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FEDC Basic Chart

This document provides a chart to help identify a child's functional emotional developmental capacities across 6 levels. It lists various behaviors at each level that show whether a capacity is mastered or needs work. The levels progress from basic self-regulation and interest in the world to more complex communication, shared problem solving, use of symbols and ideas, and logical thinking. The document notes that children may not demonstrate all abilities when under stress.

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Roberto Lima
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© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
534 views

FEDC Basic Chart

This document provides a chart to help identify a child's functional emotional developmental capacities across 6 levels. It lists various behaviors at each level that show whether a capacity is mastered or needs work. The levels progress from basic self-regulation and interest in the world to more complex communication, shared problem solving, use of symbols and ideas, and logical thinking. The document notes that children may not demonstrate all abilities when under stress.

Uploaded by

Roberto Lima
Copyright
© © All Rights Reserved
Available Formats
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 mastered and which still need work.

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)
Need to work more on the capacities of this level? Click here
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 obvious pleasure
Responds to your overtures with curiosity and assertive
interest (e.g. by studying your face)
Anticipates an object that was shown then removed (e.g.
smiles or babbles 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
Need to work more on the capacities of this level? Click Here
Capacity 3: Purposeful Two-Way Communication Always Sometimes Never Not
Under
Stress
Responds to your gestures with intentional gestures (e.g.
reaches out in a response to your outstretched arms, returns
your vocalizing or look)
Initiates interactions with you (e.g. reaching for your nose or
hair or for a toy, raises arms to be picked up)
Demonstrate the following emotions:
 Closeness (e.g. by hugging back when hugged, reaching
out to be picked up)

 Pleasure & Excitement (e.g. by smiling joyfully while


putting finger in your point or while taking a toy from
your mouth and putting it in own)

 Assertive curiosity (e.g. by touching and exploring hair)

 Protest or anger (e.g. by pushing food off the table or


screaming when desired toy not bought)

 Fear (e.g. by turning away, looking scared, or crying


when a stranger approaches too quickly)

Recovers from distress within 10 minutes by being involved in


social interactions
Need to work more on the capacities of this level? Click Here
Capacity 4: Complex Communication & Shared Problem Always Sometimes Never Not
Solving Under
Stress
Closes 10 or more circles of communication in a row (e.g. 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 he wants)
Imitates your behavior in an intentional way (e.g. 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 (e.g. rough-housing)

 large motor activity (e.g. chase games, climbing games)

 communication through space (e.g. can close 10 circles


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

 pleasure and excitement (uses looks and 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 (explores independently; uses ability


to communicate across space to feel close to you while
exploring or playing on her own)

 fear (tells you how to be protective, e.g., says "No!" and


runs behind you)

 anger (deliberately hits, pinches, yells, bangs, screams, or


lies on the floor to demonstrate anger; occasionally uses
cold or angry looks instead)

 limit setting (understands and responds to your limits


whether expressed through words - "No, stop that!" - or
gestures - shaking finger, angry face)

Uses imitation to deal with and recover from distress (e.g. bangs
on floor and yells after being yelled at)
Need to work more on the capacities of this level? Click Here
Capacity 5: Using Symbols & Creating Emotional Ideas Always Sometimes Never Not
Under
Stress
Creates pretend dramas with two or more ideas (e.g. 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 (e.g. "No sleep..., play!").Child does not need to explain
relationship between ideas
Communicates wishes, intentions, and feelings using:
 words

 multiple gestures in a row

 touch (e.g. lots of hugging or rough-housing)


Plays simple motor games with rules (e.g. taking turns throwing
ball)
Uses pretend play or words to communicate the following
emotions while expressing two or more ideas:
 pleasure and excitement (e.g. makes funny words then
laughs)

 assertive curiosity (e.g. makes pretend airplane zoom


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

 fear (e.g. stages drama in which doll is afraid of loud


noises and then call for mother)

 anger (e.g. has soldiers shoot guns at one another then


fall down)

 limit setting (e.g. has dolls follow rules at tea party)

Uses pretend play to recover from and deal with distress (e.g.
plays out eating the cookie she couldn't really have)
Need to work more on the capacities of this level? Click Here
Capacity 6: Logical Thinking and Building Bridges Between
Ideas Always Sometimes Never Not
Under
Stress
Bridges Ideas (Builds bridges 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 his/her own feelings
Asks and answers "Wh" questions (who, what , when , where,
why, and how)
Gives opinions and reasons for his/her 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.
Need to work more on the capacities of this level? Click here

**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 to move up the developmental ladder
(move into the next stages).

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