Virginia AEPS-3 Alignment
aeps3
Virginia
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
Virginia's Early Learning & Development Standards: Birth-Five Learning Guidelines
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with Virginia’s Early Learning and Development Standards
This document aligns Virginia’s Early Learning & Development Standards (ELDS): Birth-Five Learning Guidelines [2021] 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. Commonwealth of Virginia Department of Education. (2021). Virginia’s Early Learning & Development Standards (ELDS): Birth- Five Learning Guidelines. Retrieved from: https://www.doe.virginia.gov/early-childhood/curriculum/va-elds-birth-5.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
Created February 2022
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
| Area One: Approaches to Play and Learning (APL) | ||||
|---|---|---|---|---|
| APL1. Curiosity and Initiative | ||||
| APL1.1. Being curious learners | ||||
| Early Infancy 0-8 months | Shows awareness of what is going on around them by turning their head and looking around (APL1.1a) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Early Infancy 0-8 months | Shows excitement with facial expressions, vocalizations, or physical movements (APL1.1b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Infancy 6-14 months | Shows interest in new experiences such as reaching out to touch rain, hearing a new song, or examining new items (APL1.1c) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Early Toddler 12-24 months | Participates in new experiences, begins to ask questions, and experiments with new materials (APL1.1d) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Later Toddler 22-36 months | Asks questions about materials and how they are used (APL1.1e) | Cognitive | C. Conceptual Knowledge | 4.1 Asks wh- questions |
| Later Toddler 22-36 months | Shows interest and awareness in changes in the environment (APL1.1f) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Preschool 34-48 months | Seeks out new information, asks "Why?" (APL1.1g) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Later Preschool 44-60 months | Shows curiosity by saying things like, "I wonder what will happen next." (APL1.1h) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Later Preschool 44-60 months | Seeks out new information by asking, "How does that work?" (APL1.1i) | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Later Preschool 44-60 months | Shows eagerness to learn about a variety of topics (APL1.1j) | Cognitive | B. Imitation and Memory | 2. Combines simple actions to examine people, animals, and objects |
| Later Preschool 44-60 months | Shows eagerness to learn about a variety of topics (APL1.1j) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
APL1.2. Taking initiative
| Early Infancy 0–8 months | Explores their own body by mouthing and clapping hands and by kicking and touching feet (APL1.2a) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
|---|---|---|---|---|
| Early Infancy 0–8 months | Reaches, stretches, or works to crawl towards a desired object or person (APL1.2b) | Gross Motor | A. Body Control and Weight Transfer | All |
| Early Infancy 0–8 months | Repeats actions to get same reaction from an adult (e.g., smiling, laughing, verbalizing) (APL1.2c) | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Early Infancy 0–8 months | Repeats actions on objects to get same reaction from the object (e.g., kicking items on mobile, moving arms to sound rattle or bell noise on wrist) (APL1.2d) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Later Infancy 6–14 months | Explores objects using their senses and by manipulating them in a variety of ways (e.g., bangs, shakes, throws) (APL1.2e) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later Infancy 6–14 months | Moves toward interesting people, sounds, objects, and activities (APL1.2f) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Later Infancy 6–14 months | Seeks out objects that an adult hides (APL1.2g) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Later Infancy 6–14 months | Plays with one object for a few minutes before focusing on a different object (APL1.2h) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Infancy 6–14 months | Initiates turn-taking with familiar adults (e.g., gives parent a toy and parent offers a new toy) (APL1.2i) | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Early Toddler 12–24 months | Initiates activities of interest and tries to get others involved (APL1.2j) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Early Toddler 12–24 months | Uses toys to make things happen (e.g., pushes a button on a toy to create a sound) (APL1.2k) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Later Toddler 22–36 months | Tries out different ways of using new materials (APL1.2l) | Cognitive | A. Sensory Exploration | 2. Anticipates outcome of investigation |
| Early Preschool 34–48 months | Purposely tries different ways of doing things to see what happens (e.g., builds ramps with different blocks to make their cars go faster and farther) (APL1.2m) | Cognitive | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Early Preschool 34–48 months | Makes attempts at new and challenging activities (e.g., climbs a new, higher slide) (APL1.2n) | Cognitive | D. Independent and Group Participation | 2. Coordinates actions with objects to achieve new outcomes |
| Later Preschool 44–60 months | Chooses different ways to explore the environment based on prior experiences with tools or actions (APL1.2o) | Cognitive | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Later Preschool 44–60 months | Suggests new ideas for play activities and follows through with self-direction and independence (APL1.2p) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Seeks new challenges with familiar materials and activities independently (e.g., climbs up the slide) (APL1.2q) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
APL2. Creativity and Imagination
| APL2.1. Creativity and Imagination | ||||
|---|---|---|---|---|
| APL2.1. Showing creativity and imagination | ||||
| Early Infancy 0–8 months | Explores toys and safe objects with hands and mouth (APL2.1a) | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Later Infancy 6–14 months | Observes other people's use of objects (APL2.1b) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Later Infancy 6–14 months | Imitates simple actions (e.g., claps hands together, covers eyes with hands) (APL2.1c) | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Later Infancy 6–14 months | Uses everyday objects for a variety of purposes (APL2.1d) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Early Toddler 12–24 months | Uses realistic objects in pretend play (e.g., pretends to fit toy keys into a door lock) (APL2.1e) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Early Toddler 12–24 months | Plays with stuffed animals as though they were real (APL2.1f) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Early Toddler 12–24 months | Shows imagination by using objects to stand-in for other objects (e.g., uses a block to represent a phone or a car) (APL2.1g) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Early Toddler 12–24 months | Reenacts familiar events using props (e.g., pats a doll on the back, says, "night, night" and puts it in the toy bed) (APL2.1h) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Toddler 22–36 months | Build dimensional structures using blocks and found materials (e.g., stones or sticks) (APL2.1i) | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Later Toddler 22–36 months | Incorporates props while talking about actions (e.g., takes play dough to the housekeeping area to fill muffin tins before putting them in the play oven) (APL2.1j) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later Toddler 22–36 months | Creates new words or rhymes (APL2.1k) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Early Preschool 34–48 months | Transitions between reality and imagination in cooperative play, dramatic play, or during guided drama experience (APL2.1l) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Early Preschool 34–48 months | Begins to sequence actions in dramatic play (e.g., gathers pots, spoons, and plastic vegetables to "make soup") (APL2.1m) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Early Preschool 34–48 months | Connects dramatic play to story (e.g., acts as a familiar character) (APL2.1n) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Preschool 44–60 months | Represents reality through the arts and with art materials (e.g., by creating stories, drawing, or enacting experiences in dramatic play) (APL2.1o) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later Preschool 44–60 months | Utilizes realistic and open-ended materials in cooperative play (APL2.1p) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Later Preschool 44–60 months | Shows purpose and inventiveness in play (e.g., collects different shapes of blocks to build a castle) (APL2.1q) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| APL3. Executive Functions and Cognitive Self-Regulation | ||||
|---|---|---|---|---|
| APL3.1. Focusing and paying attention | ||||
| Early Infancy 0–8 months | With adult support, starts to filter distractions to focus on people or objects in environment (APL3.1a) | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Early Infancy 0–8 months | Limits sensory input by breaking gaze and shifting attention (APL3.1b) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Later Infancy 6–14 months | Demonstrates increasing ability to attend to people, objects, and activities (e.g., quiets motor movements and shows intense concentration) (APL3.1c) | Cognitive | B. Imitation and Memory | 1.2 Looks toward object |
| Later Infancy 6–14 months | Notices when something expected does not happen (APL3.1d) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Later Infancy 6–14 months | Kicks a toy repeatedly and notices the movement of the toy (APL3.1e) | Cognitive | D. Independent and Group Participation | 2.1 Tries different simple actions to achieve goal |
| Early Toddler 12–24 months | Participates in activities with people and materials that require attention like listening to simple stories as they are read (APL3.1f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Responds appropriately to directions during large-group activities |
| Later Toddler 22–36 months | Focuses on self-initiated activities for a short amount of time (e.g., works on a puzzle) (APL3.1g) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Toddler 22–36 months | Sustains interest with one or two tasks that engage them (e.g., plays at the sensory table for 5-10 minutes) (APL3.1h) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Early Preschool 34–48 months | With adult prompts and support, focuses attention on activities like listening to stories read to a group for short periods of time in spite of interruptions or distraction (APL3.1i) | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Early Preschool 34–48 months | Stays with a variety of tasks that interest them (e.g., plays in the dramatic play and block areas for 10 minutes) (APL3.1j) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Focuses attention on tasks and activities like painting or block building for longer periods of time with increasing independence (APL3.1k) | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Later Preschool 44–60 months | Sustains engagement with a task that interests them for long periods of time (e.g., works in the art center creating watercolor paintings for 30 minutes) (APL3.1l) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Begins to attend to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small or large group) (APL3.1m) | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Later Preschool 44–60 months | Begins to attend to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small or large group) (APL3.1m) | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| APL3.2. Building working memory | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Shows recognition of familiar faces and voices by attending to that person (APL3.2a) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Early Infancy 0–8 months | Develops expectations of what will happen based on prior experiences (e.g., caregiver will come when baby cries) (APL3.2b) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Later Infancy 6–14 months | Shows recognition and memory of familiar faces and objects over longer periods of time since last seen (APL3.2c) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Later Infancy 6–14 months | Correctly looks and reaches toward a toy's hiding place when the place has been changed from one location to another (APL3.2d) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Early Toddler 12–24 months | Points to and names parents, siblings, body parts, and familiar objects (APL3.2e) | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Early Toddler 12–24 months | Sings some of the words to a favorite song (APL3.2f) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Early Toddler 12–24 months | Follows simple 1-step verbal directions like “put your spare clothes in your cubby” (APL3.2g) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Later Toddler 22–36 months | Practices remembering by recounting a story or verbally describing a picture no longer in view (APL3.2h) | Cognitive | D. Reasoning | 2. Retells simple story |
| Later Toddler 22–36 months | Remembers where materials are kept in familiar environments (e.g., can retrieve spare clothes from cubby) (APL3.2i) | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Early Preschool 34–48 months | Repeats a list of items needed for self-care or play (APL3.2j) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Early Preschool 34–48 months | Plays simple memory and matching games (APL3.2k) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Early Preschool 34–48 months | Remembers and follows 2-step directions to complete simple tasks (e.g., “wash your hands then help prepare or eat a snack”) (APL3.2l) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Later Preschool 44–60 months | Remembers several steps in sequence to complete multi-step directions (e.g., complete a puzzle, return it to the shelf, and join the group at the rug) (APL3.2m) | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Later Preschool 44–60 months | Remembers actions that go with stories or songs (APL3.2n) | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Later Preschool 44–60 months | Teaches another child the steps taken for a given action (e.g., shows a peer how to use soap to wash hands before snack) (APL3.2o) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Later Preschool 44–60 months | Teaches another child the steps taken for a given action (e.g., shows a peer how to use soap to wash hands before snack) (APL3.2o) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
APL3.3. Thinking flexibly and adapting
| Early Infancy 0–8 months | Explores objects by putting in the mouth and then rattling or shaking (APL3.3a) | Fine Motor | B. Functional Skill Use | 1.2 Uses hand to activate object |
|---|---|---|---|---|
| Early Infancy 0–8 months | Explores objects by putting in the mouth and then rattling or shaking (APL3.3a) | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Early Infancy 0–8 months | Modifies expressions and actions based on others' responses (e.g., begins to smile in response to caregiver's smiling face) (APL3.3b) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Later Infancy 6–14 months | Shows ability to shift focus to attend to something else (APL3.3c) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Later Infancy 6–14 months | Participates in a new activity or tries new ways to solve a problem with little protest (APL3.3d) | Cognitive | D. Independent and Group Participation | 3.1 Evaluates common solutions to solve problems or reach goals |
| Later Infancy 6–14 months | Allows caregiver to interrupt an activity to perform a routine as long as the caregiver notifies in advance (e.g., child playing with toy allows caregiver to wipe face) (APL3.3e) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Early Toddler 12–24 months | Tries a variety of approaches to get what is wanted (APL3.3f) | Cognitive | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Early Toddler 12–24 months | Modifies actions or behavior in social situations, daily routines, to problem solve (APL3.3g) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Later Toddler 22–36 months | Adjusts to changes in routines when informed in advance (APL3.3h) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Later Toddler 22–36 months | Identifies signals for changes between activities (APL3.3i) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Later Toddler 22–36 months | Makes transitions that are part of a daily schedule (APL3.3j) | Social-Emotional | A. Interactions with Adults | 3.2 Follows established social rules in familiar environments |
| Early Preschool 34–48 months | Demonstrates "cognitive flexibility" by trying another approach, with adult support, when something does not work the first time (e.g., tries a different way to climb a structure when the first effort does not work or uses a tool or another person to get an item out of reach) (APL3.3k) | Social-Emotional | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Early Preschool 34–48 months | Shows ability to shift attention from one task or activity to another when necessary (APL3.3l) | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Later Preschool 44–60 months | Adapts to new rules in game or activity (e.g., sorting cards by color and then by shape) (APL3.3m) | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| Later Preschool 44–60 months | Considers ideas from adults and other children in finding a solution or strategy (APL3.3n) | Social-Emotional | D. Independent and Group Participation | 3. Solves problems using multiple strategies |
| Later Preschool 44–60 months | Demonstrates flexibility and adaptability with less adult prompting (e.g., sharing toys or trying out new materials) (APL3.3o) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Later Preschool 44–60 months | Responds consistently to adult suggestions to try out different activities (APL3.3p) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| APL3.3. Inhibiting responses | ||||
|---|---|---|---|---|
| Early Infancy0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy6–14 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Early Toddler12–24 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Toddler22–36 months | Begins to take turns and waits in line for short periods of time with adult support (APL3.4a) | Social-Emotional | D. Independent and Group Participation | 2.1 Meets behavioral expectations in familiar environments |
| Early Preschool34–48 months | Seeks adult help when distressed with behavior of or interaction with a peer (APL3.4b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Preschool34–48 months | With adult support, begins to use words, signs or gestures to express distress with peers (instead of biting or pushing) (APL3.4c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Preschool34–48 months | Begins to inhibit impulsive behaviors with adult support (e.g., inhibits initial response to call out an answer to a question during story time with educator's reminder) (APL3.4d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Later Preschool44–60 months | Controls impulses with more independence (e.g., walks instead of runs; asks for a turn with a toy instead of grabbing; waits to share out instead of calling out) (APL3.4e) | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Later Preschool44–60 months | Uses strategies to help control own actions more frequently such as creating physical distance or finding an alternative toy or activity (APL3.4f) | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Early Infancy 0–8 months | Cries persistently until needs are met (APL3.5a) | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
|---|---|---|---|---|
| Early Infancy 0–8 months | Repeats attempts to reach a desired object by looking at or moving toward the object (APL3.5b) | Cognitive | A. Sensory Exploration | 1.2 Makes directed movements with arms |
| Early Infancy 0–8 months | Uses more than one strategy to get what they want (e.g., vocalizing as well as reaching or moving toward) (APL3.5c) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Later Infancy 6–14 months | Repeats attempts to communicate or repeats actions to get desired action or object (APL3.5d) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Infancy 6–14 months | Persists in looking to find things that are hidden (APL3.5e) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Later Infancy 6–14 months | Uses trial and error to solve problems (e.g., pressing a lever to make a particular toy pop up) (APL3.5f) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Early Toddler 12–24 months | Shows increasing ability to stay engaged and complete task (e.g., putting all shapes in a shape sorter) (APL3.5g) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Early Toddler 12–24 months | Repeats preferred activities and gestures, signs, or asks for “more” (APL3.5h) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Toddler 12–24 months | Turns puzzle pieces different ways to complete a puzzle (APL3.5i) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Early Toddler 12–24 months | Begins to use different strategies to solve a problem when one approach does not work (APL3.5j) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Early Toddler 12–24 months | Uses language to request help (APL3.5k) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Toddler 22–36 months | Practices a skill or activity many times, even with difficulty (e.g., building a taller block tower or balancing on a log or balance beam) (APL3.5l) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Toddler 22–36 months | Alters approach to tasks when initial approach does not work (e.g., tries different techniques when assembling a shape puzzle) (APL3.5m) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Later Toddler 22–36 months | Responds to adult’s verbal encouragement to try a new object or experience or try again after an unsuccessful attempt at an activity (APL3.5n) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Early Preschool 34–48 months | Persists in preferred tasks that may be challenging, with or without adult support (APL3.5o) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Early Preschool 34–48 months | Remembers solutions discovered before and uses them (e.g., uses a spoon to mix flour and water for playdough when fingers get sticky from using hands) (APL3.5p) | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Early Preschool 34–48 months | Responds to adult’s positive feedback for effort to continue trying or practicing a new skill (APL3.5q) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| Later Preschool 44–60 months | Sometimes persists in less preferred activities with or without adult support (APL3.5r) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Figures out more than one solution to a problem (e.g., using packing tape with strings to hold cardboard pieces together when masking tape doesn’t work) (APL3.5s) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| APL4.1. Managing actions and behaviors | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Responds to caregivers' attempts at regulation (e.g., by rocking, talking to child) (APL4.1a) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Later Infancy 6–14 months | Looks to adult for guidance before acting in novel situations (e.g., looks at adults' facial cues) (APL4.1b) | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Early Toddler 12–24 months | Follows simple routines established by adults (e.g., eating, napping, playing) (APL4.1c) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Early Toddler 12–24 months | Follows simple instructions from adult (e.g., puts toy in a specified location) (APL4.1d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Follows one-step direction without contextual cues |
| Later Toddler 22–36 months | Participates in simple routines with adult support (e.g., hand washing before eating, clean up after eating) (APL4.1e) | Adaptive | A. Eating and Drinking | 3. Participates in familiar social routines with caregivers |
| Later Toddler 22–36 months | Becomes familiar with basic safety rules (e.g., hold an adult's hand when crossing the street) (APL4.1f) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Early Preschool 34–48 months | Follows classroom rules and routines with prompting and reminders from adults (e.g., uses visual aids to meet behavioral expectations) (APL4.1g) | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Early Preschool 34–48 months | Uses classroom materials with adult support (e.g., how to handle appropriately, how to properly store) (APL4.1h) | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Later Preschool 44–60 months | Follows classroom rules and routines more independently (e.g., morning arrival) (APL4.1i) | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Later Preschool 44–60 months | Uses classroom materials appropriately (APL4.1j) | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Area Two: Social and Emotional Development (SED) | ||||
|---|---|---|---|---|
| SED1. Positive Self-Concept | ||||
| SED1.1. Developing self-awareness | ||||
| Early Infancy0-8 months | Learns about self by exploring hands, feet, body, and movement (SED1.1a) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Early Infancy0-8 months | Turns to familiar voice (SED1.1b) | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Early Infancy0-8 months | Displays personal preferences and individual temperament (SED1.1c) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Later Infancy6-14 months | Recognizes own name (e.g., looks up, smiles, or turns head toward a person who is saying their name) (SED1.1d) | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Later Infancy6-14 months | Discovers how movement and gestures can be used to relate to others (e.g., reaches hand out to grab a snack from dad) (SED1.1e) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Toddler12-24 months | Shows awareness of one's own thoughts, feelings, and preferences (e.g., child hits peer, then says, "I'm mad") (SED1.1f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Early Toddler12-24 months | Uses own first name (SED1.1g) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Toddler22-36 months | Shows awareness of being part of a family and a larger community (e.g., identifies siblings in family photo) (SED1.1h) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Toddler22-36 months | Describes own physical characteristics and behaviors (SED1.1i) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Toddler22-36 months | Indicates likes and dislikes when asked (SED1.1j) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Preschool34-48 months | Demonstrates awareness of self as a unique individual (e.g., refers to favorite shirt or boots) (SED1.1k) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Early Preschool34-48 months | Uses own first and family (last) name (SED1.1l) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Early Preschool34-48 months | Describes their physical characteristics, behavior, and abilities positively (e.g., tells a peer, "My hair is curly and beautiful.") (SED1.1m) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Later Preschool44-60 months | Describes themselves (e.g., talks about self in terms of looks, gender, family, and interests) (SED1.1n) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Preschool44-60 months | Positively identifies self as a member of a specific culture or group that fits into a larger world picture (SED1.1o) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Preschool44-60 months | Shares other identifying information (e.g., parent's name) (SED1.1p) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Preschool44-60 months | Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people (SED1.1q) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| SED1.2. Developing self-confidence | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Smiles or is comforted when a trusted caregiver speaks to them (SED1.2a) | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Later Infancy 6–14 months | Shows likes and dislikes consistent with the family's cultural expectations (e.g., happily eats the curry mashed vegetables and signs "more") (SED1.2b) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Toddler 12–24 months | Shows awareness of being seen by others such as repeating an action when someone is watching (SED1.2c) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Toddler 12–24 months | Begins to recognize own abilities; is aware of self and own preferences (SED1.2d) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Later Toddler 22–36 months | Performs the tasks requested of them and may initiate tasks on their own (SED1.2e) | Social-Communication | D. Social Use of Language | 3. Initiates and completes independent activities |
| Later Toddler 22–36 months | Expresses likes and dislikes, including favorite foods, colors, or activities (SED1.2f) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Later Toddler 22–36 months | Demonstrates new skills and abilities to others (SED1.2g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Early Preschool 34–48 months | Begins to experiment with their own potential (e.g., sees how high they can climb on the playground equipment or sees how fast they can complete a task) (SED1.2h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Early Preschool 34–48 months | Shows positive self-identity (e.g., "I am a smart girl") (SED1.2i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Early Preschool 34–48 months | Exhibits confidence in performance (e.g., "Look how high I jumped.") (SED1.2j) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Later Preschool 44–60 months | Displays pride in their accomplishments (SED1.2k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| SED1.3. Becoming autonomous and independent | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Uses facial expressions and body movements to express comfort or discomfort (e.g., turns head away when no longer hungry) (SED1.3a) | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Early Infancy 0–8 months | Relies on familiar adults to meet all basic needs (SED1.3b) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Infancy 6–14 months | Becomes calm when needs are met (SED1.3c) | Social-Communication | B. Communicative Understanding | 2.3 Responds appropriately to soothing by adult |
| Later Infancy 6–14 months | Relies on familiar adults for help or assistance (SED1.3d) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Early Toddler 12–24 months | Shows anxiety upon separation from primary caregiver and/or familiar adults (SED1.3e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Asks for help from familiar adults but may attempt to complete parts of tasks independently (SED1.3f) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Toddler 22–36 months | Shows signs of security and trust when separated from familiar adults (SED1.3g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Toddler 22–36 months | Asks for help from familiar adults, but may push away and refuse help (SED1.3h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Toddler 22–36 months | Knows and states independent thoughts (e.g., “I do it myself.”) (SED1.3i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Early Preschool 34–48 months | Transitions into unfamiliar settings with assistance of familiar adults (SED1.3j) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Early Preschool 34–48 months | Asks for help from adults when needed, but may prefer to complete tasks independently (SED1.3k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Preschool 44–60 months | Acts independently in unfamiliar settings with unfamiliar adults (SED1.3l) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Attempts to complete tasks independently (SED1.3m) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Asks for support from adults only when needed (SED1.3n) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| SED2.1. Seeing and naming emotions in self and others | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Watches, observes, and listens to adults and other children (SED2.1a) | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Early Infancy 0–8 months | Responds to interactions from familiar caregiver (e.g., smiles when caregiver smiles, turns head when hears familiar voice) (SED2.1b) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Later Infancy 6–14 months | Shows a range of emotions (e.g., shares in wonders, amazement, delight, and disappointment) (SED2.1c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Infancy 6–14 months | Begins to have a greater awareness of own emotions (e.g., says or gestures "no" to refuse, babbles or laughs when happy) (SED2.1d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Early Toddler 12–24 months | Imitates emotions of others (e.g., pats a child or adult when upset) (SED2.1e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Early Toddler 12–24 months | Recognizes and labels own feelings with adult support (SED2.1f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Toddler 22–36 months | Recognizes emotions of others (e.g., "mama sad," "papa happy") (SED2.1g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Early Preschool 34–48 months | Identifies complex emotions in a book, picture, or on a person's face (e.g., frustrated, confused, excited) (SED2.1h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Later Preschool 44–60 months | Begins to recognize their own emotions before reacting (e.g., pauses and takes deep breath when mad) (SED2.1i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Preschool 44–60 months | Communicates how other children or adults may be feeling and why (e.g., states that a peer is sad because their toy was taken away) (SED2.1j) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
SED2.2. Expressing emotions
| Early Infancy 0–8 months | Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfort (SED2.2a) | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
|---|---|---|---|---|
| Early Infancy 0–8 months | Expresses feelings through facial expressions, body movements, crying and vocalizing, often depending on adults for emotional comfort (SED2.2a) | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Later Infancy 6–14 months | Begins to spontaneously make emotional gestures and facial expressions that match the situation (e.g., happiness, sadness, anger, fear) (SED2.2b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Infancy 6–14 months | Recognizes and expresses emotion toward a familiar person (e.g., shows emotion by hugging a sibling) (SED2.2c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Early Toddler 12–24 months | Uses gestures and symbolic actions to demonstrate feelings and needs (e.g., lays head on caregiver's lap when tired) (SED2.2d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Early Toddler 12–24 months | Names some emotions, (e.g., "me sad") (SED2.2e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Early Toddler 12–24 months | Uses movement or facial expressions to show an emotion (e.g., jumps up and down or shows wider smiles when excited, stomps feet when upset, shows bigger eyes when surprised) (SED2.2f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Toddler 22–36 months | Demonstrates an emotional response to a situation (e.g., throws toy because told to clean up; smiles and cheers when it is time to go outside) (SED2.2g) | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Later Toddler 22–36 months | Begins to express complex emotions such as pride, gratitude, embarrassment, shame, and guilt (SED2.2h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Early Preschool 34–48 months | Expresses feelings that are appropriate to the situation (SED2.2i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Early Preschool 34–48 months | Begins to recognize and express own emotions using words or visuals rather than actions (e.g., uses a communication board to point to picture of sad face) (SED2.2j) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Later Preschool 44–60 months | Recognizes appropriate reaction to situations (SED2.2k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Preschool 44–60 months | Uses words and respectful language to express thoughts and emotions (e.g., "I'm frustrated because Jay won't let me play" or "I'm excited to play with my cousin Santiago tomorrow.") (SED2.2l) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| SED2.3. Communicating feelings, wants, and needs | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Signals for needs (e.g., cries when hungry, arches back in discomfort) (SED2.3a) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Infancy 6–14 months | Communicates with a wide range of signals as crying diminishes (e.g., smiles, gestures, uses words) (SED2.3b) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Toddler 12–24 months | Uses verbal and nonverbal communication to signal the need for their caregiver (e.g., calls by name, crawls into a familiar adult's lap) (SED2.3c) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Toddler 22–36 months | Communicates wants and needs verbally or through alternative communication (e.g., “pick me up” or raises up arms) (SED2.3d) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Preschool 34–48 months | Uses appropriate communication skills when expressing needs, wants, and feelings (e.g., uses an appropriate method of communication to tell adults when they are hungry) (SED2.3e) | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Later Preschool 44–60 months | Demonstrates confidence in meeting own needs (SED2.3f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Later Preschool 44–60 months | Seeks and accepts help when needed (SED2.3g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
SED2.4. Regulating emotions
| SED2.4. Regulating emotions | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Uses preferred adult to help soothe (SED2.4a) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Infancy 0–8 months | Disengages when over-stimulated (e.g., turns head, pushes hand away from body, falls asleep) (SED2.4b) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Later Infancy 6–14 months | Self-soothes more effectively (e.g., sucks thumb, holds favorite toy) (SED2.4c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Early Toddler 12–24 months | Uses caregiver's facial cues, voice tones, or other body language to assist in novel and uncertain situations (e.g., hides behind parent until encouraged to interact with an unfamiliar person) (SED2.4d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Expresses strong feelings without regulation (SED2.4e) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Later Toddler 22–36 months | Engages in pretend play to manage uncertainty and fear (e.g., comforts stuffed animal and puts on Band-Aid after a "fall" or "cut") (SED2.4f) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Toddler 22–36 months | Uses some self-comfort strategies (SED2.4g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Later Toddler 22–36 months | Accepts adult suggestions for managing feelings by themselves (SED2.4h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Later Toddler 22–36 months | Seeks caregiver support when feeling overwhelmed by emotion; may reject support (SED2.4i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Preschool 34–48 months | Begins to respond to an adult's cues about regulating their emotions (e.g., "The slide looks scary, but I think you can do it.") (SED2.4j) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Early Preschool 34–48 months | Begins to demonstrate acceptable reaction to situations (e.g., does not shout when upset) (SED2.4k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Early Preschool 34–48 months | Begins to understand the impact of their emotional behavior (e.g., asks to join in peer play rather than angrily grabbing toy) (SED2.4l) | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Later Preschool 44–60 months | Increasingly uses a variety of strategies to self-soothe or solve problems (e.g., goes to a quiet area or uses a fidget toy when upset) (SED2.4m) | Cognitive | E. Scientific Discovery | 1.1 Meets internal physical needs of hunger and thirst |
| Later Preschool 44–60 months | Exhibits emotional control with or without adult support (e.g., follows group activities although upset) (SED2.4n) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| SED2.5. Showing care and concern for others | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Looks attentively when others show they are happy, sad, or fearful by their facial expressions, voices, or actions (SED2.5a) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Later Infancy 6–14 months | Responds to others' emotional expressions, often by sharing an emotional reaction (e.g., looks sad when another child is crying) (SED2.5b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Early Toddler 12–24 months | Tries to comfort another child or an adult who is upset (e.g., brings a comfort object, pats the person on the back) (SED2.5c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Toddler 22–36 months | Expresses empathy toward other children who are crying by showing concerned attention; tries to comfort them with words or actions (SED2.5d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Toddler 22–36 months | Expresses empathy toward adults who are sad by comforting them with words or actions (SED2.5e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Early Preschool 34–48 months | Recognizes the needs of others and responds appropriately, with support from adults (e.g., asks Abraham to play after the teacher points out he is by himself) (SED2.5f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Early Preschool 34–48 months | Relates complex emotions to self and others (e.g., sees a friend is sad and offers a toy to share) (SED2.5g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Preschool 44–60 months | Shows care and concern for others, including comforting others in distress (SED2.5h) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Preschool 44–60 months | Begins to recognize the emotions of peers and responds with empathy and compassion (SED2.5i) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Later Preschool 44–60 months | Begins to understand the reasons for others' emotions and responds appropriately (e.g., a child comforts a peer who is upset that they have to clean up their toys) (SED2.5j) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| SED3. Interacting with Others | ||||
|---|---|---|---|---|
| SED3.1. Developing relationships with adults | ||||
| Early Infancy 0–8 months | Responds differently to familiar and unfamiliar adults (SED3.1a) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Early Infancy 0–8 months | Develops trust and attachment toward significant adults (e.g., stops crying when familiar caregiver picks child up) (SED3.1b) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Early Infancy 0–8 months | Needs additional comforting (e.g., swaddling in a blanket when being held by an adult) (SED3.1c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Looks to familiar adults for emotional support and encouragement (SED3.1d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Reacts or may become distressed when separated from familiar adults (SED3.1e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Expresses joy and mutual enjoyment in interactions with familiar adults (e.g., giggles during peek-a-boo) (SED3.1f) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Early Toddler 12–24 months | Continues to need the security of a trusted adult; asks for help, if needed, in verbal and non-verbal ways (e.g., returns to familiar adult when at the playground) (SED3.1g) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Uses different words or signs to refer to self and others (e.g., joyously shouts "titi!" when sees aunt) (SED3.1h) | Social-Emotional | D. Independent and Group Participation | 4.3 Provides given name or nickname of self and others |
| Later Toddler 22–36 months | Imitates and attempts to please familiar adults (e.g., puts plates on table before lunch) (SED3.1i) | Cognitive | B. Imitation and Memory | 1.2 Initiates familiar simple motor action |
| Later Toddler 22–36 months | Engages in positive interactions in a wide variety of situations with familiar adults (SED3.1j) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Later Toddler 22–36 months | Looks to or seeks familiar adults for comfort when distressed or tired (SED3.1k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Preschool 34–48 months | Develops positive relationships and interacts comfortably with familiar adults (SED3.1l) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Early Preschool 34–48 months | Begins to interact with less familiar adults (e.g., substitute educator or neighbor) (SED3.1m) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Later Preschool 44–60 months | Shows enjoyment in interactions with trusted adults while also demonstrating skills in separating from these adults (SED3.1n) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Later Preschool 44–60 months | Comfortable with being with less familiar adults in a safe setting (e.g., engages with visitor to home or classroom) (SED3.1o) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| SED3.2. Developing relationships with other children | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Notices peers by looking, touching, or making sounds directed toward the child (e.g., while lying on a blanket close to them) (SED3.2a) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Early Infancy 0–8 months | Recognizes familiar others by making sounds, facial expressions, or behavior (e.g., reaches up arms, or touches others' face) (SED3.2b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Shows interest in peers who are playing nearby and interacts with them briefly (SED3.2c) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Later Infancy 6–14 months | Interacts with a familiar child in simple back-and-forth exchanges (e.g., makes similar sounds) (SED3.2d) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Toddler 12–24 months | Participates in simple back-and-forth interactions with another child (SED3.2e) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Toddler 12–24 months | Interacts with a few children on a regular basis, knows some of their names, knows their likes or dislikes (SED3.2f) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Toddler 12–24 months | Interacts with a few children on similar activities (e.g., runs after a child or plays next to other children) (SED3.2g) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Toddler 12–24 months | Enjoys playful interactions and social exchange games (SED3.2h) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Later Toddler 22–36 months | Plays alongside peers and engages in simple turn-taking (e.g., takes turns on the slide at the playground) (SED3.2i) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Later Toddler 22–36 months | Interacts with a few children on shared activities and understands simple social interaction rules (e.g., "your turn" or "my turn") (SED3.2j) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Later Toddler 22–36 months | Responds to others' questions in social interactions with words or actions (SED3.2k) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Later Toddler 22–36 months | Begins to initiate interactions with other children in shared play activities (SED3.2l) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Preschool 34–48 months | Builds social relationships and becomes more connected to other children (e.g., has a favorite friend at library story time) (SED3.2m) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Preschool 34–48 months | Shows preference for particular playmates, such as greeting friends by name (SED3.2n) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Preschool 34–48 months | Makes friends and is able to name friends when asked by an adult or others (SED3.2o) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Preschool 34–48 months | Makes friends and is able to name friends when asked by an adult or others (SED3.2o) | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Early Preschool 34–48 months | Expresses interest in participating in a group activity by initiating or responding (SED3.2p) | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Early Preschool 34–48 months | Expresses interest in participating in a group activity by initiating or responding (SED3.2p) | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Early Preschool 34–48 months | Engages in shared activities or play with shared toy or material (SED3.2q) | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Preschool 44–60 months | Demonstrates strategies for participating in social play with peers (e.g., asks to join in game or brings new item to add to existing play) (SED3.2r) | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Later Preschool 44–60 months | Plays with peers in a coordinated manner including assigning roles, materials, and actions (e.g., sets up and assigns roles in restaurant in dramatic play area) (SED3.2s) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Later Preschool 44–60 months | Maintains friendships over time (SED3.2t) | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Later Preschool 44–60 months | Responds to the needs of others and tries to help others with simple tasks (SED3.2u) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| SED3.3. Engaging in cooperative play | ||||
| Early Infancy 0–8 months | Engages in unoccupied play, practicing movements of their arms, hands, legs, feet, and head (e.g., when safely situated on the floor or in a crib) (SED3.3a) | Gross Motor | A. Body Control and Weight Transfer | All |
| Early Infancy 0–8 months | Engages in solitary play when exploring toys and safe objects in indoor and outdoor settings (SED3.3b) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Early Infancy 0–8 months | Plays social games like peek-a-boo with a familiar adult (SED3.3c) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Later Infancy 6–14 months | Begins to engage in solitary play with materials, and observes other people's use of objects (SED3.3d) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Later Infancy 6–14 months | Imitates simple actions (e.g., claps hands together, covers eyes with hands) (SED3.3e) | Cognitive | B. Imitation and Memory | 1.2 Initiates familiar simple motor action |
| Later Infancy 6–14 months | Observes playful actions of familiar adults and imitates them (SED3.3f) | Cognitive | B. Imitation and Memory | 1.2 Initiates familiar simple motor action |
| Early Toddler 12–24 months | Engages in solitary play, watching other children nearby while continuing to play alone (e.g., putting a puzzle together or stacking blocks) (SED3.3g) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Early Toddler 12–24 months | Pretends to talk on toy phone with familiar adult (SED3.3h) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later Toddler 22–36 months | Engages in parallel play, playing near or beside other children using similar materials (e.g. playing in the sand box using shared objects) (SED3.3i) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Later Toddler 22–36 months | Plays simple games (e.g., Simon Says/Follow the Leader, Hide and Seek or the Hokey Pokey) led by familiar adults (SED3.3j) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Early Preschool 34–48 months | Engages in associative play (e.g., playing in housekeeping with each child assuming individual roles) (SED3.3k) | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Early Preschool 34–48 months | Begins to engage in cooperative play, playing with a few other children to carry out familiar roles (SED3.3l) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Early Preschool 34–48 months | Includes familiar adults in dramatic play (SED3.3m) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Preschool 44–60 months | Builds on cooperative play, communication, and working memory skills by engaging in dramatic play with several other children, each taking on a particular role in a shared theme (SED3.3n) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| SED3.4. Solving social interaction problems | ||||
|---|---|---|---|---|
| Early Infancy 0-8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6-14 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Early Toddler 12-24 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Toddler 22-36 months | Begins to solve social problems when facilitated by an adult (SED3.4a) | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Early Preschool 34-48 months | Identifies and describes common social problems and may suggest some solutions (SED3.4b) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Early Preschool 34-48 months | Identifies and describes common social problems and may suggest some solutions (SED3.4b) | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Early Preschool 34-48 months | Uses problem-solving strategies with adult assistance (e.g., waits turn after adult reminds them how many children can be in art area) (SED3.4c) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Preschool 44-60 months | Engages in prosocial behavior such as cooperating, compromising, turn-taking, and resolving social conflict (SED3.4d) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Preschool 44-60 months | Expresses feelings and needs in conflict situations (e.g., “I’m feeling upset because you have the truck I need for my racetrack.”) (SED3.4e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Later Preschool 44-60 months | Uses problem-solving strategies independently or with adult prompting when feeling angry or frustrated (e.g., asks peer to trade toys because they want the one-of-a-kind toy) (SED3.4f) | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Area Three: Communication, Language and Literacy Development (CCLD) | ||||
|---|---|---|---|---|
| CLLD 1. Communication | ||||
| CCLD1.1. Understanding verbal and nonverbal cues | ||||
| Early Infancy 0–8 months | Responds to speaker by turning head or shifting eye gaze (CLLD1.1a) | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Early Infancy 0–8 months | Responds to tone or voice changes (CLLD1.1b) | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Early Infancy 0–8 months | Directs attention to sounds or object pointed at/to (CLLD1.1c) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Later Infancy 6–14 months | Follows simple requests paired with gestures (CLLD1.1e) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Later Infancy 6–14 months | Begins to respond through sounds or gestures to others’ questions (CLLD1.1f) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Later Infancy 6–14 months | Makes different sounds to get attention (CLLD1.1g) | Social-Emotional | A. Interactions with Adults | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Infancy 6–14 months | Understands and responds to simple commands and gestures (e.g., shared eye gaze/contact; may be influenced by cultural expectations) (CLLD1.1h) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Later Infancy 6–14 months | Recognizes common objects when named (e.g., cup) (CLLD1.1i) | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Later Infancy 6–14 months | Begins to show understanding of approximately 50 words (CLLD1.1j) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Early Toddler 12–24 months | Uses sounds or nonverbal cues to respond to oral reading (CLLD1.1k) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Early Toddler 12–24 months | Responds to simple requests (CLLD1.1l) | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Early Toddler 12–24 months | Identifies familiar people, animals, and objects (CLLD1.1m) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Toddler 12–24 months | Begins to understand nouns (CLLD1.1n) | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Early Toddler 12–24 months | Begins to understand action words (e.g., hop, jump, press, go, stop) (CLLD1.1o) | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Early Toddler 12–24 months | Begins to understand action words (e.g., hop, jump, press, go, stop) (CLLD1.1o) | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Early Toddler 12–24 months | Completes a task in response to a request (e.g., pick up your cup, go find your coat) (CLLD1.1p) | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Early Toddler 12–24 months | Completes a task in response to a request (e.g., pick up your cup, go find your coat) (CLLD1.1p) | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Early Toddler 12–24 months | Identifies familiar people, animals, and objects (using gestures, words, or sounds) (CLLD1.1q) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Toddler 12–24 months | Begins to recognize some body parts (CLLD1.1r) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Toddler 12–24 months | Understands and responds to some pronouns (mine, you, me) (CLLD1.1s) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Toddler 22–36 months | Listens to and attends to spoken language and read-aloud texts (CLLD1.1t) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Later Toddler 22–36 months | Follows simple and short directions for routine practices (CLLD1.1u) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Toddler 22–36 months | Understands and responds to several hundred words or more (CLLD1.1v) | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Later Toddler 22–36 months | Understands and responds to basic attribute word differences such as personal (I/me/you/it) and possessive (my and mine) pronouns (CLLD1.1w) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Later Toddler 22–36 months | Understands and responds to basic attribute word differences such as personal (I/me/you/it) and possessive (my and mine) pronouns (CLLD1.1w) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Early Preschool 34–48 months | Demonstrates understanding by answering questions (CLLD1.1x) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Early Preschool 34–48 months | Follows two-step unrelated directions (CLLD1.1y) | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Early Preschool 34–48 months | Follows two-step unrelated directions (CLLD1.1y) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Early Preschool 34–48 months | Understands and responds to spatial concepts (e.g., in/out, under, front, behind) (CLLD1.1z) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Answers questions and adds comments relevant to the topic (CLLD1.1aa) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Later Preschool 44–60 months | Answers questions and adds comments relevant to the topic (CLLD1.1aa) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Later Preschool 44–60 months | Begins to demonstrate understanding of implied messages based on speaker's tone and/or gestures (e.g., finger on lip and saying "shhhh" means be quiet) (CLLD1.1ab) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Later Preschool 44–60 months | Understands and responds to words for descriptive concepts (e.g., hard, square) (CLLD1.1ac) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Follows 2-3 step related directions and some new directions related to familiar and daily routines (CLLD1.1ad) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Later Preschool 44–60 months | Demonstrates understanding of communication that includes a variety of complex sentences related to familiar stories, learning activities, and events (e.g., After Clifford the dog came home, he played with Emily Elizabeth.) (CLLD1.1ae) | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| CLLD1.2. Using vocabulary and nonverbal cues to communicate | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Uses sound, inflection, and gestures to communicate needs, desires, or emotions (CLLD1.2a) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Infancy 0–8 months | Cries, coos, babbles and makes other sounds (CLLD1.2b) | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Early Infancy 0–8 months | Reaches and points to communicate (CLLD1.2c) | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Later Infancy 6–14 months | Imitates actions of others as nonverbal communication (CLLD1.2d) | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Later Infancy 6–14 months | Makes vocal or non-vocal protests/demands (CLLD1.2e) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Later Infancy 6–14 months | Vocalizes or gestures (e.g., pointing or using sign language) to communicate or to direct adult attention (CLLD1.2f) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Infancy 6–14 months | Participates and initiates communication with family members or familiar others by using consistent sounds, gestures, and some words (CLLD1.2g) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Early Toddler 12–24 months | Repeats words heard in conversations (CLLD1.2h) | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Early Toddler 12–24 months | Makes simple one-word requests such as saying or signing “milk” or “leche” when asking for a drink (CLLD1.2i) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Early Toddler 12–24 months | Uses vocabulary for familiar items and events (e.g., hat, ball) (CLLD1.2j) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Early Toddler 12–24 months | Begins to combine words, verbally or through signing (e.g., making requests through two- and multi-word use/utterances such as “eat- or comer-‘nana’/‘banana’” CLLD1.2k) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Later Toddler 22–36 months | Asks short questions and requests clarifications (CLLD1.2l) | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Later Toddler 22–36 months | Asks short questions and requests clarifications (CLLD1.2l) | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Later Toddler 22–36 months | Speaks in or signs short sentences and some expanded sentences and is understood by familiar peers or adults most of the time (CLLD1.2m) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Later Toddler 22–36 months | Begins to use more diverse types of words, such as color and quantity words (all, some, more, and including numbers) (CLLD1.2n) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Early Preschool 34–48 months | Begins to use complex sentences and ask simple questions (e.g., “After the gingerbread man ran, he swam on the fox’s back.”; “What happened to the gingerbread man?”) (CLLD1.2o) | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Early Preschool 34–48 months | Answers questions from unfamiliar people including some open-ended questions (CLLD1.2p) | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Early Preschool 34–48 months | Uses adjectives to describe people, objects, or environments (CLLD1.2q) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Preschool 34–48 months | Begins to use prepositions (e.g., in, on) (CLLD1.2r) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Later Preschool 44–60 months | Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences (e.g., uses irregular past tense verbs such as came, ran, fell, broke, went, told, did) (CLLD1.2s) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Later Preschool 44–60 months | Answers open-ended questions comfortably (CLLD1.2t) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Later Preschool 44–60 months | Retells stories and events in sequence with multiple details (e.g., retells The Three Bears noting three chairs, three beds, etc.) (CLLD1.2u) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
CLLD1.3. Learning and engaging in conversational interactions
| CLLD1.3. Learning and engaging in conversational interactions | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Responds and engages with an adult or older peer (CLLD1.3a) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Early Infancy 0–8 months | Responds and engages with an adult or older peer (CLLD1.3a) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Early Infancy 0–8 months | Reacts to facial cues and eye contact (CLLD1.3b) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Infancy 0–8 months | Engages in vocal exchanges by babbling (CLLD1.3c) | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Later Infancy 6–14 months | Takes turn in “conversation” or vocal play with adults (CLLD1.3d) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Infancy 6–14 months | Turns, smiles, and begins to speak when name is spoken (CLLD1.3e) | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Later Infancy 6–14 months | Begins to follow adult pointing or gaze to establish joint attention (e.g., looks across the room when adult points or gazes) (CLLD1.3f) | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Later Infancy 6–14 months | Begins to follow adult pointing or gaze to establish joint attention (e.g., looks across the room when adult points or gazes) (CLLD1.3f) | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| Early Toddler 12–24 months | Responds with facial expressions, vocalizations, and/or gestures to engage in conversation with others (CLLD1.3g) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Later Toddler 22–36 months | Uses simple verbal responses and nonverbal gestures (CLLD1.3h) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Toddler 22–36 months | Uses words, gestures, signs, and phrases to converse with others (CLLD1.3i) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Later Toddler 22–36 months | Begins to ask and respond to questions (CLLD1.3j) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Early Preschool 34–48 months | Continues a conversation through several exchanges with or without adult help (CLLD1.3k) | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Early Preschool 34–48 months | Alternates between speaker/listener roles (CLLD1.3l) | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Early Preschool 34–48 months | Asks and responds to questions (CLLD1.3m) | Social-Emotional | D. Independent and Group Participation | 2.1 Asks questions to obtain information |
| Early Preschool 34–48 months | Asks and responds to questions (CLLD1.3m) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Later Preschool 44–60 months | Begins to match language to contexts (e.g., voice volume, inflection/rise and fall of voice in speaking, and parting/greeting rituals) (CLLD1.3n) | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Later Preschool 44–60 months | Engages in multiple back-and-forth conversations with adults in ways that can be goal directed (such as solving problems) (CLLD1.3o) | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Later Preschool 44–60 months | Engages in multiple back-and-forth conversations with adults in ways that can be goal directed (such as solving problems) (CLLD1.3o) | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Later Preschool 44–60 months | Asks and responds to questions with accurate information (CLLD1.4p) | Social-Emotional | D. Independent and Group Participation | 2.1 Asks questions to obtain information |
| Later Preschool 44–60 months | Asks and responds to questions with accurate information (CLLD1.4p) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| CLLD2. Foundations of Reading | ||||
|---|---|---|---|---|
| CLLD2.1 Paying attention to print as meaningful | ||||
| Early Infancy 0–8 months | Explores a book by touching it, patting it, or putting it in mouth (CLLD2.1a) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later Infancy 6–14 months | Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book or other written material (CLLD2.1b) | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Later Infancy 6–14 months | Holds books, turns pages, looks at the pictures and uses sounds, signs, or words to identify actions or objects in a book or other written material (CLLD2.1b) | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Early Toddler 12–24 months | Recognizes and engages with print and pictures, or braille in their environment (e.g., points to words and images; touches with fingers) (CLLD2.1c) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Early Toddler 12–24 months | Demonstrates interest in written forms of language, such as print in books or signs on building (CLLD2.1d) | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Early Toddler 12–24 months | Distinguishes print from pictures (CLLD2.1e) | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Later Toddler 22–36 months | Attributes meaning to some symbols, such as a familiar logo or design (CLLD2.1f) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Later Toddler 22–36 months | Identifies common words in the environment (e.g., name, exit, stop) (CLLD2.1g) | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Later Toddler 22–36 months | Points to and names some letters or characters in their names when seen in other words (CLLD2.1h) | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Early Preschool 34–48 months | Begins to select books for reading enjoyment and reading related activities, including pretending to read to self or others (CLLD2.1i) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Early Preschool 34–48 months | Demonstrates an understanding of the conventions of print (e.g., directionality of print and texts) (CLLD2.1j) | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Early Preschool 34–48 months | Understands that the print communicates the message in stories or other texts (CLLD2.1k) | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Later Preschool 44–60 months | Distinguishes among a variety of texts and their purposes (e.g., books, shopping lists, etc.) (CLLD2.1l) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Later Preschool 44–60 months | Begins to track individual words in text or braille by pointing or touching (CLLD2.1m) | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| CLLD2.2. Understanding ideas, vocabulary, and information in stories and texts | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Looks at picture books and listens to an adult talk about pictures in a book (CLLD2.2a) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Later Infancy 6–14 months | Touches or points to pictures in response to adult's prompt (CLLD2.2b) | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Early Toddler 12–24 months | Begins to show specific interest in being read to (e.g., brings a book to an adult or points to pictures in the environment or a book) CLLD2.2c) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Early Toddler 12–24 months | Engages in familiar stories verbally (e.g., fills in a word when the reader pauses) or with motions (e.g., imitates actions with an adult) (CLLD2.2d) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Early Toddler 12–24 months | Listens to explanations of words or repeats words adults explain or emphasize (CLLD2.2e) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Toddler 22–36 months | Identifies the feelings of characters in a book or story (CLLD2.2f) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Later Toddler 22–36 months | Asks to be read to or asks the meaning of written text (CLLD2.2g) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Later Toddler 22–36 months | Makes connections to the story through talking about characters and events (CLLD2.2h) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Later Toddler 22–36 months | Expresses empathy for characters and problems in text and stories with adult guidance and support (CLLD2.2i) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Later Toddler 22–36 months | Repeats words heard during story reading (CLLD2.2j) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Early Preschool 34–48 months | Asks or answers questions about what is happening in a book or story (CLLD2.2k) | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Early Preschool 34–48 months | Retells 1-2 key events from a story (CLLD2.2l) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Early Preschool 34–48 months | Narrates a story using pictures as a guide (CLLD2.2m) | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Early Preschool 34–48 months | Recites from memory words, phrases, and parts of favorite stories (CLLD2.2n) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Early Preschool 34–48 months | Recognizes nouns as the person, place, or thing in a sentence (CLLD2.2o) | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Later Preschool 44–60 months | Listens and responds to a variety of texts and media (e.g., audio book, music and movement) (CLLD2.2p) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Later Preschool 44–60 months | Tells fictional or personal stories sequentially and with 3 or more details (CLLD2.2q) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Later Preschool 44–60 months | Begins to understand cause and effect relationships in fiction and nonfiction texts (CLLD2.2r) | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Later Preschool 44–60 months | Predicts what will happen next in an unfamiliar story (CLLD2.2s) | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Later Preschool 44–60 months | Uses new words learned through listening to stories (CLLD2.2t) | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| CLLD2.3. Learning spoken language is composed of smaller segments of sound | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Listens and attends to culturally and linguistically familiar words or signs (including rhymes and songs) (CLLD2.3a) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Early Infancy 0–8 months | Begins to create speech and non-speech like sounds (e.g., babbling) (CLLD2.3b) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Later Infancy 6–14 months | Begins to imitate sounds they hear in their everyday environment (CLLD2.3c) | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Early Toddler 12–24 months | Orally repeats a few words of culturally and linguistically familiar rhymes and repetitive refrains in stories or songs or directions/requests from adults or peers (CLLD2.3d) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Toddler 22–36 months | Orally produces or reproduces simple culturally and linguistically familiar rhymes or sings favorite songs (CLLD2.3e) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Later Toddler 22–36 months | Imitates most sounds of language using familiar words (CLLD2.3f) | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Early Preschool 34–48 months | Imitates and enjoys rhyme and alliteration (e.g., Jalisa jumped) (CLLD2.3g) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Early Preschool 34–48 months | With instructional support, distinguishes when two words rhyme and when two words begin with the same sound (e.g., boy/toy, dog/dad) (CLLD2.3h) | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Later Preschool 44–60 months | Begins to rhyme and produce rhymes of simple words (CLLD2.3i) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Later Preschool 44–60 months | begins to orany segment and combine compound words (e.g., lunchbox segmented is lunch-box; when combined it is lunchbox) (CLLD2.3j) | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Later Preschool 44–60 months | begins to orany segment and combine compound words (e.g., lunchbox segmented is lunch-box; when combined it is lunchbox) (CLLD2.3j) | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Later Preschool 44–60 months | Begins to segment and combine syllables (e.g., purple segmented is pur-ple; when combined it is purple) (CLLD2.3k) | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Later Preschool 44–60 months | Begins to segment and combine syllables (e.g., purple segmented is pur-ple; when combined it is purple) (CLLD2.3k) | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Later Preschool 44–60 months | Begins to identify the initial and final sound in words (e.g., /b/ in bat) (CLLD2.3l) | Literacy | B. Phonological Awareness | 4.3 Identifies last sounds in CVC words |
| Later Preschool 44–60 months | Begins to identify the initial and final sound in words (e.g., /b/ in bat) (CLLD2.3l) | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| CLLD2.4 Learning how letters and print work to create words and meaning | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Early Toddler 12–24 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Toddler 22–36 months | Begins to recognize a few upper or lower case letters (if taught) (CLLD2.4a) | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Early Preschool 34–48 months | Begins to recognize more upper, and lower case letters if taught (CLLD2.4b) | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Early Preschool 34–48 months | Identifies sounds and recognizes letters associated with beginning of first name and last name (CLLD2.4c) | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Early Preschool 34–48 months | Begins to connect alphabet letters and corresponding sounds (e.g., connecting letters and sounds of common letters/words) (CLLD2.4d) | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Early Preschool 34–48 months | Can often write first name from memory (CLLD2.4e) | Literacy | C. Alphabet Knowledge | 3.2 Prints first name |
| Later Preschool 44–60 months | For many, with instructional support, matches the sound with the corresponding letter (CLLD2.4f) | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Later Preschool 44–60 months | For many, with instructional support, matches the letter with the corresponding sound (CLLD2.4g) | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Later Preschool 44–60 months | Recognizes many upper and lower case letters (CLLD2.4h) | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Later Preschool 44–60 months | Will use a combination of letters and symbols to represent words (CLLD2.4i) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| CLLD3. Foundations of Writing | ||||
| CLLD3.1. Drawing, scribbling, and writing to communicate | ||||
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Makes scribbles or marks on writing materials (CLLD3.1a) | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Later Infancy 6–14 months | Understands that marks on a page can communicate meaning (CLLD3.1b) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Later Infancy 6–14 months | Uses writing instruments to make distinct marks (CLLD3.1c) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Early Toddler 12–24 months | Begins to use controlled marks like swoops, circles, and waves to represent their ideas (CLLD3.1d) | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Early Toddler 12–24 months | Begins to use controlled marks like swoops, circles, and waves to represent their ideas (CLLD3.1d) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Early Toddler 12–24 months | Writes in a linear fashion and connects marks with repetitive up/down or looping motions (CLLD3.1e) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Early Toddler 12–24 months | Begins to use scribbles or intentional marks to represent objects (CLLD3.1f) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Early Toddler 12–24 months | Attempts to “read” their writing or drawing to others, including their name (CLLD3.1g) | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Later Toddler 22–36 months | Begins to use distinct letter-like symbols and letter formations with curves, lines, circles, and dots to represent words, ideas, phrases, sentences, and stories or events with or without drawing (CLLD3.1h) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Later Toddler 22–36 months | Begins to draw/write for a variety of audiences (e.g., family members and teachers) (CLLD3.1i) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Toddler 22–36 months | Begins to draw/write for a variety of purposes (e.g., grocery lists, invitations, birthday cards) (CLLD3.1j) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Early Preschool 34–48 months | Begins to use letter strings or a group of letters to represent words, ideas, phrases, sentences, and stories or events (CLLD3.1k) | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Early Preschool 34–48 months | Begins to use print in the environment as part of their writing (e.g., attempts to copy a sign or poster in room) (CLLD3.1l) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Early Preschool 34–48 months | Begins to copy or write letters or numbers (CLLD3.1m) | Literacy | E. Writing | 3.3 Copies entire first name |
| Early Preschool 34–48 months | Begins to represent all letters in their name (CLLD3.1n) | Literacy | E. Writing | 3.3 Copies entire first name |
| Early Preschool 34–48 months | Begins to recognize name as separate from other pictures or writing produced (CLLD3.1o) | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Early Preschool 34–48 months | Begins to distinguish print from images or illustrations (CLLD3.1p) | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Later Preschool 44–60 months | Begins to use initial letter sounds to represent a whole word (e.g., /f/ for fish) (CLLD3.1q) | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Later Preschool 44–60 months | Begins to represent the initial and final sounds to represent a word (e.g., 'dg' for dog) (CLLD3.1r) | Literacy | B. Phonological Awareness | 4.3 Identifies last sounds in CVC words |
| Later Preschool 44–60 months | Begins to represent the initial and final sounds to represent a word (e.g., 'dg' for dog) (CLLD3.1r) | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Later Preschool 44–60 months | Retells or reads their writing to others (CLLD3.1s) | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Later Preschool 44–60 months | Represents all letters in their own name, with sequencing, positioning, and reversals still evidenced (CLLD3.1t) | Literacy | E. Writing | 3.2 Prints first name |
| Later Preschool 44–60 months | Begins to produce a correct representation of their name using capital letters, lowercase letters, or a combination of both moving from left to right (CLLD3.1u) | Literacy | E. Writing | 3.2 Prints first name |
| Later Preschool 44–60 months | Begins to copy names of familiar people and objects (CLLD3.1v) | Literacy | E. Writing | 3.3 Copies entire first name |
| CLLD3.2. Developing writing habits and skills | ||||
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Shows interest in exploring writing by watching others write and experimenting with writing tools (e.g., tries using crayons, markers, etc. to make marks) (CLLD3.2a) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Early Toddler 12–24 months | Begins to share drawings/writing and explains the meaning of the illustrations/text (e.g., says circle is a ball) (CLLD3.2b) | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Later Toddler 22–36 months | Shares writing with others as a way to represent their understandings and ideas (CLLD3.2c) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Early Preschool 34–48 months | Begins to revise writing in the moment based on interactions with peers and adults (CLLD3.2d) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Early Preschool 34–48 months | Begins to modify and expand their drawings/ writing to meet personal ideas and include others' ideas (e.g., several children begin drawing rainbows and unicorns after one child narrates their work) (CLLD3.2e) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Continues to revise writing in the moment based on interactions with peers and adults (CLLD3.2f) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Begins to revise by adding details to drawings/writings to express their ideas (CLLD3.2g) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Begins to make a plan for the writing they will produce (e.g., creates picture to tell story and then writes) (CLLD3.2h) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| CLLD3.3. Handing writing tools | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Begins to grasp writing tools to make random marks on a paper with limited control over results (CLLD3.3a) | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Later Infancy 6–14 months | Begins to use a whole hand grip to manipulate the writing tool (CLLD3.3b) | Fine Motor | B. Functional Skill Use | 2.4 Grasps hand-size object using whole hand |
| Early Toddler 12–24 months | Uses the whole arm to control and direct the scribbles, marks, drawing, and writing intentions (CLLD3.3c) | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Later Toddler 22–36 months | Attempts to use their fingertips to grip writing tools, finger grip may be loose or too tight and finger positioning may be too high or too close to the tip (CLLD3.3d) | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Early Preschool 34–48 months | Begins to show increased fine motor strength in writing (CLLD3.3e) | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Early Preschool 34–48 months | Becomes more skillful with a variety of writing tools (e.g., markers, pens, pencils, crayons, chalk) (CLLD3.3f) | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Later Preschool 44–60 months | Begins to use a comfortable and efficient three-finger grip to control a variety of writing tools (CLLD3.3g) | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Later Preschool 44–60 months | Uses a variety of digital tools to write or draw (CLLD3.3h) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Area Four: Health and Physical Development (HPD) | ||||
|---|---|---|---|---|
| HPD1. Using Senses | ||||
| HPD1.1. Learning through all senses | ||||
| Early Infancy 0–8 months | Uses their senses to explore objects and people in the environment (HPD1.1a) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Early Infancy 0–8 months | Turns head or body in the direction of a sound to learn more about the environment (e.g., a young infant turns toward an adult and repositions their body to be picked up) (HPD1.1b) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Early Infancy 0–8 months | Adjusts balance and movement with the changing size and proportion of their body (e.g., rolls over and moves from sitting to crawling or scooting) (HPD1.1c) | Gross Motor | B. Movement and Coordination | All |
| Early Infancy 0–8 months | Uses oral sensory exploration to learn about the environment and for soothing (HPD1.1d) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Later Infancy 6–14 months | Understands properties of objects in matching and associates them with each other through play and interaction (e.g., uses a bottle to feed a baby) (HPD1.1e) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Infancy 6–14 months | Shows awareness as an accomplished crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs (HPD1.1f) | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Later Infancy 6–14 months | Uses depth perception, scans for obstacles, and plans movement while learning to scoot, crawl, walk or move in another way (HPD1.1g) | Gross Motor | B. Functional Skill Use | 3. Walks avoiding people, furniture, or objects |
| Later Infancy 6–14 months | Uses touch to learn about different textures in the environment (e.g., touches grass with hands when outside, sticky foods) (HPD1.1h) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Early Toddler 12–24 months | Demonstrates sensory preferences (e.g., chooses clothes of a particular color or enjoys putting their feet in sand or grass) (HPD1.1i) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Early Toddler 12–24 months | Combines information from the senses to inform the way they interact with the environment and acquire information (e.g., touches a variety of objects during walk) (HPD1.1j) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Later Toddler 22–36 months | Uses the information received from their senses to guide interactions with the environment (e.g., notices that adults put on coats before going outside and then goes to get their own coat) (HPD1.1k) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Later Toddler 22–36 months | Shows understanding of body size, such as doll clothes will not fit on a child's body or a child's body will not fit on doll furniture (HPD1.1l) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Toddler 22–36 months | Shows increased balance and coordination in play activities and daily routines, such as playing a game or singing a song with hand motions (HPD1.1m) | Gross Motor | B. Movement and Coordination | All |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Early Preschool 34–48 months | Develops the ability to use one sense to predict what they would perceive with another (e.g., realizes food is hot or cold) (HPD1.1n) | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Early Preschool 34–48 months | Shows some awareness of one's own body, space, and relationship to other objects (e.g., jumps three times and then turns around without bumping into a peer or other object) (HPD1.1o) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Early Preschool 34–48 months | Learns about ways to protect sensory body parts (e.g., wears helmets to protect heads, gloves to protect hands, and headphones for listening to protect ears) (HPD1.1p) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later Preschool 44–60 months | Uses sensory information to guide motions and interactions with objects and other people (e.g., plays games like tag with other children) (HPD1.1q) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Later Preschool 44–60 months | Shows increasing awareness of body, space, and relationship to other objects to allow more coordinated movements, actions, and interactions with others (e.g., shows the ability to get in line with other children and walk in line) (HPD1.1r) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| HPD2. Gross Motor | ||||
|---|---|---|---|---|
| HPD2.1. Developing large muscle control | ||||
| Early Infancy 0–8 months | Explores new body positions and movements, such as rolling over, sitting, scooting, crawling, hitting, or kicking at objects while lying on back (HPD2.1a) | Gross Motor | A. Body Control and Weight Transfer | All |
| Later Infancy 6–14 months | Moves from crawling to standing to cruising to walking, learning new muscle coordination for each new skill (HPD2.1b) | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Later Infancy 6–14 months | Manages moving around on different types of surfaces, like carpet and grass (HPD2.1c) | Gross Motor | B. Movement and Coordination | All |
| Later Infancy 6–14 months | Moves around in their environment by pulling to stand, cruising, and standing alone (HPD2.1d) | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Early Toddler 12–24 months | Moves through the world with more independence (HPD2.1e) | Gross Motor | B. Movement and Coordination | All |
| Early Toddler 12–24 months | Develops strength, balance, and coordination by repeating movements (e.g., walks up and down stairs while holding on, climbs onto furniture, and begins to run) (HPD2.1f) | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Early Toddler 12–24 months | Develops strength, balance, and coordination by repeating movements (e.g., walks up and down stairs while holding on, climbs onto furniture, and begins to run) (HPD2.1f) | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Later Toddler 22–36 months | Gains control of a variety of movements including running and jumping with increasing independence (HPD2.1g) | Gross Motor | B. Movement and Coordination | All |
| Later Toddler 22–36 months | Uses familiar objects that encourage large motor movements (e.g., riding toys, crawl tubes, slides) (HPD2.1h) | Gross Motor | C. Active Play | 3. Rides and steers bicycle |
| Later Toddler 22–36 months | Performs actions smoothly with balance, strength, and coordination (e.g., dances, bends over to pick up a toy, reaches up high on a shelf, walks up and down steps) (HPD2.1i) | Gross Motor | B. Movement and Coordination | All |
| Early Preschool 34–48 months | Identifies parts of the body that help us move and understand how movement leads to a rise in heart and breathing rates (HPD2.1j) | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Early Preschool 34–48 months | Understands that physical fitness is important and identifies activities they enjoy doing with their family (HPD2.1k) | Gross Motor | C. Active Play | All |
| Early Preschool 34–48 months | Moves body in space with good coordination (e.g., running, hopping in place, galloping) (HPD2.1l) | Gross Motor | B. Movement and Coordination | All |
| Early Preschool 34–48 months | Demonstrates strength and balance by managing uneven surfaces such as hills, ramps, and steps (HPD2.1m) | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Early Preschool 34–48 months | Uses a variety of toys and equipment that enhance gross motor skills and coordination (e.g., throws and catches balls, climbs up steps to a slide) (HPD2.1n) | Gross Motor | C. Active Play | All |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Preschool 44–60 months | Demonstrates more coordinated movement when jumping for height and distance, hopping, and running (HPD2.1o) | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Later Preschool 44–60 months | Demonstrates more coordinated movement when jumping for height and distance, hopping, and running (HPD2.1o) | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Later Preschool 44–60 months | Carries out activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, dancing to music, or balancing on one leg for longer periods of time (HPD2.1p) | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| Later Preschool 44–60 months | Carries out activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, dancing to music, or balancing on one leg for longer periods of time (HPD2.1p) | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Later Preschool 44–60 months | Shows awareness of one's own body in relation to other people and objects while moving or dancing through space and at varying speeds and levels (HPD2.1q) | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| HPD2.2. Exploring the environment | ||||
| Early Infancy 0–8 months | Uses each new position (raising head, rolling onto back, sitting) to learn new ways to explore the environment, (e.g., sits up to be able to reach for an object) (HPD2.2a) | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Later Infancy 6–14 months | Uses body position, balance, and movement to explore and examine materials, activities, and to move in environments (e.g., pulling up to stand holding on to couch, cruising around tables) (HPD2.2b) | Gross Motor | A. Body Control and Weight Transfer | All |
| Early Toddler 12–24 months | Shows enjoyment of active play and engages in regular and sustained movement (e.g., pushes toys around, goes up and down slide over and over, dumps items out of containers) (HPD2.2c) | Gross Motor | B. Movement and Coordination | All |
| Later Toddler 22–36 months | Uses a variety of increasingly complex movements and body positions to participate in active and quiet indoor and outdoor play (HPD2.2d) | Gross Motor | C. Active Play | All |
| Early Preschool 34–48 months | Chooses to participate in simple games and other structured motor activities (indoor and outdoor) that enhance physical fitness, such as songs with movement, throwing and catching balls (HPD2.2e) | Gross Motor | C. Active Play | All |
| Later Preschool 44–60 months | Develops strength and stamina by spending extended periods of time playing and participating in activities that build strength, speed, flexibility, and coordination (e.g., tag, red light - green light) (HPD2.2f) | Gross Motor | C. Active Play | All |
| HPD3. Fine Motor | ||||
| HPD3.1. Using eyes and hands together | ||||
| Early Infancy 0–8 months | Coordinates hands and eyes when reaching for and holding items (HPD3.1a) | Fine Motor | A. Reach, Grasp, and Release | All |
| Early Infancy 0–8 months | Uses both hands to swipe at, reach for, grasp, hold, shake, release objects, and begins to transfer objects from hand to hand (HPD3.1b) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Later Infancy 6–14 months | Performs more complex actions such as transferring objects from one hand to the other and dropping them into a container (HPD3.1c) | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Early Toddler 12–24 months | Plays with objects such as putting together and taking apart toys (HPD3.1d) | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Early Toddler 12–24 months | Uses simple tools (e.g., spoon, play hammer, crayon) (HPD3.1e) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Later Toddler 22–36 months | Uses tools that require finger and hand control (e.g., painting with a large paintbrush, holding eating utensils, buttoning clothes) (HPD3.1f) | Fine Motor | B. Functional Skill Use | All |
| Early Preschool 34–48 months | Plays with smaller objects with increasing control (HPD3.1g) | Fine Motor | B. Functional Skill Use | All |
| Early Preschool 34–48 months | Draws simple shapes and figures (square, circle) and copies straight lines and circles (HPD3.1h) | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Early Preschool 34–48 months | Draws simple shapes and figures (square, circle) and copies straight lines and circles (HPD3.1h) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Early Preschool 34–48 months | Uses tools that require strength, control, and skills of small muscles such as a fork and scissors (HPD3.1i) | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Later Preschool 44–60 months | Uses objects with ease (e.g., fork, spoon, and sometimes a table knife) (HPD3.1j) | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Later Preschool 44–60 months | Draws smaller figures and includes more detail (e.g., faces with features) (HPD3.1k) | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| HPD4.1. Taking care of daily health needs | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Cooperates in care routines (e.g., diapering, hand-washing, dressing, and brushing gums) (HPD4.1a) | Adaptive | B. Personal Care Routines | All |
| Early Infancy 0–8 months | Communicates needs for comfort and care (HPD4.1b) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Infancy 6–14 months | Cooperates in daily routines, such as opens mouth for spoon or toothbrush, or raises arms for dressing (HPD4.1c) | Adaptive | All | All |
| Later Infancy 6–14 months | Uses gestures, sounds, or sign language to communicate need for food, drink, or diaper change (HPD4.1d) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Infancy 6–14 months | Shows trust in familiar caregivers (e.g., calms down with adult help) (HPD4.1e) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Cooperates and helps with care routines (e.g., dental care, hand-washing) (HPD4.1f) | Adaptive | B. Personal Care Routines | All |
| Early Toddler 12–24 months | Uses gestures, words, or sign language to communicate what they need (HPD4.1g) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Toddler 12–24 months | Soothes themselves when needed (e.g., looks at book before nap) (HPD4.1h) | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Later Toddler 22–36 months | Takes care of personal self-care needs like hand-washing with some adult assistance (HPD4.1i) | Adaptive | B. Personal Care Routines | All |
| Later Toddler 22–36 months | Uses words or sign language to ask for what they need (e.g., food when hungry, drink when thirsty) (HPD4.1j) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later Toddler 22–36 months | Begins to use different strategies to calm themselves when needed (e.g., seeks out a quiet space) (HPD4.1k) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Early Preschool 34–48 months | Identifies places at home, in the neighborhood, and in the community where children can play safely and be physically active (HPD4.1l) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Early Preschool 34–48 months | Describes ways to participate in physical activity and provides alternatives to screen time (HPD4.1m) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Preschool 34–48 months | Begins to take care of personal health needs and self-care needs independently by washing hands after using the toilet (HPD4.1n) | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Early Preschool 34–48 months | Uses language to ask adults or peers for help needed to start a zipper or turn on water to wash hands (HPD4.1o) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Early Preschool 34–48 months | Uses a variety of strategies to calm themselves (e.g., changing activities, getting a comfort object) (HPD4.1p) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Early Preschool 34–48 months | Understands need for good dental hygiene, including brushing teeth (HPD4.1q) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Preschool 44–60 months | Takes more responsibility for personal hygiene and self-care skills (e.g., washing hands independently) (HPD4.1r) | Adaptive | B. Personal Care Routines | All |
| Later Preschool 44–60 months | Uses language to ask adults or peers for the help needed in a particular situation, including acting out stories or in play scenes (HPD4.1s) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Later Preschool 44–60 months | Consistently uses strategies to calm themselves when needed (HPD4.1t) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| HPD4.2. Adopting safe behaviors | ||||
| Early Infancy 0–8 months | Cries to indicate stress and to seek help (HPD4.2a) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Infancy 0–8 months | Responds to verbal or physical signals of danger with a cry or reach towards primary caregiver (HPD4.2b) | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Later Infancy 6–14 months | Seeks physical contact with primary caregivers when faced with new or unfamiliar people or environments (HPD4.2c) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Reacts to simple directions that support safety (e.g., washing hands after diaper changes) (HPD4.2d) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Early Toddler 12–24 months | Cooperates with safety instructions and warnings (e.g., holding a caregiver's hand) (HPD4.2e) | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Early Toddler 12–24 months | Watches for adult reactions to unfamiliar people or situations (HPD4.2f) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Later Toddler 22–36 months | Accepts adult guidance, support, and protection when encountering unsafe situations (HPD4.2g) | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Later Toddler 22–36 months | Learns some differences between safe and unsafe play behaviors (e.g., not standing on chairs or tables) (HPD4.2h) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Toddler 22–36 months | Pays attention to simple safety instructions (HPD4.2i) | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Early Preschool 34–48 months | Shows awareness of a growing number of personal safety practices and routines; looks to adults for support in enacting these; participates in safety drills (HPD4.2j) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Early Preschool 34–48 months | Tells peers and adults when dangerous situations are observed (HPD4.2k) | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Early Preschool 34–48 months | Tells a trusted adult when someone gets hurt (HPD4.2l) | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Early Preschool 34–48 months | Demonstrates safe behaviors by participating appropriately during physical activity, accepting feedback, and taking responsibility for behavior when prompted (HPD4.2m) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Early Preschool 34–48 months | Identifies medicines and other household substances that can be harmful (HPD4.2n) | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Later Preschool 44–60 months | Follows basic safety rules, signs, and labels consistently and anticipates consequences of not following rules (HPD4.2o) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later Preschool 44–60 months | Participates in safety practices by helping to use car seat restraints and helmets (HPD4.2p) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later Preschool 44–60 months | Identifies people in the community who can help them (e.g., firefighter, nurse) (HPD4.2q) | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Later Preschool 44–60 months | Identifies emergency and non-emergency situations (HPD4.2r) | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| HPD4.3. Eating with healthy habits | ||||
|---|---|---|---|---|
| Early Infancy 0-8 months | Sucks and swallows liquids from breast or bottle (HPD4.3a) | Adaptive | A. Eating and Drinking | 1.2 Swallows liquids |
| Early Infancy 0-8 months | Begins to eat solid foods (HPD4.3b) | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Later Infancy 6-14 months | May begin to eat food with fingers, like small pieces of papaya and mango (HPD4.3c) | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Later Infancy 6-14 months | Shows preference for some foods (HPD4.3d) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Toddler 12-24 months | Shows interest in new foods that are offered (HPD4.3e) | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| Early Toddler 12-24 months | Begins to distinguish between food and non-food items (HPD4.3f) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Toddler 22-36 months | Eats a variety of nutritious foods and recognizes healthy foods (HPD4.3g) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Toddler 22-36 months | Prepares nutritious snacks with adult assistance by stirring and using measuring cups (HPD4.3h) | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Early Preschool 34-48 months | Explains that food provides energy for movement (HPD4.3i) | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Early Preschool 34-48 months | Identifies at least 1 fruit and 1 vegetable; explains that fruits and vegetables help our bodies move (HPD4.3j) | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Early Preschool 34-48 months | Helps prepare nutritious snacks, serving self and others (HPD4.3k) | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| Early Preschool 34-48 months | Identifies a variety of healthy and unhealthy foods, sorting pictures of food by color or as “always” and “sometimes” foods (HPD4.3l) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44-60 months | Makes healthy eating choices both independently and with support (HPD4.3m) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44-60 months | Follows picture recipes to prepare a simple snack (HPD4.3n) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Later Preschool 44-60 months | Demonstrates an increasing understanding of the ways in which healthy food helps the body grow, like saying, “Milk makes my bones strong.” (HPD4.3o) | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| HPD4.4. Developing healthy habits for rest and sleep | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Begins to sleep well and shows alertness when awake (HPD4.4a) | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Early Infancy 0–8 months | Sleeps for longer periods at a time and starts to have longer night-time sleep periods (HPD4.4b) | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Later Infancy 6–14 months | Settles down and falls asleep after a familiar sleep routine (e.g., story and song before napping) (HPD4.4c) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Later Infancy 6–14 months | Responds to verbal cues like “it’s time to take a nap” by snuggling favorite sleep toy; takes several naps during the day (HPD4.4d) | Social-Emotional | A. Interactions with Adults | 3.2 Follows established social rules in familiar environments |
| Early Toddler 12–24 months | Sleeps more consistently and shows alertness when awake (HPD4.4e) | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Early Toddler 12–24 months | Cooperates with sleep routines (HPD4.4f) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Toddler 22–36 months | Sleeps well, wakes up rested and ready for daily activities (HPD4.4g) | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Later Toddler 22–36 months | Participates in sleep routines with guidance (HPD4.4h) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Later Toddler 22–36 months | Indicates they are tired by saying, “I’m sleepy.” (HPD4.4i) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Preschool 34–48 months | With increasing independence, starts and participates in sleep routines to calm the body and prepare for sleeping (HPD4.4j) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Early Preschool 34–48 months | Recognizes when they are tired and tells an adult (HPD4.4k) | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Early Preschool 34–48 months | Gradually ends naps (HPD4.4l) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Preschool 44–60 months | Independently starts and participates in sleep routines (HPD4.4m) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Can describe why sleep keeps us healthy (HPD4.4n) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Area Five: Cognitive Development (CD) | ||||
|---|---|---|---|---|
| CD1. Science: The Natural and Physical World | ||||
| CD1.1. Paying attention to the natural world | ||||
| Early Infancy 0–8 months | Reacts with interest to nearby sights and sounds (CD1.1a) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Infancy 0–8 months | Reaches for and moves toward objects (CD1.1b) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Later Infancy 6–14 months | Explores objects and events with all senses briefly (e.g., watch, listen, touch, smell, taste) (CD1.1c) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Early Toddler 12–24 months | Shows more focus and spends more time when observing or exploring (CD1.1d) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Early Toddler 12–24 months | Handles toys and materials in different ways (e.g., filling, dumping, etc.) (CD1.1e) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later Toddler 22–36 months | Observes and describes items and events in the natural world using words, signs, or gestures (CD1.1f) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later Toddler 22–36 months | Observes and describes natural phenomena using the tools of the arts (e.g., expressions, sounds, movements, drawing) (CD1.1g) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Early Preschool 34–48 months | Notices and talks with adults about similarities and differences among objects and living things (CD1.1h) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Early Preschool 34–48 months | Notices and talks with adults about changes in nature and in substances (e.g., water to ice) (CD1.1i) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later Preschool 44–60 months | Compares and categorizes observable phenomena (e.g., by collecting, organizing, and describing materials according to their physical characteristics) (CD1.1j) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | Imitates and uses adults' words and ideas when talking about the physical and natural worlds (CD1.1k) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later Preschool 44–60 months | Shows detail in drawings, constructions, demonstrations to show thinking (CD1.1l) | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
CD1.2. Testing questions and ideas
| Early Infancy 0–8 months | Repeats actions (e.g., making a noise or expression) to get repeated adult reaction (CD1.2a) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
|---|---|---|---|---|
| Later Infancy 6–14 months | Looks for verbal, facial and gestural cues from adults about whether to continue or stop an activity (CD1.2b) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Later Infancy 6–14 months | Enjoys searching for objects within reach but hidden from view (e.g., under a blanket) (CD1.2c) | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Later Infancy 6–14 months | Uses adult help to explore toys and materials to discover how they work (CD1.2d) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Early Toddler 12–24 months | Continues to play or explore in spite of distracting sounds or objects (CD1.2e) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Early Toddler 12–24 months | Shows more independence and uses “trial and error” when exploring toys and materials (CD1.2f) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Later Toddler 22–36 months | Notices differences among materials such as sand and water (CD1.2g) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Toddler 22–36 months | Follows adult's model to use simple tools to manipulate and explore objects (CD1.2h) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Later Toddler 22–36 months | Reacts to and comments on changes when mixing or manipulating materials (CD1.2i) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Early Preschool 34–48 months | Answers questions (e.g., “What will happen if...”) to make predictions (CD1.2j) | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Early Preschool 34–48 months | With adult support, asks a question, gathers information, and makes a prediction (CD1.2k) | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Early Preschool 34–48 months | Uses mathematical ideas such as counting, weighing, and measuring to understand objects and categories of objects (CD1.2l) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Early Preschool 34–48 months | Uses drawing, building, and demonstrating to show thinking about an object or idea (CD1.2m) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Uses many sources (e.g., pictures, books) to gather information (CD1.2n) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Later Preschool 44–60 months | With adult guidance, plans and conducts investigations (CD1.2o) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Later Preschool 44–60 months | Analyzes results, draws conclusions, and communicates results (CD1.2p) | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Later Preschool 44–60 months | Collaborates with others to conduct investigations (CD1.2q) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
CD2. Social Science: People, Community, and Culture
| CD2. Social Science: People, Community, and Culture | ||||
|---|---|---|---|---|
| CD2.1. Learning about ways that people interact | ||||
| Early Infancy 0–8 months | Reacts to, and carefully observes, the actions of adults and peers (CD2.1a) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Early Infancy 0–8 months | Reacts to, and carefully observes, the actions of adults and peers (CD2.1a) | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Later Infancy 6–14 months | Uses expressions, movements, and vocalizations to get attention from adults and older children for play or basic needs (CD2.1b) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Toddler 12–24 months | Imitates sounds, gestures, and actions observed in daily interactions and routines (CD2.1c) | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire 2.1 Imitates novel vocalizations |
| Early Toddler 12–24 months | Shows preference for a familiar adult over others (CD2.1d) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Toddler 22–36 months | Uses props and dramatic play to play out roles (e.g., mother, teacher, baby) and play out relationships and routines such as feeding, shopping, or story time (CD2.1e) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later Toddler 22–36 months | Makes comments, signs, or gestures about family members and friends, including where they are and what they do (CD2.1f) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Later Toddler 22–36 months | Helps with daily routines at home or in the classroom (CD2.1g) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Early Preschool 34–48 months | Communicates about family members in terms of relationships (e.g., "Riley is my sister.") (CD2.1h) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Early Preschool 34–48 months | Communicates about family members in terms of roles (e.g., "Grandma picks me up from school.") (CD2.1i) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Early Preschool 34–48 months | Communicates about past events and changes over time (CD2.1j) | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Early Preschool 34–48 months | Communicates about the roles of people encountered in the community (e.g., bus driver, mail carrier) (CD2.1k) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Preschool 34–48 months | Uses props and dramatic play to dramatize stories from culturally responsive books, movies and shows (CD2.1l) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Early Preschool 34–48 months | Uses visual arts such as drawing, sculpting, and building to show thinking (CD2.1m) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Communicates about the roles of people in the community encountered directly (caregiver or educator) and roles introduced through pictures, books and other media (artists, cooks, cashiers, construction workers) (CD2.1n) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Later Preschool 44–60 months | Uses props and dramatic play to show growing awareness of things and events in the larger world (using a computer, driving a bus) (CD2.1o) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Preschool 44–60 months | Shows more detail in drawings, buildings, models, and performances, reflecting their thinking and understanding about social connections (CD2.1p) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| CD2.2. Understanding relationships and connections | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Shows preference for familiar people with smiles and an open facial expression (CD2.2a) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Later Infancy 6–14 months | Shows awareness of strangers and of separation from parents with hesitation and/or distress (CD2.2b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Pays attention to children nearby by watching and possibly imitating their play (CD2.2c) | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Later Toddler 22–36 months | Communicates about self and others in terms of physical characteristics (e.g., big/little, curly hair/straight hair) (CD2.2d) | Social-Emotional | D. Independent and Group Participation | 2.2 Describes objects, people, and events as part of social exchange |
| Early Preschool 34–48 months | Communicates about self as member of specific groups (e.g., neighborhood, faith community, team) (CD2.2e) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Early Preschool 34–48 months | Participates as a member of the group to work cooperatively, make plans and solves problems (CD2.2f) | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Early Preschool 34–48 months | Participates as a member of the group to work cooperatively, make plans and solves problems (CD2.2f) | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Later Preschool 44–60 months | Communicates about self as member of many different groups, such as within a family, classroom, faith community, or sport team (CD2.2g) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Later Preschool 44–60 months | Uses positive social behaviors (taking turns, sharing, helping with jobs) to help meet needs of the group (CD2.2h) | Social-Emotional | D. Independent and Group Participation | 2.1 Meets behavioral expectations in familiar environments |
| Later Preschool 44–60 months | With adult help, participates with peers in solving problems, settling conflicts, and negotiating plans and decisions (CD2.2i) | Social-Emotional | C. Interactions with Peers | 4. Resolves conflicts using negotiation |
| Later Preschool 44–60 months | With adult help, participates with peers in solving problems, settling conflicts, and negotiating plans and decisions (CD2.2i) | Social-Emotional | C. Interactions with Peers | 4.1 Uses strategies to resolve conflicts |
| CD2.3. Learning about differences | ||||
| Early Infancy 0–8 months | Notices an unfamiliar person whose face is near and briefly gazes at that new face (CD2.3a) | Cognitive | C. Conceptual Knowledge | 1. Orients to events or stimulation |
| Later Infancy 6–14 months | Shows awareness of strangers or less familiar people by showing hesitation or distress (CD2.3b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Early Toddler 12–24 months | Imitates other children's behavior (CD2.3c) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Later Toddler 22–36 months | Uses words to describe their own physical features (e.g., size, gender, assistive devices, etc.) and those of peers and adults (CD2.3d) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Early Preschool 34–48 months | Follows adult's lead to notice and talk about differences presented in books and other media (CD2.3e) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Early Preschool 34–48 months | Follows caregiver or educator's model to talk accurately and respectfully about similarities and differences present in the group (CD2.3f) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | Learns simple vocabulary of other languages spoken in home, classroom, or school community (CD2.3g) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Later Preschool 44–60 months | Represents self and others in drawing with increasing detail and accuracy, including distinguishing features related to physical, racial, and cultural differences (CD2.3h) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | With adult help, notices and communicates about different family structures represented in the group (CD2.3i) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | Communicates about own family's culture and traditions and accepts that children and families are different (CD2.3j) | Social-Emotional | E. Writing | 4. Relates identifying information about self |
| CD3. Mathematics | ||||
|---|---|---|---|---|
| CD3.1. Comparing numbers, counting, and recognizing quantities | ||||
| Early Infancy 0–8 months | After observing a picture or display with one item, pays longer attention to a picture or display with two or three items (CD3.1a) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Infancy 6–14 months | Says, signs, or gestures for “more” to request additional food or items (CD3.1b) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Early Toddler 12–24 months | Sings number words in chants or songs (CD3.1c) | Math | A. Counting | 1.2 Recites numbers 1–3 |
| Early Toddler 12–24 months | Can name and sing/chant some numbers with no sequence (CD3.1d) | Math | A. Counting | 1.2 Recites numbers 1–3 |
| Early Toddler 12–24 months | Can name and sing/chant some numbers with no sequence (CD3.1d) | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Early Toddler 12–24 months | Can name and sing/chant some numbers with no sequence (CD3.1d) | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Later Toddler 22–36 months | Notices or points to the presence of numbers (as distinct from letters) in the environment such as in books or on buildings or signs (CD3.1e) | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Later Toddler 22–36 months | Compares quantities of items and indicates “same” or “more” (CD3.1f) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Later Toddler 22–36 months | Begins to match numerals to the correct quantity (amount) (CD3.1g) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Later Toddler 22–36 months | Uses number words for counting, though not necessarily in order (CD3.1h) | Math | A. Counting | All |
| Later Toddler 22–36 months | Imitates an adult who is counting along with actions such as clapping (CD3.1i) | Math | A. Counting | All |
| Early Preschool 34–48 months | Names some numbers when they appear in print (CD3.1j) | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Early Preschool 34–48 months | Continues counting from a running start, as in “What comes after 1, 2, 3, 4...?” (CD3.1k) | Math | D. Addition and Subtraction | 1.4 Says number after 1–10 |
| Early Preschool 34–48 months | Uses own fingers to show a number (CD3.1l) | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Early Preschool 34–48 months | Instantly recognizes a collection of up to 4 objects (i.e. subitizes) (CD3.1m) | Math | A. Counting | 2. Counts out 10 items |
| Early Preschool 34–48 months | Begins to explore one-to-one correspondence (e.g., setting places at a table), counting up to 10 (CD3.1n) | Math | A. Counting | 2. Counts out 10 items |
| Early Preschool 34–48 months | Counts up to 5 objects in a line (CD3.1o) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Early Preschool 34–48 months | Compares sets of objects that range in size from 1–5, as having “more” or “fewer” (CD3.1p) | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Preschool 44–60 months | Counts forward to 20 by memory (CD3.1q) | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Later Preschool 44–60 months | Counts backwards from 5 (CD3.1r) | Math | A. Counting | 2. Counts out 10 items |
| Later Preschool 44–60 months | Shows accuracy in demonstrating one-to-one correspondence for up to 10 objects (CD3.1s) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Later Preschool 44–60 months | Counts up to 10 objects in a line (CD3.1t) | Math | A. Counting | 2. Counts out 10 items |
| Later Preschool 44–60 months | Answers the question “How many?” for up to 10 objects (CD3.1u) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Later Preschool 44–60 months | Counts out 10–20 objects in a line from a larger group (CD3.1v) | Math | A. Counting | 3. Counts out 20 items |
| Later Preschool 44–60 months | Instantly recognizes a collection of up to 10 objects (i.e. subitizes) (CD3.1w) | Math | A. Counting | 2. Counts out 10 items |
| Later Preschool 44–60 months | Uses words that mean zero such as “nothing” or “none” (CD3.1x) | Math | B. Quantitative Relations | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Later Preschool 44–60 months | Shows a quantity to match a numeral by making marks, drawing items, or placing actual objects (CD3.1y) | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Later Preschool 44–60 months | Compares sets of objects that range in size from 1-10, as having “more”, “fewer” or “same” (CD3.1z) | Math | B. Quantitative Relations | 2.1 Compares items in sets of 6 to 10 by matching |
| Later Preschool 44–60 months | Arranges images with 3 or more different quantities of objects in correct order (CD3.1aa) | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| CD3.2. Understanding number relationships and solving problems using operations | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Early Toddler 12–24 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Toddler 22–36 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Early Preschool 34–48 months | With adult help, adds (joins) two small sets of objects (e.g., “I have two books and you have two books. How many books do we have all together?”) (CD3.2a) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Early Preschool 34–48 months | With adult help, subtracts (separates) small sets of objects (e.g., “You have four ribbons. If you share three with your friends, how many will you have left?”) (CD3.2b) | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Later Preschool 44–60 months | Solves addition (joining) problems using manipulatives (e.g., fingers, objects, tally marks) (CD3.2c) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Later Preschool 44–60 months | Solves subtraction (separating) problems using manipulatives (e.g., fingers, objects, tally marks) (CD3.2d) | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Later Preschool 44–60 months | With adult help, uses “counting on” as a strategy to solve addition (joining) problems (e.g., “I have 3 and 2 more gives me 4, 5”) (CD3.2e) | Math | D. Addition and Subtraction | 1.4 Says number after 1–10 |
| Later Preschool 44–60 months | With adult help, uses “counting back from” as a strategy to solve subtraction (separating) problems (e.g., To take away 3 from 5, “5,4,3...leaves 2”) (CD3.2f) | Math | D. Addition and Subtraction | 2.2 Says number before 2–10 |
| CD3.3. Geometric thinking and spatial reasoning | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Note: The developmental progression of this focus area is more explicitly evidenced later in infancy. | |||
| Later Infancy 6–14 months | Shows interest in space and location by looking in mirrors, noticing what is reflected, and looking for it (CD3.3a) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Infancy 6–14 months | Explores relationships of things in space by combining objects of different sizes and shapes with containers of different sizes and shapes (CD3.3b) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Early Toddler 12–24 months | Matches simple shapes in a sorting box or puzzle (CD3.3c) | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Early Toddler 12–24 months | Places one block or an alternative item on another and says or signs "on" (CD3.3d) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Toddler 12–24 months | Plays with blocks, found materials (e.g., stones or sticks), or other items by placing them side by side (CD3.3e) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Early Toddler 12–24 months | Uses blocks or found materials to represent a simple construction such as a road or a room (CD3.3f) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Later Toddler 22–36 months | Imitates adult in calling simple shapes (e.g., circle, square, triangle) by name (CD3.3g) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Toddler 22–36 months | Sorts items or pictures by shape (CD3.3h) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Toddler 22–36 months | Recognizes certain shapes (circle or square) in the classroom, home, or neighborhood (CD3.3i) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Toddler 22–36 months | Responds to and uses words describing a place in space such as "next to", "inside of", "under" (CD3.3j) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Toddler 22–36 months | Stacks 4 or more blocks or items vertically (CD3.3k) | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Early Preschool 34–48 months | Uses words that describe and compare shapes in the environment (e.g., "the cracker is a circle", "the green square is smaller than the purple square") (CD3.3l) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Early Preschool 34–48 months | Recognizes and names a typical circle, square, and sometimes triangle (CD3.3m) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Early Preschool 34–48 months | Matches some shapes that are different sizes or orientations with adult support (CD3.3n) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Early Preschool 34–48 months | Describes the spatial features of objects in the classroom, home, or neighborhood (e.g., Pointing to a picture of the sun, child says "It's a circle.") (CD3.3o) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Preschool 34–48 months | Uses words about position – "first", "last", "middle" – to describe the placement of a person or thing (CD3.3p) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Preschool 34–48 months | Uses words about direction and distance (e.g., "run toward the tree", "my car went farther than your car") (CD3.3q) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Preschool 34–48 months | In outside play, uses and responds to direction (e.g., up, down) or position (e.g., on top of, beside) words (CD3.3r) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Age Range | Developmental Indicators | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Later Preschool 44–60 months | Uses smaller shapes to compose larger and different shapes (e.g., two triangles make one square) (CD3.3s) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Preschool 44–60 months | Correctly names squares, rectangles and triangles regardless of size or orientation (CD3.3t) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Preschool 44–60 months | Describes attributes of two and three dimensional shapes (e.g., “A square has four corners/angles”, “a triangle has three straight sides”) (CD3.3u) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Preschool 44–60 months | Draws and describes pictures that show relative locations and uses terms like “near to” or “closer to” (CD3.3v) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| CD3.4. Sorting, classifying, and patterning | ||||
| Early Infancy 0–8 months | Shows a beginning alertness to something “different” by holding attention to briefly study the new item or face (CD3.4a) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Early Infancy 0–8 months | Anticipates the next move in a game of peek-a-boo (CD3.4b) | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Later Infancy 6–14 months | Anticipates the next action in a pattern of clapping or bouncing on a caregiver’s knee (CD3.4c) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Early Toddler 12–24 months | Sorts and classifies objects according to one attribute or feature (e.g., sorts socks by color, sorts twigs from leaves) (CD3.4d) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Early Toddler 12–24 months | Imitates patterns in movement (e.g., clapping patterns) (CD3.4e) | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Early Toddler 12–24 months | Imitates adult’s words in naming a pattern (e.g., blue - red - blue - red) (CD3.4f) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Toddler 22–36 months | Imitates an adult in naming the elements of a pattern and then predicts the next item in the chain (CD3.4g) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Toddler 22–36 months | Predicts the next word or phrase in a familiar story (CD3.4h) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Toddler 22–36 months | Recognizes and follows simple patterns in stories or books such as I Know an Old Lady Who Swallowed a Fly or The Very Hungry Caterpillar (CD3.4i) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Early Preschool 34–48 months | Shows understanding of simple patterns by recognizing and extending simple, repeating, “ABAB” patterns (e.g., of movements such as “tap head, tap knees, tap head...”; or of objects such as “red car, yellow car, red car...”) (CD3.4j) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Preschool 34–48 months | With adult help, fills in the missing element of a pattern (e.g., red, blue, red, ___, red) (CD3.4k) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Identifies, duplicates, extends, and creates simple repeating patterns (CD3.4l) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Fills in missing elements of simple, repeating patterns (CD3.4m) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Recognizes, names, and extends simple repeating patterns (CD3.4n) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Describes quantitative changes (e.g., “I am two years older than when I started school.”) (CD3.4o) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| CD3.5. Describing, comparing and measuring | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Explores familiar and unfamiliar people or objects through touching (handling) or mouthing (oral exploration) (CD3.5a) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later Infancy 6–14 months | Examines differences between familiar or unfamiliar people or objects with greater focus (e.g., shaking or squeaking different sound producing toys, such as keys, rattles, and noisemakers) (CD3.5b) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Early Toddler 12–24 months | With adult support, begins to match objects by similar or related attributes/ characteristics (e.g. explores matching shapes using a shape sorting box) (CD3.5c) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Later Toddler 22–36 months | With adult support, sorts objects into two groups based on a single attribute/ characteristic (e.g. grouping blocks separately from toy animals or putting red blocks and blue blocks in different piles) (CD3.5d) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Early Preschool 34–48 months | With adult support, makes direct comparisons of objects' volume or length (e.g., standing two students back to back to see which one is taller) (CD3.4e) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Early Preschool 34–48 months | With adult support, indirectly compares the length of two objects using a third object (e.g., using a piece of string to measure two objects on the playground and determining which is taller) (CD3.4f) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Later Preschool 44–60 months | Directly compares the length or volume of two objects (CD3.5g) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | Uses comparative language to describe and compare objects using attributes (e.g., longer, shorter, lighter, heavier, etc.) (CD3.5h) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | With adult support, measures using the same non-standard unit, such as putting together snap cubes to see how tall a book is (CD3.5i) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Later Preschool 44–60 months | With adult support, compares or orders up to 5 objects based on their measurable attributes, such as height or weight (CD3.5j) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Later Preschool 44–60 months | With adult support, recognizes that different attributes such as weight, height, and volume require different tools to measure (CD3.5k) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later Preschool 44–60 months | With adult support, demonstrates "size seriation" by comparing and ordering objects according to measured attribute/ characteristic (e.g., places books on shelf according to measured size) (CD3.5l) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later Preschool 44–60 months | With adult support, explores tools of measurement such as rulers, scales, and measuring cup, using the appropriate tool for the attribute/ characteristic being measured (CD3.5m) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Later Preschool 44–60 months | With instruction, shows an awareness of time by talking about events with words such as before, after, and later (CD3.5n) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| CD4. Fine Arts | ||||
|---|---|---|---|---|
| CD4.1. Exploring and expressing ideas through movement and dance | ||||
| Early Infancy 0–8 months | With feet on a flat surface, and with adult support, pushes down with legs (CD4.1a) | Gross Motor | B. Movement and Coordination | 2.1 Rises from sitting to standing position |
| Later Infancy 6–14 months | Stands alone very briefly with adult supporting nearby (CD4.1b) | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Later Infancy 6–14 months | Takes a step or more while holding on to adult or other supports (CD4.1c) | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Later Infancy 6–14 months | Responds to music by bouncing (CD4.1d) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Toddler 12–24 months | Keeps a steady beat by tapping on legs or shaking or tapping a simple instrument while seated on the floor (CD4.1e) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Toddler 12–24 months | With adult help, practices moving through space and exploring different movements such as jumping, walking, bouncing, and turning (CD4.1f) | Gross Motor | A. Body Control and Weight Transfer | All |
| Later Toddler 22–36 months | Follows adult's guidance for recognizing personal space (CD4.1g) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later Toddler 22–36 months | Adjusts movements to match the music or beat when adult introduces varied types of music to invite kinds and rates of movement (CD4.1h) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Toddler 22–36 months | Repeats short rhythm patterns (CD4.1i) | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Early Preschool 34–48 months | Imitates adult's model of moving body parts in isolation or coordination (CD4.1j) | Cognitive | B. Imitation and Memory | 1.1 Imitates novel coordinated motor actions |
| Early Preschool 34–48 months | Uses words that describe movement (e.g., roll, gallop, etc.) (CD4.1k) | Social-Communication | B. Communicative Understanding | 1.2 Uses 50 single words, signs, or symbols |
| Early Preschool 34–48 months | Follows adult's guidance to recognize other children's personal space, as suggested by the cultures of the children in the group (CD4.1l) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Early Preschool 34–48 months | Repeats longer rhythm patterns (CD4.1m) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Early Preschool 34–48 months | Imitates dance movements or patterns of movement (CD4.1n) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Early Preschool 34–48 months | Contributes ideas to create dance movements (CD4.1o) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Later Preschool 44–60 months | Imitates adult model of walking in a circle or circular fashion, walking on tiptoe and balancing on one foot during guided movement experiences (CD4.1p) | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Later Preschool 44–60 months | Follows directions or demonstrations of moving forward, backwards, sideways, or in a turning motion (CD4.1q) | Gross Motor | B. Movement and Coordination | All |
| Later Preschool 44–60 months | Changes tempo of movements in response to changes in tempo or beat of music (CD4.1r) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Follows directions or examples to stop moving on cue (CD4.1s) | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Later Preschool 44–60 months | Reproduces dance steps or movements several times (CD4.1t) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Later Preschool 44–60 months | Uses dance to communicate ideas or feelings (CD4.1u) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| CD4.2. Learning about and through music | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Responds to adult by copying sounds (CD4.2a) | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Early Infancy 0–8 months | Engages in a “conversation” with adult by taking turns making sounds (CD4.2b) | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Early Infancy 0–8 months | Responds to music by either quieting or becoming more active (CD4.2c) | Social-Communication | A. Early Social Communication | 1.1 Reacts to events or stimulation |
| Later Infancy 6–14 months | Imitates adults sounds including multiple syllables (e.g., “mamama”, “dadada”) (CD4.2d) | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Later Infancy 6–14 months | Responds to music by changing expression, moving head or limbs, swaying, nodding, bouncing or clapping (CD4.2e) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Toddler 12–24 months | Directs attention to the source of sound and shows interest or pleasure when provided music (CD4.2f) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Early Toddler 12–24 months | Imitates a steady beat with body parts or simple “instruments” (e.g., hitting a metal bowl with a spoon, drumming on a table top) (CD4.2g) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Toddler 22–36 months | Asks with words, signs, or gestures to hear music again (CD4.2h) | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Later Toddler 22–36 months | Participates in group musical experiences (CD4.2i) | Social-Emotional | C. Interactions with Peers | 1. Interacts appropriately with others during small-group activities |
| Later Toddler 22–36 months | Echoes short phrases as sung by an adult (CD4.2j) | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Later Toddler 22–36 months | Changes the tempo of a beat between fast and slow (CD4.2k) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Toddler 22–36 months | Repeats short rhythm patterns (CD4.2l) | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Later Toddler 22–36 months | Responds to and follows changes in tempo (CD4.2m) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Early Preschool 34–48 months | Shows preferences for music by requesting songs (CD4.2n) | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Early Preschool 34–48 months | Participates in conversations about music dynamics, including sound qualities and pitch (high or low) (CD4.2o) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Early Preschool 34–48 months | Repeats longer rhythm patterns (CD4.2p) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Early Preschool 34–48 months | Creates beats, patterns or simple melodies using the voice or simple materials in the environment (CD4.2q) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Early Preschool 34–48 months | Sings alone and with others (CD4.2r) | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Early Preschool 34–48 months | Sings alone and with others (CD4.2r) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later Preschool 44–60 months | Creates original lyrics and songs (CD4.2s) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Later Preschool 44–60 months | Keeps a steady beat for 8-16 counts by patting body parts or using small instruments (CD4.2t) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later Preschool 44–60 months | Draws to represent patterns in sound (e.g., “clap, clap, stomp, stomp” drawn as “dot, dot, dash, dash”) (CD4.2u) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Uses songs, simple instruments and found materials to create music that expresses mood, story, or relationships (CD4.2v) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
CD4.3. Building understanding, empathy, and relationship skills through drama and theatre arts
| Early Infancy 0–8 months | Responds to people whose faces are nearby by smiling and copying basic facial expressions (CD4.3a) | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
|---|---|---|---|---|
| Early Infancy 0–8 months | Protests with expression or vocalization when playful interactions stop (CD4.3b) | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Later Infancy 6–14 months | Explores materials by using them in different ways such as shaking, banging, throwing (CD4.3c) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Later Infancy 6–14 months | Copies simple gestures such as waving goodbye (CD4.3d) | Cognitive | B. Imitation and Memory | 1.2 Initiates familiar simple motor action |
| Early Toddler 12–24 months | Recognizes and demonstrates actual uses of objects (e.g., combing hair with comb) (CD4.3e) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Early Toddler 12–24 months | Interacts with an adult in role play (e.g., acting out the characters and story in a familiar book) (CD4.3f) | Social-Emotional | E. Meeting Social Expectations | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Toddler 22–36 months | Shows imagination by substituting items to represent actual items (e.g., using a block as a cell phone) (CD4.3g) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Later Toddler 22–36 months | Uses figures (e.g., dolls, action figures) to role play interactions and relationships, including differences related to culture, gender, race, age, and ability (CD4.3h) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later Toddler 22–36 months | Transitions between imagination and reality in dramatic play or in a guided drama experience (CD4.3i) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later Toddler 22–36 months | Uses props and dramatic play to explore roles in their circle of family and friends (e.g., holding and patting a baby doll on the back to demonstrate care) (CD4.3j) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Early Preschool 34–48 months | Uses props and dramatic play to act out emotions related to fear, excitement, happiness, sadness and anger (CD4.3k) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Early Preschool 34–48 months | When engaged in role play, contributes dialogue, gesture, and facial expressions to convey meaning, ideas and feelings (CD4.3l) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Early Preschool 34–48 months | With adult guiding dramatic play, explores character, plot and setting (CD4.3m) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Later Preschool 44–60 months | Uses props and dramatic play to explore roles and events in the larger community and world (CD4.3n) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Later Preschool 44–60 months | Negotiates roles and dialogue with peers and adapts to the needs of the group in dramatic play (CD4.3o) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| CD4.4. Using visual arts media to express thoughts and feelings | ||||
|---|---|---|---|---|
| Early Infancy 0–8 months | Responds to visual elements in the environment by gazing at light, color, and patterns (CD4.4a) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Later Infancy 6–14 months | Watches faces and responds to presence of familiar figures (CD4.4b) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Later Infancy 6–14 months | Pays attention to and studies own face in a mirror (CD4.4c) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later Infancy 6–14 months | Participates in a variety of tactile/sensory experiences such as feeling different fabrics and textures or playing with water under close adult supervision (CD4.4d) | Cognitive | E. Meeting Social Expectations | 1.2 Uses senses to explore |
| Later Infancy 6–14 months | Shows interest in certain images or objects by vocalizing or reaching (CD4.4e) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Early Toddler 12–24 months | Begins to use materials (e.g., crayons, chalk) to leave marks on paper (CD4.4f) | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Early Toddler 12–24 months | Begins to make controlled marks and drawings on paper (CD4.4g) | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Later Toddler 22–36 months | Explores a variety of media including paper, tape, glue, clay, watercolor, etc. (CD4.4h) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Early Preschool 34–48 months | Begins to transition drawings from spontaneous loops and lines to intentional shapes, including ovals, circles, and rectangles (CD4.4i) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Early Preschool 34–48 months | Shows control and coordination with scissors (CD4.4j) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Later Preschool 44–60 months | Begins to draw with planning and purpose to show or tell a story about something in their experience (CD4.4k) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Draws the human form with more accuracy and detail (CD4.4l) | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Later Preschool 44–60 months | Begins to describe art and the story it tells (CD4.4m) | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Later Preschool 44–60 months | With adult help, chooses media to match the intention of the art (e.g., clay vs. paint vs. 3-D vs. collage) (CD4.4n) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |