feel close to you while exploring or playing on
their own)

• fear (for example, tells you how to be protective by


communicating "No!" and running behind you)

• anger (for example, deliberately hits, pinches, yells,


bangs, screams, or lies on the floor to demonstrate
anger; may use cold or angry looks instead)

• limit setting (for example, understands and responds to


limits whether expressed through words such as "No,
stop that!" or gestures such as a shaking finger or angry
face)

Uses imitation to deal with and recover from distress (for


example, bangs on floor and yells after being yelled at)
Capacity 5: Using Symbols & Creating Emotional Ideas Always Sometimes Never Not Under
Stress
Creates pretend dramas with two or more ideas (for example,
trucks crash then pick up rocks, dolls hug then have a tea
party). Child does not need to explain relationship between
ideas

Uses words, pictures, gestures to convey two or more ideas at a


time (for example, "No sleep..., play!"). Child does not need to
explain relationship between ideas

Communicates wishes, intentions, and feelings using:


• words or an alternate communication such as sign
language or communication device

• multiple gestures in a row

• touch
Plays simple motor games with rules (for example, taking turns
throwing ball)
Uses pretend play or words to communicate the following
emotions while expressing two or more ideas:
• pleasure and excitement (for example, makes funny
words then laughs)

• assertive curiosity (for example, makes pretend


airplane zoom around room, then says it's going to the
moon)

• fear (for example, stages drama in which doll is afraid


of loud noises and then call for mother)

• anger (for example, has soldiers shoot guns at one


another then fall down)

• limit setting (for example, has dolls follow rules at tea


party)

Uses pretend play to recover from and deal with distress (for
example plays out eating the cookie they couldn't really have)
Capacity 6: Logical Thinking and Building Bridges Not Under
Between Ideas Always Sometimes Never Stress
Bridges Ideas (creates logical or meaningful connections
between emotional ideas)
Elaborates and can reflect on actions
Aware of time and space
Child invents things such as a new game
Can play games with rules
Reflects on their own feelings
Asks and answers "Wh" questions (who, what , when , where,
why, and how)
Gives opinions and reasons for their feelings and actions
Uses logic and abstract thinking
Debates, negotiates, and expresses choices
Holds a sustained sense of self and others
Expresses a full range of emotional themes such as conflict,
loneliness, aggression, frustration, and morality.

**Not under Stress: Children sometimes do not show some of the above abilities when under stress (e.g. hunger, anger, fatigue). In
these stress situations it is better to help them to self-regulate (capacity 1) before helping them with the higher capacities.

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