Observe the child in daily routines or in- group play.
No elicitation needed.
The child shows evidence of thinking before acting. For example, the child may pick up a toy and then realize another child is using it and give it back. The child may start to do something that is known to be wrong (e.g., starts to go outside, stops self, and goes back).
Much of this evolving skill is internally directed by the child’s thinking. Early childhood educators and parents can watch and when they see a potential problem arising, advise the child to “think before you do something.” This may give the child a warning to not act too quickly.
North Carolina Department of Public Instruction, 2015
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