AK AEPS-3 Alignment
aeps3
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH State of Alaska Early Learning Guidelines
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with the State of Alaska Early Learning Guidelines
This document aligns the content from the State of Alaska Early Learning Guidelines [2020] 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. Alaska Department of Education and Early Development and State of Alaska Department of Health and Social Services. (2020). State of Alaska Early Learning Guidelines. Retrieved from: https://www.alaskaelg.org/
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 January 2023
Babies: 0–9 Months
| Babies: 0–9 Months | ||||
|---|---|---|---|---|
| Domain 1: Physical wellbeing, health, and motor development | ||||
| Goal 1: Children engage in a variety of physical activities | ||||
| BABIES MAY | Demonstrate reflexes such as grasping a finger and toes fanning when bottom of foot is stroked. | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| BABIES MAY | Learn how to self sooth with sucking and responds to signals for sleep (learns to sleep in bassinet, cradle or crib). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| BABIES MAY | Use new skills in different ways. For example, learns the pincer grasp and uses it on many different materials. | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Goal 2: Children demonstrate strength and coordination of gross motor skills | ||||
| BABIES MAY | Open and close fingers. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| BABIES MAY | Gain control of arm and leg movements. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| BABIES MAY | Kick legs and bat at dangling objects with hands. | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| BABIES MAY | Reach for feet and bring them to mouth. | Gross Motor | A. Body Control and Weight Transfer | 4.2 Regains balanced, upright sitting position after reaching across body |
| BABIES MAY | Transfer objects from hand to hand. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| BABIES MAY | Clap hands. | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| BABIES MAY | Roll over. | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| BABIES MAY | Once able to roll over, lift head and chest while on tummy. | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| BABIES MAY | Move into sitting position. | Gross Motor | A. Body Control and Weight Transfer | 5.2 Maintains sitting position in chair |
| BABIES MAY | Sit with support and later, sit without support. | Gross Motor | A. Body Control and Weight Transfer | 4.5 Sits balanced using hands for support |
| BABIES MAY | Rock back and forth on hands and knees and later, crawl. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Goal 3: Children demonstrate stamina and energy in daily activities | ||||
|---|---|---|---|---|
| BABIES MAY | Show alertness during waking periods, which increases with age. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| BABIES MAY | Cry persistently until needs are met. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| BABIES MAY | Lift head, make facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| BABIES MAY | Initiate active play, exploring and interacting with environment. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| BABIES MAY | Sustain physical activity for at least three to five minutes at a time (recognizing the unique capabilities of the child). | Gross Motor | B. Movement and Coordination | All |
| BABIES MAY | Sustain strength for increased periods of time as child ages. | Gross Motor | B. Movement and Coordination | All |
| Goal 4: Children demonstrate strength and coordination of fine motor skills | ||||
| BABIES MAY | Track objects with eyes. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| BABIES MAY | Grasp caregivers' fingers. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| BABIES MAY | Consistently 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 |
| BABIES MAY | Grasp objects with fingers and palm. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| BABIES MAY | Transfer small objects from hand to hand. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| BABIES MAY | Pick up object with thumb and forefinger. | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Goal 5: Children use their senses of sight, hearing, smell, taste and touch to guide and integrate their learning and interactions (Sensorimotor Skills) | ||||
|---|---|---|---|---|
| BABIES MAY | Respond by turning toward lights, sound, movement, and touch. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Focus eyes on near and far objects. | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| BABIES MAY | Enjoy gentle swinging and rocking. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.1 Responds appropriately to soothing by peer |
| BABIES MAY | Enjoy seeing themselves in the mirror. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| BABIES MAY | Calm with caregiver assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| BABIES MAY | Explore the environment with mouth and hands. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Listen to music, nature and animal sounds. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Move objects from one hand to the other. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Goal 6: Children practice health skills and routines | ||||
| BABIES MAY | Relax during bathing routines. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| BABIES MAY | Respond to talking during diaper changing routines. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| BABIES MAY | Allow you to wipe their gums after feeding. | Adaptive | A. Eating and Drinking | ALL |
| BABIES MAY | Indicate anticipation of feeding on seeing breast, bottle, or food. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| BABIES MAY | Assist caregiver with holding bottle, later grasps a cup, then eats with fingers. | Adaptive | A. Eating and Drinking | 5.2 Takes in appropriate amount of liquid and returns cup to surface |
| BABIES MAY | Demonstrate increasing ability to self-soothe and fall asleep. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Goal 7: Children Eat a Variety of Nutritious Foods | ||||
|---|---|---|---|---|
| BABIES MAY | Breast feed or bottle feed, (family preference). | Adaptive | A. Eating and Drinking | 4.2 Drinks from container held by adult |
| BABIES MAY | Regulate when, how much, and how fast they eat. | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite2 |
| BABIES MAY | Begin to try a variety of nutritious foods from all food groups, after 6 months of age. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| BABIES MAY | Explore food with fingers, after 6 months. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| BABIES MAY | Show interest in new foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Goal 8: Children are kept safe, and learn safety rules | ||||
| BABIES MAY | Respond to danger cues from caregivers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Understand difference between primary caregivers and strangers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Domain 2: Social & emotional development | ||||
|---|---|---|---|---|
| Goal 9: Children develop positive relationships with adults | ||||
| BABIES MAY | Quiet when comforted. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| BABIES MAY | Show preference for familiar adults (reaches for mom when she comes home). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| BABIES MAY | Establish and maintain interactions with adults (cries out and then laughs when adult responds.) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| BABIES MAY | Imitate familiar adults (smiles when adult smiles). | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| BABIES MAY | Engage in simple back and forth interactions with a familiar adult (Peek-a-Boo, touches face, makes sounds to engage, follows the gaze of an adult to an item). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Goal 10: Children develop positive relationships with other children | ||||
| BABIES MAY | Show interest in and imitate other babies. | Social-Communication | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| BABIES MAY | Recognize children (vocalizes when familiar child enters room). | Social-Communication | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| BABIES MAY | Respond positively to other children (smiles and laughs). | Social-Communication | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| BABIES MAY | Play near other children (solitary and parallel play.) | Social-Communication | C. Interactions with Peers | 1.3 Plays near one or two peers |
| BABIES MAY | Respond to upset child (becomes upset when another child cries). | Social-Communication | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| BABIES MAY | Engages in back and forth interactions (one baby splashes water and the other baby laughs and then splashes water). | Social-Communication | C. Interactions with Peers | 1. Maintains interaction with peer |
| Goal 11: Children demonstrate awareness of behavior and its effects | ||||
| BABIES MAY | Respond by quieting, smiling, cooing at loved ones and others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| BABIES MAY | Engage in simple back and forth playful interactions with parent/caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| BABIES MAY | Explore face and other body parts of others (touch caregiver ears, hair, hands). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Vocalize to caregivers for assistance, attention or need for comfort. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Goal 12: Children participate positively in group activities | ||||
|---|---|---|---|---|
| BABIES MAY | Look at, reach out, or explore others and shows recognition by smiling, reaching, and/or making sounds. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| BABIES MAY | Focus briefly on other children and adults in family and community gatherings. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Goal 13: Children adapt to diverse settings | ||||
| BABIES MAY | Actively observe surroundings. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Show recognition of a new setting by changing behavior (look to parent for response). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Explore new settings with guidance from caregiver. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 14: Children demonstrate empathy for others | ||||
| BABIES MAY | Watch and observe adults and children. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Smile when they see a smiling face. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | May cry when another child cries. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | With assistance begin to notice animals and plants in nature/outdoors. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Goal 15: Children recognize, appreciate, and respect similarities and differences in people | ||||
| BABIES MAY | Focus on primary caregivers, family for periods that grow longer as the child ages. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult’s affective tone |
| BABIES MAY | Distinguish primary caregivers from others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Track activity of other children and move toward others. May reach out to touch other children’s face, hair, etc. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Goal 16: Children show awareness of their unique self | ||||
|---|---|---|---|---|
| BABIES MAY | Vocalize to caregivers for assistance, attention, or need for comfort. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Explore own body (observes hands, reaches for toes). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore the face and other body parts of others (touches caregivers' ears, hair, hands). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Listen and respond by quieting, smiling, cooing, gestures, or vocalizations when name is spoken. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Show preference for primary caregivers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Identify familiar objects (bottle, blanket.) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| BABIES MAY | Smile at self in mirror. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | Notice and explore hands, eventually becoming aware they are attached and they can be controlled to do things. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Point or moves toward desired people or objects. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Play with one object more often than others. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| BABIES MAY | Repeat a motion or noise to see if outcome is the same. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| BABIES MAY | Indicate preferences by accepting or refusing certain foods. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Goal 17: Children demonstrate belief in their abilities to control motivation, behavior and social environment | ||||
| BABIES MAY | Repeat a sound or gesture that creates an effect (repeatedly shakes a rattle). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| BABIES MAY | Recognize that adults respond to his/her needs when expressed (is picked up when arms are raised toward adult) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Explore environment, at first in close contact with caregiver and then farther away from caregiver as child grows. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Smile when succeeding in a task/activity. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Goal 18: Children understand and follow rules and routines | ||||
|---|---|---|---|---|
| BABIES MAY | Develop increasing consistency in sleeping, waking, and eating patterns. | Adaptive | All | All |
| BABIES MAY | Participate in routine interactions (quiet body when picked up, cooperates in dressing). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| BABIES MAY | Anticipate routine interactions (lift arms toward caregiver to be picked up). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Goal 19: Children regulate their feelings and impulses | ||||
| BABIES MAY | Signal needs with sounds or motions (cry when hungry or reach for wanted object of comfort). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Relax or stop crying when comforted (when swaddled or spoken to softly). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Comfort self by clutching, sucking, or stroking when tired or stressed (calm while stroking or holding soft blanket). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| BABIES MAY | Communicate need for support or help from adults (hold out arms when tired). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 20: Children express appropriately a range of emotions | ||||
| BABIES MAY | Cry, use other vocalizations, facial expressions, or body language to express emotions and to get needs met. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| BABIES MAY | Frown in response to discomfort or inability to do something. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Smile, wave, or laugh in response to positive adult interaction. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Goal 21: Children demonstrate awareness of family characteristics and functions | ||||
| BABIES MAY | Kick legs and squeal when familiar adult appears. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Initiate contact with caregivers. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| BABIES MAY | Develop and maintains trusting relationships with primary caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Goal 22: Children demonstrate awareness of their community, human interdependence, and social roles | ||||
|---|---|---|---|---|
| BABIES MAY | Begin to watch other children. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Reach out to touch other children or grab their toys. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Goal 23: Children demonstrate civic responsibility | ||||
| BABIES MAY | Look to caregivers for assistance and guidance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 24: Children demonstrate awareness and appreciation of their own and others' cultures | ||||
| BABIES MAY | Demonstrate an interest in themselves (observing themselves in a mirror, looking at their own hands and feet). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | Use gestures to communicate their interest in objects and people. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Smile when someone familiar smiles at them. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | Focus their attention on others and engage in interactions. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| BABIES MAY | Kick their legs or reach with their arms when they see a familiar person. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Actively explore the similarities and differences among people by feeling their hair, touching their faces, watching their facial expressions, listening to their voices. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Domain 3: Approaches to learning | ||||
|---|---|---|---|---|
| Goal 25: Children show curiosity and interest in learning | ||||
| BABIES MAY | Show interest in people by changing behavior. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | React to new voices or sounds by turning in the direction of sound. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Show interest, explore, manipulate, or stare at new objects in the environment. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Use all senses to explore the environment (reaching out to touch rain). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 26: Children persist when facing challenges | ||||
| BABIES MAY | Establish eye contact with caregiver(s). | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| BABIES MAY | Recognize caregivers and show emotion. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| BABIES MAY | Examine a face, toy, or rattle for brief period of time. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Repeat simple motions or activities (swats at mobile, consistently reaches for objects). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Goal 27: Children demonstrate initiative | ||||
| BABIES MAY | Engage in and actively explore new and familiar surroundings. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Engage familiar adults and children in interactions (smiling, approaching, not withdrawing). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Goal 28: Children approach daily activities with creativity and Imagination | ||||
| BABIES MAY | Inspect own hands and feet by mouthing. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Mouth, shake, bang, drop, or throw objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Change behaviors and responses based on other's expressions and motions. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 29: Children learn through play and exploration | ||||
|---|---|---|---|---|
| BABIES MAY | Track people and objects by moving his/her head as adult or object moves. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| BABIES MAY | Behave in consistent ways to elicit desired response (kick a mobile). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Play games with primary caregiver that involves repetition (peak-a-boo). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| BABIES MAY | Experiment to see if similar objects will cause similar responses (shake a stuffed animal in the same way as a rattle to hear noise). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| BABIES MAY | Use senses to explore objects and toys. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Domain 4: Cognition and general knowledge | ||||
|---|---|---|---|---|
| Goal 30: Children gain reasoning and critical thinking | ||||
| BABIES MAY | Bang a block (or other object) on the floor repeatedly to hear the sound it makes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| BABIES MAY | Explore objects and materials in different ways (mouthing, reaching for, or hitting, banging, and squeezing them). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | After repeated experiences with the same objects and persons, sometimes remembers that unseen objects are still there (remembering that a pacifier is under the blanket). | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| BABIES MAY | Shake different toys to see if they make a noise (stuffed animal, rattle). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Goal 31: Children find multiple solutions to questions, tasks, problems, and challenges | ||||
| BABIES MAY | Reach for a toy or object that has rolled away. | Fine Motor | A. Reach, Grasp, and Release | ALL |
| BABIES MAY | Seek assistance from caregiver to solve a problem by using vocalizations, facial expressions, or gestures. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 32: Children use symbols to represent objects | ||||
| BABIES MAY | Locate an object that has been hidden from view. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Goal 33: Children can distinguish between fantasy and reality | ||||
| BABIES MAY | Make animal sounds. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Goal 34: Children demonstrate knowledge of numbers and counting | ||||
| BABIES MAY | Understand the concept of “more” in reference to food or play. | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| BABIES MAY | Hold two objects, one in each hand. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| BABIES MAY | Gesture for “more” when eating. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Goal 35: Children demonstrate knowledge of measurement: size, volume, height, weight, and length | ||||
|---|---|---|---|---|
| BABIES MAY | Explore the size and shape of objects through various means (banging, mouthing, dropping, etc.). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore volume as they wrap their fingers around an object or an adult's finger. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore weight as they pull a toy toward themselves. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore speed by moving hands or legs. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 36: Children sort, classify, and organize objects | ||||
| BABIES MAY | Classify informally as they recognize items as similar ("Things I can hold"). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| BABIES MAY | Explore the size and shape of objects (banging, mouthing, dropping, etc.). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| BABIES MAY | Follow daily routines or patterns, such as being fed and then going to sleep. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| BABIES MAY | Enjoy and begin to anticipate repetition, such as playing a peek-a-boo game or hearing a familiar song each time they are diapered. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Goal 37: Children collect information through observation and manipulation | ||||
| BABIES MAY | Turn head toward sounds or voices. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Explore objects by holding, mouthing, dropping, etc. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Observe objects in the environment briefly. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 38: Children make predictions and experiment | ||||
| BABIES MAY | Investigate new phenomena (reaches out to touch rain). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Actively use one or more senses to explore the environment (touch, sight, smell, taste, hearing). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Goal 39: Children observe and describe the natural world | ||||
| BABIES MAY | Respond to plants, animals, and other people in the environment (reach for caregiver, grab a flower, point and squeal at a dog). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| BABIES MAY | Observe sun and clouds. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Goal 40: Children differentiate between events that happen in the past, present, and future | ||||
| BABIES MAY | Begin to show he/she expects familiar routines. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| BABIES MAY | Recognize the beginning and end of an event (claps at the end of a song). | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Goal 41: Children demonstrate awareness of location and spatial relationships | ||||
| BABIES MAY | Explore the size and shape of objects through various means (banging, mouthing, dropping, etc.). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore the way objects move by tracking objects with their eyes and head. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Explore their spatial sense through movement, both involuntary and voluntary (being picked up, scooting, and pulling up). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 42: Children demonstrate knowledge of the relationship among people, places and geography | ||||
| BABIES MAY | Show caution around strangers or new events. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 43: Children demonstrate awareness of economic concepts | ||||
| BABIES MAY | Depend on others to provide for wants and needs. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Goal 44: Children demonstrate awareness of the relationship between humans and the environment | ||||
| BABIES MAY | Respond to familiar people and objects in a way that is different from the way they respond to unfamiliar people or objects. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 45: Children use technology appropriately | ||||
|---|---|---|---|---|
| BABIES MAY | Use their bodies as “tools” (reaching out and grasping to get a rattle). | Fine Motor | A. Reach, Grasp, and Release | All |
| BABIES MAY | Show interest in technology (turns toward a ringing telephone or speakers where music is playing). | Fine Motor | D. Use of Electronic Devices | All |
| Goal 46: Children use creative arts to express and represent what they know, think, believe, or feel | ||||
| BABIES MAY | Attend to bright and/or contrasting colors. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| BABIES MAY | Imitate by babbling during or after an adult sings or chants. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Move bodies with some intent and control. | Gross Motor | B. Movement and Coordination | ALL |
| BABIES MAY | Show curiosity and explore sensory materials; enjoy feeling various pleasing sensations and textures. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Use objects as tools to make sounds, (banging blocks together with adult help). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Goal 47: Children demonstrate understanding and appreciation of creative arts | ||||
| BABIES MAY | Respond to music by listening and moving their heads, arms, and legs. | Gross Motor | B. Movement and Coordination | All |
| BABIES MAY | Make eye contact with singers. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| BABIES MAY | Gaze at pictures, photographs, and mirror images. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
Domain 5: Communication, language, and literacy
| Domain 5: Communication, language, and literacy | ||||
|---|---|---|---|---|
| Goal 48: Children demonstrate understanding of social communication | ||||
| BABIES MAY | Study caregiver’s face. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| BABIES MAY | Show preference for familiar human voices to other sounds (animal sounds). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Pay attention to what the speaker is looking at or pointing to. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| BABIES MAY | Vocalize or gesture in response to another person’s voice or gesture. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Quiet/calm body movement at the sound of a recognized caregiver’s voice. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Shift listening attention to a variety of sounds (caregiver’s singing/words/making environmental sounds to attract baby). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Use eyes and move head to look for caregiver’s voice | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Begin to anticipate caregiver’s actions in routine game (shows excitement when hearing “peek a boo”). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| BABIES MAY | Start to respond to their name when called by looking and smiling at caregiver. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| BABIES MAY | Make sounds/facial expressions/gestures to communicate feelings such as giggles, laughs, squeals, screech to show excitement, joy, discomfort. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Change volume and pitch to convey meaning. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| BABIES MAY | Play with speech sounds in crib or during quiet time. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| BABIES MAY | Imitate words and/or beginning sign (simple greetings, sign for more) and gestures. Start to wave “bye” with support. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BABIES MAY | Participate in turn-taking during one-on-one communication by making sounds or using words. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Goal 49: Children listen and understand communication (receptive language) | ||||
|---|---|---|---|---|
| BABIES MAY | Startle to loud and unexpected sounds. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| BABIES MAY | Alert to sounds and older infant will turn to locate source of a sound. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Turn to look toward caregiver calling their name. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Recognize songs by smiling, singing or joining in finger play or body movements. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Follow early directions, such as “Give me the block” (caregiver may extend hand). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| BABIES MAY | Respond to voices by quieting or calming | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| BABIES MAY | Respond differently to familiar and unfamiliar voices | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Look for sound source (hears a dog bark and looks for dog). | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| BABIES MAY | Start to respond differently to firm voice vs. playful voice. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Turn to look at familiar object when it is named. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| BABIES MAY | Imitate adult actions that go along with simple songs, rhymes and traditional songs (“Row, row, row your boat”). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Follow single-step directions (“Please bring me the ball.”). | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Goal 50: Children communicate their thoughts, feelings and ideas with others (expressive language) | ||||
|---|---|---|---|---|
| BABIES MAY | Cry when hungry or uncomfortable. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| BABIES MAY | Have cries varying in pitch, length, and volume to indicate different needs (hunger, pain, discomfort). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| BABIES MAY | Join in singing songs using rhythm of actual words. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Play with speech sounds in crib or during quiet time. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| BABIES MAY | Make facial expressions, gestures and changes tones. | Social-Communication | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| BABIES MAY | Coo, make vowel sounds and progress to babbling. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| BABIES MAY | Babble using two-lip sounds such as: “p,” “b,” and, “m” followed by a vowel sound (“Ba ba ba da da da...”). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| BABIES MAY | Begin to combine sounds together consistently to indicate a few specific objects or people (e.g. “baba” for bottle). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| BABIES MAY | Combine vocalizations and gestures (“uh” and pat mother’s chest to request nursing). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| BABIES MAY | Enjoy playing back-and-forth games with caregiver using sounds. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Show beginning sound awareness by reacting differently to different sounds. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| BABIES MAY | Imitate vocalizations and sounds. | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| BABIES MAY | Recite last word of familiar rhymes, with assistance. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BABIES MAY | Imitate sounds when looking at words in a book. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| BABIES MAY | Pay attention to and/or pat pictures in book with help of caregiver. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| BABIES MAY | Explore physical features of books by touching, flipping through board book pages, patting or putting in the mouth, (chews on cloth books). | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| BABIES MAY | Use interactive books, with assistance (opens flaps on flap books, feels soft fur). | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| BABIES MAY | Identify familiar people and objects in photographs (pats picture when asked “Where is Grandma?”). | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| BABIES MAY | Enjoy books about daily routines (eating, toileting). | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| BABIES MAY | Hand or offer book to an adult to read. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| BABIES MAY | Show recognition of certain preferred or favorite books. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| BABIES MAY | Focus attention for short periods of time when looking at books. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| BABIES MAY | Show pleasure when read to (smiles, vocalizes). | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Goal 52: Children use writing for a variety of purposes | ||||
| BABIES MAY | Enjoy exploring a variety of sensations and materials with their hands (for example, using a finger to make a mark in soft food item or smearing food on tray). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| BABIES MAY | Develop a grasp to pick up and drop toys, start to transfer toys and objects from one hand to other (early developmental precursors to grasping writing tools). | Fine Motor | A. Reach, Grasp, and Release | All |
| BABIES MAY | Experiment with grasp when using different writing tools (crayon, paint brush, marker). | Literacy | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| BABIES MAY | Focus on marks on paper. | Literacy | C. Mechanics of Writing | 1.4 Scribbles |
| BABIES MAY | Make marks on paper with a variety of writing tools (fingerpaints, paintbrush) without regard to location. | Literacy | C. Mechanics of Writing | 1.4 Scribbles |
| BABIES MAY | Scribble on paper spontaneously. | Literacy | C. Mechanics of Writing | 1.4 Scribbles |
Mobile Babies: 9–18 Months
| Domain 1: Physical wellbeing, health, and motor development | ||||
|---|---|---|---|---|
| Goal 1: Children engage in a variety of physical activities | ||||
| MOBILE BABIES MAY | Participate in simple movement games (for example, baby anticipates being lifted during the same line in songs). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| MOBILE BABIES MAY | Show excitement when new toys and objects are used in play. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Goal 2: Children demonstrate strength and coordination of gross motor skills | ||||
| MOBILE BABIES MAY | Pull up self to standing, holding on to something or someone; later stand independently. | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| MOBILE BABIES MAY | Walk holding on to furniture, then later as the primary means of moving around. | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| MOBILE BABIES MAY | Enjoy pushing and pulling objects. | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| MOBILE BABIES MAY | Throw objects while maintaining balance. | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| MOBILE BABIES MAY | Stoop over to explore things on the ground. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| MOBILE BABIES MAY | Squat and stand back up again while maintaining balance. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| MOBILE BABIES MAY | Crawl or climb stairs, with assistance. | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Goal 3: Children demonstrate stamina and energy in daily activities | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Crawl, scoot, or crab walk. Look for the body moving in a coordinated movement one side then the other as opposed to a baby just pulling with arms and dragging legs behind. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| MOBILE BABIES MAY | Be eager to pull up and stand. | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| MOBILE BABIES MAY | Enjoy walking with support such as cruising along furniture or holding on to fingers. | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| MOBILE BABIES MAY | Enjoy walking with support such as cruising along furniture or holding on to fingers. | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| MOBILE BABIES MAY | Enjoy walking with support such as cruising along furniture or holding on to fingers. | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| MOBILE BABIES MAY | Be eager to climb up and down on furniture. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| MOBILE BABIES MAY | May climb out of crib. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| MOBILE BABIES MAY | Show persistence when crawling, walking or running. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| MOBILE BABIES MAY | Show persistence when crawling, walking or running. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| MOBILE BABIES MAY | Show persistence when crawling, walking or running. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| MOBILE BABIES MAY | Show persistence when crawling, walking or running. | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| MOBILE BABIES MAY | Run with increasing speed and over greater distances. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| MOBILE BABIES MAY | Be on the move for longer periods of time. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Goal 4: Children demonstrate strength and coordination of fine motor skills | ||||
| MOBILE BABIES MAY | Mimic hand clapping or a good-bye wave. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| MOBILE BABIES MAY | Point with one finger. | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| MOBILE BABIES MAY | Empty objects from containers. | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| MOBILE BABIES MAY | Turn pages of large books, often turning multiple pages at the same time. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| MOBILE BABIES MAY | Stack 2-3 small square blocks. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| MOBILE BABIES MAY | Make marks on paper with large writing/ drawing implements (thick pencil, crayon, marker). | Fine Motor | C. Mechanics of Drawing | 1.4 Scribbles |
| Goal 5: Children use their senses of sight, hearing, smell, taste, and touch to guide and integrate their learning and interactions (sensory motor skills) | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Coordinate eye and hand movements (puts objects into large container). | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| MOBILE BABIES MAY | Explore and responds to different surface textures (hard top tables, soft cushions). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| MOBILE BABIES MAY | Accept new flavors and textures in food. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| MOBILE BABIES MAY | Explore making sounds with instruments such as pianos/keyboards, horns, drums. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Practice small motor strength in areas other than fingers (sounds with tongue, tip toes, kisses). | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Goal 6: Children practice health skills and routines | ||||
| MOBILE BABIES MAY | Wash and dry hands, with assistance. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| MOBILE BABIES MAY | Begin to brush gums and teeth with assistance. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| MOBILE BABIES MAY | Indicate needs and wants such as hunger or a dirty diaper. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| MOBILE BABIES MAY | Start to wean off pacifier (if used). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| MOBILE BABIES MAY | Go to bed without a bottle. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| MOBILE BABIES MAY | Remove loose clothing (socks, hats, mittens). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Assist with undressing, dressing, and diapering. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Start to drink out of a cup. | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| MOBILE BABIES MAY | Retrieve and put own shoes/coat away upon request. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Begin to clean up after meals with assistance. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 7: Children eat a variety of nutritious foods | ||||
| MOBILE BABIES MAY | Begin to scoop food onto their plates with assistance. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| MOBILE BABIES MAY | Begin to eat finger foods. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| MOBILE BABIES MAY | Feed self with a spoon. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| MOBILE BABIES MAY | Grasp and drink from a cup. | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| MOBILE BABIES MAY | Control how much, how fast, and what foods they eat. | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
Goal 8: Children are kept safe, and learn safety rules
| MOBILE BABIES MAY | React when caregiver says “no” but may need assistance to stop unsafe behavior. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
|---|---|---|---|---|
| MOBILE BABIES MAY | Look to adults before starting an unsafe behavior. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Be able to tell who are his or her main caregivers, and who are strangers. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Domain 2: Social and emotional development | ||||
|---|---|---|---|---|
| Goal 9: Children develop positive relationships with adults | ||||
| MOBILE BABIES MAY | Become upset when separated from familiar adults. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| MOBILE BABIES MAY | Seek comfort from a familiar adult when upset or tired. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| MOBILE BABIES MAY | Respond to adult's verbal greeting (waves and smiles). | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| MOBILE BABIES MAY | Engage with adults during play (puts shapes in shape sorter). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| MOBILE BABIES MAY | Respond positively to adult help most of the time. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| MOBILE BABIES MAY | Use familiar adult as a “secure base” to explore (looks to adult for indication of appropriate and inappropriate behavior). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 10: Children develop positive relationships with other children | ||||
| MOBILE BABIES MAY | Show interest in children (moves closer, offers a toy, vocalizes to get attention of child). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| MOBILE BABIES MAY | Engage in problems regarding possession of items (takes toy, cries when toy is taken). | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| MOBILE BABIES MAY | Imitate another child's behavior or activity (follows, laughs, pounds on drum). | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| MOBILE BABIES MAY | Respond to other children's emotions (when another child is upset child pats upset child's head or back to console). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| MOBILE BABIES MAY | Use gestures and a few words to communicate (says “mine” or “no”). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Trade and shares toys with assistance. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| MOBILE BABIES MAY | Accept adult help to solve problems. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Goal 11: Children demonstrate awareness of behavior and its effects | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Repeat actions many times to cause a desired effect (smile because it makes parent or caregiver smile and laugh). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| MOBILE BABIES MAY | Show understanding that characters from books are connected with certain actions or behaviors (animal books and animal sounds). | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| MOBILE BABIES MAY | Recognize that certain adult actions are associated with expected behavior (I am supposed to go to sleep when an adult puts me in bed). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 12: Children participate positively in group activities | ||||
| MOBILE BABIES MAY | Express joy with other children or when a familiar adult is present. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| MOBILE BABIES MAY | Begin to participate in simple play, side by side with other children. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| MOBILE BABIES MAY | Show increasing interest in family and community gatherings. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Goal 13: Children adapt to diverse settings | ||||
| MOBILE BABIES MAY | Begin to separate from primary caregiver in familiar settings outside home. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| MOBILE BABIES MAY | Begin to explore and play in a range of familiar settings. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| MOBILE BABIES MAY | Initiate simple social interactions with peers. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Goal 14: Children demonstrate empathy for others | ||||
| MOBILE BABIES MAY | Look sad or concerned when another child is crying or upset. May seek adult help or offer a toy or blanket to comfort child. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| MOBILE BABIES MAY | Begin to help other children who are sad or hurt. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| MOBILE BABIES MAY | Begin to explore plants, flowers and other living things through senses (touching, seeing, tasting, smelling, hearing). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 15: Children recognize, appreciate, and respect similarities and differences in people | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Observe body parts and self in mirror. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Focus attention on others. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Notice others' physical characteristics. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Interact with others who are of different ethnic and cultural backgrounds, of different gender, speak other languages or have special needs. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Goal 16: Children show awareness of their unique self | ||||
| MOBILE BABIES MAY | Respond with head turn, gesture or vocalization when name is spoken. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| MOBILE BABIES MAY | Respond or come when called by a familiar adult. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| MOBILE BABIES MAY | Show awareness of self in voice, mirror image, and body. | Cognitive | A. Sensory Exploration | 1.1.1.1.1.1. |
| MOBILE BABIES MAY | Attempt to complete basic daily living tasks (eating, getting dressed). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Show preference for familiar adults and peers. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Point or move toward desired people or objects. | Cognitive | A. Sensory Exploration | 1.1.1.1.1. |
| MOBILE BABIES MAY | Repeat a motion or noise to see if outcome is the same. | Cognitive | D. Reasoning | 2.2.2. |
| MOBILE BABIES MAY | Protest when does not want to do something (arch back when doesn't want to sit in high chair). | Social-Communication | A. Early Social Communication | 4.4.4.4. |
| MOBILE BABIES MAY | Respond to requests for action (claps for the song). | Social-Emotional | A. Interactions with Adults | 2.2.2.2.2. |
| MOBILE BABIES MAY | Point to at least two body parts, when asked. | Social-Communication | B. Communicative Understanding | 2.2.2.2.2. |
| Goal 17: Children demonstrate belief in their abilities to control motivation, behavior and social environment | ||||
| MOBILE BABIES MAY | Explore environment at increasing distances from caregiver, returning for reassurances. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2.2.2.2.2. |
| MOBILE BABIES MAY | Look to caregiver when accomplishing new tasks (standing or walking). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2.2.2.2.2. |
| MOBILE BABIES MAY | Give objects or toys to others (pick up ball, then reach to give it to caregiver). | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Smile and express joy when succeeding in a task/activity. | Social-Communication | A. Early Social Communication | 4.1.4.4. |
| Goal 18: Children understand and follow rules and routines | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Engage in some regular behaviors (sing or babble self to sleep, goes to high chair to be fed.) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| MOBILE BABIES MAY | Follow some consistently set rules and routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Anticipate and follows simple routines, with reminders and assistance (help to pick up and put away blocks at clean-up time). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Begin to understand that change in activities, settings, and routines are part of the day and can be managed with adult support. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Goal 19: Children regulate their feelings and impulses | ||||
| MOBILE BABIES MAY | Look to or seek comfort when distressed and accept comfort from a familiar adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| MOBILE BABIES MAY | Comfort self by clutching, sucking, or stroking when tired or stressed (calm while stroking or holding soft blanket). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Goal 20: Children express appropriately a range of emotions | ||||
| MOBILE BABIES MAY | Respond to emotional cues and social situations (cry when other babies cry). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| MOBILE BABIES MAY | Smile, wave, or laugh in response to positive adult interaction. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Goal 21: Children demonstrate awareness of family characteristics and functions | ||||
| MOBILE BABIES MAY | Show affection (hugs and kisses) to familiar adults. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Address at least two family members by name. | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| MOBILE BABIES MAY | Recognize immediate family members in photographs. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Goal 22: Children demonstrate awareness of their community, human interdependence, and social roles | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Recognize the names of other children. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| MOBILE BABIES MAY | Recognize family members of other children. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Begin to participate in simple parallel play with other children. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Goal 23: Children demonstrate civic responsibility | ||||
| MOBILE BABIES MAY | Follow simple directions. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| MOBILE BABIES MAY | Try out roles and relationships through imitation (smile at self in mirror, plays peek-a-boo). | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| MOBILE BABIES MAY | Request assistance when needed. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Goal 24: Children demonstrate awareness and appreciation of their own and others' cultures | ||||
| MOBILE BABIES MAY | Look to caregivers for assistance, guidance, and safety. Distinguish among familiar and unfamiliar people. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Domain 3: Approaches to learning | ||||
|---|---|---|---|---|
| Goal 25: Children show curiosity and interest in learning | ||||
| MOBILE BABIES MAY | Engage familiar adults and children in interactions (smiling, approaching, not withdrawing). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Express desire to feed self. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| MOBILE BABIES MAY | Select a book, toy, or item from several options. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| MOBILE BABIES MAY | Point to desired people, places, objects and take action. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Show likes and dislikes for activities, experiences, and interactions. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| MOBILE BABIES MAY | Actively resist items or actions that are unwanted. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Goal 26: Children persist when facing challenges | ||||
| MOBILE BABIES MAY | Remember where favorite items are stored. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| MOBILE BABIES MAY | Attempt in self-help activities. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Try different ways of doing things. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| MOBILE BABIES MAY | Focus on caregiver, material or toy (such as a book) for short periods of time. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Goal 27: Children demonstrate initiative | ||||
| MOBILE BABIES MAY | Express desire to feed self. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| MOBILE BABIES MAY | Select a book, toy, or item from several options. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| MOBILE BABIES MAY | Show likes and dislikes for activities, experiences, and interactions. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Goal 28: Children approach daily activities with creativity and imagination | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Imitate action observed in another situation (try to stack blocks after watching another child stack blocks, bang on surface after watching drumming at a cultural event). | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| MOBILE BABIES MAY | Use items differently and creatively (a bucket is turned upside down to build a tower base or to be a drum). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| MOBILE BABIES MAY | Play with dolls, stuffed animals, puppets. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| MOBILE BABIES MAY | Pretend one object is really another (use a wood block as a telephone). | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Goal 29: Children learn through play and exploration | ||||
| MOBILE BABIES MAY | Behave in consistent ways to elicit desired response (kick a mobile). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| MOBILE BABIES MAY | Play games with primary caregiver that involve repetition (peek-a-boo). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| MOBILE BABIES MAY | Experiment to see if similar objects will cause similar responses (shake stuffed animal in the same way as a rattle to hear noise). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| MOBILE BABIES MAY | Display recognition and excitement about game or toys from previous day. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| MOBILE BABIES MAY | Apply knowledge to new situations (bang on bucket instead of drum). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Domain 4: Cognition and general knowledge | ||||
|---|---|---|---|---|
| Goal 30: Reasoning and critical thinking | ||||
| MOBILE BABIES MAY | Show he/she understands cause-and-effect relationships (pushing on a toy truck and watching it roll away). Stacks and then knocks down towers and then stacks them up again. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| MOBILE BABIES MAY | Explore small openings and looks for items to put in the openings, including their fingers. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| MOBILE BABIES MAY | Remember where to find favorite toys, pacifier, blanket. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| MOBILE BABIES MAY | Show an understanding of object permanence, such as reaching under a blanket to retrieve a stuffed animal. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| MOBILE BABIES MAY | Use objects as intended (pushes buttons on toy phone, drinks from cup). Understand how familiar objects are used in combination (spoon in bowl, socks on feet). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Distinguish sounds and combinations of sounds. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| MOBILE BABIES MAY | Follow the edge of objects in space, such as a blanket, bed, or room. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| MOBILE BABIES MAY | Recognize different facial expressions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Goal 31: Children find multiple solutions to questions, tasks, problems, and challenges | ||||
| MOBILE BABIES MAY | Use objects as a means to an end (uses a bucket to transport blocks from one room to another, uses spoon to reach for food). | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| MOBILE BABIES MAY | Solve simple problems independently (by climbing to retrieve an out-of-reach object). | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Goal 32: Children use symbols to represent objects | ||||
| MOBILE BABIES MAY | Recognize people, animals, or objects in pictures or photographs. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Goal 33: Children can distinguish between fantasy and reality | ||||
| MOBILE BABIES MAY | Begin make-believe play (rocking or feeding a baby doll). | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Goal 34: Children demonstrate knowledge of numbers and counting | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Use words or gestures for action phrases (“all gone” and “more”). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Recognize there are one or two of something. | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| MOBILE BABIES MAY | Demonstrate early one-to-one correspondence (filling containers with objects by dropping them in one at a time). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Usually choose a set that has more of something they prefer over a set that has less, when given the option. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| MOBILE BABIES MAY | Create larger and smaller sets of objects by grouping and ungrouping items (placing and removing rings on a vertical peg). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Goal 35: Children demonstrate some knowledge of measurement: Size, volume, height, weight and length | ||||
| MOBILE BABIES MAY | Notice size differences (if large) between two objects (pointing to the bigger ball). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| MOBILE BABIES MAY | Use such words as “big” and “little” to differentiate sizes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| MOBILE BABIES MAY | Explore relative size by trying to squeeze a large object into a smaller container (putting a doll into doll stroller and then trying to fit themselves into the stroller). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Goal 36: Children sort, classify, and organize objects | ||||
| MOBILE BABIES MAY | Identify objects or creatures by recognizing their similarities (canines are “doggies”; all felines are “kitties”). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| MOBILE BABIES MAY | Place similar objects with each other (putting all of the dolls in one pile and all of the cars in another). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| MOBILE BABIES MAY | Repeat some actions, such as filling and emptying containers. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| MOBILE BABIES MAY | Make patterns by repeating songs and rhymes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| MOBILE BABIES MAY | Watch, bounce, or clap to rhythmic sounds or sing-alongs. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Goal 37: Children collect information through observation and manipulation | ||||
| MOBILE BABIES MAY | Use more than one sense at a time (uses sight, touch, and hearing by examining and shaking a toy). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Use another object or person as a tool (expresses the desire to be picked up to reach something, use block to push buttons on a toy). | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Goal 38: Children make predictions and experiment | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Express a sense of wonder about the natural world (reach for objects, put objects in mouth or rub on cheek, roll objects in hands, drop objects on floor). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 39: Children observe and describe the natural world | ||||
| MOBILE BABIES MAY | Explore characteristics of certain living things (pick up an earthworm, try to catch ants). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Enjoy outdoor play. | Social-Emotional | A. Interactions with adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Enjoy playing with water, sand and mud. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 40: Children differentiate between events that happen in the past, present, and future | ||||
| MOBILE BABIES MAY | Show anticipation for regularly scheduled daily events. | Social-Emotional | A. Interactions with adults | 3.2 Follows familiar social routines with familiar adults |
| MOBILE BABIES MAY | Recall information about the immediate past (after eating, says “All done!”). | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Goal 41: Children demonstrate awareness of location and spatial relationships | ||||
| MOBILE BABIES MAY | Explore how differently shaped objects fit or do not fit together (nesting cups or stacking cones). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Explore barriers to movement when not able to walk or push past something. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| MOBILE BABIES MAY | Explore their spatial sense (by bumping into things; squeezing into a tight space; or looking at an adult or a toy from a different angle, when bending over, or with head turned). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Goal 42: Children demonstrate knowledge of the relationship among people, places and geography | ||||
| MOBILE BABIES MAY | Recognize some familiar places (home, store, grandparents’ house). | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Know where favorite toys or foods are stored in own home. | Social-Emotional | A. Interactions with adults | 3.2 Follows familiar social routines with familiar adults |
| Goal 43: Children demonstrate awareness of economic concepts | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Depend on others to provide for wants and needs. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Goal 44: Children demonstrate awareness of the relationship between humans and the environment | ||||
| MOBILE BABIES MAY | Point to, or in some other way indicates, familiar people and objects when they are named. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Express interest in nature (flowers, a breeze, snow). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Recognize trash as trash. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| MOBILE BABIES MAY | Know location of trash can and recycle bin, if available, in own home or learning setting. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 45: Children use technology appropriately | ||||
| MOBILE BABIES MAY | Understand the use of people as “tools” for help (recognizing that an adult can reach an object for them on a high shelf), | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| MOBILE BABIES MAY | Enjoy listening to music. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Enjoy using play technology objects (wind-up toy.) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| MOBILE BABIES MAY | Turn light switch on and off. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Goal 46: Children use creative arts to express and represent what they know, think, believe, or feel | ||||
| MOBILE BABIES MAY | Use sounds and their voice as they play or look at books with adults. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| MOBILE BABIES MAY | Make movements and sounds in response to cues in songs and finger plays. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| MOBILE BABIES MAY | Stand with feet wide apart and sways to the sound of music. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| MOBILE BABIES MAY | Create marks with crayons, paints, and chalk. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| MOBILE BABIES MAY | Enjoy producing music with simple instruments (triangles, tambourines, drums, etc.) | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
Goal 47: Children demonstrate understanding and appreciation of creative arts
| MOBILE BABIES MAY | Recognize and associate a certain song or sound with a particular meaning (hearing a nap-time song and thinking that it's safe, secure, and time to nap). | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
|---|---|---|---|---|
| MOBILE BABIES MAY | Make loud noises just for fun, such as screaming or yelling. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| MOBILE BABIES MAY | Make movements and sounds in response to cues in songs and finger plays. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| MOBILE BABIES MAY | Use facial expressions, sound (vocalizations, clapping), and movement to encourage singers or music to continue. | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
Domain 5: Communication, language, and literacy
| Goal 48: Child demonstrates understanding of social communication | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Respond to simple requests when accompanied by gestures | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| MOBILE BABIES MAY | Identify familiar people or objects when asked to do so. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Combine gestures and single words to communicate thoughts, feelings, or needs (reaches to caregiver when wanting to be held). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Communicate needs through single-word speech and through facial expression, gestures, or actions (points to object desired). | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| MOBILE BABIES MAY | Be able to successfully communicate simple ideas to people who are close and familiar. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Use a small number of real and made-up words that can be understood by familiar adults. | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| MOBILE BABIES MAY | Recognize and respond to mention of own name. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| MOBILE BABIES MAY | Point to or reach for familiar objects when named. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Enjoy listening to short stories. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Enjoy imitation games. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| MOBILE BABIES MAY | Watch for signs of being understood by others and repeat efforts if not initially successful. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Initiate interaction, communication, or conversation with others through gestures, words, and facial expressions (by pointing at objects, requesting a favorite game, speaking or signing a word, sharing a toy or calling attention to an object or person). | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| MOBILE BABIES MAY | Be able to sustain turn taking in play and simple games (rolls ball back and forth several times). | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Goal 49: Children listen and understand communication (receptive language) | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Follow some routine and simple directions with support (“Where is your cup?”). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| MOBILE BABIES MAY | Show understanding of words by appropriate behavior or gesture (“Can you find your dinosaur?”). | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| MOBILE BABIES MAY | Show enjoyment of music and move body to “dance”. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| MOBILE BABIES MAY | Show understanding of more words in the home and family routines (50 to 75 words by 15 months). | Cognitive | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| MOBILE BABIES MAY | Follow early directions, such as “Give me the block” (caregiver may extend hand). | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| MOBILE BABIES MAY | Begin to respond to limits, such as “No!”. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| MOBILE BABIES MAY | Use body movement/gestures when hearing words (Caregiver asks “Want up?” and the child extends their hands up to request being lifted up). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Point to several body parts when asked “Where is your nose?”. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Show understanding of family member names (Child looks toward father when the word “daddy” is mentioned). | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| MOBILE BABIES MAY | Look for objects not present in room (Child runs to other room to find teddy bear when asked). | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| MOBILE BABIES MAY | Point to household objects and pictures in familiar books when asked “Where is the ______?” (16 to 18 months). | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| MOBILE BABIES MAY | Nod head “yes” or shake head “no” when asked a yes/no question. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
Goal 50: Children communicate their thoughts, feelings and ideas with others (expressive language)
| MOBILE BABIES MAY | Say “dada” or “mama” nonspecifically (calls father, mother and caregiver “mama”). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
|---|---|---|---|---|
| MOBILE BABIES MAY | Show interest in imitating sounds and words they hear during play and routines. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| MOBILE BABIES MAY | Enjoy making sounds and combining sounds in babble and strings of jargon using varying intonation. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| MOBILE BABIES MAY | Babble when alone in crib. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| MOBILE BABIES MAY | Use single word speech (one word to communicate message, child says “up” when wanting to be carried by adult) or begin sign language and symbols (“More,” “nurse/bottle, “All done”). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| MOBILE BABIES MAY | Say short telegraphic sentences (“Me go,” or “There Mama”). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| MOBILE BABIES MAY | Take hand or push caregiver to desired areas for assistance. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| MOBILE BABIES MAY | By 18 months use words to refer to or request caregiver (“mama/dada”). | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| MOBILE BABIES MAY | Use words in conjunction with pointing or gesturing (child reaches hands up and says “up” to be picked up). | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| MOBILE BABIES MAY | Say “hi” and “bye” with accompanying waves. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| MOBILE BABIES MAY | Speech sound/articulation errors are frequent. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| MOBILE BABIES MAY | Communication is 25 percent understandable by 18 months. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| MOBILE BABIES MAY | Use 5 to 20 understandable words by 18 months (“Daddy,” “bottle,” “up”) and/or “baby signs” (“more,” “nursing/bottle,” “all gone,” “no,” “all done”). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
Goal 51: Children demonstrate appreciation and enjoyment of reading
| Goal 51: Children demonstrate appreciation and enjoyment of reading | ||||
|---|---|---|---|---|
| MOBILE BABIES MAY | Listen to, participate in and play with a variety of sounds, language, stories, rhymes, poems and songs. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Use sounds, signs or words to identify actions or objects in a book. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| MOBILE BABIES MAY | Verbally imitate adult model and/or names pictures of familiar words when read to. | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| MOBILE BABIES MAY | Point to picture when asked “where is the _____?” | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| MOBILE BABIES MAY | Point at, look intently at, sign, or say name of, or talk about animals, people, or objects in photos, pictures, or drawings. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| MOBILE BABIES MAY | Show increasing attention for short periods of time when read to. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| MOBILE BABIES MAY | Hold a book right side up and turn the pages. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| MOBILE BABIES MAY | Use ‘book babble’ when holding a book to mimic the sound of reading. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| MOBILE BABIES MAY | Demonstrate preference for favorite books. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| MOBILE BABIES MAY | Notice signs (store and restaurant logos). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| MOBILE BABIES MAY | Learn new words and phrases from those frequently heard, either in conversation or in books. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| MOBILE BABIES MAY | Ask for the story to be read again. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| MOBILE BABIES MAY | Answer simple questions about details in the story. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| MOBILE BABIES MAY | Carry books and use for comfort. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
Goal 52: Children use writing for a variety of purposes
| MOBILE BABIES MAY | Be able to use arms to reach across the front of their body in order to make marks or scribbles on large paper on vertical drawing surfaces. | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
|---|---|---|---|---|
| MOBILE BABIES MAY | Imitate other's writing, drawings, or scribbles by making own marks, dots or scribbles. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| MOBILE BABIES MAY | Use simple tools without adult assistance (makes mark on paper with large marker). | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| MOBILE BABIES MAY | Scribble on paper purposefully. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| MOBILE BABIES MAY | Adjust body position to enable writing or drawing on paper. | Gross Motor | A. Body Control and Weight Transfer | 5.1 Sits down in chair |
| MOBILE BABIES MAY | Pretend to write on paper without regard to location or direction. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
Toddlers: 18–36 Months
| Domain 1: Physical wellbeing, health, and motor development | ||||
|---|---|---|---|---|
| Goal 1: Children engage in a variety of physical activities | ||||
| TODDLERS MAY | Try new activities that require physical movement, such as climbing on a chair, without adult assistance. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| TODDLERS MAY | Participate actively in games, dance, outdoor play, and other forms of exercise. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| TODDLERS MAY | Participate in playful and careful rough and tumble with close family or friends. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| TODDLERS MAY | Begin to participate in active games such as hide and seek and tag. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Goal 2: Children demonstrate strength and coordination of gross motor skills | ||||
| TODDLERS MAY | Primarily walk heel to toe, not tip toe. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| TODDLERS MAY | Carry toys or objects while walking. | Fine Motor | A. Reach, Grasp, and Release | 2 (All) |
| TODDLERS MAY | Walk and run, changing both speed and direction; avoid obstacles. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| TODDLERS MAY | Walk and run, changing both speed and direction; avoid obstacles. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| TODDLERS MAY | Walk backwards. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| TODDLERS MAY | Climb in and out of bed or onto a steady adult chair. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| TODDLERS MAY | Enjoy pounding objects (hammers peg with accuracy). | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| TODDLERS MAY | Kick and throw a ball, but with little control of direction or speed. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| TODDLERS MAY | Kick and throw a ball, but with little control of direction or speed. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| TODDLERS MAY | Kick and throw a ball, but with little control of direction or speed. | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| TODDLERS MAY | Jump in place. | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| TODDLERS MAY | Balance on one foot briefly. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| TODDLERS MAY | Bend over easily at the waist, without falling. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| TODDLERS MAY | Walk in a straight line. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| TODDLERS MAY | Walk up and down stairs, not alternating feet, without assistance. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| TODDLERS MAY | Swing a small stick, bat or paddle. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| TODDLERS MAY | Enjoy riding toys they can move by pushing their feet on the ground. | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Goal 3: Children demonstrate stamina in daily activities | ||||
| TODDLERS MAY | Participate actively in games, outdoor play, and other forms of physical movement. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| TODDLERS MAY | Run spontaneously across the room or yard. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| TODDLERS MAY | Engage in unstructured physical activities for at least 60 minutes and up to several hours each day. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Increase physical (aerobic) activity with age to 15 minutes at a time, for at least 30 minutes each day. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Sleep well, awakening rested and ready for daily activities. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Ride trikes or toys by pushing themselves along with their feet on the ground. | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| TODDLERS MAY | Think of ways to encourage activity in daily tasks – let them “help” sweep, put away groceries, fold laundry, check the mail. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 4: Children demonstrate strength and coordination of fine motor skills | ||||
| TODDLERS MAY | Turn book pages one page at a time, most of the time. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| TODDLERS MAY | Scribble with crayons and begins to imitate marks (a circle), uses a paintbrush. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| TODDLERS MAY | Fold blanket, cloth diaper, or paper, with assistance. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| TODDLERS MAY | Pour liquid from small pitcher or cup. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| TODDLERS MAY | Attempt to stack small wooden blocks into a tower 4-6 blocks high. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| TODDLERS MAY | Open doors, with assistance, by turning and pulling doorknobs. | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| TODDLERS MAY | Use spoons and forks (sometimes) appropriately. | Fine Motor | B. Functional Skill Use | 2.2 Grasps small cylindrical object |
| TODDLERS MAY | Work simple “insert” puzzles (completes simple puzzle, uses shape sorter box). | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| TODDLERS MAY | String large beads. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Goal 5: Children use their senses of sight, hearing, smell, taste and touch to guide and integrate their learning and interactions (sensory motor skills) | ||||
| TODDLERS MAY | Respond to music with body movements. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| TODDLERS MAY | Imitate animal sounds and movements. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| TODDLERS MAY | Imitate animal sounds and movements. | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| TODDLERS MAY | Enjoy sensory activities such as playing in the tub or making mud pies. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| TODDLERS MAY | Eat food with a variety of textures. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| TODDLERS MAY | Explore and gather materials of different textures (rocks, sticks, shells, leaves). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Goal 6: Children practice health skills and routines | ||||
|---|---|---|---|---|
| TODDLERS MAY | Use tissue to wipe nose, with assistance. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| TODDLERS MAY | Indicate wet or soiled diaper by pointing, vocalizing, or pulling at diaper when prompted. | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| TODDLERS MAY | Wash and dry hands at appropriate times, with minimal assistance (after diapering/toileting, before meals, after blowing nose). | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| TODDLERS MAY | Drink from an open cup independently. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| TODDLERS MAY | Communicate with caregiver when he/she is not feeling well. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| TODDLERS MAY | Wean from pacifier (if used). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| TODDLERS MAY | Start brushing own hair with assistance. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| TODDLERS MAY | Drink water from a cup before bed; no longer uses a bottle. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| TODDLERS MAY | Cooperate and assist caregiver with tooth brushing. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| TODDLERS MAY | Feed self with spoon. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| TODDLERS MAY | Help put on their shoes and socks. | Adaptive | C. Dressing and Undressing | 2.5 Puts on socks |
| TODDLERS MAY | Help put on their shoes and socks. | Adaptive | C. Dressing and Undressing | 2.6 Puts on shoes |
| TODDLERS MAY | Show interest in toilet training and can use toilet regularly by 36 months, with assistance. | Adaptive | B. Personal Care Routines | 1.2 Has bowel and bladder control |
| TODDLERS MAY | Participate in sleeping routines such as getting and arranging his/her bedtime comfort items. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Clean up after a meal with little assistance. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 7: Children eat a variety of nutritious foods | ||||
|---|---|---|---|---|
| TODDLERS MAY | Begin to recognize and eat a variety of nutritious foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| TODDLERS MAY | Tell the difference between food and non food items. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Make personal food choices among several nutritious options. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| TODDLERS MAY | Try new foods when offered. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| TODDLERS MAY | Consume age-appropriate amounts of nutritious beverages (water, milk, occasional 100% juice). | Adaptive | A. Eating and Drinking | 5.2 Takes in appropriate amount of liquid and returns cup to surface |
| TODDLERS MAY | Scoop foods onto their plates with assistance. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| TODDLERS MAY | Begin to help prepare simple food with assistance (tear lettuce, cut up banana with dull knife. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Goal 8: Children are kept safe, and learn safety rules | ||||
| TODDLERS MAY | Begin to recognize and avoid dangers (hot stoves, sharp knives) but cannot be relied upon to keep safe. | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| TODDLERS MAY | Know to hold caregiver's hand when walking in public places. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| TODDLERS MAY | Begin to identify safe adults. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| TODDLERS MAY | Be mostly willing to wear appropriate clothing for current conditions. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| TODDLERS MAY | Tell an adult when someone hurts him/her or makes him/her feel bad. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Domain 2: Social and emotional development | ||||
|---|---|---|---|---|
| Goal 9: Children develop positive relationships with adults | ||||
| TODDLERS MAY | Looks to adults for help and responds to offers of help from familiar adults (takes hand to walk to car). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| TODDLERS MAY | Follow directions with support ("Let's go brush our teeth."). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| TODDLERS MAY | Initiate interactions with adults (brings favorite book to the adult). | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| TODDLERS MAY | Communicate thoughts and feelings, likes and dislikes ("I want more.", "No"). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | Seek independence (helps with dressing self). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Follow basic safety guidelines (walks with adult when near street). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Goal 10: Children develop positive relationships with other children | ||||
| TODDLERS MAY | Be happy to see other children ("Denali is here!"). | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| TODDLERS MAY | Play side-by-side with children, shares toys (parallel and associative play). | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| TODDLERS MAY | Share and takes turns, with assistance. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| TODDLERS MAY | Indicate preferences and intentions by answering yes/no questions ("Are you finished with that? Are you still using it?"). | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| TODDLERS MAY | Have preferred playmates. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| TODDLERS MAY | Recognize similarities and differences between self and others ("Nyamal doesn't like ham, but I do."). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | Be aware of others' feelings (move towards upset child and offers a toy). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| TODDLERS MAY | Be aware of other children's belongings and space (puts another child's toy in their cubby during clean up). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Imitate roles and relationships through play ("I'm the mom and you're the brother."). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | Use words and gestures to communicate ("Play with me", "Stop"). | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Goal 11: Children demonstrate awareness of behavior and its effects | ||||
| TODDLERS MAY | Show understanding that playing with objects will get adult's attention, which includes both desirable and forbidden objects. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| TODDLERS MAY | Learn consequences of behavior, but may not understand why the behavior justifies the consequence (put away toy toddler is using to hit the wall, but doesn't understand why). | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| TODDLERS MAY | Recognize that behaving with challenging ways will cause corrective action or unhappiness from adults. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Goal 12: Children participate positively in group activities | ||||
| TODDLERS MAY | Follow family routines (meal time behavior). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Show increasing excitement about being in the company of loved ones or trusted adults. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| TODDLERS MAY | Begin to share and take turns, with assistance. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| TODDLERS MAY | Participate in group games (chase, pretend play). | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Goal 13: Children adapt to diverse settings | ||||
| TODDLERS MAY | Separate from primary caregiver in familiar settings outside home. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| TODDLERS MAY | Ask questions or acts in other uncertain ways in unfamiliar settings and environments. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| TODDLERS MAY | Explore and play in a range of familiar settings. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Show comfort in a variety of places with familiar adults (home, community events, store, playground). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Goal 14: Children demonstrate empathy for others | ||||
|---|---|---|---|---|
| TODDLERS MAY | Notice other children who are happy or sad. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| TODDLERS MAY | Demonstrate awareness of feelings during pretend play (comfort a crying baby doll). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | Name emotions experienced by self and others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| TODDLERS MAY | Name emotions experienced by self and others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| TODDLERS MAY | Express how another child might feel ("She is crying and must be sad."). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| TODDLERS MAY | Express interest and excitement about animals and other living things. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Goal 15: Children recognize, appreciate, and respect similarities and differences in people | ||||
| TODDLERS MAY | Begin to play in presence of other children. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| TODDLERS MAY | Ask simple questions about other children. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Goal 16: Children show awareness of their unique self | ||||
| TODDLERS MAY | Test limits and strive for independence. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Recognize and call attention to self when looking in the mirror or at photographs. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| TODDLERS MAY | Identify self and uses own name when asked ("I am a boy." "My name is Rueben."). | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| TODDLERS MAY | Show awareness of being seen by others (exaggerate or repeat behavior when notices someone is watching). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| TODDLERS MAY | Occupy self appropriately for brief periods of time (10 to 15 minutes). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Identify objects as belonging to him or her. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| TODDLERS MAY | Point to and names some of own body parts. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| TODDLERS MAY | Show preference for familiar adults and peers. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| TODDLERS MAY | Show preference for familiar adults and peers. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| TODDLERS MAY | Make choices when given two to three options to choose (what clothes to wear). | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| TODDLERS MAY | Show preference for favorite books, toys, and activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| TODDLERS MAY | Indicate preferences and intentions by answering yes/no questions ("Are you done with that?" "Are you still using it?" "Can José use it now?"). | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Goal 17: Children demonstrate belief in their abilities to control motivation, behavior and social environment | ||||
| TODDLERS MAY | Want to take care of self. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Recognize own accomplishments. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| TODDLERS MAY | Show completed projects (drawing, pile of blocks) to caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| TODDLERS MAY | Act as though she/he is capable of doing new tasks and activities (copies use of adult tools, tries to sweep the floor with an adult sized broom). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Seek help after trying something new or challenging. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Goal 18: Children understand and follow rules and routines | ||||
| TODDLERS MAY | Test limits and strive for independence. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Anticipate and follow simple routines, with reminders and assistance (wash hands and help set table at snack time, help to pick up and put away blocks at clean-up time). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Anticipate and follow simple rules, with reminders (expect to be buckled up when he/she gets in car seat). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Accept transitions and changes in routines with adult support. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Anticipate consequences for not following rules. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 19: Children regulate their feelings and impulses | ||||
|---|---|---|---|---|
| TODDLERS MAY | Show developing ability to cope with stress and or strong emotions such as getting familiar toy or blanket, or seeking caregiver support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| TODDLERS MAY | Name some emotions (happy, excited, sad, mad, tired, angry, scared). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| TODDLERS MAY | Begin to control impulses (say “no” when reaching for forbidden object; restrains self from stepping on a book on the floor). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Goal 20: Children express appropriately a range of emotions | ||||
| TODDLERS MAY | Recognize and express emotions towards familiar people, pets, or possessions with appropriate facial expressions, words, gestures, signs, or other means. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| TODDLERS MAY | Name emotions (happy, excited, sad, mad, tired, scared). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| TODDLERS MAY | Learn about own feelings and that it is ok to feel silly, sad, angry, and all other emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Goal 21: Children demonstrate awareness of family characteristics and functions | ||||
| TODDLERS MAY | Recognize family members by voice. Know own first and last names. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| TODDLERS MAY | Recognize role within own home (“Daddy cooks supper and mommy washes the dishes.”). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | Pretend to nurture a doll by feeding and talking to it. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Give names to toys and dolls that reflect family and circle of friends. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Identify boys and girls. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Recognize that family members’ hunting will provide for family. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Comply with simple two-part requests that involve waiting (“Eat your breakfast and then we’ll play with the blocks.”). | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Goal 22: Children demonstrate awareness of their community, human interdependence, and social roles | ||||
| TODDLERS MAY | Identify the possessions of other children. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Show interest in peers by including them in play, referring to them by name. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| TODDLERS MAY | Recognize that different people have different roles and jobs in the community. Show interest in community workers (garbage collector, Village Public Safety Officer, mail carrier, health aid). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Participate in family routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Goal 23: Children demonstrate civic responsibility | ||||
| TODDLERS MAY | Try out roles and relationships through dramatic and pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | Begin to recognize that there may be different rules in different places (school rules may be different from those at home). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Help adult with simple chores. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Follow adult directions when given simple guidance. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| TODDLERS MAY | Comply with simple two-part requests that involve waiting (“Eat your breakfast and then we’ll play with the blocks.”). | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Goal 24: Children demonstrate awareness and appreciation of their own and others’ cultures | ||||
| TODDLERS MAY | “Chat” with family members, although only half of the words they use may be recognizable. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| TODDLERS MAY | Identify known people in photographs. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| TODDLERS MAY | Shadow adults in their work by imitating such activities as sweeping or picking up toys, and attempting to help. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Identify basic similarities and differences between themselves and others. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Domain 3: Approaches to learning | ||||
|---|---|---|---|---|
| Goal 25: Children show curiosity and interest in learning | ||||
| TODDLERS MAY | Explore the immediate environment (ask about a new object he/she finds, actively search through collection of toys). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Ask simple “wh” questions (why, what, where). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| TODDLERS MAY | Try new ways of doing things and begin to take some risk. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Initiate play with others. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| TODDLERS MAY | Choose one activity over another and pursue it for a brief period of time. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Show interests in wanting to take care of self (dressing). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Initiate activities at caregivers’ suggestions. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| TODDLERS MAY | Seek and take pleasure in both new and repeated skills and experiences. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Goal 26: Children persist when facing challenges | ||||
| TODDLERS MAY | Show interest in favorite activities over and over again. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Complete simple projects (3- to 5-piece puzzle, stacking blocks on top of one another). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| TODDLERS MAY | Continue to try a difficult task for a brief period of time (build a block structure for 3 to 5 minutes). | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| TODDLERS MAY | Insist on some choices (what to wear, completing a project). | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| TODDLERS MAY | Seek and accept assistance when encountering a problem. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| TODDLERS MAY | Listen and participate in story time (turning pages of book, using hand motions such as clapping at appropriate times). | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Goal 27: Children demonstrate initiative | ||||
| TODDLERS MAY | Try new ways of doing things and begin to take some risks. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Initiate play with others. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| TODDLERS MAY | Choose one activity over another and pursue it for a brief period of time. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Propose an idea for how to spend time. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| TODDLERS MAY | Show interest in wanting to take care of self (e.g., dressing). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Initiate activities at caregivers' suggestions. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| TODDLERS MAY | Seek and take pleasure in both new and repeated skills and experiences. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Pretend to be in new and familiar places with new and familiar roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Goal 28: Children approach daily activities with creativity and imagination | ||||
| TODDLERS MAY | Invent new uses for everyday materials (bang on pots and pans). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| TODDLERS MAY | Approach tasks experimentally, adapting as the activity evolves. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Display an understanding of how objects work together (get the dustpan when adult is sweeping the floor). | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| TODDLERS MAY | Enjoy opportunities for pretend play and creating things ("cooking" dinner for adult, feeding pretend food to adult). | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Pretend and use imagination during play. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Use creative language to describe events. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | Build with blocks and other manipulatives. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| TODDLERS MAY | Play with dolls, costumes and acts out animal roles. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Pretend to be in new and familiar places with new and familiar roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | Create an art project and with a simple story to accompany the artwork. | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Goal 29: Children learn through play and exploration | ||||
| TODDLERS MAY | Substitute similar objects (stack boxes like blocks). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Realize that behaviors can precede events ("If mom or dad put the pot on the stove, she/he is going to cook something to eat."). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Alter behavior based on a past event and builds on it (hand-washing prior to mealtime). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Relate an experience today to one that happened in the past (hand-washing prior to mealtime). | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Domain 4: Cognition and general knowledge | ||||
|---|---|---|---|---|
| Goal 30: Children gain reasoning and critical thinking | ||||
| TODDLERS MAY | Explore cause-and-effect relationships by intentionally repeating an action and observing the reaction (rolling a car down a ramp repeatedly). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Explore cause and effect by repeating an action and observing the reaction (rolling a car down a ramp repeatedly). | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| TODDLERS MAY | Explore the properties of objects by grabbing, pushing, pulling, turning over, and throwing them. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| TODDLERS MAY | Make simple decisions, takes action, and observes the impact of their actions on others (pushing a toy truck toward an adult, watching it hit the adult, and observing how the adult reacts). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| TODDLERS MAY | Engage in pretend play and games requiring several sequential actions (playing kickball, which requires kicking a ball, running, and then stopping at a base). | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| TODDLERS MAY | Treat objects differently as they begin to understand similarity and difference (squeezing stuffed animals and throwing balls). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Goal 31: Children find multiple solutions to questions, tasks, problems, and challenges | ||||
| TODDLERS MAY | Make plans before attempting to solve a simple problem. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| TODDLERS MAY | Understand actions in sequence (saying “goodbye” and then leaving, or asking for music and then dancing). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Put two actions together in sequence (grabbing a large ball and rolling it). | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| TODDLERS MAY | Know where things are kept in familiar environments. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| TODDLERS MAY | Successfully follow two-step directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Goal 32: Children use symbols to represent objects | ||||
| TODDLERS MAY | Find objects after they have been hidden nearby. | Cognitive | C. Conceptual Knowledge | 1.1 Locates object in second of two hiding places |
| TODDLERS MAY | Draw or scribble and explain the drawing. | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| TODDLERS MAY | Experiment with new uses for familiar objects. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| TODDLERS MAY | Provide a simple description of a person or object that is not present (child barks when asked what noise the dog makes). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | React to mental images of objects or events (claps hands when told aunt/uncle is coming to visit). | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| TODDLERS MAY | Identify symbols for familiar objects correctly (photo of dog). | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Goal 33: Children can distinguish between fantasy and reality | ||||
| TODDLERS MAY | Play make-believe with props (dolls, stuffed animals, blocks). | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | Create an imaginary friend. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| TODDLERS MAY | React to people in costume as if they are the characters they portray. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | React to puppets as if they are real. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Goal 34: Children demonstrate knowledge of numbers and counting | ||||
| TODDLERS MAY | Understand that putting two sets of objects together makes more and taking sets of objects apart will make less. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| TODDLERS MAY | Understand that putting two sets of objects together makes more and taking sets of objects apart will make less. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| TODDLERS MAY | Add and subtract with sets of objects smaller than three. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| TODDLERS MAY | Add and subtract with sets of objects smaller than three. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| TODDLERS MAY | Begin to say or gesture the number two when asked how old they are. | Social-Emotional | E. Meeting Social Expectations | 4.2 States age |
| TODDLERS MAY | Put objects in accurate, one-to-one correspondence (placing one plastic egg into each indentation of an egg carton). | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| TODDLERS MAY | Name their first number word, typically “two” (or holds up two fingers). | Math | A. Counting | 1.2 Recites numbers 1-3 |
| TODDLERS MAY | Count up to five objects. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| TODDLERS MAY | Name and identify some written numerals. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| TODDLERS MAY | Identify numerals as being different from letters. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| TODDLERS MAY | Bring two treats when asked to get treats for two people. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| TODDLERS MAY | Count to ten (or in some way indicates a knowledge of words for the numbers from one to ten in sequence) with occasional errors. | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Goal 35: Children demonstrate some knowledge of measurement: size, volume, height, weight and length | ||||
| TODDLERS MAY | Find and point to small objects (the tiny mouse on the pages of Goodnight Moon). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Use words such as “big,” “small,” and “more.” | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| TODDLERS MAY | Understand and use general measurement words, such as “big” and “hot.” | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| TODDLERS MAY | Recognize when their food bowl is empty and gesture to indicate that, or say “more” or “all gone.” | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| TODDLERS MAY | Notice when another child has more of something and gestures or verbalizes “want more”. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| TODDLERS MAY | Put groups of objects together and begins to subtract (share) objects by offering one or more to a friend or adult. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| TODDLERS MAY | Have a general understanding of the passing of time and the meaning of phrases like “not now” and “after lunch.” | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Goal 36: Children sort, classify, and organize objects | ||||
| TODDLERS MAY | Separate objects by a single feature (“all the red blocks go here”). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| TODDLERS MAY | Match simple geometric forms (circle, square, triangle). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| TODDLERS MAY | Notice when two things share similar attributes (cars and buses have wheels). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Recognize and extend a simple repeating pattern (stamp/clap, stomp/clap). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| TODDLERS MAY | Match small and large objects (counting bears to make “Mommy and Baby” pairs). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| TODDLERS MAY | Copy an adult’s made-up verbal pattern (“me, me, moo”). | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| TODDLERS MAY | Recognize patterns within stories and songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Goal 37: Children collect information through observation and manipulation | ||||
| TODDLERS MAY | Use all five senses to examine different objects with attention to detail. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| TODDLERS MAY | Identify similarities or difference in objects. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Systematically explore the world (notice different types of insects). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Goal 38: Children make predictions and experiment | ||||
|---|---|---|---|---|
| TODDLERS MAY | Ask simple questions about the natural world ("Where did the rainbow go?"). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| TODDLERS MAY | Observe and/or manipulate objects and events to answer simple questions about the natural world. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| TODDLERS MAY | Make guesses about what might happen based on past experience. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Goal 39: Children observe and describe the natural world | ||||
| TODDLERS MAY | Show understanding of how things grow and change. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Comment on what it takes to make things grow ("The plant needs water."). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| TODDLERS MAY | Ask questions about the earth. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| TODDLERS MAY | Identify weather (sun, rain, snow). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Identify or labels earth's materials (water, rocks, dirt, and leaves). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Demonstrate curiosity about the natural environment by asking "Why" questions (Why is the flower red?"). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Goal 40: Children differentiate between events that happen in the past, present, and future | ||||
| TODDLERS MAY | Remember and communicate what happened earlier in the day. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| TODDLERS MAY | Recall basics of recent events (are able to follow a daily routine). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| TODDLERS MAY | Anticipate recurring events in typical routines ("After I eat lunch, I will hear a story."). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| TODDLERS MAY | Connect new experiences to past experiences. Experiment with general terms related to the elements of time ("Today we are going to Grandma's"). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| TODDLERS MAY | Make predictions about what might happen in the future. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Goal 41: Children demonstrate awareness of location and spatial relationships | ||||
| TODDLERS MAY | Match familiar shapes (circle, square, triangle) that have the same size and the same orientation. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| TODDLERS MAY | Attempt to stack blocks as high or higher than themselves. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| TODDLERS MAY | Match simple shapes (placing a shape on a shape board). | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| TODDLERS MAY | Explore gravity (push toy cars down an incline, such as a slanted board). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| TODDLERS MAY | Respond to spatial directions, such as “come here,” “go over there,” and “get down on the floor,” especially if the words are accompanied by pointing. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Goal 42: Children demonstrate knowledge of the relationship among people, places and geography | ||||
| TODDLERS MAY | Know different environments (sees pictures of fish and says “They live in water.”). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Recognize familiar buildings (home, school, post office, library, community building). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Goal 43: Children demonstrate awareness of economic concepts | ||||
| TODDLERS MAY | Recognize relationship between supply and demand (understand that he/she cannot have another cracker because they are all gone). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| TODDLERS MAY | Recognize and use objects for barter or trade during play (with assistance). | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Goal 44: Children demonstrate awareness of the relationship between humans and the environment | ||||
| TODDLERS MAY | Help with home and class routines that keep the house/classroom clean. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Discard trash in trash can. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| TODDLERS MAY | Recognize and responds to characteristics of the environment (exclaims out loud when he/ she sees bird or a very tall tree). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| TODDLERS MAY | Use natural objects for play (makes mud pies, makes a house out of sticks, uses leaves for a pillow). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Goal 45: Children use technology appropriately | ||||
|---|---|---|---|---|
| TODDLERS MAY | Play with battery-operated toys and learning objects, with assistance. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Make mechanical toys work, if labeled safe for children under three years. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| TODDLERS MAY | Change their behavior in response to their environment by using the “tools” around them (if a toy is on a towel, pulling the towel to bring the toy closer, rather than just going over to the toy). Adapt “tools” (using a stick to reach something under a chair). | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| TODDLERS MAY | Use objects in new ways to solve a problem or meet a goal (propping up a track with a block so a toy train can pass underneath). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Goal 46: Children use creative arts to express and represent what they know, think, believe, or feel | ||||
| TODDLERS MAY | Squeeze soft clay and dough into abstract shapes. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| TODDLERS MAY | Repeat the same song over and over. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| TODDLERS MAY | Dance alone or with others. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| TODDLERS MAY | “Play” musical instruments (attempts to blow into a whistle or harmonica). | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| TODDLERS MAY | Explore roles through imaginative play, such as saying “Boo” to them. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| TODDLERS MAY | Demonstrate preferences for favorite colors. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| TODDLERS MAY | Move their body with increasing skill to express emotions and rhythms. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| TODDLERS MAY | March with musical instruments with support from adults. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| TODDLERS MAY | Imitate simple songs and finger-play movements. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Watch and copy other children’s play activities. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Goal 47: Children demonstrate understanding and appreciation of creative arts | ||||
| TODDLERS MAY | Talk or sing to themselves for comfort or enjoyment. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| TODDLERS MAY | Stop, turn their head to listen, and watch when hearing music or other rhythmic sounds. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Domain 5: Communication, language, and literacy | ||||
|---|---|---|---|---|
| Goal 48: Children demonstrate understanding of social communication | ||||
| TODDLERS MAY | Enjoy finger plays (songs and games that use hands). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Respond to action words by performing the action (child starts to eat when caregiver says “Let’s eat!”). | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| TODDLERS MAY | Respond by looking and attempting to locate when directed, toward a certain object (“There’s a car”). | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| TODDLERS MAY | Listen to short and simple stories. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| TODDLERS MAY | Change intonation and 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 MAY | Use non-verbal gestures and body language to express needs and feelings (gives spontaneous hug). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| TODDLERS MAY | Communicate with familiar play partner (says sibling’s name instead of crying). | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| TODDLERS MAY | Use jargon along with regular words in conversation (child uses inflection to say sentence-like communication with embedded real words). | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| TODDLERS MAY | Pay attention to speaker for at least a portion of a conversation. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| TODDLERS MAY | Begin to demonstrate turn-taking in play and conversation. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| TODDLERS MAY | Make a related comment (adult says, “Here is your water.” Child says “Cup.” or “Water cup.”). | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| TODDLERS MAY | Make a formal verbal or sign request or response (“Please?” “Thank you.”). | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| TODDLERS MAY | Follow non-verbal directions (signal for “Come here”). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| TODDLERS MAY | Follow simple verbal direction in home language and attempt to make sense of direction given in English when accompanied by a non-verbal gesture. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| TODDLERS MAY | Use sounds from home language when speaking in English (Spanish “v” may be pronounced like “b” so Spanish speaking child might say “bery” for “very”). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Have a larger vocabulary in home language and begin to acquire an English vocabulary. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Recall words from simple songs in home language and recognize words from songs in English. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| TODDLERS MAY | Ask simple questions in home language; use gestures or single words to ask questions in English. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| TODDLERS MAY | Sometimes insert words from home language while speaking in English. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Enjoy creating or participating in humorous situations (child puts shoe on head as a hat, child makes up a nonsense word). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 49: Children listen and understand communication (receptive language) | ||||
| TODDLERS MAY | Follow directions with two related elements ("Get your boots and coat"). | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| TODDLERS MAY | Be willing to sit through most picture books and enjoys longer stories. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| TODDLERS MAY | Understand a greater variety of words in the home and community (300 words by 24 months). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| TODDLERS MAY | Show understanding of verb/action words ("Who is eating?" and points to a picture of child eating). | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| TODDLERS MAY | Answer simple questions. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| TODDLERS MAY | Begin to show understanding of concept words, such as big/little, hot/cold, fast/slow, one vs. all. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| TODDLERS MAY | Begin to point to a greater variety of body parts when asked (chin, cheek, knee, etc.). | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Goal 50: Children communicate their thoughts, feelings and ideas with others (expressive language) | ||||
| TODDLERS MAY | Use mostly two- and some three-syllable words ("cracker," "banana"). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Ask others to label unfamiliar objects and pictures by pointing and/or asking "what's that?". | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| TODDLERS MAY | Use adjectives to describe nouns ("red ball"). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Imitate simple two-word phrase/sentences. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| TODDLERS MAY | Use some pronouns ("Mine"; older toddler adds "My, me, I, you"). | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Use simple questions with rising intonation ("What's that?"). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| TODDLERS MAY | Use regular plural forms for nouns, sometimes ("boots"). | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| TODDLERS MAY | Use negatives ("I don't want it.") in English or home language. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| TODDLERS MAY | Begin to sing along with familiar songs and fingerplays. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Use three-to four-word sentences with noun and verb. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| TODDLERS MAY | Begin to tell others about prior event with help from caregiver. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| TODDLERS MAY | Say first name. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| TODDLERS MAY | Produce early developing sounds and vowels as they form simple words. Expect speech articulation errors. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| TODDLERS MAY | Child's speech is 75 percent understandable by 36 months. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| TODDLERS MAY | By 24 to 36 months, demonstrate use of an expressive vocabulary of more than 100 words, or a combination of words and signs, or alternative communication, in home language. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Goal 51: Children demonstrate appreciation and enjoyment of reading | ||||
| TODDLERS MAY | Imitate tempo and speed of rhythm (clapping hands fast and clapping hands slowly, speaking fast and speaking slowly). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Recite a song with the letters of the alphabet, with assistance (alphabet song). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Select specific details in a story and repeat them. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| TODDLERS MAY | Complete a familiar rhyme or line from a familiar story or song by providing the last word ("The wheels on the (bus)"). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Participate in rhyming games and songs with other children. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| TODDLERS MAY | Begin to understand that print represents words (pretend to read text). | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| TODDLERS MAY | Turn pages, usually a single page at a time. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| TODDLERS MAY | Purposefully use pop-up and interactive books (child understands purpose of different text features, such as lifting a popup window or petting fur on page). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| TODDLERS MAY | Use action words to describe pictures (picture of person running, child says "run"). | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| TODDLERS MAY | Recalls specific characters or actions from familiar stories. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| TODDLERS MAY | Enjoy books about different things (books about animals, occupations). | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| TODDLERS MAY | Respond to emotional expressions in a book (point to a happy face). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| TODDLERS MAY | Recognize signs and images in public (stop signs, store signs). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| TODDLERS MAY | Request favorite book to be read repeatedly. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| TODDLERS MAY | Look at books, magazines, and other printed matter without assistance and as through reading. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| TODDLERS MAY | Make comments on book. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| TODDLERS MAY | Select books and magazines when asked to select favorite objects/toys. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Goal 52: Children use writing for a variety of purposes | ||||
| TODDLERS MAY | Enjoy “making a mark” on paper and in play outside. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| TODDLERS MAY | Enjoy scribbling and may label pictures using scribble writing | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| TODDLERS MAY | Begin to watch and imitate drawing a horizontal and vertical stroke as well as a circular motion. | Fine Motor | E. Writing | 1.1 Writes or draws using mixed strokes |
| TODDLERS MAY | Continue to observe and imitate adult writing behaviors. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| TODDLERS MAY | Enjoy making large strokes and movements with paint and markers. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| TODDLERS MAY | Draw simple pictures or scribble word-like marks to communicate a message or an idea, may label or tell a simple story related to their drawing. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
Preschoolers: 36–60+ Months
| Domain 1: Physical wellbeing, health, and motor development | ||||
|---|---|---|---|---|
| Goal 1: Children engage in a variety of physical activities | ||||
| PRESCHOOLERS MAY | Enthusiastically participate in different full body physical activities (walking, climbing, playing in snow, throwing, dancing, digging, bouncing, swimming). | Gross Motor | C. Active Play | All |
| PRESCHOOLERS MAY | Incorporate various physical activities while transitioning from one place to another (marches between the kitchen and the bathroom). | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| PRESCHOOLERS MAY | Play actively with other children. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| PRESCHOOLERS MAY | Spend most of the day moving and choosing activities and playmates. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| PRESCHOOLERS MAY | Regularly participate in physical activity (walks, dances, plays organized or informal sports). | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| PRESCHOOLERS MAY | Help with physical chores (shoveling snow, sweeping the floor, carrying laundry, putting away toys). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| PRESCHOOLERS MAY | Participate in cooperative games with peers. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| PRESCHOOLERS MAY | Work on physical challenges such as climbing rocks, hills and trees, rolling, jumping, throwing, digging, shoveling. | Gross Motor | C. Active Play | All |
| Goal 2: Children demonstrate strength and coordination of gross motor skills | ||||
| PRESCHOOLERS MAY | Walk and run in circular paths (around obstacles and corners). | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| PRESCHOOLERS MAY | Walk and run in circular paths (around obstacles and corners). | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| PRESCHOOLERS MAY | Crawl through a play tunnel or under tables. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| PRESCHOOLERS MAY | Climb on play equipment. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| PRESCHOOLERS MAY | Throw beanbags or large lightweight ball with progressively more accuracy. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| PRESCHOOLERS MAY | Catches large balls with two hands, with progressively more skill for smaller balls. | Gross Motor | C. Active Play | 1.3 Catches ball |
| PRESCHOOLERS MAY | Kick ball forward. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| PRESCHOOLERS MAY | Balance on one foot. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| PRESCHOOLERS MAY | Hop forward on one foot without losing balance. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Jump on two feet and over small objects with balance and control. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| PRESCHOOLERS MAY | Gallop comfortably. | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| PRESCHOOLERS MAY | Pedal steadily when riding tricycle. | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| PRESCHOOLERS MAY | Walk up and down stairs, using alternating feet, with less and less assistance. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| PRESCHOOLERS MAY | Jump sideways. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| PRESCHOOLERS MAY | Run with an even gait. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| PRESCHOOLERS MAY | Maintain balance while bending or twisting. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| PRESCHOOLERS MAY | Begin to use a racquet, paddle, bat, stick or club, or balls. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| PRESCHOOLERS MAY | Hop with one foot at a time briefly. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| PRESCHOOLERS MAY | Mount and pump a swing with no assistance. | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| PRESCHOOLERS MAY | Skip. | Gross Motor | B. Movement and Coordination | 7. Skips |
| PRESCHOOLERS MAY | Run with an even gait and with few falls. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| PRESCHOOLERS MAY | Hops on each foot separately without support. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| PRESCHOOLERS MAY | Maintain balance while bending, twisting, or stretching. | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| PRESCHOOLERS MAY | Move body into position to catch a ball, then throw the ball in the right direction. | Gross Motor | C. Active Play | 1.3 Catches ball |
| PRESCHOOLERS MAY | Move body into position to catch a ball, then throw the ball in the right direction. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| PRESCHOOLERS MAY | Kick a large with some accuracy. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| PRESCHOOLERS MAY | Alternate weight and feet while skipping or using stairs. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| PRESCHOOLERS MAY | Alternate weight and feet while skipping or using stairs. | Gross Motor | B. Movement and Coordination | 7. Skips |
| PRESCHOOLERS MAY | Throw a medium-size ball with some accuracy. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| PRESCHOOLERS MAY | Use a racquet, paddle, bat, stick or club, pucks or balls with more skill. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| Goal 3: Children demonstrate stamina in daily activities | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Carry light objects, bags, or backpack for a short distance. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| PRESCHOOLERS MAY | Repetitively practice new skills. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Engage in physical activities at least one hour a day, with sustained physical activity for at least 15 minutes at a time (swinging, playground equipment, running games). | Gross Motor | C. Active Play | All |
| PRESCHOOLERS MAY | Follow along with guided movement activities, such as music and movement or child yoga/Zumba. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Ride a trike by pedaling for extended periods of time and distance. | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| PRESCHOOLERS MAY | Run 50 to 75 yards without stopping. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| PRESCHOOLERS MAY | Engage in physical activities for at least one hour throughout each day. | Gross Motor | C. Active Play | All |
| PRESCHOOLERS MAY | Complete extended activities such as short hikes or bike rides with supportive adults. | Gross Motor | C. Active Play | 3.1 Pedals and steers bicycle with training wheels |
| PRESCHOOLERS MAY | Initiate physical activities (movement games with other children, dancing to music). | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Pump on a swing for several minutes. | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| PRESCHOOLERS MAY | Skip for 2 minutes. | Gross Motor | B. Movement and Coordination | 7. Skips |
| PRESCHOOLERS MAY | Jump and hop with increasing persistence. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| PRESCHOOLERS MAY | Jump and hop with increasing persistence. | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| PRESCHOOLERS MAY | Jump and hop with increasing persistence. | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| PRESCHOOLERS MAY | Jump and hop with increasing persistence. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
Goal 4: Children demonstrate strength and coordination of fine motor skills
| PRESCHOOLERS MAY | Eat with utensils. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Use various drawing and art materials (markers, pencils, crayons, small brushes, finger paint). | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| PRESCHOOLERS MAY | Copy shapes and geometric designs. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| PRESCHOOLERS MAY | Open and closes blunt scissors with one hand. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Cut paper on a straight line and on a curve but without precision. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Manipulate small objects with ease (strings beads, fits small objects into holes). | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Fasten large buttons. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Use large zippers | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Increase strength in fingers with age, progressing to using a stapler or hole punch. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Fit complex puzzles together (single, cut-out figures to 10-15 piece jigsaw puzzles). | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| PRESCHOOLERS MAY | Write some recognizable letters or numbers. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| PRESCHOOLERS MAY | Use fine motor muscles in a variety of activities (winking, snapping fingers, clucking tongue). | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Remove and replaces easy-to-open container lids. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Fold paper and makes paper objects (airplanes, origami), with assistance. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Cut, draw, glue with materials provided. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Tie knots and shoe laces, with assistance. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Print some letters in own name. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| PRESCHOOLERS MAY | Button large buttons on clothing. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PRESCHOOLERS MAY | Tear tape off a dispenser without letting the tape get stuck to itself, most of the time. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Put together and pulls apart manipulatives (Legos, beads for stringing and sewing, Lincoln Logs) appropriately. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| PRESCHOOLERS MAY | Fit jigsaw puzzles with smaller pieces together. | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
Goal 5: Children use their senses of sight, hearing, smell, taste and touch to guide and integrate their learning and interactions (sensory motor skills)
| PRESCHOOLERS MAY | Physically react appropriately to the environment (bend knees to soften a landing, move quickly to avoid obstacles). | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Demonstrate concepts through movement (imitates an animal through movement, sounds, dress, dramatization, dance). | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Practice sensory regulation by pushing objects, climbing short ladders, swinging on a swing, and sliding. | Gross Motor | C. Active Play | All |
| PRESCHOOLERS MAY | Move their body in response to sound, marching or dancing with rhythm. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Explore new foods through sight, smell and touch, eventually tasting. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| PRESCHOOLERS MAY | Enjoy watching their own image in photo albums, videos and their motions in the mirror. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| PRESCHOOLERS MAY | Match pairs of colors and patterns. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| PRESCHOOLERS MAY | Match pairs of similar sounds. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Correctly identify high tones and low tones on a music instrument. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Identify a variety of smells. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| PRESCHOOLERS MAY | Echo back a rhythm of hand clapping or drumming. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| PRESCHOOLERS MAY | Be willing to touch the unknown in a “feely bag”. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| PRESCHOOLERS MAY | Match textures by feel such as plastic, furs, woods. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| PRESCHOOLERS MAY | Experiment with music instruments. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Use materials to create mosaic patterns. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Goal 6: Children practice health skills and routines | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Use tissue to wipe own nose and throws tissue in wastebaskets. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| PRESCHOOLERS MAY | Take care of own toileting needs. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| PRESCHOOLERS MAY | Wash and dry hands before eating and after toileting, without assistance. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| PRESCHOOLERS MAY | Cooperate and assist caregiver with tooth brushing. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| PRESCHOOLERS MAY | Identify health products (shampoo, toothpaste, soap). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Cover mouth when coughing. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Recognize and communicate when experiencing symptoms of illness. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| PRESCHOOLERS MAY | Feed self with fork and spoon, without assistance. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| PRESCHOOLERS MAY | Clean up spills. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Get a drink of water without assistance. | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| PRESCHOOLERS MAY | Dress and undress with minimal help. | Adaptive | C. Dressing and Undressing | All |
| PRESCHOOLERS MAY | Choose own clothes to wear, when asked. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| PRESCHOOLERS MAY | Put shoes on, without assistance. | Adaptive | C. Dressing and Undressing | 2.6 Puts on shoes |
| PRESCHOOLERS MAY | Decide, with few prompts, when to carry out self-help tasks (washing hands when dirty and before meals). | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| PRESCHOOLERS MAY | Choose to rest when he/she is tired. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| PRESCHOOLERS MAY | Participate in helping younger siblings with personal care routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| PRESCHOOLERS MAY | Get own snack out of the cabinet. | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| PRESCHOOLERS MAY | Begin to tie own shoes with assistance. Brush teeth and attempts flossing with supervision, and then allows assistance to complete process. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| PRESCHOOLERS MAY | Begin to tie own shoes with assistance. Brush teeth and attempts flossing with supervision, and then allows assistance to complete process. | Adaptive | C. Dressing and Undressing | 2.6 Puts on shoes |
| PRESCHOOLERS MAY | Wash face, without assistance. | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| PRESCHOOLERS MAY | Cover mouth and nose when coughing and sneezing with elbow or tissue. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Use fork, spoon, and (sometimes) a blunt table knife. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| PRESCHOOLERS MAY | Pour milk or juice easily and with minimal spills. | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| PRESCHOOLERS MAY | Dress and undresses in easy pull-on clothes, without assistance. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| PRESCHOOLERS MAY | Brush and comb hair, with assistance. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| PRESCHOOLERS MAY | Help select clothes appropriate for the weather. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Goal 7: Children eat a variety of nutritious foods | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Participate in preparing nutritious snacks and meals. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| PRESCHOOLERS MAY | Choose to eat foods that are healthy for the body, with assistance. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| PRESCHOOLERS MAY | Pass food at the table and take appropriate sized portions, or other culturally-specific family serving style. | Adaptive | A. Eating and Drinking | 5. Uses culturally appropriate social dining skills |
| PRESCHOOLERS MAY | Be able to explain the primary function of certain foods (milk helps build strong bones). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Recognize foods from different food groups, with assistance. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Provide simple explanations for own and others’ food allergies. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Goal 8: Children are kept safe, and learn safety rules | ||||
| PRESCHOOLERS MAY | Tell peers and adults when they see dangerous behaviors (throwing rocks on the playground). | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| PRESCHOOLERS MAY | Use and ask to use helmets when riding on movable toys | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Carry scissors and pencils with points down to avoid accidents. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Begin to look both ways before crossing street or road, and know to cross with adult assistance. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Recognize danger and poison symbols and avoid those objects or areas. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| PRESCHOOLERS MAY | Know to not touch or take medicine without adult assistance, but knows that medicine can improve health when used properly. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Understand the difference between “safe touch” and “unsafe touch”. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| PRESCHOOLERS MAY | Follow emergency drill instruction (fire, earthquake, tsunami). | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| PRESCHOOLERS MAY | Begin to try to help getting buckled into car seat. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Know not to accept rides, food, or money from strangers. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| PRESCHOOLERS MAY | Know to not talk with strangers unless trusted adult is present and gives permission. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| PRESCHOOLERS MAY | Understand that some practices may be personally dangerous (smoking, drinking alcohol, playing with matches, contact with germs and blood) | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Identify local hazards (thin ice, wildlife, dogs, moving water, guns). | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Identify adults who can assist in dangerous situations (parent, teacher, police officer). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Consistently follow safety rules. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PRESCHOOLERS MAY | Understand why emergency drills are important. | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| PRESCHOOLERS MAY | Explain how to get help in emergency situations (calling 911, finding a police officer or responsible adult, local emergency response). | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| PRESCHOOLERS MAY | Demonstrate safety rules as engages in dramatic play (“Tell your doll to keep his/her fingers away from the hot stove.”). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Domain 2: Social and emotional development | ||||
|---|---|---|---|---|
| Goal 9: Children develop positive relationships with adults | ||||
| PRESCHOOLERS MAY | Separate from primary caregiver with help from familiar adult (consistent adult is at the door with a smile and a high five). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| PRESCHOOLERS MAY | Express affection for significant adult ("I love you."). | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| PRESCHOOLERS MAY | Use familiar adults when engaging new adults (Stays close to mom and makes minimal eye contact with new adult). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| PRESCHOOLERS MAY | Follow directions and rules with minimal support (puts on coat and boots, settles in car seat). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Ask questions of adults to obtain information ("Why are we doing this?"). | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Follow directions in different environments with minimal support ("Remember we use our whisper voices in the library."). | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Goal 10: Children develop positive relationships with other children | ||||
| PRESCHOOLERS MAY | Separate willingly from adults to play with other children. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| PRESCHOOLERS MAY | Make and maintains a positive relationship with at least one child (develops friendships). | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Initiate or enters play, with more than one child, shows flexibility in roles (cooperative play). | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| PRESCHOOLERS MAY | Participate in simple sequences of pretend play ("It's time to feed the baby, I will get the bottle, you change her diaper."). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Attempt to solve social problems, with assistance (asks for a timer, offers to trade, says "When I'm done YOU CAN have it."). | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| PRESCHOOLERS MAY | Use mostly words and some gestures to communicate ("Do you want to play with me?" | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Interact with other children positively ("I want to be the dad, who do you want to be?"). | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Share materials and toys, with assistance ("That is mine." Adult: "You left it here and Carmen saw it."). Helps other children and follows suggestions given by another child ("I'll help you clean up." "Ok, you do the blocks."). | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| PRESCHOOLERS MAY | Have positive relationships in different settings (child has friends at school and church). | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Maintain positive relationships with multiple children. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| PRESCHOOLERS MAY | Show understanding of another child's feelings and attempts to comfort them (child falls and is crying, another child goes to see if they are ok). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PRESCHOOLERS MAY | Attempt to solve problems, seeks adult assistance ("Can we take turns?"). | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| PRESCHOOLERS MAY | Share materials and toys with other children. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| PRESCHOOLERS MAY | Initiate more complex cooperative play, with three or more children, for extended periods of time. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| PRESCHOOLERS MAY | Play games with rules, with assistance (adult teaches a simple board game and then children play). | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| PRESCHOOLERS MAY | Play different roles and makes plans with children (leader, follower, dad, baby). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Complete projects with other children (children make a fort with sheets. The fort changes often.). | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| PRESCHOOLERS MAY | Use multiple strategies to solve problems (attempts to communicate and then seeks assistance). | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| PRESCHOOLERS MAY | Demonstrate understanding of others' intentions or motives ("You wanted my toy because yours broke."). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Goal 11: Children demonstrate awareness of behavior and its effects | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Show empathy for physically hurt or emotionally upset child. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PRESCHOOLERS MAY | Describe other children's positive, thoughtful, kind behaviors. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Demonstrate understanding of the consequences of own actions on others. ("I gave him the block and he is playing with it now."). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Ask "why" questions about behavior he/she sees. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Take turns and share with peers, with assistance. Practice empathetic, caring behavior so others respond positively. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| PRESCHOOLERS MAY | Describe how own actions make others feel and behave. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Explain his/her response to others' actions and feelings ("I gave him a hug because he was sad."). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PRESCHOOLERS MAY | Cooperate with peers to complete a project with little conflict. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| PRESCHOOLERS MAY | Guess how own and others' behavior will influence responses. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Goal 12: Children participate positively in group activities | ||||
| PRESCHOOLERS MAY | Seek out other children to play with. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Notice and comment on who is absent from group settings. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Identify self as a member of a group (family, culture, school). | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| PRESCHOOLERS MAY | Use play to explore, practice and understand social roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Join a group of other children playing, with adult encouragement. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
Goal 13: Children adapt to diverse settings
| PRESCHOOLERS MAY | Explore objects and materials and interact with others in a variety of group settings. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Make smooth transitions from one activity/setting to the next during the day, with guidance | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Adjust behavior to different settings. Express anticipation of special events in different settings. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Adjust to a variety of settings throughout the day. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Anticipate diverse settings and what will be needed in them, with assistance (“We are going to the library, so I will need the books.”). | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Goal 14: Children demonstrate empathy for others | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Notice and show concern for another child's feelings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PRESCHOOLERS MAY | Adopt a variety of roles and feelings during pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Care for and doesn't destroy plants, flowers and other living things with guidance. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Act kindly and gently with safe, child-friendly animals. Describe how another child feels ("I think her feelings are hurt because I was picked to help rake leaves."). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Comfort family members or friends who are not feeling well or are upset. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PRESCHOOLERS MAY | Express excitement about special events and accomplishments of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Be able to adjust plans in response to injured peer or animal ("I know we can't go to the gym today because David hurt his leg."). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 15: Children recognize, appreciate, and respect similarities and differences in people | ||||
| PRESCHOOLERS MAY | Identify gender and other basic similarities and differences between self and others. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PRESCHOOLERS MAY | Compare similarities or differences of others (hair color, skin color). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Develop awareness, knowledge and appreciation of own gender and cultural identity. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Begin to include other children in her/his activities who are of a different gender, ethnic background, who speak other languages, or have special needs. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Ask questions about others' families, language, ethnicity, cultural heritage, physical characteristics. Shows concern about fairness within peer group. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Recognize others' abilities in certain areas (Maria is a fast runner). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Name and accept differences and similarities in preferences (food likes/dislikes and favorite play). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Notice that children might use different words for the same object. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Explore a situation from another's perspective. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Goal 16: Children show awareness of their unique self | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Describe self as a person with a mind, a body, and feelings. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Refer to self by first and last name and use appropriate pronouns (I, me) rather than referring to self in third person. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| PRESCHOOLERS MAY | Choose individual activities (doing puzzles, painting). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Participate in pretend play, assuming different roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Describe family members and begin to understand their relationship to one another. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Show awareness of own thoughts, feelings, and preferences. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Describe own basic physical characteristics. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Try to get his/her way and express clear preferences. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Test abilities through trial and error. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Test limits set by caregiver. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Develop awareness, knowledge, and appreciation of own gender and cultural identity. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Identify feelings, likes and dislikes, and begin to be able to explain why he/she has them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Share information about self with others. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Know some important personal information (family's name, street name). | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| PRESCHOOLERS MAY | Play alone and with others, and enjoy him or herself. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| PRESCHOOLERS MAY | Accept responsibilities and follow through on (helps with chores). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Request quiet time and space. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| PRESCHOOLERS MAY | Describe self, using several physical and behavioral characteristics ("I am tall and I can reach up high."). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Describe own skills and abilities in certain areas ("I like to paint."). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PRESCHOOLERS MAY | Suggest games and activities that demonstrate own preferences and abilities (sets up a game of catch). | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Notice different preferences between self and others ("I like to play with dolls and she likes to play with toy animals."). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Goal 17: Children demonstrate belief in their abilities to control motivation, behavior and social environment | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Express delight with mastery of a skill ("I did it myself."). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| PRESCHOOLERS MAY | Ask others to view own creations ("Look at my picture."). | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Demonstrate confidence in own abilities ("I can climb to the top of the big slide!"). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PRESCHOOLERS MAY | Express own ideas and opinions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Enjoy process of creating. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| PRESCHOOLERS MAY | Take on new tasks and improve skills with practice (catching a ball). | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| PRESCHOOLERS MAY | Express delight over a successful project and want others to like it too. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PRESCHOOLERS MAY | Start a task and work on it until finished. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Goal 18: Children understand and follow rules and routines | ||||
| PRESCHOOLERS MAY | Participate easily in routine activities (meal time, snack time, bedtime). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| PRESCHOOLERS MAY | Follow simple rules without reminders (handles toys with care). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Demonstrate increasing ability to use materials purposefully, safely, and respect | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| PRESCHOOLERS MAY | Adapt to changes in daily schedule. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Predict what comes next in the day, when there is an established and consistent schedule. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| PRESCHOOLERS MAY | Manage transitions and adapt to changes in schedules and routines with adult support. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Engage in and complete simple routines without assistance (puts coat on to go outside to play). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Follow rules in different settings (lower voice when enters library). | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PRESCHOOLERS MAY | Explain simple family or classroom rules to others. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| PRESCHOOLERS MAY | Manage transitions and adapt to changes in schedules and routines independently. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Goal 19: Children regulate their feelings and impulses | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Express strong emotions constructively, at times with assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Recognize own feelings and desire to control self, with assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Calm self after having strong emotions, with guidance (go to quiet area or request favorite book to be read when upset). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| PRESCHOOLERS MAY | Wait for turn and sometimes show patience during group activities. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Stick with difficult tasks without becoming overly frustrated. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Express self in safe and appropriate ways (express anger or sadness without fights. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Show ability to control destructive impulses, with guidance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| PRESCHOOLERS MAY | Seek peaceful resolution to conflict. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| PRESCHOOLERS MAY | Stop and listen to instructions before jumping into activity, with guidance. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Goal 20: Children express appropriately a range of emotions | ||||
| PRESCHOOLERS MAY | Name and talk about own emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Use pretend play to understand and respond to emotions. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Associate emotions with words and facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| PRESCHOOLERS MAY | Express a broad range of emotions across settings, during play and interactions with peers and adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Share own excitement with peers, caregivers, and adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PRESCHOOLERS MAY | Acknowledge sadness about loss (change in caregiver, divorce, or death). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PRESCHOOLERS MAY | Not inhibit emotional expression (cry when feeling sad; name some levels of emotion such as frustrated or angry). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Goal 21: Children demonstrate awareness of family characteristics and functions | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Recognize extended family members (cousins, aunts, uncles). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PRESCHOOLERS MAY | Talk about how other children have different family compositions. | Social-Communication | D. Social Use of Language | AEPS-3 CODF'!B259= |
| PRESCHOOLERS MAY | Quickly adjust to a new rule (lining up inside the building rather than outside when the weather gets colder or it rains). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Goal 22: Children demonstrate awareness of their community, human interdependence, and social roles | ||||
| PRESCHOOLERS MAY | Recognize others' capabilities in specific area ("That woman is good at fixing cars."). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Identify some types of jobs and some of the tools used to perform those jobs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Understand personal responsibility as a member of a group ("If you put away the toys, then I'll clean up the art table."). | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Goal 23: Children demonstrate civic responsibility | ||||
| PRESCHOOLERS MAY | Show awareness of group rules (wait before painting because the easels are full). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Help to make rules for free choice play ("Only four people at the sand table."). | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| PRESCHOOLERS MAY | Follow rules while playing games and reminds others of the rules. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| PRESCHOOLERS MAY | Respond to another child's needs by sometimes giving and sharing. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| PRESCHOOLERS MAY | Notice if another child is missing an essential article needed to participate in the group (other child does not have crayons to draw with). | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| PRESCHOOLERS MAY | Invite other children to join groups or other activities. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | With adult support, avoid imitating the negative behavior of another child. With adult reminders, waits to communicate information in a group. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Exhibit positive citizenship behaviors by sharing, taking turns, following rules, and taking responsibility for classroom jobs. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Goal 24: Children demonstrate awareness and appreciation of their own and others' cultures | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Follow rules and understand that there may be different rules for different places. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PRESCHOOLERS MAY | Share information about their family and community. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Identify themselves as members of a family or classroom. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| PRESCHOOLERS MAY | Create art that contains realistic elements (pointing to one of their drawings and saying “This is my house.”). | Literacy | E. Writing | 2.1 Makes representational drawings |
| PRESCHOOLERS MAY | Engage in pretend play and act out different settings or events that happen at home (being a doll's “Daddy” or using a spoon to feed a doll). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Demonstrate an understanding of the rights and responsibilities in a group (following simple classroom rules, participating in classroom clean-up). | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| PRESCHOOLERS MAY | Demonstrate an awareness of and appreciation for personal characteristics (“That man is nice.”, “She has red hair.”). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Domain 3: Approaches to learning | ||||
|---|---|---|---|---|
| Goal 25: Children show curiosity and interest in learning | ||||
| PRESCHOOLERS MAY | Ask others for information ("What is that?" "Why is the moon round?"). | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Use "Why" to get additional information. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| PRESCHOOLERS MAY | Develop personal interests (trains, farm animals). | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| PRESCHOOLERS MAY | Ask a peer to join in play. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Join a play activity already in progress. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| PRESCHOOLERS MAY | Select new activities during play time (select characters for dress-up). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Find and use materials to follow through on an idea (blocks for building a tower, blank paper and crayons for drawing about a story or experience). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Engage in discussions about new events and occurrences ("Why did this happen?") | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Ask questions about changes in his/her world. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Look for new information and want to know more about personal interests. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Develop increasing complexity and persistence in using familiar materials. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Form a plan for an activity and act on it. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Tell the difference between appropriate and inappropriate (or dangerous) risk-taking. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Goal 26: Children persist when facing challenges | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Focuses on tasks of interest to him/her. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Remains engaged in an activity for at least 5 to 10 minutes at a time. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| PRESCHOOLERS MAY | Completes favorite tasks over and over again. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Persists in trying to complete a task after previous attempts have failed (finish a puzzle, build a tower). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Uses at least two different strategies to solve a problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Participates in meal time with few distractions. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| PRESCHOOLERS MAY | Works on a task over a period of time, leaving and returning to it (block structure). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Shifts attention back to activity at hand after being distracted. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Focuses on projects despite distractions. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Accepts reasonable challenges and continues through frustration. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| PRESCHOOLERS MAY | Cooperates with a peer or adult on a task. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Goal 27: Children demonstrate initiative | ||||
| PRESCHOOLERS MAY | Ask a peer to join in play. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| PRESCHOOLERS MAY | Join a play activity already in progress, with assistance. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| PRESCHOOLERS MAY | Select new activities during play time (select characters for dress-up). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Offer to help with chores ( sweeping sand from the floor, helping to clean up spilled juice). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| PRESCHOOLERS MAY | Find and use materials to follow through on an idea (blocks for building a tower, blank paper and crayons for drawing about a story or experience). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Make decisions about what activity or materials to work with from selection offered. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Goal 28: Children approach daily activities with creativity and Imagination | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Invent new activities or games. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Use imagination to create a variety of ideas. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Create acceptable rules for group activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Make up words, songs, or stories. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Express ideas through art construction, movement, or music. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Engage in extensive pretend play that includes role play (play “house” or “explorers”). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Investigate and experiment with materials. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Represent reality in a variety of ways (pretend play, drawing). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Invent projects and work on them. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Engage in role play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Goal 29: Children learn through play and exploration | ||||
| PRESCHOOLERS MAY | Tell others about events that happened in the past. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| PRESCHOOLERS MAY | Represent things in environment with available materials, moving from simple to complex representations (recreate pictures of a house, bridge, road with blocks). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Think out loud and talk through a situation. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Work out problems mentally rather than through trial and error. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Use a variety of methods to express thoughts and ideas (discussion, art activities). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Demonstrate long-term memory of meaningful events and interesting ideas. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| PRESCHOOLERS MAY | Describe or act out a memory of a situation or action. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Seek information for further understanding. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Use multiple sources of information to complete projects and acquire new information, with assistance. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Plan activities and set goals based on past experience. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| PRESCHOOLERS MAY | Demonstrate beginning understanding of what others are thinking, their intentions, or motivations. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Domain 4: Cognition and general knowledge | ||||
|---|---|---|---|---|
| Goal 30: Children gain reasoning and critical thinking | ||||
| PRESCHOOLERS MAY | Explore cause-and-effect relationships (rolling two different cars down a ramp and observing the different distances traveled). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| PRESCHOOLERS MAY | Recognize and labels aspects of an event (long, fun). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Compare experiences, with adult assistance (recalls and compares play times with different children). | Cognitive | B. Imitation and Memory | 3. Relates past events |
| PRESCHOOLERS MAY | Use comparative words (“Now the music is faster.” “The soup is hotter than the juice.”). | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| PRESCHOOLERS MAY | Solve simple problems without trying every possibility (putting big blocks at the base of a tower and smaller blocks on top to make a tower that doesn't topple). | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| PRESCHOOLERS MAY | Use previous experiences to make plans before attempting to solve some problems (using a wagon to gather toys into one spot rather than trying to carry them all by hand). | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| PRESCHOOLERS MAY | Explain reasoning behind a strategy or choice and why it did or didn't work. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| PRESCHOOLERS MAY | Try out different solutions to problems (trying to staple pieces of paper after unsuccessfully trying to tape them together). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Remember past experiences in the correct order and includes relevant details. (“How did the peddler feel when the monkeys didn't give him back his caps?”). | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Goal 31: Children find multiple solutions to questions, tasks, problems, and challenges | ||||
| PRESCHOOLERS MAY | Find their own solution or agree to try someone else's idea for a problem (accepting a suggestion to secure a tower's greater stability by building it on a wood floor rather than on a thick rug). | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| PRESCHOOLERS MAY | Successfully follow three-step directions. Retells a familiar story in the proper sequence, including such details as characters, phrases, and events. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| PRESCHOOLERS MAY | Follow detailed, multi-step directions. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Goal 32: Children use symbols to represent objects | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Provide more complex description of a person or object that is not present (the dog is black, soft, and runs around; child gestures to show how big). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Use symbols or pictures as representation for talking. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Use objects to represent real items in make-believe play (card becomes camera). | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| PRESCHOOLERS MAY | Recognize objects, places, and ideas by symbols (recognizes which is the men's or women's restroom by looking at the doors). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| PRESCHOOLERS MAY | Use physical objects to demonstrate vocabulary (creates two piles of blocks, one with "more" blocks, one with "less"). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Represent simple objects through drawings, movement, mime, three-dimensional constructions. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Goal 33: Children can distinguish between fantasy and reality | ||||
| PRESCHOOLERS MAY | Take on pretend roles and situations, using the appropriate language, tone, and movements (pretends to be a baby, crawling on the floor and making baby sounds). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Engage in complex make-believe play, theme-oriented play that involves multiple characters and settings). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Make connections between characters in books, stories, or movies, with people in real life. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| PRESCHOOLERS MAY | Question the reality of characters in books, family and traditional oral stories. Explain if a story is real or make-believe when prompted. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Understand and express when fantasy is influencing actions ("I was just pretending to do that."). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Recognize that some characters, places, and objects in stories, movies, television shows are not real. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
Goal 34: Children demonstrate knowledge of numbers and counting
| Preschoolers may | Quickly count objects up to four. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
|---|---|---|---|---|
| Preschoolers may | Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Preschoolers may | Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Preschoolers may | Verbally count to 20 (or in some way indicate knowledge of the words for the numbers from 1 to 20 in sequence) with occasional errors. | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Preschoolers may | Count to 10 from memory. | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Preschoolers may | Understand that the last number counted represents the number of objects in a set. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Preschoolers may | Recognize and write some numerals up to 10. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Preschoolers may | Recognize and write some numerals up to 10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6–10 |
| Preschoolers may | Solve simple word problems with totals of five or fewer items (know they will have a total of four pencils if they already have three and are given one more). | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| Preschoolers may | Continue to count when another item is added to a set. Quickly name the number in a group of objects, up to 10. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Preschoolers may | Use counting to compare two sets of objects and to determine which set has more, less, or the same as the other. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Preschoolers may | Understand that adding one or taking away one changes the number in a group of objects by exactly one. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Preschoolers may | Understand that adding one or taking away one changes the number in a group of objects by exactly one. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Preschoolers may | Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than 10. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| Preschoolers may | Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than 10. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Preschoolers may | Verbally count beyond 20, demonstrating an understanding of the number pattern. | Math | A. Counting | 4.2 Recites numbers 1–30 |
| Preschoolers may | Use strategies to count large sets of objects (more than 10). | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Preschoolers may | Know the number that comes before or after a specified number (up to 20). | Math | D. Addition and Subtraction | 1.4 Says number after 1–10 |
| Preschoolers may | Know the number that comes before or after a specified number (up to 20). | Math | D. Addition and Subtraction | 2.2 Says number before 2–10 |
| Preschoolers may | Recognize and order each written numeral up to 10. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |
| Preschoolers may | Recognize and order each written numeral up to 10. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6–10 |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Solve simple word problems with totals of 10 or fewer items (know they will have nine grapes if they have seven and are given two more). | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| PRESCHOOLERS MAY | Solve simple word problems with totals of 10 or fewer items (know they will have nine grapes if they have seven and are given two more). | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Goal 35: Children demonstrate some knowledge of measurement: size, volume, height, weight and length | ||||
| PRESCHOOLERS MAY | Compare two small sets of objects (five or fewer). | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| PRESCHOOLERS MAY | Make small series of objects (putting three or four objects in order by length). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Recognize differences in measuring (when trying to pour the same amount of juice into three cups, looks to see if one cup has more than the others). | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| PRESCHOOLERS MAY | Use multiple copies of the same unit to measure (seeing how many pillows make up pillow fort wall). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PRESCHOOLERS MAY | Use comparative language ("shortest," "heavier," "biggest"). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| PRESCHOOLERS MAY | Build block buildings and include such structural features as arches and ramps. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Order four or more items by decreasing or increasing (arranging a rock collection from the largest to the smallest). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Use correct tools to measure different items (choosing a scale for weight and a cup for volume). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PRESCHOOLERS MAY | Use measurement language ("This is three blocks long."). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Correctly add an object to an existing series (put longest block at end of row of increasing lengths). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Goal 36: Children sort, classify, and organize objects | ||||
| PRESCHOOLERS MAY | Sort objects and then counts and compares them. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| PRESCHOOLERS MAY | Sort objects by one attribute into two or more groups (big, medium, and small). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| PRESCHOOLERS MAY | Classify everyday objects that go together (mittens, hats, coats). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Copy, complete, and extend repeating patterns. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Build block buildings and include such structural features as arches and ramps. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Count only those objects in a group that have a specific attribute (all of the red cars in a picture). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| PRESCHOOLERS MAY | Place four or more objects or groups in order (number, length, etc.). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Sort sets of objects by one characteristic, then sort by a different characteristic and explains the sorting rules ("These are all of the red ones, but these are all of the big ones."). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PRESCHOOLERS MAY | Replicate and extend simple patterns (adds yellow to patterns of different colored blocks). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Combine shapes into patterns that make new shapes or complete puzzles (rearranging a collection of circles and variously sized rectangles to make the image of a person). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| PRESCHOOLERS MAY | Build complex block buildings, intentionally maintain such features as symmetry. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Help child create his or her own patterns ("What would it look like if we sorted blocks by color?"). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Suggest different rules for sorting (put a different color spoon with each plate). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| PRESCHOOLERS MAY | Offer art projects that use shapes ("You can draw a house by putting a triangle on top of a square.", "You can draw a rectangle for the door."). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Goal 37: Children collect information through observation and manipulation | ||||
| PRESCHOOLERS MAY | Identify and distinguish among senses (tastes, sounds, textures). | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| PRESCHOOLERS MAY | Use non-standard tools (blocks, paper tubes) to explore the environment. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PRESCHOOLERS MAY | Try new experiences provided by adults and describe observations (mixing soil and water to make mud). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| PRESCHOOLERS MAY | Seek information through observation, exploration, and conversations. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Identify, describe, and compare objects. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Goal 38: Children make predictions and experiment | ||||
| PRESCHOOLERS MAY | Ask questions and finds answers through active exploration. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| PRESCHOOLERS MAY | Make predictions and develops generalizations based on past experiences. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| PRESCHOOLERS MAY | Use vocabulary that show recognition of changes (such as sink, float, melt, freeze). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Communicate information learned from exploration of the natural world ("We picked lots of berries." "The snow was cold and wet.") | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Make reasonable explanations, without assistance. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PRESCHOOLERS MAY | Describe and discuss predictions, explanations, and generalizations based on past experiences. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Goal 39: Children observe and describe the natural world | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Identify things as living or non-living based on their characteristics (breathes, moves, grows). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PRESCHOOLERS MAY | Describe characteristics of plants, animals, and people (“That tree grew really tall!”). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Show understanding of changes in living things (plants, spider webs). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PRESCHOOLERS MAY | Ask questions about growth and change in plants and animals. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| PRESCHOOLERS MAY | Investigate properties of rocks, dirt and water. Recognize and provide simple descriptions of the state of matter (“Water is wet.”). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Make simple observations of the characteristics and movements of the sun, moon, stars, and clouds. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Discuss changes in the weather and seasons, using common weather-related vocabulary (rainy, sunny, windy). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Goal 40: Children differentiate between events that happen in the past, present, and future | ||||
| PRESCHOOLERS MAY | With support, retell or reenact familiar stories, including such details as characters, phrases, and events. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Demonstrate an awareness of important activities that are “coming up” or “in the near future” (keeping track of the days until a birthday or vacation trip) as a strategy to control excitement. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Goal 41: Children demonstrate awareness of location and spatial relationships | ||||
| PRESCHOOLERS MAY | Make shapes from parts (using a set of circle, rectangle, and line shapes to create an image of a snowman). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Combine and separate shapes to make designs or pictures (complete shape puzzles) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Build simple examples of buildings, structures, or areas with three-dimensional shapes, such as building blocks. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Name shapes (circle, triangle, square, rectangle), regardless of their size or orientation. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Use basic language to describe location (“I am under the bed.). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| PRESCHOOLERS MAY | Correctly follow directions involving their own positions in space (“move forward,” “sit behind,” etc.). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| PRESCHOOLERS MAY | Link or sorts familiar shapes (circle, square, triangle) that have different sizes and orientation. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Goal 42: Children demonstrate knowledge of the relationship among people, places and geography | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Match objects to their usual locations (stove in the kitchen, bed in the bedroom, tree in the park). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Be aware of characteristics of own geographic region ("It rains/snow here a lot.") | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Recognize where he/she is while traveling in familiar areas, most of the time. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Begin to express and understand concepts and language of geography in the contexts of the classroom, home, and community. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Describe some physical characteristics (bodies of water, mountains, weather) and some of the social characteristics of the corresponding communities (types of shelter, clothing, food, jobs). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| PRESCHOOLERS MAY | Help to navigate on journeys ("After you pass the blue house, our house is next." "I live by the bus stop."). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Goal 43: Children demonstrate awareness of economic concepts | ||||
| PRESCHOOLERS MAY | Understand that money is needed to purchase goods and services. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Play store or restaurant with play or real money, receipts, credit cards, telephones. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Talk about what wants to be when he/she grows up. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Realize that making one choice means that you may not be able to do something else. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| PRESCHOOLERS MAY | Recognize that people rely on others for goods and services | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| PRESCHOOLERS MAY | Understand the concept of saving resources for use in the future. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| PRESCHOOLERS MAY | Accurately name some coins and paper cash (penny, nickel, dollar). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Recognize some things are owned by people and other things are collective goods. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Goal 44: Children demonstrate awareness of the relationship between humans and the environment | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Show awareness of environment by noticing features of own home and other familiar places (recounts how water was flowing over the road on the way to store). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Recognize things that do not belong in the environment (litter). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PRESCHOOLERS MAY | Help protect equipment and materials from weather (helps cover outdoor furniture, sweeps leaves). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PRESCHOOLERS MAY | Recognize, with adult support and guidance, how people can take care of the earth's resources. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| PRESCHOOLERS MAY | Exhibit simple concepts of conservation (uses paper judiciously, does not waste water). | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| PRESCHOOLERS MAY | Show interest in understanding how animals gather and store food, sleep, and live. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Goal 45: Children use technology appropriately | ||||
| PRESCHOOLERS MAY | Uses a telephone to talk to familiar people, with assistance. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| PRESCHOOLERS MAY | Identify some materials as natural or as human-made and explains how he/she knows the difference. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Describe stories, images, or sounds experienced with technology (music on speaker, program on television, story heard on speaker). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Use accurate vocabulary to identify technology (camera, computer, printer, television, phone). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Identify ways in which technology helps people ("The wheelchair helps Alfonso get from one place to another." "Email or texting lets you communicate with your friend Opal, who lives far away."). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Identify alternate ways of doing things with and without technology (can use hands or dishwasher to clean dishes, can travel by foot or by car). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Consider, with adult guidance, what it must have been like to live without technology in an earlier time. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| PRESCHOOLERS MAY | Use computer for simple 'point and click' operations on child-appropriate websites or software. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Goal 46: Children use creative arts to express and represent what they know, think, believe, or feel | ||||
|---|---|---|---|---|
| PRESCHOOLERS MAY | Create new songs and dances or adds their own words to songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PRESCHOOLERS MAY | Express preferences for some different types of art, music, and drama. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Explore musical instruments and uses them to produce rhythms and tones. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Mold and build with dough and clay and then identifies and sometimes names their creation ("I make a dog and his name is Spot."). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| PRESCHOOLERS MAY | Act out plots and characters found in familiar stories. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Participate in pretend play with other children. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| PRESCHOOLERS MAY | Apply vocal skills to instruments to produce more complex rhythms, tones, melodies, and songs. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| PRESCHOOLERS MAY | Intentionally create content in a work of art (picture, a playdough sculpture, etc.). | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| PRESCHOOLERS MAY | Write and act out stories based upon familiar topics or characters. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Goal 47: Children demonstrate understanding and appreciation of creative arts | ||||
| PRESCHOOLERS MAY | Enjoy and engage with displays of art, music, and drama. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PRESCHOOLERS MAY | Express clear preferences for types of artwork or art activities. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Plan art and shows with increasing care and persistence in completing it. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PRESCHOOLERS MAY | Choose own art for display in the classroom or for inclusion in a portfolio or book and explains their choices and preferences in some detail. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Communicate about elements appearing in art, music and drama. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Domain 5: Communication, language, and literacy | ||||
|---|---|---|---|---|
| Goal 48: Children demonstrate understanding of social communication | ||||
| PRESCHOOLERS MAY | Listen to others and take turns in a group discussion for a short period. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| PRESCHOOLERS MAY | Respond to simple open-ended questions. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| PRESCHOOLERS MAY | State point of view, likes/dislikes, and opinions using words, signs or picture boards. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Use multiple word sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| PRESCHOOLERS MAY | Relay a simple message (from grandparent to parent). | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| PRESCHOOLERS MAY | Repeat words or ideas to be sure information is communicated. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| PRESCHOOLERS MAY | Use pre-writing (also known as “print approximations”) in play with other children when pretending to communicate. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| PRESCHOOLERS MAY | Enjoy and participate in jokes and humor with peers (make up silly knock-knock jokes). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| PRESCHOOLERS MAY | Use and respond to a variety of more complex non-verbal cues (facial expressions for pride, displeasure, encouragement). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| PRESCHOOLERS MAY | Begin to understand that non-family adults and peers may not understand home language (code switching for children learning English as an additional language, using more or less formal language for different contexts). | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Work with caregivers and peers to solve simple problems verbally, and is progressing toward independence. (Caregiver identifies feelings and states problem “You both are upset...you both want the swing.” Child states “I want swing”). | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| PRESCHOOLERS MAY | Begin to understand that non-family adults and peers may not understand home language. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PRESCHOOLERS MAY | Listen to others and responds in group conversations and discussions | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| PRESCHOOLERS MAY | Enjoy telling jokes or creating humorous dramatic play. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| PRESCHOOLERS MAY | Enjoy listening to stories from different sources (in person, audiobooks, podcasts). | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PRESCHOOLERS MAY | Begin conversation by making statements or asking questions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Use language appropriately depending upon the purpose (to tell stories, get information, ask for help), most of the time. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| PRESCHOOLERS MAY | Adjust intonation and volume in a variety of settings (whispers when a baby is sleeping). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Goal 49: Children listen and understand communication (receptive language) | ||||
| PRESCHOOLERS MAY | Follow directions that involve a two- or three-step sequence of actions which may not be related ("Please pick up your toys and then get your shoes"). | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| PRESCHOOLERS MAY | Show understanding of more concept words, such as on, under, behind, next to, first, last, above, below, basic colors). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| PRESCHOOLERS MAY | Show understanding of several shapes, colors (child able to find the green pillow when asked). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PRESCHOOLERS MAY | Answer "who, where, why, and how many" questions. | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| PRESCHOOLERS MAY | Answer "who, where, why, and how many" questions. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| PRESCHOOLERS MAY | Know the difference between gender of self and peers. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Show increased understanding of vocabulary words for most toys, pictures, objects, and materials in the household and familiar environments | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PRESCHOOLERS MAY | Follow two- and three-part directions unfamiliar to the daily routine | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| PRESCHOOLERS MAY | Use and understand complex sentences in home language. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PRESCHOOLERS MAY | Enjoy humor through word play (jokes, riddles, words that sound fun together). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PRESCHOOLERS MAY | Begin to identify pairs of words that rhyme. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| PRESCHOOLERS MAY | Begin to represent a storyline through drawing, acting, or singing, with assistance, | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PRESCHOOLERS MAY | Make grammatical adjustments in English (men instead of "mans," went instead of "goed"). | Social-Communication | C. Communicative Expression | 2 (All) |
| PRESCHOOLERS MAY | Make grammatical adjustments in English (men instead of "mans," went instead of "goed"). | Social-Communication | C. Communicative Expression | 3 (All) |
| PRESCHOOLERS MAY | Show increased understanding of advanced concept words, such as more/less, first/ last, big, bigger, biggest, morning/daytime/ nighttime. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| PRESCHOOLERS MAY | Be able to stay engaged for longer periods of time for books, in conversations and/or stories. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
Goal 50: Children communicate their thoughts, feelings and ideas with others (expressive language)
| Preschoolers may | Use new vocabulary in spontaneous speech. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
|---|---|---|---|---|
| Preschoolers may | Ask the meaning of unfamiliar words and then experiment with using them. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Preschoolers may | Use words to further describe actions or adjectives ("running fast" or "playing well"). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschoolers may | Use multiple words to explain ideas (when talking about primary caregiver says "mother/ father" and/or "parent"). | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschoolers may | Use words to express emotions (happy, sad, tired, scared). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Preschoolers may | Talk in sentences with five to six words to describe people, places, and events. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschoolers may | Use words with past and future. | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Preschoolers may | Use verb tenses to denote and describe events from the past or future. (He jumped on the bed, I am going to grandma's house). | Social-Communication | C. Communicative Expression | 3 (all) |
| Preschoolers may | Describe a task, project, and/or event sequentially in three or more segments. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschoolers may | Use prepositions in everyday language, sometimes needing assistance (at, in, under). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Preschoolers may | Child may go through a period of normal non-fluency or "stuttering". | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Preschoolers may | Be able to recall and describe a previous event, such as what they ate for breakfast. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Preschoolers may | Use increasingly complex language in response to questions to show understanding of new ideas, experiences and concepts. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Preschoolers may | Define words, with assistance ("Firefighters put out fires"). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschoolers may | Be able to retell a 3-part story or event in sequence. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Preschoolers may | Use sentences in home language that show an emerging understanding of grammatical structure. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschoolers may | Speech is 90 to 100 percent understandable. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschoolers may | Express an idea in more than one way | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschoolers may | Expand vocabulary to include 1,000 to 2,000 words. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| AK Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| PRESCHOOLERS MAY | Ask others for assistance to define new words in their vocabulary. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| PRESCHOOLERS MAY | Show an interest in playing with language through joke telling and word play. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Goal 51: Children demonstrate appreciation and enjoyment of reading | ||||
| PRESCHOOLERS MAY | Participate in and create songs, rhymes, and games that play with sounds of language (claps out sounds or rhythms of language). | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PRESCHOOLERS MAY | Find objects in a picture with the same beginning sound, with assistance. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| PRESCHOOLERS MAY | Know that alphabet letters can be individually named and begin to show interest in naming them (letters from their name, letters common in their environment). | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| PRESCHOOLERS MAY | Know first and last page of a book. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| PRESCHOOLERS MAY | Begin to understand that print progresses from left to right (Exceptions are Arabic, Chinese, Japanese text, etc.). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| PRESCHOOLERS MAY | Recognize some signs and symbols in environment (stop signs). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| PRESCHOOLERS MAY | Use pictures to predict a story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| PRESCHOOLERS MAY | Recite some words in familiar books from memory. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Fill in missing information in a familiar story. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Pretend to read a familiar book. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| PRESCHOOLERS MAY | Enjoy a variety of genres (poetry, folk or fairy tales, nonfiction books about different concepts). | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PRESCHOOLERS MAY | Compare stories with real life. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| PRESCHOOLERS MAY | Recognize and name at least half of the letters in the alphabet, including letters in own name (first name and last name), as well as letters encountered often in the environment. | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| PRESCHOOLERS MAY | Produce the sound of many recognized letters. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| PRESCHOOLERS MAY | Make up an ending for a story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| PRESCHOOLERS MAY | Be interested in reading a variety of printed materials (books, newspapers, cereal boxes) and may ask for help. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Use signs he/she sees for information (“no fishing” sign on dock). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| PRESCHOOLERS MAY | Give opinion on books in terms of sections enjoyed. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PRESCHOOLERS MAY | Enjoy a variety of genres (poetry, folk or fairy tales, nonfiction books about different concepts). | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PRESCHOOLERS MAY | Use picture clues for information (attempts to predict weather by looking at picture of clouds and rain in newspaper or on television news). | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| PRESCHOOLERS MAY | Start to make letter-sound associations (begins to recognize that the sound “b” is present in the words ball, boy, and baby). | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| PRESCHOOLERS MAY | Recognize beginning sound and letter in his or her name as well as some classmates. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| PRESCHOOLERS MAY | With prompting and support, run their finger under or over print as they pretend to read text. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| PRESCHOOLERS MAY | Demonstrate understanding of some basic print conventions (the concept of what a letter is, the concept of words, direction of print). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| PRESCHOOLERS MAY | Recognize differences among letters, words, and numerals. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PRESCHOOLERS MAY | Read own first name. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| PRESCHOOLERS MAY | Find objects in a picture with the same beginning sound, with assistance (all items that begin with a “b”). | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| PRESCHOOLERS MAY | Differentiate among similar-sounding words in pronunciation and listening skills (three and three). | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| PRESCHOOLERS MAY | Provide one or more words that rhyme with a single word (What rhymes with log?). | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| PRESCHOOLERS MAY | Use character voices when retelling a story or event. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PRESCHOOLERS MAY | Begin to create and invent words by substituting one sound for another (Band-Aid/dambaid) | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| PRESCHOOLERS MAY | Recognize function of common labels in the environment (bathroom sign). | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| PRESCHOOLERS MAY | Use a simple cookbook, map, or similar printed material with assistance. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Enjoy “how-to” books, non-fiction, and reference books. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Share and talk about books with peers. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PRESCHOOLERS MAY | Look for books of interest. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| PRESCHOOLERS MAY | Show interest in learning to read and make attempts at ‘reading’ favorite books aloud. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| PRESCHOOLERS MAY | Pay attention to story and engage during entire picture book read aloud. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| PRESCHOOLERS MAY | Have a favorite author/illustrator or series of books | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| PRESCHOOLERS MAY | Identify book parts and features such as the front, back, title and author. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Goal 52: Children use writing for a variety of purposes | ||||
| PRESCHOOLERS MAY | Know the difference between printed letters and drawings. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| PRESCHOOLERS MAY | Create increasingly recognizable drawings, including attempts to represent human figures, older preschool expands drawings to include other objects, pets, scenery. | Literacy | E. Writing | 2.1 Makes representational drawings |
| PRESCHOOLERS MAY | Child may identify and refine or revise symbols to represent concepts and ideas they are exploring (squiggly lines for curly hair). | Literacy | E. Writing | 2.1 Makes representational drawings |
| PRESCHOOLERS MAY | Attempt to copy letters of the alphabet. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| PRESCHOOLERS MAY | Label pictures using letter-like marks. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| PRESCHOOLERS MAY | Try to connect sounds in spoken words with the written form. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PRESCHOOLERS MAY | Show interest in using approximations of letters to write their own name or other familiar words. | Literacy | E. Writing | 3.3 Copies entire first name |
| PRESCHOOLERS MAY | May use invented spelling with consistent or logical beginning sound substitutions. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PRESCHOOLERS MAY | Attempt to convey meaning through writing. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PRESCHOOLERS MAY | Dictate a story for an adult to put in print. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| PRESCHOOLERS MAY | Begin to hold marker/pencil in a tripod grasp (48 months). | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| PRESCHOOLERS MAY | Write/draw/illustrate for a variety of purposes. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PRESCHOOLERS MAY | May attempt to write a short phrase or greeting. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PRESCHOOLERS MAY | May print several alphabetic letters for given letter names. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| PRESCHOOLERS MAY | Show an interest in writing his or her first name. | Literacy | E. Writing | 3.2 Prints first name |
| PRESCHOOLERS MAY | Make a simple storybook using pictures, personal experience or culture and some words, with assistance. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| PRESCHOOLERS MAY | Create a variety of written products that may or may not communicate intended message phonetically. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PRESCHOOLERS MAY | Show an interest in copying simple words posted in the classroom or in the environment. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| PRESCHOOLERS MAY | May attempt to independently write some words using invented spelling. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PRESCHOOLERS MAY | Demonstrate understanding of print conventions when creating documents (text moves from left to right, page order, etc.). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |