AEPS 3 New Hampshire Early Learning Standards Alignment.pdf
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ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
New Hampshire Early Learning Standards (Birth through Five)
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Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with New Hampshire Early Learning Standards (Birth through Five)
This document aligns the content from the New Hampshire Early Learning Standards (Birth through Five) [2015] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire Early Learning Standards Birth Through Five. Concord, NH: NH Department of Health and Human Services. Retrieved from: https://www.dhhs.nh.gov/dcyf/cdb/documents/nh-early-learning- standards.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created September 2021
| Social and Emotional Development | ||||
|---|---|---|---|---|
| Self-Concept and Social Identity | ||||
| Self-esteem | ||||
| Birth to Nine Months | Smile or are comforted when a trusted caregiver speaks kindly to them | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Nine Months to Eighteen Months | Show likes and dislikes in ways that are consistent with the family's cultural expectations (E.g. Brady vocalizes pleasure while playing, but cries while having a diaper changed.) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Eighteen to Twenty-Four Months | Show awareness of being seen by others such as repeating an action when someone is watching (E.g. Whenever she sees a camera, Ruby smiles and poses.) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Twenty-Four to Thirty Months | Show delight in their abilities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Thirty Months to Three Years | Call attention to themselves in photographs or videos | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Three Years | Draw adult's attention to their actions and creations (E.g. On the playground Luna keeps telling her father, "Watch me, watch me!") | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Self-confidence | ||||
|---|---|---|---|---|
| Birth to Nine Months | Smile and laugh when imitating an adult (E.g. 8-month-old Ashton smiles when he imitates his teacher clapping.) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Nine Months to Eighteen Months | Take actions in the expectation of getting a response from an adult (E.g. 11-month-old Carolyn lifts her arms up knowing that her caregiver will pick her up.) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Eighteen to Twenty-Four Months | Show more awareness of their abilities | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Twenty-Four to Thirty Months | Perform the tasks requested of them and may initiate tasks on their own (E.g. Kyle's nana spoons food onto his plate and Kyle says, "Me do it!" and reaches for the spoon.) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Thirty Months to Three Years | Show independence and competence | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Three Years | Begin to experiment with their own potential and show confidence in their own abilities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Social identity | ||||
|---|---|---|---|---|
| Birth to Nine Months | By 9 months, recognize that they are separate and distinct from primary caregivers (E.g. 8-month-old Taniesha cries whenever her mother leaves the room.) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Show preference for their family members and primary caregivers | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Eighteen to Twenty-Four Months | Mimic adult behavior and responses to other people | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Eighteen to Twenty-Four Months | Mimic adult behavior and responses to other people | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Eighteen to Twenty-Four Months | Mimic adult behavior and responses to other people | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Twenty-Four to Thirty Months | Point out or comment on differences in gender and physical characteristics, using social labels (E.g. Eddie points to each classmate and labels each as “boy” or “girl.”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Thirty Months to Three Years | Identify or point to characters that resemble themselves or their family members in books or magazines | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Three Years | Continue to develop awareness of differences and their own gender and cultural identity (E.g. Delia says to her teacher, “I’m a girl, so I can be a mommy someday.”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Attachment | ||||
| Relationships with primary caregivers | ||||
| Birth to Nine Months | Demonstrate interest in familiar adults and develop strong attachment to primary caregivers | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Nine Months to Eighteen Months | Rely on trusted adults to feel secure trying new activities | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult’s affective tone |
| Eighteen to Twenty-Four Months | Continue to need the security of a trusted adult; ask for help, if needed, in verbal and non-verbal ways | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twenty-Four to Thirty Months | Imitate and attempt to please familiar adults (E.g. Rylee joins in singing when her caregiver sings a silly song with her.) | Cognitive | B. Imitation and Memory | 1. Initiates novel coordinated motor actions |
| Thirty Months to Three Years | Continue to need adult approval and validation but show more competence | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Three Years | Respond appropriately to social and emotional cues of adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Relationships with less familiar adults | ||||
|---|---|---|---|---|
| Birth to Nine Months | Are able, over time, to differentiate between familiar and unfamiliar adults | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Nine Months to Eighteen Months | Show strong preference for familiar adults and may demonstrate fear or rejection responses to unfamiliar adults | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Eighteen to Twenty-Four Months | Continue to show hesitation around unfamiliar adults (E.g. Billie hides behind his father when the store clerk says "hi" to him.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twenty-Four to Thirty Months | Dependent on experience, may show more interest in unfamiliar adults, but are still cautious | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Thirty Months to Three Years | Are more comfortable around unfamiliar adults | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Three Years | May initiate contact with unfamiliar adults, when familiar adults are nearby | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Social Competence | ||||
| Relationships and social skills with peers | ||||
| Birth to Nine Months | Demonstrate increasing awareness of other children (E.g. While lying on a blanket close to her, Carlos reaches for Becca's arm.) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Show interest in other children | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Eighteen to Twenty-Four Months | Play alongside other children, with or without acknowledging their presence | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Twenty-Four to Thirty Months | Engage in brief or momentary interactions with other children, but may need adult support (E.g. Siddarth yells, "Run, run," to several other children on the playground.) | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Thirty Months to Three Years | Begin to play cooperatively for brief periods with other children | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Three Years | Play cooperatively with other children and show preference for some children over others (E.g. Jose and Chris are playing together. When Martin comes over, Chris says, "No, go away.") | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Recognition of others' feelings | ||||
|---|---|---|---|---|
| Birth to Nine Months | May cry when another baby cries | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Show awareness in other people's emotions | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Eighteen to Twenty-Four Months | Demonstrate interest in the feelings of another child | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Twenty-Four to Thirty Months | May try to comfort children who are distressed (E.g. Filomena gives her teddy bear to Ellen, who is crying.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Thirty Months to Three Years | Begin to display empathy towards other children | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Three Years | Begin to label others' feelings and recognize reasons for those feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Behavioral regulation | ||||
| Birth to Nine Months | Calm themselves (E.g. 9-month-old Vinod babbles in his crib until his father comes to get him up from his nap.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Nine Months to Eighteen Months | Need adult support to regulate physical expressions of emotions (E.g. Marigold pulls another baby's hair until the teacher takes her hand and shows her how to pat the baby gently.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Eighteen to Twenty-Four Months | With guidance, demonstrate they can use some classroom materials appropriately (E.g. The teacher shows her toddlers how to handle books gently and Clara turns the pages carefully.) | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Twenty-Four to Thirty Months | With adult guidance, can begin to tone down aggressive behaviors | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Thirty Months to Three Years | Show increased self-regulation and awareness of how their actions affect others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Three Years | Follow classroom rules and routines with guidance | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Emotional Competence | ||||
|---|---|---|---|---|
| Emotional expression | ||||
| Birth to Nine Months | Express enjoyment and unhappiness in their environment | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Birth to Nine Months | Express enjoyment and unhappiness in their environment | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Nine Months to Eighteen Months | Begin to express a variety of feelings through vocalization, facial expressions, and body movements | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Eighteen to Twenty-Four Months | May express their feelings strongly including extended episodes and may not be easily distracted | Social-Communication | A. Early Social Communication | Child uses concrete symbolic expressions such as gestures, vocalizations, and objects to intentionally communicate. |
| Twenty-Four to Thirty Months | Share feelings through talking and pretend play | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Thirty Months to Three Years | Verbally relate their needs, wants, and feelings to others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Three Years | Express their feelings verbally with greater frequency | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Emotional regulation | ||||
| Birth to Nine Months | By 9 months, stop crying when their needs are met or they expect their needs to be met | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Follow their caregiver to keep him/her in sight | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Eighteen to Twenty-Four Months | Use comfort objects or certain behaviors to calm themselves (E.g. Finn finds and holds his blanket to calm himself.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Twenty-Four to Thirty Months | Have difficulty regulating strong feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Thirty Months to Three Years | Begin using words to describe their feelings while still expressing strong emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Three Years | Begin to respond to an adult's cues about regulating their emotions (E.g. At drop-off time, Sage begins to control his crying when his teacher says, "I know you're sad, would you like to see what your friends are doing?") | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Language Development and Emergent Literacy | ||||
|---|---|---|---|---|
| Language Development | ||||
| Listening Comprehension | ||||
| Receptive verbal communication | ||||
| Birth to Nine Months | Shows interest in the speech of others and prefer familiar voices | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Nine Months to Eighteen Months | Demonstrate their understanding of others' speech through their actions, such as responding physically to simple requests (E.g. Joshua, 15 months, smiles when his father says, "Smile at Daddy.") | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Eighteen to Twenty-Four Months | May show by their actions understanding of simple statements (E.g. Blaine sits down at the table when his teacher says, "It's time to eat.") | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Twenty-Four to Thirty Months | Show by their actions that they understand simple one-step directions (E.g. When her teacher says, "Put on your coat," Doretta picks up her coat and puts her hand in the sleeve.) | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Twenty-Four to Thirty Months | Show by their actions that they understand simple one-step directions (E.g. When her teacher says, "Put on your coat," Doretta picks up her coat and puts her hand in the sleeve.) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Thirty Months to Three Years | Respond to simple questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Three Years | Show awareness of others' comments or statements that have to do with them (E.g. Milo shouts, "Don't want to go to the doctor!" after overhearing his parents talk about his illness.) | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Non-verbal communication | ||||
|---|---|---|---|---|
| Non-verbal communication | ||||
| Birth to Nine Months | Use various sounds and movements to communicate | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Nine Months to Eighteen Months | Communicate using consistent sounds, gestures, and facial expressions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Eighteen to Twenty-Four Months | Understand others' nonverbal symbolic cues such as nodding for yes or shaking head for no | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Twenty-Four to Thirty Months | Use gestures to augment what they are trying to communicate with words (E.g. Destiny shakes her head emphatically as she says, "No, no, no.") | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Thirty Months to Three Years | Begin to understand other children's nonverbal social cues | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Three Years | Notice other children's body language and try to interpret it | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Communication Concepts | ||||
| Pragmatics and social language | ||||
| Birth to Nine Months | Use sounds to get adult attention and to engage adults | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Nine Months to Eighteen Months | Begin to use single words to communicate | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Eighteen to Twenty-Four Months | Convey a variety of meanings through simple vocabulary (E.g. Jeff says "milk," which can mean, "I want milk," "I'm finished drinking milk," or "I spilled my milk.") | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Twenty-Four to Thirty Months | Use language for a variety of functions | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Thirty Months to Three Years | Can participate in simple conversational exchanges, usually with adults | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Three Years | Begin to understand the rules for communication in different situations (E.g. Charlie whispers when dad explains that he needs to use a quiet voice when visiting grandpa in the hospital.) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Verbal Expressions | ||||
|---|---|---|---|---|
| Vocabulary development | ||||
| Birth to Nine Months | At this age children are not communicating with words | |||
| Nine Months to Eighteen Months | Produce their first word and may have a vocabulary of up to 15 words | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Eighteen to Twenty-Four Months | Combine two words to express wants or needs (E.g. As Harper walks to the car she says, "Car go.") | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Twenty-Four to Thirty Months | Demonstrate a burst of new vocabulary words, which they may or may not use correctly | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Thirty Months to Three Years | Correctly use a growing number of vocabulary words and show interest in new words (E.g. Liam knows that fast, quick, and speedy mean the same thing.) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Three Years | Continue to build their vocabulary including more descriptive words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Expressive language or speaking | ||||
| Birth to Nine Months | Begin vocalizing using a variety of sounds (E.g. Stan uses different types of cries to communicate different needs.) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Nine Months to Eighteen Months | Move from imitating single words to beginning to use single words to communicate | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Eighteen to Twenty-Four Months | Begin to use words to communicate and may combine two to three words to form short phrases or sentences | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Twenty-Four to Thirty Months | Use words and some common rules of speech to express their ideas and thoughts (E.g. Margie exclaims, "I climbed up stairs!") | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Twenty-Four to Thirty Months | Use words and some common rules of speech to express their ideas and thoughts (E.g. Margie exclaims, "I climbed up stairs!") | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Thirty Months to Three Years | Use more connecting words, such as "and" or "then" | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Three Years | Can relate a simple story (E.g. When asked about her day, Rhianna says, "I went out on the playground and it was so icy and I fell and I cried and cried and my teacher helped me.") | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Emergent Literacy | ||||
|---|---|---|---|---|
| Emergent Reading | ||||
| Participation in language and literacy activities | ||||
| Birth to Nine Months | Focus on picture books while an adult is reading to them (E.g. 6-month-old Alisha sits on her mother's lap and looks and pats her hand on the book that her mother is reading.) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Enjoy being read to and may seek opportunities to be read to and to interact with books | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Eighteen to Twenty-Four Months | May show preferences for specific books and turn pages at the appropriate time with adult assistance | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Twenty-Four to Thirty Months | While being read to, point to and comment on illustrations and repeat or anticipate familiar words or phrases in the text | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Thirty Months to Three Years | Enjoy being read to and looking at books independently; May say familiar words and phrases while looking at the appropriate page (E.g. Kali, 33 months, sings along to the repetitious book, Brown Bear, Brown Bear, as her teacher reads it to her.) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Three Years | May describe what's happening in the pictures while turning the pages in a familiar book | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Narrative and story sense | ||||
|---|---|---|---|---|
| Birth to Nine Months | Look at the face of an adult describing the sequence of what will happen next (E.g. 5-month-old Nate stares intently at his father's face when he describes how he will change Nate's diaper.) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Participate in book reading activities (E.g. Brandon, 15 months, makes a shhh sound and puts his finger on his lips at the appropriate time when reading The Napping House.) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Eighteen to Twenty-Four Months | Can recognize that a story is beginning from a clue such as 'Once upon a time' | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Twenty-Four to Thirty Months | May relay or retell simple stories | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Thirty Months to Three Years | Can react to dramatic elements of a story and may respond with predictions when asked, "What will happen next?" (E.g. Addison, 33 months, is able to predict what is hidden under the flap on a page of a familiar book.) | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Three Years | Relate or retell stories with more parts | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Comprehension and interpretation | ||||
|---|---|---|---|---|
| Birth to Nine Months | Enjoy hearing a book being read and looking at the pictures, but do not understand the sequence of the story | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | May focus on certain elements in the illustrations, but often skip pages or focus on a particular page | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Eighteen to Twenty-Four Months | Point to and vocalize about an illustration or imitate an action seen in a picture (E.g. 18- month-old Angelique imitates the jumping action of the frog when being read, Jump Frog Jump.) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Twenty-Four to Thirty Months | Identify with a particular character or scene (E.g. When listening to the book, Where's My Teddy Said Eddie, Zaviel, 25 months, makes a scared face, identifying with the little boy in the woods.) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Thirty Months to Three Years | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Three Years | Can ask and answer simple questions about the story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Interest in and appreciation of reading | ||||
| Birth to Nine Months | Show enjoyment at being read to through vocalizing, eye contact, and movement (E.g. 8-month-old Sophia squeals in delight when her mother reads Ten Little Fingers and Ten Little Toes.) | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Nine Months to Eighteen Months | Bring a book to an adult to be read to and/or respond positively to an adult's offer to read | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Eighteen to Twenty-Four Months | Name and/or ask for favorite book and may show preference for books on certain topics | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Twenty-Four to Thirty Months | May ask an adult to read the same book repeatedly | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Thirty Months to Three Years | Ask for familiar books to be read in exactly the same way each time and know when sections are being skipped | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Three Years | Say what they like about a favorite book | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Phonological awareness | ||||
|---|---|---|---|---|
| Birth to Nine Months | Respond to sounds and words heard often | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Nine Months to Eighteen Months | Recognize and react to the sounds of language and can discriminate between nonspeech environmental sounds (E.g. Jamie continues playing when he hears the refrigerator door open, but stops when he hears a jar being opened.) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Eighteen to Twenty-Four Months | Enjoy chants and songs and books that rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Twenty-Four to Thirty Months | Enjoy chants and songs and books that rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Thirty Months to Three Years | Participate in chants and songs and books that rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Three Years | Enjoy playing with the sounds of language (E.g. Claire laughs loudly when her friend calls her Clairey Berry.) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Book awareness | ||||
| Birth to Nine Months | Treat books as any other object by exploring with hands and mouth (E.g. 5- month-old Colby grabs a board book and puts it to his mouth to chew on it.) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Look at pictures in books, but often treat books like other toys and objects in the environment | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Eighteen to Twenty-Four Months | Hold the book properly and turn pages, sometimes several at a time | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Twenty-Four to Thirty Months | Can identify the front of the book and use clues on the cover to select a book (E.g. Using the cover of the book as a clue, Charna, 28 months, picks up The Itsy Bitsy Spider and says to her mother, “Spider book.”) | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Thirty Months to Three Years | Can turn the book to the first page for an adult to begin reading and close the book and say, “The end” | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Three Years | Understand proper handling of books to avoid damage and help repair books, with adult support | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Emergent Writing | ||||
|---|---|---|---|---|
| Print and alphabet awareness | ||||
| Birth to Nine Months | Note: Children at this age are not aware of print as being distinct from anything else in their environment. | |||
| Nine Months to Eighteen Months | May begin to recognize that labels convey meaning (E.g. Jared sees a box of cheerios and says, "Oh, Oh!") | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Eighteen to Twenty-Four Months | Can show awareness of and recognize some print in the environment | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Twenty-Four to Thirty Months | Recognize that print and numerals are symbols that convey meaning (E.g. Colin, age 2, points to the bottom of his painting on his classroom wall and says, "There's my name.") | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Thirty Months to Three Years | Point to print and ask, "What does that say?" or ask someone to write for them | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Thirty Months to Three Years | Point to print and ask, "What does that say?" or ask someone to write for them | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Three Years | Begin to recognize their own name and may notice words that start with the same letter as their own name. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Interest in and emergent writing | ||||
| Birth to Nine Months | Note: Children at this age are not aware of writing. | |||
| Nine Months to Eighteen Months | Use writing tools (crayons, markers, pens) and notice that they can make marks with these utensils | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Eighteen to Twenty-Four Months | Gain more control over the kinds of marks they make (lines vs. circular marks) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Twenty-Four to Thirty Months | Scribble and draw and see these as the same | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Thirty Months to Three Years | Use their increased fine motor control to control the size and shape of their scribbles | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Three Years | Begin to differentiate between drawing and writing, and their scribbles may look more like writing (E.g. After painting a picture, 3-year-old Isaiah makes a series of vertical lines, representing his name.) | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Cognitive Development - Early Numeracy | ||||
|---|---|---|---|---|
| Number Operations | ||||
| Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting | ||||
| Birth to Nine Months | Develop an awareness of one or more than one (E.g. 7-month-old Gary holds one toy in one hand, another toy in the other hand.) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Begin to understand the concepts of “more” and “all gone” and begin to request “more” or indicate “no more” verbally or non-verbally | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Eighteen to Twenty-Four Months | Can use number words in songs and finger plays without understanding that numbers represent quantity | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Twenty-Four to Thirty Months | Develop an understanding of the relationship between spoken numbers and quantity for quantities up to 2 or 3 (E.g. Blake picks up a car and a block and says, “Two toys.”) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Thirty Months to Three Years | Begin to initiate one-to-one matching for four or fewer items | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Three Years | Show an interest in counting 1 to 10, may hold up fingers to indicate quantity | Math | A. Counting | 2.2 Recites numbers 1-10 |
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item | |
|---|---|---|---|---|
| Geometry and Spatial Sense | ||||
| Shapes and their attributes, position, comparing and contrasting two or more objects, and distance | ||||
| Birth to Nine Months | Develop an understanding of where things are in their environment | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Nine Months to Eighteen Months | Demonstrate an awareness of the distance between their body and materials in space (E.g. Jayce crawls across the room to grab a toy.) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Eighteen to Twenty-Four Months | Demonstrate an understanding of simple position words (E.g. Hayden climbs a hill and says, “Me on top!”) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Twenty-Four to Thirty Months | Demonstrate an understanding of many position words (E.g. Brittany says to her teacher, “I'm next to you.”) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Thirty Months to Three Years | Use comparison words and position words correctly | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Three Years | Explore and identify shapes in their environment and begin to notice attributes of shapes with adult help (E.g. Addy, 3 years old, says, “Look, my paper plate is a circle!”) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Measurements | ||||
| Size, volume, quantity, and other measurable qualities, and the tools to measure them | ||||
| Birth to Nine Months | Explore and begin to notice differences in temperature of objects in their environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Show some awareness of the relative size of objects in their environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Eighteen to Twenty-Four Months | Explore the concept of volume (E.g. Chase and Jade pick up a bucket of sand and dump it into the sandbox, over and over.) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Twenty-Four to Thirty Months | Show awareness of measurable qualities, such as size, distance, temperature, and weight, which, in toddler terms, are big/small, near/far, hot/cold, heavy/light | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Thirty Months to Three Years | Recognize that objects and people can be measured (E.g. Brianna asks her mother, “How big am I?”) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Three Years | Use non-standard tools to measure, with adult assistance (E.g. Marla, Stacy, and Tim pass a lump of clay between them to see if it is bigger or smaller than each child’s hand.) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Patterns and relationships | ||||
|---|---|---|---|---|
| Recognizing or creating planned or random repetitions and comparisons | ||||
| Birth to Nine Months | Engage in sustained gazing at objects or people, or track movement with their eyes | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Explore similarities and differences among objects in their environment | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Eighteen to Twenty-Four Months | Show awareness of objects and pictures that are the same | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Twenty-Four to Thirty Months | Show awareness of and interest in patterns | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Thirty Months to Three Years | Recognize simple patterns (E.g. Malik looks at the plastic animals on the shelf and says, “Mommy, baby, mommy, baby.”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Three Years | Extend simple patterns | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Data Collection and Analysis | ||||
| Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world | ||||
| Birth to Nine Months | Focus attention to people or objects in their environment for a period of time | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Focus on details in people and objects in their environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Eighteen to Twenty-Four Months | Can sort objects that are the same and different on one attribute (E.g. Amy puts all the red vehicles in one basket.) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Twenty-Four to Thirty Months | Can find people and objects that are the same based on one attribute | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Thirty Months to Three Years | Notice that objects can be classified in different ways based on different attributes (E.g. Leo and Peter argue over whether to sort their vehicles by color or by size.) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Three Years | Sort objects or people into subgroups by one attribute | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item | |
|---|---|---|---|---|
| Time and Sequence | ||||
| Concept of time as it related to daily routines, and sequencing of events | ||||
| Birth to Nine Months | Associate a specific occurrence with meeting their needs (E.g. Emma hears footsteps and lifts her arms anticipating that mommy is coming to pick her up.) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Demonstrate some understanding of when things happen in relation to routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Eighteen to Twenty-Four Months | Can recall information about the immediate past (E.g. Jack recalls what he had for morning snack when his aunt asks him after lunch. | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Twenty-Four to Thirty Months | Show increased knowledge and memory for daily routines | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Thirty Months to Three Years | Can anticipate what will happen next in daily routines | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Three Years | Can remember and describe daily sequence of events | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Cognitive Development - Science and Social Studies | ||||
| Key Concepts | ||||
| Object Permanence | ||||
| Birth to Nine Months | Track moving objects and begin to understand that people and objects no longer in sight still exist | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Show understanding that people and objects no longer in sight still exist (E.g. Molly watches her mother put keys in her purse. Molly then searches in the purse to find them.) | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Eighteen to Twenty-Four Months | Can find objects that are not in sight | Cognitive | C. Conceptual Knowledge | 1.1 Locates object in second of two hiding places |
| Twenty-Four to Thirty Months | Ask for people or things that are not in sight | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Thirty Months to Three Years | Enjoy hiding games | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Three Years | Play simple memory games | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Exploring the Physical World | ||||
|---|---|---|---|---|
| Physical world | ||||
| Birth to Nine Months | Explore objects in various ways using their senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Through trial and error, begin to develop an understanding of some basic physical science concepts such as gravity, force, and motion. (E.g. Penelope repeatedly drops her cup off the high chair and watches it fall to the floor.) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Eighteen to Twenty-Four Months | Through repeated observation, experimentation, and/or exploration, further develop their understanding of basic physical science concepts and the natural world | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Twenty-Four to Thirty Months | Show interest in observing, experiencing, and/or exploring physical science concepts and the natural world | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Thirty Months to Three Years | Focus on small details in indoor and outdoor environment (E.g. Esme lays on the grass and watches an ant move.) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Three Years | Ask many questions about the physical world and investigate with adult guidance | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Exploring the Social World | ||||
| Social conventions | ||||
| Birth to Nine Months | Recognize cultural and social labels for people and relationships in their family | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Nine Months to Eighteen Months | Use culturally appropriate labels for people and relationships in their family | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Eighteen to Twenty-Four Months | Recognize that there are routines and may test the expectations | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Twenty-Four to Thirty Months | Participate in expected behavior including greetings and goodbyes | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Thirty Months to Three Years | Understand that certain rules and customs apply in some situations and not in others (E.g. Sam tells his baby sister, “No yelling in church.”) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Three Years | Demonstrate and follow different customs in different settings | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Self, family, and community | ||||
|---|---|---|---|---|
| Birth to Nine Months | Recognize primary caregivers | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Nine Months to Eighteen Months | Interact with members of their household and their classroom Relates to social/emotional construct of relationships and social skills with peers | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Nine Months to Eighteen Months | Interact with members of their household and their classroom Relates to social/emotional construct of relationships and social skills with peers | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Eighteen to Twenty-Four Months | Identify family members of other children in their class | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Twenty-Four to Thirty Months | May sort items or toys into “families” and label with different roles in their own terms | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Thirty Months to Three Years | Explore various roles in their home and classroom (E.g. Natalie tells James, 20 months old, that he is the baby and that she is going to be the mommy. She then begins acting out the role by giving him a bottle.) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Three Years | Ask questions about other people's experiences in their families and communities | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Cognitive Development - Approaches to Learning | ||||
| Inquiry and Exploration | ||||
| Curiosity and sensory exploration | ||||
| Birth to Nine Months | Show awareness of occurrences in their surroundings and use their senses to explore people and objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Explore objects using their senses and manipulate them in a variety of ways | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Eighteen to Twenty-Four Months | Continue to investigate people and objects as tools | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twenty-Four to Thirty Months | Seek information through observation, exploration, and use of simple tools (E.g. Arthur pulls a chair up to the kitchen counter to see what his father is making for dinner.) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Thirty Months to Three Years | Continue to seek information through observation, exploration, and asking questions | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Three Years | Persist in asking “Why?” | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Cause and Effect | ||||
|---|---|---|---|---|
| Birth to Nine Months | Understand that their actions can have an effect on people and objects in their environment and repeat actions to duplicate effects (E.g. Colleen gently bounce 6-month-old Rory on her lap. When she stops, Rory moves his body up and down until Colleen resumes the bouncing.) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Nine Months to Eighteen Months | May do things to get a response from familiar adults and children (E.g. Luke drops peas and looks over to his caregiver as they fall from the table to the floor.) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Eighteen to Twenty-Four Months | Experiment with cause and effect while investigating their environment | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twenty-Four to Thirty Months | Repeat actions to create the same effect and add variations of those actions to see if the same thing happens | Cognitive | E. Scientific Reasoning | 3.2 Manipulates materials to cause change |
| Thirty Months to Three Years | Anticipate and try to prevent another person's actions that will create undesirable effects | Cognitive | E. Scientific Reasoning | 3.1 Draws on prior knowledge to guide investigations |
| Three Years | Use variations on previous actions in new environments and with different objects to create new and desired effects | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Reasoning and Problem Solving | ||||
|---|---|---|---|---|
| Theories about the world and how things work | ||||
| Birth to Nine Months | Seek to make sense of what happens in their environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Act out ideas about how things work by repeating and changing their actions (trial and error) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Eighteen to Twenty-Four Months | Process and assimilate new information and experiences by comparing them to previous information and experiences to expand their understanding of the world (E.g. Margaret sees a horse for the first time and says, “Big doggie!”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Twenty-Four to Thirty Months | Use multiple strategies to solve simple problems, but may become frustrated when their strategies don’t work | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Thirty Months to Three Years | Solve some problems without having to physically try out all possible solutions and may ask for help when needed | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Three Years | Remember strategies that have worked and apply them to new situations (E.g. At home, Davis moves a stool to the sink so that he can reach for his toothbrush. At child care the next day, Davis struggles to reach a pencil on the counter so he picks up a chair and puts it near the counter.) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
action in order to continue game or action
- Maintains social interaction with familiar
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Play | |||
| Imitation, risk taking, and experimentation | |||
| Birth to Nine Months | Engage in turn taking interactions with adults and explore a variety of materials including their own bodies, people, and objects | Social-Emotional | A. Interactions with Adults |
| Nine Months to Eighteen Months | May initiate turn taking with a trusted adult (E.g. Spencer gives a small toy to his grandmother and she gives another toy to him. They repeat this several times.) | Social-Emotional | A. Interactions with Adults |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Eighteen to Twenty-Four Months | Enjoy using their whole bodies in active play | Gross Motor | C. Active Play |
| Twenty-Four to Thirty Months | Try out new actions, roles, and words that they imitate from others | Cognitive | B. Imitation and Memory |
| Twenty-Four to Thirty Months | Try out new actions, roles, and words that they imitate from others | Cognitive | B. Imitation and Memory |
| Thirty Months to Three Years | Take risks in big body play, expanding their physical abilities | Gross Motor | B. Movement and Coordination |
| Thirty Months to Three Years | Take risks in big body play, expanding their physical abilities | Gross Motor | B. Movement and Coordination |
| Thirty Months to Three Years | Take risks in big body play, expanding their physical abilities | Gross Motor | B. Movement and Coordination |
| Thirty Months to Three Years | Take risks in big body play, expanding their physical abilities | Gross Motor | B. Movement and Coordination |
| Three Years | Engage in pretend play that includes roles and experiences that they find challenging (E.g. After a visit to the doctor, Brett gives her doll a shot.) | Social-Emotional | C. Interactions with Peers |
| Three Years | Engage in pretend play that includes roles and experiences that they find challenging (E.g. After a visit to the doctor, Brett gives her doll a shot.) | Social-Emotional | C. Interactions with Peers |
3.2 Pedals and steers tricycle 3.3 Pushes riding toy with feet while steering 3.4 Sits on riding toy or in wagon while in
2.1 Enacts roles or identities in imaginary
AEPS-3 Item
| Creativity, imagination, and inventiveness | ||||
|---|---|---|---|---|
| Birth to Nine Months | Infants this young do not demonstrate creativity, imagination, and inventiveness in ways that adults can easily interpret | |||
| Nine Months to Eighteen Months | May invent ways to attract adult attention and engage with them (E.g. Gretta pretends to cough to gain her teacher's attention and repeats this when her teacher laughs.) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Eighteen to Twenty-Four Months | Play with toys in ways of their own invention. (E.g. Kai puts blocks and cars together in a single structure.) | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Twenty-Four to Thirty Months | Begin to engage in simple pretend games | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Thirty Months to Three Years | Engage in more extended pretend play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Three Years | Invent stories and characters | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Sense of delight and humor | ||||
| Birth to Nine Months | Show pleasure in simple sensory games (E.g. AJ's mother tugs at the blanket in his hands and he tugs it back toward himself. They do this several times as AJ laughs.) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Nine Months to Eighteen Months | Express delight in ways appropriate to their culture | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Eighteen to Twenty-Four Months | Take delight in repetitive games and interactions (E.g. Bodhi and his teacher pass a ball back and forth and each time the teacher pretends to stop, Bodhi says, "again" and laughs when the teacher starts again.) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Twenty-Four to Thirty Months | Are amused by incongruity (E.g. Jonah laughs hysterically when his father pretends to put Jonah's shoes on his big feet.) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Thirty Months to Three Years | Play exuberantly | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Thirty Months to Three Years | Play exuberantly | Gross Motor | C. Active Play | All |
| Three Years | Laugh at themselves when they do something silly | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Executive Function | ||||
|---|---|---|---|---|
| Adaptability of thought processes, planning, and intentionality | ||||
| Birth to Nine Months | Can act intentionally to achieve a goal (E.g. 8-monthhold Oscar rolls across the floor to reach a toy.) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Nine Months to Eighteen Months | Can carry out their own one-step plan (E.g. Penthia puts a hat on her head.) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Eighteen to Twenty-Four Months | Plan and implement a two-step dramatic play (E.g. Ezra pretends to feed the baby doll and then puts it in the baby bed.) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Twenty-Four to Thirty Months | Can try to figure out what is getting in the way of their plan | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Thirty Months to Three Years | Plan their own simple activities and organize the materials they need | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Three Years | Can adapt plans to incorporate new materials | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Working memory and focus and attention | ||||
| Birth to Nine Months | Begin to maintain focus despite distractions during brief delays | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Can have expectations of what will happen based on previous experiences (E.g. Wilfred pulls his mother's hand to bring her to the refrigerator knowing she will offer juice to him.) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Eighteen to Twenty-Four Months | Stay focused on simple stories or books for brief periods of time | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Twenty-Four to Thirty Months | Have increased attention spans for activities that interest them or that they initiate | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Twenty-Four to Thirty Months | Have increased attention spans for activities that interest them or that they initiate | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Thirty Months to Three Years | Can maintain attention on their choice of activity until they have achieved their goal (E.g. Cheng draws one more line on her picture and says, “All done.”) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Three Years | Can play simple memory games such as matching pictures on cards | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Motivation, initiative, and persistence | ||||
|---|---|---|---|---|
| Birth to Nine Months | Persist in pursuing objects of interest (E.g. 9-monthold Jasper crawls after her family's cat.) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Explore objects that interest them with focus and persistence | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Eighteen to Twenty-Four Months | Initiate simple plans (E.g. 20-month-old Abreeanna pulls on her teacher's hand and says, "out", as she walks to the door.) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Twenty-Four to Thirty Months | Persist in following their own curiosity even if adults try to deter them (E.g. 24-month-old Sebastian keeps dropping his toy cars in the toilet bowl even though his mother tells him not to.) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Thirty Months to Three Years | Demonstrate the motivation to master simple tasks | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Three Years | Show initiative in a variety of ways including offering to help | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Symbolic Representation | ||||
| Representational process | ||||
| Birth to Nine Months | Calm in the presence of their primary caregiver (E.g. Gigi clings to her teacher when a stranger enters the classroom.) | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Birth to Nine Months | Calm in the presence of their primary caregiver (E.g. Gigi clings to her teacher when a stranger enters the classroom.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Nine Months to Eighteen Months | May draw comfort from objects that represent family members or primary caregivers (E.g. Bertti keeps her mother's scarf in her cubby and clings to it when upset.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Eighteen to Twenty-Four Months | Use an object to represent something else | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Twenty-Four to Thirty Months | Use a variety of materials, media, and other forms of self-expression to represent their thinking (E.g. Tessa makes up songs about herself.) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Thirty Months to Three Years | Understand that some signs in the community represent familiar places | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Three Years | Are aware that some symbols represent words and numbers | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Physical Development and Health | ||||
|---|---|---|---|---|
| Body Awareness and Control | ||||
| Spatial Awareness | ||||
| Birth to Nine Months | Use many repetitions to move various body parts and gain increasing control over movements | Gross Motor | A. Body Control and Transfer | All |
| Nine Months to Eighteen Months | Become more aware of where their body is in relation to other objects and people in the environment | Gross Motor | B. Movement and Coordination | 1 (All) |
| Nine Months to Eighteen Months | Become more aware of where their body is in relation to other objects and people in the environment | Gross Motor | B. Movement and Coordination | 2 (All) |
| Nine Months to Eighteen Months | Become more aware of where their body is in relation to other objects and people in the environment | Gross Motor | B. Movement and Coordination | 3 (All) |
| Eighteen to Twenty-Four Months | Can negotiate moving around objects and people without bumping into them | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Twenty-Four to Thirty Months | Show increased balance and coordination in play activities | Gross Motor | B. Movement and Coordination | 5 (All) |
| Twenty-Four to Thirty Months | Show increased balance and coordination in play activities | Gross Motor | B. Movement and Coordination | 6 (All) |
| Twenty-Four to Thirty Months | Show increased balance and coordination in play activities | Gross Motor | C. Active Play | 1 (All) |
| Twenty-Four to Thirty Months | Show increased balance and coordination in play activities | Gross Motor | C. Active Play | 2 (All) |
| Thirty Months to Three Years | Move their bodies through space with balance and control | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Three Years | Move with confidence and stability, coordinating movements to accomplish simple tasks (E.g. Outside on the playground, a small group of children play a game of Duck, Duck, Goose. | Gross Motor | C. Active Play | All |
| Development of the senses, orientation to stimuli, and sensory integration | ||||
|---|---|---|---|---|
| Birth to Nine Months | Show awareness of and respond to sensory stimuli | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Use senses to experience objects and the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Eighteen to Twenty-Four Months | Demonstrate sensory preferences (E.g. After playing in the sand in the sensory table, Anne wipes her hands together and leaves when the teacher adds water to make mud.) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Twenty-Four to Thirty Months | Use the information received from their senses to change the way they interact with the environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Thirty Months to Three Years | Begin to focus on important stimuli while ignoring extraneous stimuli | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Three Years | Develop the ability to use one sense to predict what they would perceive with another (E.g. Jowanna reaches into the mystery bag and guesses that she is holding a teddy bear based on the way it feels.) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Development of the senses, orientation to stimuli, and sensory integration | ||||
| Birth to Nine Months | Begin to develop predictable patterns for sleeping, eating, and eliminating | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Nine Months to Eighteen Months | By the end of this age range are eating three meals per day plus snacks | Social-Emotional | E. Meeting Social Expectations | 3.1 Responds to request to finish activity |
| Eighteen to Twenty-Four Months | Can show tiredness or hunger through predictable behaviors | Adaptive | D. Personal Safety | 2.1 Fastens clothing |
| Twenty-Four to Thirty Months | May resist sleeping or napping even when tired | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Thirty Months to Three Years | May take initiative to make themselves more comfortable (E.g. Remey takes off his socks and says, “Too hot.”) | Adaptive | D. Personal Safety | 2. Selects appropriate clothing and dresses self |
| Three Years | May be able to identify the need to eliminate | Adaptive | B. Personal Care Routines | 5. Uses culturally appropriate social dining skills |
| Physical state regulation | ||||
|---|---|---|---|---|
| Birth to Nine Months | Begin to develop predictable patterns for sleeping, eating, and eliminating | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Nine Months to Eighteen Months | By the end of this age range are eating three meals per day plus snacks | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Eighteen to Twenty-Four Months | Can show tiredness or hunger through predictable behaviors | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Twenty-Four to Thirty Months | May resist sleeping or napping even when tired | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Thirty Months to Three Years | May take initiative to make themselves more comfortable (E.g. Remey takes off his socks and says, “Too hot.”) | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Three Years | May be able to identify the need to eliminate | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Large Muscle Development and Coordination | ||||
|---|---|---|---|---|
| Gross motor skills | ||||
| Birth to Nine Months | Develop head and trunk stability and ability to change positions | Gross Motor | A. Body Control and Weight Transfer | All |
| Nine Months to Eighteen Months | Become mobile, progressing from crawling to walking, and show strong interest in climbing | Gross Motor | B. Movement and Coordination | 1 (All) |
| Nine Months to Eighteen Months | Become mobile, progressing from crawling to walking, and show strong interest in climbing | Gross Motor | B. Movement and Coordination | 2 (All) |
| Nine Months to Eighteen Months | Become mobile, progressing from crawling to walking, and show strong interest in climbing | Gross Motor | B. Movement and Coordination | 3 (All) |
| Nine Months to Eighteen Months | Become mobile, progressing from crawling to walking, and show strong interest in climbing | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Nine Months to Eighteen Months | Become mobile, progressing from crawling to walking, and show strong interest in climbing | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Eighteen to Twenty-Four Months | Move from one place to another by walking and running with basic control and coordination | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Eighteen to Twenty-Four Months | Move from one place to another by walking and running with basic control and coordination | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Twenty-Four to Thirty Months | Have more control with their arm and leg movements for walking, running, climbing, etc. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Twenty-Four to Thirty Months | Have more control with their arm and leg movements for walking, running, climbing, etc. | Gross Motor | B. Movement and Coordination | 4 (All) |
| Twenty-Four to Thirty Months | Have more control with their arm and leg movements for walking, running, climbing, etc. | Gross Motor | B. Movement and Coordination | 5 (All) |
| Twenty-Four to Thirty Months | Have more control with their arm and leg movements for walking, running, climbing, etc. | Gross Motor | B. Movement and Coordination | 6 (All) |
| Thirty Months to Three Years | Purposefully explore with their whole body and use objects and equipment | Gross Motor | C. Active Play | All |
| Three Years | Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles | Gross Motor | B. Movement and Coordination | 6 (All) |
| Three Years | Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles | Gross Motor | B. Movement and Coordination | 7 (All) |
| Three Years | Show increased confidence in their ability to coordinate large muscles and interest in new ways to use large muscles | Gross Motor | C. Active Play | All |
| Small Muscle Development and Coordination | ||||
|---|---|---|---|---|
| Fine motor skills | ||||
| Birth to Nine Months | Move from awareness of hands to ability to reach and grasp objects of varying sizes | Fine Motor | A. Reach, Grasp, and Release | 1 (All) |
| Birth to Nine Months | Move from awareness of hands to ability to reach and grasp objects of varying sizes | Fine Motor | A. Reach, Grasp, and Release | 2 (All) |
| Nine Months to Eighteen Months | Coordinate eyes and hands while exploring or holding objects | Fine Motor | B. Functional Skill Use | 1 (All) |
| Nine Months to Eighteen Months | Coordinate eyes and hands while exploring or holding objects | Fine Motor | B. Functional Skill Use | 2 (All) |
| Eighteen to Twenty-Four Months | Reach, grasp, and release objects with more control and experiment with using tools | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Twenty-Four to Thirty Months | Use tools purposefully to accomplish a goal (E.g. Shelby uses a glue stick to glue paper onto a wall collage.) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Thirty Months to Three Years | Use smaller manipulatives with ease | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Three Years | Show increased confidence in ability to coordinate small muscles and interest in new ways to use small muscles | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Nutrition | ||||
| Nutrition | ||||
| Birth to Nine Months | Suck and swallow liquids and associate breast or bottle with being fed | Adaptive | A. Eating and Drinking | 1.2 Swallows liquids |
| Nine Months to Eighteen Months | Chew and bite and develop the ability to eat finger foods | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Eighteen to Twenty-Four Months | Successfully chew and bite foods of varying textures | Adaptive | A. Eating and Drinking | 2.1 Eats hard and chewy foods |
| Twenty-Four to Thirty Months | Demonstrate a willingness to try new foods if offered on multiple occasions | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Thirty Months to Three Years | Show some awareness that some foods are more nutritious than others (E.g. After Brian reads We Eat Food That's Fresh, Kara points to the fresh strawberries on her plate at snack time.) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Three Years | Try healthy foods from a variety of cultures when given the opportunity | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Basic Safety | ||||
|---|---|---|---|---|
| Basic safety | ||||
| Birth to Nine Months | Cry to indicate stress and to seek help | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Nine Months to Eighteen Months | Seek physical contact with primary caregivers when faced with new or unfamiliar people or environments Relates to social/emotional construct of relationships with primary caregivers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Eighteen to Twenty-Four Months | Look to primary caregivers when faced with new or unfamiliar people or environments Relates to social/emotional construct of relationships with unfamiliar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Twenty-Four to Thirty Months | May acknowledge potentially unsafe situations, but are not yet able to be responsible for their own safety (E.g. Felipe climbs to the top of the toddler loft but needs a teacher’s assistance to get down.) | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Thirty Months to Three Years | Show increasing awareness of health and safety practices | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Three Years | Can identify and explain familiar health and safety signs in the community | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Self-care | ||||
|---|---|---|---|---|
| Self-care | ||||
| Birth to Nine Months | Note: Infants at this age rely on adults to care for them (E.g. Joey washes 8-month-old Dana's hands after a diaper change. | |||
| Nine Months to Eighteen Months | May be able to participate, with adult assistance, in selfcare tasks such as dressing and undressing, and feeding themselves, if culturally appropriate | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Eighteen to Twenty-Four Months | Show increasing interest in and sometimes insistence on doing things for themselves, if culturally appropriate (E.g. Preda insists on putting the soap on her hands without help.) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Twenty-Four to Thirty Months | Are able to participate in and occasionally initiate simple health routines, if culturally appropriate | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Thirty Months to Three Years | Are more likely to willingly participate in self-care routines, if culturally appropriate | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Three Years | Seek to accomplish self-care and house-keeping tasks with reminders, if culturally appropriate | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Creative Expression and Aesthetic Appreciation | ||||
|---|---|---|---|---|
| Exploration and Creation of Artistic Works | ||||
| Invention and Imagination | ||||
| Birth to Nine Months | Produce sounds through own vocalizations or play with objects in the indoor and outdoor environment | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Birth to Nine Months | Produce sounds through own vocalizations or play with objects in the indoor and outdoor environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Use tools to create sounds and marks with various objects, and media | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Eighteen to Twenty-Four Months | Use tools with more intentionality and purpose | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Twenty-Four to Thirty Months | Create three dimensional structures, songs, rhymes, drama, and dances | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Twenty-Four to Thirty Months | Create three dimensional structures, songs, rhymes, drama, and dances | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Twenty-Four to Thirty Months | Create three dimensional structures, songs, rhymes, drama, and dances | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Thirty Months to Three Years | Use and play with a variety of media and materials for exploration and creative expression | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Three Years | Create more elaborate three dimensional structures, songs, rhymes, and dances with a combination of materials | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Three Years | Create more elaborate three dimensional structures, songs, rhymes, and dances with a combination of materials | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Three Years | Create more elaborate three dimensional structures, songs, rhymes, and dances with a combination of materials | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Curiosity and interest | ||||
|---|---|---|---|---|
| Birth to Nine Months | Experiment and repeat a variety of vocalizations and body movements (E.g. Logan, 4 months old, begins to mimic his mother’s facial expressions.) | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Birth to Nine Months | Experiment and repeat a variety of vocalizations and body movements (E.g. Logan, 4 months old, begins to mimic his mother’s facial expressions.) | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Nine Months to Eighteen Months | Explore the sounds that a variety of environmental objects can make and explore a variety of sensory media to create visual images (sand, finger paint, crayons) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Eighteen to Twenty-Four Months | Show an increasing range of curiosity about their environment, objects, and people | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Twenty-Four to Thirty Months | Show interest in combining objects or media (E.g. Garrith glues yarn, paper, and packing peanuts onto a piece of construction paper.) | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Thirty Months to Three Years | Show interest in a variety of materials and activities related to creative expression | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Three Years | Ask how to produce a particular sound, visual image, or movement | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Confidence | ||||
| Birth to Nine Months | Gain control over their ability to produce sounds and movement and show delight in positive reactions from others | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Birth to Nine Months | Gain control over their ability to produce sounds and movement and show delight in positive reactions from others | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Birth to Nine Months | Gain control over their ability to produce sounds and movement and show delight in positive reactions from others | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Refine their actions to get closer to the desired effect in sound and movement | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Eighteen to Twenty-Four Months | May request adult attention and approval for all of their artistic, dance, and musical efforts | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Twenty-Four to Thirty Months | Select and use artistic materials and tools more purposefully (E.g. Cohen selects a paint brush from the box and blue paint from the row of paint cups and brings them over to the art easel.) | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Thirty Months to Three Years | Ask adults to save or take pictures or videos of their artistic creation | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Three Years | Show adults and peers what they can do or have created, including short individual performances or artistic creations | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Appreciation of and Response to the Creations of Others and the Natural World | ||||
|---|---|---|---|---|
| Awareness and attention | ||||
| Birth to Nine Months | Focus on sounds, patterns, and movements in the indoor and outdoor environment (E.g. Colin, 8 months old, giggles when he feels the breeze on his face.) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Nine Months to Eighteen Months | Show awareness of and preference for specific textures, smells, sounds, and visual images (E.g. Kathryn uses her hands to pick up a piece of birthday cake and then repeatedly wipes her hands on her shirt saying, “No.”) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Nine Months to Eighteen Months | Show awareness of and preference for specific textures, smells, sounds, and visual images (E.g. Kathryn uses her hands to pick up a piece of birthday cake and then repeatedly wipes her hands on her shirt saying, “No.”) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Eighteen to Twenty-Four Months | Begin to focus on and distinguish details in the indoor and outdoor environments | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Twenty-Four to Thirty Months | Show what they notice about the music, art, drama, dance, and natural phenomena they have witnessed | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Thirty Months to Three Years | Try to reproduce aspects of music, art, drama, dance, and natural phenomena they have witnessed (E.g. After watching a tap dancer, Reagan, Andrew, and Gabe recreate tap dancing.) | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Three Years | Share opinions about likes and dislikes in art and creative expression | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Sense of joy and wonder | ||||
| Birth to Nine Months | Enjoy and respond to sights, sounds, textures, tastes, and smells | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Nine Months to Eighteen Months | Respond with delight to some experiences, environments, and specific sensations | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Eighteen to Twenty-Four Months | Express joy in aesthetic experience | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Twenty-Four to Thirty Months | May participate actively in singing songs and dancing | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Thirty Months to Three Years | Exclaim enthusiastically in response to experiencing beauty indoors or outdoors (E.g. Ginny and her friends jump up and down shouting, “It’s a rainbow,” when they see a rainbow in the sprinkler.) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Three Years | Use descriptive words to express their response to an aesthetic experience (E.g. Using his communication device, Mark tells Tory he really likes the colors in her painting.) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Social and Emotional Development | ||||
|---|---|---|---|---|
| Self-Concept and Social Identity | ||||
| Self-esteem | ||||
| Four- and Five-Year-Olds | Continue to seek adult attention and recognition of what they know and can do | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Four- and Five-Year-Olds | Boast about what they know and can do (E.g. Quinn says, “I am really good at drawing rainbows.”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Kindergarten Readiness Indicators | ||||
| Self-confidence | ||||
| Four- and Five-Year-Olds | Are confident, self-directed, purposeful and inventive in play | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten Readiness Indicators | Domain 5: Element B – Self-concept, self-regulation and confidence3. Demonstrates confidence in approaching new tasks and experiences | Social-Emotional | D. Independent and Group Participation | 3 (All) |
| Social identity | ||||
| Four- and Five-Year-Olds | Notice differences and make comparisons between their physical characteristics and others’ and the way things are done in different settings (E.g. Consuela says “My abuela talks Spanish and my grandma talks English.”) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Four- and Five-Year-Olds | Express or describe their own characteristics and preferences (E.g. Jacob only chooses brown sweatpants when clothes shopping with his mother.) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Readiness Indicators | Domain 3: Element C – Social Studies: Self, Family & Community1. Demonstrates knowledge about self and others | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Kindergarten Readiness Indicators | Domain 5: Element B – Self: Concept, regulation, confidence2. Identifies personal characteristics and preferences | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Attachment | ||||
|---|---|---|---|---|
| Relationships with primary caregivers and less familiar adults | ||||
| Four- and Five-Year-Olds | Interact easily with familiar adults, but may be hesitant to approach or respond to less familiar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Four- and Five-Year-Olds | Seek adult help when needed for emotional support, physical assistance, social interaction, and approval | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Four- and Five-Year-Olds | Imitate familiar adults in culturally appropriate ways in everyday situations | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Readiness Indicators | Domain 5: Element A – Establishes and sustains positive relationships 1. Engages with trusted adults as resources and to share mutual interests | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Kindergarten Readiness Indicators | 5. Seeks adult help when needed to resolve conflicts | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Social Competence | ||||
| Relationships and social skills with peers | ||||
| Four- and Five-Year-Olds | Approach others with expectations of positive interactions | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Four- and Five-Year-Olds | Build skills needed to participate successfully as a member of a group, such as taking turns | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Four- and Five-Year-Olds | Build skills needed to participate successfully as a member of a group, such as taking turns | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Four- and Five-Year-Olds | Sustain interaction by cooperating, helping, sharing, and expressing interest, though they may need adult guidance | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Four- and Five-Year-Olds | Develop friendships, sometimes based on shared interests or characteristics | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Kindergarten Readiness Indicators | Domain 5: Element A – Establishes and sustains positive relationships 3. Accepts peers in the classroom, | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Kindergarten Readiness Indicators | Domain 5: Element A – Establishes and sustains positive relationships 3. Accepts peers in the classroom, | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Kindergarten Readiness Indicators | 4. Initiates, joins and sustains positive interactions with individuals or groups of children | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Recognition and understanding of others' feelings | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Begin to understand the reasons for others' emotions and respond appropriately (E.g. Audrey says to a friend who is upset over not getting the toy she wanted during play, "You'll get to play with it next time.") | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Kindergarten Readiness Indicators | Domain 5: Element A – Establishes and sustains positive relationships 2. Responds to emotional cues; shows empathy | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Behavioral regulation | ||||
| Four- and Five-Year-Olds | Begin to be able to stop undesirable behaviors on their own or with a gentle reminder (E.g. Xavier starts to grab Zach's car, but stops himself and asks, "Can I use that when you're done?") | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten Readiness Indicators | Domain 5: Element B – Self-regulation and confidence 1. Regulates own emotions and behaviors | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Emotional expression | ||||
| Four- and Five-Year-Olds | Demonstrate increasing competencies in recognizing and describing their own emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Four- and Five-Year-Olds | Explore emotions in various ways (through play, art, music, and dance) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Readiness Indicators | ||||
| Emotional Regulation | ||||
| Four- and Five-Year-Olds | May still have difficulty regulating strong emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Four- and Five-Year-Olds | Increasingly use words instead of actions to express their emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten Readiness Indicators | Domain 5: Element B – Self-regulation and confidence 1. Regulates own emotions and behaviors | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Language Development | ||||
|---|---|---|---|---|
| Listening Comprehension | ||||
| Receptive verbal communication | ||||
| Four- and Five-Year-Olds | Listen with understanding to stories, directions, and conversations | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Four- and Five-Year-Olds | Follow instructions that include a two or three step sequence of actions such as setting up a game or following a recipe | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Four- and Five-Year-Olds | Follow instructions that include a two or three step sequence of actions such as setting up a game or following a recipe | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Kindergarten Readiness Indicators | Domain 1: Element A – Listens to and understands increasingly complex language 1. Comprehends language 2. Responds appropriately to complex statements, questions, vocabulary, and stories 3. Follows detailed, instructional, multi-step (2-3) directions | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Kindergarten Readiness Indicators | Domain 1: Element A – Listens to and understands increasingly complex language 1. Comprehends language 2. Responds appropriately to complex statements, questions, vocabulary, and stories 3. Follows detailed, instructional, multi-step (2-3) directions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Kindergarten Readiness Indicators | Domain 1: Element A – Listens to and understands increasingly complex language 1. Comprehends language 2. Responds appropriately to complex statements, questions, vocabulary, and stories 3. Follows detailed, instructional, multi-step (2-3) directions | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Non-verbal communication | ||||
| Non-verbal communication | ||||
| Four- and Five-Year-Olds | Understand non-verbal cues | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Four- and Five-Year-Olds | Communicate needs, wants, or thoughts using nonverbal gestures, actions, or expressions (E.g. 5-year-old Devin points to the block area when he is asked what he wants to do next.) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Four- and Five-Year-Olds | Communicate needs, wants, or thoughts using nonverbal gestures, actions, or expressions (E.g. 5-year-old Devin points to the block area when he is asked what he wants to do next.) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Readiness Indicators |
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item | |
|---|---|---|---|---|
| Communication Concepts | ||||
| Pragmatics and social language | ||||
| Four- and Five-Year-Olds | Use language according to rules appropriate for the cultural context (may need adult help in recognizing appropriate cultural context) (E.g. 4-year-old Savannah asks her peer, “Can I please have the purple crayon?”) | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Four- and Five-Year-Olds | With adult support, can take turns in conversations and group discuss | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Kindergarten Readiness Indicators | Domain 1: Element C – Uses appropriate conversational and other communication skills 1. Engages in conversations with multiple exchanges 2. Uses acceptable language and social rules while communicating with others; may need reminders | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Kindergarten Readiness Indicators | Domain 1: Element C – Uses appropriate conversational and other communication skills 1. Engages in conversations with multiple exchanges 2. Uses acceptable language and social rules while communicating with others; may need reminders | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Verbal Expressions | ||||
| Vocabulary development | ||||
| Four- and Five-Year-Olds | Use increasingly complex and varied vocabulary and language | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Four- and Five-Year-Olds | Use increasingly complex and varied vocabulary and language | Social-Communication | C. Communicative Expression | 2 (All) |
| Four- and Five-Year-Olds | Use increasingly complex and varied vocabulary and language | Social-Communication | C. Communicative Expression | 3 (All) |
| Four- and Five-Year-Olds | Use increasingly complex and varied vocabulary and language | Social-Communication | C. Communicative Expression | 4 (All) |
| Four- and Five-Year-Olds | Use words and phrases learned through conversations and being read to (E.g. 4-year-old Hazel says, “The end”, when she finishes her snack | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Readiness Indicators | Domain 1: Element B – Uses language to express thoughts and needs 1. Describes and tells the use of many familiar items 3. Uses complete, four-to-six word sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Kindergarten Readiness Indicators | Domain 1: Element B – Uses language to express thoughts and needs 1. Describes and tells the use of many familiar items 3. Uses complete, four-to-six word sentences | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Expressive language or speaking, and meaning and linguistic concepts | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Speak clearly enough to be understood | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Four- and Five-Year-Olds | Use language for a variety of purposes, including communicating information (E.g. 5-year-old Sean shows his friends his new race car and they ask him questions about it and tell him stories about theirs.) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Four- and Five-Year-Olds | Ask questions and initiate and respond in conversations with others | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Four- and Five-Year-Olds | Tell stories with multiple characters and events | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten Readiness Indicators | Domain 1: Element B – Uses language to express thoughts and needs2. Speaks clearly enough to be understood without contextual clues (is understood by most people; may mispronounce new, long, or unusual words)3. Uses complete, four- to six-word sentences4. Tells about another time or place | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Kindergarten Readiness Indicators | Domain 1: Element B – Uses language to express thoughts and needs2. Speaks clearly enough to be understood without contextual clues (is understood by most people; may mispronounce new, long, or unusual words)3. Uses complete, four- to six-word sentences4. Tells about another time or place | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten Readiness Indicators | Domain 1: Element B – Uses language to express thoughts and needs2. Speaks clearly enough to be understood without contextual clues (is understood by most people; may mispronounce new, long, or unusual words)3. Uses complete, four- to six-word sentences4. Tells about another time or place | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Emergent Literacy | ||||
|---|---|---|---|---|
| Emergent Reading | ||||
| Participation in language and literacy activities | ||||
| Four- and Five-Year-Olds | Learn new information from books being read to them | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Four- and Five-Year-Olds | Ask for a story to be read and respond to stories told or read aloud | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Four- and Five-Year-Olds | Respond to adult questions about a book or story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Four- and Five-Year-Olds | Ask questions about a book or story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Four- and Five-Year-Olds | Make connections between a book or story to personal experiences (E.g. Irena points to a picture of a dog and says, “I have a dog like this, only bigger and my dog never chews shoes”.) | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Kindergarten Readiness Indicators | Domain 1: Element E – Comprehends and responds to books and other texts1. During read-alouds and book conversations interacts in a way that relates to the story | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Narrative and story sense | ||||
| Four- and Five-Year-Olds | Guess what will happen next in a story using pictures as a guide | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Four- and Five-Year-Olds | Tell their own stories | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Kindergarten Readiness Indicators | Domain 1: Element E – Comprehends and responds to books and other texts4. Retells a familiar story in proper sequence, including major events and characters | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Comprehension and interpretation | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Represent stories told or read aloud through a variety of media or in play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Four- and Five-Year-Olds | Use their own words to retell a simple familiar story while looking at a book | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Four- and Five-Year-Olds | Retell information from a book (E.g. 5 year old Mac tells his Papa that Tyrannosaurus Rex runs as fast as a horse.) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Kindergarten Readiness Indicators | Domain 1: Element E – Comprehends and responds to books and other texts | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Kindergarten Readiness Indicators | 1. During read-alouds and book conversations interacts in a way that relates to the story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten Readiness Indicators | 2. Begins to identify and recall story-related problems, events, and resolutions with guidance from an adult | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Kindergarten Readiness Indicators | 3. Pretends to read, reciting language that closely matches the text on each page and using reading-like intonation | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Interest in and appreciation of reading | ||||
| Four- and Five-Year-Olds | Select favorite books, authors, or illustrators | Literacy | D. Vocabulary and Story Comprehension | 1.1 Participates in shared one-on-one reading |
| Four- and Five-Year-Olds | Request or respond to informational books on favorite topics | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Kindergarten Readiness Indicators |
| Phonological awareness | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Listen to and recognize different sounds in rhymes, songs, and familiar words (E.g. When the teacher sings, “Willaby wallaby Wecca an elephant sat on...”, Becca shouts, “Becca!”) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Four- and Five-Year-Olds | Play with sounds of spoken language including letter sounds, rhymes, and words (E.g. Ray says, “My name rhymes with play.”) | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Four- and Five-Year-Olds | Can distinguish the beginning sounds of some words | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Kindergarten Readiness Indicators | Domain 1: Element F – Demonstrates phonological awareness 1. Notices and discriminates rhyme 2. Decides whether two words rhyme 3. Notices and discriminates alliteration 4. Hears and shows awareness of separate syllables in words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Kindergarten Readiness Indicators | Domain 1: Element F – Demonstrates phonological awareness 1. Notices and discriminates rhyme 2. Decides whether two words rhyme 3. Notices and discriminates alliteration 4. Hears and shows awareness of separate syllables in words | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Kindergarten Readiness Indicators | Domain 1: Element F – Demonstrates phonological awareness 1. Notices and discriminates rhyme 2. Decides whether two words rhyme 3. Notices and discriminates alliteration 4. Hears and shows awareness of separate syllables in words | Literacy | B. Phonological Awareness | 3 (All) |
| Kindergarten Readiness Indicators | Domain 1: Element F – Demonstrates phonological awareness 1. Notices and discriminates rhyme 2. Decides whether two words rhyme 3. Notices and discriminates alliteration 4. Hears and shows awareness of separate syllables in words | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Book awareness | ||||
| Four- and Five-Year-Olds | Identify parts of books such as cover, first page, and title | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Four- and Five-Year-Olds | Identify parts of books such as cover, first page, and title | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Four- and Five-Year-Olds | Understand that print carries a message | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Kindergarten Readiness Indicators | Domain 1: Element D – Demonstrates knowledge of print concepts and conventions 2. Has some knowledge of books (top, bottom, front, back, left to right) | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Emergent Writing | ||||
|---|---|---|---|---|
| Print and alphabet awareness | ||||
| Four- and Five-Year-Olds | Recognize some letters in the alphabet, especially those in their own name (E.g. While putting her things away in her cubby, 4-year-old Azlyn notices other children's names on their cubbies. She exclaims, "Hey, Autumn starts the same as me!") | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Four- and Five-Year-Olds | Begin to associate sounds with words or letters | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Four- and Five-Year-Olds | Understand that specific symbols are used to communicate in writing | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Kindergarten Readiness Indicators | Domain 1: Element D – Demonstrates knowledge of print concepts and conventions 1. Uses and appreciates print 3. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Readiness Indicators | Domain 1: Element D – Demonstrates knowledge of print concepts and conventions 1. Uses and appreciates print 3. Shows awareness of various features of print: letters, words, spaces, upper- and lowercase letters, some punctuation | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten Readiness Indicators | Domain 1: Element G – Demonstrate knowledge of the alphabet 1. Names some letters 2. Matches some letters to their sounds 3. Identifies and names letters in own first name 4. Shows understanding that a sequence of letters represents a word | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Kindergarten Readiness Indicators | Domain 1: Element G – Demonstrate knowledge of the alphabet 1. Names some letters 2. Matches some letters to their sounds 3. Identifies and names letters in own first name 4. Shows understanding that a sequence of letters represents a word | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Kindergarten Readiness Indicators | Domain 1: Element G – Demonstrate knowledge of the alphabet 1. Names some letters 2. Matches some letters to their sounds 3. Identifies and names letters in own first name 4. Shows understanding that a sequence of letters represents a word | Literacy | C. Alphabet Knowledge | 2.2 Reads frequently occurring sight words |
| Kindergarten Readiness Indicators | Domain 1: Element G – Demonstrate knowledge of the alphabet 1. Names some letters 2. Matches some letters to their sounds 3. Identifies and names letters in own first name 4. Shows understanding that a sequence of letters represents a word | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Interest in and emergent writing | ||||
| Four- and Five-Year-Olds | Understand that writing is a way of communicating | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Four- and Five-Year-Olds | Use scribbles, shapes, pictures, or dictation to represent thoughts or ideas | Literacy | E. Writing | 2.1 Makes representational drawings |
| Four- and Five-Year-Olds | Engage in writing using letter-like symbols to make letters or words | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Four- and Five-Year-Olds | Begin to copy or write their own name | Literacy | E. Writing | 3.3 Copies entire first name |
| Kindergarten Readiness Indicators | Domain 1: Element H – Demonstrates emergent writing skills 1. Writes own first name (some letters recognizable) 2. Uses letter-like shapes, symbols, and letters to convey meaning 3. Represents ideas and stories through pictures, dictation and play | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Readiness Indicators | Domain 1: Element H – Demonstrates emergent writing skills 1. Writes own first name (some letters recognizable) 2. Uses letter-like shapes, symbols, and letters to convey meaning 3. Represents ideas and stories through pictures, dictation and play | Literacy | E. Writing | 3.2 Prints first name |
| Cognitive Development - Early Numeracy | ||||
|---|---|---|---|---|
| Number Operations | ||||
| Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting | ||||
| Four- and Five-Year-Olds | Develop progressively more complex knowledge and skills about numbers, in the following sequence*: Identify by sight how many are in a small group of up to 3 items | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Four- and Five-Year-Olds | Demonstrate understanding of one-to-one correspondence | Math | A. Counting | 2. Counts out 10 items |
| Four- and Five-Year-Olds | Recognize that the last number used in counting is the same as the total (E.g. Leila counts four cars and when the teacher asks her, “How many cars do you have?” she answers, “Four.”) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Four- and Five-Year-Olds | Count objects in two different collections (up to ten in each) to determine which is the larger one | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Four- and Five-Year-Olds | Can answer the question “What comes after...” a number without having to recount (E.g. When asked, “What comes after five,” Sawyer says, “Six,” without having to count up from one.) | Math | D. Addition and Subtraction | 1.4 Says number after 1-10 |
| Four- and Five-Year-Olds | Change small collections of objects by combining or removing objects and then counting to determine how many they have (E.g. Avery counts out three blocks, then adds two more, and counts all of the blocks and says, “I have five blocks.”) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Four- and Five-Year-Olds | Change small collections of objects by combining or removing objects and then counting to determine how many they have (E.g. Avery counts out three blocks, then adds two more, and counts all of the blocks and says, “I have five blocks.”) | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Four- and Five-Year-Olds | *While many children move through all of the steps of this sequence by five years old, others may still be only partially through this sequence by that age. Begin to recognize and attempt to write numerals up to 10 | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantitiesto 5 |
| Four- and Five-Year-Olds | *While many children move through all of the steps of this sequence by five years old, others may still be only partially through this sequence by that age. Begin to recognize and attempt to write numerals up to 10 | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| Kindergarten Readiness Indicators | NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | A. Counting | 3. Counts out 20 items | |
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting | |
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 | |
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10 | |
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition | |
| Domain 2: Element E – Uses number concepts and operations 1. Verbally counts to 20; counts 10–20 objects accurately; understands the value of a whole number; tells what number (1–10) comes next in order by counting 2. Shows beginning understanding of numbers and quantity; understands which set has more than, less than or equal to; counts to answer how many 3. Identifies numerals to 10 by name and connects each to counted objects (one-to-one correspondence) 4. Explores operations to solve mathematical problems | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction | |
| Geometry and Spatial Sense | ||||
| Shapes and their attributes, position, comparing and contrasting two or more objects, and distance | ||||
| Four- and Five-Year-Olds | Use words that show understanding of order and position of objects | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Four- and Five-Year-Olds | Identify and name common shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Four- and Five-Year-Olds | Describes basic features of shapes (E.g. Finnley says, “This triangle has three sides and this square has four sides.”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Four- and Five-Year-Olds | Compare the shape of two objects (E.g. Reanna draws two round shapes and says, “This one is an oval and this one is a circle.”) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten Readiness Indicators | Domain 2: Element F – Explores and describes spatial relationships and shapes 1. Begins to appropriately use positional words indicating location, direction, and distance 2. Describes basic two- and three-dimensional shapes by using math vocabulary; recognizes basic shapes when they are presented in a new orientation | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Readiness Indicators | Domain 2: Element F – Explores and describes spatial relationships and shapes 1. Begins to appropriately use positional words indicating location, direction, and distance 2. Describes basic two- and three-dimensional shapes by using math vocabulary; recognizes basic shapes when they are presented in a new orientation | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Measurements | |||
| Size, volume, quantity, and other measurable qualities, and the tools to measure them | |||
| Four- and Five-Year-Olds | Recognize that objects can be measured by height, length, weight, and volume (E.g. Palo makes a stack of unifix cubes next to his friend and says, “You’re 40 cubes tall.”) | Cognitive | E. Scientific Discovery |
| Four- and Five-Year-Olds | Make comparison such as bigger or smaller between two groups of objects | Math | B. Quantitative Relations |
| Four- and Five-Year-Olds | Recognize that time is measured in units (E.g. John asks how many more minutes he can stay outside.) | Cognitive | C. Conceptual Knowledge |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 1. Uses multiples of the same unit to measure; makes comparisons among objects 2. Creates pictograph for quantities up to 10 3. Knows the purpose of standard measuring tools 5. Attempts to make quantifiable predictions | Cognitive | E. Scientific Discovery |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 1. Uses multiples of the same unit to measure; makes comparisons among objects 2. Creates pictograph for quantities up to 10 3. Knows the purpose of standard measuring tools 5. Attempts to make quantifiable predictions | Cognitive | E. Scientific Discovery |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 1. Uses multiples of the same unit to measure; makes comparisons among objects 2. Creates pictograph for quantities up to 10 3. Knows the purpose of standard measuring tools 5. Attempts to make quantifiable predictions | Math | C. Reading and Writing Numbers |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 1. Uses multiples of the same unit to measure; makes comparisons among objects 2. Creates pictograph for quantities up to 10 3. Knows the purpose of standard measuring tools 5. Attempts to make quantifiable predictions | Math | C. Reading and Writing Numbers |
| Patterns and relationships | |||
| Recognizing or creating planned or random repetitions and comparisons | |||
| Four- and Five-Year-Olds | Order or sequence several objects based on one characteristic | Cognitive | C. Conceptual Knowledge |
| Four- and Five-Year-Olds | Begin creating simple patterns with familiar objects (E.g. Max places the blocks in rows of long, short, long, short, etc.) | Cognitive | C. Conceptual Knowledge |
| Kindergarten Readiness Indicators | Domain 2: Element G – Demonstrates knowledge of patterns 1. Extends and creates simple repeating patterns 2. Sorts objects into subgroups that vary by one or two attributes 3. Recognizes and extends simple patterns and duplicates them | Cognitive | C. Conceptual Knowledge |
| Kindergarten Readiness Indicators | Domain 2: Element G – Demonstrates knowledge of patterns 1. Extends and creates simple repeating patterns 2. Sorts objects into subgroups that vary by one or two attributes 3. Recognizes and extends simple patterns and duplicates them | Cognitive | C. Conceptual Knowledge |
| Kindergarten Readiness Indicators | Domain 2: Element G – Demonstrates knowledge of patterns 1. Extends and creates simple repeating patterns 2. Sorts objects into subgroups that vary by one or two attributes 3. Recognizes and extends simple patterns and duplicates them | Cognitive | C. Conceptual Knowledge |
3.2 Classifies according to physical attribute
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Data Collection and Analysis | |||
| Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world | |||
| Four- and Five-Year-Olds | Sort objects and count and compare the groups formed (E.g. Carlo says, “There are 3 brown teddy bears and 4 black teddy bears.”) | Math | B. Quantitative Relations |
| Four- and Five-Year-Olds | Organize and represent information visually, with adult support (E.g. The teacher helps the preschoolers create a picture graph showing the numbers of children who walked to school or rode in a car.) | Math | B. Quantitative Relations |
| Kindergarten Readiness Indicators | Domain 2: Element C – Uses classification skills 1. Groups objects by one characteristic; then regroups them using a different attribute and indicates the reason | Cognitive | C. Conceptual Knowledge |
| Time and Sequence | |||
| Concept of time as it related to daily routines, and sequencing of events | |||
| Four- and Five-Year-Olds | Begin to differentiate between yesterday, today, and tomorrow | Cognitive | C. Conceptual Knowledge |
| Kindergarten Readiness Indicators | Domain 2: Element B – Remembers and connects experiences 1. Tells about experiences in sequences and provides details, and evaluates the experiences based on applied knowledge from memory | Cognitive | B. Imitation and Memory |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 4. Develops a sense of time (yesterday, today, tomorrow, days of the week and seasons) | Cognitive | C. Conceptual Knowledge |
| Cognitive Development - Science and Social Studies | ||||
|---|---|---|---|---|
| Key Concepts | ||||
| Object Permanence | ||||
| Four- and Five-Year-Olds | Talk about things or people that are not present | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| Four- and Five-Year-Olds | Use a variety of forms (drawings, block structures, movement, and other materials) to represent their ideas and feelings | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Readiness Indicators | Domain 2: Element D – Uses symbols and images to represent something not present 1. Plans and then uses drawings, constructions, movements, and dramatization to represent ideas | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Exploring the Physical World | ||||
| Physical world | ||||
| Four- and - Five-Year-Olds | Begin to identify the properties of various living things and what living things need to be able to survive | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Four- and - Five-Year-Olds | Begin to talk about environmental changes and phenomena (weather, seasons, sun, and moon) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Four- and - Five-Year-Olds | Show interest in caring for the earth and environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Four- and - Five-Year-Olds | Explore simple physical science concepts such as force, motion, and gravity (E.g. Three children in the preschool room build an elaborate structure with blocks and ramps and then run different marbles through it to see which is the fastest.) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Kindergarten Readiness Indicators | Domain 3: Element A – Scientific inquiry 3. Observes and explores materials and natural phenomena | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Readiness Indicators | Domain 3: Element B – Conceptual knowledge of the natural & physical world 1. Demonstrates content knowledge of the characteristics of living things 2. Demonstrates content knowledge of the physical properties of objects and materials 3. Demonstrates content knowledge of Earth’s environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Exploring the Social World | ||||
|---|---|---|---|---|
| Social conventions | ||||
| Four- and Five-Year-Olds | Show interest in caring for the classroom environment | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Four- and Five-Year-Olds | Show interest in caring for the classroom environment | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| Four- and Five-Year-Olds | Participate in developing classroom rules | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Four- and Five-Year-Olds | Practice culturally appropriate social conventions (E.g. Satori uses chopsticks when eating meals at home.) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Four- and Five-Year-Olds | With guidance from adults, can engage in problem-solving to resolve difference in perspectives | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Kindergarten Readiness Indicators | Domain 5: Element B - Self-concept, self-regulation and confidence5. Complies with three verbal directions6. Follows simple classroom rules, routines, and transitions with occasional reminders7. Cares properly for materials, equipment, and facilities | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Kindergarten Readiness Indicators | Domain 5: Element B - Self-concept, self-regulation and confidence5. Complies with three verbal directions6. Follows simple classroom rules, routines, and transitions with occasional reminders7. Cares properly for materials, equipment, and facilities | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Self, family, and community | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Know basic personal information | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Four- and Five-Year-Olds | Are aware of own family relationships and show curiosity about others' families | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Four- and Five-Year-Olds | Notice similarities and differences in people, families, and social groups | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Four- and Five-Year-Olds | Recognize some people, places, and occupations in their communities | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Four- and Five-Year-Olds | Act out family roles and occupations in dramatic play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Four- and Five-Year-Olds | Show interest in issues of friendship and fairness | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Four- and Five-Year-Olds | Show interest in issues of friendship and fairness | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Kindergarten Readiness Indicators | Domain 3: Element C – Social studies: Self, family & community 1. Demonstrates knowledge about self and others 2. Shows basic understanding of people and how they live 3. Shows emergent understanding of family, school, and community 4. Describes some peoples' jobs and what is required to perform them 5. Demonstrates awareness of citizenship (contributes to a | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten Readiness Indicators | Domain 3: Element C – Social studies: Self, family & community 1. Demonstrates knowledge about self and others 2. Shows basic understanding of people and how they live 3. Shows emergent understanding of family, school, and community 4. Describes some peoples' jobs and what is required to perform them 5. Demonstrates awareness of citizenship (contributes to a | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Kindergarten Readiness Indicators | Domain 3: Element C – Social studies: Self, family & community 1. Demonstrates knowledge about self and others 2. Shows basic understanding of people and how they live 3. Shows emergent understanding of family, school, and community 4. Describes some peoples' jobs and what is required to perform them 5. Demonstrates awareness of citizenship (contributes to a | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Readiness Indicators | Domain 3: Element D – Social studies: Geography, history, events 1. Describes the location of things in the environment 2. Understands that people can take care of the environment through activities 3. Explores past and present change related to familiar people or places | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Readiness Indicators | Domain 3: Element D – Social studies: Geography, history, events 1. Describes the location of things in the environment 2. Understands that people can take care of the environment through activities 3. Explores past and present change related to familiar people or places | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Readiness Indicators | Domain 3: Element D – Social studies: Geography, history, events 1. Describes the location of things in the environment 2. Understands that people can take care of the environment through activities 3. Explores past and present change related to familiar people or places | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Cognitive Development - Approaches to Learning | ||||
|---|---|---|---|---|
| Inquiry and Exploration | ||||
| Conjecture, scientific inquiry process, curiosity and sensory exploration | ||||
| Four- and Five-Year-Olds | Observe, wonder, and/or ask questions, make guesses, and explore hypotheses | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Four- and Five-Year-Olds | Use senses and tools/technology to aid in investigation | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Four- and Five-Year-Olds | Use senses and tools/technology to aid in investigation | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Kindergarten Readiness Indicators | Domain 3: Element A – Scientific inquiry1. Expresses a sense of wonder and curiosity through questioning2. Uses simple tools, equipment, and technology for investigation | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Kindergarten Readiness Indicators | Domain 2: Element A – Demonstrates curiosity in approaches to learning2. Uses technology skills | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Cause and Effect | ||||
| Four- and Five-Year-Olds | Sometimes use magical thinking, showing misunderstanding of cause and effect (E.g. Zeke puts his snow pants by the front door, believing that this will make it snow overnight.) | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Four- and Five-Year-Olds | Continue to experiment with cause and effect | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Four- and Five-Year-Olds | Engage in repeated actions to make something happen (E.g. Dannie notices that Marie buttons her own coat, so Dannie tries several methods before succeeding in buttoning her own coat.) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Readiness Indicators |
4.1 Communicates results of investigations
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Reasoning and Problem Solving | |||
| Theories about the world and how things work, reflection, critical thinking, and trial and error | |||
| Four- and Five-Year-Olds | Talk about own ideas, predictions, and plans, building on prior experiences either self-initiated or guided by adults | Cognitive | E. Scientific Discovery |
| Four- and Five-Year-Olds | Can figure out more than one solution to a problem if the first one doesn't work (E.g. In trying to get a ball down from the tree, Marlow first throws a shoe to get it down and when that doesn't work, gets a rake to try to poke it down.) | Cognitive | D. Reasoning |
| Kindergarten Readiness Indicators | Domain 2: Element A – Demonstrates curiosity in approaches to learning 1. Attempts trial and error responses | Cognitive | E. Scientific Discovery |
| Kindergarten Readiness Indicators | Domain 2: Element B – Remembers and connects experiences 1. Tells about experiences in sequence, provides details, and evaluates the experience based on applied knowledge from memory | Cognitive | E. Scientific Discovery |
| Cooperative Learning | |||
| Cooperative learning | |||
| Four- and Five-Year-Olds | Work with others to plan or problem solve toward a shared goal and can describe the reasons for their shared decisions (E.g. Aaron, Chuck, and Jill make a complex track for a train and discuss how sharp curves make trains derail.) | Social-Emotional | C. Interactions with Peers |
| Four- and Five-Year-Olds | Work with others to plan or problem solve toward a shared goal and can describe the reasons for their shared decisions (E.g. Aaron, Chuck, and Jill make a complex track for a train and discuss how sharp curves make trains derail.) | Cognitive | E. Scientific Discovery |
| Kindergarten Readiness Indicators | Domain 4: Element C – Cooperative Learning 1. Establishes and sustains positive interactions with peers in small and large groups 2. Participates cooperatively and constructively in group situations, shares and takes turns | Social-Emotional | D. Independent and Group Participation |
| Kindergarten Readiness Indicators | Domain 4: Element C – Cooperative Learning 1. Establishes and sustains positive interactions with peers in small and large groups 2. Participates cooperatively and constructively in group situations, shares and takes turns | Social-Emotional | D. Independent and Group Participation |
4.1 Communicates results of investigations
- Maintains cooperative activity
2.1 Enacts roles or identities in imaginary
- Solves problems using multiple strategies
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Play | |||
| Imitation, risk taking, and experimentation, spontaneous learning, and play with others | |||
| Four- and Five-Year-Olds | Co-create elaborate pretend play with other children, including scenarios with multiple roles, ideas, and co-negotiated rules | Social-Emotional | C. Interactions with Peers |
| Four- and Five-Year-Olds | Engage in pretend play with others to explore and understand life experience and roles | Social-Emotional | C. Interactions with Peers |
| Four- and Five-Year-Olds | Create sophisticated structures alone and with others, using various constructive materials, sometimes used in pretend play | Cognitive | D. Reasoning |
| Kindergarten Readiness Indicators | Domain 2: Element D – Uses symbols and images to represent something not present 2. Interacts with two or more children during pretend play, assigning and/or assuming roles and discussing actions; sustains play scenario for up to 10 minutes | Social-Emotional | C. Interactions with Peers |
| Sense of delight and humor | |||
| Four- and Five-Year-Olds | Show delight in all aspects of play from planning to describing the experience | Social-Emotional | D. Independent and Group Participation |
| Four- and Five-Year-Olds | May play with language including “bathroom” words | Social-Communication | D. Social Use of Language |
| Four- and Five-Year-Olds | Begin to understand simple jokes | Social-Communication | D. Social Use of Language |
| Four- and Five-Year-Olds | May share physical humor with one another | Social-Emotional | E. Meeting Social Expectations |
| Kindergarten Readiness Indicators |
- Plans and acts out recognizable event, theme, or storyline in imaginary play
3.2 Varies voice to impart meaning and recognize social or environmental conditions
3.3 Responds to topic initiations from others 2.2 Adjusts behavior based on feedback from
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item | |
|---|---|---|---|---|
| Creativity, imagination, and inventiveness | ||||
| Four- and Five-Year-Olds | Tell elaborate stories of their own invention or add details to stories | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Four- and Five-Year-Olds | Create games that continue to evolve as they plan | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Four- and Five-Year-Olds | Pretend to be characters from stories, books, television shows, movies, or their own invention | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Readiness Indicators | ||||
| Executive Function | ||||
| Adaptability of thought processes, planning, and intentionality | ||||
| Four- and Five-Year-Olds | Begin to show ability to adapt their plans when they can't follow through with their original idea | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Four- and Five-Year-Olds | Can adapt their plan to include other children with adult guidance | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Four- and Five-Year-Olds | Can engage in increasingly complex planning (E.g. The 4-year-olds create very complex rules for the game they are playing on the playground.) | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Four- and Five-Year-Olds | May ask for help on own or with teacher prompting or seek more information when needed | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten Readiness Indicators | Domain 5: Element B – Self-concept, self-regulation and confidence 4. Solves problems without having to try every possibility | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Kindergarten Readiness Indicators | Domain 4: Element B – Approaches to learning 2. Approaches activities with flexibility and inventiveness 3. Plans and pursues a variety of challenging tasks 4. Seeks guidance to continue learning | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Readiness Indicators | Domain 4: Element B – Approaches to learning 2. Approaches activities with flexibility and inventiveness 3. Plans and pursues a variety of challenging tasks 4. Seeks guidance to continue learning | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten Readiness Indicators | Domain 4: Element B – Approaches to learning 2. Approaches activities with flexibility and inventiveness 3. Plans and pursues a variety of challenging tasks 4. Seeks guidance to continue learning | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Working memory and focus and attention | ||||
| Four- and Five-Year-Olds | Pay attention to and remember details | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Four- and Five-Year-Olds | Keep track of more than one thing at a time | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Four- and Five-Year-Olds | Stay focused for longer periods of time on activities that interest them and return to those activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten Readiness Indicators | ||||
| Motivation, initiative, and persistence | ||||
| Four- and Five-Year-Olds | Demonstrate a desire to please adults and may seek adult attention (E.g. 4-year-old Zara yells “Watch me! Watch me!” as she walks across the balance beam.) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Four- and Five-Year-Olds | Take the initiative carrying out their own plans and persist until the goal is achieved | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Four- and Five-Year-Olds | May get frustrated if they cannot carry out their goals to the level of mastery they desire | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Readiness Indicators | Domain 4: Element B – Approaches to learning 1. Sustains work on age-appropriate, interesting topics of studies | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Symbolic Representation | ||||
| Representational process | ||||
| Four- and Five-Year-Olds | Use objects to represent other objects in their pretend play (E.g. Hadley and Kayla build an elaborate castle using couch cushions and blankets.) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Four- and Five-Year-Olds | Understand that symbols on pictographs and bar graphs indicate quantity (E.g. Chethan puts a sticker on the class graph to show that he has a cat at home and remarks, “More children have a dog at home than a cat.”) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 2. Creates pictograph for quantities up to 10 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Kindergarten Readiness Indicators | Domain 2: Element H – Compares and measures 2. Creates pictograph for quantities up to 10 | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Physical Development and Health | ||||
|---|---|---|---|---|
| Body Awareness and Control | ||||
| Spatial Awareness, development of the sense, orientation to stimuli, sensory integration, physical fitness, knowledge for participation in physical education | ||||
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | B. Movement and Coordination | 7 (All) |
| Four- and Five-Year-Olds | Participate in a variety of physical activities to enhance personal health and physical fitness | Gross Motor | C. Active Play | All |
| Four- and Five-Year-Olds | Continue to develop their ability to move their body in space and control their bodily movements (E.g. Tanya maneuvers her wheelchair up a ramp and around a corner to join her friends.) | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Four- and Five-Year-Olds | Continue to develop their ability to move their body in space and control their bodily movements (E.g. Tanya maneuvers her wheelchair up a ramp and around a corner to join her friends.) | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Four- and Five-Year-Olds | Increasingly use eye-hand coordination to perform a variety of tasks | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| Four- and Five-Year-Olds | Increasingly use eye-hand coordination to perform a variety of tasks | Gross Motor | C. Active Play | 1.1 Bounces ball with one hand |
| Four- and Five-Year-Olds | Increasingly use eye-hand coordination to perform a variety of tasks | Gross Motor | C. Active Play | 1.3 Catches ball |
| Four- and Five-Year-Olds | Increasingly use eye-hand coordination to perform a variety of tasks | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Four- and Five-Year-Olds | Increasingly use eye-hand coordination to perform a variety of tasks | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Kindergarten Readiness Indicators | Domain 6: Element B – Balance and control 2. Coordinates movements to perform simple tasks | Gross Motor | C. Active Play | All |
| Large Muscle Development and Coordination | ||||
|---|---|---|---|---|
| Gross motor skills | ||||
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | B. Movement and Coordination | 7 (All) |
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | C. Active Play | 1 (All) |
| Four- and Five-Year-Olds | Continue to develop large muscle control and coordination to play more complex games and/or perform more controlled actions (E.g. Juanita, 5 years old, tosses a stone on the hopscotch game, hops on one foot through two squares and then jumps on two feet to complete the game.) | Gross Motor | C. Active Play | 2 (All) |
| Four- and Five-Year-Olds | Increase their strength, balance, flexibility, and stamina | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Four- and Five-Year-Olds | Increase their strength, balance, flexibility, and stamina | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Four- and Five-Year-Olds | Increase their strength, balance, flexibility, and stamina | Gross Motor | B. Movement and Coordination | 7 (All) |
| Four- and Five-Year-Olds | Use a variety of materials and equipment in gross motor activities | Gross Motor | C. Active Play | All |
| Kindergarten Readiness Indicators | Domain 6: Element B – Balance and control 1. Demonstrates fundamental motor skills and body and spatial awareness | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Kindergarten Readiness Indicators | Domain 6: Element B – Balance and control 1. Demonstrates fundamental motor skills and body and spatial awareness | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Kindergarten Readiness Indicators | Domain 6: Element B – Balance and control 1. Demonstrates fundamental motor skills and body and spatial awareness | Gross Motor | B. Movement and Coordination | 7 (All) |
| Small Muscle Development and Coordination | ||||
|---|---|---|---|---|
| Fine motor skills | ||||
| Four- and Five-Year-Olds | Continue to develop small muscle control and coordination (E.g. 4-year-old Emily uses her index finger and her thumb to form the clay into animal like shapes.) | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Four- and Five-Year-Olds | Demonstrate greater dexterity with a variety of tools such as eating utensils, crayons, keyboards, paint brushes, and scissors | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Kindergarten Readiness Indicators | Domain 6: Element C – Demonstrates fine-motor strength and coordination 1. Uses small, precise finger and hand movements 2. Shows beginning control of writing, drawing and art tools | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Kindergarten Readiness Indicators | Domain 6: Element C – Demonstrates fine-motor strength and coordination 1. Uses small, precise finger and hand movements 2. Shows beginning control of writing, drawing and art tools | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Nutrition | ||||
| Nutrition | ||||
| Four- and Five-Year-Olds | Recognize and eat a variety of nutritious foods | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Four- and Five-Year-Olds | When asked, are able to name nutritious alternatives | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Readiness Indicators | ||||
| Basic Safety | ||||
| Basic safety | ||||
| Four- and Five-Year-Olds | Follow basic health and safety rules with some reminders and/or guidance from adults (E.g. 5-year-old Miles stops at the curb while on a walk with his mother. He looks both ways, holds his mom's hand, and then crosses the street at the crosswalk.) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Kindergarten Readiness Indicators | Domain 6: Element A – Health knowledge 2. Follows basic health and safety rules | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
3.1 Completes some steps to brush teeth, comb hair, and wipe nose
- Carries out all toileting functions 2.1 Washes and dries face
including brushing teeth, combing hair, and
| NH Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|
| Self-care | |||
| Self-care | |||
| Four- and Five-Year-Olds | Demonstrate increasing independence with basic health care skills, if culturally appropriate (E.g. 4-year-old Saygan blows his nose using a tissue and then goes to the sink to wash his hands with soap and water.) | Adaptive | B. Personal Care Routines |
| Kindergarten Readiness Standards | Domain 6: Element A – Health knowledge 1. Performs self-care tasks independently 3. Practices healthy personal hygiene habits | Adaptive | B. Personal Care Routines |
| Kindergarten Readiness Standards | Domain 6: Element A – Health knowledge 1. Performs self-care tasks independently 3. Practices healthy personal hygiene habits | Adaptive | B. Personal Care Routines |
| Kindergarten Readiness Standards | Domain 6: Element A – Health knowledge 1. Performs self-care tasks independently 3. Practices healthy personal hygiene habits | Adaptive | B. Personal Care Routines |
| Kindergarten Readiness Standards | Domain 6: Element A – Health knowledge 1. Performs self-care tasks independently 3. Practices healthy personal hygiene habits | Adaptive | B. Personal Care Routines |
| Creative Expression and Aesthetic Appreciation | |||
| Exploration and Creation of Artistic Works | |||
| Invention and Imagination | |||
| Four- and Five-Year-Olds | Act out elaborate pretend play scenarios with objects, create representational and abstract art, and play with musical instruments individually and with peers | Social-Emotional | C. Interactions with Peers |
| Four- and Five-Year-Olds | Act out elaborate pretend play scenarios with objects, create representational and abstract art, and play with musical instruments individually and with peers | Literacy | E. Writing |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 5. Uses a variety of art materials for tactile experience and exploration, and expression 6. Engages in dramatic play | Social-Emotional | C. Interactions with Peers |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 5. Uses a variety of art materials for tactile experience and exploration, and expression 6. Engages in dramatic play | Social-Emotional | D. Independent and Group Participation |
theme, or storyline in imaginary play
during small-group activities
| Curiosity and interest | ||||
|---|---|---|---|---|
| Four- and Five-Year-Olds | Show interest in learning new skills related to art, music, dance, and drama (E.g. Doug asks his teacher to show him how to play more chords on the guitar.) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Four- and Five-Year-Olds | Participate in experiences in art, music, creative movement, drama, and dance | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Four- and Five-Year-Olds | Participate in experiences in art, music, creative movement, drama, and dance | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 1. Explores and recognizes beat, rhythm, and a variety of musical genres 2. Participates in creative movement and singing | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 1. Explores and recognizes beat, rhythm, and a variety of musical genres 2. Participates in creative movement and singing | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 1. Explores and recognizes beat, rhythm, and a variety of musical genres 2. Participates in creative movement and singing | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Confidence | ||||
| Four- and Five-Year-Olds | Display or perform for others and/or talk about what they have made or done | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Four- and Five-Year-Olds | Display or perform for others and/or talk about what they have made or done | Social-Emotional | B. Social-Emotional Expression and Regulation | 3 (All) |
| Four- and Five-Year-Olds | Display or perform for others and/or talk about what they have made or done | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Four- and Five-Year-Olds | Show an interest in participating in group performances, but may become anxious and choose not to participate | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 2. Participates in creative movement and singing | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative art expression and music 2. Participates in creative movement and singing | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Appreciation of and Response to the Creations of Others and the Natural World | ||||
|---|---|---|---|---|
| Awareness and Attention | ||||
| Four- and Five-Year-Olds | Discuss and evaluate the music, art, drama, dance, and natural phenomena they have witnessed | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Readiness Standards | Domain 4: Element A – Creative art expression and music3. Explores principles and elements of art on its most basic level | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Sense of Joy and Wonder | ||||
| Four- and Five-Year-Olds | Show interest and respect for the creative work of self and others, and share experiences and ideas about art and creative expression | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Readiness Indicators | Domain 4: Element A – Creative Art Expression and Music4. Responds to artistic creations or events | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |