aeps3

## ALIGNMENT

**Assessment, Evaluation, and Programming System 
for Infants and Children, Third Edition (AEPS®-3)**

**WITH**
**The District of Columbia Early Learning Standards**

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# Alignment of <em>Assessment, Evaluation, and Programming System for Infants and Children, Third</em> ® <em>Edition (AEPS -3)</em> with the District of Columbia Early Learning Standards

This document aligns the *District of Columbia Early Learning Standards* [2019] with the areas, strands, goals, and 
objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-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<sup>®</sup>-3). Brookes Publishing Co.
Office of the State Superintendent of Education. (2019). District of Columbia Early Learning Standards. Retrieved from: 
https://osse.dc.gov/publication/district-columbia-early-learning-standards-dc-els

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 February 2022

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### Approaches to Learning/Logic and Reasoning

#### 1. Attends and engages with curiosity

| Infants | 1a. Uses all senses to explore objects and surroundings | Cognitive | E. Scientific Discovery | 2.1 Uses sensory means to explore people, animals, and objects |
| --- | --- | --- | --- | --- |
| Toddlers | 1a. Manipulates objects; observes and explores surroundings by using all senses | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Twos | 1a. Explores new places and materials; chooses a variety of tasks, especially those with adult support | Cognitive | A. Sensory Exploration | 1.2 Uses senses to explore |
| Preschool | 1a. Chooses tasks of interest; responds to adult encouragement | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Pre-K Exit Expectations | 1a. Demonstrates curiosity and eagerness to learn by showing interest in a growing range of topics, ideas and tasks | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

#### 2. Shows persistence

| Infants | 2a. Attends to sights and sounds | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| Toddlers | 2a. Repeats actions with the goal of achieving a result | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Twos | 2a. Continues to work on a self-selected task, especially with adult support | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Preschool | 2a. Continues an activity even when there are challenges; may stop and later return to a self-selected activity | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Pre-K Exit Expectations | 2a. Perseveres to understand and accomplish a challenging, self-selected activity despite interruptions and distractions | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

#### 3. Approaches tasks flexibly

| Infants | 3a. Notices how others approach a task | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| --- | --- | --- | --- | --- |
| Toddlers | 3a. Notices how others approach a task and imitates their attempts | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Twos | 3a. Uses trial-and-error approaches; asks for help | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Twos | 3a. Uses trial-and-error approaches; asks for help | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Preschool | 3a. Finds solutions without having to try every possibility; may change approach | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Pre-K Exit Expectations | 3a. Uses multiple strategies to solve problems and complete tasks | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre-K Exit Expectations | 3b. Initiates cooperative activities with peers | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |

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| 4. Uses symbols and takes on pretend roles |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 4a. Shows an interest in other people's use of objects | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers | 4a. Observes other people's actions and use of objects; uses realistic objects in pretend play | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddlers | 4a. Observes other people's actions and use of objects; uses realistic objects in pretend play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Twos | 4a. Uses props and imitates actions to reenact familiar events | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Preschool | 4a. Uses props in pretend play with one or more children; substitutes one object for another; activity is often theme-based | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Pre-K Exit Expectations | 4a. Uses objects, materials, actions and images to represent other objects | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Pre-K Exit Expectations | 4b. Plays with a few other children for periods as long as 10 minutes, agreeing on scenarios and roles | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Communication and Language |  |  |  |  |
| 5. Demonstrates understanding of spoken language |  |  |  |  |
| Infants | 5a. Appears interested in others' speech | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Toddlers | 5a. Responds to others' speech and gestures | Social-Communication | D. Social Use of Language | 3. Engages in vocal exchanges |
| Twos | 5a. Responds to simple statements, questions and simple texts read aloud | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Preschool | 5a. Responds to more complex questions, statements and texts read aloud that present new vocabulary and ideas | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Pre-K Exit Expectations | 5a. Asks and answers questions in order to seek and offer help, get and offer information or clarify something that is not understood | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre-K Exit Expectations | 5b. Demonstrates understanding of spoken language by responding appropriately | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| K Exit Expectations | SL.K.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| K Exit Expectations | SL.K.3. Ask and answer questions in order to seek help, get information or clarify something that is not understood. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| K Exit Expectations | SL.K.3. Ask and answer questions in order to seek help, get information or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |

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6. Uses Language to express self

| Infants | 6a. Vocalizes and gestures in an effort to communicate | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| --- | --- | --- | --- | --- |
| Toddlers | 6a. Uses language to express needs and refer to familiar people and objects | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Twos | 6a. Uses language to describe objects and people and to ask for help | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Preschool | 6a. Uses new vocabulary in everyday speech to meet own needs and to explain, describe and manage social relationships | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre-K Exit Expectations | 6a. Describes familiar people, places, things and events and with prompting and support, provides additional detail | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre-K Exit Expectations | 6b. Expresses thoughts, feelings and ideas verbally, enunciating clearly enough to be understood | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre-K Exit Expectations | 6c. With guidance and support, generates words that are similar in meaning (e.g., happy/glad, angry/mad) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre-K Exit Expectations | 6d. Applies words learned in classroom activities to real-life situations | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre-K Exit Expectations | 6e. Uses words and phrases acquired during conversations, by listening to stories and informational texts read aloud, playing with other children and other activities | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| K Exit Expectations | SL.K.4. Describe familiar people, places, things and events and with prompting and support, provide additional detail. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| K Exit Expectations | SL.K.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | SL.K.6. Speak audibly and express thoughts, feelings and ideas clearly. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| K Exit Expectations | L.K.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| K Exit Expectations | L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| K Exit Expectations | L.K.5. With guidance and support from adults, explore word relationships and nuances in word meanings. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| K Exit Expectations | L.K.6. Use words and phrases acquired through conversations, reading and being read to and responding to texts. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |

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| 7. Uses conventional grammar and syntax |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infant | 7a. Babbles and experiments with tone and pitch | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Toddlers | 7a. Uses one- and two-word sentences | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers | 7a. Uses one- and two-word sentences | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Twos | 7a. Uses two- to four-word sentences with some word omissions and errors | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschool | 7a. Uses longer sentences with plurals, adjectives, adverbs and negatives | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschool | 7a. Uses longer sentences with plurals, adjectives, adverbs and negatives | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Preschool | 7a. Uses longer sentences with plurals, adjectives, adverbs and negatives | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Preschool | 7a. Uses longer sentences with plurals, adjectives, adverbs and negatives | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Pre-K Exit Expectations | 7a. Speaks in complete sentences of 4–6 words, using past, present and future tenses appropriately for frequently occurring verbs | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre-K Exit Expectations | 7a. Speaks in complete sentences of 4–6 words, using past, present and future tenses appropriately for frequently occurring verbs | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| K Exit Expectations | L.K.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| K Exit Expectations | L.K.2. Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing. | Literacy | E. Writing | 3. Writes words using conventional spelling |

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| Infant | 8a. Vocalizes or gestures in back and forth exchanges with others | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| --- | --- | --- | --- | --- |
| Toddler | 8a. Exchanges single words, simple gestures and facial expressions with others | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Twos | 8a. Initiates and engages in short back-and-forth exchanges, responding to verbal and nonverbal cues | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Preschool | 8a. Initiates and engages in conversations of as many as three exchanges | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Pre-K Exit Expectations | 8a. Initiates and engages in conversations of at least three exchanges | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| K Exit Expectations | SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten 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 |
| K Exit Expectations | SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Literacy |  |  |  |  |
| 9. Demonstrates understanding of print concepts |  |  |  |  |
| Infants | 9a. Shows an interest in print materials | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Toddlers | 9a. Notices pictures of familiar objects in print materials | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Twos | 9a. Participates actively in book readings by choosing books to read, listening to short books read aloud, turning pages in books and pointing to pictures of interest | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Preschool | 9a. Understands that print has meaning and corresponds with spoken language; orients book correctly and turns pages | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Pre-K Exit Expectations | 9a. With guidance and support, demonstrates a basic understanding of the organization and features of print | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Pre-K Exit Expectations | 9b. Recognizes that spoken language can be written and read and that written language can be read and spoken | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Pre-K Exit Expectations | 9c. Recognizes and names 10 or more letters of the alphabet | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| K Exit Expectations | RF.K.1. Demonstrate understanding of the organization and basic features of print. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |

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| 10. Demonstrates comprehension of printed materials read aloud |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 10a. Begins to look at pictures in books, with adult support | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers | 10a. Engages actively in short book readings by pointing at pictures or repeating words, with adult support | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Twos | 10a. Shows continued engagement/ attention to printed materials in a variety of ways | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Preschool | 10a. Uses some words and/or concepts from the text to talk about a story, poem or informational text read aloud | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Pre-K Exit Expectations | 10a. With prompting and support, asks and answers questions about key details of a story, poem or informational text read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre-K Exit Expectations | 10b. With prompting and support, retells a sequence of events from a familiar story read aloud or important facts from an informational text read aloud | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Pre-K Exit Expectations | 10c. With prompting and support, identifies the characters and settings of a story read aloud | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Pre-K Exit Expectations | 10d. With prompting and support, asks and answers questions about unfamiliar words in a story, poem or informational text read aloud | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Pre-K Exit Expectations | 10e. With prompting and support, names the author and illustrator of a familiar book and defines the role of each in telling the story | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Pre-K Exit Expectations | 10f. Recognizes familiar books by their covers | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Pre-K Exit Expectations | 10g. After hearing a story read aloud, looks at the illustrations and with prompting and support, explains the part of the story that each illustration depicts | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Pre-K Exit Expectations | 10h. After hearing an informational text read aloud, looks at illustrations and explains important ideas in the picture | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |

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| K Exit Expectations | DC Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | RL.K.1. With prompting and support, ask and answer questions about key details in a text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RL.K.2. With prompting and support, retell familiar stories, including key details. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| K Exit Expectations | RL.K.3. With prompting and support, identify characters, settings and major events in a story. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| K Exit Expectations | RL.K.1. With prompting and support, ask and answer questions about key details in a text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RL.K.2. With prompting and support, identify the main topic and retell key details of a text. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| K Exit Expectations | RL.K.3. With prompting and support, describe the connection between two individuals, events, ideas or pieces of information in a text. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| K Exit Expectations | RL.K.4. Ask and answer questions about unknown words in a text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RL.K.5. Recognize common types of texts (e.g., storybooks, poems). | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| K Exit Expectations | RL.K.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| K Exit Expectations | RL.K.4. With prompting and support, ask and answer questions about unknown words in a text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RL.K.5. Identify the front cover, back cover and title page of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| K Exit Expectations | RL.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| K Exit Expectations | RL.K.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| K Exit Expectations | RL.K.8. (Not applicable to literature) |  |  |  |
| K Exit Expectations | RL.K.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| K Exit Expectations | RL.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing or idea in the text an illustration depicts). | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions or procedures). | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| K Exit Expectations | RL.K.10., RI.K.10. Actively engage in group reading activities with purpose and understanding | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 11. Hears and discriminates the sounds of English and/or home language(s). |  |  |  |  |
| Infants | 11a. Shows awareness of speech sounds and imitates them | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Toddlers | 11a. Repeats words; joins in singing random words of simple songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Twos | 11a. Joins in songs, rhymes, refrains and word games with repeating language sounds | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Preschool | 11a. Plays with language, experimenting with beginning and ending sounds | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Pre-K Exit Expectations | 11a. Shows awareness of separate words in a sentence | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| Pre-K Exit Expectations | 11b. Decides whether two words rhyme | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Pre-K Exit Expectations | 11c. Identifies the initial sound of a spoken word and with guidance and support, thinks of several other words that have the same initial sound | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Pre-K Exit Expectations | 11d. Shows awareness of separate syllables in a word | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| K Exit Expectations | RF.K.2. Demonstrate understanding of spoken words, syllables and sounds (phonemes). | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| K Exit Expectations | RF.K.3. Know and apply grade-level phonics and word analysis skills in decoding words. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |

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#### 12. Writes letters and words

| Infants | 12a. Emerging |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers | 12a. Makes marks or scribbles | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Twos | 12a. Makes controlled linear scribbles and efforts at representation (e.g., markings on paper using chalk pen, etc.), including drawing | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschool | 12a. Uses letter-like forms, letter strings, some letter combinations that are words | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Pre-K Exit Expectations | 12a. Begins to invent spelling while writing to convey a message with prompting and support | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| K Exit Expectations | W.K.4. (Begins in grade 3) |  |  |  |
| K Exit Expectations | W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| K Exit Expectations | W.K.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| K Exit Expectations | W.K.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |

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**13. Understands the purpose of writing and drawing**

| Infants | 13a. Emerging |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers | 13a. Makes marks or scribbles | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Twos | 13a. Makes marks and talks about them | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Preschool | 13a. Dictates and draws to share or record information and tell stories | Literacy | E. Writing | 2.1 Makes representational drawings |
| Pre-K Exit Expectations | 13a. Dictates words or draws to express a preference or opinion about a topic | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Pre-K Exit Expectations | 13b. Uses a combination of dictating and drawing to tell some information about a topic | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Pre-K Exit Expectations | 13c. Uses a combination of dictation and drawing to tell a real or imagined story | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| K Exit Expectations | W.K.1. Use a combination of drawing, dictating and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., “My favorite book is...”). | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | W.K.2. Use a combination of drawing, dictating and writing to compose informative/ explanatory texts in which they name what they are writing about and supply some information about the topic. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | W.K.3. Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | W.K.3. Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred and provide a reaction to what happened. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| K Exit Expectations | W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | W.K.7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| K Exit Expectations | W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| K Exit Expectations | W.K.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Mathematics |  |  |  |  |
| 14. Matches, groups and classifies objects |  |  |  |  |
| Infants | 14a. Interacts differently with familiar and unfamiliar people and objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infants | 14b. Develops awareness of repeating sequences in everyday routines | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers | 14a. Recognizes similarities and differences, including familiar and unfamiliar people, objects and routines and begins to match one object with a similar object | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddlers | 14b. Notices and anticipates simple repeating sequences | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Twos | 14a. Matches one object with a group of similar objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Twos | 14b. Follows and participates in simple repeating sequences | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschool | 14a. Groups objects on the basis of a single characteristic (e.g., color, size or shape) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Preschool | 14b. Copies simple patterns | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre-K Exit Expectations | 14a. Groups objects according to a common characteristic, regroups them according to a different K.M characteristic and explains the grouping rules | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Pre-K Exit Expectations | 14b. Creates and extends simple repeating patterns | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| K Exit Expectations | K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| K Exit Expectations | K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. | Math | A. Counting | 2. Counts out 10 items |

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**15. Demonstrates knowledge of number and counting**

| Infants | 15a. Begins to develop an awareness of quantity | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| --- | --- | --- | --- | --- |
| Toddlers | 15a. Shows awareness of the concepts of one, two and more; recites numbers in random order | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Twos | 15a. Begins to rote count to 10 but may not be accurate consistently | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Preschool | 15a. Counts to 10 by rote; accurately assigns number names to quantities up to 5 (one-to-one correspondence); recognizes a few numerals and connects each to a quantity | Math | A. Counting | 2. Counts out 10 items |
| Pre-K Exit Expectations | 15a. Counts to 20 by ones | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Pre-K Exit Expectations | 15b. Tells what number comes next in the counting sequence when given a number between 1 and 9 | Math | D. Addition and Subtraction | 1.4 Says number after 1–10 |
| Pre-K Exit Expectations | 15c. Recognizes and names the written numerals 1–10 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Pre-K Exit Expectations | 15c. Recognizes and names the written numerals 1–10 | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6–10 |
| Pre-K Exit Expectations | 15d. Counts 10–20 objects accurately, using one number name for each object | Math | A. Counting | 3. Counts out 20 items |
| Pre-K Exit Expectations | 15e. Understands that the last number named tells 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?” |
| Pre-K Exit Expectations | 15f. Counts to answer “How many?” questions about 10–20 objects | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Pre-K Exit Expectations | 15g. Correctly associates a numeral with a group of as many as 10 counted objects | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Pre-K Exit Expectations | 15g. Correctly associates a numeral with a group of as many as 10 counted objects | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10 |
| Pre-K Exit Expectations | 15h. Uses matching and counting strategies and comparative language to identify whether the number of objects in one group (as many as 10 objects) is greater than, less than or equal to the number of objects in another group (as many as 10 objects) | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Pre-K Exit Expectations | 15i. Uses concrete objects to solve real-world addition (putting together) and subtraction (taking away) problems with 6–10 objects | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Pre-K Exit Expectations | 15i. Uses concrete objects to solve real-world addition (putting together) and subtraction (taking away) problems with 6–10 objects | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |

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**AEPS-3 Item**
4. Skip counts by tens to 100

| K Exit Expectations | DC Indicator | AEPS-5 Area | AEPS-5 Strand | AEPS-5 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | K.CC.1. Count to 100 by ones and by tens. | Math | A. Counting | 4. Skip counts by tens to 100 |
| K Exit Expectations | K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1). | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| K Exit Expectations | K.CC.3. Write numbers from 0 to 20. 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 |
| K Exit Expectations | K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality. | Math | A. Counting | 3. Counts out 20 items |
| K Exit Expectations | K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array or a circle or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects. | Math | A. Counting | 3. Counts out 20 items |
| K Exit Expectations | K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. | Math | D. Addition and Subtraction | 1. Reads and writes symbols for addition (+) and equals (=) |
| K Exit Expectations | K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight or nine ones. | Math | D. Addition and Subtraction | 2. Reads and writes symbols for subtraction (−) and equals (=) |
| K Exit Expectations | K.CC.6. 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 |
| K Exit Expectations | K.CC.7. Compare two numbers between 1 and 10 presented as written numerals. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10 |
| K Exit Expectations | K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. | Math | D. Addition and Subtraction | 1. Reads and writes symbols for addition (+) and equals (=) |
| K Exit Expectations | K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions or equations. | Math | D. Addition and Subtraction | 2. Reads and writes symbols for subtraction (−) and equals (=) |
| K Exit Expectations | K.OA.2. Solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| K Exit Expectations | K.OA.2. Solve addition and subtraction word problems and add and subtract within 10, e.g., by using objects or drawings to represent the problem. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| K Exit Expectations | K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| K Exit Expectations | K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings and record the answer with a drawing or equation. K.OA.5. Fluently add and subtract within 5. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| K Exit Expectations | K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings and record the answer with a drawing or equation. K.OA.5. Fluently add and subtract within 5. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| 16. Demonstrates knowledge of volume, height, weight and length |  |  |  |  |
| Infants | 16a. Emerging |  |  |  |
| Toddlers | 16a. Explores objects of different shapes and sizes and demonstrates awareness of how objects differ by properties (size, weight, height, etc.) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 16a. Makes simple comparisons, noticing similarities and differences between measurable properties of objects (e.g., length, width, height) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschool | 16a. Understands reasons for measuring and the purpose of measuring tools; uses standard and nonstandard tools and some measurement words; begins to order a few objects according to height and length | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Pre-K Exit Expectations | 16a. Describes everyday objects in terms of measurable attributes, such as length, height, weight or volume (capacity), using appropriate basic vocabulary (e.g., short, long, tall, heavy, light, big, small, wide, narrow) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre-K Exit Expectations | 16b. Knows and correctly uses a few ordinal numbers | Math | A. Counting | 2. Counts out 10 items |
| Pre-K Exit Expectations | 16c. Knows the usual sequence of basic daily events | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| K Exit Expectations | K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| K Exit Expectations | K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |

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17. Identifies and labels shapes

| Infants | 17a. Interacts with objects in the immediate environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| --- | --- | --- | --- | --- |
| Toddlers | 17a. Explores objects of different shapes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Twos | 17a. Matches one shape with the same shape | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Preschool | 17a. Names a few basic two-dimensional shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre-K Exit Expectations | 17a. Correctly names basic two-dimensional shapes (squares, circles, triangles, rectangles), regardless of their orientations or size | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Pre-K Exit Expectations | 17b. Describes basic two- and three-dimensional shapes | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre-K Exit Expectations | 17c. Builds objects of basic shapes (ball/sphere, square box/cube, tube/cylinder) by using various materials such as craft sticks, blocks, pipe cleaners, clay and so on | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| K Exit Expectations | K.G.1. Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| K Exit Expectations | K.G.2. Correctly name shapes regardless of their orientations or overall size. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| K Exit Expectations | K.G.3. Identify shapes as two-dimensional (lying in a plane, "flat") or three dimensional ("solid"). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| K Exit Expectations | K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices / "corners") and other attributes (e.g., having sides of equal length). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| K Exit Expectations | K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| K Exit Expectations | K.G.6. Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |

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**AEPS-3 Item**

**18. Demonstrates understanding of positional words**

| 18. Demonstrates understanding of positional words |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 18a. Notices and responds to how objects, people or own body move through space | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers | 18a. Follows directions that include gestures to place objects in, on, under, up or down | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Twos | 18a. Follows verbal directions to place or find objects in, on, under, up or down | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Preschool | 18a. Follows directions to place objects or body beside, between or next to | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Pre-K Exit Expectations | 18a. Identifies the relative position of objects, using appropriate terms such as above, below, in front of, behind, over, under | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| K Exit Expectations | K.G.1. Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Science and Engineering |  |  |  |  |
| 19. Investigates living things |  |  |  |  |
| Infants | 19a. Explores own body | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infants | 19b. Interacts with people (and other living things) in the immediate environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infants | 19c. Uses perceptual information to learn about the world | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Toddlers | 19a. Begins to recognize own body parts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 19b. Observes and explores familiar living things | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 19c. Observes and explores the world around them using the five senses | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 19a. Observes and begins to identify body parts in humans and other familiar animals | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Twos | 19b. Explores and begins to identify basic characteristics of familiar living things | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Twos | 19c. Explores and begins to identify how to use their senses to learn about the world around them | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschool | 19a. Identifies and describes the external body parts of familiar animals (including humans) and plants | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 19b. Observes and begins to describe how living things grow and change over time | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 19c. Identifies basic needs of familiar plants and animals (including humans) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 19d. Begins to identify how animals (including humans) use individual senses to gather information about the world around them | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 19e. Recognizes basic needs of familiar plants and animals (including humans) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 19f. Observes and begins to describe similarities and differences between familiar plants and animals, including humans | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre-K Exit Expectations | 19a. Compares, using descriptions and drawings, the external body parts of animals (including humans) and plants and explains functions of some of the observable body parts | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19a. Compares, using descriptions and drawings, the external body parts of animals (including humans) and plants and explains functions of some of the observable body parts | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre-K Exit Expectations | 19c. Observes familiar plants and animals (including humans) and describes what they need to survive | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19d. Makes observations to construct an evidence-based account of ways animals (including humans) use the five senses to gather information about the world around them | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19e. Gives examples from the local environment of how animals and plants are dependent on one another to meet their basic needs | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19f. Uses observations to explain that young plants and animals are like but not exactly like their parents | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19f. Uses observations to explain that young plants and animals are like but not exactly like their parents | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Pre-K Exit Expectations | 19b. Uses observations and other sources of information to compare how different types of living things change over time | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 19b. Uses observations and other sources of information to compare how different types of living things change over time | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| K Exit Expectations | K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |

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| 20. Investigates physical objects |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 20a. Interacts with objects in the immediate environment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Toddlers | 20a. Observes and explores objects, including a variety of solids and liquids | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers | 20b. Engages in purposeful actions to make objects move | Cognitive | E. Scientific Discovery | 2.2 Uses simple actions on objects |
| Toddlers | 20c. Observes and explores objects, including a variety of sounds | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers | 20d. Observes and explores objects, including sources of light | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 20a. Observes and begins to identify basic characteristics of liquids and solids | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 20b. Experiments with objects to make them move and anticipates outcomes of actions | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twos | 20c. Observes and begins to identify characteristics of sound (e.g., volume, pitch) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 20d. Explores characteristics of light | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschool | 20a. Explores, describes and compares the properties of liquids and solids found in children’s daily environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 20b. Investigates and describes or demonstrates various ways that objects can move | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Preschool | 20c. Investigates sounds made by different objects and materials and discusses explanations about what is causing the sounds | Cognitive | E. Scientific Discovery | 3. Investigates test hypotheses |
| Preschool | 20d. Makes observations of changes in shadows that may happen due to changes in light | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 20a. Asks questions, investigates differences and gathers data about differences between liquids and solids and about what can cause a liquid to become a solid and vice versa | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pre-K Exit Expectations | 20b. Uses tools and materials to design a device that causes an object to change its motion (e.g., move faster, move slower, move farther, change in direction) | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Pre-K Exit Expectations | 20c. Through play and investigations, identifies ways to manipulate different objects and materials that make sound to change volume and pitch | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pre-K Exit Expectations | 20d. Makes observations to determine the relationships between the effects of objects creating shadows, the size and shape of shadows and the light source | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| K Exit Expectations | K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| K Exit Expectations | K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| K Exit Expectations | K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| K Exit Expectations | K-PS3-2 Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |

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| 21. Investigates characteristicsof Earth and space |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 21a. Interacts with the immediate environment | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddlers | 21a. Begins to notice objects in the sky | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 21b. Observes and explores the local environment, including living things | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 21c. Observes and explores local weather phenomena (e.g., rain, sunshine, wind, snow) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 21d. Observes and explores natural materials in the local outdoor environment (e.g., sand, water, snow) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 21a. Observes and begins to identify the objects in the day and night sky, including the sun, clouds, moon and stars | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 21b. Explores and begins to identify basic characteristics of familiar living things | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 21b. Explores and begins to identify basic characteristics of familiar living things | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Twos | 21c. Explores and begins to identify basic local weather phenomena (e.g., rain, sunshine, wind, snow) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Twos | 21d. Observes and begins to identify basic characteristics of natural resources in the local outdoor environment (e.g., trees, plants, bodies of water, animals) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Twos | 21e. Explores and begins to identify ways to interact with natural materials in the local outdoor environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 21a. Makes simple observations of the characteristics and apparent motions of the sun, moon, stars and clouds | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 21b. Observes and begins to identify the habitats of living things in the local environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschool | 21c. Discusses changes in the local weather and seasons, using common weather- related vocabulary (e.g., rainy, sunny, windy) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 21d. Observes and begins to identify how humans use natural resources (e.g., water, plants, animals) to meet their needs | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschool | 21e. Observes and begins to identify how people change the local environment | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Pre-K Exit Expectations | 21a. Makes observations and describes predictable patterns in the apparent motions of the sun, the moon and stars | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 21b. Raises questions and engages in discussions about how different types of local environments (including water) provide homes for different kinds of living things | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 21c. Analyzes data from observations at different times of the year to describe patterns of local weather conditions that change daily and seasonally | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 21d. Uses observations from the local outdoor environment to construct an evidence-based account of different ways humans use natural resources to meet their needs | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| K Exit Expectations | K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| K Exit Expectations | K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| K Exit Expectations | K-ESS3-1 Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| K Exit Expectations | K-ESS3-2 Ask questions to obtain information about the purpose of weather forecasting to prepare for and respond to, severe weather. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| K Exit Expectations | K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air and/ or other living things in the local environment. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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22. Investigates engineering

| Infants | 22a. Explores objects in the immediate environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| --- | --- | --- | --- | --- |
| Infants | 22b. Communicates feelings and needs with facial expressions and behavior | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers | 22a. Demonstrates curiosity and interest when observing and exploring objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 22b. Communicates feelings about problems of interest (e.g., delight when solving a problem of interest or frustration when they cannot solve a problem of interest) | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Toddlers | 22b. Communicates feelings about problems of interest (e.g., delight when solving a problem of interest or frustration when they cannot solve a problem of interest) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Toddlers | 22c. Engages in trial and error to manipulate objects and solve problems of interest | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twos | 22a. Demonstrates curiosity and sustained interest in familiar, simple problems | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Twos | 22b. Communicates simple solutions related to familiar, simple problems of interest using verbal and nonverbal communication | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Twos | 22c. Explores various possibilities for solving familiar, simple problems when interacting with objects | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Preschool | 22a. Asks questions, makes observations and gathers information about familiar, simple problems | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschool | 22b. Communicates an idea for solving a familiar, simple problem with words or non- verbal communication | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Preschool | 22c. Tests a solution to a familiar, simple problem and uses the results of the test to determine whether the solution is effective | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pre-K Exit Expectations | 22a. Asks questions, makes observations and gathers information about familiar, simple problems | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Pre-K Exit Expectations | 22b. Communicates an idea for solving a familiar, simple problem using words, drawings, demonstrations, models or other nonverbal communication | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Pre-K Exit Expectations | 22c. Tests solutions to a familiar, simple problem and compares the results of the tests to determine which solution is most effective, with adult support as needed | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| K Exit Expectations | K-2-ETS1-1 Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| K Exit Expectations | K-2-ETS1-2 Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| K Exit Expectations | K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Social Studies |  |  |  |  |
| 23. Demonstrates understanding of self, family and a diverse community |  |  |  |  |
| Infants | 23a. Begins to recognize self and others | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers | 23a. Begins to make connections and understands association with other people | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Twos | 23a. Identifies some similarities and differences in physical characteristics of self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschool | 23a. Recognizes members of a group such as the class or family | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Pre-K Exit Expectations | 23a. Describes roles as a member of a group | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |

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| 24. Demonstrates an understanding of the relationship between people and the environments in which they live |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 24a. Recognizes familiar people in the environments | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Infants | 24b. Emerging |  |  |  |
| Toddlers | 24a. Begins to recognize self as separate from others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddlers | 24b. Responds in varied ways to people and objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Twos | 24a. Responds to the needs of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Twos | 24b. Begins to recognize their own personal space | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Preschool | 24a. Recognizes the relationship of personal space to surroundings | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Preschool | 24b. Identifies own environment and other locations | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Pre-K Exit Expectations | 24a. Recognizes relationships between self and other people in the surroundings/environments | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Pre-K Exit Expectations | 24b. Recognizes personal space, the relationship between self and the surroundings/environments | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |

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| 25. Demonstrates an understanding of time as it relates to self, family and community |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 25a. Begins to respond to routines/sequences of events/experiences | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infants | 25b. Emerging |  |  |  |
| Toddlers | 25a. Recognizes and responds to routines/sequences of events/experiences | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers | 25b. Begins to respond to changes people/places/events | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Twos | 25a. Begins to sequence events | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Twos | 25b. Responds to changes in people/places/events in daily routines | Cognitive | B. Imitation and Memory | 3. Participates in familiar social routines with caregivers |
| Preschool | 25a. Recognizes sequence of events to establish a sense of order and time | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Preschool | 25b. Explores changes in people/places/events in daily routines/sequences of events/experiences over time | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Pre-K Exit Expectations | 25a. Understands daily routines/sequences of events/experiences in the context of time, terms that are related to time (today/ tomorrow, now/later) and the concepts of past/present/ future | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Pre-K Exit Expectations | 25a. Understands daily routines/sequences of events/experiences in the context of time, terms that are related to time (today/ tomorrow, now/later) and the concepts of past/present/ future | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Pre-K Exit Expectations | 25b. Observes and recognizes changes that take place over time in the immediate environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |

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|  | DC Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| The Arts |  |  |  |  |
| 26. Engages in music and movement activities |  |  |  |  |
| Infants | 26a. Emerging |  |  |  |
| Toddlers | 26a. Responds to a variety of music types, including culturally and linguistically diverse music | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Twos | 26a. Responds to music and movement, including culturally and linguistically diverse music and movement activities | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Preschool | 26a. Responds to and communicates about music and movement, including culturally and linguistically diverse music and movement activities | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre-K Exit Expectations | 26a. Participates in music and movement activities, responding to different forms of music and movement, including culturally diverse music and dance | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Pre-K Exit Expectations | 26b. Uses instruments and voice to accompany or create music | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre-K Exit Expectations | 26c. Expresses ideas, feelings and experiences through music and movement | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 27. Engages in drama activities |  |  |  |  |
| Infants | 27a. Emerging |  |  |  |
| Toddlers | 27a. Acts out familiar scenarios | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Twos | 27a. Explores real or fantasy scenarios through pretend play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Preschool | 27a. Explores real or fantasy scenarios through pretend play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschool | 27b. Uses imagination and creativity to express self through pretend play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre-K Exit Expectations | 27a. Participates in drama activities, responding to different imaginary characters and scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre-K Exit Expectations | 27b. Uses voice to create drama | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Pre-K Exit Expectations | 27c. Expresses ideas, feelings and experiences through dramatic expressions | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |

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28. Explores the visual arts

| Infants | 28a. Emerging |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers | 28a. Combines a variety of materials to engage in the process of art | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twos | 28a. Demonstrates an understanding of the basic elements of visual arts | Literacy | E. Writing | 2.1 Makes representational drawings |
| Twos | 28b. Combines a variety of materials to engage in the process of art | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Preschool | 28a. Knows and uses basic elements of visual arts | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Preschool | 28b. Combines a variety of materials to engage in the process of art | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Preschool | 28c. Uses imagination and creativity to express self through visual arts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre-K Exit Expectations | 28a. Participates in arts activities, responding to visual art forms | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Pre-K Exit Expectations | 28b. Uses a variety of materials to create products | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Pre-K Exit Expectations | 28c. Expresses experiences, ideas and feelings through visual arts | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Social and Emotional Development |  |  |  |  |
| 29. Expresses a variety of feelings and learns to manage them |  |  |  |  |
| Infants | 29a. Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfort | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Infants | 29a. Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfort | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infants | 29a. Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfort | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Toddlers | 29a. Expresses a range of feelings; uses other people's expressions to guide feelings, often depending on adults for emotional comfort; uses some self-comfort strategies | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twos | 29a. Recognizes and labels own feelings with adult support; uses some self-comfort strategies; accepts adult suggestions for managing feelings by self | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Preschool | 29a. Uses strategies learned from adults to manage feelings; begins to label feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Pre-K Exit Expectations | 29a. Uses socially acceptable ways of expressing thoughts and emotions | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre-K Exit Expectations | 29b. Demonstrates confidence in meeting own needs | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| 30. Recognizes the feelings and rights of others and responds appropriately |  |  |  |  |
| Infants | 30a. Reacts to others' expressions of feelings | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddlers | 30a. Acts in response to others' demonstration of feelings, often with support of trusted adult | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Twos | 30a. Reacts constructively in response to other's demonstration of feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Preschool | 30a. Responds positively to others' demonstration of feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Pre-K Exit Expectations | 30a. Recognizes and labels the basic feelings of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |

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| 31. Manages own behavior |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 31a. Responds to changes in the immediate environment or adults' voices and actions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddlers | 31a. Seeks out special person or object to help manage behavior; wants to do things for self | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twos | 31a. Follows routines with consistent support from adults; accepts redirection; tries to meet own needs | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Preschool | 31a. Follows classroom rules and routines (including new ones) with occasional reminders | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Pre-K Exit Expectations | 31a. Follows limits and expectations | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| 32. Develops positive relationships with adults |  |  |  |  |
| Infants | 32a. Recognizes, reacts positively to and seeks to remain with familiar adults | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Toddlers | 32a. Interacts with new adults; often moves away from and comes back to familiar adults, using them as a secure base | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twos | 32a. Is comfortable in a range of settings; relies on familiar adults for assurance when necessary | Social-Emotional | A. Interactions with Adults | 2. Uses appropriate strategies to manage emotional states |
| Preschool | 32a. Engages with trusted adults for information and socializing; manages separations | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Pre-K Exit Expectations | 32a. Engages in positive interactions with adults to share ideas and plan activities | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Pre-K Exit Expectations | 32a. Engages in positive interactions with adults to share ideas and plan activities | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 33. Engages and plays with peers |  |  |  |  |
| Infants | 33a. Watches and attempts to engage other children socially | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers | 33a. Plays near another child, briefly engaging socially | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Twos | 33a. Interacts with children who are engaged with similar materials and activities | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Preschool | 33a. Uses successful strategies to initiate or join an activity with several children | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Pre-K Exit Expectations | 33a. Sustains play with a few other children | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |

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#### 34. Resolves conflicts with others

| Infants | 34a. Emerging |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers | 34a. Reacts by expressing feelings about situations where there is conflict | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Toddlers | 34a. Reacts by expressing feelings about situations where there is conflict | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Twos | 34a. Seeks adults' help to solve social problems | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Preschool | 34a. Asks adults for help and sometimes suggests ways to solve social problems | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Pre-K Exit Expectations | 34a. Suggests ways to resolve social conflicts | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |

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| Physical Development, Health and Safety |  |  |  |  |
| --- | --- | --- | --- | --- |
| 35. Demonstrates strength and coordination of large muscles |  |  |  |  |
| Infants | 35a. Uses arms, legs and whole body to move | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | A. Body Control and Weight Transfer | All |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Toddlers | 35a. Moves in a variety of ways and directions | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | B. Movement and Coordination | 6.3 Jumps down with support |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Twos | 35a. Attempts new large muscle activities that require coordination and balance | Gross Motor | C. Active Play | 3.4 Sits on riding toy or in wagon while in motion |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | B. Movement and Coordination | 7. Skips |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| Preschool | 35a. Engages in complex large-muscle activities that involve flexibility, control and a full range of motion | Gross Motor | C. Active Play | 2. Uses hands to hang on play equipment with bars |

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| Pre-K Exit Expectations | DC Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Pre-K Exit Expectations | 35a. Demonstrates locomotor skills by running smoothly | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Pre-K Exit Expectations | 35b. Demonstrates balancing skills by hopping and jumping in place | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.1 Bounces ball with one hand |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.2 Bounces ball with two hands |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.3 Catches ball |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Pre-K Exit Expectations | 35c. Demonstrates ball-handling skills, using a full range of motion | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| 36. Demonstrates strength and coordination of small muscles |  |  |  |  |
| Infants | 36a. Uses whole hand and fingers (all together, raking and then using thumb and index finger) to touch, hold and pick up objects | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Infants | 36a. Uses whole hand and fingers (all together, raking and then using thumb and index finger) to touch, hold and pick up objects | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| Toddlers | 36a. Attempts activities that require two hands; uses fingers and whole-arm movements to place and release objects | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Twos | 36a. Engages in activities that require eye-hand coordination; uses wrist and finger movements to manipulate objects | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Preschool | 36a. Uses finger and hand movements to work with small objects and accomplish tasks | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Preschool | 36a. Uses finger and hand movements to work with small objects and accomplish tasks | Fine Motor | B. Functional Skill Use | 1. Activates object with finger |
| Pre-K Exit Expectations | 36a. Uses precise hand, finger and wrist movements to grasp, release and manipulate small objects | Fine Motor | A. Reach, Grasp, and Release | All |
| Pre-K Exit Expectations | 36a. Uses precise hand, finger and wrist movements to grasp, release and manipulate small objects | Fine Motor | B. Functional Skill Use | All |
| Pre-K Exit Expectations | 36b. Uses writing and drawing tools to perform particular tasks | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |

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| 37. Demonstrates behaviors that promote health and safety |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 37a. Becomes familiar with routines of health and safety practices, while relying on adults to provide a safe environment | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infants | 37b. Begins to participate in meeting own needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infants | 37c. Emerging |  |  |  |
| Infants | 37d. Emerging |  |  |  |
| Toddlers | 37a. Shows increasing awareness of health and safety practices through imitation and participation | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 1. Uses lips to take semisolid foods off eating utensil |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| Toddlers | 37b. Attempts basic feeding, dressing and hygiene tasks | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Toddlers | 37c. Emerging |  |  |  |
| Toddlers | 37d. Emerging |  |  |  |
| Twos | 37a. Shows increasing understanding by beginning to initiate health and safety practices | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Twos | 37a. Shows increasing understanding by beginning to initiate health and safety practices | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 1. Uses lips to take semisolid foods off eating utensil |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Twos | 37b. Performs some simple feeding, dressing and hygiene tasks | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Twos | 37c. Engages in developmentally appropriate, safe touching behaviors with adults and other children | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Twos | 37d. Identifies adults that are trusted persons and communicates need for help through language or physical articulation | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Twos | 37d. Identifies adults that are trusted persons and communicates need for help through language or physical articulation | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |

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| DC Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Preschool | 37a. Follows familiar health and safety rules with occasional reminders | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Preschool | 37b. Performs basic self-help tasks with assistance | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Preschool | 37c. Recognizes physical boundaries between their own bodies and others' bodies | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| Preschool | 37c. Recognizes physical boundaries between their own bodies and others' bodies | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Preschool | 37d. Identifies trusted adult(s) and is aware of how to ask that person for help or articulates need for safety when a problem arises | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Preschool | 37d. Identifies trusted adult(s) and is aware of how to ask that person for help or articulates need for safety when a problem arises | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Pre-K Exit Expectations | 37a. Describes basic health and safety rules and follows them | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Pre-K Exit Expectations | 37b. Performs self-help tasks with minimal assistance | Adaptive | A. Eating and Drinking | All |
| Pre-K Exit Expectations | 37b. Performs self-help tasks with minimal assistance | Adaptive | B. Personal Care Routines | All |
| Pre-K Exit Expectations | 37b. Performs self-help tasks with minimal assistance | Adaptive | C. Dressing and Undressing | All |
| Pre-K Exit Expectations | 37b. Performs self-help tasks with minimal assistance | Adaptive | D. Personal Safety | All |
| Pre-K Exit Expectations | 37c. Practices consent with respect to physical boundaries | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Pre-K Exit Expectations | 37d. Identifies situations for which a trusted adult is needed and has awareness of what happens when help is requested or a report is made regarding safety | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |

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| 38. Demonstrates competent eating behaviors through the maintenance of positive eating attitudes, optimal food acceptance skills, self-regulation of food intake, mindful food choices and positive body image |  |  |  |  |
| --- | --- | --- | --- | --- |
| Infants | 38a. Displays hunger and fullness signals consistent with responsive feeding practices | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 1 (All) |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 2 (All) |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Toddlers | 38b. Participates in basic feeding and mealtimes in order to continue developing their own hunger and fullness signals, gain neutral exposure to a variety of foods and develop personal food preferences | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 1 (All) |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 2 (All) |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Twos | 38c. Continues to develop eating competence where they are learning positive eating behaviors and mastering their ability to self-regulate food intake | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 1 (All) |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 2 (All) |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Twos | 38d. Learns food acceptance through familiarization (repeated neutral exposure to unfamiliar foods), observational learning of food choice (imitation of peer and caregiver eating behaviors) and social facilitation during mealtimes | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |
| Preschool | 38e. Begins to independently engage in mindful eating practices | Adaptive | A. Eating and Drinking | 5. Uses culturally appropriate social dining skills |
| Preschool | 38e. Begins to independently engage in mindful eating practices | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Preschool | 38f. Begins to participate in experiential nutrition activities | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Pre-K Exit Strategies | 38g. Demonstrates positive eating behaviors | Adaptive | A. Eating and Drinking | All |
| Pre-K Exit Strategies | 38h. Demonstrates basic comprehension of the role food plays in keeping the body strong and healthy | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |