Minnesota AEPS-3 Alignment

aeps3

MN

ALIGNMENT

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

WITH

Early Childhood Indicators of Progress: Minnesota's Early Learning Standards: Birth to Kindergarten

BROOKES

Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3) with Early Childhood Indicators of Progress: Minnesota’s Early Learning® Standards: Birth to Kindergarten (ECIPs)

This document aligns the content from the Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards: Birth to Kindergarten [2017] 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. Early Childhood Indicators of Progress: Minnesota’s Early Learning Standards: Birth to Kindergarten (2017). Retrieved from: https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7596A-ENG

AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.

AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.

Created February 2022

Domain: Social and Emotional Development
Component S1-3: Self and Emotional Awareness
SE 1 Confidence: Child demonstrates confidence “I am capable, I can experiment, I can make mistakes, and I can move on”
0-1 year S1.1 Independently prompts caregiver to meet basic needs Social-Communication A. Early Social Communication 4.1 Makes requests of others
0-1 year S1.2 Uses voice or body to show likes and dislikes Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years S1.3 Independently attempts new challenges or activities that may or may not be successful Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
1-2 years S1.4 Checks with and accepts support from adult or caregiver when necessary Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
2-3 years S1.5 Demonstrates or describes personal skills, likes, or dislikes Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
2-3 years S1.6 Seeks help from adult to meet needs or solve problems Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
2-3 years S1.7 Seeks out available social-emotional resources such as adults, peers or things for support Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
3-4 years S1.8 Demonstrates confidence in a range of abilities and expresses pride in accomplishments Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
3-4 years S1.9 Consistently and effectively uses social/emotional resources such as adults, peers or things for support Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
3-4 years S1.9 Consistently and effectively uses social/emotional resources such as adults, peers or things for support Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
4-5 years, K Readiness S1.10 Demonstrates increasing confidence and inclination to express opinions and ideas Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
4-5 years, K Readiness S1.11 Engages in increasingly independent and self-directed activities Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
4-5 years, K Readiness S1.12 Tolerates constructive criticism and manages setbacks, seeking adult support when needed Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
S2 Self-Awareness: Child demonstrates understanding and appreciation of uniqueness in own family, community, culture, and the world
0-1 year S2.1 Explores the world and environment around self and how things work Cognitive E. Scientific Discovery 1.2 Uses senses to explore
1-2 years S2.2 Demonstrates awareness of self as separate from others Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
2-3 years S2.3 Identifies self as part of the family, culture, community, or group Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
2-3 years S2.4 Describes or labels self as a boy or girl Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
3-4 years S2.5 Demonstrates knowledge of family celebrations, traditions, and expectations Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
4-5 years, K Readiness S2.6 Shows increasingly accurate understanding of own strengths, preferences, limitations, and personal qualities Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
4-5 years, K Readiness S2.6 Shows increasingly accurate understanding of own strengths, preferences, limitations, and personal qualities Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
4-5 years, K Readiness S2.7 Demonstrates growing interest in and awareness of similarities and differences between self and others Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
S3 Emotions: Child demonstrates understanding of own emotions, others' emotions, and awareness of emotions becoming reactions and behaviors
0-1 year S3.1 Expresses emotions through facial expressions, sounds, and gestures Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
0-1 year S3.2 Notices and responds to emotions displayed by others Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
1-2 years S3.3 Expresses feelings, needs, and wants with nonverbal communication, vocalizations, and a few words Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
1-2 years S3.4 Associates emotions with words and expressions Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
1-2 years S3.4 Associates emotions with words and expressions Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
2-3 years S3.5 Recognizes and describes own emotions Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
2-3 years S3.6 Shows some understanding of others' emotional expressions Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
3-4 years S3.7 Uses words to express emotions Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
3-4 years S3.7 Uses words to express emotions Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
3-4 years S3.8 Recognizes and responds to others' emotional expression Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
4-5 years, K Readiness S3.9 Demonstrates or describes increasing understanding of cause and effect around own emotional reactions Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
4-5 years, K Readiness S3.10 Exhibits growing ability to understand and anticipate others' emotional reactions to situations or behaviors Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component S4-5: Self-Management
S4 Managing thinking: Child manages attention and thoughts
0-1 year S4.1 Briefly pays attention to environmental stimuli Cognitive A. Sensory Exploration 1. Orients to events or stimulation
0-1 year S4.2 Indicates a choice with physical or vocal response Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years S4.3 Focuses attention on preferred items and experiences Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years S4.4 Expresses thoughts by responding to simple choices and limits verbally or nonverbally, Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years S4.5 Anticipates and follows simple routines Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
2-3 years S4.6 Frequently pays attention to both familiar and new objects and experiences Cognitive E. Scientific Discovery 2.3 Makes observations
2-3 years S4.7 Chooses from a variety of options within the environment Social-Emotional D. Independent and Group Participation 3. Solves problems using multiple strategies
2-3 years S4.8 Responds to soothing or redirection when playing or learning does not go as expected Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
3-4 years S4.9 Attends for longer periods and persists through a broad range of adult-directed and child-initiated activities Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
3-4 years S4.10 Makes self-directed choices from a greater variety of options Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
3-4 years S4.11 Increasing ability to remember and follow simple two-step directions Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
4-5 years, K Readiness S4.12 Sustains attention and persistence with a task of interest for at least 5 minutes Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
4-5 years, K Readiness S4.13 Talks through simple tasks and conflicts, seeking adult support as needed Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
S5 Managing emotions and behaviors: Child manages emotions, impulses, and behaviors with assistance from others and independently
0-1 year S5.1 Uses simple behaviors, objects, or movements to comfort and calm self with caregiver assistance Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
0-1 year S5.2 Communicates needs or wants to adults using simple gestures, sign language, or sounds Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
0-1 year S5.3 Uses sounds, sign language, or gestures to gain adult help to alleviate discomfort or distress Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
0-1 year S5.4 Responds to adult efforts to calm or soothe Social-Emotional B. Social-Emotional Expression and Regulation 2.1 Responds appropriately to soothing by peer
0-1 year S5.5 Uses behaviors, objects, or movements to comfort self Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
1-2 years S5.6 Expands use of sign language, gestures, and a few words or phrases to communicate needs, wants, preferences, and discomforts to adults Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
1-2 years S5.7 Actively seeks adult help using sounds, gestures, or some words when feeling strong emotions, either positive or negative Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
1-2 years S5.8 Anticipates and actively avoids or ignores situations that cause discomfort Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
1-2 years S5.9 Follows simple routines, expectations, and boundaries to help manage own emotions and behavior Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
1-2 years S5.10 Tolerates brief delays in getting needs met Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
2–3 years S5.11 Uses a wide variety of self- comforting behaviors Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
2–3 years S5.12 Communicates specific needs, wants, and discomfort to adults Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
2–3 years S5.13 Anticipates the need for comfort and tries to prepare self for changes in routine Social-Emotional A. Early Social Communication 3. Participates in familiar social routines with caregivers
2–3 years S5.14 Follows simple expectations to manage emotions and behaviors, but may require reminders or assistance, particularly during more intense feelings or circumstances Social-Emotional A. Early Social Communication 3.2 Follows familiar social routines with familiar adults
2–3 years S5.15 Waits briefly to obtain something desired Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
3–4 years S5.16 Consistently calms self when feeling strong emotions or discomfort with only occasional adult guidance and assistance Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
3–4 years S5.17 Independently expresses feelings, needs, opinions, and desires in appropriate ways Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
3–4 years S5.17 Independently expresses feelings, needs, opinions, and desires in appropriate ways Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
3–4 years S5.18 Follows expectations established to manage feelings and behaviors with necessary reminders or assistance Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
3–4 years S5.19 Demonstrates the ability to delay gratification for longer periods of time Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
3–4 years S5.20 Demonstrates understanding of rules, roles, jobs, and relationships in families and the community Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
4–5 years, K Readiness 5.21 Increasingly expresses feelings, needs, opinions and desires verbally Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
4–5 years, K Readiness 5.22 Shows increasing understanding of changing expectations for behavior and emotional expression in different settings (e.g., home, school, grocery store) Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
4–5 years, K Readiness 5.23 Shows increasing ability to manage challenging feelings and behaviors, with necessary reminders or assistance Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
4–5 years, K Readiness 5.24 Shows increasing ability to stop and think before acting Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
Component S6-8: Social Understanding and Relationships
S6 Social responsiveness: Child notices and responds to others and their emotions
0-1 year S6.1 Shows interest or reacts to others’ emotions Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
0-1 year S6.2 Responds to others’ emotional tone and actions Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
1-2 years S6.3 Imitates others’ emotions and expressions Cognitive B. Imitation and Memory 2.2 Imitates familiar vocalizations
1-2 years S6.4 Shows some individual response to others’ emotional tone Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
2-3 years S6.5 Identifies others’ basic emotional cues Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
2-3 years S6.5 Identifies others’ basic emotional cues Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
2-3 years S6.6 Shows concern for others through efforts to help or comfort Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
3-4 years S6.7 Shows understanding, empathy, and compassion for others through words or gestures Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
3-4 years S6.8 Labels others’ emotions Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
4-5 years, K Readiness S6.9 Appropriately labels increasingly complex emotions in others (e.g., pride, embarrassment, jealousy) Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
4-5 years, K Readiness S6.10 Responds appropriately to others’ emotions Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others’ emotions
4-5 years, K Readiness S6.11 Shows increasing understanding and appreciation of the perspectives of peers Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
S7 Building relationships: Child establishes and sustains relationships with others
0-1 year S7.1 Shows a preference for a trusted adult Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult's positive social behavior
0-1 year S7.2 Notices or responds to others Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
1-2 years S7.3 Shows preferences for one or more adults or children Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years S7.4 Shows some awareness or caution with unfamiliar adults Social-Emotional E. Meeting Social Expectations 2. Meets accepted social norms in community settings
1-2 years S7.5 Uses trusted adult(s) as a base from which to explore Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2-3 years S7.6 Seeks out familiar adults and children for conversation and play Social-Emotional A. Interactions with Adults 2.1 Initiates simple social interaction with familiar adult
2-3 years S7.6 Seeks out familiar adults and children for conversation and play Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
2-3 years S7.7 Manages routine separations with decreasing amount of distress Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
3-4 years S7.8 Shares information and participates in activities with adults and peers Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
3-4 years S7.8 Shares information and participates in activities with adults and peers Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
4-5 years, K Readiness S7.9 Builds friendships through play, learning activities and conversation with peers Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
4-5 years, K Readiness S7.10 Uses trusted adults for support in diverse settings (e.g., classroom, outside) when in need of assistance. Social-Emotional E. Meeting Social Expectations 3.1 Seeks adult permission when appropriate
S8 Social skills: Child responds to and interact with others in a meaningful way
0-1 year S8.1 Notices others and chooses similar materials or copies actions Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
1-2 years S8.2 Play with others in a parallel manner Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
1-2 years S8.3 Recognizes similarities and differences between self and others Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
2-3 years S8.4 Enters play groups using various strategies Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
2-3 years S8.5 Seeks a preferred playmate Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
2-3 years S8.6 Shows flexibility in roles during play Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
3-4 years S8.7 Initiates, joins, and sustains cooperative play and conversations with others Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
3-4 years S8.8 Shows concern, respect, care, and appreciation for others and the environment Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
3-4 years S8.9 Actively helps solve problems with others Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
3-4 years S8.9 Actively helps solve problems with others Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
3-4 years S8.10 Takes turns Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
4-5 years, K Readiness S8.11 Shows increasing ability to initiate and engage in positive interactions with peers and adults Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
4-5 years, K Readiness S8.12 Solves problems with others most of the time, appropriately using support of adults and peers as needed Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
Domain: Approaches to Learning
Component AL1-2: Initiative and Curiosity
AL1 Inquisitiveness: Child explores the environment and seeks interaction with people and objects; willingly tries new things
0-1 year AL1.1 Shows interest in the environment primarily through looking and listening Cognitive A. Sensory Exploration 1. Orients to events or stimulation
0-1 year AL1.2 Responds to people by looking kicking legs, vocalizing, reaching Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
0-1 year AL1.3 Demonstrates readiness for new experiences Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
1-2 years AL1.4 Uses senses to explore their environment Cognitive E. Scientific Discovery 1.2 Uses senses to explore
1-2 years AL1.5 Seeks and taking pleasure in new skills Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2-3 years AL1.6 Approaches new materials in the environment with interest Cognitive E. Scientific Discovery 1.2 Uses senses to explore
3-4 years AL1.7 Investigates and experiments with materials with enthusiasm Cognitive E. Scientific Discovery 1.2 Uses senses to explore
3-4 years AL1.8 Tries different ways of combining materials Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
3-4 years AL1.9 Asks questions Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
4-5 years, K Readiness AL1.10 Scans environment and notices new objects, materials and activities right away. Asks about them Cognitive E. Scientific Discovery 2.1 Generates specific questions for investigation
4-5 years, K Readiness AL1.11 Eager to investigate new things and have new experiences Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
AL2 Wonderment: Child expresses interest in novelty
0–1 year AL2.1 Vocalizes in response to a new person, toy or experience Social-Communication A. Early Social Communication 3. Engages in vocal exchanges
1–2 years AL2.2 Bangs, moves, throws and dumps materials with pleasure Cognitive E. Scientific Discovery 1.2 Uses senses to explore
2–3 years AL2.3 Turns objects around, upside down and inside out to examine characteristics Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
3–4 years AL2.4 Verbally expresses interest when encountering novel objects or events Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
4–5 years, K Readiness AL2.5 Independently seeks out new experiences, objects, or materials for own enjoyment Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
Component AL3-6: Attentiveness, Engagement and Persistence
AL3 Attending: Child focuses visual and auditory attention on relevant aspects of the environment
0–1 year AL3.1 Recognizes primary caregiver and familiar objects by touch, sight, sound, smell Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
1–2 years AL3.2 Stays focused on activities for a short period of time Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
2–3 years AL3.3 Maintains attention for longer periods of time Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
3–4 years AL3.4 Returns to an activity after an interruption Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
3–4 years AL3.5 Engages in play with peers for extended period of time Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
3–4 years AL3.6 Attends in a large group for short periods Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
4–5 years, K Readiness AL3.7 Attends in large group activities led by teacher for sustained periods Social-Emotional D. Independent and Group Participation 2.3 Remains with group during large-group activities
4–5 years, K Readiness AL3.8 Participates in large group activities and discussions Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
4–5 years, K Readiness AL3.9 Listens to others Social-Emotional D. Independent and Group Participation 3.4 Alternates between speaker and listener roles during conversations with others
AL4 Self-direction: Child makes choices based upon own interests
0-1 year AL4.1 Shows preference for people, objects, and food Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
1-2 years AL4.2 Makes choices seeking occasional assistance from adult Social-Emotional E. Meeting Social Expectations 3.1 Seeks adult permission when appropriate
2-3 years AL4.3 Makes choices independently Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
3-4 years AL4.4 Engages in self-initiated activities for sustained periods of time Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
4-5 years, K Readiness AL4.5 Creates a plan to achieve a goal and follows through to completion Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
AL5 Diligence: Child is focused and productive
0-1 year AL5.1 Repeats actions intentionally to achieve goals Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
1-2 years AL5.2 Interacts with others, objects or activities for short periods of time Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2-3 years AL5.3 Seeks assistance then persists to complete task Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
3-4 years AL5.4 Works at a task despite distractions Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
4-5 years, K Readiness AL5.6 Conscientiously attempts to complete assigned tasks Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
AL6 Resilience: Child responds to challenge by adapting
0–1 year AL6.1 Calms self when frustrated Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
1–2 years AL6.2 When upset, can recover in a reasonable amount of time Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
2–3 years AL6.3 Handles transitions comfortably Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
3–4 years AL6.4 Copes with change, persists and moves ahead Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
3–4 years AL6.5 Approaches new tasks with confidence Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
4–5 years, K Readiness AL6.6 Maintains a positive outlook in spite of challenges Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
4–5 years, K Readiness AL6.7 Demonstrates ability to adjust to changes Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
Component AL7-9: Creativity
AL7 Immersion: Child becomes absorbed in the process of exploration
0–1 year AL7.1 Looks and listens with intensity Cognitive A. Sensory Exploration 1. Orients to events or stimulation
1–2 years AL7.2 Explores environment with purpose Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2–3 years AL7.3 Shows preference for certain activities, objects and materials through sustained involvement Social-Emotional A. Interactions with Adults 4.3 Expresses desire to continue activity
3–4 years AL7.4 Repeatedly becomes engrossed in activities of own choosing. Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
3–4 years AL7.5 Rarely shows boredom when engaged in preferred activities Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
4–5 years, K Readiness AL7.6 When interested in a topic seeks opportunities to learn more and satisfy own curiosity Cognitive E. Scientific Discovery 2.1 Generates specific questions for investigation
AL8 Playfulness: Child demonstrates a sense of humor and imagination in their play
0-1 year AL8.1 Smile, coos and laughs Social-Communication A. Early Social Communication 2.1 Coos and gurgles
0-1 year AL8.2 Begins to be playful with familiar people and objects Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
1-2 years AL8.3 Explores and uses materials in new and unconventional ways Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
1-2 years AL8.4 Observes others when they are laughing and smiles or laughs too Cognitive E. Scientific Discovery 2.3 Makes observations
2-3 years AL8.5 Shows interest in other's play and seeks out others to play Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
2-3 years AL8.6 Uses a variety of voice inflections and facial expressions in play; laughs Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
3-4 years AL8.7 Tries out various pretend roles Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
3-4 years AL8.8 Experiments with new ways to combine materials when playing Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
4-5 years, K Readiness AL8.9 Approaches tasks with imagination and inventiveness Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
AL9 Production: Child expresses ideas, thoughts and opinions and creates products that are unexpected, original and relevant
0-1 year AL9.1 Shows excitement and pleasure at making something happen (activates mobile by kicking foot, drops toy and hears a “bang”) Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
1-2 years AL9.2 Wants to do things by self and has own way of doing thing Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
1-2 years AL9.3 Begins to play with toys, objects and materials in new, ways. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2-3 years AL9.4 Begins to organize play and carry out own plans Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
3-4 years AL9.5 Engages in inventive social play Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
3-4 years AL9.6 Engages in inventive play with materials Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
3-4 years AL9.7 Tries out different ways to accomplish a task Cognitive D. Reasoning 3. Solves problems using multiple strategies
4-5 years, K Readiness AL9.8 Becomes absorbed in the process of creating Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
4-5 years, K Readiness AL9.9 Purposefully works to create unique products of own choosing Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component AL10-13: Processing and Utilizing Information
AL10 Working Memory: Child stores and retrieves information in order to use it purposefully
0-1 year AL10.1 Demonstrates understanding of object permanence Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
1-2 years AL10.2 Uses some prior experiences to build new knowledge and solve problems Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
1-2 years AL10.3 Anticipates familiar, daily events Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
2-3 years AL10.4 Able to remember and pretend a sequence of events Cognitive B. Imitation and Memory 3.1 Relates recent events without contextual cues
2-3 years AL10.5 Recites simple songs, rhymes, a short sequence of letters, numbers, etc. Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
3-4 years AL10.6 Recalls and follows multi step directions of increasing complexity Social-Emotional B. Social-Emotional Expression and Regulation 3. Follows multistep directions without contextual cues
3-4 years AL10.7 Recites complete songs or rhymes Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
4-5 years, K Readiness AL10.8 Independently carries out all of the steps in daily routines such as putting toys away, preparing for lunch, etc Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
4-5 years, K Readiness AL10.9 Participates in discussions about familiar topics and contributes relevant information Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
AL11 Symbolic Representation: Child uses sounds, actions, objects and materials (paint, clay, blocks, etc.) to express their ideas and understanding as well as to make new connections
0-1 year AL11.1 Imitates actions or makes a sound to represent or stand for an object or event ("Arf" or dog) Cognitive B. Imitation and Memory 2.1 Imitates novel vocalizations
1-2 years AL11.2 Acts out a sequence of related actions to recreate personal experiences (feeding teddy bear with a spoon, etc) Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
2-3 years AL11.3 Begins to use one object to stand for another in play. (block as a telephone) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
2-3 years AL11.4 After exploring and experimenting with materials, labels their creation Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
3-4 years AL11.5 Begins to intentionally plan how to use materials to express an idea (may have a story in mind when pretending Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
3-4 years AL11.6 Notices written words represent objects, people or events and begins to use in play Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
4-5 years, K Readiness AL11.7 Plans and creates elaborate play plots, stories, block structures and art projects Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
4-5 years, K Readiness AL11.8 Begins to use print as a tool to express thoughts, ideas and to intentionally communicate Literacy E. Writing 3. Writes words using conventional spelling
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
AL12 Cognitive Flexibility/ Reasoning: Child considers more than one possible outcome to a problem or situation; begins to create theories for why things happen; can recognize how one thing relates to or affects another thing
0-1 year AL12.1 Recognizes their actions can cause a specific response Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
1-2 years AL12.2 Notices similarities and differences Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
1-2 years AL12.3 Anticipates what will happen next Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
2-3 years AL12.4 Makes inferences based on what is seen, heard, smelled, etc. Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
2-3 years AL12.5 Considers possibilities for why something happened Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
3-4 years AL12.6 Predicts and hypothesizes what will happen next Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
3-4 years AL12.7 Forms theories about why things happen Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
4-5 years, K Readiness AL12.8 Draws conclusions and can explain their thinking Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
4-5 years, K Readiness AL12.9 Considers another point of view and will change opinion or idea when faced with new information Cognitive E. Scientific Discovery 4.2 Demonstrates knowledge of properties of change resulting from investigations
4-5 years, K Readiness AL12.10 Collaborates with others to investigate a situation or problem Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
AL13 Problem Solving: Child seeks and finds solutions to problems
0-1 year AL13.1 Notices and pays attention to things that seems miss Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
1-2 years AL13.2 Examines objects that don't respond as usual; attempts to make object work as expected Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
2-3 years AL13.3 Communicates to others that there is a problem and request that they solve it Social-Communication A. Early Social Communication 4.1 Makes requests of others
3-4 years AL13.4 Makes guesses about how a problem might be solved and with support is willing to follow through to a solution Cognitive D. Reasoning 3. Solves problems using multiple strategies
4-5 years, K Readiness AL13.5 Independently attempts to solve problems Cognitive D. Reasoning 3. Solves problems using multiple strategies
4-5 years, K Readiness AL13.6 Explains the possible solution and the outcome Cognitive E. Scientific Discovery 4.1 Communicates results of investigations
4-5 years, K Readiness AL13.7 Evaluates the outcome of attempted solutions and makes revisions if necessary Cognitive D. Reasoning 3.1 Evaluates common solutions to solve problems or reach goals
Domain: Language, Literacy and Communications
Component LLC 1-2: Listening and Understanding; Receptive Language
L1 Language comprehension: Child understands the meaning of words and phrases (receptive) and uses those words and phrases to communicate effectively (expressive)
Birth to 6 months L1.1 Turns toward and focuses on nearby adult caregiver who is speaking Social-Communication A. Early Social Communication 1. Turns and looks toward person speaking
Birth to 6 months L1.2 Watches caregiver actions and gestures Social-Communication A. Early Social Communication 1. Turns and looks toward person speaking
6–15 months L1.3 Responds to nonverbal and verbal cues Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
6–15 months L1.4 Responds to conversation, questions, and requests Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
6–15 months L1.5 Responds to an object or action label such as ball or eat Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
15–24 months L1.6 Responds to increasingly complex sentences Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
15–24 months L1.7 Responds to descriptive language about objects, actions, and concepts Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
2–3 years L1.8 Shows understanding of questions and statements about people, objects, ideas, and feelings Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
2–3 years L1.9 Points to or places an object in/out, under/over and top/bottom when asked Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
2–3 years L1.10 Notices when adults use unusual or uncommon words Social-Communication C. Communicative Expression 2.1 Uses irregular plural nouns in multiple-word sentences
2–3 years L1.10 Notices when adults use unusual or uncommon words Social-Communication C. Communicative Expression 3.1 Uses irregular past tense of common verbs
3–4 years L1.11 Responds to direct questions and follows simple directions Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
3–4 years L1.12 Points to or places objects before, after, above, and below based on verbal cues Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5 years, K Readiness L1.13 Follows directions that involve two or more steps Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
4-5 years, K Readiness L1.14 Responds to increasingly complex prepositional directions, such as beside, around and next to Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
K Alignment K 0.8.1.1.d Follows basic oral direction Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
K Alignment K 0.8.1.1.a Follows agreed upon rules for discussions Social-Emotional C. Interactions with Peers 4.1 Knows and follows game rules
Component LLC 3-4: Communicating and Speaking; Expressive Language
L2 Social conversation: Child meaningfully engages in talk with others to express feelings, wants and ideas
Birth to 6 months L2.1 Coos and gurgles, babbles, and imitates facial expressions to caregivers Social-Communication A. Early Social Communication 2.1 Coos and gurgles
Birth to 6 months L2.2 Begins a conversation through body movements Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
6–15 months L2.3 Uses sounds, gestures, or actions to communicate and express needs and wants Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
6–15 months L2.4 Makes different sounds in response to objects, people, or activities Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
15–24 months L2.5 Uses real or made-up words or signs to express basic wants and needs Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
15–24 months L2.6 Adds to or extends conversations with others Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
2–3 years L2.7 Uses sounds, signs, words, phrases for desires and interests Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
2–3 years L2.8 Begins to ask "why" questions Social-Communication C. Communicative Expression 4.1 Asks wh- questions
2–3 years L2.9 Starts conversations with others Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
3–4 years L2.10 Continues conversations with comments or questions Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
4–5 years, K Readiness L2.11 Negotiates, shares, plans, and solves problems with others Social-Emotional D. Social Use of Language 4. Resolves conflicts using negotiation
4–5 years, K Readiness L2.12 Asks and answers questions to seek help or get information Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
K Alignment K 0.8.1.1.b Continue a conversation through multiple exchanges Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
K Alignment K 0.8.3.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
L3 Vocabulary and syntax: Child understands word order and grammatical rules
Birth to 6 months L3.1 Imitates and repeats pitch and duration of caregiver sounds Cognitive B. Imitation and Memory 2.2 Imitates familiar vocalizations
6–15 months L3.2 Uses a few words or word approximations to represent concepts Social-Communication C. Communicative Expression 1.3 Uses consistent approximations for words or signs
6–15 months L3.3 Names a few objects and people Social-Communication C. Communicative Expression 1.4 Uses consistent consonant–vowel combinations
6–15 months L3.4 Imitates animal and other environmental sounds Cognitive B. Imitation and Memory 2.2 Imitates familiar vocalizations
15–24 months L3.5 Constructs simple two- word sentences object and action) Social-Communication C. Communicative Expression 1.1 Uses two-word utterances
15–24 months L3.6 Rapidly increases use and number of sounds and words Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
2–3 years L3.7 Uses increasingly complex and varied vocabulary and language Social-Communication C. Communicative Expression All
2–3 years L3.8 Rapidly increases use of descriptive words such as giant, scary, silly Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
2–3 years L3.9 Uses verbs such as have, had, or will in everyday conversation Social-Communication C. Communicative Expression 3. Uses helping verbs
2–3 years L3.9 Uses verbs such as have, had, or will in everyday conversation Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
2–3 years L3.9 Uses verbs such as have, had, or will in everyday conversation Social-Communication C. Communicative Expression 3.3 Uses to be verbs
3–4 years L3.10 Uses short sentences to shares information about experiences, people, places, and things Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
3–4 years L3.11 Uses increasingly precise adverbs such as quietly, loudly, quickly Social-Communication C. Communicative Expression 3. Uses helping verbs
3–4 years L3.11 Uses increasingly precise adverbs such as quietly, loudly, quickly Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
3–4 years L3.11 Uses increasingly precise adverbs such as quietly, loudly, quickly Social-Communication C. Communicative Expression 3.3 Uses to be verbs
3–4 years L3.12 Uses more new and precise words Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
3–4 years L3.13 Correctly uses some past tense and irregular verbs (go, went, gone) Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5 years, K Readiness L3.14 Uses sentences that express logical relationships between concepts Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
4-5 years, K Readiness L3.15 Uses increasingly specific words to name objects and their features and functions Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
4-5 years, K Readiness L3.16 Shares information about experiences, people, places, and things in sequence Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
K Alignment K 0.8.4.4 Describes familiar people places, things, and events and, with prompting and support, provide additional detail Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
K Alignment K 0.10.4.4 Identifies new meanings for familiar words and apply them accurately Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
K Alignment K 0.8.6.6 Speaks audibly and express thoughts, feelings, and ideas clearly, and responds to poems, rhymes and songs Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Component LLC 5-13: Emergent Reading
L4 Motivation, engagement: Child has an interest in and sustained attention for literacy acts
Birth to 6 months L4.1 Likes to be read to and shown pictures Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
6–15 months L4.2 Makes sounds while looking at text or images Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
6–15 months L4.3 Points to a few pictures in books and in response to adult questions Literacy D. Vocabulary and Story Comprehension 1.2 Locates familiar objects, people, events, and actions in picture books
6–15 months L4.4 Demonstrates interest and involvement with books and other print materials Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
15–24 months L4.5 Relates an object in a book or print to the real object Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
15–24 months L4.6 Imitates reading Cognitive B. Imitation and Memory 2.2 Imitates familiar vocalizations
2–3 years L4.7 Shows interest in both pictures and text Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
2–3 years L4.8 Asks for or picks out favorite texts Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
2–3 years L4.9 Focuses on a book while listening to the reader Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
3–4 years L4.10 Shows persistence with longer and more complex narratives and informational text Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
3–4 years L4.11 Offers a personal response to stories read aloud Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
4–5 years, K Readiness L4.12 Actively participates in reading activities with enjoyment and purpose Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
4–5 years, K Readiness L4.13 Retells familiar stories using the book as a guide Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
K Alignment K 0.1.10.10 Actively participates in group reading activities with purpose and understanding including the appropriate selection of text for personal enjoyment, interest and academic tasks Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
K Alignment K 0.1.10.10 Actively participates in group reading activities with purpose and understanding including the appropriate selection of text for personal enjoyment, interest and academic tasks Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
K Alignment K 0.1.10.10 Actively participates in group reading activities with purpose and understanding including the appropriate selection of text for personal enjoyment, interest and academic tasks Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
L5 Phonological awareness: Child is able to hear and understand the discrete sounds that make up language
Birth to 6 months L5.1 Looks at caregiver's lips and face when caregiver is speaking Cognitive A. Sensory Exploration 1. Orients to events or stimulation
Birth to 6 months L5.2 Pays attention to sounds in the environment and the spoken language from caregivers Cognitive A. Sensory Exploration 1. Orients to events or stimulation
6–15 months L5.3 Shows interest in songs, rhymes, chants, and stories Literacy B. Phonological awareness 1.2 Participates in repetitive verbal play
6–15 months L5.4 Recognizes sounds used by speakers of child's home language Social-Communication A. Early Social Communication 1.1 Quiets to familiar voice
15–24 months L5.5 Imitates sounds heard in the environment Cognitive B. Imitation and Memory 2.2 Imitates familiar vocalizations
15–24 months L5.6 Identifies sounds heard in the environment Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
2–3 years L5.7 Repeats different sounds in rhymes and familiar words Literacy B. Phonological awareness 1.2 Participates in repetitive verbal play
2–3 years L5.8 Distinguishes between spoken language and environmental sounds Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
2–3 years L5.9 Recalls previously heard words, songs, and rhymes Literacy B. Phonological awareness 1.1 Identifies rhyming words
3–4 years L5.10 Shows interest in and associates sounds with words Literacy C. Alphabet Knowledge 2.1 Sounds out CVC words
3–4 years L5.11 Playfully explores sounds, words, and language, including rhyme and alliteration Literacy B. Phonological awareness 4. Segments CVC words into individual sounds
3–4 years L5.11 Playfully explores sounds, words, and language, including rhyme and alliteration Literacy B. Phonological awareness 4.1 Blends separate CVC sounds into simple words
4–5 years, K Readiness L5.12 Identifies and continues sound patterns in words Literacy B. Phonological awareness 3. Segments syllables of two- and three-syllable words
4–5 years, K Readiness L5.12 Identifies and continues sound patterns in words Literacy B. Phonological awareness 3.1 Blends syllables into two- and three-syllable words
4–5 years, K Readiness L5.13 Plays with the sounds in spoken language, independent of meaning Literacy B. Phonological awareness 4. Segments CVC words into individual sounds
4–5 years, K Readiness L5.13 Plays with the sounds in spoken language, independent of meaning Literacy B. Phonological awareness 4.1 Blends separate CVC sounds into simple words
K Alignment K 0.3.0.0 Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Literacy B. Phonological awareness All
L6 Letter recognition: Child recognizes the shapes of letters and recalls the names of letters
Birth to 6 months L6.1 Recognizes familiar faces Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult's positive social behavior
6-15 months L6.2 Shows interest in familiar photos, pictures, and drawings Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
6-15 months L6.2 Shows interest in familiar photos, pictures, and drawings Literacy D. Vocabulary and Story Comprehension 1.3 Matches pictures to actual objects, people, or actions
15-24 months L6.3 Recognizes familiar photos, pictures, drawings Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
15-24 months L6.3 Recognizes familiar photos, pictures, drawings Literacy D. Vocabulary and Story Comprehension 1.3 Matches pictures to actual objects, people, or actions
2-3 years L6.4 Recognizes symbols, colors, and shapes Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3-4 years L6.5 Points to and names some letters (especially in their own name) Literacy C. Conceptual Knowledge 1.4 Names letters in own first name
4-5 years, K Readiness L6.6 Recognizes how features of a letter combine to make a specific letter Literacy C. Conceptual Knowledge 1. Names all uppercase and lowercase letters of alphabet
4-5 years, K Readiness L6.7 Differentiates between letters and other symbols Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K 0.3.1.1.(d) Recognize and name all upper and lower case letters of the alphabet Literacy C. Alphabet Knowledge 1. Names all uppercase and lowercase letters of alphabet
L7 Concepts of print: Child understands the fundamentals of print, such as orientation, organization, and features of print
Birth to 6 months L7.1 Explores books by grasping and bringing to mouth to suck and chew Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
6-15 months L7.2 Attempts to hold board books with both hands Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
6-15 months L7.3 Turns pages of board books Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
15-24 months L7.4 Turns book or text right side up Literacy A. Awareness of Print Concepts 2.2 Holds book or other printed material with pictures correctly oriented
2-3 years L7.5 Identifies front and back of book Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
2-3 years L7.6 Demonstrates understanding that print has meaning Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
3-4 years L7.7 Looks at books or shares them from front to back Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
4-5 years, K Readiness L7.8 Recognizes some parts of a book and conventions of print Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
4-5 years, K Readiness L7.9 Knows that English print is 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
4-5 years, K Readiness L7.10 Points to words and attempts to read, or asks, “what does it say?” Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
K Alignment K 0.3.1.1 (a-d) Demonstrates understanding of the organization and basic features of print Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
L8 Comprehension of narrative text: Child understands the events and order of events in a story
Birth to 6 months
6–15 months L8.1 Pays attention to stories read out loud Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
6–15 months L8.2 Points to or gestures toward characters during reading Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
15–24 months L8.3 Understands stories read or told Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
15–24 months L8.4 Talks about, gestures, or points to characters and events during reading or storytelling Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
15–24 months L8.5 Relates objects in stories to objects in the real world Cognitive E. Scientific Discovery 4. Transfers knowledge
15–24 months L8.6 Talks about characters and events during reading Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
2–3 years L8.7 Asks and answers questions during story reading Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
2–3 years L8.8 Acts out, draws, or describes parts of a story Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
2–3 years L8.9 Can identify and describe basic information from the text Social-Communication D. Vocabulary and Story Comprehension 2.2 Describes objects, people, and events as part of social exchange
3–4 years L8.10 Retells important information from a story Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
3–4 years L8.11 Tells simple stories and experiences about own life Social-Communication D. Vocabulary and Story Comprehension 2.2 Describes objects, people, and events as part of social exchange
3–4 years L8.12 Responds to and uses vocabulary related to key concepts in the text Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
4–5 years, K Readiness L8.13 Predicts what will happen next in a story using words or drawings Literacy D. Vocabulary and Story Comprehension 2.1 Makes predictions about what will happen next in story
4–5 years, K Readiness L8.14 Retells a story using a variety of media, materials, and props Literacy D. Vocabulary and Story Comprehension 2.3 Tells story associated with series of pictures
4–5 years, K Readiness L8.15 Restates and describes the concepts from the text Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
K Alignment K 0.1.3.3 With prompting and support, identify characters, settings and major events in a story Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
K Alignment K (0.1.2.2 0.2.1.1, 0.2.2.2, 0.2.3.3) With prompting and support, retell familiar stories, including key details Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
K Alignment K 0.1.1.1 With prompting and support ask and answer questions about key details in a text Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
Component LLC 14: Writing
L9 Writing conventions: Child understands the forms and function of written language
Birth to 6 months L9.1 Grasps and squeezes a toy or object Fine Motor A. Reach, Grasp, and Release 2.4 Grasps hand-size object using whole hand
Birth to 6 months L9.2 Uses hands or feet to make a connection with objects or people Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
6–15 months L9.3 Coordinates eye and hand movements and has control over grasp Fine Motor A. Reach, Grasp, and Release 3. Stacks objects
6–15 months L9.3 Coordinates eye and hand movements and has control over grasp Fine Motor A. Reach, Grasp, and Release 3.1 Releases object into targeted space
15–24 months L9.4 Uses small muscles to do simple tasks Fine Motor B. Functional Skill Use All
15–24 months L9.4 Uses small muscles to do simple tasks Fine Motor C. Mechanics of Writing All
15–24 months L9.5 Attempts to use a variety of writing tools such as crayons and markers Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
2–3 years L9.6 Uses scribbles, shapes, or pictures to represent thoughts and ideas Literacy E. Writing 2. Writes and draws for a variety of purposes
2–3 years L9.7 Demonstrates interest in writing as a way of communicating Literacy E. Writing 2. Writes and draws for a variety of purposes
3–4 years L9.8 Uses letter-like symbols to make letters or words Literacy E. Writing 3.4 Writes using “scribble writing”
3–4 years L9.9 Uses drawing to represent writing Literacy E. Writing 2. Writes and draws for a variety of purposes
4-5 years, K Readiness L9.10 Writes own name, and words about things that interest them Literacy E. Writing 3.2 Prints first name
4-5 years, K Readiness L9.11 Understands there are different purposes for writing, such as stories, lists, signs, etc. Literacy E. Writing 2. Writes and draws for a variety of purposes
4-5 years, K Readiness L9.12 Uses invented spelling Literacy E. Writing 3.1 Writes using developmental spelling
4-5 years, K Readiness L9.13 Uses words, pictures, letters, or letter- like symbols to communicate information and ideas, or compose original stories Literacy E. Writing 2. Writes and draws for a variety of purposes
K Alignment K 0.6.3.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened Literacy E. Writing 2. Writes and draws for a variety of purposes
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Domain: The Arts
Component A 1-2: Exploring the Arts
A1 Child shows an interest in learning about different artistic experiences
0-1 year A1.1 Actively explores their environment (through song, music, movement etc) to enrich their senses Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
1-2 years A1.2 Begins to choose senses to explore Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
2-3 years A1.3 Investigates different art experiences Cognitive E. Scientific Discovery 1.2 Uses senses to explore
3-4 years A1.4 Select their own art experience during play Social-Emotional C. Interactions with Peers 4.2 Participates in game
4-5 years, K Readiness A1.5 Integrates a variety of art experiences during play Cognitive E. Scientific Discovery 1.2 Uses senses to explore
K Alignment
A2 Child can distinguish differences within each area of artistic expression
0-1 year A2.1 Notices differences Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
1-2 years A2.2 Show a preference for toys, people, experiences Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
2-3 years A2.3 Chooses a artistic expression of their choice Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
3-4 years A2.4 Uses art- related vocabulary when discussing different media (stage, easel, brush, etc... Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
4-5 years, K Readiness A2.5 Discuss differences among artistic expression Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K1.1.1.1 – K1.1.5.1 Identify the elements of dance, media arts, music, theater, visual arts Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
K Alignment K1.2.5.1 Identify the tools, materials and techniques from a variety of two- and three- dimensional media such as drawing, printmaking, ceramics or sculpture Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component A 3-4: Using the Arts to Express Ideas and Emotions
A3 Child demonstrates interest and emotions in artistic expression
0-1 year A3.1 Responds to music by vocalizing, moving body, smiling or frowning at pictures, colors, shapes, etc. Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
1-2 years A3.2 Shows emotion when engages in artistic expression Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
2-3 years A3.3 Chooses to spend time in artistic expression with available materials (paint, crayons, dramatic play, music etc…) and shares ideas Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
3-4 years A3.4 Demonstrates their preference by combining artistic elements (color, sound, media etc…) Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
4-5 years, K Readiness A3.5 Elects to spend time in artistic expression with purpose and analyzes their work Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
K Alignment K2.1.2.2 Revise creative work based on feedback of others Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
A4 Child understands patterns in artistic media
0-1 year A4.1 Imitates sounds, motions and gestures Cognitive B. Imitation and Memory 1. Imitates novel coordinated motor actions
0-1 year A4.1 Imitates sounds, motions and gestures Cognitive B. Imitation and Memory 2. Imitates novel words
1-2 years A4.2 Shows preference for familiar sounds, motions and gestures Social-Emotional A. Interactions with Adults 1.1 Quiets to familiar voice
2-3 years A4.3 Begins to duplicate artistic patterns Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3-4 years A4.4 Extends their artistic patterns with sounds, music, motions, gestures and materials Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4-5 years, K Readiness A4.5 Creates their own artistic patterns Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
K Alignment K1.1.3.1 Identify the elements of music including melody, rhythm, dynamics, tone color, texture, form and their related forms (and other standards in the strand Artistic Foundations) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
Component A5: Self-Expression in the Arts
A5 Child uses art for self-expression
0-1 year A5.1 Expresses emotions when exposed to the arts Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
1-2 years A5.2 Shows preference in a variety of the arts to express oneself Social-Communication A. Interactions with Adults 4.2 Makes choices to express preferences
2-3 years A5.3 Shares feelings and ideas through the arts Literacy E. Writing 2. Writes and draws for a variety of purposes
3-4 years A5.4 Describes own feelings through artistic expression Literacy E. Writing 2. Writes and draws for a variety of purposes
4-5 years, K Readiness A5.5 Intentionally uses art for self-expression Literacy E. Writing 2. Writes and draws for a variety of purposes
K Alignment K3.1.2.1 Share and describe a personal media work Literacy E. Writing 1.1 Dictates description of drawing
Domain: Social Systems
Component SS1-2: Community, People and Relationships
SS1 Self-identity in the community: Understands the different ways people form their identity
0-1 year SS1.1 Shows a preferences for familiar adults Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
0-1 year SS1.2 Expresses feeling and emotions through gestures, facial expressions and sounds Social-Communication A. Early Social Communication 3.1 Vocalizes to another person expressing positive affective state
0-1 year SS1.2 Expresses feeling and emotions through gestures, facial expressions and sounds Social-Communication A. Early Social Communication 3.2 Vocalizes to another person expressing negative affective state
1-2 years SS1.3 Demonstrates preference for favorite toys, clothing and activities Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
2-3 years SS1.4 Begins to explore the physical characteristics that make an individual unique Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
2-3 years SS1.5 Asks questions about similarities and differences in other people in the community Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
3-4 years SS1.6 Describes their role(s) within the family and familiar environment Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
3-4 years SS1.7 Identifies similarities and differences in people Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
4-5 years, K Readiness SS1.8 Identifies self as a part of the family, spiritual group, culture, community, and/or other group to which the family belongs. Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
4-5 years, K Readiness SS1.9 Demonstrates an understanding that families vary Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
4-5 years, K Readiness SS1.10 Identifies some family traditions and customs Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
K Alignment
SS2 Civics: Child understands what it means to be a member of a community
0-1 year SS2.1 Makes wants and needs known Social-Communication A. Early Social Communication 4.1 Makes requests of others
0-1 year SS2.2 Shows interest in stories and songs Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
1-2 years SS2.3 Develops an expectation and understanding of routines within a familiar environment Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
1-2 years SS2.4 Shows interest in other children and objects Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
2-3 years SS2.5 Demonstrates an understanding of the expectations in a familiar environment Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
3-4 years SS2.6 Describes different roles of people in the community Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
3-4 years SS2.7 With modeling and support, follows classroom rules and routines Social-Emotional C. Interactions with Peers 3. Follows context-specific rules
4-5 years, K Readiness SS2.8 Practices the ways groups make choices and decisions with support Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
4-5 years, K Readiness SS2.9 Demonstrates an understanding of rules and why they are important Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
4-5 years, K Readiness SS2.10 Participates in a variety of roles in the early childhood environment Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
4-5 years, K Readiness SS2.11 Demonstrates awareness of familiar jobs and what's needed to perform them Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K1.1.1.1 Demonstrate civic skills in a classroom that reflect an understanding of civic values Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
K Alignment K1.4.7.1 Identify examples of rules in the school community and explain why they exist; describe incentives for following rules and consequences for breaking rules Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component SS3-4: Change over Time
SS3 Personal history: Child explores the concepts of past, present and future in relation to personally significant events
0–1 year S3.1 Participates in physical care routines Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
1–2 years S3.2 Notices sequence of a daily routine Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
2–3 years S3.3 Begins to use language about time Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
2–3 years S3.4 Notices age and size differences between self and others Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
2–3 years S3.5 Notices change in a daily routine Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
3–4 years S3.6 Uses language to recall events in time (“yesterday,” “today”, “tomorrow” “when I was a baby,” “last time”) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
3–4 years S3.7 Begins to see self placed in time between older and younger family members and friends Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
3–4 years S3.8 Demonstrates an understanding of chronological order concepts in reference to a specific event Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
3–4 years S3.9 Talks about recent family or friend events and their impact on self Cognitive B. Imitation and Memory 3. Relates past events
4–5 years, K Readiness S3.10 Uses language to recall and anticipate events in time with increasing understanding and accuracy Social-Communication A. Early Social Communication 3.1 Initiates next step of familiar social routine
4–5 years, K Readiness S3.11 Compares self to older and younger family members and friends with specific examples Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
4–5 years, K Readiness S3.12 Describes a chronological order in a series of familiar events Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
4–5 years, K Readiness S3.13 Reflects on the impact of past, present and some future events on self and family Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
K Alignment K4.1.1.1 Use a variety of words to reference time in the past, present and the future; identify beginning, middle and end of historical stories Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
SS4 Family narratives and traditions: Child has an awareness and appreciation of family and cultural stories and traditions
0-1 year SS4.1 Recognizes familiar people and toys or objects Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
1-2 years
2-3 years
3-4 years SS4.2 Demonstrates curiosity about family and culture Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
3-4 years SS4.3 Shares stories about family, culture and traditions Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
4-5 years, K Readiness SS4.4 Asks more questions about families and culture to build deeper understanding Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
4-5 years, K Readiness SS4.5 Compares own cultural traditions with others to understand similarities and differences Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K4.2.4.1 Compare and contrast traditions in a family with those of other families, including those from diverse backgrounds Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
Component SS5-6: Environment
SS5 Conservation: Understands that some environmental resources are limited
0-1 year
1-2 years SS5.1 Helps to put away toys or throw out trash Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
1-2 years SS5.2 Participates in self-care routines Social-Emotional A. Interactions with adults 3. Participates in familiar social routines with caregivers
2-3 years SS5.3 With modeling and support begins to explore conservation concepts such as reducing, reusing, and recycling Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
3-4 years SS5.4 Begins to practice responsible consumption and conservation of natural and physical resources Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
4-5 years, K Readiness SS5.5 With support, participates in community conservation activities (playground clean up, etc.) Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
K Alignment K1. 1. 1 Demonstrate civic skills in a classroom that reflect an understanding of civic values Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
SS6 Physical characteristics of community: Child can identify important physical features in their environment
0-1 year
1-2 years SS6.1 Begins pretend play with blocks, dolls and other toys Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
2-3 years SS6.2 Explores physical environments where people live, work and play Cognitive E. Scientific Discovery 1.2 Uses senses to explore
3-4 years SS6.3 Identifies and describes significant objects and places in familiar environments Cognitive E. Scientific Discovery 2.3 Makes observations
4-5 years, K Readiness SS6.4 Begins to use geographical language to identify features of familiar environments (hills, rivers, etc.) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
4-5 years, K Readiness SS6.5 Uses tools to represent immediate environment Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
K Alignment K3. 1. 1. 1 Describe spatial information depicted in simple drawings and pictures Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
Component SS7: Economics
SS7 Economic reasoning: Child begins to understand basic economic principles
0-1 year
1-2 years
2-3 years SS7.1 Participates in turn taking activities with support Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
2-3 years SS7.2 Asks for needs to be met Social-Emotional E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways
2-3 years SS7.3 Explores the exchange of goods Social-Emotional C. Interactions with Peers 3.3 Shares or exchanges objects
3-4 years SS7.4 Participates in turn taking with increasing independence Social-Emotional C. Interactions with Peers 4.1 Knows and follows game rules
3-4 years SS7.5 Describes basic needs for living things Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
3-4 years SS7.6 Begins to understand the use of trade or money to obtain goods and services Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
4-5 years, K Readiness SS7.7 Negotiates and shares with other children during play Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
4-5 years, K Readiness SS7.8 Begins to label individual needs and wants with support Social-Emotional B. Social-Emotional Expressiona nd Regulation 1.2 Identifies/labels own emotions
4-5 years, K Readiness SS7.9 Identifies goods and services that could meet a specific need or want Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
K Alignment K1.1.1.1 Demonstrates civic skills in a classroom that reflect an understanding of civic values Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
K Alignment K2.1.1.1 Distinguishes between individual needs (conditions necessary to survive) and individual wants (conditions necessary to be happy) Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K2.1.1.2 Identify goods or services that could satisfy a specific need or want Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component SS8: Technology
SS8 Digital citizenship: The ability to coose and use some digital techonology appropriately*
0-1 year
1-2 years
2-3 years
3-4 years SS8.1 With support, explores all tools, including didigital tools, to enhance learning Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
4-5 years, K Readiness SS8.2 Knows when, how and why to use a variety of tools to for learning, including digital technology Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
4-5 years, K Readiness SS8.3 With support, engages in responsible use of all tools including digital technology Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
K Alignment
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Domain: Physical and Motor Development
Component P1-4: Gross Motor
P1 Early infancy - reflexive movements: Child moves involuntarily: not purposefully initiating movement
0-1 year P1.1 Laying on back, kicks legs and waves arms Gross Motor A. Body Control and Weight Transfer
0-1 year P1.1 Laying on back, kicks legs and waves arms Gross Motor A. Body Control and Weight Transfer
0-1 year P1.1 Laying on back, kicks legs and waves arms Gross Motor A. Body Control and Weight Transfer
0-1 year P1.2 Laying on tummy, holds head up Gross Motor A. Body Control and Weight Transfer
1-2 years
2-3 years
3-4 years
4-5 years, K Readiness
P2 Early infancy movement In and out of position: Child moves voluntarily and purposefully
0-1 year P2.1 Rolls over: tummy to back/back to tummy Gross Motor A. Body Control and Weight Transfer
0-1 year P2.1 Rolls over: tummy to back/back to tummy Gross Motor A. Body Control and Weight Transfer
0-1 year P2.2 Moves into/out of sitting Gross Motor A. Body Control and Weight Transfer
1-2 years
2-3 years
3-4 years
4-5 years, K Readiness
P3 Locomotion: Childs moves their body through space from one place to another
0-1 year P3.1 Crawls by one of these methods: -On tummy using arms/legs (tummy/commando) - Two straight armsm and one bent leg (3-point), - Scoots instead of crawls: from a seated position by pushing forward with legs (bend & straighten)/arm assist Gross Motor B. Movement and Coordination 1.3 Crawls forward on stomach
0-1 year P3.2 Pulls to stand up against furniture Gross Motor B. Movement and Coordination 2.3 Pulls to standing position
0-1 year P3.3 Cruises along surfaces (e.g., low tables, chairs, shelves Gross Motor B. Movement and Coordination 3.4 Cruises
0-1 year P3.4 Walks with assistance Gross Motor B. Movement and Coordination 3.2 Walks with one-hand support
0-1 year P3.4 Walks with assistance Gross Motor B. Movement and Coordination 3.3 Walks with two-hand support
1-2 years P3.5 Crawls up a few stairs with adult observing Gross Motor B. Movement and Coordination 1.3 Crawls forward on stomach
1-2 years P3.6 Walks independently Gross Motor B. Movement and Coordination 3.1 Walks without support
1-2 years P3.7 Runs freely Gross Motor B. Movement and Coordination 5.1 Runs
2-3 years P3.8 Crawls up 3 to 5 stairs Gross Motor B. Movement and Coordination 4.2 Moves up and down stairs
2-3 years P3.9 Walks on some different surfaces Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
2-3 years P3.10 Walks up and down a few stairs with adult support or holding handrail (step up on stair, then brings next foot to same stair) Gross Motor B. Movement and Coordination 3.2 Walks with one-hand support
2-3 years P3.10 Walks up and down a few stairs with adult support or holding handrail (step up on stair, then brings next foot to same stair) Gross Motor B. Movement and Coordination 3.3 Walks with two-hand support
2-3 years P3.11 Runs in games and freely Gross Motor B. Movement and Coordination 5.1 Runs
2-3 years P3.12 Climbs onto/off furniture Gross Motor C. Active Play 2.2 Climbs play equipment
2-3 years P3.13 Jumps with two feet over a line Gross Motor B. Movement and Coordination 6. Jumps forward
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
3-4 years P3.14 Crawls under and around 3 or more objects in an obstacle course Gross Motor B. Movement and Coordination 1.3 Crawls forward on stomach
3-4 years P3.15 Walks along a wide (12" >) slightly raised straight pathway with assistance Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
3-4 years P3.16 Walks up and down a few stairs with adult support or holding handrail using alternating feet (step up on stair one foot, then use other foot to go to the next stair) Gross Motor B. Movement and Coordination 3.2 Walks with one-hand support
3-4 years P3.17 Climbs on play equipment Gross Motor C. Active Play 2.2 Climbs play equipment
3-4 years P3.18 Hops on one foot a few times Gross Motor B. Movement and Coordination 7.2 Hops forward on one foot
3-4 years P3.19 Jumps off slightly elevated height with two feet Gross Motor B. Movement and Coordination 6.1 Jumps up and down in place
3-4 years P3.20 Jumps with two feet over and out of spaces or objects on floor ("river" w rope or tape markers/hula hoops) Gross Motor B. Movement and Coordination 6. Jumps forward
4-5 years, K Readiness P3.21 Walks on a wide (12>), slightly raised pathway Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
4-5 years, K Readiness P3.22 Walks up and down stairs holding handrail Gross Motor B. Movement and Coordination 3.2 Walks with one-hand support
4-5 years, K Readiness P3.23 Jumps off variable heights using a one-foot lead or with two feet Gross Motor B. Movement and Coordination 6. Jumps forward
4-5 years, K Readiness P3.24 Gallops freely or in a game (one foot and a step-hop, other foot and a step-hop) Gross Motor B. Movement and Coordination 7.1 Gallops
4-5 years, K Readiness P3.25 Moves many times through an obstacle course: over, under and around Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
P4 Object control: Child can manipulate objects to propel or receive
0-1 year
1-2 years P4.1 Pushes and pulls toys while walking Gross Motor C. Active Play 3.3 Pushes riding toy with feet while steering
1-2 years P4.2 Throws small balls Gross Motor C. Active Play 1.5 Throws ball overhand at target with one hand
2-3 years P4.3 Pushes medium size ball forward with foot Gross Motor C. Active Play 1.4 Kicks ball
2-3 years P4.4 Rolls a small ball to close target Gross Motor C. Active Play 1.4 Kicks ball
2-3 years P4.5 Throws a small ball close to target Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
2-3 years P4.6 Pushes with legs while sitting on a scooter or balance bike Gross Motor C. Active Play 3.3 Pushes riding toy with feet while steering
3-4 years P4.7 Kicks a medium-sized ball Gross Motor C. Active Play 1.4 Kicks ball
3-4 years P4.8 Throws a large playground ball using two hands Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
3-4 years P4.9 Catches a large or medium ball by cradling in arms toward body Gross Motor C. Active Play 1.3 Catches ball
3-4 years P4.10 Peddles a tricycle or riding toys Gross Motor C. Active Play 3.1 Pedals and steers bicycle with training wheels
4-5 years, K Readiness P4.11 Kicks playground ball or small soccer ball to a close wide target Gross Motor C. Active Play 1.4 Kicks ball
4-5 years, K Readiness P4.12 Throws a small ball with some accuracy to a target or person Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
4-5 years, K Readiness P4.13 Catches a large or medium-sized ball using two hands Gross Motor C. Active Play 1.3 Catches ball
4-5 years, K Readiness P4.14 Bounces and catches a playground ball a few times using two hands Gross Motor C. Active Play 1.3 Catches ball
4-5 years, K Readiness P4.15 Attempts to pump legs to swing on swing Gross Motor C. Active Play 2.1 Moves swing back and forth
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component P5-6: Fine Motor
P5 Dexterity: Child can coordinate and control movement of hands and fingers to grasp and manipulate objects
0-1 year P5.1 Reaches for toy, grasps it and releases Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
0-1 year P5.1 Reaches for toy, grasps it and releases Fine Motor A. Reach, Grasp, and Release 3.2 Releases object into nondefined space
0-1 year P5.2 Grasps small food objects using finger and thumb Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
0-1 year P5.3 Transfers object from one hand to other hand Fine Motor B. Functional Skill Use 3.5 Transfers object from hand to hand
1-2 years P5.4 Grasps toys, objects to release into container Fine Motor A. Reach, Grasp, and Release 3.1 Releases object into targeted space
1-2 years P5.5 Dumps out toys and objects from a container Fine Motor A. Reach, Grasp, and Release 3.2 Releases object into nondefined space
1-2 years P5.6 Turns pages of a board book Literacy A. Reach, Grasp, and Release 2.1 Turns pages of book from beginning toward end
1-2 years P5.7 Begins to grasp crayon to scribble Fine Motor A. Reach, Grasp, and Release 1.4 Scribbles
1-2 years P5.8 Stacks a few blocks Fine Motor A. Reach, Grasp, and Release 3. Stacks objects
2-3 years P5.9 Turns pages of a book Literacy A. Reach, Grasp, and Release 2.1 Turns pages of book from beginning toward end
2-3 years P5.10 Grasps a crayon to scribble Fine Motor A. Reach, Grasp, and Release 1.4 Scribbles
2-3 years P5.11 Stacks 4 blocks Fine Motor A. Reach, Grasp, and Release 3. Stacks objects
3-4 years P5.12 Grasps a simple puzzle piece and can place a few pieces in the puzzle Fine Motor B. Functional Skill Use 3.3 Fits variety of shapes into corresponding spaces
3-4 years P5.13 Draws freely on paper Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
3-4 years P5.13 Draws freely on paper Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
3-4 years P5.14 Strings large beads Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5 years, K Readiness P5.15 Grasps puzzle piece and can place 5-7 pieces in the puzzle Fine Motor B. Functional Skill Use 3.3 Fits variety of shapes into corresponding spaces
4-5 years, K Readiness P5.16 Draws letters and/or part of name with some reversals Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
4-5 years, K Readiness P5.17 Draws stick people and some objects Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
P6 Self Care: Child participates in daily care routines for feeding, dressing and personal hygiene
0-1 year P6.1 Assists with dressing by lifting leg, arm, etc. Adaptive C. Dressing and Undressing 1. Undresses self by removing all clothing
0-1 year P6.2 Feeds self with hands Adaptive A. Eating and Drinking 3. Eats with eating utensils
0-1 year P6.3 Begins to drink from a cup Adaptive A. Eating and Drinking 4. Drinks from open-mouth container
1-2 years P6.4 When being dressed or undressed, assists with some clothes Adaptive C. Dressing and Undressing 1. Undresses self by removing all clothing
1-2 years P6.5 Feeds self with hands and begins to use a child-size spoon Adaptive A. Eating and Drinking 3. Eats with eating utensils
1-2 years P6.6 Drinks from a cup Adaptive A. Eating and Drinking 4.1 Drinks from cup with spouted lid
1-2 years P6.7 Helps put away a few toys Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
2-3 years P6.8 Attempts to dress self for indoors with support (help with buttons and zippers) Adaptive C. Dressing and Undressing 2. Selects appropriate clothing and dresses self
2-3 years P6.9 Helps put away toys Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
2-3 years P6.10 May use the bathroom with assistance Adaptive B. Personal Care Routines 1. Carries out all toileting functions
3-4 years P6.11 Assists with putting shoes on and taking them off Adaptive C. Dressing and Undressing 1.5 Takes off shoes
3-4 years P6.11 Assists with putting shoes on and taking them off Adaptive C. Dressing and Undressing 2.6 Puts on shoes
3-4 years P6.12 Assists with putting boots on and taking off Adaptive C. Dressing and Undressing 1.5 Takes off shoes
3-4 years P6.12 Assists with putting boots on and taking off Adaptive C. Dressing and Undressing 2.6 Puts on shoes
3-4 years P6.13 Puts on coat and takes coat off with assistance Adaptive C. Dressing and Undressing 1.2 Takes off pullover clothing over head
3-4 years P6.13 Puts on coat and takes coat off with assistance Adaptive C. Dressing and Undressing 1.3 Takes off front-opening coat, jacket, or shirt
3-4 years P6.13 Puts on coat and takes coat off with assistance Adaptive C. Dressing and Undressing 2.3 Puts on pullover clothing
3-4 years P6.13 Puts on coat and takes coat off with assistance Adaptive C. Dressing and Undressing 2.4 Puts on pull-up clothing
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5 years, K Readiness P6.14 Dresses with near independence Adaptive C. Dressing and Undressing 2. Selects appropriate clothing and dresses self
4-5 years, K Readiness P6.15 Puts shoes on the correct feet. May need help with ties and fasteners Adaptive C. Dressing and Undressing 2.6 Puts on shoes
4-5 years, K Readiness P6.16 Puts boots on correct feet and takes boots off. May need help with ties and fasteners Adaptive C. Dressing and Undressing 1.5 Takes off shoes
4-5 years, K Readiness P6.16 Puts boots on correct feet and takes boots off. May need help with ties and fasteners Adaptive C. Dressing and Undressing 2.3 Puts on pullover clothing
4-5 years, K Readiness P6.17 Puts coat on and takes off Adaptive C. Dressing and Undressing 2.3 Puts on pullover clothing
4-5 years, K Readiness P6.17 Puts coat on and takes off Adaptive C. Dressing and Undressing 2.4 Puts on pull-up clothing
4-5 years, K Readiness P6.17 Puts coat on and takes off Adaptive C. Dressing and Undressing 1.2 Takes off pullover clothing over head
4-5 years, K Readiness P6.17 Puts coat on and takes off Adaptive C. Dressing and Undressing 1.3 Takes off front-opening coat, jacket, or shirt
4-5 years, K Readiness P6.18 Uses the bathroom independently Adaptive B. Personal Care Routines 1. Carries out all toileting functions
Domain: Mathematics
Component M1-6: Number Knowledge
M1 Rote counting: The child attends to sequences and use of number words, with or without items, sets, or numerals and without recognizing the link to quantity
0–1 years M1.1 Releases one item to reach for another Fine Motor A. Reach, Grasp, and Release 3.2 Releases object into nondefined space
0–1 years M1.2 Uses body language to indicate a desire for more Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
1–2 years M1.3 Imitates use of at least one number word Cognitive B. Imitation and Memory 2. Imitates novel words
1–2 years M1.4 Imitates counting Math A. Counting 1. Counts out 3 items
2–3 years M1.5 Recites number words but not necessarily in the correct order Math A. Counting 2.2 Recites numbers 1–10
2–3 years M1.6 Recites number words correctly, up to 3 Math A. Counting 1.2 Recites numbers 1–3
2–3 years M1.7 Names familiar numerals Math A. Counting 4.1 Recites numbers 31–100
2–3 years M1.7 Names familiar numerals Math A. Counting 4.2 Recites numbers 1–30
3–4 year, K-Readiness M1.8 Shows interest in counting or number oriented play, and notices numbers in the environment during free play Math A. Counting 1. Counts out 3 items
3–4 year, K-Readiness M1.9 Orders a few objects by size with assistance Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3–4 year, K-Readiness M1.10 Recites number words in the correct sequence up to 10 Math A. Counting 2.2 Recites numbers 1–10
3–4 year, K-Readiness M1.11 Recognizes when others make errors in the number word sequence Math A. Counting 2.2 Recites numbers 1–10
3–4 year, K-Readiness M1.12 Points to objects while reciting number word sequence Math A. Counting 3. Counts out 20 items
3–4 year, K-Readiness M1.13 Begins to write number-like forms Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5, K-Readiness M1.14 Recites number word aloud, forward, up to at least 29 (allow for some mistakes), without objects Math A. Counting 4.2 Recites numbers 1-30
4-5, K-Readiness M1.15 Recites number words aloud, backward, down from at least 10 without objects Math A. Counting 2.2 Recites numbers 1-10
4-5, K-Readiness M1.16 Is able to name the next number word for numbers up to 9 Math A. Counting 2.2 Recites numbers 1-10
4-5, K-Readiness M1.17 Reads and writes numerals from 0 to 10, with some reversals possible Math C. Reading and Writing Numbers 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10
K Alignment K.1.1.3 Count, with and without objects, forward and backward to at least 20 Math A. Counting 3. Counts out 20 items
K Alignment K.1.1.2 Read, write, and represent whole numbers from 0 to at least 31 Math C. Reading and Writing Numbers 3.1 Demonstrates understanding of mathematical meaning of written numerals 11-20
M2 Meaningful Counting: The child uses counting to identify how many items are in a set, using one to one correspondence; uses number words to identify “how many”
0-1 years
1-2 years
2-3 years M2.1 Imitates one to one correspondence Math A. Counting 1. Counts out 3 items
3-4 year, K-Readiness M2.2 Correctly uses 1:1 correspondence up to 4 items Math A. Counting 2. Counts out 10 items
4-5 years, K Readiness M2.3 Demonstrates and uses 1:1 correspondence with sets larger than four Math A. Counting 2. Counts out 10 items
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
M3 Cardinality: The child associates each of one or more number words to a unique and exact quantity, and knows that the final number word used when counting out an item set represents the exact number of items in the set
0–1 years
1–2 years M3.1 Responds to request to give a small quantity items (one, two) Math A. Counting 1. Counts out 3 items
2–3 years M3.2 Gives 1 item correctly, upon request Math A. Counting 1. Counts out 3 items
2–3 years M3.3 Gives 2 items or more upon request for 2, inconsistently Math A. Counting 1. Counts out 3 items
3–4 year, K-Readiness M3.4 Gives exactly 4 consistently when asked Math A. Counting 2. Counts out 10 items
4–5, K-Readiness M3.5 Gives 5 or more items correctly and consistently when asked Math A. Counting 2. Counts out 10 items
K Alignment K.1.2.1 Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Cognitive D. Reasoning 3. Solves problems using multiple strategies
K Alignment K.1.2.2 Compose and decompose numbers up to 10 with objects and pictures Cognitive D. Reasoning 3. Solves problems using multiple strategies
M4 Ordinality: The child matches symbols (digits or numerals) to a position in a sequence
0–1 years
1–2 years
2–3 years M4.1 Identifies first or second item in a sequence, upon request Math A. Counting 1. Counts out 3 items
3–4 year, K-Readiness M4.2 Uses terms like first; most; last; before, to refer to ordinal position Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
4–5, K-Readiness M4.3 Recognizes that a number can be used to represent a position in a sequence Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
K Alignment K1.1.1 Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
M5 Comparing numbers and quantities: The child uses organizing strategies to know how many objects they have
0-1 years M5.1 Grasps one object and reaches for another Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
1-2 years M5.2 Demonstrates understanding of some descriptive words, such as responding to questions Social-Communication B. Functional Skill Use 4. Responds to comprehension questions related to why, how, and when
1-2 years M5.3 Separates a few items into groups using own method such as color, size, etc. Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
1-2 years M5.4 Nests smaller objects inside larger objects Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
2-3 years M5.5 Compares two sets of up to 4 objects accurately using terms like more/less; a little/a lot Math B. Quantitative Relations 1.3 Uses quantity comparison words
3-4 year, K-Readiness M5.6 Uses terms like more/less; bigger/smaller; a little bit/a lot; to refer to approximate quantities Math B. Quantitative Relations 1.3 Uses quantity comparison words
4-5 years, K Readiness M5.7 Verbally estimates quantities without counting, although inconsistently and allowing for mistakes Math A. Counting 2.1 Counts 10 items to determine “How many?”
K Alignment
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
M6 Relation and operations: The child can create a set or subset based on a rule, can combine or separate sets, and recognize the amount of items in a set does not change when the set arrangement changes
0–1 years
1–2 years
2–3 years M6.1 Notices when the quantity of a set of up to 4 objects has increased or decreased Math B. Quantitative Relations 1. Compares items in sets to 5 by counting
3–4 year, K-Readiness M6.2 States the number that comes next or before up to 5 Math A. Counting 2.2 Recites numbers 1–10
3–4 year, K-Readiness M6.3 Understands that a quantity changes (increases or decreases) when a set of objects is added to/subtracted from (respectively) Math A. Counting 2.1 Counts 10 items to determine “How many?”
4–5 years, K Readiness M6.4 States the number that comes next or before up to 10 Math A. Counting 2.2 Recites numbers 1–10
4–5 years, K Readiness M6.5 Understands that the quantity of a set of (more than 4) objects has been changed Math A. Counting 2.1 Counts 10 items to determine “How many?”
4–5 years, K Readiness M6.6 Without recounting, can add one more to a set, even when the set isn’t visible after counting Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
4–5 years, K Readiness M6.7 Demonstrates ability to combine and separate items within a small set without changing the total number in the set (up to 5) Math B. Quantitative Relations 2.2 Creates equivalent sets of 10 items
4–5 years, K Readiness M6.8 Uses simple physical strategies to combine or separate sets Math B. Quantitative Relations 2.2 Creates equivalent sets of 10 items
K Alignment K.1.1.4 Find a number that is 1 more or 1 less than a given number. Math D. Addition and Subtraction 1.2 Counts forward to 10
K Alignment K1.1.1 Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. Math A. Counting 2.1 Counts 10 items to determine “How many?”
K Alignment K1.2.2 Compose and decompose numbers up to 10 with objects and pictures. Math A. Counting 2. Counts out 10 items
K Alignment K.1.2.1 Use objects and draw pictures to find the sums and differences of numbers between 0 and 10. Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component M7: Measurement
M7 Measurement: Child recognizes and makes comparisons of measurable attributes (length, height, width, area, volume, physical distance, time duration.)
0–1 years
1–2 years M7.1 Experiments with “full” and “empty” Social-Emotional E. Meeting Social Expectations 1.1 Meets internal physical needs of hunger and thirst
1–2 years M7.2 Orders a few objects by size with assistance Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
2–3 years M7.3 Brings objects closer together to compare them Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
2–3 years M7.4 Imitates using an object to measure another object Cognitive D. Reasoning 2.2 Uses simple actions on objects
2–3 years M7.5 Identifies which of two small sets (less than 4) is more upon request Math B. Quantitative Relations 1.1 Compares items in sets to 5 by matching
2–3 years M7.6 Uses language to describe “full” and “empty” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
2–3 years M7.6 Uses language to describe “full” and “empty” Math B. Quantitative Relations 1.3 Uses quantity comparison words
3–4 year, K-Readiness M7.7 Shows understanding of measurement terms (longer/shorter, taller/shorter, fullest, farthest, closest) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
3–4 year, K-Readiness M7.7 Shows understanding of measurement terms (longer/shorter, taller/shorter, fullest, farthest, closest) Math B. Quantitative Relations 1.3 Uses quantity comparison words
3–4 year, K-Readiness M7.8 Uses terms like more/less; a little bit; a lot; to refer to continuous properties like water, sand, height Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
4–5, K-Readiness M7.9 Compares and orders more than two items in some way Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
4–5, K-Readiness M7.10 Uses comparison vocabulary (longer/shorter, taller/shorter, farthest/closest) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
K Alignment K.3.2.1 Use words to compare objects according to length, size, weight and position. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
K Alignment K.3.2.2 Order 2 or 3 objects using measurable attributes, such as length and weight. Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons

Component M78: Patterns

M8 Repeating patterns: The child can identify create and describe sequences in objects, colors or numbers with sequences that increase, decrease or grow in complexity
0–1 years M8.1 Anticipates familiar routines Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
1–2 years M8.2 Carries out familiar routines Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
1–2 years M8.3 Follows a familiar simple pattern (sound, body movement sequence like Patty Cake) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
2–3 years M8.4 Follows an unfamiliar simple pattern (sound, body, color, size, movement) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
3–4 year, K-Readiness M8.5 Recognizes repeating patterns Literacy B. Phonological Awareness 1.1 Identifies rhyming words
3–4 year, K-Readiness M8.6 Copies existing pattern with same materials Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3–4 year, K-Readiness M8.7 Extends a simple pattern with the same materials Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5 years, K Readiness M8.8 Uses words or pictures to describe a simple pattern Cognitive C. Conceptual Knowledge 1. Produces multiple-word sentences to communicate
4–5 years, K Readiness M8.9 Applies a simple pattern rule to different materials or mode (sound, body, color, size, movement) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5 years, K Readiness M8.10 Copies complex patterns with same materials Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5 years, K Readiness M8.11 Applies a complex pattern rule using different materials or mode (sound, body, color, size, movement) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
K Alignment K.2.1.1 Identify, create, complete, and extend simple patterns using shape, color, size, growing or shrinking such as ABB, ABB, ABB or number, sounds and movements Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component M9-11: Geometry and Spatial Thinking
M9 Knowledge and visualization of shapes: The child recognizes shapes, can describe 2 dimensional (2D) and 3 dimensional (3D) shapes and manipulate shapes with purpose.
0–1 years
1–2 years M9.1 Shows interest in shapes Cognitive A. Sensory Exploration 1. Orients to events or stimulation
2–3 years M9.2 Begins to recognize 2 dimensional (2D) and 3 dimensional (3D) shapes such as circles, spheres, squares, and cubes, such as by sorting or puzzle pieces Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3–4 year, K-Readiness M9.3 Points to familiar 2D and 3D shapes (circle, spheres, squares, cubes, triangles) when asked, thereby showing recognition of shape names Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3–4 year, K-Readiness M9.4 Recognizes geometric shapes in the environment Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5 years, K Readiness M9.5 Begins to describe the features (attributes) that define 2D and #D shapes, including sides and corners Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
4–5 years, K Readiness M9.6 Puts together (composes) and takes apart (decomposes) shapes Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5 years, K Readiness M9.7 Composes and decomposes shapes/constructions with increasing complexity Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
K Alignment K.3.1.1 Recognize basic two- and spheres. and three-dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders and sphere Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
M10 Transformations and symmetry: The child can locate and manipulate shapes in space
0-1 years M10.1 Attends and responds to moving objects and sounds, relative to themselves Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
1-2 years M10.2 Develops increasing ability to change positions and move body from place to place Gross Motor B. Movement and Coordination All
1-2 years M10.3 Demonstrates awareness of relationship between over and under, up and down, in and out Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
2-3 years M10.4 Adjusts position and movement of own body relative to objects Cognitive A. Sensory Exploration 1. Orients to events or stimulation
2-3 years M10.5 Explores how objects fit together in space Fine Motor B. Funtional Skill Use 3.3 Fits variety of shapes into corresponding spaces
2-3 years M10.6 Rotates objects to fit through holes Fine Motor B. Funtional Skill Use 3.3 Fits variety of shapes into corresponding spaces
3-4 year, K-Readiness M10.7 Rotates, flips, or turns an object to fit once they realize object doesn't fit a defined space Fine Motor B. Funtional Skill Use 3.3 Fits variety of shapes into corresponding spaces
4-5 years, K Readiness M10.8 Puts together (composes) and takes apart (decomposes) shapes to create new shapes Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4-5 years, K Readiness M10.9 Recognizes and creates shapes that have symmetry Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4-5 years, K Readiness M10.10 Shows awareness that an object needs to be rotated, flipped, or turned before trying to fit the object into a hole or puzzle Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
K Alignment K.3.1.3 Use basic shapes and spatial reasoning to model objects in the real world Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
K Alignment K.3.1.3 Use basic shapes and spatial reasoning to model objects in the real world Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
M11 Location, spatial relationships and landmark use: The child recognizes where a person or object is in relation to other people of objects
0–1 years M11.1 Shows preference for familiar toys Social-Communication A. Interactions with Adults 4.2 Makes choices to express preferences
1–2 years M11.2 Recognizes familiar objects from different vantage points Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
2–3 years M11.3 With verbal cues, uses simple maps to relate to real- world Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
3–4 year, K-Readiness M11.4 Uses terms like near/far; under; below; front; middle; end Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
3–4 year, K-Readiness M11.5 Uses a simple map of a visible area to locate placement Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
4–5 years, K Readiness M11.6 Recognizes and describes position of objects in space with greater accuracy Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
4–5 years, K Readiness M11.7 Draws a simple map Literacy E. Writing 2. Writes and draws for a variety of purposes
4–5 years, K Readiness M11.8 Matches 2 dimensional (2D) map with surrounding 3 dimensional (3D) layout Include this: (involves transformation, scale, dimension, and orientation distance) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
K Alignment K.3.1.3 Use basic shapes and spatial reasoning to model objects in the real-world Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component M-12: Data Analysis
M12 Sorting: The child recognizes that objects can be sorted by attributes
0–1 years M12.1 Recognizes differences among people and among different objects Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
1–2 years M12.2 Matches items based on attributes meaningful to the child Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
2–3 years M12.3 Explores sorting Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
2–3 years M12.4 Imitates sorting Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
3–4 year, K-Readiness M12.5 Sorts objects based on an observable attribute Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
3–4 year, K-Readiness 12.6 Demonstrates understanding that attributes are measurable Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
4–5, K-Readiness M12.7 Describes the attribute used for sorting or comparing Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
4–5, K-Readiness M12.8 While sorting, can make a shift to change the attribute being used to sort and describe the new sorting attribute Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
K Alignment K.3.1.2 Sort objects using characteristics such as shape, size, color and thickness Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
M13 Collects, classifies, and organizes information: The child collects, classifies and organizes data based on distinguishing characteristics.
0–1 years
1–2 years
2–3 years
3–4 year, K-Readiness M13.1 Participates in simple data collection discussed by an adult or other child Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
3–4 year, K-Readiness M13.2 Collects information by one or more attribute Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4-5, K-Readiness M13.3 Participates as group member in the collection of data that is put on a chart or graph Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
4-5, K-Readiness M13.3 Participates as group member in the collection of data that is put on a chart or graph Social-Emotional D. Independent and Group Participation 2. Interacts appropriately with others during large-group activities
4-5, K-Readiness M13.4 Sorts information by one or more attribute Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
4-5, K-Readiness M13.5 Independently collects data to put on a chart or graph Cognitive D. Reasoning 3. Solves problems using multiple strategies
K Alignment
M14 Describes data: The child can describe data by using data sets to solve problems or asking questions.
0-1 years
1-2 years
2-3 years
3-4 year, K-Readiness M14.1 Identifies patterns, differences, or similarities of information collected Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
3-4 year, K-Readiness M14.2 Uses language to describe those patterns, differences or similarities of data Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
4-5, K-Readiness M14.3 Uses language to compare data Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
4-5, K-Readiness M14.4 Uses data to answer questions and solve problems Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
4-5, K-Readiness M14.5 Discusses, compares and makes sense of collected data Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
K Alignment
Domain: Scientific Thinking
Component ST1-2: Discover
ST1 Observe and question: Child demonstrates awareness and engagement with phenomena, materials, and environment
0-1 year ST1.1 Observes and responds to external stimuli Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
0-1 year ST1.2 Indicates surprise, curiosity, or hesitancy when presented with unfamiliar items, people, situations Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
1-2 years ST1.3 Indicates interest by looking, pointing or verbalizing Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
2-3 years ST1.4 Asks questions readily Social-Communication C. Communicative Expression 4. Asks questions using inverted auxiliary
3-4 years ST1.5 Notices differences or similarities among materials, objects and phenomena Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
3-4 years ST1.6 Uses experiences to stimulate questions Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
4-5 years, K Readiness ST1.7 Verbally identifies obvious differences and similarities Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
4-5 years, K Readiness ST1.8 Expresses curiosity and/or formulates questions of complex concepts Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
4-5 years, K Readiness ST1.8 Expresses curiosity and/or formulates questions of complex concepts Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
K Alignment K1.1.2.1 Use observation to develop an accurate description of natural phenomena and compare one's observational and descriptive with those of others Cognitive E. Scientific Discovery 2.3 Makes observations
ST2 Investigate: Child actively shows wonder by demonstrating curiosity of self, others and surroundings
0-1 year ST2.1 Explores people and objects using senses Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
1-2 years ST2.2 Seeks out and explores objects and items with apparent interest Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
1-2 years ST2.3 Begins using objects as tools Cognitive D. Reasoning 1. Uses object to obtain another object
2-3 years ST2.4 Engages with objects of interest - whether familiar or new- for extended periods of time Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
2-3 years ST2.5 Explores properties of objects/material Is to gain understanding Cognitive E. Scientific Discovery 1.2 Uses senses to explore
2-3 years ST2.6 Identifies and uses some tools for their intended purpose Cognitive D. Reasoning 2.2 Uses simple actions on objects
3-4 years ST2.7 Seeks to gain additional knowledge in areas of interests Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
3-4 years ST2.8 Explores with the intention of finding out something specific Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
3-4 years ST2.9 Uses many tools as designed Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
4-5 years, K Readiness ST2.12 Uses tools in new and novel ways Cognitive D. Reasoning 3. Solves problems using multiple strategies
K Alignment K4.1.1.1 Observed compare plants and animal Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
Component S3-4: Act
ST3 Experiment: Child develops and completes a process based on a question, interest or anticipated outcome, adjusting as needed.
0-1 year ST3.1 Demonstrates recognition of familiar items, people, and situations Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
0-1 year ST3.2 Persists in looking for missing object(s) Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
1-2 years ST3.3 Demonstrates willingness to try new things Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
1-2 years ST3.4 Uses simple strategies to carry out ideas Cognitive D. Reasoning 3. Solves problems using multiple strategies
1-2 years ST3.5 Demonstrates ability to focus on one element of a situation Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
1-2 years ST3.6 Persists in actions or attempts to affect environment or objects Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
2-3 years ST3.7 Approaches situations with intent to achieve a simple outcome Cognitive D. Reasoning 3. Solves problems using multiple strategies
2-3 years ST3.8 Uses a variety of strategies to carry out ideas Cognitive D. Reasoning 3. Solves problems using multiple strategies
2-3 years ST3.9 Demonstrates ability to focus on multiple elements of a situation Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
2-3 years ST3.10 Demonstrates resilience in trial and error process Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
3-4 years ST3.11 Makes a simple plan in advance to see what will happen Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
3-4 years ST3.12 Uses a greater variety of strategies to carry out ideas Cognitive D. Reasoning 3. Solves problems using multiple strategies
3-4 years ST3.13 Attempts to make a prediction of an expected outcome Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
4–5 years, K Readiness ST3.14 Makes a plan in advance with an intended outcome Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
4–5 years, K Readiness ST3.15 Demonstrates awareness that different circumstances, materials and variables impact strategies and outcomes Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
4–5 years, K Readiness ST3.16 Makes a prediction when prompted Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
4–5 years, K Readiness ST3.17 Changes a plan or refines actions when outcome is not as expected Cognitive E. Scientific Discovery 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes
K Alignment K4.2.1.1 Observe a natural system or its model and identify living and nonliving components of the system Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
ST4 Evaluate: Child analyzes, examines, critiques, and synthesizes outcomes in order to draw conclusions
0–1 year ST4.1 Shows a preference for certain materials, people or situations Social-Communication D. Social Use of Language 4.2 Makes choices to express preferences
0–1 year ST4.2 Indicates surprise when outcome is not as expected Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
1–2 years ST4.3 Associates objects that belong together Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
1–2 years ST4.4 Asks “what happened?” or “where did it go?” as a result of an experiment Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
2–3 years ST4.5 Recognizes obvious differences among like objects Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
2–3 years ST4.6 Makes guesses at possible explanations or conclusions Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
MN Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Item
3-4 years ST4.7 Describes all parts of an outcome by comparing, sorting, classifying and/or organizing Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
3-4 years ST4.8 Open to more than one solution or answer to a problem Cognitive D. Reasoning 3. Solves problems using multiple strategies
3-4 years ST4.9 Begins to rely on or expect evidence, things seen or experienced directly, as reasons for results obtained Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
4-5 years, K Readiness ST4.10 Offers critique of an experience based on examination of outcomes Cognitive E. Scientific Discovery 4.2 Demonstrates knowledge of properties of change resulting from investigations
4-5 years, K Readiness ST4.11 Sees outcomes as the result of one's behavior or actions Cognitive E. Scientific Discovery 4.2 Demonstrates knowledge of properties of change resulting from investigations
4-5 years, K Readiness ST4.12 Reflects upon evidence and draws reasonable conclusions using data gathered Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
K Alignment K1.1.2.1 Use observations to develop accurate descriptions of a natural phenomena and compare one's observations and descriptions with others Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
K Alignment K3.2.2.2 Identify the sun as a source of heat and light Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
K Alignment K3.2.2.1 Monitor daily and seasonal changes in weather and summarize changes Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
Component ST5-6: Integrate
ST5 Communicate: Child effectively verbalizes thinking and share thoughts, ideas, conclusions with self and others
0-1 year ST5.1 Vocalizes in response to stimuli or individual needs Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
0-1 year ST5.2 Seeks out/initiates interactions from others in service of own needs Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
1-2 years ST5.3 Uses gestures, body language or a few words to express emotions related to an activity, person or experience Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
1-2 years ST5.3 Uses gestures, body language or a few words to express emotions related to an activity, person or experience Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
1-2 years ST5.4 Invites others to observe actions and results Cognitive E. Scientific Discovery 2.3 Makes observations
2-3 years ST5.5 Describes details associated with an experience such as materials, possible causes and effects Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
2-3 years ST5.6 Listens to others ideas and points of view Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
2-3 years ST5.7 Shares stories and related experiences with others unprompted Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
2-3 years ST5.8 Scribbles or draws to show and/or share ideas Literacy E. Writing 2. Writes and draws for a variety of purposes
3–4 years ST5.9 Verbally expresses ideas/thought process Social-Emotional D. Independent and Group Participation 2.2 Describes objects, people, and events as part of social exchange
3–4 years ST5.10 Seeks input from others regarding an experience Social-Emotional D. Independent and Group Participation 2.1 Asks questions to obtain information
3–4 years ST5.11 Verbalizes possible explanations for an outcome Cognitive D. Reasoning 4. Draws plausible conclusions about events beyond personal experience
3–4 years ST5.11 Verbalizes possible explanations for an outcome Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
3–4 years ST5.12 Uses drawing, writing, models, or other creative expressions to present ideas Literacy E. Writing 2. Writes and draws for a variety of purposes
4–5 years, K Readiness ST5.13 Retells/describes own actions in process of experimenting Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
4–5 years, K Readiness ST5.13 Retells/describes own actions in process of experimenting Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
4–5 years, K Readiness ST5.14 Talks with others about questions, actions, ideas, observations or results Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
4–5 years, K Readiness ST5.14 Talks with others about questions, actions, ideas, observations or results Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
4–5 years, K Readiness ST5.15 Articulates and shares aloud explanations based on reasoning and evidence Cognitive E. Scientific Discovery 4. Draws plausible conclusions about events beyond personal experience
4–5 years, K Readiness ST5.15 Articulates and shares aloud explanations based on reasoning and evidence Cognitive E. Scientific Discovery 4.1 Draws conclusions about causes of events based on personal experience
4–5 years, K Readiness ST5.16 Uses more detailed drawing, writing, models, or creative expressions to present ideas Literacy E. Writing 2. Writes and draws for a variety of purposes
K Alignment K1.1.2.1 Use observations to develop accurate descriptions of a natural phenomena and compare one's observations and descriptions with others Cognitive E. Scientific Discovery 2.3 Makes observations
K Alignment K2.1.1.1 Sort objects in terms of color, size, shape and texture and communicate reasoning for the sorting system Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
ST6 Apply: Child leverages and uses knowledge unprompted or in a new situation.
0-1 year ST6.1 Finds comfort in familiar people and objects Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
1-2 years ST6.2 Revisits and builds on past experiences Cognitive E. Scientific Discovery 4. Transfers knowledge
2-3 years ST6.3 Generalizes knowledge gained from one situation to another Cognitive E. Scientific Discovery 4. Transfers knowledge
2-3 years ST6.4 Recognizes relevant attributes to inform the development of a rule Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
3-4 years ST6.5 Recalls and uses information in new/ different experiences Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
3-4 years ST6.6 Generates new and more complex questions Cognitive E. Scientific Discovery 2.1 Generates specific questions for investigation
3-4 years ST6.7 Uses prior experience to identify details that may be relevant Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
4-5 years, K Readiness ST6.8 Compares findings to predictions or expected results Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
4-5 years, K Readiness ST6.9 Identify what to look for, measure, or test to answer questions Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
4-5 years, K Readiness ST6.10 Develops and applies rules Cognitive E. Scientific Discovery 4.2 Demonstrates knowledge of properties of change resulting from investigations
4-5 years, K Readiness ST6.11 Determines approach to situation, problem or challenge based on previous experience Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
K Alignment K1.2.1.1 Sort objects into two groups: those that are found in nature and those that are human made Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
K Alignment K2.1.1.1 Sort objects in terms of color, size, shape and texture and communicate reasoning for the sorting system Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts