AEPS 3 Washington Early Learning and Development Standards Alignment.pdf
aeps3
Washington
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Washington State Early Learning and Development Guidelines (Birth through Third Grade)
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with the Washington State Early Learning and Development Guidelines (Birth through Third Grade)
This document aligns the Young Infants, Older Infants, Toddlers, Ages 3 to 4 years, Ages 4 to 5 years, and Age 5 and Kindergarten content from the Washington State Early Learning and Development Guidelines (Birth through Third Grade) [2012] 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. Washington State Department of Early Learning. (2012). Washington State Early Learning and Development Guidelines (Birth through Third Grade). Retrieved from: https://www.dcyf.wa.gov/sites/default/files/pubs/EL_0015.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created November 2021
| WA Guidelines | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item | |
|---|---|---|---|---|
| Guidelines Area of Development: 1. About me and my family culture | ||||
| Family and culture | ||||
| Young Infants Birth to 11 Months | Young Infants develop trusting relationships with familiar adults | |||
| Young Infants Birth to 11 Months | Show preference for primary caregivers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Maintains social interaction with familiar adult |
| Young Infants Birth to 11 Months | Smile at, make sounds, and move body to interact with caregivers. Smile, wave or laugh to respond to friendly adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Infants Birth to 11 Months | Respond to caregiver's face, words and touch. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Responds to familiar adult's positive social behavior |
| Young Infants Birth to 11 Months | Cry to express or relieve self of a variety of feelings; cry may increase when caregiver listens and responds to child's need. | Social-Emotional | B. Social-Emotional Expression and Regulation | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Feel safe releasing feelings (such as by crying, trembling, etc.) in the presence of a familiar adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Infants Birth to 11 Months | Cry when caregiver is not in sight or cling to caregiver when strangers are nearby. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infants 9 to 18 Months | Older Infants develop trusting relationships with familiar adults | |||
| Older Infants 9 to 18 Months | Respond when someone speaks the child's name. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Older Infants 9 to 18 Months | Seek out trusted caregiver(s) for comfort and support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infants 9 to 18 Months | Demonstrate fear of unknown people and places. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Toddlers 16 to 36 Months | Have a relationship with caregivers or family other than the parents or main caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Initiates positive social behavior toward familiar adult |
| Toddlers 16 to 36 Months | Show preference for familiar adults and peers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Maintains social interaction with familiar adult |
| Toddlers 16 to 36 Months | Feel comfortable in a variety of places with familiar adults (such as at home, in the car, store or playground). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Maintains social interaction with familiar adult |
| Toddlers 16 to 36 Months | Express caution or fear toward unfamiliar people. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Toddlers 16 to 36 Months | Recognize roles within the family. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Toddlers 16 to 36 Months | Participate in family routines. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Enjoy stories, songs and poems about a variety of people and cultures. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Ages 3 to 4 years | Remember the people who are important in the child's life. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Ages 3 to 4 years | Name most family members, including extended family. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Ages 3 to 4 years | Recognize the importance of cultural celebrations and traditions. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Ages 3 to 4 years | Show or talk about objects from family or culture. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Ages 4 to 5 years | Take pride in own family composition and interest in others'. Understand that families are diverse. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Ages 4 to 5 years | Recognize and respect similarities and differences between self and other people, such as gender, race, special needs, cultures, languages, communities and family structures. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Age 5 and Kindergarten | Take pride in and know own ethnic/cultural heritage. Recognize different ethnic/cultural groups. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Age 5 and Kindergarten | Identify family customs and traditions. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Age 5 and Kindergarten | Help younger children do things they can't yet do by themselves. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Age 5 and Kindergarten | Enjoy joining friends in music and activities from their cultural traditions. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Self concept | ||||
| Young Infants Birth to 11 Months | Respond with movement and/or sounds when someone speaks the child's name. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Infants Birth to 11 Months | Explore own toes and fingers. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Young Infants Birth to 11 Months | Repeat an action to get more effect (such as wriggling in the crib to shake a mobile hanging above, smiling and cooing to get the caregiver to smile back). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Infants Birth to 11 Months | Show pride (face "lights up") at own behavior. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Infants 9 to 18 Months | Older Infants show their preferences | |||
| Older Infants 9 to 18 Months | Protest when does not want to do something; know what he or she likes to do. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Older Infants 9 to 18 Months | Point to indicate what he or she wants. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infants 9 to 18 Months | Choose things to play with. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Infants 9 to 18 Months | Try to do things on own. Show joy when completing a simple task. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Toddlers 16 to 36 Months | Separate from main caregiver when in familiar settings outside the home. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Toddlers 16 to 36 Months | Recognize and call attention to self in a mirror or in photographs. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers 16 to 36 Months | Show awareness of being seen by others (such as repeating an action when sees someone is watching). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddlers 16 to 36 Months | Show self-confidence; try new things. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddlers 16 to 36 Months | Make choices (such as what clothes to wear) and have favorite books, toys and activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddlers 16 to 36 Months | Take pride in showing completed projects (such as a drawing or stack of blocks) to caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Toddlers 16 to 36 Months | Name and express many emotions in self, familiar people, pets. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Toddlers 16 to 36 Months | Name and express many emotions in self, familiar people, pets. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Toddlers 16 to 36 Months | Seek the comfort of adults significant to him/her when in new or uncomfortable situations, or needing help, or feeling strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Ages 3 to 4 years | Proud to say own first and last name. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Ages 3 to 4 years | Know self as a part of the family, spiritual group, culture, community, and/or other group to which the family belongs. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Ages 3 to 4 years | Notice self as an important person to family and friends. | |||
| Ages 4 to 5 years | Describe what he or she likes and is interested in. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Ages 4 to 5 years | Choose activities to do alone or with others (such as puzzles, painting, etc.). | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Age 5 and Kindergarten | Identify and express own preferences, thoughts and feelings, if appropriate for the child's culture. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Age 5 and Kindergarten | Be aware of gender. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Age 5 and Kindergarten | Express what he/she likes and doesn't like. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Self management | ||||
| Young Infants Birth to 11 Months | Young Infants efficiently release tension through babbling, crying, trembling, yawning and laughing. | |||
| Young Infants Birth to 11 Months | Cry, make sounds and move body to let caregiver know of the need for help, attention or comfort. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Respond by relaxing or crying harder when adult pays attention. Grow more confident when encouraged to release feelings. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Use sounds, facial expressions, and body movements to connect with others and with objects in the environment. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Hold caregiver's attention by babbling, looking at face, etc. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Look away at times to control the timing of the interaction. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Young Infants Birth to 11 Months | Young Infants begin to calm their own feelings. | |||
| Young Infants Birth to 11 Months | Use adult to reassure self by cuddling, grasping adult's finger, etc. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Infants Birth to 11 Months | Comfort self by cooing, babbling, or by clutching, sucking or stroking a favorite blanket or other item. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Infants Birth to 11 Months | Young Infants use a trusted adult as a secure base from which to explore | |||
| Young Infants Birth to 11 Months | Move away from adult by rolling, scooting, etc.; look back at adult. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Young Infants Birth to 11 Months | Look for caregiver's response in uncertain situations or when trying something new. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Infants Birth to 11 Months | Wait briefly to touch or eat something in response to caregiver's direction. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Young Infants Birth to 11 Months | Young Infants begin to notice routines | |||
| Young Infants Birth to 11 Months | Participate in repeated routines, such as lifting arms toward caregiver to be picked up. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Infants 9 to 18 Months | Older Infants use trusted adult as a secure base from which to explore | |||
| Older Infants 9 to 18 Months | Look for caregiver's response in uncertain situations or when trying something new. Test caregiver's response, such as reaching for a forbidden object, then looking to see how caregiver responds. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Infants 9 to 18 Months | Move away from caregiver to explore environment; may do so repeatedly. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Older Infants 9 to 18 Months | Pay attention to an object a caregiver is looking at or talking about. | Social-Communication | C. Communicative Expression | 1. Follows gaze to establish joint attention |
| Older Infants 9 to 18 Months | Make an effort at times to reengage a caregiver's attention if he or she is distracted. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infants 9 to 18 Months | Older Infants begin to participate in repeated routines | |||
| Older Infants 9 to 18 Months | Participate in repeated routines, such as lifting arms toward caregiver to be picked up. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Infants 9 to 18 Months | Follow some rules and routines, and simple directions. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Infants 9 to 18 Months | Older infants continue to express emotions | |||
| Older Infants 9 to 18 Months | Either relax or cry harder when adult pays attention. Grow more confident when encouraged to release strong feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Infants 9 to 18 Months | Express and respond to a variety of emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Toddlers 16 to 36 Months | Remember and follow simple routines and rules some of the time. | Social-Communication | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddlers 16 to 36 Months | Direct others to follow simple rules and routines, even when he or she does not follow them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Toddlers 16 to 36 Months | Have trouble learning new behavior when routines are changed. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddlers 16 to 36 Months | Respond well to adult guidance, most of the time. Test limits and try to be independent. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Toddlers 16 to 36 Months | Stop an activity or avoid doing something if directed. | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Toddlers 16 to 36 Months | Express strong feelings through tantrums. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Toddlers 16 to 36 Months | Do things the child has been told not to do. | |||
| Toddlers 16 to 36 Months | Show assertiveness, such as giving orders to others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Toddlers 16 to 36 Months | Show growing ability to remember past experiences and tell an adult about them, including information about simple emotions. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Ages 3 to 4 years | Show personal likes and dislikes. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Ages 3 to 4 years | Identify favorite and familiar activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Ages 3 to 4 years | Find it hard to cooperate when tense, hungry, scared, sad, angry, etc., resulting in behavior that is hurtful, harmful or withdrawn. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Ages 3 to 4 years | Release or redirect emotional tensions—cry, laugh, tremble, yawn, sing, jump, walk—becoming more relaxed and cooperative afterward. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Ages 3 to 4 years | Remember and cooperate in daily routines, such as getting into a car seat, and in changes from one activity to another, with occasional reminders. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Ages 3 to 4 years | Manage changes in routines and learn new behaviors with a little practice. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Ages 3 to 4 years | Identify simple rules and expect others to follow them. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Ages 3 to 4 years | Predict what comes next in the day, when there is a consistent schedule. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Ages 3 to 4 years | Express delight in own abilities. ("I did it myself!") | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Ages 3 to 4 years | Be able to identify when something is hard to do. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Ages 3 to 4 years | Sometimes turn down a treat now if a better treat will be available later. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 4 to 5 years | Release emotional tensions in the arms or presence of a caring adult. (By this age, the child may have been discouraged from doing so and find it more difficult than before.) Still is able to cry, laugh, tremble, yawn and/or have non-hurtful tantrums. Is relaxed and cooperative afterward. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Ages 4 to 5 years | Associate emotions with words and facial expressions. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Ages 4 to 5 years | Express one or two feelings in role playing life experiences. Adopt a variety of roles in pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Ages 4 to 5 years | Anticipate consequences of own behavior. With help, consider possibilities and plan effective approaches to problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Ages 4 to 5 years | Begin to enjoy games where the child has to change behavior in response to changing directions. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Age 5 and Kindergarten | Identify emotions and use words to describe them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Age 5 and Kindergarten | Express a range of emotions appropriately, such as excitement, happiness, sadness and fear. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Age 5 and Kindergarten | Resist impulses and choose appropriate behavior with little adult direction. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Age 5 and Kindergarten | Make and follow, some of the time, multi-step plans for completing a task. | Social-Communication | A. Early Social Communication | 3.1 Follows multistep directions with contextual cues |
| Age 5 and Kindergarten | Be able to wait—for a turn, a treat, etc. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Age 5 and Kindergarten | Adapt to new environments by behaving and displaying emotions in ways expected. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Age 5 and Kindergarten | Change actions to meet what is expected in different settings and conditions, such as taking shoes off at home, leaving them on at school, and putting boots on in the rain. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Age 5 and Kindergarten | Apply familiar accepted behaviors in new but similar situations, such as using a quiet voice indoors. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Age 5 and Kindergarten | Begin to recognize how own actions affect others. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Learning about learning | ||||
| Young Infants Birth to 11 Months | Young Infants observe and explore their surroundings | |||
| Young Infants Birth to 11 Months | Explore own body (such as reaching for toes); explore the face and body of caregivers (such as touching ears, hair, hands). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Infants Birth to 11 Months | Show preference for certain toys and activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Infants Birth to 11 Months | Show interest in exploring, feeling and looking at objects new to the child. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infants Birth to 11 Months | Use all senses to explore. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infants Birth to 11 Months | Begin to act bored (cry, fussy) if activity doesn't change. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infants Birth to 11 Months | Start interactions with familiar adults and children (such as by smiling or making sounds). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Start to show the ability to briefly hold in mind a memory of people and things that are out of sight. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Older Infants 9 to 18 Months | Use all senses and a variety of motions to explore. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants 9 to 18 Months | Learn through play and interaction with others. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Infants 9 to 18 Months | Try different approaches to reaching a desired object or achieving a goal. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Infants 9 to 18 Months | Make creative use of items, such as turning a bucket upside down to be the base for a tower. | Social-Communication | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Older Infants 9 to 18 Months | Actively play games with caregivers that involve repetition, such as peek-a-boo; anticipate own turn. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older Infants 9 to 18 Months | Experiment to see if objects have the same effects, such as shaking a stuffed animal to see if it makes a noise like a rattle. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Infants 9 to 18 Months | Apply something already learned to something new, such as banging on a drum to make a sound, then banging on a bucket. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Older Infants 9 to 18 Months | Repeat a simple activity until successful. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Infants 9 to 18 Months | Say focused on an activity for a sustained period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Infants 9 to 18 Months | Begin to be able to hold information in mind (such as the location of a hidden object) and keep track of simple changes (track the movement of a hidden object). | Cognitive | C. Conceptual Knowledge | 1.1 Locates object in second of two hiding places |
| Toddlers 16 to 36 Months | Actively explore the environment. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers 16 to 36 Months | Ask questions. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Toddlers 16 to 36 Months | Try new ways of doing things. Experiment with the effect of own actions on objects and people. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Toddlers 16 to 36 Months | Insist on some choices. Choose an activity and keep at it for longer periods of time. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddlers 16 to 36 Months | Want to do favorite activities over and over. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddlers 16 to 36 Months | Seek and accept help when encountering a problem. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Toddlers 16 to 36 Months | Invent new ways to use everyday items. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Toddlers 16 to 36 Months | Enjoy pretend play and creating things. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Toddlers 16 to 36 Months | Change behavior based on something the child learned before. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 3 to 4 years | Copy adults and playmates. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 3 to 4 years | Enjoy creating own play activities. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 3 to 4 years | Explore objects new to the child while playing. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Ages 3 to 4 years | Become engrossed in an activity and ignore distractions briefly. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 3 to 4 years | Imitate real-life roles/experiences in simple role plays. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Develop own thought processes and ways to figure things out. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Ages 3 to 4 years | Identify questions and puzzles, and have ideas about ways to figure them out. Try some of these ideas. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Ages 3 to 4 years | Recognize when making a mistake and sometimes adjust behavior to correct it. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 4 to 5 years | Be curious; interested in trying things out. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Ages 4 to 5 years | Stay with a task for more than five minutes and attempt to solve problems that arise. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Ages 4 to 5 years | Use imagination to create a variety of ideas. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Enjoy pretend play (such as using dolls or stuffed animals, or playing "house" or "explorers"). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Use play as a way to explore and understand life experiences and roles. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Ages 4 to 5 years | Recognize when making mistakes and fix these errors during a task. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Age 5 and Kindergarten | Be eager to learn about and talk about a range of topics, ideas and tasks. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Age 5 and Kindergarten | Be curious and seek new information. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Age 5 and Kindergarten | Be flexible and inventive in approaching tasks and activities. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Age 5 and Kindergarten | Stay focused on an activity, even when facing challenges. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Age 5 and Kindergarten | Return to activities after interruptions, including after several days. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Age 5 and Kindergarten | Find more than one way to complete a task. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Age 5 and Kindergarten | Make plans and follow through. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Age 5 and Kindergarten | Develop ways to remember information. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Age 5 and Kindergarten | Join with other children on interests. | Social-Communication | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Guidelines Area of Development: 2. Building relationships | ||||
| Interactions with Adults | ||||
| Young Infants Birth to 11 Months | Smile at adults. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infants Birth to 11 Months | Respond to contact with adults, and later, initiate, by using vocalization, facial expressions and body movement. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Infants Birth to 11 Months | Enjoy playing with adults (shown by happy gestures, smiles, gurgles, etc.). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Infants 9 to 18 Months | Enjoy playing with adults. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Infants 9 to 18 Months | Follow adult's pointing or gaze to share the same activity or topic. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Older Infants 9 to 18 Months | Initiate interactions by smiling, with vocalizations or gestures. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers 16 to 36 Months | Start interactions and play with adults. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Toddlers 16 to 36 Months | Seek out attention from adults. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers 16 to 36 Months | Enjoy turn-taking games with caregivers and may direct adult in his or her role. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Ages 3 to 4 years | Separate from important adults, sometimes relying on another adult to feel safe. Release tensions through laughter, tears, trembling, talking, or yawning. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Ages 3 to 4 years | Initiate interactions and engage in play with adults. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Ages 3 to 4 years | Show affection for important adults. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Ages 4 to 5 years | Seek emotional support from caregivers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Ages 4 to 5 years | Understand that adults may want the child to do something different than he/she wants to do. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Age 5 and Kindergarten | ||||
| Interactions with children | ||||
| Young Infants Birth to 11 Months | Smile at other children. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Young Infants Birth to 11 Months | Initiate contact with other children with vocalizations, facial expressions and body movements. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Young Infants Birth to 11 Months | Enjoy interacting with other children (shown by happy gestures, smiles, gurgles, etc.). | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Interactions with peers | ||||
| Older Infants 9 to 18 Months | Respond to others' smiles and emotions. React when someone is crying or upset. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Infants 9 to 18 Months | Show interest in other children by watching and trying to imitate them (such as following an older sibling around). | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Infants 9 to 18 Months | Recognize other children, their names and their family members. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Toddlers 16 to 36 Months | Play side-by-side with another child, at times. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Toddlers 16 to 36 Months | Remember and use the names of familiar peers. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Toddlers 16 to 36 Months | Start interacting with peers. Show interest in and call them by name. Recognize and want to be with playmates the child knows. Observe and imitate other children's play. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Toddlers 16 to 36 Months | Begin to include other children in play, such as chase games. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Ages 3 to 4 years | Engage in play with other children. Join in group activities. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Ages 3 to 4 years | Initiate play with friends, siblings, cousins and/or others. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Ages 3 to 4 years | Share and take turns with other children. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Ages 3 to 4 years | Show affection or closeness with peers. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Ages 3 to 4 years | Make decisions with other children, with adult help. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Ages 4 to 5 years | Play with children the same age and of different ages. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Ages 4 to 5 years | Initiate an activity with another child. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Ages 4 to 5 years | Invite other children to join groups or other activities. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Ages 4 to 5 years | Make and follow plans for games with other children. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Interactions with peers and others | ||||
| Age 5 and Kindergarten | Able to express self in new settings. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Age 5 and Kindergarten | Able to adapt to a larger group environment. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Age 5 and Kindergarten | Accept new people who are trusted adults (e.g., teacher, bus driver). | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Age 5 and Kindergarten | Make connections with other children in different settings. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Age 5 and Kindergarten | Share suggestions for what to do in play. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Age 5 and Kindergarten | Develop relationships with other children and with adults. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Social behavior | ||||
| Young Infants Birth to 11 Months | Notice others' physical characteristics (such as by patting a sibling's hair). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Infants Birth to 11 Months | Notice emotional expressions of adults and other children. Imitate facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young Infants Birth to 11 Months | Play social games. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Older Infants 9 to 18 Months | Laugh when others laugh. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Older Infants 9 to 18 Months | Interact with children; notice similarities and differences. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Infants 9 to 18 Months | Take turns in social games. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| Toddlers 16 to 36 Months | Be excited to see friends and familiar people. Have a preferred playmate. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Toddlers 16 to 36 Months | Notice when someone familiar is absent ("Where is Simon?"). | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Toddlers 16 to 36 Months | Notice when others are happy or sad and name emotions. ("Mia sad.") | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Toddlers 16 to 36 Months | Notice that what the child likes might not be the same as what others like. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Toddlers 16 to 36 Months | Follow family routines, such as what the family does at dinner time. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Be upset when family routines are not followed or change. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Start to act appropriately as a member of various communities, such as family, classroom, neighborhood, faith community. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Help with simple chores in the family or classroom community. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Ages 3 to 4 years | Respond to directions from adults about putting items away or being careful with them. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Ages 3 to 4 years | Begin to remember and follow multistep directions. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Ages 3 to 4 years | Notice where things belong and help put them away (such as toys, putting own dishes in the wash basin). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Ages 3 to 4 years | Work with others as part of a team. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Ages 3 to 4 years | Explore, practice and understand social roles through play. Adopt a variety of roles and feelings during pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Plan play by identifying different roles needed and who will fill these roles. Consider changing roles to fit the interests of children playing. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Tell stories and give other children the chance to tell theirs. | Social-Communication | B. Communicative Understanding | 1. Produces multiple word sentences to communicate |
| Ages 3 to 4 years | Sing, drum and/or dance with others. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 3 to 4 years | React to peers' feelings (empathy). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Ages 4 to 5 years | Adjust behavior to different settings (such as using an outdoor voice or an indoor voice), sometimes with reminders. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Ages 4 to 5 years | Be able to think about behavior, being cooperative and nonhurtful. Able to talk about the best ways to do things. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Ages 4 to 5 years | Cooperate with other children, share and take turns. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Ages 4 to 5 years | Connect emotions with facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Ages 4 to 5 years | Care about other children when they are hurt or upset. Describe other children's thoughtful behaviors. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Ages 4 to 5 years | Listen to what other children want and make plans that take these desires into account. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Ages 4 to 5 years | Wait for a turn without getting angry or grabbing. May lose interest in the object or activity before getting a turn. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Age 5 and Kindergarten | Show understanding of others' feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Age 5 and Kindergarten | Listen to viewpoints of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Age 5 and Kindergarten | Able to allow for own personal space ("She's in my chair") and respect others' space. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Age 5 and Kindergarten | Help, share, take turns and cooperate in a group. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Age 5 and Kindergarten | Include children who are a different gender or ethnic background from self, speak a different language, or have special needs. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Age 5 and Kindergarten | Accept the consequences of own actions. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Age 5 and Kindergarten | Behave in accepted ways in different settings. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Problem solving, conflict resolution | ||||
| Young Infants Birth to 11 Months | ||||
| Older Infants 9 to 18 Months | Accept adults stepping in when there are disputes over toys and play. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddlers 16 to 36 Months | Find it hard to wait for a turn. Use adult help to share and take turns. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddlers 16 to 36 Months | Respond appropriately (most of the time) when another child expresses wants, such as to look at a book with him or her. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Ages 3 to 4 years | Accept/reach out to children who are different. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Ages 3 to 4 years | Identify ways to change behavior to respond to another's desires or needs. Remember and follow through on the agreement without further reminders, some of the time. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Ages 3 to 4 years | Wait for a turn. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Ages 4 to 5 years | Ask for help from another child or an adult to solve a problem. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Ages 4 to 5 years | Make decisions and solve problems with other children, with adult help. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Ages 4 to 5 years | Observe that others may have ideas or feelings that differ from the child's own. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Ages 4 to 5 years | Be able to talk about ways to solve a problem or help another child, and keep in mind the personality and preferences of that child. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Age 5 and Kindergarten | Make decisions and solve problems with other children. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Age 5 and Kindergarten | Resolve some conflicts with peers without adult help. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Age 5 and Kindergarten | Listen to others' ideas and wants, share own ideas and wants, consider what is fair, and make suggestions for different ways to resolve conflicts. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Age 5 and Kindergarten | Understand the concept that sometimes you are the leader and sometimes you are the follower. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Age 5 and Kindergarten | Understand the concept that sometimes you are the leader and sometimes you are the follower. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Guidelines Area of Development: 3. Touching, seeing, hearing and moving around | ||||
| Using the large muscles (gross motor skills) | ||||
| Young Infants Birth to 11 Months | Lift head; lift head and chest with weight on hands, when lying on stomach. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Young Infants Birth to 11 Months | Hold head upright and steady without support. | Gross Motor | A. Body Control and Weight Transfer | 4.6 Holds head in midline when sitting supported |
| Young Infants Birth to 11 Months | When lying on back, bend at hips to lift feet, reach with hands and arms, move head side to side; begin to notice own hands. | Gross Motor | A. Body Control and Weight Transfer | 1.3 Turns head side to side |
| Young Infants Birth to 11 Months | Roll from back to side, back to front and front to back with increasing control. | Gross Motor | A. Body Control and Weight Transfer | 3.2 Rolls from back or stomach to side |
| Young Infants Birth to 11 Months | Move to explore (roll, crawl, scoot, creep). | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Young Infants Birth to 11 Months | Sit with support; and later, sit without support. | Gross Motor | B. Movement and Coordination | 4.5 Sits balanced using hands for support |
| Young Infants Birth to 11 Months | Stand with support. | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Older Infants 9 to 18 Months | Rock back and forth on hands and knees; creep or crawl. | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Older Infants 9 to 18 Months | Pull self up to a stand, holding onto something or someone. | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Older Infants 9 to 18 Months | Walk holding onto furniture ("cruising"). | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Older Infants 9 to 18 Months | Walk. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Infants 9 to 18 Months | Climb. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Older Infants 9 to 18 Months | Dance or move to music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Walk and run well, or use a mobility device, if needed. Change speed and direction. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Toddlers 16 to 36 Months | Climb into and out of bed or onto a steady chair. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Toddlers 16 to 36 Months | Jump up and down. Squat. Stand on tiptoe. | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Toddlers 16 to 36 Months | Pull toys while walking. | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Toddlers 16 to 36 Months | Walk up and down stairs one at a time. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Toddlers 16 to 36 Months | Kick a ball that is not moving. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Toddlers 16 to 36 Months | Throw a ball or beanbag. Catch a large, bounced ball against the body. | Gross Motor | C. Active Play | 1.3 Catches ball |
| Toddlers 16 to 36 Months | Throw a ball or beanbag. Catch a large, bounced ball against the body. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Toddlers 16 to 36 Months | Enjoy being active. Join in active games, dance, outdoor play and other physical activity. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Ages 3 to 4 years | Further develop movement skills using the whole body, such as walking, jumping, running, throwing and climbing. A child in a wheelchair might start and stop the chair, and hold the body upright. | Gross Motor | B. Movement and Coordination | All |
| Ages 3 to 4 years | Further develop movement skills using the whole body, such as walking, jumping, running, throwing and climbing. A child in a wheelchair might start and stop the chair, and hold the body upright. | Gross | C. Active Play | All |
| Ages 3 to 4 years | Use both hands to grasp an object, such as catching a large ball. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Ages 3 to 4 years | Balance briefly on one leg, such as for kicking a ball. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Ages 3 to 4 years | Show coordination and balance, such as in walking along a line or a beam. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Ages 3 to 4 years | Enjoy vigorous play with peers and/or adults. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Ages 3 to 4 years | Enjoy the challenge of trying new skills. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Ages 4 to 5 years | Move with purpose from one place to another using the whole body. This might include walking, running, marching, jumping, hopping or climbing. For child in a wheelchair, skills might include steering the chair into different spaces. | Gross Motor | B. Movement and Coordination | All |
| Ages 4 to 5 years | Move with purpose from one place to another using the whole body. This might include walking, running, marching, jumping, hopping or climbing. For child in a wheelchair, skills might include steering the chair into different spaces. | Gross Motor | C. Active Play | All |
| Ages 4 to 5 years | Use both hands to catch. Throw with good aim. Kick an object. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Ages 4 to 5 years | Show good balance and coordination, such as walking on a wide beam or line. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Ages 4 to 5 years | Enjoy challenging him- or herself to try new and increasingly difficult activities. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Age 5 and Kindergarten | Show continuous growth in movement skills, including jumping, galloping and skipping. | Gross Motor | B. Movement and Coordination | All |
| Age 5 and Kindergarten | Play safely in group and individual movement settings. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Age 5 and Kindergarten | Recognize basics about how the human body works, such as the five senses and main body parts. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Age 5 and Kindergarten | Understand how to respect others when playing active games, follow rules. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Age 5 and Kindergarten | Enjoy activities that require attention to form, such as yoga, karate, sports, gymnastics or dance. | |||
| Using the small muscles (fine motor skills) | ||||
| Young Infants Birth to 11 Months | Grasp caregiver's fingers. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Young Infants Birth to 11 Months | Play with own hands by touching them together. | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| Young Infants Birth to 11 Months | Reach for toys, objects and bottles with both hands. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Young Infants Birth to 11 Months | Transfer toys or objects from hand to hand. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Young Infants Birth to 11 Months | Reach, grasp and release objects. | Fine Motor | A. Reach, Grasp, and Release | All |
| Older Infants 9 to 18 Months | Use fingers and toes in play. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Older Infants 9 to 18 Months | Manipulate balls and other toys. Enjoy using different ways to manipulate, such as pounding, tapping, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Infants 9 to 18 Months | Pick up things (such as cereal O's) between thumb and forefinger. | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Older Infants 9 to 18 Months | Coordinate eye and hand movements, such as putting things into a box. | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Toddlers 16 to 36 Months | Reach, grasp and release with more control. | Fine Motor | A. Reach, Grasp, and Release | All |
| Toddlers 16 to 36 Months | Use tools such as spoon, crayon, toy hammer. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Toddlers 16 to 36 Months | Use fingers to paint, play with clay, line up blocks. Stack a few blocks. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Toddlers 16 to 36 Months | Grasp small items with thumb and finger. | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Toddlers 16 to 36 Months | Nest up to five cups or other items. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Ages 3 to 4 years | Draw some shapes and lines using a crayon or pencil. | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Ages 3 to 4 years | Work puzzles of three or four pieces. | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Ages 3 to 4 years | Develop eye-hand coordination, such as in stringing large beads. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Ages 3 to 4 years | Button large buttons, zip and unzip clothing, and open and close other fasteners. | Adaptive | C. Dressing and Undressing | 1.1 Unfastens clothing |
| Ages 3 to 4 years | Button large buttons, zip and unzip clothing, and open and close other fasteners. | Adaptive | C. Dressing and Undressing | 2.1 Fastens clothing |
| Ages 3 to 4 years | Persist some of the time in practicing skills that are difficult. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Ages 4 to 5 years | Open and close a blunt scissors with one hand, and cut a straight line. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Ages 4 to 5 years | Show increasing skill with small materials. Screw and unscrew jar lids, and turn door handles. Use zippers, buttons and snaps. String large beads; fold paper; open and close containers. | Fine Motor | B. Functional Skill Use | All |
| Ages 4 to 5 years | Work puzzles of up to 10 pieces. | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Ages 4 to 5 years | Write some letters or numbers. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Ages 4 to 5 years | Spend time practicing skills that are difficult. Be aware of what he/she finds difficult and try to do it better. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Age 5 and Kindergarten | Help prepare meals and with tasks such as stirring and kneading. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Age 5 and Kindergarten | Use the hands and fingers in a variety of ways, such as stringing beads, holding pencils properly, connecting blocks and working puzzles. | Fine Motor | B. Functional Skill Use | All |
| Age 5 and Kindergarten | Roll clay or dough into “snakes.” | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Age 5 and Kindergarten | Be interested in working to do things “right” and will practice skills for short periods of time. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Using the senses (sensorimotor skills) | ||||
| Young Infants Birth to 11 Months | Turn toward sound and touch. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Infants Birth to 11 Months | Focus eyes on near and far objects; recognize familiar people and things at a distance. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Infants Birth to 11 Months | Follow moving things with eyes. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Infants Birth to 11 Months | Explore things nearby with mouth and hands. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infants Birth to 11 Months | Actively play, exploring and interacting with what’s nearby. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants 9 to 18 Months | Use sense of smell, touch, taste, sight and hearing to experience objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants 9 to 18 Months | Enjoy exploring and responding to different textures, such as hard tabletops or soft cushions. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers 16 to 36 Months | Dance or move to music and rhythms. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Show eye-hand coordination—build with blocks, work simple puzzles, string large beads, put together and take apart items like pop beads. | Fine Motor | B. Functional Skill Use | 3. Manipulates objects with two hands, each performing different actions |
| Toddlers 16 to 36 Months | Become aware of where the body is in relation to other things, such as walking around a table without bumping into it. | Gross Motor | B. Movement and Coordination | 3. Walks and avoids people's furmentation, or objects |
| Ages 3 to 4 years | Move body to music or rhythm. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 3 to 4 years | Drum, sing, play musical instruments and listen to music from different cultures. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Delight in playing with materials of different texture (such as sand, water, fabric) and conditions (wet, dry, warm, cold). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Age 5 and Kindergarten | Use all the senses to observe and explore. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Guidelines Area of Development: 4. Growing up healthy | ||||
| Daily living skills (personal health and hygiene) | ||||
| Young Infants Birth to 11 Months | Soothe self and fall asleep. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Infants Birth to 11 Months | Participate in dressing. | Adaptive | C. Dressing and Undressing | All |
| Older Infants 9 to 18 Months | Begin to be aware of own needs (cry when need changing, get blanket when tired, etc.). | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Older Infants 9 to 18 Months | Soothe self and fall asleep. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Infants 9 to 18 Months | Help with dressing, undressing and diapering. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Older Infants 9 to 18 Months | Wash and dry hands, with help. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Toddlers 16 to 36 Months | Want to take care of self. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Toddlers 16 to 36 Months | Dress and undress completely (except for fasteners), with help. | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Toddlers 16 to 36 Months | Dress and undress completely (except for fasteners), with help. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Toddlers 16 to 36 Months | Have sleeping routines, such as getting and arranging soft toys to take to bed. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Sleep well. Wake up rested and ready to be active. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Show interest in toilet training. Use the toilet by about age 3 years, with help. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Toddlers 16 to 36 Months | Wash and dry hands, with only a little help needed. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Toddlers 16 to 36 Months | Cooperate with tooth-brushing. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Ages 3 to 4 years | Dress and undress with help. Take off coat and put it where it belongs. | Adaptive | C. Dressing and Undressing | 1.3 Takes off front-opening coat, jacket, or shirt |
| Ages 3 to 4 years | Begin to take care of own toileting needs. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Ages 3 to 4 years | Wash hands and use a towel to dry them. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Ages 4 to 5 years | Participate easily and know what to do in routine activities (such as meal time, bed time). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Ages 4 to 5 years | Communicate need to rest, drink and eat. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Ages 4 to 5 years | Stay awake all day except, for some children, during nap time. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Ages 4 to 5 years | Dress and undress, with only a little help needed. | Adaptive | C. Dressing and Undressing | All |
| Ages 4 to 5 years | Decide, with a few prompts from adults, when to carry out self-help tasks (such as washing hands). | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Ages 4 to 5 years | Wash and dry hands before eating and after toileting, with some adult help. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Ages 4 to 5 years | Cooperate while caregiver assists with brushing teeth. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Ages 4 to 5 years | Cover mouth when coughing. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Age 5 and Kindergarten | Continue to use practices to be safe and healthy, with minimal adult help. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Age 5 and Kindergarten | Understand the importance of taking care of self and growing strong. | |||
| Nutrition and health | ||||
| Young Infants Birth to 11 Months | Suck and swallow. | Adaptive | A. Eating and Drinking | 1.2 Swallows liquids |
| Young Infants Birth to 11 Months | Connect breast or bottle with getting fed. | Adaptive | A. Eating and Drinking | 1.2 Swallows liquids |
| Young Infants Birth to 11 Months | Help caregiver hold the bottle. | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |
| Young Infants Birth to 11 Months | Chew and bite; eat finger foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Infants 9 to 18 Months | Grasp and drink from a cup. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Older Infants 9 to 18 Months | Feed self with a spoon. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Older Infants 9 to 18 Months | Eat finger foods. | Adaptive | A. Eating and Drinking | 2.3 Eats soft and dissolvable foods |
| Older Infants 9 to 18 Months | Eat a variety of nutritious foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Infants 9 to 18 Months | Be able to control the speed of eating. | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| Toddlers 16 to 36 Months | Feed self with a spoon, without help. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Toddlers 16 to 36 Months | Feed self a sandwich, taking bites. | Adaptive | A. Eating and Drinking | 2.1 Eats hard and chewy foods |
| Toddlers 16 to 36 Months | Recognize and eat a variety of healthy foods. Choose among food options. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Toddlers 16 to 36 Months | Name five or six of own body parts. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Ages 3 to 4 years | Try different healthy foods from a variety of cultures. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Ages 3 to 4 years | Help to set and clear the table for meals. Self serve meal items. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Ages 3 to 4 years | Engage in a variety of active play and movement activities. Play outdoor games. | Gross Motor | C. Active Play | All |
| Ages 4 to 5 years | Help prepare healthy snacks. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Ages 4 to 5 years | Eat a variety of nutritious foods and eat independently. Try healthy foods from different cultures. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Ages 4 to 5 years | Serve self at family-style meals. | Adaptive | A. Eating and Drinking | 5. Uses culturally appropriate social dining skills |
| Ages 4 to 5 years | Know what self-care items are used for (such as comb and toothbrush). | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Age 5 and Kindergarten | Make good decisions about health habits. | |||
| Age 5 and Kindergarten | Help prepare meals and snacks. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Safety | ||||
| Young Infants Birth to 11 Months | Prefer caregiver over a stranger. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infants Birth to 11 Months | Stop/wait when caregiver says “no” or gives a nonverbal cue for alarm/danger. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Infants 9 to 18 Months | Be able to tell who are his or her main caregivers and family, and who are strangers. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Infants 9 to 18 Months | Be distracted from unsafe behavior with words (such as “no-no” or “stop”) or signals from adults. | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Older Infants 9 to 18 Months | Look to adults before initiating an unsafe behavior. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Toddlers 16 to 36 Months | Recognize safety rules, but not always follow them. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Ages 3 to 4 years | Hold parent's/caregiver's hand when walking in public places. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Ages 3 to 4 years | Begin to learn safety rules for the child's daily activities. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Ages 4 to 5 years | Identify trusted adults who can help in dangerous situations. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Ages 4 to 5 years | Follow safety rules indoors and outdoors. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Ages 4 to 5 years | Keep a distance from wildlife. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Age 5 and Kindergarten | Be able to explain the reasons for safety rules. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Guidelines Area of Development: 5. Communicating (literacy) | ||||
| Speaking and listening (language development) | ||||
| Young Infants Birth to 11 Months | Show interest in speech of others. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Infants Birth to 11 Months | Cry, coo and make other sounds. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Young Infants Birth to 11 Months | Cry in different ways depending on whether hungry, in pain or tired. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Infants Birth to 11 Months | Imitate adult facial expressions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants Birth to 11 Months | Respond when the child's name is called. | Social-Communication | C. Communicative Expression | 2.1 Recognizes own and familiar names |
| Young Infants Birth to 11 Months | Vocalize, squeal, laugh and gesture to communicate. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Infants Birth to 11 Months | Babble, try to talk and copy sounds. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Young Infants Birth to 11 Months | Begin to say consonant sounds, such as "m," "b." | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Young Infants Birth to 11 Months | Pay attention to what adult is looking at or pointing to. | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| Young Infants Birth to 11 Months | Use a variety of sounds to express emotions. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Infants Birth to 11 Months | Reach and point to communicate. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Infants Birth to 11 Months | Follow simple requests. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Young Infants Birth to 11 Months | Follow simple requests. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Young Infants Birth to 11 Months | Take turn in "conversation" or vocal play with adults. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Young Infants Birth to 11 Months | Say first word. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Infants 9 to 18 Months | Turn to the person speaking, and pay attention to what the speaker is looking at or pointing to. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Older Infants 9 to 18 Months | Turn, stop or speak when name is called. | Social-Communication | C. Communicative Expression | 2.1 Recognizes own and familiar names |
| Older Infants 9 to 18 Months | Respond appropriately to familiar words (such as clapping when caregiver says "Clap"). | Social-Emotional | A. Early Social Communication | 2.3 Responds to familiar game or action |
| Older Infants 9 to 18 Months | Point to familiar persons and things in answer to the question "Where is ______?" | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Older Infants 9 to 18 Months | Use words, sounds and gestures to get attention, make requests, comment, greet. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Infants 9 to 18 Months | Use consistent sounds to indicate a specific person or thing, such as saying "dada" for daddy. | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older Infants 9 to 18 Months | Name familiar people, animals and objects. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Infants 9 to 18 Months | Use eight to 20 understandable words in home language. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Infants 9 to 18 Months | Use single-word speech (such as saying "Up" to be picked up) and short, two-word sentences ("Me go."). | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Infants 9 to 18 Months | Use single-word speech (such as saying "Up" to be picked up) and short, two-word sentences ("Me go."). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Infants 9 to 18 Months | If learning two languages, may not use words in the second language, but communicate with gestures and facial expressions. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Older Infants 9 to 18 Months | Take part in simple conversations. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Infants 9 to 18 Months | Enjoy following single-step directions. ("Bring me the ball") | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Older Infants 9 to 18 Months | Enjoy following single-step directions. ("Bring me the ball") | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Toddlers 16 to 36 Months | Respond appropriately to familiar words. Respond to directions that include verbs, such as run, jump, reach, open. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Toddlers 16 to 36 Months | Touch correct body parts in songs or games where you identify parts of the body. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Toddlers 16 to 36 Months | Use more than 100 words. When learning more than one language, the child might not use words equally in both languages. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers 16 to 36 Months | Enjoy learning new words. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers 16 to 36 Months | Point to and name objects when told their use ("What do you drink with?"). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Toddlers 16 to 36 Months | Name items in a picture book, such as a cat or tree. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Toddlers 16 to 36 Months | Use mostly one- and two-syllable words, with some three-syllable words. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Toddlers 16 to 36 Months | Use three- or four-word sentences with a noun and verb. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Toddlers 16 to 36 Months | Use negatives ("I don't want it"). | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Toddlers 16 to 36 Months | Use adjectives in phrases (such as a big bag, or a green hat). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Toddlers 16 to 36 Months | Ask and answer simple questions, as appropriate for the culture. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Toddlers 16 to 36 Months | Speak clearly enough in home language to be understood most of the time. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Toddlers 16 to 36 Months | Begin to follow grammatical rules, though not always correctly. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Toddlers 16 to 36 Months | Change tone to communicate meaning. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Toddlers 16 to 36 Months | Recount an event, with help. Communicate about recent activities. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Toddlers 16 to 36 Months | Remember and follow simple directions in home language and attempt to make sense of directions that include gestures (such as the gesture for "come here") in a second language. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Toddlers 16 to 36 Months | Follow two-step directions with complex sentence structure (noun + verb + adverb, such as “Put the toys away quickly”). Struggle if too many directions are given at once. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Toddlers 16 to 36 Months | Follow two-step directions with complex sentence structure (noun + verb + adverb, such as “Put the toys away quickly”). Struggle if too many directions are given at once. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Toddlers 16 to 36 Months | Take turns in longer conversations. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Toddlers 16 to 36 Months | Use gestures or phrases to show respect for others, though need adult prompts sometimes. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Toddlers 16 to 36 Months | Enjoy making animal sounds to represent familiar animals. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Ages 3 to 4 years | Communicate with body language, facial expression, tone of voice and in words. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Ages 3 to 4 years | Say name, tribal or religious name if the child has one, age and sex. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Ages 3 to 4 years | Show preference for the home language. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Ages 3 to 4 years | Name most familiar things. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Ages 3 to 4 years | Name one or more friends and relatives. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Ages 3 to 4 years | Ask the meaning of new words, then try using them. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 3 to 4 years | Speak so most people can understand. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Ages 3 to 4 years | Use words like “I,” “me,” “we,” and “you” and some plurals (such as cars, dogs). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Ages 3 to 4 years | Use multi-word sentences, phrases, and gestures to communicate needs, ideas, actions and feelings. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Ages 3 to 4 years | Respond to questions verbally or with gestures. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Ages 3 to 4 years | Respond to questions verbally or with gestures. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Ages 3 to 4 years | Ask questions for information or clarification. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 3 to 4 years | Enjoy repeating rhyming words or word patterns in songs, poems or stories. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 3 to 4 years | Show awareness of separate syllables in words by tapping or clapping for each syllable. | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Ages 3 to 4 years | Remember and follow directions of one or two steps. Struggle to remember and follow complicated or multi-step directions. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Ages 3 to 4 years | Remember and follow directions of one or two steps. Struggle to remember and follow complicated or multi-step directions. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Ages 3 to 4 years | Know three to seven words in tribal language (if the family has one) and use them regularly. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Ages 3 to 4 years | Participate in conversations. Take turn in group conversations, and listen to others in group for a short period of time. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Ages 3 to 4 years | Recognize rising and falling intonations, and what these mean. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Ages 4 to 5 years | Know and use several hundred words in home language. Use new words on own. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Ages 4 to 5 years | Use words to describe actions (such as “running fast”) and emotions (such as happy, sad, tired and scared). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Ages 4 to 5 years | Talk in sentences of five or six words. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Ages 4 to 5 years | Know when it is appropriate to ask questions and whom to ask. Ask questions to get information or clarification. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 4 to 5 years | Remember and follow directions involving two or three steps, including steps that are not related (such as “Please pick up your toys and put on your shoes”). | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Ages 4 to 5 years | Remember all parts and respond correctly to a request (such as “Bring me the green towel”). | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Ages 4 to 5 years | Tell some details of a recent event in sequence. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Ages 4 to 5 years | Tell a short make-believe story, with adult help. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Ages 4 to 5 years | Tell a short make-believe story, with adult help. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Ages 4 to 5 years | Listen to others and respond in a group discussion for a short period. Remember what was said and gain information through listening. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Ages 4 to 5 years | Listen to others and respond in a group discussion for a short period. Remember what was said and gain information through listening. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Ages 4 to 5 years | State own point of view, and likes and dislikes using words, gestures and/or pictures. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Ages 4 to 5 years | Join in and make up songs, chants, rhymes and games that play with the sounds of language (such as clapping out the rhythm). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Sing a song or say a poem from memory. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Age 5 and Kindergarten | Listen attentively and observe carefully. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Age 5 and Kindergarten | Understand, remember and follow multistep directions. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Age 5 and Kindergarten | Share own ideas. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Age 5 and Kindergarten | Speak clearly in complete sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Age 5 and Kindergarten | Retell familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Age 5 and Kindergarten | Take part in classroom conversations and follow rules for discussions (e.g., learning to listen to others and taking turns when speaking). | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Age 5 and Kindergarten | Speak clearly to express thoughts, feelings and ideas, including descriptions of familiar people, places, things and events. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Age 5 and Kindergarten | Ask and answer questions about key details in stories or other information read or presented aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Age 5 and Kindergarten | Understand and use question words (e.g., who, what, where, when, why, how) in discussions. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Age 5 and Kindergarten | Take turns speaking and listening in conversations. Remember and respond to what is said. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Age 5 and Kindergarten | Have a hard time, when excited, waiting for a turn in a conversation or staying with someone else's topic. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Age 5 and Kindergarten | Increase vocabulary. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Reading | ||||
| Young Infants Birth to 11 Months | Imitate sounds of language. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Young Infants Birth to 11 Months | Show awareness of the sounds of spoken words by focusing on the person speaking. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Infants Birth to 11 Months | Explore books' physical features (such as by chewing on cloth books). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infants Birth to 11 Months | Focus attention for a short period of time when looking at books. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Infants Birth to 11 Months | Begin to participate in stories, songs and fingerplays. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Infants 9 to 18 Months | Make the sounds of familiar words when read to. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Older Infants 9 to 18 Months | Show awareness of the sounds of spoken words by focusing on the person speaking. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Older Infants 9 to 18 Months | Point to pictures and words in book; have favorite books; increasingly able to handle books, with help; try to turn pages. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Infants 9 to 18 Months | Bring a book to an adult to read aloud. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Infants 9 to 18 Months | Focus attention for a short period of time when looking at books. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Infants 9 to 18 Months | Participate in stories, songs, finger plays and rhymes. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddlers 16 to 36 Months | Enjoy reciting phrases from familiar rhymes, stories and fingerplays. Say the last word of a familiar rhyme to complete it. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Join in rhyming games and songs with other children. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Sing songs with or recite letters of the alphabet. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Begin to understand that print represents words (for example, pretend to read text). | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Toddlers 16 to 36 Months | Know the right side up of a book. Turn pages, usually one at a time. Imitate reading by turning pages, remembering and telling the story. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Toddlers 16 to 36 Months | Notice both words and pictures on a page. Describe the action in pictures. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Toddlers 16 to 36 Months | Recite familiar words in a book when read to. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Toddlers 16 to 36 Months | Recall characters or actions from familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Toddlers 16 to 36 Months | Anticipate what comes next in known stories. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Toddlers 16 to 36 Months | Recognize print in the neighborhood (such as stop signs, signs on buildings, etc.). | Literacy | D. Vocabulary and Story Comprehension | 3.2 Recognizes common signs and logos |
| Toddlers 16 to 36 Months | Ask to be read to, or for storytelling. Request a favorite book or story many times. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Ages 3 to 4 years | Identify print on signs, etc., asking “What does that say?” | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 3 to 4 years | Identify own name as a whole word. | Literacy | B. Phonological Awareness | 1.4 Names letters in own first name |
| Ages 3 to 4 years | Match the beginning sounds of some words. Find objects in a picture that have the same beginning sound, with some adult help. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Ages 3 to 4 years | Decide whether two words rhyme. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Ages 3 to 4 years | Request a favorite book. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Ages 3 to 4 years | Enjoy picture books and being read to. Enjoy looking at books on own. Use pictures to predict a story. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Ages 3 to 4 years | Listen to and follow along with books in a different language. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Ages 3 to 4 years | Turn book pages one at a time. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Ages 3 to 4 years | Use own experiences to comment on a story, though the comments might not follow the story line. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Ages 3 to 4 years | Retell simple, familiar stories from memory while looking at the book. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Ages 4 to 5 years | Know some basic rules of grammar (such as correctly using “me” and “I”). | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Ages 4 to 5 years | Understand that alphabet letters are a special kind of picture and that they have names. Begin to identify individual letters of the alphabet (or characters of the home language) in text. | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Ages 4 to 5 years | Understand which symbols are letters and which are numbers. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Ages 4 to 5 years | Identify three or more letters with their sound at the beginning of a word (such as “day,” “dog” and “David” all begin with “d”). | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Ages 4 to 5 years | Recognize some signs and symbols in the classroom and community (such as a Stop sign), and use them for information. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Ages 4 to 5 years | Begin to recite some words in familiar books from memory. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Ages 4 to 5 years | Know that print has meaning. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Ages 4 to 5 years | Recognize own name in print. | Literacy | E. Writing | 1.5 Recognizes three letters in own first name |
| Ages 4 to 5 years | Begin to understand the order in which a page is read (for example, English is read from left to right and top to bottom). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Ages 4 to 5 years | Tell you what is going to happen next in a story. Make up an ending. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Ages 4 to 5 years | Identify a variety of printed material (such as books, newspapers, magazines, cereal boxes). | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Ages 4 to 5 years | Use actions to show ideas from stories, signs, pictures, etc. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Retell more complicated, familiar stories from memory. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Age 5 and Kindergarten | Understand and apply concepts of print (such as in English, reading from left to right and top to bottom). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Age 5 and Kindergarten | Show awareness of language sounds (e.g., rhyming, hearing beginning and ending sounds of words). | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Age 5 and Kindergarten | Associate the letters with their sounds. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Age 5 and Kindergarten | Understand that signs and labels convey information. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Age 5 and Kindergarten | Recognize some names and words in context. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Age 5 and Kindergarten | Begin to read own writing. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Age 5 and Kindergarten | Memorize or participate in reading poems and familiar books. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Age 5 and Kindergarten | Make personal connections with books and stories. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Age 5 and Kindergarten | Show interest in a variety of books. | Literacy | D. Vocabulary and Story Comprehension | All |
| Age 5 and Kindergarten | Retell familiar stories using beginning, middle and end. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Writing | ||||
| Young Infants Birth to 11 Months | Watch when someone writes or draws. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants 9 to 18 Months | Scribble or make marks on paper without help. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older Infants 9 to 18 Months | Grasp marker or crayon with fist and mark on paper in any location. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Toddlers 16 to 36 Months | Label pictures using scribble writing or ask an adult to label the pictures. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Toddlers 16 to 36 Months | Use symbols or pictures to represent oral language and ideas. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Toddlers 16 to 36 Months | Scribble and make marks on paper, and tell others what the scribble means. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Toddlers 16 to 36 Months | Scribble and make marks on paper, and tell others what the scribble means. | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Toddlers 16 to 36 Months | Draw horizontal and vertical lines. | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Toddlers 16 to 36 Months | Use a variety of writing tools (pencil, marker, paint brush). | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Ages 3 to 4 years | Make marks or scribbles when an adult suggests writing. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Ages 3 to 4 years | Attempt to copy one or more letters or characters of the home language. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Ages 3 to 4 years | Draw pictures and tell their story. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Ages 4 to 5 years | Make marks, scribbles or letter-like shapes and identify them as words. Use pretend writing activities during play. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Ages 4 to 5 years | Use letter-like symbols to make lists, letters and stories or to label pictures. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Ages 4 to 5 years | Attempt to copy one or more letters of the alphabet. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Ages 4 to 5 years | Begin to print or copy own name, and identify at least some of the letters. | Literacy | E. Writing | 3.3 Copies entire first name |
| Ages 4 to 5 years | Explore writing letters in different languages. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Age 5 and Kindergarten | Use illustrations to tell stories or convey meaning. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Age 5 and Kindergarten | Understand that we can communicate ideas and thoughts with symbols. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Age 5 and Kindergarten | Form letters, and show increasing knowledge of letters and sounds. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Age 5 and Kindergarten | Name upper- and lower-case letters, matching those letters with their sounds and printing them. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Age 5 and Kindergarten | Copy signs, labels, names and words. Talk about what they mean. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Age 5 and Kindergarten | Write simple sentences. Write lists, cards, letters, etc. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Guidelines Area of Development: 6. Learning about my world | ||||
| Knowledge (cognition) | ||||
| Young Infants Birth to 11 Months | Pay attention to sights and sounds. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infants Birth to 11 Months | Look for dropped object. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants Birth to 11 Months | Gaze at and track an object with his/her eyes. | Cognitive | A. Sensory Exploration | 1.1.1 Orients to events or stimulation |
| Young Infants Birth to 11 Months | Act to trigger a pleasing sight, sound or motion, such as kicking at a mobile; repeat actions many times to cause a desired effect. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants Birth to 11 Months | Show curiosity about things and try to get things that are out of reach. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infants Birth to 11 Months | Imitate sounds; imitate actions, such as clapping hands, pushing a toy. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Infants Birth to 11 Months | Search for a hidden object. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Older Infants 9 to 18 Months | Observe others' activities. Then imitate their actions, gestures and sounds. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Infants 9 to 18 Months | Use imitation to make a desired effect, such as activating a toy, or obtaining an object. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older Infants 9 to 18 Months | Explore things in many ways, such as shaking, banging, poking and throwing. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Older Infants 9 to 18 Months | Enjoy playing hiding games; locate an object that has been hidden from view. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older Infants 9 to 18 Months | Use objects as intended, such as pushing buttons on a toy phone, or drinking from a cup. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infants 9 to 18 Months | Use objects as a means to an end, such as using a bucket to take toys from one place to another. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infants 9 to 18 Months | Seek caregiver's help by making sounds, words, facial expressions or gestures to obtain an object or start an activity. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Infants 9 to 18 Months | Match similar objects. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Infants 9 to 18 Months | Begin make-believe play and imitate the actions of others, such as rocking and feeding a baby doll. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Older Infants 9 to 18 Months | Explore objects in nonconventional ways. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers 16 to 36 Months | Experiment with the effect of own actions on things and people. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers 16 to 36 Months | Know that playing with certain desirable or forbidden things will get adults' attention. | |||
| Toddlers 16 to 36 Months | Make choices, such as which toy to play with. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddlers 16 to 36 Months | Take action based on past experience. For example, if the caregiver blows on hot food before eating it, child will blow on food at the next meal. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Toddlers 16 to 36 Months | Connect objects with actions (such as a broom for sweeping). | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Toddlers 16 to 36 Months | Repeat an action over and over until successful, such as stacking blocks until they no longer fall down. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Toddlers 16 to 36 Months | Explore and use trial and error to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Toddlers 16 to 36 Months | Imitate how others solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Toddlers 16 to 36 Months | Ask for help when needed. | Social-Emotional | D. Independent and Group Participation | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Toddlers 16 to 36 Months | Show recall of people and events, such as by clapping hands when told that a favorite person will visit. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Toddlers 16 to 36 Months | Recall and follow the order of routines, such as washing and drying hands before eating. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Play make-believe with props, such as dolls or stuffed animals. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Toddlers 16 to 36 Months | React to puppets as if they are real and not operated by an adult or another child. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Ask a lot of "why" and "what" questions. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 3 to 4 years | Learn by doing hands-on and through the senses. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Ages 3 to 4 years | Learn by doing hands-on and through the senses. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Ages 3 to 4 years | Learn through play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Ages 3 to 4 years | Learn through play. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Ages 3 to 4 years | Recall several items after they have been put out of sight. | |||
| Ages 3 to 4 years | Draw on own past experiences to choose current actions. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Ages 3 to 4 years | Make plans for ways to do something. May or may not follow through. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Ages 3 to 4 years | Think of a different way to do something, when confronting a problem, with adult help. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Ages 4 to 5 years | Ask adults questions to get information (as appropriate in the family's culture). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 4 to 5 years | Describe likes and interests. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Ages 4 to 5 years | Apply new information or words to an activity or interaction. | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| Ages 4 to 5 years | Build on and adapt to what the child learned before. For example, change the way of stacking blocks after a tower continues to fall. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Ages 4 to 5 years | Be able to explain what he or she has done and why, including any changes made to his/ her plans. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Ages 4 to 5 years | Seek to understand cause and effect ("If I do this, why does that happen?"). | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Ages 4 to 5 years | Understand the ideas of "same" and "different." | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Ages 4 to 5 years | Recognize objects, places and ideas by symbols (for example, recognize which is the men's room and which is the women's by looking at the stick figure symbols). | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Ages 4 to 5 years | Name more than three colors. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Ages 4 to 5 years | Group some everyday objects that go together (such as shoe and sock, pencil and paper). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Ages 4 to 5 years | Predict what comes next in the day when there is a consistent schedule. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Age 5 and Kindergarten | Learn best through active exploration of concrete materials (blocks, paint, etc.). Make plans for this exploration. Talk about what he/she has learned from the activity and would like to do next. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Age 5 and Kindergarten | Learn best through active exploration of concrete materials (blocks, paint, etc.). Make plans for this exploration. Talk about what he/she has learned from the activity and would like to do next. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Age 5 and Kindergarten | Understand that things are not always what they appear to be (for example, a sponge may look like a rock). | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Age 5 and Kindergarten | Explore different environments inside and outside. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Math | ||||
| Young Infants Birth to 11 Months | Play with toys and things of different sizes and shapes. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Infants Birth to 11 Months | Anticipate “more” during routines. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Infants 9 to 18 Months | Understand the idea of “more” related to food or play. Use gestures to ask for more. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Infants 9 to 18 Months | Imitate rote counting using some names of numbers. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Older Infants 9 to 18 Months | Play with toys and objects of different size and shape. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Infants 9 to 18 Months | Put things together, such as simple matching puzzles, nesting cups. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Infants 9 to 18 Months | Follow simple directions that use words like “in,” “on,” “up” and “down.” | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Toddlers 16 to 36 Months | Count to at least 10 from memory. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Toddlers 16 to 36 Months | Begin counting small groups of items (up to five). | Math | A. Counting | 2. Counts out 10 items |
| Toddlers 16 to 36 Months | Understand the concepts of “one” and “two,” such as by following directions to take one cracker. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Toddlers 16 to 36 Months | Recognize and name a few numerals. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Toddlers 16 to 36 Months | Identify quantity and comparisons, such as all, some, none. Use comparison words correctly, such as bigger and smaller, more and less. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Toddlers 16 to 36 Months | Identify quantity and comparisons, such as all, some, none. Use comparison words correctly, such as bigger and smaller, more and less. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Toddlers 16 to 36 Months | Explore measuring tools, such as measuring cups, or a ruler. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Toddlers 16 to 36 Months | Match simple flat shapes (circles, squares, triangles). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Toddlers 16 to 36 Months | Identify two geometric shapes, such as a circle and a square. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddlers 16 to 36 Months | Follow simple directions for position, such as up, down, in, on. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Ages 3 to 4 years | Count to 10 and beyond by rote. Count up to five items. Point to objects while counting. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| Ages 3 to 4 years | Identify by sight how many are in a small group of items, up to three. | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Ages 3 to 4 years | Understand that the whole is larger than one of its parts (for example, an apple is larger than an apple slice). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Ages 3 to 4 years | Identify up to four objects or pictures that are the same. Take objects or pictures that are different out of the group. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 3 to 4 years | Sort and describe items by size, color and/or shape. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 3 to 4 years | Match simple at shapes (circles, squares, triangles). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Ages 3 to 4 years | Compare size by sight, feel and comparing to hands, feet, etc. (visual and tactile math). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 3 to 4 years | Use gestures or words to make comparisons (larger, smaller, shorter, taller). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 3 to 4 years | Compare two objects by length, weight or size. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 3 to 4 years | Find the total sum of small groups of items. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Ages 3 to 4 years | Understand words that tell where things are (such as behind, under, in, on). Use these words to identify locations. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Ages 4 to 5 years | Count to 20 and beyond. Count 10 or more objects accurately. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| Ages 4 to 5 years | Give the next number in the sequence 1 through 10. | Math | D. Addition and Subtraction | 1.4 Says number after 1-10 |
| Ages 4 to 5 years | Count out 10 items; may use fingers, body parts or other counters, as used in the child's home culture. Count and group things by number. | Math | A. Counting | 2. Counts out 10 items |
| Ages 4 to 5 years | Compare groups of up to 10 objects. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Ages 4 to 5 years | Find the sum when joining two sets of up to five objects. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Ages 4 to 5 years | Identify by sight how many are in a small group of objects, up to four. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Ages 4 to 5 years | Use measuring tools in play (such as a ruler, measuring cups, or parts of the body). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Ages 4 to 5 years | Match and sort simple shapes (circles, squares, triangles). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 4 to 5 years | Compare size (such as, "I'm as tall as the yellow bookshelf.") Describe objects using size words (big, small, tall, short). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 4 to 5 years | Compare two objects using comparison words such as smaller, faster and heavier. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 4 to 5 years | Order three objects by one characteristic, (such as from smallest to largest). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Ages 4 to 5 years | Work puzzles with up to 10 pieces. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Age 5 and Kindergarten | Count to 100. | Math | A. Counting | 4.1 Recites numbers 31–100 |
| Age 5 and Kindergarten | Count up to 20 objects to understand how many objects there are. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Age 5 and Kindergarten | Recognize by sight and name the number of items in a group, up to five. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Age 5 and Kindergarten | Compare two groups of objects to decide which is more or less, or if they are equal. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Age 5 and Kindergarten | Remember and write numbers to 20. | Math | C. Reading and Writing Numbers | 3. Reads and writes numerals for quantities 11–20 |
| Age 5 and Kindergarten | Add and subtract numbers up to 10 using objects or drawings. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Age 5 and Kindergarten | Name shapes and recognize shapes in the environment. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Age 5 and Kindergarten | Sort and classify objects by more than one factor (such as shape and color, or size and shape, etc.). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Age 5 and Kindergarten | Correctly use position words (such as beside, inside, under, etc.) to describe objects. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Science | ||||
| Young Infants Birth to 11 Months | Use the senses (mouthing, watching, grasping, reaching) to get information and explore what's nearby. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Infants Birth to 11 Months | Use more than one sense at a time, such as when looking at, feeling and shaking a rattle. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Infants Birth to 11 Months | Repeat behaviors to figure out cause and effect. For example, a toy released high always goes down (law of gravity). | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Infants Birth to 11 Months | Enjoy filling containers and dumping them out. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Young Infants Birth to 11 Months | Show interest in animals and pictures of animals. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Infants 9 to 18 Months | Take action to achieve a goal, such as fitting puzzle pieces together, or activating a toy. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Older Infants 9 to 18 Months | Express surprise and delight to play outdoors and with natural elements, such as water, sand and mud. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Infants 9 to 18 Months | Express excitement when seeing animals, birds and fish. Show interest in animals and representations of animals. | |||
| Older Infants 9 to 18 Months | Notice the characteristics of natural things, such as leaves, or events, such as rain or wind. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Infants 9 to 18 Months | Respond to caregiver's guidance on how to act appropriately toward and around living things. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Older Infants 9 to 18 Months | Enjoy using or playing with technology objects, such as a wind-up toy. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Toddlers 16 to 36 Months | Look at and handle things to identify what's the same and what's different about them. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddlers 16 to 36 Months | Explore nature using the senses, such as looking at and feeling different leaves. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers 16 to 36 Months | Ask simple questions about the natural world ("Where did the rainbow go?"). | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Toddlers 16 to 36 Months | Show interest in animals and other living things. Begin to label them by name and to identify traits (such as the sound a cow makes). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Toddlers 16 to 36 Months | Enact animals' activities (such as eating, sleeping) in pretend play. Move toy animals to mimic animals in the wild. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Toddlers 16 to 36 Months | Explore the parts or living things, such as the petals on a flower. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Toddlers 16 to 36 Months | Engage with plants and animals in a respectful way, without adult prompting. Express concern if an animal is injured or sick. Comment on what it takes to make things grow ("That plant needs water"). | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Toddlers 16 to 36 Months | Identify weather, such as sun, rain, snow. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Toddlers 16 to 36 Months | Know that people and animals can live in different kinds of places, such as fish living in the water. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Ages 3 to 4 years | Play with materials of different texture (such as sand, water, leaves) and conditions (such as wet, dry, warm, cold), with adult encouragement and supervision. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Ages 3 to 4 years | Recognize that different forms of life have different needs. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Ages 3 to 4 years | Begin to understand that some animals share similar characteristics (for example, a tiger and a pet cat share common features). | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Ages 3 to 4 years | Notice and ask questions about what is the same and different between categories of plants and animals. Notice their appearance, behavior and habitat. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Ages 4 to 5 years | Ask questions and identify ways to find answers. Try out these activities and think about what to do next to learn more. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Ages 4 to 5 years | Predict what will happen in science and nature experiences. Consider whether these predictions were right, and explain why or why not. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Ages 4 to 5 years | Use tools to explore the environment (a magnifying glass, magnets, sifters, etc.). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Ages 4 to 5 years | Measure sand or water using a variety of containers. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Ages 4 to 5 years | Use one sense (such as smell) to experience something and make one or two comments to describe this. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Ages 4 to 5 years | Investigate the properties of things in nature. Begin to understand what various life forms need in order to grow and live. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Ages 4 to 5 years | Take responsibility in taking care of living things, such as feeding the fish, watering plants, etc. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Ages 4 to 5 years | Talk about changes in the weather and seasons, using common words, such as rainy and windy. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Ages 4 to 5 years | Look at where the sun is in the morning, afternoon, evening and night. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Ages 4 to 5 years | Take walks outside and gather different types of leaves, name colors he/she sees outdoors. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Ages 4 to 5 years | Participate (with adult direction) in activities to preserve the environment, such as disposing of litter properly, saving paper and cans to be recycled, etc. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Age 5 and Kindergarten | Make observations and ask questions. Identify ways to find answers. Try out these activities and think about what to do next to learn more. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Age 5 and Kindergarten | Recognize landmarks in the local environment (lakes, rivers, rock formations, etc.). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Age 5 and Kindergarten | Name many of the basic needs of animals and people (habitat). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Age 5 and Kindergarten | Identify what different animals eat. Begin to understand that some animals eat other animals, and some eat plants. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Age 5 and Kindergarten | Begin to understand how the things people do may change the environment. Recognize that the child's own actions have an effect on the environment for the better (such as watering plants) or worse (such as stomping on plants). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Age 5 and Kindergarten | Begin to tell the difference between materials that are natural and those made by humans. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Social Studies | ||||
| Young Infants Birth to 11 Months | Show interest in people. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infants Birth to 11 Months | Notice daily routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Infants 9 to 18 Months | Be eager for regular daily activities. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Infants 9 to 18 Months | Recognize the start and end of an event (such as by clapping at the end of a song). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Infants 9 to 18 Months | Explore spaces, such as trying to fit into an open cardboard box. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants 9 to 18 Months | Recognize some familiar places, such as home, store, grandma's house. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Infants 9 to 18 Months | Know where favorite toys or foods are kept. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older Infants 9 to 18 Months | Know where the trash can and recycle bin are. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Toddlers 16 to 36 Months | Eager for recurring events ("After lunch, I will hear a story"). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers 16 to 36 Months | Connect new experiences to past experiences. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Toddlers 16 to 36 Months | Experiment with physical relationships, such as on/under, inside/outside. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Toddlers 16 to 36 Months | Help with home and class routines that keep things clean. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers 16 to 36 Months | Understand roles of various people in the community. | |||
| Ages 3 to 4 years | Name family members by relationship (such as father, sister, cousin, auntie, etc.). | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Ages 3 to 4 years | Make a drawing of own family as the child sees it. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Ages 3 to 4 years | Recognize whose parent is whose when parents come for their children or in photos of each others' families. | |||
| Ages 3 to 4 years | Take on family roles in play, identify how each person should behave and act out the part for a brief time. Enjoy changing roles. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Describe family members and understand simple relationships (such as, “Marika is my sister.”) | Social-Communication | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Ages 4 to 5 years | Adopt the roles of different family members during dramatic play. Plan what each role does and then enact it. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Draw own family, as the child understands it. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Ages 4 to 5 years | Ask questions about similarities and differences in other people (such as language, hair style, clothing). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Ages 4 to 5 years | Talk about the past and the future, such as what the child did this morning and what his or her family will do this weekend. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Ages 4 to 5 years | Recognize some people in the community by their jobs (such as grocery store clerk, bus driver, doctor). | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Ages 4 to 5 years | Enjoy taking the roles of different jobs in pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Talk about what the child wants to be when he or she grows up. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Ages 4 to 5 years | Play store or restaurant, with empty food containers, receipts, etc. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Match objects to their normal locations (for example, a stove in the kitchen, a bed in the bedroom, a tree in the forest). | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| Ages 4 to 5 years | Recognize where he or she is when traveling in familiar areas, most of the time. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Ages 4 to 5 years | Recognize that roads have signs or a name, and houses and apartments usually have numbers to help identify their locations. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Age 5 and Kindergarten | Learn concepts of fairness and respect for the rights and opinions of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Age 5 and Kindergarten | Know the people who carry out the rules at school and in the community (principal, teacher, crossing guards, bus drivers, firefighters, etc.). | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Age 5 and Kindergarten | Enjoy comparing past and present events, such as holidays. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Arts | ||||
| Young Infants Birth to 11 Months | Gaze at pictures, photos and mirror images. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Young Infants Birth to 11 Months | Show interest in sounds, tones, voices, music, colors and shapes. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants Birth to 11 Months | Notice and move to music and/or rhythms. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Infants 9 to 18 Months | Try a variety of art materials, such as paint, crayons, markers, play dough, clay. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Infants 9 to 18 Months | Try a variety of sound sources, such as rattles, bells, drums. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Infants 9 to 18 Months | Show interest in sounds, tones, voices, music, colors and shapes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Infants 9 to 18 Months | Enjoy rhythms and movement. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Use a variety of materials to express self, such as paint, crayons and musical instruments. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Toddlers 16 to 36 Months | Sing and make up simple songs and/or music with instruments. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Explore various ways of moving the body with and without music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Imitate movement after watching others perform games or dance. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers 16 to 36 Months | Act out familiar stories or events. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Draw something familiar. Begin to draw representational figures. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Ages 3 to 4 years | Do beadwork with appropriately sized beads. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Ages 3 to 4 years | Play make-believe with dolls, toy animals and people. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 3 to 4 years | Dance, sing, drum, use rattles, draw or paint. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 3 to 4 years | Look at artwork from different cultures. | |||
| Ages 4 to 5 years | Show an increasing ability to use art materials safely and with purpose. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Ages 4 to 5 years | Understand that different art forms (such as dance, music or painting) can be used to tell a story. | |||
| Ages 4 to 5 years | Express self through art and music. Take pride in showing others own creations ("Look at my picture.") | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Express self through art and music. Take pride in showing others own creations ("Look at my picture.") | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Ages 4 to 5 years | Use a variety of materials to create representations of people and things (such as drawing a person showing two to four body parts). | Literacy | E. Writing | 2.1 Makes representational drawings |
| Ages 4 to 5 years | Show creativity and imagination. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Ages 4 to 5 years | Hum or move to the rhythm of recorded music. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Ask to sing a particular song. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Remember the words to a familiar song. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Enjoy participating in a variety of music activities, such as listening, singing, finger plays, chants, playing musical instruments, games and performances. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Enjoy learning songs and dances from other cultures. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Watch other children dance; try to mimic the movements. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Express feelings through movement and dancing in various musical tempos and styles. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Ages 4 to 5 years | Perform simple elements of drama (such as audience, actors). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Ages 4 to 5 years | Participate in dramatic play activities (such as acting out familiar activities, stories or events from own life). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Age 5 and Kindergarten | Learn ways to create artwork. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Age 5 and Kindergarten | Share ideas and explain own artwork to others. Talk about what was done and why. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Age 5 and Kindergarten | Explore the voice, body and instruments. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Age 5 and Kindergarten | Be attracted to different kinds of music. | |||
| Age 5 and Kindergarten | Start to develop singing and playing skills and techniques. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Age 5 and Kindergarten | Develop skills for movement. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Age 5 and Kindergarten | Develop skills for movement. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Age 5 and Kindergarten | Develop skills for movement. | Gross Motor | B. Movement and Coordination | 7. Skips |
| Age 5 and Kindergarten | Join in creative dramatics, storytelling, puppetry and pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |