Arkansas AEPS-3 Alignment
aeps3
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
Arkansas Child Development and Early Learning Standards: Birth through 60 Months
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with the Arkansas Child Development and Early Learning Standards: Birth through 60 Months
This document aligns the Arkansas Child Development and Early Learning Standards: Birth through 60 Months [2016] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Arkansas Child Development and Early Learning Standards: Birth Through 60 Months. (2016). Retrieved from: https://www.arheadstart.org/Ark_Early_Learning_Standards%20(19)%20(1).pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created May 2022
| Age Range | AR Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Social and Emotional Development | ||||
| SE1. RELATIONSHIPS WITH OTHERS | ||||
| SE1.1 Forms trusting relationships with nurturing adults | ||||
| Interactions | ||||
| BIRTH-8m9-18m | Engages in back-and-forth interactions with familiar adults (e.g., peek-a-boo, makes vocalizations in response to adult interaction, imitates facial expressions or sounds) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 19-36m37-48m | Participates in longer back-and-forth interactions with adults to share experiences; imitates adults' actions; communicates ideas; seeks assistance; and engages in role play, games, or other activities | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 37-48m49-60m | Takes greater initiative in social interactions and begins to show interest in familiar adults' feelings, preferences, and well-being | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Attachment Relationships | ||||
| BIRTH-8m9-18m | Forms strong emotional bonds (attachment) with one or more caregivers (e.g., shows preference for familiar adults, demonstrates pleasure during caregiver interactions, is soothed by caregiver) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 9-18m19-36m | Looks to particular people for security, comfort, and protection and shows distress or uneasiness when separated from a special person (separation anxiety) or when encountering strangers (stranger anxiety) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 9-18m19-36m | Explores the environment while regularly checking in (visually or physically) with trusted adults and seeks these adults when experiencing stress or uncertainty | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 37-48m49-60m | Separates from primary caregivers with minimal distress when with other familiar and trusted adults* | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| SE1.2 Interacts with peers | ||||
| Develops Friendships | ||||
| BIRTH-8m9-18m | Shows interest in peers (e.g., watches other children, reaches out to touch them, imitates sounds or actions) with increasing participation in simple, brief back-and-forth interactions with peers | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 19-36m37-48m49-60m | Shows preferences for certain playmates and develops friendships with a small group of children that are more reciprocal, exclusive, and enduring over time | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Stages of Play | ||||
| 9-18m19-36m | Begins to engage in parallel play (playing next to but not directly involved in another child's play) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 19-36m37-48m | Participates in associative play (playing independently but engaging in the same activity as other children, sometimes interacting through talking or sharing toys) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 37-48m49-60m | Engages in cooperative play with peers (communicates and collaborates with other children in role play or to achieve a goal) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Social Skills | ||||
| 37-48m49-60m | Shows increasing understanding and demonstration of social skills such as turn-taking, initiating and joining in group play situations, and solving social conflict with adult guidance | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| SE2. EMOTIONAL EXPRESSION AND UNDERSTANDING | ||||
| SE2.1 Experiences, expresses, and regulates a range of emotions | ||||
| Emotion Expression | ||||
| BIRTH-8m9-18m | Expresses a range of basic emotions (e.g., joy, sadness, contentment, distress, interest, disgust, surprise, anger, fear) through facial expressions, gestures, and sounds | Social-Emotional | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 19-36m37-48m49-60m | Uses words, signs, other communication methods, and pretend play to express basic emotions as well as more complex, self-conscious emotions (e.g., pride, embarrassment, shame, guilt), with increasing awareness of their effects on others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 19-36m37-48m49-60m | Uses words, signs, other communication methods, and pretend play to express basic emotions as well as more complex, self-conscious emotions (e.g., pride, embarrassment, shame, guilt), with increasing awareness of their effects on others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 37-48m49-60m | Shows increasing ability to constructively express emotions or alter emotional expression based on social context and cultural norms* | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Emotion Regulation | ||||
| BIRTH-8m9-18m | Uses adult support to calm self (e.g., relaxes when picked up and held by a familiar adult) and demonstrates some self-soothing behaviors (e.g., thumb/fist sucking, rocking, turning away from source of overstimulation) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 9-18m19-36m | Comforts self by seeking a special toy, object, or caregiver when upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 37-48m49-60m | Uses an expanding range of self-regulation strategies with support and modeling (e.g., taking deep breaths and relaxing muscles, verbal reasoning or reframing of the situation, seeking quiet alone time) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| SE2.2 Interprets and responds to the feelings of others | ||||
| Empathy | ||||
| 9-18m19-36m | Demonstrates interest or concern when others are hurt or in distress and may try to comfort or assist; at times actions may not always match needs of person (e.g., may bring stuffed animal to adult who has headache) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 37-48m49-60m | Responds sympathetically to others' distress with increased initiative and understanding that each person has their own specific needs (e.g., gets a peer's blanket from their cubby when child notices peer is sad) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Empathy/Emotion Understanding | ||||
| BIRTH-8m9-18m | Reacts to and takes cues from others' emotional expressions (e.g., cries when hears other children crying, smiles when someone laughs, stops an action when sees a worried or alarmed expression on caregiver's or peer's face) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| BIRTH-8m9-18m | Reacts to and takes cues from others' emotional expressions (e.g., cries when hears other children crying, smiles when someone laughs, stops an action when sees a worried or alarmed expression on caregiver's or peer's face) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Emotion Understanding | ||||
| 19-36m37-48m49-60m | Recognizes and labels emotional reactions based on facial expressions, body language, and tone with increasing accuracy and precision | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 37-48m49-60m | Makes predictions and identifies causes and consequences of others' emotional reactions with increasing accuracy (e.g., says, "I think the bears will feel scared when they find Goldilocks in their house"; "When I get home from school my little sister is so excited to see me she jumps up and down") | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| SE3. SELF-AWARENESS AND SELF-CONCEPT | ||||
| SE3.1 Shows awareness of self as unique individual | ||||
| Sense of Identity | ||||
| BIRTH-8m | Develops beginning self-awareness (e.g., explores own hands and feet, responds to name) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 19-36m37-48m | Uses first-person pronouns (e.g., me, I) and own name to refer to themselves and shows growing understanding of “mine” and “not mine” | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Characteristics of Self and Others | ||||
| 9-18m19-36m | Shows growing awareness of own physical characteristics (e.g., recognizes self in mirror and in photos; points to eyes, ears, or nose when asked) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 19-36m37-48m | Recognizes similarities and differences in their own and others’ personal characteristics (e.g., communicates that a peers’ hair color is different than their own, labels self as boy or girl) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 37-48m49-60m | Shows increased understanding that others have different interests, thoughts, beliefs, ideas, feelings, and abilities and differentiates themselves from others (e.g., “I’m a fast runner,” “No one else in my family likes fish, but I do”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preferences | ||||
| 9-18m19-36m | Shows preferences for specific people, books, toys, food, and activities and indicates dislike or unwillingness by communicating “no” (verbally, signing, shaking head) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 19-36m37-48m49-60m | Communicates preferences and interests and shows increasing ability to explain their likes and dislikes (e.g., “I don’t like bananas” and later, “I like carrots because they’re crunchy.”) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SE3.2 Demonstrates competence and confidence | ||||
| Sense of Autonomy | ||||
| BIRTH-8m9-18m | Experiments with ability to influence surroundings and behavior of others (e.g., shows pleasure and curiosity in making toys produce noise; repeats actions or sounds that receive attention) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 9-18m19-36m | Alternates between doing things independently and wanting help or comfort | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Self-Confidence | ||||
| 19-36m37-48m49-60m | Shows increasing confidence and competence in growing abilities by attempting to perform self-care activities without adult assistance (e.g., dressing self, pouring own juice)* and by selecting more challenging activities (e.g., choosing more difficult puzzles) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 37-48m49-60m | Describes own physical characteristics, behavior, abilities, gender, and ethnic identity positively | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Cognitive Development | ||||
| CD1. APPROACHES TO LEARNING | ||||
| CD1.1 Shows curiosity and a willingness to try new things | ||||
| Exploration and Investigation | ||||
| BIRTH-8m9-18m | Uses senses and a variety of actions to explore the environment (e.g., turns head toward a sound, shakes or bangs a toy, mouths objects) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m19-36m | Explores different ways to use objects or materials, investigates ways to make something happen, experiments with different behaviors to see how others will react (e.g., repeatedly knocks pieces of cereal off high chair tray, tries to use basket as hat, turns faucets or switches on and off) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 19-36m37-48m49-60m | Asks increasingly complex questions, beginning with basic "wh-" questions related to the immediate world around them (e.g., "What is this?" "Why is it blue?"). Later in this age range also seeks explanations for future and past events and demonstrates interest in a range of topics and ideas (e.g., "When is lunch?"; "How do clouds get in the sky?") | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| 37-48m49-60m | Experiments with objects and materials with increasing sophistication (e.g., gathers multiple objects to find out which will sink or float, uses magnets with various objects and materials) with guidance and support from adults | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Interest in New Experiences | ||||
| BIRTH-8m9-18m | Shows pleasure or engagement when interesting or new things happen (e.g., laughs after shaking a toy that rattles, listens intently to a new song) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 19-36m37-48m49-60m | Demonstrates interest in exploring new experiences or materials with increasing willingness to participate in new activities or experiences, even if the child perceives them as challenging | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| CD1.2 Shows persistence in approaching tasks | ||||
| Determination | ||||
| BIRTH-8m9-18m | Repeats actions to produce similar results (e.g., repeatedly shakes toy to produce noise; puts objects in a container and dumps them out over and over again) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 19-36m37-48m49-60m | Practices an activity many times with increasing independence to learn new skills and build mastery (e.g., chooses the same puzzle every day until they are able to assemble each piece quickly and easily) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Task Completion | ||||
| BIRTH-8m9-18m | Demonstrates increasing ability to continue interactions with others (e.g., attends to game of peek-a-boo for longer period of time, makes back-and-forth vocalizations with adult) and stays engaged with toys for more than just a brief time | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 19-36m37-48m49-60m | Persists in activities for longer periods of time and shows increasing tendency to engage in tasks from start-to-finish (e.g., insists on finishing a drawing before going outside, wants to continue building structure until all blocks are used) and later in this age range seeks to return to an activity after having been away from it in order to complete the task | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Acceptance of Challenges | ||||
| 9-18m19-36m | Shows increasing willingness to repeat attempts at communication if not understood or repeat actions when encountering difficulties, with increasing ability to try different strategies until successful (e.g., repeatedly tries to force same shape into shape sorter; later in age range, tries a different shape after unsuccessful attempt) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 37-48m49-60m | Persists with adult encouragement and support even when presented with challenges (e.g., continues trying to build tall block tower even when some pieces fall; tries again to write name after running out of space on paper or recognizing a mistake) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| CD2. EXECUTIVE FUNCTION | ||||
| CD2.1 Focuses and sustains attention | ||||
| Attention & Engagement | ||||
| BIRTH-8m9-18m | Orients to and focuses on sounds, activities, people, and objects in the environment (e.g., attends to sounds, lights, etc.; turns head to follow caregiver with his or her gaze) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| BIRTH-8m9-18m | Shows increasing ability to attend to people and objects and join others in a common focus (e.g., attends to a short, familiar storybook, though may not want to follow book page by page) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 19-36m37-48m49-60m | Maintains focus and attention for longer periods of time with increasing independence and ability to ignore distractions and resume task after interruptions* | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Selective Attention | ||||
| 19-36m37-48m49-60m | Focuses on something specific while ignoring irrelevant information (selective attention) with increasing skill (e.g., counts only yellow bears in a group that includes bears of other colors; carries on a conversation despite loud background noise on the playground) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 37-48m49-60m | Shifts focus among various aspects of an object, activity, or story (e.g., recognizes two objects are alike because they are the same color, then recognizes that one of them is like another object because it is the same shape; talks about specific aspects of a story) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 37-48m49-60m | Shows increasing ability to shift attention away from a desired object, activity, person, etc. with adult support and coaching (e.g., engages in a different activity when preferred activity is unavailable; with support focuses on a book after a difficult separation from caregiver) | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| CD2.2 Shows flexibility in adjusting thinking and behavior to different contexts | ||||
| Flexible Thinking | ||||
| BIRTH-8m9-18m19-36m | Uses familiar objects in new or unanticipated ways (e.g., drops or throws a rattle, uses an overturned pail as a drum, and later in this age range pretends a block is a phone) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 37-48m49-60m | Shows increasing ability to flexibly shift between roles or use props in multiple ways (e.g., pretends to be the dad and the pet dog, using different voices and actions for each character; uses a paper plate as a steering wheel and then later as a bus driver's hat) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Adjusting Behavior to Match Context | ||||
| 19-36m37-48m49-60m | Transitions from one activity to the next (e.g., moving from center time to snack time) with increasing independence and ability to adjust to changes in routine when necessary with support and advance notice from adults | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 37-48m49-60m | Applies different rules in different contexts with decreasing need for reminders (e.g., takes shoes off at home, but not at school; runs and uses "outside voice" when on playground, but uses "walking feet" and "inside voice" in classroom; if a dual language learner, speaks in home language or English based on whom they are talking to) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 49-60m | Flexibly shifts between directions during an activity or game (e.g., usually performs actions at appropriate times during "Simon Says"; sorts objects by color and then by shape when prompted) | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| CD2.3 Regulates impulses and behaviors | ||||
| Impulse Control | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: SE2.1 Experiences, expresses, and regulates a range of emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 9-18m19-36m | Responds to redirection and limit-setting with increasing consistency (e.g., pauses when an adult says “stop” or asks them not to do something) | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| 19-36m37-48m49-60m | Shows increasing control over impulsive actions, words, and behaviors with adult support (e.g., walks around instead of through a puddle when directed; avoids imitating negative behavior of peer with adult support; requests turn with a toy rather than grabbing it) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Delay of Gratification | ||||
| 19-36m37-48m | Shows increasing understanding of phrases like “later” and “after lunch” and ability to comply with requests that involve waiting (e.g., “Eat your snack and then we’ll play with cars.”) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 37-48m49-60m | Shows increasing ability to delay gratification (e.g., raises hand and waits to be called on during small group time; waits until end of birthday song to eat special snack; waits until there is space at a center to select an activity) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| CD2.4 Holds and manipulates information in memory | ||||
| Short-Term and Working Memory | ||||
| BIRTH-8m 9-18m | Shows awareness that people and objects still exist when they are out of sight and sound range (object permanence; e.g., reaches under a blanket to retrieve a stuffed animal that an adult has hidden while child watches; when older, watches at the window after a family member leaves) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 19-36m | Searches for hidden or missing objects and notices when people are missing from a familiar group (e.g., when a peer is absent) | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 19-36m 37-48m | Remembers and communicates about recent events (e.g., what happened earlier in the day; what has just happened in a story being read) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| 19-36m 37-48m | Remembers and follows two-step directions (e.g., “Put all the crayons in the basket, then put the basket on the shelf”; “Touch your nose, then touch your ear”) with decreasing need for adult support | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| 37-48m 49-60m | Shows increasing skill in memory games (e.g., recalls an increasing number of items removed from view in games like “What's Missing”; plays simple memory matching card games) | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 37-48m 49-60m | Remembers and follows multi-step directions (e.g., “Push in your chair, throw away your trash, and then join us for circle time”; follows a sequence of actions for a song such as jumping, then clapping, then turning around) with decreasing need for adult support | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| 37-48m 49-60m | Remembers and processes multiple pieces of information before responding (e.g., considers two or more options before making a choice; remembers response to teacher's question long enough to respond after waiting for peers to share their comments) | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Long-Term Memory | ||||
| BIRTH-8m 9-18m | Anticipates familiar actions or routines (e.g., raises legs when diaper is changed; later in this age range, goes to table when it is time to eat) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| BIRTH-8m 9-18m | Responds to familiar people and objects (e.g., shows excitement about a toy that was played with days earlier; later in this age range looks for or points to familiar people or objects when they are named) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 19-36m 37-48m | Learns and recalls motor routines, songs, and rhymes over time with increasing accuracy (e.g., sings along with familiar song and performs accompanying actions) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| 19-36m 37-48m | Tells some details about stories or personal experiences with adult support and modeling | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| 37-48m 49-60m | Imitates actions or behaviors that were observed at an earlier time (e.g., uses traffic hand signals on trike track after seeing them demonstrated by a crossing guard; divides markers into “fair share” groups after observing teacher do this the day before) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| 37-48m 49-60m | Remembers past experiences or familiar stories with increasing ability to independently and accurately recall details and retell events in sequence | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| CD3. LOGIC AND REASONING | ||||
| CD3.1 Uses reasoning and planning ahead to solve problems and reach goals | ||||
| Problem Solving | ||||
| BIRTH-8m9-18m | Uses own movements and actions to solve simple problems or reach goals (e.g., rolls to the side to reach an interesting object; pulls on an adult's leg when wants to be picked up) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 9-18m19-36m37-48m49-60m | Uses a variety of strategies to solve problems, such as trial-and-error, applying knowledge from previous experience, asking for help, or using objects as tools (e.g., using an object to reach something under a shelf) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 37-48m49-60m | Generates new approaches or changes plans if a better alternative is thought of or suggested (e.g., decides to build block structure on hard surface after it keeps falling down on the thick rug; accepts suggestion to use tape instead of glue to affix small leaves to a piece of paper) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Planning | ||||
| 37-48m49-60m | Talks out loud to self (self-talk) during play (e.g., says "I need all the red pieces. Here's another one...doesn't fit...turn it this way" while putting together a puzzle; "I'm the mommy, so I'm going to feed the baby then go to work" while playing alone in the dramatic play area) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 37-48m49-60m | Shows increasing ability to independently and collaboratively make choices, plan for play scenarios or activities, and anticipate problems (e.g., assigns roles in dramatic play; gathers materials to complete an art project; says "Tell me when you're finished at the computer so I can have a turn.") | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| CD3.2 Engages in symbolic and abstract thinking | ||||
| Pretend Play | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: LD1.1 Understands and responds to language (in child's home language) LD2.1 Uses increasingly complex vocabulary, grammar, and sentence structure | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 9--18m | Uses realistic props in ways similar to the real objects they represent (e.g., talks on a toy phone) and imitates everyday actions of others | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| 19-36m37-48m | Uses familiar objects to represent something else (object substitution; e.g., uses a block as a pretend phone) and acts out routines, stories, or social roles alone or with peers | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| 37-48m49-60m | Uses language or imaginary props to stand in for objects (e.g., mimes holding a phone; says "Let's pretend I gave you a ticket for the bus") and engages in increasingly complex, longer play scenarios, assigning or assuming roles and discussing and planning actions | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Symbolic Representation | ||||
| 9-18m19-36m | Recognizes that illustrations and photographs are representations of real things (e.g., points to pictures in book rather than trying to grasp objects on page; identifies people in photographs; learns names of animals from book and extends knowledge to real animals they see) | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| 19-36m37-48m | Shows awareness that symbols (e.g., sign, icon, drawing) have meaning and understands that print carries a message | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 37-48m49-60m | Uses drawing, emergent writing of numbers and letters, movement, and other constructions (e.g., art projects) to represent ideas or feelings | Literacy | E. Writing | 2.1 Makes representational drawings |
| Abstract Thinking | ||||
| 49-60m | With adult support and prompting, engages in thinking that goes beyond the "here and now" (e.g., discusses details in a story that are not shown in an illustration, begins to understand explanations of events they have not directly experienced) | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Physical Development and Health | ||||
| PH1. GROSS MOTOR | ||||
| PH1.1 Demonstrates locomotor skills | ||||
| Body Movement | ||||
| BIRTH-8m | Lifts head and chest off firm surface such as floor when on tummy; rolls over | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| 9-18m | Shifts between lying down, sitting, and balancing on hands and knees | Gross Motor | A. Body Control and Weight Transfer | 4.1 Assumes hands-and-knees position from sitting |
| Traveling | ||||
| 9-18m | Moves from crawling to cruising* to walking** showing increasing coordination for each skill | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| 19-36m | Changes speed or direction while moving (walking, running, using walker), though may have difficulty stopping with control | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| 19-36m 37-48m | Walks and runs with balance but may move unevenly (e.g., one arm may pump more) and has relatively wide space between feet | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| 37-48m 49-60m | Moves with control, avoiding obstacles and people while moving (e.g., moves through obstacle course, steers wheelchair into small spaces; stops at intended location when running) | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| 37-48m 49-60m | Walks and runs smoothly with more consistent leg and arm opposition movements and narrower space between feet | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Climbing | ||||
| 9-18m | Crawls up stairs on hands or knees, later in this age range walks up and down stairs holding an adult's hand, stepping with both feet on each step | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| 19-36m | Walks up and down stairs or climbing equipment by stepping with both feet on each step, with increasing ability to move without support from adult or handrail | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| 37-48m 49-60m | Climbs up and down stairs or playground equipment using alternating feet and smooth, coordinating movements | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Complex Movement | ||||
| 19-36m | Experiments with different ways of moving (e.g., walks on tiptoes, walks backwards, marches, uses walker, pushes or pedals riding toy with feet) | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| 37-48m 49-60m | Shows increasing ability to coordinate complex movements (e.g., galloping, sliding, hopping, and later skipping and leaping smoothly and with ease | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| PH1.2 Shows stability and balance | ||||
| Core Stability | ||||
| BIRTH-8m9-18m | Sits independently with increasing stability and ability to change positions (e.g., get into sitting position from lying down or crawling, reach for a toy without falling, pull to a standing position from sitting) | Gross Motor | A. Body Control and Weight Transfer | 5.1 Sits down in chair |
| 9-18m19-36m37-48m | Shows increased ability to maintain balance while in motion when moving from one position to another, changing directions, or stopping abruptly (e.g., carries a toy while walking, gets in and out of a chair, squats to pick up toys, “freezes” while running) | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| 19-36m37-48m49-60m | Coordinates increasingly complex movements while maintaining core stability (e.g., holds body upright while moving wheelchair forward, sits on and steers tricycle or other ride-on toy) | Gross Motor | C. Active Play | 3.4 Sits on riding toy or in wagon while in motion |
| 19-36m37-48m49-60m | Balances (e.g., on beam or sandbox edge or while standing on one leg) for progressively longer periods of time with increasing stability and independence | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Jumping, Hopping, & Leaping | ||||
| 19-36m37-48m49-60m | Shows increasing competence in jumping for height (e.g., up and down, off a low step) and distance (e.g., jumps over objects, jumps forward), with increasing ability to use two-footed takeoff and landing with arm swing | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| 37-48m49-60m | Hops and leaps with increasing skill and control (e.g., hops forward on one foot without losing balance, leaps over a "river" made from two ropes taking off with one foot and landing on the other) | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| PH1.3 Demonstrates gross-motor manipulative skills | ||||
| Catching | ||||
| 19--36m37--48m | Catches medium- to large-size balls and similar objects by trapping ball against body with straight arms, showing increased ability to visually track objects in space | Gross Motor | C. Active Play | 1.3 Catches ball |
| 49--60m | Catches balls or other objects of any size with both hands, with arms bent | Gross Motor | C. Active Play | 1.3 Catches ball |
| Throwing | ||||
| BIRTH-8m9--18m | Reaches for and drops objects, grasps a rolled ball or other object with two hands, pushes or rolls objects, bats or swipes at toys | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| 19--36m37--48m | Tosses or throws balls or other objects (e.g., beanbag) with increasing control of direction, aim, and speed | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| 49--60m | Tosses or throws balls or other objects with increased accuracy and force, stepping forward with the leg opposite the throwing arm and following through | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Striking | ||||
| 19--36m | Strikes a stationary ball or other object with hand or arm (e.g., strikes a ball off of a table with hand), may not follow through or have accurate aim | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| 37--48m49--60m | Strikes a stationary ball or other object (e.g., hits beach ball with a short-handled paddle) with increasing follow through and accurate aim | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| Kicking | ||||
| 19--36m37--48m | Kicks with increased control and range of movement, progressing from kicking a stationary ball from a standing position to stepping or running up to it | Gross Motor | C. Active Play | 1.4 Kicks ball |
| 49--60m | Kicks moving ball while running, tracking ball visually and using full leg swing with arms moving in opposition to the legs | Gross Motor | C. Active Play | 1.4 Kicks ball |
| PH2. FINE MOTOR | ||||
| PH2.1 Demonstrates fine-motor strength, control, and coordination | ||||
| Hand-Eye Coordination | ||||
| BIRTH-8m9-18m | Uses hand-eye coordination to reach for, touch, and explore properties of objects | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| 19-36m | Uses hand-eye coordination to complete tasks (e.g., turning pages and pointing to pictures in books, turning knobs and unscrewing lids) though may lack precision in some actions (e.g., spills water when pouring) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 37-48m49-60m | Shows increasing refinement in hand-eye coordination (e.g., tracks words across page with finger with adult modeling and support, pours without spilling, pushes specific keys on keyboard) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Grasp and Manipulation | ||||
| BIRTH-8m9-18m | Grasps objects with increasing skill, adjusting grasp to match task (e.g., uses index finger and thumb [pincer grasp] to pick up pieces of cereal, uses whole hands to bang two blocks together) | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| 19-36m | Handles medium-size blocks, puzzle pieces, and manipulatives (e.g., works on three- to four-piece puzzles, puts together large connecting blocks or linking toys, strings large beads) | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| 19-36m37-48m | Manipulates a variety of fasteners with increasing skill, such as buttons, zippers, laces, and buckles | Adaptive | C. Dressing and Undressing | 1.1 Unfastens clothing |
| 37-48m49-60m | Handles smaller blocks, puzzle pieces, and manipulatives (e.g., works puzzles of up to 10 pieces, builds structures using small Legos\circledR or blocks, arranges small pegs in pegboard, strings small beads) | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| 49-60m | Manipulates more complex fasteners [e.g., threads belt through loops on pants, attempts to tie shoes] | Adaptive | C. Dressing and Undressing | 1.1 Unfastens clothing |
| PH2.2 Adjusts grasp and coordinates movements to use tools | ||||
| Utensils | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: PH2.1 Demonstrates fine motor strength, control, and coordination | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| 9-18m19-36m | Scoops food with spoon with increasing control* | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| 19-36m37-48m49-60m | Uses eating utensils with increasing competence, including spearing food with a fork and cutting food with a butter knife* | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Writing & Drawing Tools | ||||
| 9-18m19-36m | Holds large writing and drawing tools (e.g., crayons, sidewalk chalk) to make spontaneous dots and scribbles, progressing from whole hand grip to approximate thumb-and-finger grip (may still move whole arm to make marks) | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| 37-48m49-60m | Holds drawing and writing tools using three-point finger grip, using the other hand to hold paper, to make a variety of lines and shapes (e.g., circles, crosses, triangles), letter- and numeral-like forms, and some letters and numerals | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Scissors | ||||
| 19-36m37-48m | Snips paper with child safety scissors with increasing ability to make changes in the direction of cutting to cut out simple shapes like circles (though may not be perfectly round) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 49-60m | Uses correct scissors grip and holds paper with one hand to cut along a straight line and cut out simple shapes and pictures | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Variety of Tools | ||||
| 19-36m37-48m49-60m | Adjusts grasp to use different tools for different purposes (e.g., digs with shovel in sandbox, uses turkey baster at water table, scoops flour during food experiences) and uses increasingly complex tools such as stapler, hole punch, tape dispenser | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PH3. HEALTH AND WELL-BEING | ||||
| PH3.1 Demonstrates interest in engaging in healthy eating habits and making nutritious food choices | ||||
| Communicating Needs | ||||
| BIRTH-8m9-18m19-36m | Communicates to adults when hungry, thirsty, or has had enough to eat through actions (e.g., infant turns away from breast or bottle when full, crying when hungry) and later in this age range by using words or signs | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Exploration of Food Experiences | ||||
| 9-18m19-36m37-48m | Shows a willingness to taste new foods (e.g., will take at least one bite of a new food, though may need to be offered several times) and expresses preferences about foods | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 19-36m37-48m49-60m | Engages in basic cooking tasks during food experiences or in dramatic play scenarios (e.g., stirring ingredients in a bowl; setting plates out for snack; cutting with a plastic knife; scooping and measuring, spreading, sprinkling or mashing) | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Food Knowledge | ||||
| 19-36m37-48m49-60m | Names an increasing variety of foods, begins to ask questions about where food comes from, and later makes connections among food items (e.g., calls an apple and a pear “fruit”; after working in the garden, notices that carrots and potatoes both grow in the ground) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 37-48m49-60m | Shows increasing awareness of healthy and unhealthy foods; demonstrates basic understanding that eating a variety of foods helps the body grow and be healthy, and makes choices about foods, sometimes based on whether the food is nutritious | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PH3.2 Shows awareness of safe behavior | ||||
| Awareness of Safe Behavior and Signals of Danger | ||||
| BIRTH-8m9-18m | Uses sensory information and cues from caregivers to assess safety of environment (e.g., startles at a loud noise, looks to caregiver when approached by an unfamiliar adult, shows awareness of steep drop-offs when crawling or walking) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 9-18m19-36m | Stops unsafe behavior when prompted by an adult, though often needs additional support and redirection (e.g., when distracted or caught up in emotion) | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| 37-48m49-60m | Identifies, avoids, and alerts others to danger and seeks and accepts adults' help in potentially unsafe situations (e.g., alerts teacher to a broken fence part, calls for help from the top of the play structure when needs assistance getting down, reminds another child to go down the slide feet first) | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Understanding of Safety Rules and Practices | ||||
| 19-36m37-48m | Follows basic safety rules, practices, and routines with adult guidance and support (e.g., holds on to rope with knots or loops when moving with group from indoors to outdoors, keeps a safe distance from the swings when reminded) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 49-60m | Demonstrates knowledge of and ability to follow safety rules and routines with increased independence (e.g., most of the time remembers to put on a helmet before riding a tricycle; lines up when fire alarm goes off and when class is outside says to a peer, "Now the teacher's going to call names to make sure we're all here.") | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PH3.3 Engages in a variety of developmentally appropriate physical activities | ||||
| Participation in Physical Activity | ||||
| BIRTH-8m | Participates in simple physical play with an adult (e.g., flexes legs while lying down as adult gently pushes feet back and forth, plays patty cake) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 9-18m19-36m | Shows interest and enjoyment in physical activity, movement games, and dances* | |||
| 19-36m37-48m49-60m | Sustains physical activity (e.g., games, dances, running, other movement activities) for increasing periods of time without tiring* | |||
| 37-48m49-60m | Initiates or engages in a variety of increasingly complex physical activities (e.g., pedals a tricycle; jumps in and out of hula hoops; completes an obstacle course that requires climbing, rolling, and crawling) | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Knowledge of Benefits of Physical Activity | ||||
| 37-48m49-60m | Shows increasing understanding of the physical benefits of exercise (e.g., “Running is good for my body,” “Mom said helping her carry in groceries made my arm muscles stronger”) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PH3.4 Takes appropriate actions to meet basic needs* | ||||
| Communicating Needs | ||||
| BIRTH-8m9-18m | Indicates needs and wants using gestures, body language, vocalizations, and later words (e.g., cries when tired; signs or points to food when wanting more; reaches for adult to be held or hugged) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 19-36m37-48m49-60m | Communicates with increasing specificity and detail to get needs met (e.g., says “My tummy hurts,” “I need help reaching my toothbrush”) and later may communicate about specific health needs (e.g., “I can’t have peanuts because they make me sick”) | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Personal Care Routines | ||||
| BIRTH-8m9-18m | Anticipates and cooperates during daily care routines (e.g., opens mouth when food is offered, raises legs when diaper is changed) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 9-18m19-36m | Participates in personal hygiene and self-care routines with adult assistance (e.g., holds hands under faucet and waits for adult to turn it on, holds toothbrush with adult while brushing, sits on toilet with help, pulls off own socks) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 19-36m37-48m49-60m | Shows increasing responsibility for personal self-care routines (e.g., handwashing, toothbrushing, toileting, dressing and undressing) with some support from adults) | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| 37-48m49-60m | Demonstrates increasing understanding of how, when, and why personal care routines are completed (e.g., washes hands after handling classroom pet when reminded by teacher; says “I need my hat so I don’t get sunburned.”) | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Health Habits | ||||
| 19-36m37-48m49-60m | Engages in health habits (e.g., blows nose, throws away tissue, and washes hands; covers mouth with arm when coughing and washes hands, uses drinking fountain without touching spout with mouth) with decreasing need for adult support, guidance, and modeling | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Language Development | ||||
| LD1. RECEPTIVE LANGUAGE | ||||
| LD1.1 Understands and responds to language (in child’s home language)* | ||||
| Vocabulary & Language Comprehension | ||||
| BIRTH-8m | Responds to noises and voices in the environment (e.g., startles or cries at unexpected sounds; smiles or coos when “parentese*” is used) | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BIRTH-8m | Shows excitement at familiar words such as “mommy,” “bottle,” or “bebé” (baby in Spanish) | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 9-18m19-36m | Attends to familiar objects or people that have been named and understands the meaning of an increasing number of simple words, especially objects encountered in everyday life | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 19-36m | Identifies (e.g., points to) people, animals, and objects when prompted (e.g., points to a cow in a book when adult asks “Where’s the cow?”) | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 37-48m49-60m | Understands an increasing number of words for objects (nouns), actions (verbs), and characteristics (adjectives) encountered in real and symbolic contexts* (e.g., when playing “doctor” brings another child a stethoscope when he or she asks for it) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 37-48m49-60m | Responds to increasingly complex “Who,” “What,” “Why,” and “Where” questions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Follows Directions | ||||
| BIRTH-8m | Engages in reciprocal face-to-face interactions and responds to adults through gestures, looking in a specific direction, or vocalizations | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 9-18m | Follows simple one- or two-word requests like “Wave bye-bye” with decreasing need for adult gestures | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| 19-36m37-48m | Follows one- or two-step directions that involve familiar experiences or objects (e.g., “Pick up the ball and roll it to me,” or “Dame la mano” [“Give me your hand” in Spanish for dual language learners] ) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 37-48m49-60m | Follows increasingly more detailed, multi-step directions [e.g., “Please put away your markers, put your picture in your cubby, and join us on the carpet”] | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| LD2. EXPRESSIVE LANGUAGE | ||||
| LD2.1 Uses increasingly complex vocabulary, grammar, and sentence structure (in child's home language)* | ||||
| Expressive Vocabulary | ||||
| BIRTH-8m | Experiments with making sounds (e.g., babbling), often repeating consonant sounds (e.g., da da and ba ba) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 9--18m | Begins to say a number of simple words (e.g., “nana,” “go,” “hi,” and “leche” [milk in Spanish for dual language learners]) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 19--36m | Begins to use two- and three-syllable words and names specific people, animals, and toys | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 37-48m 49-60m | Uses increasingly complex and varied vocabulary words to express needs and describe objects, relationships between objects, emotions, and actions | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| 37-48m 49-60m | Uses increasingly complex and varied vocabulary words to express needs and describe objects, relationships between objects, emotions, and actions | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Grammar & Sentence Structure | ||||
| 9--18m | May combine two words to express a want or interest (e.g. says “go side” when wanting to go outside) | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 19--36m | Begins to use plurals, past tense, subject-verb agreement, and the possessive form* although often incorrectly (e.g., “Mommy good work”) | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| 19--36m | Increasingly combines simple words into sentence-like structures (e.g., “Me milk please”) and when older, sentences (e.g., “Let’s go to Grammy’s house!” or “Léeme un cuento” [“Read me a story” in Spanish for dual language learners]) | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 37-48m 49-60m | Tells increasingly detailed stories about other times and places, with increasing accuracy in use of past and future tenses | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 37-48m 49-60m | Uses increasingly longer (i.e., at least four to six word sentences) that are increasingly complex (i.e., combining two or three phrases* in a sentence) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Clarity of Communication | ||||
| BIRTH-8m | Uses vocalizations (e.g., cooing) and gestures to communicate needs, interests, and emotions | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 9--18m | Uses a small number of real and made-up words that can be understood by familiar adults who speak the same language | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 19-36m | Speaks or signs clearly enough most of the time that unfamiliar adults who speak the same language can understand; still mispronounces many words (e.g., says “buhsgetti” for spaghetti) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 37-48m49-60m | Communicates clearly enough to be understood by most people and will usually only mispronounce new and/or unusual words | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| LD3. COMMUNICATION SKILLS | ||||
| LD3.1 Communicates using social and conversational rules | ||||
| Conversations | ||||
| 9--18m | Initiates interaction or “conversation” with adults by pointing at objects, speaking or signing a word, sharing a toy, or calling attention to an object or person | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 19--36m | Engages in brief back-and-forth conversations, often repeating or imitating words, tone, and actions of adults | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 37-48m49-60m | Engages in back-and-forth conversations of increasing duration (two to five conversational exchanges**), with increasing ability to extend conversations by asking questions, making comments related to the topic, and later in this age range, engages in a wider variety of conversational topics | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Conversations/Social Rules of Language | ||||
| BIRTH-8m | Uses eye contact, facial expressions, gestures, and sounds to engage in turn-taking“conversations” with adults | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Social Rules of Language | ||||
| 9--18m | Shows joint attention* by shifting gaze to where an adult is looking or gesturing (e.g., looks at an object an adult is pointing to and looking at) and when older, initiates bids for joint attention (e.g., holds up a toy and looks at it, looks at adult for eye contact, then returns gaze to toy) | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| 19--36m | Begins to use polite forms of communication by saying “please,” “thank you,” and “excuse me” with modeling | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| 37-48m49-60m | With support and reminders, uses social rules of language*** with increasing consistency and ability to apply rules in both familiar and unfamiliar settings | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| LD4. ENGLISH LANGUAGE DEVELOPMENT | ||||
| LD4.1 Demonstrates progress in attending to, understanding, and responding to English | ||||
| English Language Development | ||||
| Early-Stage | Pays attention to and observes other children and adults as English is spoken | Social-Communication | C. Communicative Expression | 1. Follows gaze to establish joint attention |
| Early-Stage | Attends to English in small- and large-group activities, such as circle time, storybook reading, etc. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Early-Stage | Imitates behaviors of other children to get the same result (e.g. sees child make the sign for “me too” in sign language and makes the same sign) | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Early-Stage Mid-Stage | Responds to simple, commonly used words and phrases when accompanied by gestures and other supports | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Mid-Stage | Demonstrates an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Mid-Stage | Responds appropriately to requests in English that involve one-step directions (e.g., “clean up”) when personally directed by others (these requests may occur with or without contextual cues) | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Mid-Stage Late-Stage | Responds to words, phrases, and directions in English when they are not accompanied by gestures or other visual aids | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Late-Stage | Demonstrates an understanding of a larger set of words in English (for objects and actions, personal pronouns, and possessives) in both real and pretend activities | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Late-Stage | Demonstrates an understanding of words in English related to more advanced concepts (e.g., abstract emotions and ideas) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Late-Stage | Follows directions that involve a one- or two-step sequence, relying less on contextual cues | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Home Language Development | ||||
| Early-Stage Mid-Stage Late-Stage | Continues to make developmentally appropriate progress in receptive language skills in home language, including increasing ability to comprehend and respond to directions in home language | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| LD4.2 Demonstrates progress in speaking and expressing self in English | ||||
| English Language Development | ||||
| Early-Stage | Relies on nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Early-Stage | Repeats sounds and words in English | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Mid-Stage | Combines nonverbal with some verbal communication to be understood by others | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Mid-Stage | Engages in codeswitching* during conversations | NA | ||
| Mid-Stage | Uses telegraphic speech** | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Mid-Stage | Uses formulaic speech (expressions that are learned whole, e.g., “I don’t know”) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Mid-Stage | Uses English vocabulary that mainly consists of concrete nouns and some verbs and pronouns | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Mid-Stage | Converses with others in English using two or three words at a time but switches back and forth between English and their home language | |||
| Mid-Stage | Uses some English grammatical markers (e.g., “-ing” or the plural-forming “-s”) and applies at times the rules of grammar of the home language to English | |||
| Mid-Stage | Uses “what” and “why” questions in English, sometimes with errors | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Late-Stage | Demonstrates increasing reliance on verbal communication in English to be understood by others while still making some mistakes | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Late-Stage | Uses new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Late-Stage | Sustains a conversation in English with increasingly complex syntax, adding conjunctions, adjectives, adverbs, subject-verb-object patterns, and other more advanced elements of English sentence construction | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Late-Stage | Expands use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Late-Stage | Uses “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with mistakes | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Home Language Development | ||||
| Early-Stage Mid-Stage Late-Stage | Uses age-appropriate vocabulary and grammar in the home language | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Early-Stage Mid-Stage Late-Stage | Listens to and converses in age appropriate way in home language | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Early-Stage Mid-Stage Late-Stage | Asks a variety of age-appropriate questions (e.g., “what,” “why,” “how,” “when,” and “where”) in home language | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Emergent Literacy | ||||
| EL1. ENGAGEMENT IN LITERACY EXPERIENCES AND UNDERSTANDING OF STORIES AND BOOKS | ||||
| EL1.1 Shows interest in literacy experiences | ||||
| Engagement in Literacy Experiences | ||||
| BIRTH-8m9-18m | Demonstrates listening by becoming quiet or shows pleasure when listening to a familiar story, rhyme, or song | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 19-36m37-48m49-60m | Participates in and actively seeks out a variety of literacy experiences such as telling and listening to stories, singing and saying rhymes, engaging with writing materials, and incorporating books or other print into play | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Variety of Interests | ||||
| 37-48m49-60m | Shows interest in an increasing variety of types of stories and texts (e.g., picture books, informational texts, rhymes and poetry, illustrated biographies, folk and fairy tales) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| EL1.2 Engages in read-alouds and conversations about books and stories | ||||
| Engagement with Books and Stories | ||||
| BIRTH-8m | Attends to caregiver's voice when being held and read to | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 9-18m19-36m | Actively participates in book reading experiences by pointing to pictures, turning pages, and making sounds or simple comments | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Story Comprehension | ||||
| 19-36m37-48m | Shows comprehension by making comments, asking and answering questions, and responding to prompts during book reading experiences | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 49-60m | With modeling and support, discusses predictions, cause-and-effect relationships, story-related problems and resolutions, and connections to other books and own experiences | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Story Structure | ||||
| 19-36m37-48m49-60m | Pretends to read, describing what is happening and using some language from the book with pictures as cues | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 19-36m37-48m49-60m | Retells stories (e.g., favorite book, personal experience) with increasing use of proper sequence and inclusion of major story elements in their narratives such as main characters, setting, story problems, and cause-and-effect relationships | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Informational Texts | ||||
| 37-48m49-60m | Demonstrates knowledge from informational texts* in a variety of ways and makes connections to other books or personal experiences [e.g., when teacher reads the story Owl Moon, child says, "We learned in that other book that owls stay awake at night and sleep during the day." | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| EL2. PHONOLOGICAL AWARENESS | ||||
| EL2.1 Notices and manipulates the sounds of language | ||||
| Exploration of Sounds of Language | ||||
| BIRTH-8m9-18m | Shows increasing awareness of and interest in the sounds of spoken language by focusing on the speaker | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BIRTH-8m9-18m | Experiments with the sounds of language | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Rhyme | ||||
| 9-18m19-36m | Joins in and repeats songs, fingerplays, and poems with rhyming or alliterative phrases (words with same initial sound) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 19-36m37-48m | Fills in the missing rhyming word of a song, fingerplay, or story and can generate rhyming words spontaneously (real or nonsense words) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| 49-60m | Decides whether two words rhyme | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Alliteration | ||||
| 37-48m49-60m | Shows awareness that some words begin with the same sound (e.g., “Sam and Selena start with the same sound!”) | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Manipulating Units of Language | ||||
| 37-48m | Shows awareness of separate words in sentences | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| 49-60m | Verbally identifies, blends, segments, and deletes parts of words (manipulating units of language)* with decreasing need for modeling or visual supports | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| 49-60m | Verbally identifies, blends, segments, and deletes parts of words (manipulating units of language)* with decreasing need for modeling or visual supports | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| 49-60m | Verbally identifies, blends, segments, and deletes parts of words (manipulating units of language)* with decreasing need for modeling or visual supports | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| EL3. KNOWLEDGE AND USE OF BOOKS, PRINT, AND LETTERS | ||||
| EL3.1 Responds to features of books and print | ||||
| Book Knowledge | ||||
| BIRTH-8m 9-18m | Explores books with all senses (e.g., sight, touch, even taste) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 19-36m | Shows beginning book handling skills (e.g., holds books right-side-up, turns pages one at a time from front-to-back) with adult support | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| 37-48m 49-60m | Imitates the act of reading (e.g., pretends to read to stuffed animals or peers) and shows increasing independence in book handling skills | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| 37-48m 49-60m | Knows some features of a book (e.g., title, author, illustrator) | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Print Knowledge | ||||
| 37-48m 49-60m | Shows understanding that print carries a message and can represent spoken language | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| 37-48m 49-60m | Shows increasing awareness of print concepts (e.g., words are made up of letters, print is read left-to-right and top-to-bottom) | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| EL3.2 Shows knowledge of the shapes, names, and sounds of letters | ||||
| Alphabet Knowledge | ||||
| BIRTH-8m 9-18m | Typical development of these skills tends to emerge after 18 months. However, foundations of this learning goal are built through: EL1.1 Shows interest in literacy experiences EL2.1 Notices and manipulates the sounds of language EL3.1 Responds to features of books and print | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 19-36m 37-48m | Shows interest in letters by singing the alphabet song, playing with alphabet blocks, looking at alphabet books, etc. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 19-36m 37-48m | Attends to and recognizes simple environmental print (e.g., recognizes stop sign or Walmart® or Lego® logos, although may not say letters) | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| 37-48m 49-60m | Recognizes and names an increasing number of letters correctly, especially those in own name | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Letter-Sound Connections | ||||
| 37-48m49-60m | Produces the correct sounds for an increasing number of letters | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| 49-60m | Shows understanding that a string of letters represents a sequence of spoken sounds (e.g., when writing asks “How do you spell fish?” | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| EL3.3 Demonstrates emergent writing skills | ||||
| Pre-Writing Exploration | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through:EL1.1 Shows interest in literacy experiencesEL2.1 Notices and manipulates the sounds of languageEL3.1 Responds to features of books and print)PH2.1 Demonstrates fine motor strength, control, and coordination | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 9-18m19-36m | Explores writing tools and movements, making scribble marks with increasing control | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Letter and Print Writing Concepts | ||||
| 19-36m37-48m49-60m | Shows increasing understanding that writing carries a message and uses scribbles, letter-like shapes, or letters to represent words or ideas | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| 37-48m49-60m | Produces strings of letters and/or letter-like forms (may be in unconventional order); begins to separate groups of letters with spaces | Literacy | E. Writing | 3. Writes words using conventional spelling |
| 37-48m49-60m | Writes an increasing number of letters correctly, especially those in own name | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Early Word Writing | ||||
| 49-60m | Writes first name with or without mistakes* | Literacy | E. Writing | 3.2 Prints first name |
| 49-60m | Uses early invented spelling (writes initial and/or final sounds to represent whole word; e.g., writes MK for milk)* | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Mathematical Thinking | ||||
| MT1. NUMBER CONCEPTS AND OPERATIONS | ||||
| MT1.1 Demonstrates number sense and an understanding of quantity | ||||
| Number Names and Count Sequence | ||||
| BIRTH-8m | Attends to quantity while playing with objects (e.g., reaches or looks for more than one object) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m19-36m | Knows some number names (e.g., joins in counting songs, says or gestures “two” when asked age), and later in this age range says or signs more number words in sequence with occasional errors (e.g., says “one, two, three, five”) | Math | A. Counting | 2.2 Recites numbers 1-10 |
| 37-48m49-60m | Says or signs number words in order accurately with increasing ability to count to 5, then up to 10, and finally to 20 and beyond by the end of this age range | Math | A. Counting | 3.2 Recites numbers 1-20 |
| 49-60m | Names what number comes after another number with decreasing need to count up from one (e.g., When asked “What comes after four?” immediately says “Five” instead of “One, two, three, four, five...five!”) | Math | D. Addition and Subtraction | 1.4 Says number after 1-10 |
| Comparison of Quantity | ||||
| 9-18m | Places objects in one-to-one correspondence; later in this age period, begins to use the words more, “less,” or “the same” | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 19-36m | Visually determines (without counting) which group of objects has more or less for groups of five or fewer objects (e.g., chooses a group that has more of a preferred item; indicates which group of crackers has more when prompted) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 37-48m | Identifies place in a series using terms like first, second, last, etc. (ordinality) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 37-48m49-60m | Counts to determine and compare whether the number of objects in one group is more than, less than, or the same as objects in another group (for groups of five to ten objects) | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Connection of Number, Numeral, & Quantity | ||||
| 9--18m | Shows early one-to-one correspondence* when supported by context (e.g., places one plastic egg in each indentation in a muffin tin) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| 19-36m | Instantly recognizes without counting (subitizes) the number of objects in sets of one to three objects | Math | A. Counting | 1. Counts out 3 items |
| 19-36m37-48m49-60m | Instantly recognizes without counting (subitizes) objects in sets of one to four objects (e.g., when playing game where teacher changes the number of blocks under a sheet and then uncovers them, child correctly identifies number of blocks without counting) | Math | A. Counting | 2. Counts out 10 items |
| 37-48m49-60m | Begins to use numerals to represent and communicate quantity (e.g. puts three counting bears on a card with the numeral “3” in a game) | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| 37-48m49-60m | Shows increasing understanding of the concept of zero (e.g., holds up closed fist to show “no more monkeys jumping on the bed” during the last verse of the song; when teacher takes all of counting bears during a game and asks, “Now how many do you have?” child responds “None!”) | |||
| 37-48m49-60m | Produces a set of a certain number when prompted (e.g., puts five napkins on the table when asked) | Math | A. Counting | 3. Counts out 20 items |
| MT1.2 Explores combining and separating groups (numerical operations) | ||||
| Changes in Quantity | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: MT1.1 Demonstrates number sense and an understanding of quantity | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| 9-18m19-36m | Shows increasing understanding of changes in quantity by using and responding to phrases like “more,” “less,” and “all gone” and later in this age range “one fewer” and “one more” (e.g., when prompted, child hands peer one more block) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 37-48m49-60m | Shows increased understanding that adding to or taking away objects from a group will increase or decrease the number of objects in the set (e.g., communicates, “I wanted more green blocks so my friend gave me three of his”) and can describe parts of a group (e.g., Says, “I have four cubes. Two are red, and two are blue”) | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Addition & Subtraction | ||||
| 9-18m19-36m | With increasing independence creates larger and smaller groups of objects (e.g., placing and removing rings on a vertical peg) and later in this age range adds and subtracts with sets of objects smaller than three with adult support (e.g., “subtracts” from a group of three toys by offering one to an adult, then pointing to the remaining toys and communicating “Two”) | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| 37-48m49-60m | Using fingers or manipulatives as tools, shows increasing ability to solve simple addition problems by joining objects together for increasingly larger totals (up to 10; e.g. when adding a group of 3 and a group of 2, counts “one, two, three...” and then counts on “four, five!” keeping track with fingers) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 37-48m49-60m | Using fingers or manipulatives as tools, shows increasing ability to solve simple subtraction problems by separating increasingly larger totals (up to 10; e.g., when asked how many counting bears will be left from a group of six if a friend takes two, child moves two bears to the side then counts remaining bears, “one, two, three, four...four bears!”) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Early Division and Fractions | ||||
| 37-48m49-60m | Explores early division concepts by dividing objects into “fair-share” groups (e.g., gives three peers each two pieces of play fruit while playing restaurant) and identifying the concepts of a fraction whole and half by using real objects (e.g., identifies two equal parts of an apple or graham cracker as a half) | |||
| MT2. ALGEBRAIC THINKING | ||||
| MT2.1 Uses classification and patterning skills | ||||
| Classification | ||||
| BIRTH-8m 9-18m | Explores the characteristics of objects through various means (e.g., banging, mouthing, dropping) and shows different responses to familiar and unfamiliar people and situations | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 9-18m 19-36m | Forms groups of like objects based on broad categories (e.g., puts toy cars in one pile and toy animals in another) and later in this age range, child can name the attribute used in sorting | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 19-36m 37-48m 49-60m | Sorts objects based on a single, simple characteristic (e.g., color, shape, size) with increasing ability to sort into more than two categories (e.g., making three color groups instead of two color groups) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 49-60m | Sorts objects by more than one attribute (e.g., color and shape); attends to more complex attributes (e.g., weight, texture); Sorts and then resorts based on a different characteristic (e.g., sorts by size and then by color) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Patterning | ||||
| BIRTH-8m 9-18m | Enjoys and anticipates repetition in activities and daily routines (e.g., smiles in anticipation of adult revealing face during peek-a-boo; makes vocalizations upon hearing a familiar song that is sung each time they are diapered) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 9-18m 19-36m | Repeats certain action sequences intuitively (e.g., fills up and dumps out container repeatedly) and joins in or copies simple patterns (e.g., does stomp-clap-stomp-clap movements during a song with modeling and support) Later in this age range, shows recognition of simple ABAB patterns (e.g., points to stripes on a shirt and communicates, “Black, white, black, white.”) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| 37-48m 49-60m | Recognizes, extends, and replicates simple repeating patterns* (e.g., triangle, square, triangle, square or repeated music verses) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 49-60m | Creates own patterns in different forms (e.g., objects, sounds, movements) and fills in missing elements of a simple pattern (e.g., selects a green counting bear and completes the series of bears set out by the teacher: yellow, green, green, yellow, green, green, green, yellow, green) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| MT3. MEASUREMENT AND COMPARISON | ||||
| MT3.1 Participates in exploratory measurement activities and compares objects | ||||
| Measurement | ||||
| BIRTH-8m | Explores the size and shape of objects in various ways (e.g., grasping, mouthing, banging, dropping) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m19-36m | Investigates properties of objects and materials (e.g., volume, relative size) through exploration and play (e.g., tries to squeeze large object into smaller container, pours liquid from one container to another); later in this age range labels some attributes of objects (e.g., recognizes length by communicating “I’m tall”) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 37-48m49-60m | Measures attributes of objects (e.g., length, height, weight) using non-standard units (e.g., lines up a variety of objects, such as blocks and cars, end-to-end without gaps, to measure rug); and explores formal measuring tools (e.g., measuring cups, scale, ruler) with increasing independence and initiation of activity | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 37-48m49-60m | Directly compares objects to see which is longer and later in this age range uses a third object to compare the length of two objects (e.g., uses yarn to measure two different objects) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Comparison | ||||
| 9-18m19-36m | Uses descriptive words or signs of increasing complexity including “big,” “little,” “hot,” “cold,” and makes simple comparisons (e.g., indicates which ball is bigger, correctly compares collections that are quite different in size) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 37-48m49-60m | Uses comparative language (e.g., “shorter,” “heaviest”) to directly compare two or more objects (e.g., identifies “small,” “smaller,” “smallest”) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 37-48m49-60m | Shows increasing ability to identify that different arrangements of the same number of objects are equal; begins to count to compare | Cognitive | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Seriation | ||||
| 37-48m49-60m | Organizes a small set of objects (i.e., three to five) in an increasing or decreasing order (seriation; e.g., arranges a set of twigs from shortest to longest) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| MT4. GEOMETRY AND SPATIAL SENSE | ||||
| MT4.1 Explores and describes shapes and spatial relationships* | ||||
| Shape Knowledge | ||||
| BIRTH-8m | Explores the size and shape of objects in various ways (e.g., grasping, mouthing, banging, dropping) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m 19-36m | Matches and sorts familiar shapes with increasing ability to do so with shapes of different sizes or orientations (e.g., puts small square and large square together; picks up triangle block to put in shape sorter even if block is rotated at a different orientation, e.g., s and s) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 37-48m 49-60m | Recognizes and names familiar shapes (e.g., square, triangle, circle, rectangle) and later less familiar shapes (e.g., hexagon, trapezoid) and some three-dimensional shapes (e.g., cube, cone, cylinder, sphere); with increasing ability to recognize shapes regardless of orientation or size and to describe shapes in terms of their attributes (e.g., a triangle has three straight sides) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Spatial Sense | ||||
| BIRTH-8m 9-18m | Explores how objects move (e.g., tracking objects with eyes and head, pushing cars down a ramp) and their own spatial sense (e.g., rolling over, bumping into things, trying to sit on chair that is too small) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m 19-36m | Responds to and uses basic spatial directions (e.g., “reach up,” “slide down”) and simple prepositions (e.g., on, in, under, up), especially when accompanied by gestures | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 37-48m 49-60m | Uses increasingly complex spatial vocabulary (e.g., inside, beside, below); follows directions related to directionality, order, and position in space (e.g., “move forward,” “put it behind the green car”); and without needing to handle the object can mentally turn an object to perform simple tasks (e.g., communicates to a friend, “If you turn the puzzle piece it will fit”) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Shape Manipulation | ||||
| 37-48m 49-60m | Builds increasingly complex designs, pictures, and structures using two- and three-dimensional shapes (e.g., uses circles and rectangles to make a snowman image, constructs a castle out of building blocks), progressing from using one shape for each part of a picture to using several shapes to make one part | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| 37-48m 49-60m | Combines, rotates, flips, and separates shapes to create designs (e.g., using parquetry blocks) and to make other shapes (e.g., combines two wood triangle-shaped unit blocks to make a square [+]) and later in this age range shows increasing ability to predict which shapes might be used to create other shapes | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Science and Technology | ||||
| ST1. SCIENTIFIC PRACTICES | ||||
| ST1.1 Engages in the scientific process to collect, analyze, and communicate information | ||||
| Observations, Questions, and Predictions | ||||
| BIRTH-8m 9-18m | Explores and manipulates objects using multiple senses (e.g. touch, taste, sight, smell, sound) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 19-36m 37-48m | Asks questions, makes observations, and predictions about the world around them with adult support (e.g., “Where snow go?”; describes texture of fabrics as soft, scratchy, or bumpy when prompted; predicts that apples will be served for snack) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 49-60m | Asks questions about the world (e.g., “What do plants need to grow?”) and seeks answers from various sources (e.g., asks teacher to help find information about spiders in a book) | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 49-60m | Makes increasingly complex observations about objects and events (e.g., notices that outdoor area smells different after rain) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 49-60m | Makes predictions about what might happen based on past experience (e.g., “I think that adding yellow paint to blue paint will make green”, “I think the ping pong ball will float”) | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Investigation & Hypothesis Testing | ||||
| BIRTH-8m 9-18m | Recognizes ability to make things happen (e.g., hits or kicks an object and it moves) and intentionally repeats actions to observe the reaction (e.g., bangs block on floor repeatedly to hear the sound it makes; flips switches on and off; splashes hands in water to see toys move) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 19-36m 37-48m | Explores cause-and-effect relationships by varying actions to change the reaction (e.g., mixes red paint with blue paint, then mixes red paint with green paint; changes the size and/or orientation of blocks used when attempting to build a tall structure that doesn’t fall down) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 37-48m 49-60m | Engages in adult-supported investigations; forms and tests hypotheses (e.g., mixes soil and water to make mud; builds a “bridge” out of classroom materials and seeing how many foam blocks it will hold before collapsing; waters seeds in one container, but not another to answer the question, “Do plants need water to grow?”) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Data Analysis & Communication | ||||
| 37-48m 49-60m | With adult assistance, analyzes, interprets, and communicates data (e.g., compares initial prediction of which objects would float to actual results; records information through a drawing or dictation) | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| ST2. KNOWLEDGE OF SCIENCE CONCEPTS | ||||
| ST2.1 Demonstrates knowledge of core science ideas and concepts | ||||
| System Parts & Wholes | ||||
| BIRTH-8m9-18m | Shows beginning awareness of parts of own body and how to use them to interact withthe world in specific ways (e.g., using hands to pick up things; later in this age rangeleans ear closer to window when adult says, "Listen! Can you hear that outside?") | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people,animals, and objects |
| 19--36m37--48m | Identifies parts of a whole (e.g., labels parts of a toy car such as door, wheel, headlight)and with adult support can describe their basic functions | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 37-48m49-60m | With adult support asks questions and makes comments about parts of more complexsystems and how they interact to make it function [e.g., talks about roles of members oftheir family; asks about the gears and parts of a wind-up toy and how they make it work | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Structure & Function | ||||
| BIRTH-8m9-18m | Explores characteristics of different animals, materials, and objects (e.g., exploresdifferent textures in touch-and-feel books; touches mouth of caregiver who is singing tosee where sound is coming from) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or peopleusing common attributes |
| 19--36m37--48m | Observes and describes basic features and functions of living things, objects, andmaterials (e.g., talks about body parts and their uses; describes attributes of materialsrelated to their function by using words like strong, squishy, round, soft; communicates,"Windows are clear so we can see through them") | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about naturalhappenings |
| 49-60m | Makes observations and generalizations about structure and function (e.g., generalizesthat objects that are round will roll; talks about why plants need stems; describes whybirds can fly and people can't) | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guideinvestigations |
| Stability and Change | ||||
| BIRTH-8m 9-18m | Anticipates familiar routines and activities (e.g., mealtimes) and notices changes in the environment (e.g., later in this age range points to a piece of furniture that has been removed) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 19-36m 37-48m | Describes changes in the environment with adult support (e.g., talks about weather conditions such as rain, snow, and wind; notices clouds changing shape and moving across the sky) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 37-48m 49-60m | Observes and describes environmental changes over time with increasing sophistication (e.g., comments on flowers blooming in the spring; notices when branches have been trimmed from a tree; communicates, "The sun made the slide hot!"; notices the shape of the moon changing over time) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 37-48m 49-60m | Demonstrates an understanding that living things change over time in size and other capacities as they grow (e.g., talks about similarities and differences between babies and adults; acts out a song about growth by pretending to be a plant and demonstrating with body how a seed grows into a seedling then a tree) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| ST3. KNOWLEDGE OF SCIENCE CONTENT | ||||
| ST3.1 Demonstrates knowledge of the characteristics of living things, the earth's environment, and physical objects and materials | ||||
| Living Things | ||||
| BIRTH-8m 9-18m 19-36m | Responds to and explores characteristics of living things (e.g., Observes with interest fish swimming in a bowl or aquarium; points and squeals when sees a dog; runs hand over bark of a tree; later in this age range, chases or follows a butterfly, ladybug, or bird) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 37-48m 49-60m | With increasing independence, asks and answers questions about the similarities, differences, and categories of plants and animals (e.g., talks about how birds have feathers covering their bodies, but snakes have scales) | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 37-48m 49-60m | Shows curiosity and knowledge about how living things grow and change over time (e.g., talks about how kitten at home is getting bigger; asks why leaves change color) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 37-48m 49-60m | With adult support describes characteristics that define living things (e.g., breathes, moves, grows) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 37-48m 49-60m | Shows curiosity about the relationship of living things to their environments/habitats (e.g., asks why fish always live in water; wonders where birds sleep) | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Nature & the Environment | ||||
| BIRTH-8m9-18m19-36m | Shows interest in the natural world (e.g., closes eyes and tilts head up to feel breeze on face; touches flowers and plants; investigates natural materials such as water, dirt, and leaves) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 9-18m19-36m | Helps care for the environment (e.g., throws away a used paper towel; participates in some way in clean-up time) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 37-48m49-60m | Investigates and uses increasingly complex vocabulary to describe natural elements in the environment (e.g.,observes a group of ants moving on the playground and comments, “They're moving around like they're scared”; draws different kinds of leaves in the science center and communicates “This one has round edges, this one has pointy edges.”) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 37-48m49-60m | Demonstrates respect for the environment (e.g.,observes flowers or insects without intruding or destroying; picks up a piece of litter and says, “Animals might get sick if they eat this”) | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Physical Objects & Materials | ||||
| BIRTH-8m9-18m19-36m | Actively explores and experiments with the physical properties of objects and materials (e.g., combines different substances such as water and dirt; stacks and knocks down towers; bounces balls; explores fabrics with different textures) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 37-48m49-60m | Uses observable characteristics to describe and categorize physical objects and materials based on similarities and differences (e.g., after participating in an investigation, sorts items into those that float and those that sink; sorts objects made of wood and those made of plastic) | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| ST3.2 Uses tools and engineering practices to explore and solve problems | ||||
| Knowledge & Use of Tools | ||||
| BIRTH-8m | Uses body parts as tools to obtain a result (e.g., reaches out and grasps a rattle) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 9-18m19-36m | Uses own body, other people, or objects to make something happen (e.g., pulls an adult's hand and guides it to push a button on a toy; later in this age range uses an object to reach something under a chair) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 19-36m37-48m49-60m | Explores and later in this age range identifies simple machines such as ramps, gears, wheels, pulleys, and levers through play experiences (e.g., plays with ramps and vehicles in the block area; uses pulleys in the sand table; explores manipulative toys that use gears) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 37-48m49-60m | Uses a variety of tools (e.g., ruler, balance scale, magnifying glass, toy stethoscope, unit blocks, measuring cups, thermometer) to gather information, investigate objects, and solve problems) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 37-48m49-60m | Communicates how tools are used by people in their world (e.g., ladders help firefighters, stethoscopes help doctors and nurses) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Engineering Practices & Thinking | ||||
| 19-36m37-48m | Explores principles such as stability and balance (e.g., building block structure) and force and motion (e.g., rolling a car down a ramp) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 37-48m49-60m | Shows increased understanding of relationships between variables and outcomes (e.g., steepness of a ramp and speed of a rolled ball; size of blocks and stability of structure) | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 49-60m | With adult support, generates multiple solutions to problems, tests solutions and revises them, (e.g., builds block tower that falls with a foundation of small blocks; uses bigger blocks the next time) and develops increasingly detailed explanations of their ideas and reasons for outcomes | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| ST3.3 Engages in developmentally appropriate interactions with technology* and media that support creativity, exploration, and play | ||||
| Technology Handling | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: CD1.1 Shows curiosity and a willingness to try new things | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 9-18m19-36m | Explores and uses simple tools (e.g., spoons, hairbrushes, crayons) and later in this age range common devices such as sinks and toilets | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 19-36m37-48m49-60m | Incorporates technology tools into their pretend play (e.g., pretends to call someone on a toy phone, uses a keyboard in the “office” prop box to pretend to write someone a letter) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| 37-48m49-60m | Develops knowledge of and explores the functionality of simple digital devices (e.g., touch screen, e-book reader, digital camera, copier, light table, music player)** | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Digital Literacy | ||||
| 37-48m49-60m | Identifies technology tools for multiple purposes, including creating, problem solving, gathering information, and documenting (e.g., creates a picture or story on an electronic device, suggests looking up a question or the meaning of a word on the internet, records a story made up on a recording device) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Digital Citizenship | ||||
| 37-48m49-60m | Shows knowledge of how to use technology in safe, healthy, acceptable, responsible, and socially positive ways (e.g., suggests sending a get-well message to a friend who is sick) | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| 37-48m49-60m | Follows directions and class rules for using digital devices (can log in and out; keeps foreign materials away from equipment; handles equipment with care; knows the time limit or sign up rule for access to the device) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Social Studies | ||||
| SS1. FAMILY, COMMUNITY, AND CULTURE | ||||
| SS1.1 Demonstrates positive connection to family and community | ||||
| Learning Community | ||||
| 19-36m | Begins to identify as a member of a classroom or group (e.g., “I’m a Ladybug [class name]”) and follows simple rules with adult support | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 37-48m49-60m | Shows increasing participation as a member of the learning community (e.g., participates in whole-group activities, helps establish rules for behavior, participates in classroom clean-up, etc.) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Family & Cultural Identity | ||||
| BIRTH-8m9-18m | Typical development of these skills tends to emerge after 18 months. However, foundations of this learning goal are built through:SE1.1 Forms trusting relationships with nurturing adultsSE1.2 Interacts with peersSE3.1 Shows awareness of self as unique individualCD 3.2 Engages in symbolic and abstract thinking | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 19-36m37-48m | Recognizes similarities and differences among individual people and groups of people (e.g., notices when another language is spoken; says “Everyone in my family has brown hair”) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 37-48m49-60m | Shows pride in family and cultural heritage (e.g., talks about family members and traditions; draws pictures of family members and own cultural group; shares a song or special food from cultural group, shows pride in home language (e.g., “Gato means cat in Spanish. We speak Spanish at home!”) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 49-60m | Shows knowledge of family, cultural and political history (e.g., talks about where family came from, where cultural traditions came from, knows who president is) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Awareness of Roles in Society | ||||
| 19-36m37-48m49-60m | Engages in increasingly complex pretend play acting out family or community roles and events (e.g., pretends to be a “daddy” sweeping the house or feeding the baby; later in this age range, acts out scenes at a restaurant, beauty salon, or doctor’s office) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| 37-48m49-60m | Shows increasing awareness of the roles people play in society (e.g., talks about roles of various family members; describes jobs of community helpers such as firefighters, grocery clerks, and veterinarians; talks about what they would like to be when they grow up) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SS2. HISTORY AND GEOGRAPHY | ||||
| SS2.1 Shows awareness of sequence and change over time | ||||
| Awareness of Past & Future | ||||
| BIRTH-8m9-18m19-36m | Shows anticipation for regularly scheduled daily activities (e.g., when bottle is seen,kicks feet and smiles in anticipation of being fed; later in this age range, moves to thetable after handwashing without the caregiver's instruction | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 37-48m49-60m | Discusses events in the immediate past or future (e.g., gives simple account of what happened that day; communicates "After lunch, we get to read books") andcommunicates about events that are increasingly distant from the present (e.g., talksabout "When I was a baby..." and makes predictions about future events with adultsupport) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Time Concepts | ||||
| 19-36m37-48m49-60m | Understands and, later in this age range, uses increasingly complex time-related wordsand concepts (e.g., "now/later," "day/night", "last time/next time" | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| SS2.2 Demonstrates simple geographic knowledge | ||||
| Awareness of Location and Place | ||||
| BIRTH-8m | Typical development of these skills tends to emerge after 8 months. However, foundations of this learning goal are built through: MT4.1 Explores and describes shapes and spatial relationships | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 9-18m19-36m | Knows where some favorite toys or foods are stored in familiar places (e.g., home, classroom) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 19-36m37-48m49-60m | Shows awareness of familiar buildings and landmarks (e.g., home, school, library, grocery store, parks, sculptures or statues, lakes or rivers) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 19-36m37-48m49-60m | Understands and uses words indicating relative distances (e.g., near, far, close) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 37-48m49-60m | Communicates with increasing specificity about the location of objects and areas at home and school (e.g., talks about something in a closet in the classroom) and can match objects to their usual geographic location (e.g., stove in kitchen, bed in bedroom) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Geographic Concepts | ||||
| 37-48m | Shows interest in exploring geography tools (e.g., map, compass) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 37-48m49-60m | Discusses basic geographic concepts and features of environments (e.g., says “We have mountains where we live”; sees a picture of fish and says, “They live in water”) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 49-60m | Creates drawings or simple maps of home and other familiar places with adult support | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Creativity and Aesthetics | ||||
| CA1. MUSIC AND MOVEMENT | ||||
| CA1.1 Explores through listening, singing, creating, and moving to music | ||||
| Exploration of Music & Movement | ||||
| BIRTH-8m | Responds to music by turning head and reacting with body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BIRTH-8m | Uses objects and tools to make sounds (e.g., shakes rattle) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 9-18m19-36m | Enjoys producing music and other sounds with voice and simple instruments (e.g., explores making noises with tambourine, attempts to blow into a whistle or harmonica) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 9-18m19-36m | Moves body in response to rhythms and music (e.g., sways to the sound of music, claps along with song, though may not be on the beat) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 37-48m49-60m | Explores a widening variety of culturally diverse musical instruments, using them to produce increasingly complex rhythms, tones, melodies, and songs | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 37-48m49-60m | Uses body movement to respond with increasing accuracy to beat, dynamics (loud versus quiet), and tempo (speed) of music (e.g., marches with musical instruments with increasing ability to move in step with the beat; tiptoes during quiet music and stomps when it gets louder; moves slower or faster in time with music) | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Music & Movement Concepts | ||||
| 9-18m19-36m37-48m | Imitates and begins to demonstrate understanding of fast/slow and loud/soft as they relate to playing music and singing | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 49-60m | With adult support demonstrates the foundational components of music, including tempo (e.g. by singing faster when asked to up the tempo), dynamics (e.g. by louder and softer during a song and pitch*(e.g. by singing higher and lower notes) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Musical Expression & Appreciation | ||||
| 9-18m19-36m | Develops preferences for favorite songs and fingerplays (e.g., claps and smiles or communicates "Again! Again!" when a song is finished; requests certain songs or fingerplays be played or sung) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 37-48m49-60m | Requests favorite types of music, discusses favorite songs, and shows appreciation for the music and dance of others | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 49-60m | Expresses self through music by making up songs, changing words to familiar songs, and experimenting with rhythmic patterns | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| CA2. VISUAL ARTS | ||||
| CA2.1 Explores, manipulates, creates, and responds to a variety of art media | ||||
| Exploration of Art | ||||
| BIRTH-8m | Explores textures and other sensory experiences | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BIRTH-8m | Shows interest in gazing at pictures, photographs, and bright and/or contrasting colors | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| 9-18m19-36m | Participates in child-initiated visual art activities* and with adult support experiments with a variety of media and materials (e.g. crayons, markers, colored pencils, chalk, paints, collage materials, play dough, clay) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 37-48m49-60m | Engages in child-initiated visual art activities with increased independence, intentionality, planning, and knowledge of art media and materials (e.g., asks a friend, “Can I use the easel when you're done?”; creates two- or three-dimensional art that approximate or depict people, animals, and objects; says, “I'm going to draw daddy,” before starting a project) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Art Concepts | ||||
| 19-36m37-48m | Shows increasing range and intentionality in art creations (e.g., draws multiple simple shapes; uses a variety of tools to make different textures in play dough; shows preferences and makes choices about colors) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 49-60m | With adult support demonstrates the foundational components of art, including line, shape (e.g. by drawing lines and different shapes), color (e.g. by using different colors), and texture (e.g. by describing how a piece of art feels | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Art Appreciation & Expression | ||||
| 19-36m37-48m49-60m | Tells about their artistic creations with increasing detail | Literacy | E. Writing | 1.1 Dictates description of drawing |
| 19-36m37-48m49-60m | Recognizes and states that objects in the environment are beautiful and later in this age range, can articulate why they believe it is beautiful | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 37-48m49-60m | Chooses their own art for display in the learning environment or for inclusion in a book and briefly explains their choice | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 49-60m | Communicates with others about art by discussing the ideas behind own art and how it was made; the feelings generated by looking at different art; and by showing appreciation for the artwork of others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| CA3. DRAMA | ||||
| CA3.1 Explores feelings, relationships, and concepts through imitation, pretend play, and sociodramatic play | ||||
| Exploration of Drama | ||||
| BIRTH-8m | Engages in social play (e.g., peek-a-boo) with adults) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 9-18m19-36m | Tries out roles and relationships through imitation and pretend play using real objects (e.g. uses cup to pretend to drink) and later in this age range uses objects to represent other things (e.g. pretends a block is a telephone) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| 37-48m49-60m | Explores a variety of themes and roles through play, including real-life scenarios and people, fictional stories and characters, and play that expresses feelings and helps process experiences | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Drama Concepts | ||||
| 37-48m49-60m | Engages in increasingly complex, longer play scenarios; assigns or assumes multiple roles within a scenario; tells more cohesive stories through plays | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| 49-60m | With adult support understands the foundational components of drama, including theme (e.g., can identify the main idea of the story), plot (e.g. can discuss the series of events that take place), character (e.g. can identify the main and minor characters and their roles), and dialogue (e.g., can discuss the interactions between characters). | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Drama Appreciation & Expression | ||||
| 49-60m | Discusses and expresses appreciation after viewing a performance by older children or a professional group. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |