Observe the child during daily activities in the classroom.
At the end of the day, discuss different situations that occurred. Ask the child to describe what he was thinking when he helped or hurt another child; when he followed the rules or broke the rules; when he did something for a teacher or acted out, etc.
Knowing why you do or believe something is a higher level than knowing why you feel something. The child will be able to give reasons for his actions and what he believes are facts or experiences that support his thinking. Note: Reasons may not always be logical to others, but they are logical to the child.
At this level the child not only knows his feelings and beliefs, he understands a reason for them. This is important to encourage so that children have a rational explanation rather than a subjective feeling for what they believe.
North Carolina Department of Public Instruction, 2015
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