# Curriculum

## Growing

For use after the AEPS®-3 Test, this activity-based, multitiered curriculum helps professionals support every child’s development with differentiated instruction in eight developmental areas: Fine Motor, Gross Motor, Adaptive, Social-Emotional, Social-Communication, Cognitive, Literacy, and Math. The AEPS®-3 Curriculum is divided into three levels—Beginning, Growing, and Ready—so that children with different developmental needs can participate in the same activity or routine. This growing curriculum volume covers skills that typically appear during the toddler years (from 18 months to 3 years of age).

### Contents
1. **About the Authors** 
2. **AEPS®-3 Curriculum Organization and Use**  
   - AEPS®-3 Curriculum Foundations and Framework  
   - AEPS®-3 Curriculum Content and Organization  
   - Deciding What to Teach  
   - Deciding How to Teach  
   - Progress Monitoring  
3. **AEPS®-3 Curriculum Growing Routines and Activities**  
   - Active & Outdoor Play  
   - Arrival & Departure  
   - Art  
   - Bath Time  
   - Block Play  
   - Circle Time  
   - Diapering, Toileting, & Handwashing  
   - Dramatic Play  
   - Dressing  
   - Field Trips
   - Math  
   - Meals & Snacks  
   - Music & Movement  
   - Nap & Sleep  
   - Science  
   - Sensory  
   - Technology  
   - Writing

### About the Authors
#### Diane Bricker, Ph.D.
Professor Emerita and Former Director, Early Intervention Program, Center on Human Development, University of Oregon, Eugene.

#### Carmen Dionne, Ph.D.
Chairholder, United Nations Educational, Scientific and Cultural Organization (UNESCO), and Lecturer, Department of Psychoeducation, University of Québec at Trois-Rivières, Canada.

#### Jennifer Grisham, Ed.D.
Professor and Director, Early Childhood Laboratory School, Department of Early Childhood, Special Education, and Counselor Education, College of Education, University of Kentucky, Lexington.

### AEPS-3 Curriculum Foundations and Framework
The AEPS-3 Curriculum is grounded in established contemporary early childhood developmental theory as well as recommended practices in early intervention and early childhood special education (EI/ECSE). It directly links assessment, goal/outcome development, teaching/intervention, and progress monitoring.

### Multi-tiered System of Support
The AEPS-3 Curriculum addresses the need for a continuum of differentiated strategies to effectively serve diverse groups of young children. It helps teams differentiate approaches or levels of support for young children with diverse needs.

### Evidence-based Strategies
The curriculum incorporates evidence-based teaching/intervention practices defined as practices and programs shown by high-quality research to have meaningful effects on student outcomes.

### Skills Matrix (Appendix B)
The AEPS-3 Skills Matrix spotlights individual skills by showing functional application across all routines and activities. Appendix A contains additional resources and supplementary resources for each individual routine and activity.