Indiana AEPS-3 Alignment
aeps3
ALIGNMENT
INDIANA
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
Indiana's Early Learning Development Framework
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with Indiana’s Early Learning Development Framework
This document aligns Indiana’s Early Learning Development Framework: The Foundations [2015] 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. Indiana’s Early Learning Development Framework: The Foundations. (2015). Retrieved from: https://www.in.gov/doe/files/foundations-2015-august-12.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 October 2022
| Age Range | IN Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|---|
| English/Language Arts Foundations | ||||
| English/Language Arts Foundation 1: Communication Process | ||||
| ELA1.1: Demonstrate receptive communication | ||||
| Infant | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Respond to words or gestures | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| Infant | Recognize familiar objects, people, and voices | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Orient to sounds in the environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Respond to simple statements, requests, and/or gestures | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Older Toddler | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Toddler | Respond to simple sentences, phrases, gestures and/or actions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Follow simple one-step directions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Younger Preschool | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Younger Preschool | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Younger Preschool | Listen to and follow multi-step directions with adult support | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Older Preschool | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Older Preschool | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Listen to and follow multi-step directions | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Kindergarten Standard | K.W.5: With support, build understanding of a topic using various sources. Identify relevant pictures, charts, grade-appropriate texts, personal experiences, or people as sources of information on a topic. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | K.RV.1: Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| ELA1.2: Demonstrate expressive communication | ||||
| Infant | Use facial expressions to communicate | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Use simple vocalizations to communicate | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Infant | Express sounds and patterns of home language | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddler | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | Use gestures to clarify communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use single words or simple phrases | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Use gestures and actions to communicate | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Use simple phrases or simple sentences | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Toddler | Talk about past, present, and future events | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Younger Preschool | Use complex gestures and actions to communicate | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Younger Preschool | Use expanded sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Younger Preschool | Describe activities and experiences with detail | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschool | Use complex gestures and actions to communicate | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Use complex sentences | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Preschool | Describe activities, experiences, and stories with expanded detail | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Change word tense to indicate time | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Older Preschool | Change word tense to indicate time | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Kindergarten Standard | K.SL.2.4: Ask questions to seek help, get information, or clarify something that is not understood. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Kindergarten Standard | K.RV.1: Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| ELA1.3: Demonstrate ability to engage in conversations | ||||
| Infant | Jointly attend to an object, event, or person | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Young Toddler | Demonstrate intent of communicating with others | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Take turns in a conversation | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Older Toddler | Respond to a request for clarification | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Younger Preschool | Answer questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Younger Preschool | Ask questions for understanding and clarity | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Younger Preschool | Make on topic comments | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Younger Preschool | Stay on topic in two-way conversation with others | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Answer questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Older Preschool | Answer questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Older Preschool | Ask questions for understanding and clarity | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Preschool | Make on topic comments | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Older Preschool | Stay on topic in two-way conversation that involves multiple turns | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Preschool | Communicate actively in group activities | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K.SL.1: Listen actively and communicate effectively with a variety of audiences and for different purposes. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Kindergarten Standard | K.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K.SL.3.2: Ask appropriate questions about what a speaker says. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten Standard | K.SL.2.5: Continue a conversation through multiple exchanges. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten Standard | K.SL.2.3: Listen to others, take turns speaking, and add one's own ideas to small group discussions or tasks. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| English/Language Arts Foundation 2: Early Reading | ||||
| ELA2.1: Demonstrate awareness of the alphabet | ||||
| Young Toddler | Distinguish words from pictures | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Older Toddler | Recognize and identify some frequently occurring letters in context | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Older Toddler | Recognize symbols have meaning | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Younger Preschool | Recognize and identify some uppercase and a few lowercase letters | Literacy | C. Alphabet Knowledge | 1.3 Recognizes five frequently occurring letters not in first name |
| Older Preschool | Recognize and identify most uppercase and some lowercase letters | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Older Preschool | Recognize own name in print | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Kindergarten Standard | K.RF.2.4: Identify and name all uppercase (capital) and lowercase letters of the alphabet. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of the alphabet |
| ELA2.2: Demonstrate phonological awareness | ||||
| Infant | Orient to sounds in the environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Discriminate sounds in the environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Begin to engage in word and sound play with adults | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddler | Distinguish between words that contain similar-sounding phonemes (pig-jig, cat-mat) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Begin to engage in word and sound play with adults | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Distinguish between words that contain similar-sounding phonemes (pig-jig, cat-mat) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Demonstrate basic knowledge of letter-sound correspondence | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Younger Preschool | Engage in rhyming games and songs; can complete a familiar rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Identify rhyming words in spoken language | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Younger Preschool | Orally blend and segment familiar compound words, with modeling and support | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| Younger Preschool | Orally blend and segment familiar compound words, with modeling and support | Literacy | B. Phonological Awareness | 2.1 Blends two simple words into compound words |
| Younger Preschool | Demonstrate awareness of sounds as separate units | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Older Preschool | Demonstrate basic knowledge of letter-sound correspondence | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Older Preschool | Engage in rhyming games and songs; can complete a familiar rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Make rhymes to simple words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Older Preschool | Identify, blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Older Preschool | Identify, blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Older Preschool | Identify, blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Older Preschool | Isolate the initial sound in some words | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Kindergarten Standard | K.RF.3.1: Identify and produce rhyming words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Kindergarten Standard | K.RF.3.2: Orally pronounce, blend, and segment words into syllables. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Kindergarten Standard | K.RF.3.2: Orally pronounce, blend, and segment words into syllables. | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Kindergarten Standard | K.RF.3.3: Orally blend the onset (the initial sound) and the rime (the vowel and ending sound) in words. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| Kindergarten Standard | K.RF.4.5: Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written. | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Kindergarten Standard | K.RF.4.5: Identify similarities and differences in words (e.g., word endings, onset and rime) when spoken or written. | Literacy | B. Phonological Awareness | 2. Reads simple CVC and sight word text |
| ELA2.3: Demonstrate awareness and understanding of concepts of print | ||||
| Infant | Look at books | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Respond to songs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Listen to repetition of familiar words, songs, signs, rhymes, and stories | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Bring a book to adult to read | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddler | Look at a book independently | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Pretend to read familiar books | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Young Toddler | Attend to pictures and text for several minutes | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Recognize familiar books by cover | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Recite parts of well-known stories, rhymes, and songs | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Toddler | Hold books with two hands and turns pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Younger Preschool | Begin to understand that books are comprised of written words | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Younger Preschool | Respond to and interact with read alouds of literary and informational text | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Younger Preschool | Hold books right side up and turn pages left to right | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Preschool | Know features of books such as title, author, and illustrator | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Older Preschool | Understand that print carries meaning | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Older Preschool | Track words in a book from left to right, top to bottom, and page to page with adult support | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Kindergarten Standard | K.RF.2.2: Recognize that written words are made up of sequences of letters. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Kindergarten Standard | K.RF.5: Read emergent reader texts, maintaining an appropriate pace and using self-correcting strategies while reading. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| Kindergarten Standard | K.RF.2.1: Demonstrate understanding that print moves from left to right across the page and from top to bottom. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| ELA2.4: Demonstrate comprehension | ||||
| Infant | Demonstrate interest in hearing a familiar story or book | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Attend to caregiver's voice while being held and/or read to | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Show preference for familiar stories | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | With adult support, respond to simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Show preference for familiar stories and report phrases of the story | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Older Toddler | Answer simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Tell a story from pictures in the book | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Younger Preschool | Respond and interact with stories (fictional and nonfictional) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Younger Preschool | Answer questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Younger Preschool | With adult support, retell familiar stories | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Preschool | Respond and interact with stories (fictional and nonfictional) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Older Preschool | Answer questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Preschool | Retell familiar stories | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten Standard | K.RL.1: Actively engage in group reading activities with purpose and understanding. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Kindergarten Standard | K.RL.2.1: With support, ask and answer questions about main topics, and key details in a text heard or read. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Kindergarten Standard | K.RL.2.2: With support retell familiar stories, poems, and nursery rhymes, including key details. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| English/Language Arts Foundation 3: Early Writing | ||||
| ELA3.1: Demonstrate mechanics of writing | ||||
| Infant | Use objects such as a crayon to make marks | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler | Explore drawing, painting, and writing as a way of communicating | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Young Toddler | Imitate drawing marks or scribbling | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler | Explore drawing, painting, and writing as a way of communicating | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older Toddler | Make scribbles or shapes to convey meaning | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler | Imitate simple lines and shapes | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Older Toddler | Experiment with a variety of writing tools, materials, and surfaces | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Recognize that drawings, paintings, and writings are meaningful representations | Writing | E. Writing | 1.2 Verbally labels representational drawings |
| Younger Preschool | Copy simple lines and shapes | Writing | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Younger Preschool | Create a simple picture | Literacy | E. Writing | 2.1 Makes representational drawings |
| Younger Preschool | Use writing tools with adult support | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Older Preschool | Create letter like shapes, symbols, letters, and words with modeling and support | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Preschool | Copy more complex lines, shapes, and some letters | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older Preschool | Use writing tools | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Kindergarten Standard | K.W.2.1: Write most uppercase and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten Standard | K.W.2.2: Write by moving from left to right and top to bottom. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Kindergarten Standard | K.W.3.3: Use words and pictures to narrate a single event or simple story, arranging ideas in order. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Kindergarten Standard | K.W.4: With support, apply the writing process to revise writing by adding simple details; review (edit) writing for format and conventions. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| ELA3.2: Demonstrate ability to communicate a story | ||||
| Infant | See expressive communication skills | |||
| Young Toddler | See expressive communication skills | |||
| Older Toddler | Draw pictures and scribble to generate and express ideas | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older Toddler | Dictate a story for an adult to write | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Younger Preschool | Create writing with the intent of communicating | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Younger Preschool | Dictate a story for an adult to write | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Younger Preschool | Use pictures, letters, and symbols to communicate a story | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Preschool | Create writing with the intent of communicating | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Older Preschool | Dictate a story that demonstrates simple details and narrative structure | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Older Preschool | Use letters, symbols, and words to share an idea with someone | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Preschool | Use writing to label drawings | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.W.1: Write for specific purposes and audiences. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.W.3.3: Use words and pictures to narrate a single event or simple story, arranging ideas in order. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Kindergarten Standard | K.W.4: With support, apply the writing process to revise writing by adding simple details; review (edit) writing for format and conventions. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Mathematics Foundations | ||||
| Mathematics Foundation 1: Numeracy | ||||
| M1.1: Demonstrate strong sense of counting | ||||
| Infant | Repeat a movement like a clap | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Imitate verbal counting sequence not necessarily in order | Math | A. Counting | 1.2 Recites numbers 1–3 |
| Young Toddler | Line up or organize objects | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Older Toddler | Count the number sequence 1-5 | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Older Toddler | Begin to apply verbal counting sequence to objects in order to develop one-to-one correspondence | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Count the number sequence 1-15 | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Younger Preschool | Count backward from 5 with adult support | Math | D. Addition and Subtraction | 2.2 Says number before 2–10 |
| Younger Preschool | Recognize that the count remains the same regardless of the order or arrangement of the objects | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Apply one-to-one correspondence with objects and people | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Draw pictures, symbols, or use manipulatives to represent a spoken number 0-5 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Younger Preschool | Identify, without counting, small quantities of items (1-3) presented in an irregular or unfamiliar pattern (subitize) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Preschool | “Draw pictures, symbols, or use manipulatives to represent a spoken number 0-5” | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Older Preschool | Count backward from 10 | Math | D. Addition and Subtraction | 2.2 Says number before 2–10 |
| Older Preschool | Recognize the last number name said tells the number of objects counted | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Older Preschool | Draw pictures, symbols, or use manipulatives to represent spoken number 0-10 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Older Preschool | Draw pictures, symbols, or use manipulatives to represent spoken number 0-10 | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10 |
| Older Preschool | Identify, without counting, small quantities of items (1-4) presented in an irregular or unfamiliar pattern (subitize) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4. Skip counts by tens to 100 |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4.1 Recites numbers 31–100 |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4.2 Recites numbers 1–30 |
| Kindergarten Standard | K.NS.4: Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Kindergarten Standard | K.NS.6: Recognize sets of 1 to 10 objects in a pattern arrangement and tell how many without counting. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| M1.2: Demonstrate understanding of written numerals | ||||
| Young Toddler | Identify numerals as different from letters or other symbols. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Older Toddler | Begin to recognize that number symbols indicate quantity | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Older Toddler | Begin to recognize different number symbols indicate different quantities | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Younger Preschool | Match number symbols with amounts 1-3 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Match number symbols with amounts 1-10 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Match number symbols with amounts 1-10 | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Older Preschool | Name written numerals from 0-10 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Older Preschool | Name written numerals from 0-10 | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| Older Preschool | Write numerals 1-10 | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Older Preschool | Write numerals 1-10 | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| Kindergarten Standard | K.N.S.3: Find the number that is one more than or one less than any whole number up to 20. | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Kindergarten Standard | K.N.S.3: Find the number that is one more than or one less than any whole number up to 20. | Math | D. Addition and Subtraction | 1.4 Says number after 1-10 |
| Kindergarten Standard | K.N.S.3: Find the number that is one more than or one less than any whole number up to 20. | Math | D. Addition and Subtraction | 2.2 Says number before 2-10 |
| Kindergarten Standard | K.N.S.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Kindergarten Standard | K.N.S.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| Kindergarten Standard | K.N.S.2: Write whole numbers from 0 to 20 and recognize number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 3. Reads and writes numerals for quantities 11-20 |
| M1.3: Recognition of number relations | ||||
| Infant | Explore objects one at a time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Indicate a desire for more | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Infant | Give more when asked | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Young Toddler | Identify which is more | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Young Toddler | Begin to develop the concepts of more and less | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Young Toddler | Give all objects when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Young Toddler | Separate a whole quantity of something into parts | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Toddler | Visually identify sets of quantities of large differences (using terms more and/or fewer) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Toddler | Begin to identify first and last | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddler | Give some when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Toddler | Give the rest when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Toddler | Communicate that something is split in half | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Understand the basic concept of none | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Younger Preschool | Readily identify first and last | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Younger Preschool | Correctly use the words for comparing quantities | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Younger Preschool | Separate sets of 6 or fewer objects into equal groups | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Younger Preschool | Demonstrate the understanding of the concept of after | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Identify when 2 sets are equal using matching and counting strategies | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Older Preschool | Identify when 2 sets are equal using matching and counting strategies | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Older Preschool | Correctly use the words for position | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Compare the values of two numbers from 1 to 10 presented as written numerals | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Compare the values of two numbers from 1 to 10 presented as written numerals | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Older Preschool | Demonstrate the understanding of the concept of before | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.NS.10: Separate sets of ten or fewer objects into equal groups. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Kindergarten Standard | K.NS.7: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Kindergarten Standard | K.NS.7: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). | Math | B. Quantitative Relations | 3.1 Compares items in sets of 11 to 20 by matching |
| Kindergarten Standard | K.NS.9: Use correctly the words for comparison including: one and many; none, some and all; more and less; most and least; and equal to, more than and less than. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Kindergarten Standard | K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Kindergarten Standard | K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Kindergarten Standard | K.NS.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 3.1 Demonstrates understanding of mathematical meaning of written numerals 11-20 |
| Mathematics Foundation 2: Computation and Algebraic Thinking | ||||
| M2.1: Exhibit understanding of mathematic structure | ||||
| Young Toddler | Take away objects or combine groups when asked | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Attend to a new object in a group of objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Describe that something was taken away | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Older Toddler | Identify that an object has been added to a group | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Older Toddler | Begin to make reasonable estimates related to quantity | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Younger Preschool | Begin to understand that numbers can be composed and decomposed to create new numbers | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Younger Preschool | Begin to understand that numbers can be composed and decomposed to create new numbers | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Older Preschool | Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Older Preschool | Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Kindergarten Standard | K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5=2+3 and 5=4+1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Kindergarten Standard | K.CA.3: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5=2+3 and 5=4+1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| M2.2: Demonstrate awareness of patterning | ||||
| Infant | Show interest in visual, auditory, and tactile patterns | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Recognize daily routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Follow along and imitate patterns of sounds and movement | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Clap or move to a beat | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Recognize natural patterns in the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Verbally or non-verbally predict what comes next when shown a simple ABAB pattern of concrete objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddler | Show greater recognition of daily routines | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Physically extend simple ABAB patterns of concrete objects to other concrete objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Understand sequence of events when clearly explained | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Begin to create and extend a new simple pattern | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Understand sequence of events when clearly explained | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.CA.5: Create, extend, and give an appropriate rule for simple repeating and growing patterns and shapes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Mathematics Foundation 3: Data Analysis | ||||
| M3.1: Demonstrate understanding of classifying | ||||
| Young Toddler | Identify attributes of objects with adult support | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Identify similarities and differences in objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Sort, classify, and compare objects | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Explain simple sorting of classifying strategies | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Sort a group of objects in multiple ways | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschool | Create and describe simple graphs | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | K.DA.1: Identify, sort and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group and explain the reasoning used. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Mathematics Foundation 4: Geometry | ||||
| M4.1: Understanding of spatial relationships | ||||
| Infant | Explore how things fit and move | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Infant | Put object in, out, on, and off of other things | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to combine shapes to make new shapes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Hide behind or between objects for play | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Complete basic shape interlocking puzzle with most pieces accurately in place with some assistance | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Younger Preschool | Complete lined tangram or pattern block puzzles using basic shapes | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Younger Preschool | Use position terms such as in, on, and under | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Complete lined tangram or pattern block puzzles using basic shapes | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Older Preschool | Use position terms such as above, below, beside, and between | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.G.1: Describe the positions of objects and geometric shapes in space using the terms, inside, outside, between, above, below, near, far, under, over, up, down, behind, in front of, next to, to the left of and to the right of. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| M4.2: Exhibit ability to identify, describe, analyze, compare, and create shapes | ||||
| Young Toddler | Match identical simple shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Toddler | Match similar shapes that are different sizes, and different orientation with a variety of two-dimensional shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Match similar shapes when given a variety of three dimensional shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Start to identify the attributes of shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Younger Preschool | Use names of two-dimensional shapes (e.g., square; triangle; circle) when identifying objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Younger Preschool | Use informal language to describe three-dimensional shapes (e.g., "box" for cube; "ball" for sphere; "can" for cylinder) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Preschool | Use the attributes of shapes to distinguish between shapes | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschool | Differentiate two- and three-dimensional shapes (e.g., squares from cubes) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten Standard | K.G.2: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number sides and vertices/"corners") and other attributes (e.g., having sides of equal length). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten Standard | K.G.4: Compose simple geometric shapes to form larger shapes (e.g. create a rectangle composed of two triangles). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mathematics Foundation 5: Measurement | ||||
| M5.1: Understand concept of time | ||||
| Infant | Cooperate with a routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Follow a daily schedule | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Follow steps in a simple routine | Social-Emotional | A. Interactions with Adults | 3. Participates in family social routines with caregivers |
| Younger Preschool | Understand time limit cue | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Younger Preschool | Understand transition from one activity to the next | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Younger Preschool | Tell what activity comes before and after | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Know daily concepts of earlier and later, morning and afternoon | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten Standard | K.M.2: Understand concepts of time, including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| M5.2: Understand measurement through description and comparison | ||||
| Infant | Explore objects with different shapes and sizes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Begin to understand that different size containers hold more or less | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Young Toddler | Use any basic measurement word or gesture to express measureable attributes, such as big/little, hot/cold | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Toddler | Sort objects into two categories based on attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Toddler | Explore measurement using non-standard tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Directly compare and describe two objects with a measurable attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Measure length and volume (capacity) using non-standard measurement tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Preschool | Directly compare and describe two or more objects with a measurable attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Measure length and volume (capacity) using a standard measurement tool | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Kindergarten Standard | K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Social Emotional Foundations | ||||
| Social Emotional Foundation 1: Sense of Self | ||||
| SE1.1: Demonstrate self awareness and confidence | ||||
| Infant | Respond to own name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Show interest in environmental choices | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Communicate to indicate physical and emotional needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Identify image of self | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Say own name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Toddler | Show knowledge of own abilities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddler | Use gestures and actions to reference self in conversation | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Demonstrate use of personal pronouns | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Show sense of self satisfaction with own abilities and preferences | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddler | Begin to show independence by occasionally resisting adult control | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Younger Preschool | Recognize self as a unique individual | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Younger Preschool | Describe personal characteristics | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Show sense of self satisfaction with own abilities, preferences, and accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschool | Identify self as a unique member of a group that fits into a larger world picture | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Preschool | Show confidence in a range of abilities and the capacity to take on and accomplish new tasks | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschool | Show independence in own choices | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| SE1.2: Demonstrate identification and expression of emotions | ||||
| Infant | Communicate to express pleasure or displeasure | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Infant | Communicate to express pleasure or displeasure | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Use cues to signal overstimulation | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Infant | Respond positively to adults who provide comfort | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Infant | Use sounds and body to express feelings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Communicate feelings and emotions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Express emotion toward a familiar person | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Imitate comforting behaviors of caregivers | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Toddler | Use sounds, gestures, and actions to express feelings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Express both positive and negative feelings about participating in activities | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Observe a peer's emotion and approach a familiar adult to communicate concern | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Demonstrate empathy to another child | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler | Begin to use words to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Younger Preschool | Recognize own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Younger Preschool | Recognize own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Younger Preschool | Look to adults for emotional support and guidance | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Younger Preschool | Use a combination of words, phrases, and actions to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Identify own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Preschool | Identify own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Express and accurately respond to emotions of self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Preschool | Express and accurately respond to emotions of self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Preschool | Predict reactions from others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Preschool | Effectively use sentences and actions to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Social Emotional Foundation 2: Self-Regulation | ||||
| SE2.1: Demonstrate self control | ||||
| Infant | Develop an awareness of transitions, schedules, and routines with adult prompts | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Develop self-soothing when an adult provides comfort techniques | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Infant | Express desires and feelings by using gestures and actions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Follow simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Self-soothe with minimal adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Young Toddler | Demonstrate the beginnings of impulse control with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Follow simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Self-soothe independently | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Toddler | Regulate some impulses with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Younger Preschool | Manage transitions and adapt to changes in schedules, routines, and situations with adult support | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Regulate own emotions and behaviors with others with adult support when needed | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Younger Preschool | Regulate a range of impulses with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschool | Manage transitions and adapt to changes in schedules, routines, and situations independently | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Preschool | Regulate own emotions and behaviors with others with adult support when needed | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Preschool | Regulate a range of impulses | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Social Emotional Foundation 3: Conflict Resolution | ||||
| SE3.1: Demonstrate conflict resolution | ||||
| Infant | Show awareness of possible conflict by demonstrating distress | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Toddler | Engage in conflict with peers regarding possession of items | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Toddler | Imitate how others solve conflicts | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Young Toddler | Experiment with trial and error approaches to solve simple problems and conflicts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Engage in simple conflict resolution strategies with adult support | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler | Begin to use language skills instead of physical force to resolve conflicts | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Younger Preschool | Negotiate to resolve social conflicts with peers with modeling and support | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Younger Preschool | Use words during a conflict instead of physical force | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschool | Independently initiate conflict resolution strategies with peers and seek adult support when necessary | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Social Emotional Foundation 4: Building Relationships | ||||
| SE4.1: Demonstrate relationship skills | ||||
| Infant | Engage in simple social interactions with adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Infant | Exhibit caution of unfamiliar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Use key adults as a secure base when exploring the environment | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Notice other children in their environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage in social interactions with familiar adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Young Toddler | Show feelings of security with familiar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Seek adult assistance with challenges, but may refuse help and may say no | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Toddler | Use social referencing when encountering new experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Observe friendship skills in the environments | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Stay connected with familiar adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Toddler | Separate from familiar adults in a familiar setting with minimal distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Ask for adult assistance when having difficulty in a social situation | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler | Imitate and model friendship skills | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Younger Preschool | Request and accept guidance from familiar adults | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Younger Preschool | Accept compromises when suggested by a peer or adult | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Younger Preschool | Gauge response based on the facial expressions of others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Younger Preschool | Exhibit age appropriate friendship skills to engage in effective play and learning experiences | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Engage in associative play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Younger Preschool | Participate in cooperative play experiences with some adult guidance | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Preschool | Show affection to familiar adults and peers using more complex words and actions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Accept compromises when suggested by a peer or adult | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschool | Gauge response based on the facial expressions of others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Preschool | Maintain consistent friendships | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Older Preschool | Engage in cooperative play experiences for sustained periods of time | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Approaches to Play and Learning Foundations | ||||
| Approaches to Play and Learning Foundation 1: Initiative and Exploration | ||||
| APL1.1: Demonstrate initiative and self-direction | ||||
| Infant | Respond to a stimulating environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Show curiosity/interest in surroundings | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Show eagerness and delight in self, others, and surroundings | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Show interest in what others are doing | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Young Toddler | Select desired object from several options | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Begin to show curiosity/interest in new objects, experiences, and people | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Older Toddler | At times, initiate a new task | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Verbally express a desire to complete task by self | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Independently select and use materials | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Younger Preschool | Initiate new tasks by self | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | With support, use a variety of resources to explore materials and ideas | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Explore and manipulate familiar objects in new and imaginative ways | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Take initiative to learn new concepts and try new experiences | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Seek and gather new information to plan for projects and activities | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| APL1.2: Demonstrate interest and curiosity as a learner | ||||
| Infant | Show budding interest in how objects work | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Try a variety of approaches to get desired outcomes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Infant | Physically explore new ways to use objects and observe results | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Ask questions about familiar objects, people, and experiences | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | Begin to show curiosity and interest in new objects, experiences, and people | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore and manipulate familiar objects in the environment | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Toddler | Ask questions about novel objects, people, and experiences | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Older Toddler | Demonstrate enthusiasm for new learning (may be within familiar contexts) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Use active exploration to solve a problem | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Younger Preschool | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Communicate a desire to learn new concepts or ideas | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Younger Preschool | Exhibit willingness to try new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Younger Preschool | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschool | Communicate a desire to learn new concepts or ideas | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Preschool | Exhibit willingness to try new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Older Preschool | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Approaches to Play and Learning Foundation 2: Flexible Thinking | ||||
| APL2.1: Demonstrate development of flexible thinking skills during play | ||||
| Infant | Manipulate objects | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Infant | Imitate actions | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Use objects for real or imagined purposes | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddler | Substitute one object for another in pretend play or pretend with objects that may or may not be present | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddler | Show creativity, inventiveness, and flexibility in approach to play with adult guidance | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Find a creative or inventive way of doing a familiar task or solving a problem with adult guidance | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Younger Preschool | Begin to demonstrate flexibility in approach to play and learning | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | Adjust approach to task to resolve difficulties with adult support | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Older Preschool | Demonstrate inventiveness, imagination, and creativity to solve a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Develop recovery skills from setbacks and differences in opinion in a group setting | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Approaches to Play and Learning Foundation 3: Attentiveness and Persistence | ||||
| APL3.1: Demonstrate development of sustained attention and persistence | ||||
| Infant | Examine objects for brief periods of time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Express discomfort when needs are not met | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Repeat actions to make something happen again | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Jointly attend to books for several minutes | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddler | Engage and persist with an activity, toy, or object, but is easily distracted | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Engage for longer periods of time when trying to work through tasks | Social-Emotional | D. Independent and Group Participation | AEPS-3 CODF'IB192= |
| Older Toddler | Attend to a book for longer periods of time (jointly or independently) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Focus on an activity for short periods of time despite distractions) | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Toddler | Repeat an activity many times in order to master it, even if setbacks occur | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Younger Preschool | Independently attend to a book from beginning to end | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Younger Preschool | Demonstrate ability to delay gratification for short periods of time | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Younger Preschool | See an activity through to completion | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Independently attend to a book from beginning to end | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Preschool | Focus on an activity with deliberate concentration despite distractions and/or temptations | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Carry out tasks, activity, project, or transition, even when frustrated or challenged, with minimal distress | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Persist in trying to complete a task after previous attempts have failed | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Approaches to Play and Learning Foundation 4: Social Interactions | ||||
| APL4.1: Demonstrate development of social interactions during play | ||||
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Show interest in children who are playing nearby | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Show preference for certain peers over time although these preferences may shift | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Participate in play activities with a small group of children for short periods of time | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Younger Preschool | Engage in associative play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Participate in cooperative play activities with some adult guidance | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Younger Preschool | Participate in play activities with a small group of children | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschool | Interact with peers in complex pretend play, including planning, coordination of roles, and cooperation | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Demonstrate cooperative behavior in interactions with others | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Begin to accept and share leadership | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Science Foundations | ||||
| Science Foundation 1: Physical Science | ||||
| SC1.1: Demonstrate ability to explore objects in the physical world | ||||
| Infant | Observe and experience the environment using all five senses | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | React to changes in light | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Focus attention on sounds, movement, and objects | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Notice and react to cause and effect within the physical environment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Use tools to explore the physical environment | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Use simple words to describe sensory experiences, objects, and how objects move | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Identify and solve problems in the environment through active exploration | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Younger Preschool | Use senses to learn about concepts of weight, motion, and force | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Younger Preschool | Ask questions about physical properties and changes in the physical world | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Use senses to describe concepts of weight, motion, and force | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Preschool | Ask questions and draw conclusions about physical properties and the physical world | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Kindergarten Standard | K.1.1: Use all senses as appropriate to observe, sort and describe objects according to their composition and physical properties, such as size, color and shape. Explain these choices to others and generate questions about the objects. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| SC1.2: Demonstrate awareness of the physical properties of objects | ||||
| Infant | Notice cause and effect within the physical environment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Infant | Perform actions with objects and observe results | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to identify physical attributes of objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Toddler | Imitate the actions of others as they explore objects | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Young Toddler | Copy patterns and rhythms with objects | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older Toddler | Describe physical properties using simple words | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Identify materials that make up objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Investigate and describe observable properties of objects | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Match objects by physical attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Identify materials that make up objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschool | Use evidence from investigations to describe observable properties of objects | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Older Preschool | Sort objects into categories based on physical attributes and explain reasoning | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten Standard | K.1.2: Identify and explain possible uses for an object based on its properties and compare these uses with other students' ideas. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Science Foundation 2: Earth and Space Science | ||||
| SC2.1: Recognize the characteristics of Earth and sky | ||||
| Infant | Establish activity patterns based on day and night | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Explore and react to different indoor and outdoor surfaces | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Notice and gesture to different objects in the sky | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Explore the natural environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Notice own shadow | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Name objects in the sky | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Use tools to explore various earth materials | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Notice the shadows of others and objects | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Describe different objects in the sky | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Describe various earth materials | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Describe how shadows change through the day | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Describe typical day and night activities | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Classify various earth materials | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschool | Describe how the Earth's surface is made up of different materials | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.2.1: Observe and record during sunny days when the sun shines on different parts of the school building. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.2.2: Describe and compare objects seen in the night and day sky. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SC2.2: Recognize seasonal and weather related changes | ||||
| Infant | Observe and experience the difference in climate/weather | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Observe and investigate environment, nature, and climate/weather | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Communicate awareness that the environment, weather, and seasons change | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Name different kinds of weather | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Communicate awareness of seasonal changes | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Describe weather conditions using correct terminology | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Communicate awareness of seasonal changes | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Describe how weather changes | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.2.3: Describe in words and pictures the changes in weather from month to month and season to season. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Science Foundation 3: Life Science | ||||
| SC3.1: Demonstrate awareness of life | ||||
| Infant | Demonstrate interest in and interact with plants, animals, and people | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Discover body parts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Identify living organisms by name | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Name basic body parts | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older Toddler | Name characteristics of living organisms | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddler | Name more complex body parts | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Younger Preschool | Identify the correct names for adult and baby animals | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Compare attributes of living organisms | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Identify and describe the function of body parts | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Differentiate animals from plants | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Discriminate between living organisms and non-living objects | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Ask questions and conduct investigations to understand life science | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Identify and describe the function of body parts | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.3.1: Observe and draw physical features of common plants and animals. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.3.2: Describe and compare living animals in terms of shape, texture of body covering, size, weight, color and the way they move. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten Standard | K.3.3: Describe and compare living plants in terms of growth, parts, shape, size, color and texture. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Science Foundation 4: Engineering | ||||
| SC4.1: Demonstrate engineering design skills | ||||
| Infant | Demonstrate an interest in human made objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore and manipulate human made objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Test limits of the environment | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Begin to construct and deconstruct using readily available materials | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Use tools to serve a purpose or solve a problem | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Older Toddler | Notice whether the solution was successful | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Use complex motions to play with simple machines | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Younger Preschool | Identify a problem or need and create a plan to solve | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Younger Preschool | Use classroom objects that function as simple machines to enhance play | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschool | Select materials and implement a designated plan | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Evaluate and communicate solution outcomes | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Older Preschool | Use classroom objects to create simple machines to enhance play | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Science Foundation 5: Scientific Inquiry and Method | ||||
| SC5.1: Demonstrate scientific curiosity | ||||
| Infant | Observe and show interest in objects, organisms, and events in the environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Actively explore the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Repeat actions that causes an interesting effect | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Demonstrate curiosity | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Actively explore the environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Solve problems using trial and error | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Demonstrate curiosity and ask for more information | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Use tools to explore the environment | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Observe with a focus on details | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Use simple tools to extend investigations | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Identify self and/or own actions as scientific | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Discuss ways that people can affect the environment in positive and negative ways | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Independently use simple tools to conduct an investigation to increase understanding | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Preschool | Engage in a scientific experiment with peers | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Preschool | Communicate results of an investigation | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Social Studies Foundations | ||||
| Social Studies Foundation 1: Self | ||||
| SS1.1: Demonstrate development of self | ||||
| Infant | Respond to celebrations and other cultural events if observed | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to separate self from others | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Show affection and bonds with familiar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Participate in celebrations and other cultural events if observed | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Young Toddler | Begin to demonstrate a sense of belonging to a group by engaging in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Begin to notice differences in others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Young Toddler | Use simple words to show recognition of family members and familiar adults | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older Toddler | Participate in and imitate celebrations and other cultural events for family, peers, and community if observed | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Older Toddler | Begin to demonstrate a sense of belonging to a group by engaging in associative play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Toddler | Begin to gesture and ask simple questions regarding differences and/or similarities between self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Participate in and describe own family, community, and cultural celebrations if observed | Social-Emotional | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Begin to assimilate family, community, and cultural events in cooperative play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Younger Preschool | Use simple phrases to demonstrate an awareness of differences and/or similarities between self and others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Participate in and describe local, state, and national events and celebrations if observed | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Identify/honor key people in history | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Assimilate family, community, and cultural cooperative play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | K.1.2: Identify people, celebrations, commemorations, and holidays as a way of honoring people, heritage, and events. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | K.2.4: Give examples of how to be a responsible family member and member of a group. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | K.3.6: Identify and compare similarities and differences in families, classmates, neighbors and neighborhood, and ethnic and cultural groups. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Social Studies Foundation 2: History and Events | ||||
| SS2.1: Demonstrate awareness of chronological thinking | ||||
| Young Toddler | Adapt to changes in routine and/or schedule | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Anticipate events | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Toddler | Begin to recognize the sequence of events as part of a daily routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Younger Preschool | Recognize the sequence of events as part of a daily routine and as it relates to the passage of time | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Demonstrate an understanding of time in the context of daily experiences and understand that the passage of time can be measured | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Begin to understand how time is measured | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten Standard | K.1.4: Explain that calendars are used to represent the days of the week and months of the year. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| SS2.2: Demonstrate awareness of historical knowledge | ||||
| Young Toddler | Respond to stories about time and age | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Older Toddler | Begin to recall information from recent experiences | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Younger Preschool | Begin to communicate concepts of time | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Demonstrate the awareness of change over time | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.1.1: Compare children and families of today with those from the past. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SS2.3: Demonstrate awareness of the foundations of government | ||||
| Older Toddler | Begin to recognize familiar aspects of community or cultural symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Younger Preschool | Identify leaders and helpers in the home or classroom environment | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Recognize familiar aspects of community or cultural symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Older Preschool | Identify leaders and community helpers at home, school, and in environments | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschool | Identify symbolic objects and pictures of local, state, and/or national symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Kindergarten Standard | K.2.1: Give examples of people who are community helpers and leaders and describe how they help us. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | K.2.2: Identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SS2.4: Demonstrate awareness of the functions of government | ||||
| Infant | Demonstrate comfort in familiar routines, objects, and materials | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Respond to adult guidance about behavior | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddler | Begin to understand and follow basic guidance | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Begin to demonstrate an understanding of rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Younger Preschool | Begin to demonstrate an understanding of rules in the home, school environment, and the purposes they serve | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschool | Demonstrate an understanding of rules in the home, school environment, and the purposes they serve | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten Standard | K.2.3: Give examples of classroom and school rules and explain the importance of following these rules to ensure order and safety. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Social Studies Foundation 3: Geography | ||||
| SS3.1: Demonstrate awareness of the world in spatial terms | ||||
| Infant | Begin to discover use of body and objects in the environment | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to respond to simple location terms | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Young Toddler | Use a variety of materials to represent familiar objects | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddler | Begin to use simple location terms | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddler | Experiment with materials to represent objects in play | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Younger Preschool | Identify location, directionality, and spatial relationships | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Younger Preschool | Begin to create simple representations of a familiar physical environment | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Develop concepts and describe location, directionality, and spatial relationships | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Engage in play where one item represents another | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Kindergarten Standard | K.3.1: Use words related to location, direction and distance, including here/there over/under, left/right, above/below, forward/backward and between. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.3.2: Identify maps and globes as ways of representing Earth and understand the basic difference between a map and globe. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| SS3.2: Demonstrate awareness of places and regions | ||||
| Infant | Explore the immediate environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Recognize parts of surroundings | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Look toward location where familiar objects are stored with the expectation of finding them | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older Toddler | Describe the characteristics of home and surroundings | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Know the location of objects and places in familiar environments | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Younger Preschool | Identify and describe prominent features of the classroom, school, neighborhood, and community | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Begin to learn knowledge of personal and geographic information | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Preschool | Use words to describe natural and man-made features of locations | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Become familiar with information about where they live and understand what an address is | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Kindergarten Standard | K.3.3: Locate and describe places in the school and community. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.3.4: Identify and describe the address and location of school; understand the importance of an address. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| SS3.3: Demonstrate awareness of environment and society | ||||
| Young Toddler | Show interest in various aspects of the environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Explore characteristics and ask questions about aspects of the environment | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Begin to understand the relationship between humans and the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Begin to describe the reciprocal relationship between humans and the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.3.7: Recommend ways that people can improve their environment at home, in school, and in the neighborhood. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Social Studies Foundation 4: Economics | ||||
| SS4.1: Demonstrate awareness of economics | ||||
| Infant | Demonstrate preference for specific objects and people | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Communicate desire for objects and/or persons that are in the classroom or home | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Imitate familiar roles and routines | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Use props related to buying and selling items during play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddler | Communicate wants and needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Recognize various familiar workers in the community | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Toddler | Begin to role play different jobs | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Younger Preschool | Begin to understand the purpose of money and concepts of buying and selling through play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Develop an awareness that people work for money in order to provide for basic needs | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Younger Preschool | Develop an awareness of the roles of various familiar community helpers/workers | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Act out adult social roles and occupations | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Begin to understand the purpose of money and concepts of buying and selling through play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Develop an awareness that people work for money in order to provide for basic needs | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Older Preschool | Describe community helpers/workers in terms of tools/equipment they use and services/products they provide | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschool | Act out adult social roles and occupations | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Standard | K.4.1: Explain that people work to earn money to buy the things they want and need. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten Standard | K.4.2: Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | K.4.4: Give examples of work activities that people do at home and at jobs. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Social Studies Foundation 5: Citizenship | ||||
| SS5.1: Demonstrate awareness of citizenship | ||||
| Infant | Interact with the environment to make needs known | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Observe others carrying out routines and responsibilities and begin to imitate | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Make choices known | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Participate in simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Identify preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Younger Preschool | Assist adults with daily routines and responsibilities | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Choose simple daily tasks from a list of classroom jobs | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Younger Preschool | Begin to initiate helping tasks | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Demonstrate an understanding of how voting works | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Preschool | Demonstrate willingness to work together to accomplish tasks | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Identify simple tasks within the home, early childhood setting, or community | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Provide leadership in completing daily tasks | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Older Preschool | Demonstrate an understanding of the outcome of a vote | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Creative Arts Foundations | ||||
| Creative Arts Foundation 1: Music | ||||
| CA1.1: Demonstrate creative music expression | ||||
| Infant | Respond to music by moving own body | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Experiment with vocalizations and sounds | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Infant | React to familiar songs or music | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Infant | Participate in diverse musical genres and styles | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Toddler | Respond to music by moving own body | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Toddler | Imitate sounds using voice or objects | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Young Toddler | Sing along to familiar songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Toddler | Make rhythmic patterns with objects | Cognitive | B. Imitation and Memory | 1.1 Imitates novel coordinated motor actions |
| Young Toddler | Participate in diverse musical genres and styles | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Older Toddler | Respond to music by moving own body | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Experiment with vocalizations, sounds, and musical instruments | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Initiate singing a song repeatedly | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Produce rhythmic patterns to familiar songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Participate in diverse musical genres and styles | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Younger Preschool | Listen and respond to music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Participate in classroom experiences with musical instruments and singing to express creativity | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| Younger Preschool | Sing songs that use the voice in a variety of ways | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Younger Preschool | Respond to rhythmic patterns in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Describe feelings and reactions in response to diverse musical genres and styles | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Respond to changes heard in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Use familiar rhymes, songs, chants, and musical instruments to express creativity | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Sing songs that use the voice in a variety of ways | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Older Preschool | Respond to rhythmic patterns in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Describe feelings and reactions in response to diverse musical genres and styles | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten Standard | K.6.1: Identify differences in musical sounds that are high or low, fast or slow, loud or soft, and demonstrate them through movement, verbal description, or pictures. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.1.4: Sing short memorized songs, maintaining a steady beat. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Kindergarten Standard | K.4.1: Create and play simple, rhythmic patterns with teacher guidance using body percussion or classroom instruments. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K.9.2: Experience music from various historical eras and cultures through singing, listening, or moving. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Creative Arts Foundation 2: Dance | ||||
| CA2.1: Demonstrate creative movement expression | ||||
| Infant | Respond to music with body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Use whole body to respond to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Use dance for self-expression | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Younger Preschool | Convey ideas and emotions through creative movement expression (with or without music) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Convey ideas and emotions through creative movement expression (with or without music) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Purposefully select movements that communicate ideas, thoughts, and feelings | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K.1.1: Isolate various body parts through movement. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K.1.2: Explore the element of space through spatial components: shape, personal and shared space, locomotor and nonlocomotor/axial movement. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Creative Arts Foundation 3: Visual Arts | ||||
| CA3.1: Demonstrate creative expression through the visual art process | ||||
| Infant | Explore simple art materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Use simple art materials | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler | Express preferences for certain art materials | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Enjoy repetition of materials and experiences | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Use colors, lines, and shapes to communicate meaning | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Preschool | Identify and use colors, lines, and shapes found in the environment and in works of art | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Kindergarten Standard | K.7.1: Begin to recognize and use elements (such as line, shape, texture, and color) and principles (such as repetition) in artwork. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.7.2: Discriminate between types of lines (characteristics), shapes (geometric), textures (tactile), and colors (primary/secondary hues) in own work and the work of others. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| CA3.2: Demonstrate creative expression through visual art production | ||||
| Infant | Respond to various textures and sensory materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Young Toddler | Explore a variety of media | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Older Toddler | Use a variety of media | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Older Toddler | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Younger Preschool | Progress in ability to create drawings, models, and other art using a variety of materials | Literacy | E. Writing | 2.1 Makes representational drawings |
| Younger Preschool | Develop growing ability to plan, work independently, and demonstrate care in a variety of art | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Older Preschool | Progress in ability to create drawings, models, and other art using a variety of materials | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Preschool | Develop growing ability to plan, work independently and cooperatively, and demonstrate care and persistence in a variety of art | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschool | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Kindergarten Standard | K.6.1: Use objects or animals from the real world as subject matter for artwork. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Kindergarten Standard | K.6.2: Create art that expresses personal ideas, interests, and feelings. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| CA3.3: Demonstrate creative expression through art appreciation | ||||
| Infant | Show preference for particular visual stimuli | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Express likes or dislikes of certain colors or patterns | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Look at pictures, photographs, and illustrations | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Communicate preferences while looking at pictures, photographs, and illustrations | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Compare and contrast own creations and those of others | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Younger Preschool | Observe and discuss art forms | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Reflect on differences and preferences when encounters artwork | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Share ideas about personal creative work | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschool | Observe and discuss art forms | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Reflect on differences and preferences when encounters artwork | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Share ideas about personal creative work | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K3.2: Construct possible meaning in works of art based on personal response and properties in the works. | Cognitive | C. Conceptual Knowledge | 3. Solves problems using multiple strategies |
| Kindergarten Standard | K.5.1: Demonstrate curiosity and personal insight through observing and discussing works of art. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Creative Arts Foundation 4: Dramatic Play | ||||
| CA4.1: Demonstrate creative expression through dramatic play | ||||
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Begin to imitate the actions and expressions of caregivers | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Infant | Begin to recognize that certain actions will draw responses | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Use objects as symbols for other things | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Young Toddler | Demonstrate simple character/animal sounds with motions | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Spontaneously pretend to take on the characteristics of a person, character, or animal | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler | Express self through dramatic play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Engage in associative and cooperative play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Use a variety of props to demonstrate themes about life experiences, ideas, and feelings | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Participate freely in dramatic play experiences that become of increased duration and complexity | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Engage in associative and cooperative play | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Role-play imaginary events and characters | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Participate freely in dramatic play experiences that become of increased duration and complexity | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | K.3.1: Identify and describe the character, plot, and setting in stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Kindergarten Standard | K.1.1: Identify elements of theatre in everyday life, such as relationships (characters), clothes (costumes), locations (setting). | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Kindergarten Standard | K.8.2: Imitate or create people, creatures, or things based on observation. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Physical Health and Growth Foundations | ||||
| Physical Health and Growth Foundation 1: Health and Well-Being | ||||
| PHG1.1: Demonstrate development of healthy practices | ||||
| Infant | Passively participate in health and hygiene-related behaviors initiated by an adult | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Participate with adult support in health and hygiene-related behaviors | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Initiate personal health practices | Social-Emotional | A. Interactions with Adults | 3.2 Follows family/family activities with family/family adults |
| Older Toddler | Practice health and hygiene-related behaviors with reminders | Social-Emotional | A. Interactions with Adults | 3. Participates in family/family activities with family/family members |
| Older Toddler | Initiate an experience of participating in a doctor or dentist visit | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Younger Preschool | Demonstrate health and hygiene-related behaviors with reminders | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Younger Preschool | Identify the difference between sick and well | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Engage in sociodramatic play to demonstrate the roles of medical professionals | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Demonstrate health and hygiene-related behaviors with minimal prompting | Adaptive | B. Personal Care Routines | 3.1 Compleates some steps to brush teeth, comb hair, and wipe nose |
| Older Preschool | Communicate practices that promote healthy living and prevent illness for self and family members | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Engage in sociodramatic play to demonstrate the roles of medical professionals | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Standard | K.1.1: Name healthy behaviors. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.1.2: Identify that physical health is one dimension of health and wellness. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.1.3: Tell ways to prevent the spread of germs. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.2.1: Identify how family influences personal health practices. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| PHG1.2: Demonstrate development of safety practices | ||||
| Infant | Use key adults as a secure base when exploring the environment. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Seek reassurance from a trusted caregiver when encountering an unfamiliar person or object | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Demonstrate awareness of danger | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Young Toddler | Respond to adult direction to change behavior in order to avoid danger or prevent injuries | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Older Toddler | Demonstrate awareness of danger | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Older Toddler | Recall behaviors that prevent injuries | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Respond to adult guidance and direction regarding safety | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Younger Preschool | Identify ways to play safely | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Younger Preschool | Follow simple safety rules while participating in activities | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Preschool | Demonstrate basic safety knowledge | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Older Preschool | Participate, with adult support, to develop safety rules for an activity | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten Standard | K.1.4: State behaviors to prevent or reduce childhood injuries. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Kindergarten Standard | K.5.1: Identify and demonstrate an understanding of rules and safety practices for games and other physical activities. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Kindergarten Standard | K.5.2: Exhibit a willingness to follow basic directions for an active class. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten Standard | K.7.2: Name behaviors that prevent injuries. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| PHG1.3: Demonstrate development of nutrition awareness | ||||
| Infant | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Show food preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Begin following a regular eating routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Demonstrate awareness of different textures of food | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Help with self-feeding | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Young Toddler | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Try new foods | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Young Toddler | Follow a regular eating routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler | Feed self with some assistance | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Older Toddler | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Make simple food choices depending on personal and cultural preference | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Communicate about various characteristics of food | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Toddler | Feed self with minimal assistance | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Younger Preschool | Respond to physical cues when hungry, full or thirsty | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Younger Preschool | Demonstrate basic understanding that eating a variety of foods helps the body grow and be healthy | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Distinguish between nutritious and less nutritious foods | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Younger Preschool | Independently feeds self | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Older Preschool | Respond to physical cues when hungry, full or thirsty | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Older Preschool | Communicate about variety and amount of foods needed to be healthy | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschool | Name food and beverages that help to build healthy bodies | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschool | Independently feeds self using utensils | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Physical Health and Growth Foundation 2: Senses | ||||
| PHG2.1: Demonstrate how the five senses support processing information | ||||
| Infant | Manipulate objects to see what will happen | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Try a new action with a familiar object | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Test objects to determine their purpose | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Younger Preschool | Take things apart and attempt to put them back together | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Take things apart and invent new structures using the parts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PHG2.2: Demonstrate development of body awareness | ||||
| Infant | Show awareness of own body and start to move intentionally | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Interact with adults in physical activities | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Young Toddler | Identify basic body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Use trial and error to discover how the body and objects move through space | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Use simple movement skills to participate in active physical play | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler | Identify basic body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Toddler | Demonstrate awareness of own body in space and in relationship to objects | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler | Demonstrate awareness of own body in space and in relationship to objects | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 1 (All) |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2. Uses hands to hang on play equipment with bars |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.4 Sits on riding toy or in wagon while in motion |
| Younger Preschool | Identify and describe function of body parts | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Demonstrate awareness of own body in relation to other people and objects through play activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Younger Preschool | Participate in structured and unstructured active physical play exhibiting strength and stamina | Gross Motor | C. Active Play | All |
| Younger Preschool | Demonstrate basic understanding that physical activity helps the body grow and be healthy | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Identify and describe function of body parts | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschool | Demonstrate awareness of own body in relation to other people and objects through play activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschool | Participate in structured and unstructured active physical play exhibiting strength and stamina | Gross Motor | C. Active Play | All |
| Older Preschool | Demonstrate basic understanding that physical activity helps the body grow and be healthy | Cognitive | C. Conceptual Knowledge | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K.2.2: Demonstrate variations in moving with spatial, directional, and temporal awareness. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Kindergarten Standard | K.2.2: Demonstrate variations in moving with spatial, directional, and temporal awareness. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Kindergarten Standard | K.2.2: Demonstrate variations in moving with spatial, directional, and temporal awareness. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Kindergarten Standard | K.2.2: Demonstrate variations in moving with spatial, directional, and temporal awareness. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Kindergarten Standard | K.2.2: Demonstrate variations in moving with spatial, directional, and temporal awareness. | Gross Motor | B. Movement and Coordination | 7. Skips |
| Physical Health and Growth Foundation 3: Motor Skills | ||||
| PHG3.1: Demonstrate development of fine and gross motor coordination | ||||
| Infant | Demonstrate hand-eye coordination and participate in a variety of activities to enhance coordination | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Infant | Begin to develop coordination and balance, often with support | Gross Motor | A. Body Control and Weight Transfer | 4 (All) |
| Infant | Develop control of head and back, progressing to arms and legs | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Infant | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Young Toddler | Gain control of hands and fingers | Fine Motor | A. Reach, Grasp, and Release | 2 (All) |
| Young Toddler | Begin to develop coordination and balance, requiring less support | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Young Toddler | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Older Toddler | Use hand-eye coordination to manipulate smaller objects with increasing control | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 5 (All) |
| Older Toddler | Develop gross motor control for a range of physical activities | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Younger Preschool | Refine grasp to manipulate tools and objects | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 6 (All) |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Younger Preschool | Coordinate movements to perform a task | Gross Motor | C. Active Play | 1 (All) |
| Younger Preschool | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Older Preschool | Perform fine-motor tasks that require small-muscle strength and control | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 6 (All) |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 7 (All) |
| Older Preschool | Coordinate movements to perform a complex task | Gross Motor | C. Active Play | All |
| Older Preschool | Also see English/Language Arts Foundation 3: Early Writing (ELA3.1) | |||
| Kindergarten Standard | K.1.3: Perform basic manipulative skills. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PHG3.2: Demonstrate development of oral motor skills | ||||
| Infant | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 1. Uses lips to take semisolid foods off eating utensil |
| Young Toddler | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Older Toddler | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 5.2 Takes in appropriate amount of liquid and returns cup to surface |
| Younger Preschool | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite⑦ |
| Physical Health and Growth Foundation 4: Personal Care | ||||
| PHG4.1: Demonstrate increased independence in personal care routines | ||||
| Infant | Participate passively in dressing and undressing self | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Show interest in assisting with personal body care practices | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | Show interest in assisting with dressing and undressing self | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | Exhibit beginning awareness of toileting needs | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| Older Toddler | Participate with adult support in personal body care practices | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Toddler | Participate with adult support in dressing and undressing self | Adaptive | C. Dressing and Undressing | All |
| Older Toddler | Communicate toileting needs | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Younger Preschool | Attend to personal body care practices with reminders | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Younger Preschool | Independently dress and undress self | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Younger Preschool | Independently attend to toileting needs | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Older Preschool | Attend to personal body care practices with minimal adult support | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Older Preschool | Independently dress and undress self | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Older Preschool | Independently attend to toileting needs | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |