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## ALIGNMENT
# Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
**WITH**
**Head Start Early Learning Outcomes Framework**
**Preschool Domain**
BROOKES
---
**Alignment of _Assessment, Evaluation, and Programming System for Infants and Children, Third_**
**_Edition (AEPS -3)®_ with _Head Start Early Learning Outcomes Framework (Preschool Domain)_**
This document aligns the content from the preschool domain (36 to 60 months) of the *Head Start Early Learning
Framework* with the areas, strands, goals, and objectives of *Assessment, Evaluation, and Programming System for*
Infants and Children, Third Edition (AEPS®-3).
#### References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). *Assessment, Evaluation, and*
Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co.
U.S. Department of Health and Human Services. Administration of Children and Families. (2015). *Head Start Early Learning
Outcomes Framework: Ages Birth to Five.* Washington, D.C. Author. Retrieved from:
https://eclkc.ohs.acf.hhs.gov/sites/default/files/pdf/elof-ohs-framework.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created August 2021
---
| Approaches to Learning (ATL) | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Emotional and Behavioral Self-Regulation | | | | |
| Goal P-ATL 1. Child manages emotions with increasing independence. | | | | |
| 36 to 48 Months | Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 48 to 60 Months | Has an expanding range of strategies for managing emotions, both less intense emotions as well as those that cause greater distress. May still look to adults for support in managing the most intense emotions, but shows increasing skill in successfully using strategies suggested by adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 60 Months | Expresses emotions in ways that are appropriate to the situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 60 Months | Looks for adult assistance when emotions are most intense. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 60 Months | Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking deep breaths. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
---
**AEPS-3 Goals**
**Goal P-ATL 2. Child follows classroom rules and routines with increasing independence.**
| Goal P-ATL 2. Child follows classroom rules and routines with increasing independence. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Follows simple rules and routines with assistance from adults, such as hanging up their coat or sitting at the table when asked by an adult. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 48 to 60 Months | Usually follows classroom rules and routines with occasional reminders from adults, such as following an end-of-lunch routine that includes putting away their plate, washing hands, and lining up at the door to go outside. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 48 to 60 Months | Usually follows classroom rules and routines with occasional reminders from adults, such as following an end-of-lunch routine that includes putting away their plate, washing hands, and lining up at the door to go outside. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Demonstrates awareness of classroom rules when asked and is able to follow these rules most of the time. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 60 Months | Demonstrates awareness of classroom rules when asked and is able to follow these rules most of the time. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Follows most classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 60 Months | Follows most classroom routines, such as putting away backpack when entering the room or sitting on the rug after outside time. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Responds to signals when transitioning from one activity to another. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 60 Months | Responds to signals when transitioning from one activity to another. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
---
**AEPS-3 Goals**
**Goal P-ATL 3. Child appropriately handles and takes care of classroom materials.**
| 36 to 48 Months | Handles classroom materials, such as putting them where they belong, with adult support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| --- | --- | --- | --- | --- |
| 48 to 60 Months | Usually handles, takes care of, and manages classroom materials, such as using them in appropriate ways and not throwing them from the sensory table onto the floor. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Appropriately handles materials during activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Cleans up and puts materials away appropriately, such as places blocks back on correct shelf or places markers in the correct bin. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
---
| Goal P-ATL 4. Child manages actions, words, and behavior with increasing independence. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Manages own actions, words and behavior with frequent support from adults, such as reminders to use gentle touches and friendly words. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 48 to 60 Months | Manages own actions, words, and behavior with occasional support from adults. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 Months | Demonstrates control over actions and words in response to a challenging situation, such as wanting to use the same materials as another child, or frustration over not being able to climb to the top of a structure. May need support from adults. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 Months | Manages behavior according to expectations, such as using quiet feet when asked or sitting on the rug during circle time. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 Months | Waits for turn, such as waits in line to wash hands or waits for turn on swings. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 Months | Refrains from aggressive behavior towards others. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 Months | Begins to understand the consequences of behavior, such as hitting leads to an adult giving you quiet time. Can describe the effects their behavior may have on others, such as noticing that another child feels sad when you hit him. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
---
| Subdomain: Cognitive Self-Regulation (Executive Functioning) | | | | |
| --- | --- | --- | --- | --- |
| Goal P-ATL 5. Child demonstrates an increasing ability to control impulses. | | | | |
| 36 to 48 Months | Frequently engages in impulsive behaviors, but inhibits them when directly supported by an adult. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 48 to 60 Months | Sometimes controls impulses independently, while at other times needs support from an adult. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 48 to 60 Months | Sometimes controls impulses independently, while at other times needs support from an adult. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 60 Months | Stops an engaging activity to transition to another less desirable activity with adult guidance and support. | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| By 60 Months | Delays having desires met, such as agreeing to wait turn to start an activity. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Without adult reminders, waits to communicate information to a group. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Refrains from responding impulsively, such as waiting to be called on during group discussion or requesting materials rather than grabbing them. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
---
### AEPS-3 Goals
| Goal P-ATL 6. Child maintains focus and sustains attention with minimal adult support. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | With adult support, focuses attention on tasks and experiences for short periods of time, despite interruptions or distractions. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| 48 to 60 Months | With increasing independence, focuses attention on tasks and experiences for longer periods of time, despite interruptions or distractions. | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| By 60 Months | Maintains focus on activities for extended periods of time, such as 15 minutes or more. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Engages in purposeful play for extended periods of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Attends to adult during large and small group activities with minimal support. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| By 60 Months | Attends to adult during large and small group activities with minimal support. | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
---
### AEPS-3 Goals
| Goal P-ATL 7. Child persists in tasks. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Persists on preferred tasks when presented with small challenges with or without adult support, such as continuing to try to build a tall tower with blocks, even when some pieces fall. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 36 to 48 Months | Persists on preferred tasks when presented with small challenges with or without adult support, such as continuing to try to build a tall tower with blocks, even when some pieces fall. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 48 to 60 Months | Frequently persists on preferred tasks. Sometimes persists on less preferred activities with or without adult support, such as working to clean up an activity area. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 48 to 60 Months | Frequently persists on preferred tasks. Sometimes persists on less preferred activities with or without adult support, such as working to clean up an activity area. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Completes tasks that are challenging or less preferred despite frustration, either by persisting independently or seeking help from an adult or other child. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Completes tasks that are challenging or less preferred despite frustration, either by persisting independently or seeking help from an adult or other child. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Returns with focus to an activity or project after having been away from it. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
---
| Goal P-ATL 8. Child holds information in mind and manipulates it to perform tasks. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Holds small amounts of information in mind, such as two-step directions, to successfully complete simple tasks. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| 48 to 60 Months | Holds an increasing amount of information in mind in order to successfully complete tasks. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 Months | Accurately recounts recent experiences in the correct order and includes relevant details. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| By 60 Months | Accurately recounts recent experiences in the correct order and includes relevant details. | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| By 60 Months | Accurately recounts recent experiences in the correct order and includes relevant details. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| By 60 Months | Successfully follows detailed, multi-step directions, sometimes with reminders. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| By 60 Months | Successfully follows detailed, multi-step directions, sometimes with reminders. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 Months | Remembers actions to go with stories or songs shortly after being taught. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
---
**Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior.**
| Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Demonstrates flexibility, or the ability to switch gears, in thinking and behavior when prompted by an adult, such as trying a new way to climb a structure when the first attempt does not work. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 48 to 60 Months | Demonstrates flexibility in thinking and behavior without prompting at times. Also responds consistently to adult suggestions to show flexibility in approaching tasks or solving problems, such as taking turns to share toys when many children want to use them. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Tries different strategies to complete work or solve problems including with other children. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| By 60 Months | Transitions between activities without getting upset. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
---
| Subdomain: Initiative and Curiosity | | | | |
| --- | --- | --- | --- | --- |
| Goal P-ATL 10. Child demonstrates initiative and independence. | | | | |
| 36 to 48 Months | Regularly shows initiative, particularly in interactions with familiar adults. Works independently for brief periods of time without adult prompting. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 48 to 60 Months | Frequently shows initiative, particularly when engaged in preferred activities. Demonstrates a willingness and capability to work independently for increasing amounts of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Engages in independent activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Makes choices and communicates these to adults and other children. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 60 Months | Independently identifies and seeks things to complete activities or tasks, such as gathering art supplies to make a mask or gathering cards to play a matching activity. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Plans play scenarios, such as dramatic play or construction, by establishing roles for play, using appropriate materials, and generating appropriate scenarios to be enacted. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
---
| Goal P-ATL 11. Child shows interest in and curiosity about the world around them. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Seeks out new information and explores new play and tasks with adult support. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 48 to 60 Months | Seeks out new information and explores new play and tasks both independently and with adult support. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Asks questions and seeks new information. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| By 60 Months | Asks questions and seeks new information. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| By 60 Months | Is willing to participate in new activities or experiences even if they are perceived as challenging. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 Months | Demonstrates eagerness to learn about and discuss a range of topics, ideas, and activities. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Subdomain: Creativity | | | | |
| Goal P-ATL 12. Child expresses creativity in thinking and communication. | | | | |
| 36 to 48 Months | Responds to adults' prompts to express creative ideas in words and/or actions. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| 48 to 60 Months | Communicates creative ideas and actions both with and without prompting from adults. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 Months | Asks questions related to tasks or activities that indicate thinking about new ways to accomplish the task or activity. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 60 Months | Approaches tasks, activities, and play in ways that show creative problem solving. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 Months | Uses multiple means of communication to creatively express thoughts, feelings, or ideas. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
---
### AEPS-3 Goals
| Goal P-ATL 13. Child uses imagination in play and interactions with others. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Consistently uses imagination in play and other creative works. Begins to communicate creative ideas to other children and adults. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 36 to 48 Months | Consistently uses imagination in play and other creative works. Begins to communicate creative ideas to other children and adults. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 48 to 60 Months | Develops more elaborate imaginary play, stories, and other creative works with children and adults. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 48 to 60 Months | Develops more elaborate imaginary play, stories, and other creative works with children and adults. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 60 Months | Engages in social and pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 Months | Engages in social and pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 60 Months | Uses imagination with materials to create stories or works of art. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 60 Months | Uses objects or materials to represent something else during play, such as using a paper plate or Frisbee as a steering wheel. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
---
| Social and Emotional Development | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Relationships with Adults | | | | |
| Goal P-SE 1. Child engages in and maintains positive relationships and interactions with adults. | | | | |
| 36 to 48 Months | Engages in positive interactions with adults, such as by demonstrating affection or talking about ideas. Is able to separate from trusted adults when in familiar settings. Uses adults as a resource to solve problems. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 48 to 60 Months | Clearly shows enjoyment in interactions with trusted adults while also demonstrating skill in separating from these adults with minimal distress when in a familiar setting. Initiates interactions with adults and participates in longer and more reciprocal interactions with both trusted and new adults. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| By 60 Months | Interacts readily with trusted adults. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| By 60 Months | Engages in some positive interactions with less familiar adults, such as parent volunteers. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| By 60 Months | Shows affection and preference for adults who interact with them on a regular basis. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 60 Months | Seeks help from adults when needed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
---
| 36 to 48 Months | Sometimes engages in prosocial behavior with adults, such as greeting the teacher or saying goodbye, and responds to adult requests and directions that may include assistance or prompting. Sometimes demonstrates uncooperative behavior with familiar adults such as saying “No” to requests, but these moments are typically resolved with support from adults. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| --- | --- | --- | --- | --- |
| 48 to 60 Months | Often engages in prosocial behavior with adults and usually responds appropriately to adult requests and directions without significant assistance or prompting. Uncooperative behavior with familiar adults is rare and the child is able to resolve minor conflicts with adults with support, such as being given reminders to use a quiet voice or follow directions. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| By 60 Months | Engages in prosocial behaviors with adults, such as using respectful language or greetings. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| By 60 Months | Attends to an adult when asked. | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| By 60 Months | Follows adult guidelines and expectations for appropriate behavior. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Asks or waits for adult permission before doing something when they are unsure. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
---
| Subdomain: Relationships with Other Children | | | | |
| --- | --- | --- | --- | --- |
| Goal P-SE 1. Child engages in and maintains positive relationships and interactions with adults. | | | | |
| 36 to 48 Months | Sometimes engages in and maintains interactions with other children without support from an adult, or demonstrates skills in doing this when prompted by an adult. May spontaneously engage in prosocial behaviors with other children, such as sharing and taking turns with materials and in conversations, or may engage in these with prompting from adults. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 48 to 60 Months | Sustains interactions with other children more often and for increasing periods of time. Demonstrates prosocial behaviors with other children with and without prompting from adults. Likely to show at least some preference for playing with particular children. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| By 60 Months | Engages in and maintains positive interactions with other children. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| By 60 Months | Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 60 Months | Uses a variety of skills for entering social situations with other children, such as suggesting something to do together, joining an existing activity, or sharing a toy. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| By 60 Months | Takes turns in conversations and interactions with other children. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Develops friendships with one or two preferred other children. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
---
| Goal P-SE 4. Child engages in cooperative play with other children. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Often plays cooperatively with other children. For at least short periods during this play, works with other children to plan and enact this play in a coordinated way. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| 48 to 60 Months | Cooperatively plays with other children in an increasingly coordinated way. Works with other children to make plans for what and how they will play together. When given the opportunity, these coordinated play periods get longer. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 60 Months | Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 60 Months | Engages in joint play, such as using coordinated goals, planning, roles, and games with rules, with at least one other child at a time. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| By 60 Months | Demonstrates willingness to include others' ideas during interactions and play. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 Months | Shows enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| By 60 Months | Shows enjoyment of play with other children, such as through verbal exchanges, smiles, and laughter. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| By 60 Months | Engages in reflection and conversation about past play experiences. | Cognitive | B. Imitation and Memory | 3. Relates past events |
---
**Goal P-SE 5. Child uses basic problem-solving skills to resolve conflicts with other children.**
| 36 to 48 Months | Begins to recognize and describe social problems. Suggests solutions to conflicts with adult guidance and support. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Begins to recognize and describe social problems. Suggests solutions to conflicts with adult guidance and support. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 48 to 60 Months | Often recognizes and describes social problems, suggests solutions to conflicts, and compromises when working or playing in a group. Although simple conflicts may be resolved without adult assistance, may seek out or need adult support in more challenging moments. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| 48 to 60 Months | Often recognizes and describes social problems, suggests solutions to conflicts, and compromises when working or playing in a group. Although simple conflicts may be resolved without adult assistance, may seek out or need adult support in more challenging moments. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 60 Months | Recognizes and describes basic social problems in books or pictures, such as both children wanting the same toy, and during interactions with other children, such as “Why do you think your friend might be sad?” | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| By 60 Months | Uses basic strategies for dealing with common conflicts, such as sharing, taking turns, and compromising. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| By 60 Months | Expresses feelings, needs, and opinions in conflict situations. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| By 60 Months | Seeks adult help when needed to resolve conflicts. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
---
| Subdomain: Emotional Functioning | | | | |
| --- | --- | --- | --- | --- |
| Goal P-SE 6. Child expresses a broad range of emotions and recognizes these emotions in self and others. | | | | |
| 36 to 48 Months | Expresses a broad range of emotions across contexts, such as during play and I interactions with adults. Notices when strong emotions are exhibited by others and begins to use words to describe some of these emotions, such as happy, sad, or mad. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 48 to 60 Months | Expresses a broad range of emotions and begins to notice more subtle or complex emotions in self and others, such as embarrassed or worried. Uses words to describe own feelings when prompted, and may at times use these words without prompting, such as saying “Don’t be mad” when engaged in play with other children. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 48 to 60 Months | Expresses a broad range of emotions and begins to notice more subtle or complex emotions in self and others, such as embarrassed or worried. Uses words to describe own feelings when prompted, and may at times use these words without prompting, such as saying “Don’t be mad” when engaged in play with other children. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 60 Months | Recognizes and labels basic emotions in books or photographs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 60 Months | Uses words to describe own feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 60 Months | Uses words to describe the feelings of adults or other children. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
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| Goal P-SE 7. Child expresses care and concern toward others. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Often pays attention when others are distressed, but attention and response to this distress may be brief. May seek out adult support to help another child who is distressed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 48 to 60 Months | Consistently pays attention when others are distressed and often responds with care, either by seeking out adult support or providing reassurance or support themselves. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 48 to 60 Months | Consistently pays attention when others are distressed and often responds with care, either by seeking out adult support or providing reassurance or support themselves. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 60 Months | Makes empathetic statements to adults or other children. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 60 Months | Offers support to adults or other children who are distressed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 60 Months | Offers support to adults or other children who are distressed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
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| Goal P-SE 8. Child manages emotions with increasing independence. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Manages less intense emotions, such as mild frustration, independently. May require adult support to manage more intense emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 48 to 60 Months | Has an expanding range of strategies for managing emotions, both less intense emotions and those that cause greater distress. Sometimes looks to adults for support in managing the most intense emotions, but shows increasing skill in managing emotions independently. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 60 Months | Expresses feelings in ways that are appropriate to the situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 60 Months | Looks for adult assistance when feelings are most intense. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 60 Months | Uses a range of coping strategies to manage emotions with the support of an adult, such as using words or taking a deep breath. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
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| Subdomain: Sense of Identity and Belonging | | | | |
| --- | --- | --- | --- | --- |
| Goal P-SE 9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests. | | | | |
| 36 to 48 Months | Describes own physical characteristics and behaviors and indicates likes and dislikes when asked. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 48 to 60 Months | Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 Months | Describes self using several different characteristics. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| By 60 Months | Demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| By 60 Months | Demonstrates knowledge of uniqueness of self, such as talents, interests, preferences, or culture. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
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### AEPS-3 Goals
| Goal P-SE 10. Child expresses confidence in own skills and positive feelings about self. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Expresses enjoyment in accomplishing daily routines and new skills and may draw adult attention to these accomplishments. May share own ideas or express positive feelings about self, particularly when prompted by an adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 48 to 60 Months | Enjoys accomplishing a greater number of tasks and sharing these accomplishments with other children and adults. Makes increasing number of contributions to group discussion and may share ideas with or without adult prompting. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Initiates and completes independent activities |
| By 60 Months | Shows satisfaction or seeks acknowledgment when completing a task or solving a problem. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Initiates and completes independent activities |
| By 60 Months | Expresses own ideas or beliefs in group contexts or in interactions with others. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 Months | Uses positive words to describe self, such as kind or hard-worker. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
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| Goal P-SE 11. Child has sense of belonging to family, community, and other groups. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Communicates feeling a sense of belonging to family and an emerging sense of connections to other communities through words or other forms of expression, such as drawing a picture of their family or sharing a special object related to their cultural heritage. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 48 to 60 Months | Has a sense of belonging to family and community and communicates details about these connections, such as sharing a story about a family gathering, both spontaneously and when prompted by an adult or other child. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 48 to 60 Months | Has a sense of belonging to family and community and communicates details about these connections, such as sharing a story about a family gathering, both spontaneously and when prompted by an adult or other child. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 Months | Identifies self as being a part of different groups, such as family, community, culture, faith, or preschool. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 60 Months | Relates personal stories about being a part of different groups. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 60 Months | Relates personal stories about being a part of different groups. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 Months | Identifies similarities and differences about self across familiar environments and settings. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
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| Language and Communication | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Attending and Understanding | | | | |
| Goal P-LC 1. Child attends to communication and language from others. | | | | |
| 36 to 48 Months | Shows acknowledgment of comments or questions and is able to attend to conversations, either spoken or signed. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 48 to 60 Months | Shows acknowledgment of complex comments or questions. Is able to attend to longer, multi-turn conversations, either spoken or signed. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 48 to 60 Months | Shows acknowledgment of complex comments or questions. Is able to attend to longer, multi-turn conversations, either spoken or signed. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| By 60 Months | Uses verbal and non-verbal signals appropriately to acknowledge the comments or questions of others. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 60 Months | Shows ongoing connection to a conversation, group discussion, or presentation. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
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| Goal P-LC 2. Child understands and responds to increasingly complex communication and language from others. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Understands and responds (verbally and non-verbally) to increasingly longer sentences, simple questions, and simple stories. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| 48 to 60 Months | Shows an understanding of complex statements, questions, and stories containing multiple phrases and ideas, and responds appropriately. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| By 60 Months | Shows an ability to recall (in order) multiple step directions. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| By 60 Months | Shows an ability to recall (in order) multiple step directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 Months | Demonstrates understanding of a variety of question types, such as “Yes/No?” or “Who/What/When/Where?” or “How/Why?” | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| By 60 Months | Shows understanding of a variety of sentence types, such as multi-clause, cause-effect, sequential order, or if-then. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| By 60 Months | Shows an understanding of talk related to the past or future. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| By 60 Months | Shows understanding, such as nodding or gestures, in response to the content of books read aloud, stories that are told, or lengthy explanations given on a topic. Children who are DLLs may demonstrate more complex communication and language in their home language than in English. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
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| Subdomain: Communicating and Speaking | | | | |
| --- | --- | --- | --- | --- |
| Goal P-LC 3. Child varies the amount of information provided to meet the demands of the situation. | | | | |
| 36 to 48 Months | Uses language, spoken or sign, for different purposes and is sometimes able to provide sufficient detail to get needs met from a variety of adults. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 48 to 60 Months | Uses language, spoken or sign, for a variety of purposes and can typically provide sufficient detail in order to get needs met from a variety of adults. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 Months | Usually provides sufficient detail in order to get needs met, such as explaining a point of difficulty in a task or sharing a request from home with the teacher. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 Months | Uses language, spoken or sign, to clarify a word or statement when misunderstood. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 Months | Children who are DLLs may switch between their languages. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
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### AEPS-3 Goals
| Goal P-LC 4. Child understands, follows, and uses appropriate social and conversational rules. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Engages in conversations with adults, other children, or within the group setting lasting 2–3 conversational turns, and, with support, will sometimes use appropriate tone and volume for different situations. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 48 to 60 Months | Maintains multi-turn conversations with adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. With increasing independence, varies tone and volume of expression to match the social situation. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 48 to 60 Months | Maintains multi-turn conversations with adults or other children by being responsive to the conversational partner in a variety of ways, such as by asking a question. With increasing independence, varies tone and volume of expression to match the social situation. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| By 60 Months | Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 60 Months | Maintains multi-turn conversations with adults, other children, and within larger groups by responding in increasingly sophisticated ways, such as asking related questions or expressing agreement. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| By 60 Months | With increasing independence, matches the tone and volume of expression to the content and social situation, such as by using a whisper to tell a secret. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
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Goal P-LC 5. Child expresses self in increasingly long, detailed, and sophisticated ways.
| 36 to 48 Months | Communicates clearly enough to be understood by familiar adults, but may make some pronunciation and grammatical errors. Typically uses 3–5 word phrases/sentences when communicating. With some prompting, can offer multiple (2–3) pieces of information on a single topic. | Social-Communication | C. Communicative Expression | All |
| --- | --- | --- | --- | --- |
| 48 to 60 Months | Communicates clearly enough to be understood by familiar and unfamiliar adults, but may make some pronunciation errors and some isolated grammatical errors. Uses longer sentences, as well as sentences that are slightly more complex, such as “I need a pencil because this one broke.” Can offer multiple pieces of information on a topic with increasing independence and answer simple questions. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Communicates clearly enough to be understood by adults across a range of situations. Pronunciation errors and grammatical errors are isolated and infrequent. Shows proficiency with prepositions, regular/irregular past tense, possesses, and noun-verb agreement. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Typically, uses complete sentences of more than 5 words with complex structures, such as sentences involving sequence and causal relations. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Can produce and organize multiple sentences on a topic, such as giving directions or telling a story, including information about the past or present or things not physically present, and answer a variety of question types. | Social-Communication | C. Communicative Expression | All |
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| Subdomain: Vocabulary | | | | |
| --- | --- | --- | --- | --- |
| Goal P-LC 6. Child understands and uses a wide variety of words for a variety of purposes. | | | | |
| 36 to 48 Months | Shows a rapid increase in acquisition of new vocabulary words that describe actions, emotions, things, or ideas that are meaningful within the everyday environment. Uses new vocabulary words to describe relations among things or ideas. Shows repetition of new words offered by adults. | Social-Communication | C. Communicative Expression | All |
| 48 to 60 Months | Shows a steady increase in vocabulary through the acquisition of words with increasing specificity and variety. Shows repetition of new words offered by adults and may ask about the meaning of unfamiliar words. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Demonstrates the use of multiple (2-3) new words or signs a day during play and other activities. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Shows recognition of and/or familiarity with key domain-specific words heard during reading or discussions. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | With multiple exposures, uses new domain-specific vocabulary during activities, such as using the word “cocoon” when learning about the lifecycle of caterpillars, or “cylinder” when learning about 3-D shapes. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | With support, forms guesses about the meaning of new words from context clues. | Social-Communication | C. Communicative Expression | All |
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**Goal P-LC 7. Child shows understanding of word categories and relationships among words.**
| Goal P-LC 7. Child shows understanding of word categories and relationships among words. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Typically uses known words in the correct context and, with support, shows an emerging understanding of how words are related to broader categories, such as sorting things by color. | Social-Communication | C. Communicative Expression | All |
| 48 to 60 Months | Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying a synonym or anonym. | Social-Communication | C. Communicative Expression | All |
| 48 to 60 Months | Demonstrates an increasingly sophisticated understanding of words and word categories with support, such as listing multiple examples of a familiar category or identifying a synonym or anonym. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 Months | Categorizes words or objects, such as sorting a hard hat, machines, and tools into the construction group, or giving many examples of farm animals. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Categorizes words or objects, such as sorting a hard hat, machines, and tools into the construction group, or giving many examples of farm animals. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 Months | Discusses new words in relation to known words and word categories, such as “It fell to the bottom when it sank” or “When you hop it’s like jumping on one leg” or “The bear and fox are both wild animals.” | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Discusses new words in relation to known words and word categories, such as “It fell to the bottom when it sank” or “When you hop it’s like jumping on one leg” or “The bear and fox are both wild animals.” | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 60 Months | Identifies shared characteristics among people, places, things, or actions, such as identifying that both cats and dogs are furry and have four legs. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Identifies shared characteristics among people, places, things, or actions, such as identifying that both cats and dogs are furry and have four legs. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 60 Months | Identifies key common antonyms, such as black/white or up/down. Identifies 1–2 synonyms for very familiar words, such as glad or happy. | Social-Communication | C. Communicative Expression | All |
| By 60 Months | Shows an ability to distinguish similar words, such as “I don’t like it, I love it!” or “It’s more than tall, it’s gigantic” or “It’s so cold, it’s frosty.” | Social-Communication | C. Communicative Expression | All |
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| Literacy | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Phonological Awareness | | | | |
| Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound. | | | | |
| 36 to 48 Months | Shows rote imitation and enjoyment of rhyme and alliteration. With support, distinguishes when two words rhyme and when two words begin with the same sound. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| 48 to 60 Months | Demonstrates rhyme recognition, such as identifying which words rhyme from a group of three: hat, cat, log. Recognizes phonemic changes in words, such as noticing the problem with “Old McDonald had a charm.” Is able to count syllables and understand sounds in spoken words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| By 60 Months | Provides one or more words that rhyme with a single given target, such as “What rhymes with log?” | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| By 60 Months | Produces the beginning sound in a spoken word, such as “Dog begins with /d/.” | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| By 60 Months | Provides a word that fits with a group of words sharing an initial sound, with adult support, such as “Sock, Sara, and song all start with the /s/ sound. What else starts with the /s/ sound?” | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
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| Subdomain: Print and Alphabet Knowledge | | | | |
| --- | --- | --- | --- | --- |
| Goal P-LIT 2. Child demonstrates an understanding of how print is used (functions of print) and the rules that govern how print works (conventions of print). | | | | |
| 36 to 48 Months | Distinguishes print from pictures and shows an understanding that print is something meaningful, such as asking an adult “What does this say?” or “Read this.” | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| 48 to 60 Months | Begins to demonstrate an understanding of the connection between speech and print. Shows a growing awareness that print is a system that has rules and conventions, such as holding a book correctly or following a book left to right. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| By 60 Months | Understands that print is organized differently for different purposes, such as a note, list, or storybook. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 Months | Understands that written words are made up of a group of individual letters. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| By 60 Months | Begins to point to single-syllable words while reading simple, memorized texts. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| By 60 Months | Identifies book parts and features, such as the front, back, title, and author. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
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| Goal P-LIT 3. Child identifies letters of the alphabet and produces correct sounds associated with letters. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Shows an awareness of alphabet letters, such as singing the ABC song, recognizing letters from one's name, or naming some letters that are encountered often. | Literacy | C. Alphabet Knowledge | 1.3 Recognizes five frequently occurring letters not in first name |
| 48 to 60 Months | Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters encountered often in the environment. Produces the sound of many recognized letters. | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| 48 to 60 Months | Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters encountered often in the environment. Produces the sound of many recognized letters. | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| 48 to 60 Months | Recognizes and names at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters encountered often in the environment. Produces the sound of many recognized letters. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| By 60 Months | Names 18 upper- and 15 lower-case letters. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| By 60 Months | Knows the sounds associated with several letters. | Literacy | C. Alphabet Knowledge | 2.1 Sounds out CVC words |
| Subdomain: Comprehension and Text Structure | | | | |
| Goal P-LIT 4. Child demonstrates an understanding of narrative structure through storytelling/re-telling. | | | | |
| 36 to 48 Months | With support, may be able to tell one or two key events from a story or may act out a story with pictures or props. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 48 to 60 Months | Retells 2–3 key events from a well-known story, typically in the right temporal order and using some simple sequencing terms, such as first … and then. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| By 60 Months | Re-tells or acts out a story that was read, putting events in the appropriate sequence, and demonstrating more sophisticated understanding of how events relate, such as cause and effect relationships. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 Months | Tells fictional or personal stories using a sequence of at least 2–3 connected events. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| By 60 Months | Identifies characters and main events in books and stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
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| Goal P-LIT 5. Child asks and answers questions about a book that was read aloud. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Can answer basic questions about likes or dislikes in a book or story. Asks and answers questions about main characters or events in a familiar story. With modeling and support, makes predictions about events that might happen next. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 48 to 60 Months | With support, provides basic answers to specific questions about details of a story, such as who, what, when, or where. With support, can answer inferential questions about stories, such as predictions or how/why something is happening in a particular moment. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| 48 to 60 Months | With support, provides basic answers to specific questions about details of a story, such as who, what, when, or where. With support, can answer inferential questions about stories, such as predictions or how/why something is happening in a particular moment. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 60 Months | Answers questions about details of a story with increasingly specific information, such as when asked “Who was Mary?” responds “She was the girl who was riding the horse and then got hurt.” | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 60 Months | Answers increasingly complex inferential questions that require making predictions based on multiple pieces of information from the story; inferring characters’ feelings or intentions; or providing evaluations of judgments that are grounded in the text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 60 Months | Provides a summary of a story, highlighting a number of the key ideas in the story and how they relate. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
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| Subdomain: Writing | | | | |
| --- | --- | --- | --- | --- |
| Goal P-LIT 6. Child writes for a variety of purposes using increasingly sophisticated marks. | | | | |
| 36 to 48 Months | Progressively uses drawing, scribbling, letter-like forms, and letters to intentionally convey meaning. With support, may use invented spelling consisting of salient or beginning sounds, such as L for elevator or B for bug. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 48 to 60 Months | Makes scribbles on paper to represent an object or action even though an adult might not recognize what it is. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| By 60 Months | Creates a variety of written products that may or may not phonetically relate to intended messages. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| By 60 Months | Shows an interest in copying simple words posted in the classroom. | Literacy | E. Writing | 3.3 Copies entire first name |
| By 60 Months | Attempts to independently write some words using invented spelling, such as K for kite. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| By 60 Months | Writes first name correctly or close to correctly. | Literacy | E. Writing | 3.2 Prints first name |
| By 60 Months | Writes (draws, illustrates) for a variety of purposes and demonstrates evidence of many aspects of print conventions, such as creating a book that moves left to right. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
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| Mathematics Development | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Counting and Cardinality | | | | |
| Goal P-MATH 1. Child knows number names and the count sequence. | | | | |
| 36 to 48 Months | Says or signs some number words in sequence (up to 10), starting with one. Understands that counting words are separate words, such as “one,” “two,” “three” versus “onetwothree”. | Math | A. Counting | 2.2 Recites numbers 1–10 |
| 48 to 60 Months | Says or signs more number words in sequence. | Math | A. Counting | 4.2 Recites numbers 1–30 |
| By 60 Months | Counts verbally or signs to at least 20 by ones. | Math | A. Counting | 3. Counts out 20 items |
| Goal P-MATH 2. Child recognizes the number of objects in a small set. | | | | |
| 36 to 48 Months | Develops an understanding of what whole numbers mean. Begins to recognize the number of small objects in groups without counting (referred to as “subitizing”). | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 36 to 48 Months | Develops an understanding of what whole numbers mean. Begins to recognize the number of small objects in groups without counting (referred to as “subitizing”). | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| 48 to 60 Months | Quickly recognizes the number of objects in a small set (referred to as “subitizing”). | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 48 to 60 Months | Quickly recognizes the number of objects in a small set (referred to as “subitizing”). | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| By 60 Months | Instantly recognizes, without counting, small quantities of up to 5 objects and says or signs the number. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| By 60 Months | Instantly recognizes, without counting, small quantities of up to 5 objects and says or signs the number. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
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| Goal P-MATH 3. Child understands the relationship between numbers and quantities. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Begins to coordinate verbal counting with objects by pointing to or moving objects for small groups of objects laid in a line (referred to as one-to-one correspondence). Begins to understand that the last number represents how many objects are in a group (referred to as “cardinality”). | Math | A. Counting | All |
| 48 to 60 Months | Understands that number words refer to quantity. May point to or move objects while counting objects to 10 and beyond (one-to-one correspondence). Understands that the last number represents how many objects are in a group (cardinality). | Math | A. Counting | All |
| By 60 Months | When counting objects, says or signs the number names in order, pairing one number word that corresponds with one object, up to at least 10. | Math | A. Counting | All |
| By 60 Months | Counts and answers “How many?” questions for approximately 10 objects. | Math | A. Counting | All |
| By 60 Months | Accurately counts as many as 5 objects in a scattered configuration. | Math | A. Counting | All |
| By 60 Months | Understands that each successive number name refers to a quantity that is one larger. | Math | A. Counting | All |
| By 60 Months | Understands that the last number said represents the number of objects in a set. | Math | A. Counting | All |
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| Goal P-MATH 4. Child compares numbers. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Begins to accurately count and compare objects that are about the same size and are in small groups with adult assistance, such as counts a pile of 2 blocks and a pile of 4, and determines whether the piles have the same or different numbers of blocks. Identifies the first and second objects in a sequence. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| 36 to 48 Months | Begins to accurately count and compare objects that are about the same size and are in small groups with adult assistance, such as counts a pile of 2 blocks and a pile of 4, and determines whether the piles have the same or different numbers of blocks. Identifies the first and second objects in a sequence. | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| 48 to 60 Months | Counts to determine and compare number amounts even when the larger group's objects are smaller in size, such as buttons, compared with the smaller group's objects that are larger in size, such as markers. Uses numbers related to order or position. | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| 48 to 60 Months | Counts to determine and compare number amounts even when the larger group's objects are smaller in size, such as buttons, compared with the smaller group's objects that are larger in size, such as markers. Uses numbers related to order or position. | Math | B. Quantitative Relations | 3.1 Compares items in sets of 11 to 20 by matching |
| 48 to 60 Months | Counts to determine and compare number amounts even when the larger group's objects are smaller in size, such as buttons, compared with the smaller group's objects that are larger in size, such as markers. Uses numbers related to order or position. | Math | B. Quantitative Relations | 3.2 Compares items in sets of 11 to 20 by visual examination |
| By 60 Months | Identifies whether the number of objects in one group is more than, less than, or the same as objects in another group for up to at least five objects. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| By 60 Months | Identifies and uses numbers related to order or position from first to tenth. | Math | A. Counting | 2. Counts out 10 items |
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**AEPS-3 Goals**
| Goal P-MATH 5. Child associates a quantity with written numerals up to 5 and begins to write numbers. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Begins to understand that a written numeral represents a quantity and may draw objects or use informal symbols to represent numbers. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 48 to 60 Months | Understands that written numbers represent quantities of objects, and uses information symbols, such as a tally, to represent numerals. With adult support, writes some numerals up to 10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6–10 |
| By 60 Months | Associates a number of objects with a written numeral 0–5. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| By 60 Months | Recognizes and, with support, writes some numerals up to 10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6–10 |
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| Subdomain: Operations and Algebraic Thinking | | | | |
| --- | --- | --- | --- | --- |
| Goal P-MATH 6. Child understands addition as adding to and understands subtraction as taking away from. | | | | |
| 36 to 48 Months | Begins to add and subtract very small collections of objects with adult support. For example, the teacher says, “You have 3 grapes and get 1 more. How many in all?” Child counts out 3, then counts out 1 more, then counts all 4: “1, 2, 3, 4. I have 4!” | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| 48 to 60 Months | Solves addition problems by joining objects together and subtraction problems by separating, using manipulatives and fingers to represent objects. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| By 60 Months | Represents addition and subtraction in different ways, such as with fingers, objects, and drawings. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| By 60 Months | Solves addition and subtraction word problems. Adds and subtracts up to 5 to or from a given number. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| By 60 Months | With adult assistance, begins to use counting on from the larger number for addition. For example, when adding a group of 3 and a group of 2, counts “One, two, three...” and then counts on “Four, five!” (keeping track with fingers). When counting back for subtraction such as taking away 3 from 5, counts, “Five, four, three...two!” (keeping track with fingers). | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
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| Goal P-MATH 7. Child understands simple patterns. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Recognizes a simple pattern, and with adult assistance, fills in the missing element of a pattern, such as boy, girl, boy, girl, __, girl. Duplicates and extends ABABAB patterns. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 48 to 60 Months | Creates, identifies, extends, and duplicates simple repeating patterns in different forms, such as with objects, numbers, sounds, and movements. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Fills in missing elements of simple patterns. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 Months | Duplicates simple patterns in a different location than demonstrated, such as making the same alternating color pattern with blocks at a table that was demonstrated on the rug. Extends patterns, such as making an eight block tower of the same pattern that was demonstrated with four blocks. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Identifies the core unit of sequentially repeating patterns, such as color in a sequence of alternating red and blue blocks. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
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| Subdomain: Measurement | | | | |
| --- | --- | --- | --- | --- |
| Goal P-MATH 8. Child measures objects by their various attributes using standard and non-standard measurement. Uses differences in attributes to make comparisons. | | | | |
| 36 to 48 Months | With adult support, begins to understand that attributes can be compared, such as one child can be taller than another child. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 48 to 60 Months | With some adult support, uses measurable attributes to make comparisons, such as identifies objects as the same/different and more/less. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 48 to 60 Months | With some adult support, uses measurable attributes to make comparisons, such as identifies objects as the same/different and more/less. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| By 60 Months | Measures using the same unit, such as putting together snap cubes to see how tall a book is. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 Months | Measures using the same unit, such as putting together snap cubes to see how tall a book is. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 60 Months | Compares or orders up to 5 objects based on their measurable attributes, such as height or weight. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 Months | Uses comparative language, such as shortest, heavier, or biggest. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
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| Subdomain: Geometry and Spatial Sense | | | | |
| --- | --- | --- | --- | --- |
| Goal P-MATH 9. Child identifies, describes, compares, and composes shapes. | | | | |
| 36 to 48 Months | Recognizes and names typical circle, square, and sometimes a triangle. With adult support, matches some shapes that are different sizes and orientations. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 48 to 60 Months | Recognizes and compares a greater number of shapes of different sizes and orientations. Begins to identify sides and angles as distinct parts of shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Names and describes shapes in terms of length of sides, number of sides, and number of angles. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Correctly names basic shapes regardless of size and orientation. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Analyzes, compares and sorts two-and three-dimensional shapes and objects in different sizes. Describes their similarities, differences, and other attributes, such as size and shape. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 60 Months | Analyzes, compares and sorts two-and three-dimensional shapes and objects in different sizes. Describes their similarities, differences, and other attributes, such as size and shape. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Creates and builds shapes from components. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 60 Months | Creates and builds shapes from components. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Goal P-MATH 10. Child explores the positions of objects in space. | | | | |
| 36 to 48 Months | Begins to understand spatial vocabulary. With adult support, follows directions involving their own position in space, such as “Stand up and stretch your arms to the sky.” | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 48 to 60 Months | Increasingly understands spatial vocabulary. Follows directions involving their own position in space, such as “Move to the front of the line.” | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 Months | Understands and uses language related to directionality, order, and the position of objects, including up/down, and in front/behind. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 Months | Correctly follows directions involving their own position in space, such as “Stand up” and “Move forward.” | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
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| Scientific Reasoning | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Scientific Inquiry | | | | |
| Goal P-SCI 1. Child observes and describes observable phenomena (objects, materials, organisms, and events). | | | | |
| 36 to 48 Months | Uses the five senses to observe objects, materials, organisms, and events. Provides simple verbal or signed descriptions. With adult support, represents observable phenomena, such as draws a picture. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 48 to 60 Months | Makes increasingly complex observations of objects, materials, organisms, and events. Provides greater detail in descriptions. Represents observable phenomena in more complex ways, such as pictures that include more detail. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 Months | Identifies the five senses (smell, touch, sight, sound, taste) and uses them to make observations. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 Months | Uses observational tools to extend the five senses, such as a magnifying glass, microscope, binoculars, or stethoscope. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 60 Months | Uses observational tools to extend the five senses, such as a magnifying glass, microscope, binoculars, or stethoscope. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 60 Months | Describes observable phenomena using adjectives and labels, such as lemons taste sour and play dough feels sticky. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 60 Months | Describes observable phenomena using adjectives and labels, such as lemons taste sour and play dough feels sticky. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 Months | Represents observable phenomena with pictures, diagrams, and 3-D models. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
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| Goal P-SCI 2. Child engages in scientific talk. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Begins to use scientific vocabulary words with modeling and support from an adult Sometimes repeats new words offered by adults. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| 48 to 60 Months | Uses a greater number of scientific vocabulary words. Repeats new words offered by adults and may ask questions about unfamiliar words. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 Months | Uses scientific practice words or signs, such as observe, describe, compare, contrast question, predict, experiment, reflect, cooperate, or measure. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 Months | Uses scientific practice words or signs, such as observe, describe, compare, contrast question, predict, experiment, reflect, cooperate, or measure. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 Months | Uses scientific content words when investigating and describing observable phenomena, such as parts of a plant, animal, or object. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Goal P-SCI 3. Child compares and categorizes observable phenomena. | | | | |
| 36 to 48 Months | Sorts objects into groups based on simple attributes, such as color. With support, uses measurement tools to quantify similarities and differences of observable phenomena, such as when a child scoops sand into two containers and with adult assistance, determines which container holds more scoops. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 48 to 60 Months | With increasing independence, sorts objects into groups based on more complex attributes, such as weight, sound, or texture. Uses measurement tools to assess the properties of and compare observable phenomena. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 48 to 60 Months | With increasing independence, sorts objects into groups based on more complex attributes, such as weight, sound, or texture. Uses measurement tools to assess the properties of and compare observable phenomena. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 Months | Categorizes by sorting observable phenomena into groups based on attributes such as appearance, weight, function, ability, texture, odor, and sound. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 Months | Uses measurement tools, such as a ruler, balance scale, eye dropper, unit blocks, thermometer, or measuring cup, to quantify similarities and differences of observable phenomena. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
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| Subdomain: Reasoning and Problem-Solving | | | | |
| --- | --- | --- | --- | --- |
| Goal P-SCI 4. Child asks a question, gathers information, and makes predictions. | | | | |
| 36 to 48 Months | Asks simple questions. Uses adults as primary resources to gather information about questions. With adult support and modeling, makes simple predictions, such as “I think that the golf ball will be heavier than the ping pong ball.” | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| 36 to 48 Months | Asks simple questions. Uses adults as primary resources to gather information about questions. With adult support and modeling, makes simple predictions, such as “I think that the golf ball will be heavier than the ping pong ball.” | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 48 to 60 Months | Asks more complex questions. Uses other sources besides adults to gather information, such as books, or other experts. Uses background knowledge and experiences to make predictions. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 60 Months | Asks questions that can be answered through an investigation, such as “What do plants need to grow?” or “What countries do the children in our class come from?”. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 60 Months | Gathers information about a question by looking at books or discussing prior knowledge and observations. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 60 Months | Makes predictions and brainstorms solutions based on background knowledge and experiences, such as “I think that plants need water to grow.” or “I think adding yellow paint to purple will make brown.” | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
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| Goal P-SCI 5. Child plans and conducts investigations and experiments. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | With adult support, engages in simple investigations and experiments, such as building a “bridge” out of classroom materials and seeing how many dolls it will hold before it collapses. Records data with teacher assistance, mostly using pictures and marks on a page. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 48 to 60 Months | With increasing independence, engages in some parts of conducting complex investigations or experiments. Increasingly able to articulate the steps that need to be taken to conduct an investigation. Uses more complex ways to gather and record data, such as with adult support, makes a graph that shows children’s favorite snacks. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 60 Months | Articulates steps to be taken and lists materials needed for an investigation or experiment. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 60 Months | Implements steps and uses materials to explore testable questions, such as “Do plants need water to grow?” by planting seeds and giving water to some but not to others. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 60 Months | Uses senses and simple tools to observe, gather, and record data, such as gathering data on where children’s families are from and creating a graph that shows the number of children from different countries. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
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| 36 to 48 Months | With adult assistance, analyzes and interprets data. Draws conclusions and provides simple descriptions of results. For example, an adult suggests counting how many dolls can be supported by a bridge before it breaks and along with the children counts, “One, two, three dolls. What happened when we put on the next doll?” A child says, “The bridge broke!” | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| --- | --- | --- | --- | --- |
| 48 to 60 Months | With increasing independence, analyzes and interprets data and draws conclusions. With adult support, compares results to initial prediction and generates new questions or designs. For example, after putting multiple magnets together to create one magnet that is not strong enough to lift 10 paperclips, builds another and tries again. Communicates results, solutions, and conclusions in increasingly complex ways through multiple methods. | Cognitive | C. Conceptual Knowledge | 2.1 Generates specific questions for investigation |
| By 60 Months | Analyzes and interprets data and summarizes results of investigation. | Cognitive | C. Conceptual Knowledge | 4.1 Communicates results of investigations |
| By 60 Months | Draws conclusions, constructs explanations, and verbalizes cause and effect relationships. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| By 60 Months | With adult support, compares results to initial prediction and offers evidence as to why they do or do not work. Generates new testable questions based on results. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 Months | Communicates results, solutions, and conclusions through a variety of methods, such as telling an adult that plants need water to grow or putting dots on a map that show the number of children from each country. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
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| Perceptual, Motor, and Physical Development | | | | |
| --- | --- | --- | --- | --- |
| Subdomain: Gross Motor | | | | |
| Goal P-PMP 1. Child demonstrates control, strength, and coordination of large muscles. | | | | |
| 36 to 48 Months | Balances, such as on one leg or a beam, for short periods with some assistance. Performs some skills, such as jumping for height and hopping, but these skills may not be consistently demonstrated. Engages in physical activity that requires strength and stamina for at least brief periods. | Gross Motor | B. Movement and Coordination | All |
| 48 to 60 Months | Balances, such as on one leg or on a beam, for longer periods of time both when standing still and when moving from one position to another. Demonstrates more coordinated movement when engaging in skills, such as jumping for height and distance, hopping, and running. Engages in more complex movements, such as riding a tricycle, with ease. Engages in physical activities of increasing levels of intensity for sustained periods of time. | Gross Motor | B. Movement and Coordination | All |
| By 60 Months | Demonstrates balance in large-muscle movement, such as walking on a log without falling or balancing on one leg. | Gross Motor | B. Movement and Coordination | All |
| By 60 Months | Demonstrates balance in large-muscle movement, such as walking on a log without falling or balancing on one leg. | Gross Motor | C. Active Play | All |
| By 60 Months | Performs activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, or dancing to music. | Gross Motor | B. Movement and Coordination | All |
| By 60 Months | Demonstrates strength and stamina that allow for participation in a range of physical activities, such as running around playing tag. | Gross Motor | B. Movement and Coordination | All |
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| Goal P-PMP 2. Child uses perceptual information to guide motions and interactions with objects and other people. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Somewhat aware of own body, space, and relationship to other objects. May have difficulty consistently coordinating motions and interactions with objects and other people. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| 48 to 60 Months | Shows increasing awareness of body, space, and relationship to other objects in ways that allow for more coordinated movements, actions, and interactions with others. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| By 60 Months | Demonstrates awareness of own body and other people's space during interactions. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| By 60 Months | Moves body in relation to objects to effectively perform tasks, such as moving body in position to kick a ball. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| By 60 Months | When asked, can move own body in front of, to the side, or behind something or someone else, such as getting in line with other children. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 Months | Changes directions when moving with little difficulty. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
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| Subdomain: Fine Motor | | | | |
| --- | --- | --- | --- | --- |
| Goal P-PMP 3. Child demonstrates increasing control, strength, and coordination of small muscles. | | | | |
| 36 to 48 Months | Performs simple hand-eye tasks, such as drawing simple shapes like circles and cutting paper with scissors. May demonstrate limited precision and control in more complex tasks. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 48 to 60 Months | Performs tasks that require more complex hand-eye coordination, such as cutting out shapes and drawing letter-like forms, with moderate levels of precision and control. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 48 to 60 Months | Performs tasks that require more complex hand-eye coordination, such as cutting out shapes and drawing letter-like forms, with moderate levels of precision and control. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 48 to 60 Months | Performs tasks that require more complex hand-eye coordination, such as cutting out shapes and drawing letter-like forms, with moderate levels of precision and control. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| By 60 Months | Easily coordinates hand and eye movements to carry out tasks, such as working on puzzles or stringing beads together. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| By 60 Months | Uses a pincer grip to hold and manipulate tools for writing, drawing, and painting. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| By 60 Months | Uses coordinated movements to complete complex tasks, such as cutting along a line, pouring, or buttoning. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
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| Subdomain: Healthy, Safety, and Nutrition | | | | |
| --- | --- | --- | --- | --- |
| Goal P-PMP 4. Child demonstrates personal hygiene and self-care skills. | | | | |
| 36 to 48 Months | Shows an awareness of personal hygiene and self-care skills, such as telling an adult it is important to wash hands before eating. May not complete or exhibit these skills regularly without adult guidance and supervision. | Adaptive | B. Personal Care Routines | All |
| 48 to 60 Months | Begins to take more responsibility for personal hygiene and self-care skills. Sometimes completes them without adult prompting. | Adaptive | B. Personal Care Routines | All |
| By 60 Months | Washes hands with soap and water. Knows to do this before eating, after using the bathroom, or after blowing nose. | Adaptive | B. Personal Care Routines | All |
| By 60 Months | Demonstrates increasing ability to take responsibility for participating in personal self-care skills, such as brushing teeth or getting dressed. | Adaptive | B. Personal Care Routines | All |
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### AEPS-3 Goals
| Goal P-PMP 5. Child develops knowledge and skills that help promote nutritious food choices and eating habits. | | | | |
| --- | --- | --- | --- | --- |
| 36 to 48 Months | Demonstrates a basic knowledge of the role of foods and nutrition in healthy development. Often requires adult guidance and supervision to make healthy eating choices. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 48 to 60 Months | Demonstrates an increasing understanding of the ways in which foods and nutrition help the body grow and be healthy. Makes healthy eating choices both independently and with support. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| By 60 Months | Identifies a variety of healthy and unhealthy foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| By 60 Months | Demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| By 60 Months | Moderates food consumption based on awareness of own hunger and fullness. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Goal P-PMP 6. Child demonstrates knowledge of personal safety practices and routines. | | | | |
| 36 to 48 Months | Shows awareness of a growing number of personal safety practices and routines. Looks to adults for support in enacting these. | Adaptive | D. Personal Safety | All |
| 48 to 60 Months | Exhibits increasing independence in following basic personal safety practices and routines. Follows adult guidance around more complex practices. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 Months | Identifies, avoids, and alerts others to danger, such as keeping a safe distance from swings. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| By 60 Months | Identifies and follows basic safety rules with adult guidance and support, such as transportation and street safety practices. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |