SEAM Main Form Preschool.pdf
Social-Emotional Preschool Assessment
for developmental range 36–66 months
Evaluation Measure
RESEARCH EDITION
Child’s name:_____________________________________________________ Child’s date of birth:_ ________________________
Family’s name:____________________________________________________ Today’s date:_ ______________________________
Name of person completing form:_ _________________________________ Date of administration:_____________________
INSTRUCTIONS: Please read each SEAM item and think about your child’s behavior before selecting an answer. You may need to observe your child before selecting a response to the item. Each item is accompanied by several examples to give you ideas about how the behavior might look. These behaviors may be displayed in different ways depending on your child’s age, the developmental stage of your child, and the expectations of your culture and family. The way in which your child displays these behaviors may or may not be illustrated by the examples. It is not expected that all children will exhibit every behavior. The four scoring options include very true, somewhat true, rarely true, and not true. For example, when indicating whether your child shares and takes turns with other children, check the box under
- Very true if your child shares and takes turns with other children consistently or most of the time
- Somewhat true if your child shares and takes turns with other children sometimes, though not consistently
- Rarely true if your child shares and takes turns with other children rarely or only once in a while
- Not true if your child does not share and take turns with other children
In addition, each item has a circle that you can check to indicate if an item is a concern. Each item also has a triangle that you can check if you would like this item to become a focus area for your child.
SAMPLE
Social-Emotional Assessment/Evaluation Measure (SEAM™), Research Edition, by Jane Squires, Diane Bricker, Misti Waddell, Kristin Funk, Jantina Clifford, and Robert Hoselton. Copyright © 2014 Paul H. Brookes Publishing Co., Inc. All rights reserved.
Preschool Social-Emotional
| C-1.0 PRESCHOOL-AGE CHILD DEMONSTRATES HEALTH | |
|---|---|
| 1.1 Child shows affection toward you and other familiar adults and children. | |
| Some examples might be Smiles at other children Calls friends by name Hugs you and favorite friends Makes plans to sit by you or favorite friends at lunch | |
| 1.2 Child talks and plays with you and other familiar adults and children. | |
| Some examples might be Uses phrases or sentences to talk to others Plays ball or other games with you Names a friend with whom she likes to play Plays favorite games with other children or adults Engages in back-and-forth conversations with you and other familiar adults | |
| 1.3 Child uses words to let you know if he needs help, attention or comfort. | |
| Some examples might be Asks for help to find a lost toy Finds you when hurt and asks for a Band-Aid or hug Talks about recent experiences (e.g., “At Granny's, I fell off my bike and hurt my foot”) Can resolve some conflicts with words (e.g., “It’s my turn with the fire hat”) | |
| 1.4 Child plays with other children. | |
| Some examples might be Plays in sandbox near other children Plays imaginatively with peers for short times Plays dress-up with other children, sharing clothing Plays pretend games such as kitty-cat, firefighters, or house Plays imaginary games with peers that do not depend on objects (e.g., superheroes) |
| HY INTERACTIONS WITH OTHERS | |||||
|---|---|---|---|---|---|
Preschool
| 1.5 Child shares and takes turns with other children. | |
|---|---|
| Some examples might be Takes turns on swing with reminders from you Shares toys, such as rolling pins and shape cutters when playing with playdough Takes turns in simple games (e.g., tag) Offers paints or crayons to a friend when drawing Takes turns when playing board games, such as Chutes and Ladders, and playing other games; such as Red Rover | |
| C-2.0 PRESCHOOL-AGE CHILD EXPRESSES A RANGE | |
| 2.1 Child smiles and laughs. | |
| Some examples might be Laughs when another child makes a funny face Smiles when you come to pick her up from child d Smiles and laughs when playing with peers Laughs at fun books during group time | |
| 2.2 Child expresses a range of emotions using a variety of forms. | |
| Some examples might be Laughs, cries, shouts in excitement, shows anger physically (e.g., crossing arms, stomping feet) Expresses many feelings (e.g., happy, sad, mad, tired) Says, “I’m mad at you,” or “I’m scared” | |
| 2.3 Child describes emotions of others. | |
| Some examples might be Says, “He is sad” when another child cries Identifies others' emotions (e.g., says, “You’re tired” when teacher yawns) Describes others' emotions and reason for the emotion (e.g., “Teacher, you are sad because the kids are noisy and not listening”) | |
| 2.4 Child identifies own emotions. | |
| Some examples might be Says he is mad or upset when angry Tells you he is happy when given a toy he wants Identifies feelings and why he has them (e.g., “I am mad because I never get to be teacher’s helper”) Identifies some subtle feelings (e.g., frustration, disappointment, surprise) |
| Very true | Somewhat true | Rarely true | Not true | Concern | Focus area | |
|---|---|---|---|---|---|---|
| □ | □ | □ | □ | ○ | △ | |
| OF EMOTIONS | ||||||
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
Identifies some subtle feelings (e.g., frustration, disappointment, surprise)
Preschool
| C-3.0 PRESCHOOL-AGE CHILD REGULATES SOCIAL-EMOTION | |
|---|---|
| 3.1 Child can calm self after periods of exciting activity. | |
| Some examples might be Calms down after a game of chase within 10 minutes, with some guidance from you Stops laughing after funny event is over Makes the transition from outside to inside activities | |
| 3.2 Child responds to peer's or caregiver's soothing when upset. | |
| Some examples might be Quiets when physically comforted by you or a peer Quiets in response to your comforting (e.g., “Sarah, you will have a turn next”) Stops fretting when you explain why she needs to come inside | |
| 3.3 Child can calm self when upset within 5 minutes. | |
| Some examples might be Stops fussing after a minor fall within a few minutes Finds another activity after conflict with peer | |
| 3.4 Child remains calm in disappointing situations. | |
| Some examples might be Finds another game or toy when you remove a favorite toy, with some guidance from you Says it is okay when he did not win a prize | |
| C-4.0 PRESCHOOL-AGE CHILD SHOWS EMPATHY FOR OTHERS | |
| 4.1 Child responds appropriately to others' emotional responses. | |
| Some examples might be Laughs when group of children are enjoying a game Gives a toy back when another child shows distress Asks why a friend or caregiver is feeling sad or angry Shows understanding that people have mixed emotions, may comment about peer (e.g., “She is sad and mad”) | |
| 4.2 Child tries to comfort others when they are upset. | |
| Some examples might be Comforts another child who is crying by offering a toy or reassuring words (e.g., “Are you okay?”) Asks why adult is sad and listens to response Expresses understanding of others' feelings (e.g., “It is sad that he doesn’t have a bike”) |
| NATIONAL RESPONSES | |||||
|---|---|---|---|---|---|
| □ | □ | □ | ○ | △ | |
| □ | □ | □ | ○ | △ | |
| □ | □ | □ | ○ | △ | |
| □ | □ | □ | ○ | △ |
emotions, may comment about peer (e.g., “She is sad and mad”)
Preschool Social-Emotional
| 5.1 Child focuses on or joins activities. | |
|---|---|
| Some examples might be Looks at a picture pointed out by another child Helps you with household tasks, helps to feed the dog, wipes the table Joins peers who are engaged in an activity (e.g., feeding baby dolls, making roads in a sandbox) | |
| 5.2 Child greets adults and peers. | |
| Some examples might be Says, “Hi” to a friend, says, “Bye” when leaving preschool Uses friends' and teachers' names | |
| 5.3 Child cooperates in play or when completing a task. | |
| Some examples might be Helps another child stack blocks to build a tall tower Engages in dramatic play (e.g., “You be the dad, I will be the baby”) Can switch roles when playing (e.g., “Now I am the bus driver, and you are the kid”) | |
| 5.4 Child participates appropriately in group activities. | |
| Some examples might be Participates in group singing Helps with cooking project by taking turns with other children pouring ingredients and stirring Raises hand to ask questions when a story is being read |
| | □ | □ | □ | □ | ○ | △ | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | □ | □ | □ | □ | ○ | △ | | | | | | | | | | | □ | □ | □ | □ | ○ | △ | | | | | | | | |
SAMPLE
| Some examples might be | |
|---|---|
| Is becoming more independent and leaves your side for a short time at the park | |
| Becomes independent and plays by self at the playground | |
| Tries out equipment at new playground | |
| Explores new activity in the classroom (e.g., sensory table with shaving cream, dry beans) |
Preschool
| C-6.0 PRESCHOOL-AGE CHILD DEMONSTRATES INDEPENDENCE | |
|---|---|
| 6.2 Child can leave you without distress. | |
| Some examples might be Leaves you on park bench to play with friends in the playground Tells you "Bye" and does not cry when left at family child care | |
| 6.3 Child tries new tasks before seeking help. | |
| Some examples might be Tries to complete the puzzle before seeking help Tries to open jar before asking for assistance Tries independently spreading peanut butter on toast or muffin | |
| 6.4 Child stays with or returns to challenging activities. | |
| Some examples might be Asks to skate again after falling Helps clean up until all objects are put away Builds a block tower again after it falls over Cleans up toys by self until all objects are put away | |
| C-7.0 PRESCHOOL-AGE CHILD DISPLAYS A POSITIVE SENSE | |
| 7.1 Child shows off work, takes pride in accomplishments. | |
| Some examples might be Shows you a completed drawing Says, "Look at me," when painting Tells other adults, "Watch me run fast" Describes what she has done (e.g., "Mom, I cut this out, taped it, and put glitter on it. Isn’t it beautiful?") | |
| 7.2 Child makes positive statements about self. | |
| Some examples might be Tells you, "I can do it myself" Describes performance, "I made a huge dinosaur" Describes work, "My tower is taller than Fernando" Describes traits, "I’m good at cutting" Says, "I’m smart" |
| Very true | Somewhat true | Rarely true | Not true | Concern | Focus area | |
|---|---|---|---|---|---|---|
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
| SELF-IMAGE | ||||||
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ |
Preschool
| 7.3 Child knows personal information. | |
|---|---|
| Some examples might be Gives first name, age, and gender when asked Tells you his first and last name and siblings' first names Knows identifying information (e.g., phone number, address, birthday) | |
| C-8.0 PRESCHOOL-AGE CHILD REGULATES ATTENTION | |
| 8.1 Child regulates her activity level to match the setting. | |
| Some examples might be Plays with peers in sandbox with safety reminders Sits safely in the bath while bathing, with your supervision Jumps and runs outside Participates in small and large groups with help from you or other adults, sits and listens to a story with the group, dances with friends to music Entertains self, such as taking a book to reading corner to look at pictures Plays safely outside with peers or at parks, with your supervision | |
| 8.2 Child participates in early literacy activities. | |
| Some examples might be Holds book correctly and turns pages Recognizes a few letters of the alphabet Copies and prints some letters and shapes Recognizes many letters of the alphabet, printed name, and some words Writes first name and many letters | |
| 8.3 Child stays with motor activity for 10 minutes or longer. | |
| Some examples might be Rides tricycle for 10 minutes Plays games such as Simon Says for 10 minutes | |
| 8.4 Child moves from one activity to another without a problem. | |
| Some examples might be Shifts from group time to free play activities, with adult prompt and without problems Moves from bath to bed with adult prompt |
| Very true | Somewhat true | Rarely true | Not true | Concern | Focus area | |
|---|---|---|---|---|---|---|
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
| □ | □ | □ | □ | ○ | △ | |
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Social-Emotional Assessment/Evaluation Measure (SEAM™), Research Edition, by Jane Squires, Diane Bricker, Misti Waddell, Kristin Funk, Jantina Clifford, and Robert Hoselton. Copyright © 2014 Paul H. Brookes Publishing Co., Inc. All rights reserved.