AEPS 3 Alabama Standards for Early Learning and Dev Alignment FINAL.pdf
aeps3
ALIGNMENT
ALABAMA
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Alabama Standards for Early Learning and Development
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with Alabama’s Standards for Early Learning and Development
This document aligns the content from Alabama’s Standards for Early Learning and Development (ASELD) [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. Alabama Department of Early Childhood Education. (2020). Alabama’s Standards for Early Learning and Development. Retrieved from: https://children.alabama.gov/for-educators/aseld/
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 March 2023
| AL Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Section 1: Relationships and Connections | ||||
| Social Emotional Development (SED) | ||||
| SED1: Myself | ||||
| SED1a: Self-Awareness: Children will demonstrate an emerging personal identity through awareness of own personal characteristics, skills and abilities. | ||||
| By 9-12 months, most INFANTS will | 1al-1 Explore movement of hands, feet, body, and objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1al-2 Show joy or smile and coo at own image in the mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 1al-3 Respond to name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| By 9-12 months, most INFANTS will | 1al-4 Express likes and dislikes (preferences) through vocalizations or gestures | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| By 9-12 months, most INFANTS will | 1al-4 Express likes and dislikes (preferences) through vocalizations or gestures | Social-Communication | B. Communicative Understanding | 3.2 Vocalizes to another person expressing negative affective state |
| By 9-12 months, most INFANTS will | 1al-5 Recognize how actions affect others | Social-Communication | A. Early Social Communication | 2.2 Repeats part of interactive game or action in order to continue game or action |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Show awareness of specific body parts; point to ears, mouth, nose, etc. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Recognize self in the mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-3 Say name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-4 Indicate likes or dislikes (preferences) through willingness to participate or complete activities or actions | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-5 Express self as individual through gestures and actions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Name own physical characteristics or body parts | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Begin to show self consciousness or embarrassment during some social situations | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Use first person pronouns to refer to self | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-4 Name likes and dislikes (preferences) when asked | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-5 Display assertiveness | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Recognize similarities and differences in own and others' personal characteristics | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Call attention to self in photos or videos | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Demonstrate knowledge of personal information | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-4 Use words to demonstrate knowledge of own preferences | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-5 Stand up for own rights | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Differentiate themselves by physical characteristics | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Show increasingly accurate understanding of own strengths, preferences, limitations, and personal qualities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Connect adult's actions to own accomplishments or actions | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Make choices based on likes and dislikes (preferences) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-5 Stand up for rights of others | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| SED1b: Self-Esteem: Children will demonstrate emerging confidence in their own abilities. | ||||
| By 9-12 months, most INFANTS will | 1bI-1 Indicate needs and wants; participate as adult attends to needs | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 9-12 months, most INFANTS will | 1bI-2 Show beginning awareness of own skills and expectation of results from an action | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| By 9-12 months, most INFANTS will | 1bI-3 Explore the environment when adult is nearby | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1bI-4 Show pleasure at accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Alternate between doing things independently and wanting help or comfort | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Demonstrate confidence in the ability to make things happen | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| By 18-24 months, most YOUNG TODDLERS will | bYT-3 Explore the environment on own, but check back with a familiar adult occasionally | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-4 Show others something that's been completed | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Show pride in attempting to complete self-help or personal care tasks independently | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Attempt new tasks or activities with interest | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Participate in varied and new experiences with adult encouragement | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-4 Show joy in accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Show confidence in ability to complete routines independently | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Select more challenging activities with confidence | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Independently seek out play areas or activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Demonstrate one's accomplishments to others with pride | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Show confidence in ability by taking on new tasks | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Show pride in completion of challenging tasks and activities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Invite peers to join play or activity | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Describe accomplishments with detail | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| SED2: My Feelings | ||||
| SED2a: Manage Feelings: Children will identify, manage, and express their feelings. | ||||
| By 9-12 months, most INFANTS will | 2aYT-1 Respond to adult's expression of feelings | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| By 9-12 months, most INFANTS will | 2aYT-2 Express a range of emotions through body movements, crying or laughing | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2aYT-3 Rely on familiar adults for comfort | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| By 9-12 months, most INFANTS will | 2aYT-4 Attend with interest when others show they are happy, sad, or fearful by their facial expressions, voices, or actions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Imitate adult's expression of feelings | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Communicate feelings through gestures, actions, or basic words | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-3 Stay near or cling to familiar adult during times of distress or discomfort | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-4 Show awareness of others' expressed feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-1 Recognize feelings when named by adult | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-2 Label basic emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-3 Seek out adult or use a comfort item during times of distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-4 Respond in caring ways to others' expressions of feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYT-1 Name basic emotions when demonstrated by others or represented in books | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYT-2 Express own feelings through actions or words | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYT-3 Seek reassurance from adult in anticipation of a difficult task | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYT-4 Express concern or interest for others' needs or feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aYT-1 Associate basic emotions with words, expressions or gestures or actions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aYT-2 Communicate feelings or emotions in socially-acceptable ways | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aYT-3 Seek reassurance or recognition from adults when attempting to resolve distress or challenging situation | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aYT-4 Respond with empathy and compassion at others' expression of emotion | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| SED2b: Self-Regulation: Children will begin to self-regulate. | ||||
| By 9-12 months, most INFANTS will | 2bl-1 Self soothe to calm | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 2bl-2 Regulate reaction to stressors by looking away or seeking adult attention | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2bl-3 Exhibit behaviors to obtain adult help to solve a problem | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Find comfort in a familiar setting or calm with familiar adult or object | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Adjust behavior in response to adult cues and reactions | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-3 Imitate other children's problem-solving techniques | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-4 Use temper tantrums to express distress or displeasure | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Imitate self-regulation strategies when guided by an adult | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Manage behaviors with adult help | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Seek help from adult to solve a problem | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-4 Show defiance | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Use self-regulation strategies to calm down with adult guidance | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Show awareness of how actions and behavior affect others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Identify a solution for a problem with adult support | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-4 Start and stop activities with warnings and cues | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Independently use self-regulation strategies to solve simple problems | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-2 Adapt behavior to accommodate situation or adult response | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Independently solve simple problems | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-4 Transition to new activities independently when asked | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| SED 3: MY RELATIONSHIPS | ||||
| SED3a: Relationships with Adults: Children will form relationships and interact positively with adults who consistently respond to their needs. | ||||
| By 9-12 months, most INFANTS will | 3aI-1 Show secure attachment or seek to be near familiar adult | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 3aI-2 Communicate needs to familiar adults through vocalizations and gestures | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 9-12 months, most INFANTS will | 3aI-3 Initiate simple back and forth play with adult | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-1 Rely on adult as a safe base for exploring the environment | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-2 Look to familiar adult for help | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Participate in back and forth activities with adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-1 Separate from adult for play but check back often for support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-2 Ask familiar adult for help | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-3 Initiate interactions and play with adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-1 Separate from trusted adult without distress | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-2 Accept guidance and information from trusted adults | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-3 Interact with adults in varied ways | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-1 Separate and easily accept explanation for parting with trusted adult | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-2 Cooperate with adult guidance to achieve adult approval | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-3 Initiate and engage with familiar adults to share mutual interests | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| SED3b: Relationships with Peers: Children will develop ways to interact and build relationships with peers. | ||||
| By 9-12 months, most INFANTS will | 3bl-1 Show interest in other children, and notice their actions or faces | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 3bl-2 Imitate the sounds and actions of others | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| By 9-12 months, most INFANTS will | 3bl-2 Imitate the sounds and actions of others | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-1 Show interest in other children when near | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-2 Respond to other children's emotional expressions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-1 Play alongside others, occasionally sharing or interacting with others | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-2 Recognize and respond to that other children's expression of feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-1 Form relationships with a few children | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-2 Use comforting words or actions to respond to another child's distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-3 Demonstrate strategies for entry into social play with peers | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-4 Show beginning prosocial behavior when interacting with other children (cooperating, turn-taking, sharing) | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-1 Sustain relationships with other children for an extended period of time | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-2 Take the perspective of another child and respond in a manner that is supportive | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-3 Play with peers in a coordinated manner including assigning roles, materials and actions | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-4 Engage in prosocial behavior during play (cooperating, turn-taking, sharing) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Social Studies (SST) | ||||
| SST1: Social Systems | ||||
| SST1a: Family Structure: Children will develop a sense of belonging to a family group, articulate family members' roles, and identify how families are alike and different. | ||||
| By 9-12 months, most INFANTS will | 1al-1 Respond to immediate family/adults | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| By 9-12 months, most INFANTS will | 1al-2 Show affection for familiar adults and children | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Recognize immediate family members | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Seek out family members to have needs met | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Identify immediate family members | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Imitate role of family member | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Recognize known versus unknown adults in child's life | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Name immediate family members | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Describe actions or roles of specific family member | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Identify personal relationships with significant adults | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Name extended family members (aunts, grandparents, etc.) | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Talk about relationships with other family members | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Discuss how families differ and how they are the same | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| SST1b: Community Belonging: Children will build a sense of belonging to a group and follow its rules. | ||||
| By 9-12 months, most INFANTS will | 1bl-1 Seek comfort from familiar adult | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 9-12 months, most INFANTS will | 1bl-2 Show anticipation of daily events | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Separate from caregiver in familiar settings | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Participate in simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-3 Look to adult for assistance | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Identify self as part of a group | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Participate in an adult led routine with adult support | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Follow simple rules, with adult reminders | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Identify a group they belong to | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Comply with schedules and routines throughout their environment | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Understand that rules may be different in different places or situations | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Display interest in helping others | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Differentiate groups they belong to | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Follow routines and schedules | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Understand natural and logical consequences for not following rules | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Seek out opportunities for leadership | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| SST1c: Diversity and Culture: Children will show understanding of how people and customs are alike and different. | ||||
| By 9-12 months, most INFANTS will | 1cl-1 Show enjoyment when adult names or plays games like "peekaboo" or "This Little Piggy" | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| By 9-12 months, most INFANTS will | 1cl-2 Show interest in others' differences in appearance | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 1cl-3 Explore culturally diverse music and books, with adult support | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-1 Gaze at self in the mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-2 Show curiosity and explore characteristics of others | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-3 Participate in music, literature, etc. surrounding holiday, cultural and/or birthday celebrations | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-1 Identify own traits and characteristics | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-2 Recognize the way self is the same or different than others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-3 Recognize that people celebrate different events or have different customs | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-1 Describe own traits and characteristics | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-2 Identify differences and similarities in physical characteristics of self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-3 Identify traditions of family and other cultures | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-1 Compare traits and characteristics of self with others | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-2 Discuss differences and similarities between themselves and others | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-3 Show appreciation of own culture or customs | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SST2: Social Studies Concepts | ||||
| SST2a: Economics: Children will understand about supply and demand, why people work, money, and community helpers. | ||||
| By 9-12 months, most INFANTS will | 2aI-1 Depend on others to meet needs and wants | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-2 Explore costumes and props that represent community helpers | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Express wants and needs with simple phrases or gestures | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Engage with costumes and props that represent community helpers | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Request specific strategies to alleviate needs and wants | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 Recognize community helpers through uniforms and equipment | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Show understanding of community helper's roles | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-4 Show an emerging understanding of the purpose of money | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Begin to recognize the difference between wants and needs | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Identify various community helpers through their uniforms and equipment | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Express understanding of occupations through dramatic play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-4 Demonstrate awareness of the purpose of jobs, money and its exchange | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Realize that people depend on others to have needs met | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Describe roles of various community helpers and workers | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Describe occupations' roles and purposes | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-4 Understand the purpose of saving for tomorrow | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| SST2b: Geography: Children will identify basic concepts of location and features in the community. | ||||
| By 9-12 months, most INFANTS will | 2bI-1 Explore surroundings and materials in the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Locate familiar objects when given basic directions | Social-Communication | B. Communicative Understanding | 2. Lociates common objects, people, or events |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Recognize familiar locations | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Follow requests or instructions that involve direction words or prepositions | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Point out familiar places in the neighborhood | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Use different materials that represent geographical features | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Talk about the location of objects, such as near and far | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Identify landmarks or places through their logos and signs | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Draw pictures of geographical features in the neighborhood | Literacy | E. Writing | 2.1 Makes representational drawings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-4 Show interest in geographic tools, such as globes, GPS, or maps | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Use directional terms such as turn left, straight ahead | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Name own street, town and/or neighborhood | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Create representations of different landforms and landmarks during play | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Use geographic tools to identify landmarks in a specific location | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| SST2c: History: Children will demonstrate an understanding of events and people from the past and present. | ||||
| By 9-12 months, most INFANTS will | 2cI-1 Show anticipation for routine activities | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2cI-2 Demonstrate beginning understanding of object permanence | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-1 Show anticipation for scheduled activities | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-2 Respond to familiar sequences and routines | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-3 Recognize the end of an activity | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-1 Describe what happens next in a routine | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-2 Begin to connect past and present experiences | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-3 Recognize the beginning and end of an activity | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-4 Imitate a sequence for a routine during play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-5 Show understanding of words that describe time | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Describe the steps of a routine | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Recognize how past events relate to their circumstances | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Talk about past experiences/events | Cognitive | B. Imitation and Memory | 3. Relates past events |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Recall parts of a story or what happened during the day | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Use words that indicate time, but they may be inaccurate | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-1 Use the posted schedule to describe the day's activities | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-2 Distinguish between events that happened in the past, present or future | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-3 Talk about an event that happened or will happen | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-4 Discuss past experiences or events in the correct sequence | Cognitive | B. Imitation and Memory | 3. Relates past events |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-5 Use time vocabulary with some accuracy | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Section 2: Exploration and Critical Thinking: Developing STEM Skills | ||||
| Approaches to Play and Learning (APL) | ||||
| APL1: Play | ||||
| APL1a: Imaginative Play: Children will use their imaginations to learn about the world around them. | ||||
| By 9-12 months, most INFANTS will | 1al-1 Use a familiar object for a different purpose or in a different way | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1al-2 Imitate observed actions | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Use objects for a real or imagined purpose | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Imitate or act out real life events | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Use objects to represent something different | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Pretend to be somebody or something other than self | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Engage in make-believe play that mimics real-life experiences | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Coordinate play with another, beginning to assign roles | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Invent an imaginary friend | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Use props and create characters as part of pretend play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Engage in elaborate and sustained imaginative play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Distinguish between real life and fantasy | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| APL1b: Collaborative Play: Children will learn to work and play together to achieve a common goal. | ||||
| By 9-12 months, most INFANTS will | 1bi-1 Observe and seek to be near another baby or child | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 1bi-2 Engage in simple turn-taking | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| By 9-12 months, most INFANTS will | 1bi-3 Engage in imitative play actions with adults | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Play near another child with different toys or activities | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Seek adult or peer audience during play | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-3 Initiate imitative play games | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Play alongside other children | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Share toys or materials with adult support | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Help a friend during a play experience | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Interact with others to create play scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Begin to develop friendships, showing preferences for specific children | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Communicate interest in others' ideas through verbal and nonverbal means | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Express knowledge of everyday lives and culture through play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Develop and sustain complex play themes and roles in cooperation with peers | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Seek out specific children to engage in play experiences | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Take another's perspective | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Articulate values and "rules" through play | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| APL2a: Persistence, Engagement, and Attention: Children will develop the ability to focus their attention and concentrate to complete tasks. | ||||
| By 9-12 months, most INFANTS will | 2aI-1 Focus attention on people or objects nearby | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-2 Deliberately try to make things happen | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 9-12 months, most INFANTS will | 2aI-3 Attend to different sights, sounds or people in the environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-4 Repeat action multiple times for enjoyment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Focus attention on activities or people for a short period of time | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Repeat tasks and activities over and over again to achieve a goal | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-3 Show interest in activities going on in the environment | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-4 Show delight after a completed activity or act | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-5 Demonstrate desire to complete tasks by self | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Focus on a task but may lose interest | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 Repeat actions or events to gain mastery | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Attend to a selected activity in the environment | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-4 Show delight in accomplishing a challenging task | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-5 Complete a task from start to finish with adult support | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Maintain focus on a project over a period of time with adult support | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Try different ways to complete a task when something doesn't work | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Stay engaged in an activity or task while other activities are occurring in the environment | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-4 Express satisfaction in a completed task | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-5 Express goals and follow through with them. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Stay focused on activities and tasks until completion | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Persist with task completion even after previous efforts have failed | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Stay engaged in an activity or task despite interruptions | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-4 Generalize the success to another task | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-5 Set simple goals that extend over time, make plans and follow through | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| APL2: Constructing, Organizing, and Applying Knowledge | ||||
| APL2b: Task Analysis: Children will identify the steps needed to achieve a goal. | ||||
| By 9-12 months, most INFANTS will | 2bal-1 Demonstrate familiarity with routines, objects, and materials | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Observe another's actions and replicate | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Anticipate the next step of a familiar routine or activity | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-3 Use a variety of ways to meet a goal | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Notice similarities and differences between tasks | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Describe the sequence of a familiar routine | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Make choices to achieve a goal | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Consider different ways to approach the same task with adult help | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 With adult support, develop the steps needed to complete a simple task | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Express short term goals or plans and follow through with them | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Demonstrate understanding that a task can be achieved in multiple ways | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-2 Break down multi-part tasks into steps | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Independently identify and seek things needed to complete activities or tasks | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| APL2c: Reasoning and Problem Solving: Children will identify and develop strategies for solving simple problems. | ||||
| By 9-12 months, most INFANTS will | 2cl-1 Notice effect of own actions when interacting with a variety of objects and people | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| By 9-12 months, most INFANTS will | 2cl-2 Use an object in more than one way | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| By 9-12 months, most INFANTS will | 2cl-3 Purposely complete actions to make something happen | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| By 9-12 months, most INFANTS will | 2cl-4 Use an object, action, or adult to accomplish tasks, such as pulling a blanket to reach a toy or pushing a button to hear a sound. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-1 Observe others' actions with objects and materials | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-2 Use trial and error to complete a task | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-3 Repeat action to produce an effect or response | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-4 Experiment to find a solution to a problem | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-1 Repeat action to obtain a specific effect | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-2 Try a new way to solve a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-3 Purposely complete actions to make something happen | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-4 Imitate others' actions to complete a task or activities | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Experiment with similar actions on different objects | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-2 Experiment with a variety of strategies to solve a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-3 Apply previously-successful strategies to complete a task | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-4 Seek and make use of ideas and help from adults and peers to solve problems | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-1 Apply prior knowledge and experiences to new ideas and activities | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-2 Describe the steps they will use to solve a problem | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-3 Evaluate different strategies for problem solving and select the strategy they feel will work without trying it | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-4 Ask specific questions of adult or peer to solve a problem | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| APL3: Wonderment and Investigation | ||||
| APL3a: Curiosity, Invention, and Initiative: Children will show eagerness, imagination, and creativity as they try new tasks. | ||||
| By 9-12 months, most INFANTS will | 3aI-1 Show interest and excitement while exploring new experiences in familiar settings | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 3aI-1 Explore materials by using their senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 3aI-1 Reach for the same objects or toys repeatedly | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 3aI-1 Try a new action with a familiar object | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-1 Delight in finding new properties and uses for familiar objects and experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-2 Gesture to adults to describe or name new objects or toys | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Indicate preferences for objects or activities | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-4 Delight in finding different and unique ways to use familiar objects | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-1 Invent new uses for materials other than those originally intended | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-2 Ask short questions to learn new information and show interest in routines and daily activities | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-3 Be insistent about preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-4 Express joy or satisfaction through simple, actions, gestures, and words | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-1 Demonstrate willingness to participate in both familiar and new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-2 Ask questions to obtain clarification | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-3 Make choices and complete some independent activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-4 Discover things that amaze them and seek to share them with others | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-1 Show eagerness to learn about and discuss new topics, ideas and tasks | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-2 Ask questions to understand a new concept | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-3 Show independence and purpose when making choices. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-4 Use complex and varied language to share ideas and influence others during play | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-5 Select and carry out activities without adult prompting | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| APL3b: Risk-Taking and Flexibility: Children will demonstrate a willingness to take risks and try new things. | ||||
| By 9-12 months, most INFANTS will | 3bl-1 Look to adults for reassurance when trying new things | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 9-12 months, most INFANTS will | 3bl-2 Notice changes in the environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 3bl-3 Try to do things that are hard (such as crawl or walk) looking to adults for reassurance | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| By 9-12 months, most INFANTS will | 3bl-4 Seek to discover where something was and where it might be (object permanence) | Cognitive | C. Conceptual Knowledge | 1.1 Locates object in second of two hiding places |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-1 Move away from an adult to try new things but check in frequently | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-2 React to unexpected events with laughter or interest | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-3 Show interest in toys that offer a challenge and try to figure out how they work and how to use them | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-4 Seek new experiences that create joy and excitement | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-1 Explore environment freely with an adult nearby | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-2 Transition to new activities with adult encouragement | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-3 Demonstrate a willingness to participate in new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-4 Accept changes in plans and schedules with minimal opposition | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-1 Choose to participate in an increasing variety of familiar and new experiences | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-2 Ask to participate in new experiences they have observed or heard about | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-3 With support and guidance, differentiate between appropriate and inappropriate risk taking | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-4 Try different roles or play approaches with adult support | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-1 Approach new experiences, topics, and ideas with interest | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-2 Express a belief that they can do things that are hard | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-3 Try things they are not sure they can do while avoiding dangerous risks | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-4 Take on new roles in a group setting | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| AL Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Science Exploration and Knowledge (SEK) | ||||
| SEK1: Science Concepts | ||||
| SEK1a: Scientific Inquiry: Children will gain knowledge through exploration and discovery. | ||||
| By 9-12 months, most INFANTS will | 1aI-1 Use senses to explore objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1aI-2 Show interest in a variety of objects, materials and activities | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 1aI-3 Handle and manipulate objects to learn about them | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 9-12 months, most INFANTS will | 1aI-4 Repeat action to learn about its impact | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Use the five senses to observe and explore objects in the environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Notice that something happens as a result of an action | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-3 Interact with materials and the environment to learn new ideas | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-4 Repeat actions to achieve a desired effect | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Use the senses to describe objects, people, or actions | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Use observation and experimentation to answer questions | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Ask questions to find out why | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-4 Show understanding of cause and effect | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Identify and differentiate the five senses | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Make predictions based on past experiences | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Participate in experiments to learn new information | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-4 Discuss potential cause and effect relationships | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Use the five senses to collect information | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Try new approaches when results differ from what is expected | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Form conclusions based on observable actions or results | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Predict outcomes based on cause and effect, "If I..., then I...." | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| AL Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| SEK1b: Biological Science: Children will differentiate between living and non-living things and their characteristics. | ||||
| By 9-12 months, most INFANTS will | 1bl-1 Show interest and curiosity in the world | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 1bl-2 Indicate basic needs through crying | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| By 9-12 months, most INFANTS will | 1bl-3 Explore and discover different body parts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1bl-4 Respond to characteristics of living things | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Explore a variety of living and non-living things | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Verbalize needs through short phrases | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-3 Show or use specific body parts when asked by adult | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-4 Differentiate between adults and babies | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Explore the characteristics of living and non-living things | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Show understanding that plants and animals have basic needs | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Name body parts | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-4 Observe plants' and animals' growth and change over time | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Sort living and non-living things by one or more basic characteristics | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 With adult support, describe how living things depend on other non-living and living things to survive | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Explore the function of body parts | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Explain how plants and animals change over time | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Describe differences between living and non-living things | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Describe how living things interact with the environment and its conditions to survive | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Describe the functions of body parts | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Describe the predictable patterns for life cycles of plants and animals | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| SEK1c: Physical Science: Children will demonstrate emerging understanding of matter and energy. | ||||
| By 9-12 months, most INFANTS will | 1cl-1 Explore and discover the motion of objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1cl-2 Handle objects to learn about their characteristics or properties | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-1 Explore the ways in which objects move | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-2 Begin to categorize objects according to their attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-3 Explore the properties of liquids and solids | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-1 Explore different ways that familiar objects can move or be moved | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-2 Describe the physical attributes of objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 36 months (3 years), most OLDER TODDLERS will | 1cOT-3 Categorize objects as liquid or solid | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-1 Notice strategies that impact how balls, cars, and other objects can change speed | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-2 Sort and describe objects according to their physical properties, including size, shape, texture, and color | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-3 Investigate and identify the differences between liquids and solids | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-4 Explore the properties of light and sound, with adult guidance | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-1 Experiment with cars, balls, and other objects to determine which is faster | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-2 Notice and explain changes in physical properties of objects as a result of outside influences | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-3 Describe characteristics of solids and liquids | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-4 Investigate the properties of light and sound | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| SEK1d: Earth and Space Science: Children will demonstrate emerging understanding of the earth and atmosphere. | ||||
| By 9-12 months, most INFANTS will | 1dI-1 Explore textures and sounds found in nature | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1dI-2 Enjoy water play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 1dI-3 Show interest in the earth and sky | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 1dI-4 Respond to changes in the temperature (weather) | Cognitive | A. Sensory Exploration | 1. Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1dYT-1 Use basic tools to explore soil and sand | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 18-24 months, most YOUNG TODDLERS will | 1dYT-2 Engage in water play with tools such as cups and sieves | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 18-24 months, most YOUNG TODDLERS will | 1dYT-3 Show interest or recognize objects that are in the sky | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 18-24 months, most YOUNG TODDLERS will | 1dYT-4 Recognize different weather types | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 18-24 months, most YOUNG TODDLERS will | 1dYT-5 Begin to differentiate day from night | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 1dOT-1 Explore the properties of soil and sand | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 36 months (3 years), most OLDER TODDLERS will | 1dOT-2 Begin to explore the properties of water through play | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 36 months (3 years), most OLDER TODDLERS will | 1dOT-3 Name objects in the sky: stars, sun, moon, clouds | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 1dOT-4 Match clothing needs to appropriate season or weather with adult assistance | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| By 36 months (3 years), most OLDER TODDLERS will | 1dOT-5 Draw pictures that represent day or night | Literacy | E. Writing | 2.1 Makes representational drawings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1dYP-1 Describe the properties of earth materials, soil and sand | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1dYP-2 Investigate the properties of water through experimentation | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1dYP-3 Differentiate day and nighttime objects in the sky | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1dYP-4 Describe changes in weather or seasons over time | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1dYP-5 Describe daytime and nighttime activities | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1dOP-1 Compare and contrast the properties of natural materials, soil and sand | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1dOP-2 Describe the properties and changes of water | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1dOP-3 Explore the characteristics of the sun and shadows, moon, clouds and stars | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1dOP-4 Explain how weather and its changes impact daily life | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1dOP-5 Describe the day and night cycle | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SEK1e: Environment and Ecology: Children will demonstrate emerging understanding of their impact on taking care of the world. | ||||
| By 9-12 months, most INFANTS will | 1e1-1 Demonstrate joy in being outside | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| By 18-24 months, most YOUNG TODDLERS will | 1eYT-1 Show interest in nature | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 18-24 months, most YOUNG TODDLERS will | 1eYT-2 Show an understanding of trash or things that need to be discarded | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 1eOT-1 Respond to changes in the natural environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 1eOT-2 Participate in daily clean-up activities with adult direction | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| By 36 months (3 years), most OLDER TODDLERS will | 1eOT-3 Participate in simple activities to protect the environment | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1eYP-1 Recognize unique features in the environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1eYP-2 Participate in activities that keep the environment clean | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1eYP-3 Describe ways to protect the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1eYP-4 Differentiate the habitats where species live | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1eOP-1 Describe how changes to the environment occur | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1eOP-2 Discuss how actions positively and negatively impact the environment | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1eOP-3 Demonstrate conservation as part of daily routines | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1eOP-4 Describe the features of habitats that species need for life | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| SEK2: Use of Tools | ||||
| SEK2a: Use of Tools: Children will use simple and more complex tools to accomplish a task. | ||||
| By 9-12 months, most INFANTS will | 2aY-1 Manipulate toys, often with a purpose | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Explore the use of simple tools to get results | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Explore simple technology tools | Fine Motor | D. Use of Electronic Devices | 1.2 Uses finger to interact with touch screen |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-3 Observe the function of technology tools in the environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-1 Use simple tools to build knowledge and obtain a result | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-2 Include technology tools or toys during play | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| By 36 months (3 years), most OLDER TODDLERS will | 2aYT-3 Identify different types of technology | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Use tools to solve problems | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Use a variety of simple technology tools with purpose | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Talk about the ways in which specific technology tools are used | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Use or adapt appropriate tools and materials to create or solve problems | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Use technology tools to seek out information or an answer to a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Explain the purposes of specific technology tools | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SEK2b: Media Literacy: Children will demonstrate an understanding of the types of information they are receiving through media. | ||||
| By 9-12 months, most INFANTS will | Not yet an expectation. | |||
| By 18-24 months, most YOUNG TODDLERS will | Not yet an expectation. | |||
| By 36 months (3 years), most OLDER TODDLERS will | 2bYT-1 Begin to differentiate real and pretend | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 2bYT-2 Answer questions about whether events or ideas would really happen | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Identify real and pretend in stories or movies | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Relate events or characters in a story to ones in real life | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Identify the way technology tools can be used for both entertainment and to acquire information | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-4 Predict what might be inside a package or a story based on pictures or appearance | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-5 Ask questions about a story to gain more information or clarity | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Differentiate between real or pretend objects or situations | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-2 Discuss if information is realistic or could actually happen | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Describe the specific uses for technology tools | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-4 Identify differences between packaging and what's inside | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-5 Discuss the ways one can find out more information | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| SEK2c: Digital Citizenship: Children will demonstrate safe use of technology. | ||||
| By 9-12 months, most INFANTS will | Not yet an expectation. | |||
| By 18-24 months, most YOUNG TODDLERS will | Not yet an expectation. | |||
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-1 Use the computer or other digital media with adults' permission and guidance | Fine Motor | D. Use of Electronic Devices | 1.2 Uses finger to interact with touch screen |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Follow rules for safe use of digital media | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-2 Share use of technology to play a game or d out of information | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-3 Demonstrate familiarity and understanding of the meaning of technology terms | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-1 Identify appropriate and inappropriate use of digital media | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-2 Collaborate with others to create a product or investigate information | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-3 Use technology terms such as mouse, keyboard, printer as part of daily conversation | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| SEK2d: Computational Thinking: The child will use emerging technological skills, concepts, and behaviors to solve problems or complete projects. | ||||
| By 9-12 months, most INFANTS will | Not yet an expectation. | |||
| By 18-24 months, most YOUNG TODDLERS will | Not yet an expectation. | |||
| By 36 months (3 years), most OLDER TODDLERS will | 2dOT-1 Follow adult-directed steps to solve a simple problem | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 36 months (3 years), most OLDER TODDLERS will | 2dOT-2 Identify similarities patterns in the way things are designed, how they look or what they represent, with adult guidance | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-1 Accept adult support to identify the steps of a problem solution | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-2 Find patterns or similarities in the environment or in objects | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-3 Predict what comes next in a problem-solving situation (or the sequence of a problem) | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-1 Break down the steps of a problem or activity (Decomposition) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-2 Extend and create design patterns (Pattern Recognition) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-3 Attempt to solve a problem by working through the sequence of steps (Algorithms) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-4 Assist teacher in sorting needed and unneeded information | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| SEK3: Engineering Processes | ||||
| SEK3: Engineering Processes: Children will use emerging understanding of design processes for problem solving. | ||||
| By 9-12 months, most INFANTS will | 3I-1 Explore toys that move | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 3I-1 Stack objects | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-1 Use simple machines in play | Fine Motor | B. Functional Skill Use | 1. Activates object with finger |
| By 18-24 months, most YOUNG TODDLERS will | 2. Rotates wrist to manipulate object | |||
| By 18-24 months, most YOUNG TODDLERS will | 3YT-2 Notice characteristics of structures | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-1 Explore the way simple machines operate during play | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-2 Build structures that involve stability and motion | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-3 Create representations of structures | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Explain how a machine operates to complete a task | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-2 Build structures that deliberately experiment with stability and motion | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-3 Draw or illustrate objects or experiences based on observations or interactions | Literacy | E. Writing | 2.1 Makes representational drawings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-4 Follow a set of sequential instructions to arrive at an answer (coding) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-1 Use unique materials to create a simple machine | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-2 Follow a visual plan to create a structure | |||
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-3 Create detailed observational drawings that represent objects | Literacy | E. Writing | 2.1 Makes representational drawings |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-4 Follow directional cues to accomplish a task | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Mathematical Thinking (MAT) | ||||
| MAT1: Numbers and Quantity | ||||
| MAT1a: Number Relationships: Children will understand the concept of numbers, and the relationships between numbers and quantities. | ||||
| By 9-12 months, most INFANTS will | 1aI-1 Ask for “more” through gestures or respond to adults’ questions about wanting more | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 9-12 months, most INFANTS will | 1aI-2 Give an adult two or more objects when asked for them by name | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| By 9-12 months, most INFANTS will | 1aI-3 Line up objects in one hand with another object in another hand | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Use words that indicate understanding of quantity – more or all | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Explore quantity through dumping and filling | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-3 Identify more or less with a small number of items without counting | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Use language to refer to amount and quantity, such as some, more, another, nothing (zero) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Compare 2 groups of objects and tell which has more | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Subitize (immediately recognize without counting) up to two objects | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Understand that written numerals represent quantity, including zero (up to 5) | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Compare groups of objects and determine which has more or less when asked | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Subitize (immediately recognize without counting) the number of objects in a set of four objects | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-4 Identify some written numerals in the environment | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Understand that written numerals represent quantities of objects (up to 10) | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Understand that written numerals represent quantities of objects (up to 10) | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Compare groups of objects and tell which is same or different, more, less or fewer | Math | B. Quantitative Relations | 3.2 Compares items in sets of 11 to 20 by visual examination |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Subitize (immediately recognize without counting) five or more objects | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Identify written numerals from zero (0) up to 10 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Identify written numerals from zero (0) up to 10 | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-5 Match numerals with the correct number of objects, with assistance | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-5 Match numerals with the correct number of objects, with assistance | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| MAT1b: Counting and Number Sense: Children will connect number names to quantities. | ||||
| By 9-12 months, most INFANTS will | 1bI-1 Show interest in adult's counting movements and songs | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Rote count, not always in sequence (1, 3, 2) | Math | A. Counting | 1.2 Recites numbers 1-3 |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Rote count up to 5 in sequence | Math | A. Counting | 2.2 Recites numbers 1-10 |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Count backwards from 3 with assistance | Math | D. Addition and Subtraction | 2.2 Says number before 2-10 |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Place objects in one-to-one correspondence relationships during play | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-4 Count out 1 or 2 objects when asked | Math | A. Counting | 1. Counts out 3 items |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Rote count up to 10 in sequence | Math | A. Counting | 2.2 Recites numbers 1-10 |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Count backwards from 5 | Math | D. Addition and Subtraction | 2.2 Says number before 2-10 |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Begin to demonstrate one-to-one correspondence up to 10 during daily routines | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Count out a specified number of objects up to 5 | Math | A. Counting | 2. Counts out 10 items |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Rote count up to 20 in sequence | Math | A. Counting | 3.2 Recites numbers 1-20 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Count backwards from 10 to 0 | Math | D. Addition and Subtraction | 2.2 Says number before 2-10 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Demonstrate one-to-one correspondence when counting objects placed in a row (one to 15 and beyond) | Math | A. Counting | 3.1 Counts 20 items to determine "How many?" |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Count out a specified number of objects up to 10 | Math | A. Counting | 2. Counts out 10 items |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-5 Understand that the last number represents how many objects are in a group | Math | A. Counting | 3.1 Counts 20 items to determine "How many?" |
| MAT2: Algebraic Thinking | ||||
| MAT2a: Operations: Children will develop an understanding of putting together, adding to, taking apart, and taking from. | ||||
| By 9-12 months, most INFANTS will | 2al-1 Hold one object and reach for another at the same time | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Notice changes in quantity of objects or look for a missing object | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Demonstrate an understanding that "adding to" increases quantity | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 With adult guidance, change the size of a set of objects by "adding to" or "subtracting from" during child-led play | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 With adult guidance, change the size of a set of objects by "adding to" or "subtracting from" during child-led play | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Demonstrate an understanding of addition or subtraction concepts during play or daily life | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Demonstrate an understanding of addition or subtraction concepts during play or daily life | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Notice the size of a set by combining or taking away with adult support | Math | D. Addition and Subtraction | 1.3 Selves picture or object problems using count all strategy |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Notice the size of a set by combining or taking away with adult support | Math | D. Addition and Subtraction | 2.1 Selves picture or object subtraction problems with set of 10 or less |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Understand that each successive number is one more | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Use addition and subtraction concepts while playing with sets of objects (0-10). | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Use addition and subtraction concepts while playing with sets of objects (0-10). | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Independently change size of sets by combining or taking away | Math | D. Addition and Subtraction | 1.1 Selves picture or object addition problems using shortcut sum strategy |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Independently change size of sets by combining or taking away | Math | D. Addition and Subtraction | 2.1 Selves picture or object subtraction problems with set of 10 or less |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Understand that each successive number name refers to a quantity that is one larger | Math | D. Addition and Subtraction | 1.1 Selves picture or object addition problems using shortcut sum strategy |
| MAT2b: Sets: Children will classify and organize objects according to properties and attributes. | ||||
| By 9-12 months, most INFANTS will | 2bl-1 Explore the characteristics of objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 9-12 months, most INFANTS will | 2bl-2 Identify likes and dislikes in foods, sounds, and toys | Social-Communication | A. Sensory Exploration | 4.2 Makes choices to express preferences |
| By 9-12 months, most INFANTS will | 2bl-3 Touch and explore objects of different sizes and textures | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Match two identical objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Sort objects by one attribute with adult assistance | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-3 Compare simple objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Match two similar objects with one attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Sort objects by one characteristic during child-led play | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Order objects according to size or shape | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Match many objects according to one attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Sort and place a group of objects with one attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Order up to 5 objects according to an attribute | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Match objects according to two or more attributes | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-2 Sort and place in a series objects according to more than attributes | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Put up to 10 objects in order according to an attribute | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-4 Demonstrate knowledge that the same set can be sorted in different ways | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| MAT2c: Patterns: Children will recognize simple patterns in daily life and play experiences. | ||||
| By 9-12 months, most INFANTS will | 2cl-1 Respond with regularity to a daily routine | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2cl-2 Explore objects with different characteristics | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-1 Begin to predict events in the daily schedule | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 18-24 months, most YOUNG TODDLERS will | 2cYT-2 Notice the same characteristics in different objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-1 Identify what comes next in the daily schedule or steps within a daily routine | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-2 Recognize a simple pattern in the environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-3 Repeat a simple 2-part pattern, clap-clap or clap-snap | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 36 months (3 years), most OLDER TODDLERS will | 2cOT-4 Understand the concept of "first" | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Recognize that the daily schedule repeats and is the same each day | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-2 Notice a missing or different element in a pattern | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-3 Create with adult support a simple A-B pattern (blue car, red car, blue car) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-4 Identify first and last | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-1 Identify differences in the daily schedule or routine | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-2 Identify a pattern, and duplicate or extend | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-3 Create a more complex pattern that includes different attributes | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-4 Identify more complex ordinals, such as second, third, or next, | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| MAT3: Spatial Reasoning and Geometry | ||||
| MAT3a: Spatial Reasoning: Children will explore and describe the spatial relationships between objects, their environment, and themselves. | ||||
| By 9-12 months, most INFANTS will | 3aI-1 Watch how objects move | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 3aI-2 Explore how to make objects move or fit together | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 9-12 months, most INFANTS will | 3aI-3 Explore space with body by rolling, crawling or climbing | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| By 9-12 months, most INFANTS will | 3aI-3 Explore space with body by rolling, crawling or climbing | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| By 9-12 months, most INFANTS will | 3aI-3 Explore space with body by rolling, crawling or climbing | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-1 Move objects in different ways to understand how they work | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-2 Deliberately move objects to make them fit in spaces | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 1 (All) |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 2 (All) |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 3 (All) |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 4 (All) |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 5 (All) |
| By 18-24 months, most YOUNG TODDLERS will | 3aYT-3 Move body in different ways | Gross Motor | B. Movement and Coordination | 6 (All) |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-1 Manipulate objects by moving them in different ways and directions | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-2 Stack and build with objects intentionally to create something new | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| By 36 months (3 years), most OLDER TODDLERS will | 3aOT-3 Move body to show understanding of basic directionality | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-1 Manipulate objects by moving them to solve problems | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-2 Manipulate objects to make them fit together, or inside another, or to create something new | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3aYP-3 Follow basic directions about directionality and positioning self in relation to objects | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-1 Visualize a spatial transformation | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-2 Describe the way in which objects fit together or verbally share plans with how to fit objects together | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3aOP-3 Move body in different ways independently or following directions in response to music or song | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| MAT3b: Shapes: Children will explore, visualize, and analyze shapes and shape attributes. | ||||
| By 9-12 months, most INFANTS will | 3bl-1 Explore objects of different 2 dimensional (2D) and 3 dimensional (3D) shapes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 3bYT-1 Match 2D and 3D shapes | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-1 Recognize and name shapes: circle, triangle, square, cone, sphere | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 36 months (3 years), most OLDER TODDLERS will | 3bOT-2 Notice basic shapes in the environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-1 Recognize and name more complex 2-D and 3-D shapes: oval, rectangle, sphere, cone | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-2 Identify and name shapes in play | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3bYP-3 Combine shapes to make new shapes | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-1 Identify and classify 2-D and 3-D shapes by their attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-2 Visualize shapes by description and find them in the environment | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3bOP-3 Complete complex shape puzzles | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| MAT4: Measurement and Data Analysis | ||||
| MAT4a: Measurement and Time: Children will explore and communicate about distance, weight, length, height, and time. | ||||
| By 9-12 months, most INFANTS will | 4al-1 Engage with adult in measurement games | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| By 9-12 months, most INFANTS will | 4al-2 Play with toys of various shapes and sizes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 4aYT-1 Use basic size words such as big, little | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 18-24 months, most YOUNG TODDLERS will | 4aYT-2 Explore measuring tools | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| By 18-24 months, most YOUNG TODDLERS will | 4aYT-3 Explore and identify, with adult support, the characteristics of objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 36 months (3 years), most OLDER TODDLERS will | 4aOT-1 Describe the length, weight, and height of objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| By 36 months (3 years), most OLDER TODDLERS will | 4aOT-2 Pretend to use measurement tools in play | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 36 months (3 years), most OLDER TODDLERS will | 4aOT-3 Make simple comparisons about two objects' size | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4aYP-1 Order objects by an attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4aYP-2 Use a variety of standard and non-standard tools to measure, with assistance | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4aYP-3 Compare objects based on more than one attribute | Cognitive | C. Conceptual Knowledge | 4.2 Uses early conceptual comparisons |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4aYP-4 Demonstrate an awareness of simple concepts of time that occur within daily life and routines | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4aOP-1 Order objects in a series according to size | Cognitive | C. Conceptual Knowledge | 4.2 Uses early conceptual comparisons |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4aOP-2 Use a variety of techniques with standard and non-standard tools to measure and compare objects | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4aOP-3 Compare objects by two or more attributes | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4aOP-4 Show a beginning awareness of the concept of time as a sequence of events | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4aOP-5 Use beginning skills of estimation in solving everyday measurement problems | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| MAT4b: Logical Thinking, Reasoning, and Data Analysis: Child uses logical thinking and reasoning to solve meaningful problems and inform decisions. | ||||
| By 9-12 months, most INFANTS will | 4bl-1 Explore objects in the natural world to observe reaction | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 4bl-2 Seek objects that have disappeared or are out of reach | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| By 18-24 months, most YOUNG TODDLERS will | 4bYT-1 Observe and imitate others to solve a problem | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| By 18-24 months, most YOUNG TODDLERS will | 4bYT-2 Act on objects to gather information | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| By 36 months (3 years), most OLDER TODDLERS will | 4bOT-1 Try multiple approaches to solve a problem | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| By 36 months (3 years), most OLDER TODDLERS will | 4bOT-2 Take things apart and put back together | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4bYP-1 Plan ways to solve problems with adult support | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4bYP-2 Ask or why, who, what, where questions | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4bYP-3 With adult help, draw a conclusion based on data | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4bYP-4 Participate in creating charts or graphs to represent data collection | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4bOP-1 Use trial and error to reach a solution to a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4bOP-2 Gather data to answer questions to problems | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4bOP-3 Make a prediction based on data | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4bOP-4 Interpret a chart or graph to explain data findings | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Section 3: Communication | ||||
| Language and Literacy (LLT) | ||||
| LLT1: Oral Language | ||||
| LLT1a: Receptive Language: Children will gain information by understanding the meaning of words and gestures. | ||||
| By 9-12 months, most INFANTS will | 1al-1 Respond to facial expressions and tones of voice | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| By 9-12 months, most INFANTS will | 1al-2 Recognize the spoken name of familiar objects | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| By 9-12 months, most INFANTS will | 1al-3 Turn head in response to hearing name called | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Show understanding by complying with simple commands | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Point to characters or objects in a story when asked | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-3 Respond with gestures to requests | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BY 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Understand and follow simple 1-step directions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| BY 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Respond to repeated words and phrases with gestures and body movements | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BY 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Respond to yes/no questions and recognize action words | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Understand and follow two-step directions | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Listen attentively to stories and answer simple questions about the plot or characters | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Respond to what and where questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-4 Listen attentively and participate in discussions in back and forth exchange | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Understand and follow multi-step directions | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Recall the events described in a story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Respond to questions and extend answer to convey new, but related, thought | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Attend to conversations and group discussions and respond on topic | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| LLT1b: Expressive Language: Children will use words and gestures to express their thoughts, feelings and needs to others. | ||||
| By 9-12 months, most INFANTS will | 1bl-1 Coo/gurgle/babble/use jargon in vocal play | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| By 9-12 months, most INFANTS will | 1bl-1 Coo/gurgle/babble/use jargon in vocal play | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| By 9-12 months, most INFANTS will | 1bl-2 Communicate needs and feelings through non-verbal actions or basic sign language | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 9-12 months, most INFANTS will | 1bl-3 Use sounds to indicate needs or wants | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| By 9-12 months, most INFANTS will | 1bl-4 Mimic adult speech intonations | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Combine gestures and words to communicate a thought | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Name familiar people and objects | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-3 Answer yes/no questions | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-5 Point to an object or person | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-4 Speak about 10-50 words | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-6 Use appropriate vocal inflection when using true words and jargon | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Use phrases and sentences of 2-3 words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Repeat parts of songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Answer simple questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-4 Use descriptive words when speaking | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-5 Have a vocabulary of about 200 words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-6 Use simple questions to ask for things or gain information | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| BY 36 months (3 years), most OLDER TODDLERS will | 1bOT-7 Speech is becoming more clear, familiar adults understand | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Use phrases and sentences of 4-5 word | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Imitate songs and finger plays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Respond to questions with detail | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Use common form of verbs and plurals most of the time (saw, men, were) | Social-Communication | C. Communicative Expression | 2 (All) |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-4 Use common form of verbs and plurals most of the time (saw, men, were) | Social-Communication | C. Communicative Expression | 3 (All) |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-5 Have a vocabulary of about 500 words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-6 Use questions to ask for things or gain information. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-7 Produce developmentally appropriate phonemes/sounds in words using mostly clear speech | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Combine 5-8 words together into sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Engage in storytelling and pretend play, using oral language | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Answer questions with detailed and more abstract words and ideas | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-4 Use mostly grammatically complex sentence structures | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-5 Have a vocabulary of over 1000 words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-6 Ask specific questions to understand and solve problems. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-7 Produce four to five word phrases using clear and understandable speech | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| LLT1c: Social Rules of Language: Children will use, adapt and follow the rules of language. | ||||
| By 9-12 months, most INFANTS will | 1cl-1 Respond differently to different tones and voices | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| By 9-12 months, most INFANTS will | 1cl-2 Use eye contact to engage in joint attention | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| By 9-12 months, most INFANTS will | 1cl-3 Engage in vocal play turn-taking with others | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-1 Respond to others' communications with gestures, facial expressions and body movement | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-2 Pay attention to a speaker by pausing physical activity or shifting gaze to speaker | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| By 18-24 months, most YOUNG TODDLERS will | 1cYT-3 Initiate and engage in communications with others, either vocally or nonverbally | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| BY 36 months (3 years), most OLDER TODDLERS will | 1cOT-1 Use pauses and prompts to maintain a conversation | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| BY 36 months (3 years), most OLDER TODDLERS will | 1cOT-2 Listen and pay attention to speaker by using eye contact and by asking questions | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| BY 36 months (3 years), most OLDER TODDLERS will | 1cOT-3 Take turns in conversation by initiating and sustaining a simple conversation for at least 2 turns | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-1 Use nonverbal cues during conversations according to personal cultural norms (physical proximity, eye contact) | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-2 Use socially acceptable communication rules (volume, tone, turn-taking) | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1cYP-4 Know to use simpler language and tone with younger children | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-1 Listen and respond on topic with individuals and during group conversations | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-2 Use language to communicate with others during familiar and unfamiliar social situations | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-3 Initiate conversations and stay on topic during at least 5 turn-taking exchanges | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1cOP-4 Demonstrate conversational rules of language | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| LLT2: Emergent Reading | ||||
| LLT2a: Comprehension: Children will demonstrate emerging understanding of both the written and spoken word. | ||||
| By 9-12 months, most INFANTS will | 2aI-1 Attend to stories that have been read previously | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-2 Show interest in pictures in books | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 With prompting and support, make sounds that relate to pictures in books | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Show preference for familiar stories | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-3 Point to pictures of objects or characters when asked | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-4 Point to a picture and look to adult to label it | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Answer simple questions about the story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 Participate in shared reading experiences by asking questions and making comments | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Retell some events in a familiar story with modeling and assistance | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-4 Use words to describe or name pictures when reading | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-5 Recite simple phrases or words from a story | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| BY 36 months (3 years), most OLDER TODDLERS will | 2aOT-6 Attend when an adult describes a new word or concept | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Use pictures to predict content | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Use story book language, forms and conventions (once upon a time, that's the end) | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Retell or act out a familiar story with prompting | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-4 Share likes and dislikes about a book | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-5 Listen to and discuss informational text and literature | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-6 Relate to concept or new word | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Identify characters and setting in a story | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Use title, pictures and prior knowledge to predict story content | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Retell or act out a story in the correct sequence | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-4 Make connections between stories and real-life experiences | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-5 Answer questions about the characters and events in a story | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-6 Generalize idea to another situation | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| LLT2b: Phonological Awareness: Children will begin to recognize and associate words with sounds in spoken language. | ||||
| By 9-12 months, most INFANTS will | 2bl-1 Listen to simple nursery rhymes, chants and songs | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 2bl-2 Experiment with sounds | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Participate in familiar nursery rhymes, chants and sounds | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Play with different sounds, using them for different purposes | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| BY 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Imitate sounds in nursery rhymes and songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BY 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Engage in word play with adults, such as using nonsense words or beginning rhymes | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| BY 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Distinguish between words that sound alike | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| BY 36 months (3 years), most OLDER TODDLERS will | 2bOT-4 Fill in words of familiar songs and finger plays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Listen and match rhythm, volume and pitch of rhymes, songs and chants | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Decide whether or not words rhyme | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Substitute different beginning sounds in words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-4 Segment sentences into individual words with adult guidance | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-5 Segment compound words with modeling and guidance | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Identify whether or not two words start or end with the same sound | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-2 Produce rhyming words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Isolate and match the initial sounds in words with adult guidance | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-4 Segment words into syllables | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-5 Identify words as separate units in a sentence | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-6 Blend sounds with adult guidance | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| LLT2c: Alphabet Knowledge: Children will demonstrate an emerging understanding that letters and letter sounds represent the sounds of spoken language. | ||||
| By 9-12 months, most INFANTS will | Not yet an expectation. | |||
| By 18-24 months, most YOUNG TODDLERS will | Not yet an expectation. | |||
| BY 36 months (3 years), most OLDER TODDLERS will | 2cOT-1 Understand that letters can be individually named | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| BY 36 months (3 years), most OLDER TODDLERS will | 2cOT-2 Recognize the first or some letters in name | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| BY 36 months (3 years), most OLDER TODDLERS will | 2cOT-3 Recognize logos or symbols in environmental print | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-1 Identify some alphabet letter names, especially those in name | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-2 Point out own name in print | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2cYP-3 Recognize words that start with the same letter as name or familiar word | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-1 Recognize about half of the upper and lower case letters of the alphabet | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-2 Associate some letters of the alphabet with their specific sounds | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-3 Identify words that start with the same letter as their name | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-4 Visually discriminate letter shapes and formations | Literacy | C. Alphabet Knowledge | 1.1 Matches frequently occurring lowercase letters with uppercase counterparts |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2cOP-5 Sort letters and find words that contain specified letters | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| LLT2d: Print Awareness and Book Handling: Child will construct meaning from and appreciation of print. | ||||
| By 9-12 months, most INFANTS will | 2dI-1 Show interest in books by touching, mouthing | A. Awareness of Print Concepts | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 9-12 months, most INFANTS will | 2dI-2 Attend to shared book reading | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 9-12 months, most INFANTS will | 2dI-3 Imitate adults' reading by pointing to pictures and trying to turn pages | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| By 18-24 months, most YOUNG TODDLERS will | 2dYT-1 Select and ask for adult to read books | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 18-24 months, most YOUNG TODDLERS will | 2dYT-2 Touch or identify pictures in books when asked | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| By 18-24 months, most YOUNG TODDLERS will | 2dYT-3 Hold book and turn pages with adult assistance | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| BY 36 months (3 years), most OLDER TODDLERS will | 2dOT-1 Select familiar books to begin to self-read | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| BY 36 months (3 years), most OLDER TODDLERS will | 2dOT-2 With help, discriminate words from pictures on a page | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| BY 36 months (3 years), most OLDER TODDLERS will | 2dOT-3 Hold book with two hands and turns pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| BY 36 months (3 years), most OLDER TODDLERS will | 2dOT-4 Recognize familiar environmental print | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-1 Attend to different kinds of book genres | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-2 Recognize that print represents written words and has meaning | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-3 Hold book right side up and turn pages from right to left | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-4 Show awareness of the function of environmental print | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2dYP-5 Know where to begin reading a story; point to title | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-1 Select different kinds of literature | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-2 Show beginning understanding of word and sentence structure | Literacy | C. Alphabet Knowledge | 2.2 Reads frequently occurring sight words |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-3 Hold book correctly and read from beginning to end | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-4 Read some environmental print | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-5 Track words from left to right, top to bottom, page to page | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2dOP-6 Know that books have titles, authors and illustrators | Literacy | A. Awareness of Print Concepts | 3.2 Demonstrates understanding of title, author, and illustrator |
| LLT3: Emergent Writing: Children will demonstrate emerging understanding of writing as a way to communicate. | ||||
| By 9-12 months, most INFANTS will | 3I-1 Grasp and manipulate object when placed in hand | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-1 Use full hand grasp (palmar grasp) to hold crayon | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-2 Make random scribbles on paper | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-1 Begin to grasp writing tool with thumb and fingers | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-2 Scribble with intent to represent something observed and/or convey a message | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-3 Make repeated marks on paper to represent lines and circles | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-4 Show interest in writing for a purpose | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Use a 3-finger grasp | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Create letter-like symbols to represent a word or idea | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Write some letters | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Experiment with a variety of writing tools and materials | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-1 Use a dominant hand for writing | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-2 Use writing for a variety of purposes | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-3 Write some letters of the alphabet, including name | Literacy | E. Writing | 3.2 Prints first name |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-4 Begin to use inventive spelling using a letter to represent a word | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Creative Arts (CRA) | ||||
| CRA1: Visual Arts | ||||
| CRA1: Visual Arts: Children will demonstrate an emerging understanding and enjoyment of the use of visual arts as a form of self-expression. | ||||
| By 9-12 months, most INFANTS will | 11-1 Show interest in visual stimuli | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 11-2 Attend to bright and contrasting colors | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 11-3 Hold, touch and experience different textures | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| By 9-12 months, most INFANTS will | 11-4 Use fingers, hands and mouth to explore mediums | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 1YT-1 Explore art materials | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| By 18-24 months, most YOUNG TODDLERS will | 1YT-2 Respond to visual arts such as photos in books and communicate preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 18-24 months, most YOUNG TODDLERS will | 1YT-3 Explore the differences in art materials, textures, and processes | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| By 18-24 months, most YOUNG TODDLERS will | 1YT-4 Make marks with crayons, markers, and paints | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-1 Use a variety of different types of visual art materials | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-2 Demonstrate preference for favorite colors | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-3 Use different types of materials and tools to mold and create products | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-4 Describe shapes or marks as a product or idea | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-5 Label ideas or objects within own drawing | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| By 36 months (3 years), most OLDER TODDLERS will | 10T-6 Communicate preference for one piece of art over another | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-1 Use a variety of different types of art materials to create an end product | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-2 Explore the favorite color through art representation | Literacy | E. Writing | 2.1 Makes representational drawings |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-3 Describe general features of artwork: color, shape, texture, lines | Literacy | E. Writing | 1.1 Dictates description of drawing |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-4 Create art that expresses individual creativity | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-5 Discuss own artistic creations | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1YP-6 Comment on another's artwork when asked a specific question about the work | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-1 Use a variety of art materials to represent an idea, feeling, or object | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-2 Explore variations of the same color and other colors | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-3 Create an end product that integrates color, shape, texture and lines | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-4 Create artistic works through an open-ended process that reflect thoughts, feelings, experiences, or knowledge | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-5 Discuss own artistic creations and those of others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 10P-6 Show appreciation for different art forms and the creative work of others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| CRA2: Music | ||||
| CRA2: Music: Children will demonstrate an emerging understanding and appreciation of music as a form of self-expression. | ||||
| By 9-12 months, most INFANTS will | 2I-1 Imitate adult sounds by babbling or making other vocalizations | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| By 9-12 months, most INFANTS will | 2I-2 Make sounds with toys or objects, creating instruments | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 9-12 months, most INFANTS will | 2I-3 Show interest and respond to different songs and chants | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 2YT-1 Imitate sounds and movements to favorite songs or music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 18-24 months, most YOUNG TODDLERS will | 2YT-2 Use musical toys to intentionally produce sounds or music | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| By 18-24 months, most YOUNG TODDLERS will | 2YT-3 Recognize and associate a particular song or sound with a particular meaning | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 36 months (3 years), most OLDER TODDLERS will | 2OT-1 Use sounds/words or their bodies to imitate sounds, beat or rhythm | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 2OT-2 Use rhythm instruments to experiment with rhythm and sound | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| By 36 months (3 years), most OLDER TODDLERS will | 2OT-3 Participate in simple songs and fingerplays | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 2OT-4 Respond to change in tone or melody | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2YP-1 Listen to different types of music (jazz, classical, country lullaby, etc.) | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2YP-2 Identify musical instruments by sight and sound | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2YP-3 Repeat a short melody | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2YP-4 Identify changes in tempo or tone when listening to music | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2OP-1 Describe differences in music types | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2OP-2 Use musical instruments to make or replicate songs and sounds | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2OP-3 Create and sing nonsense rhymes and songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2OP-4 Replicate changes in tempo | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2OP-5 Describe preferences for music types or instruments | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| CRA3: Movement and Dance | ||||
| CRA3: Movement and Dance: Children will demonstrate growing interest and control in using rhythmic movements for self-expression. | ||||
| By 9-12 months, most INFANTS will | 3I-1 Respond to music by moving body | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| By 9-12 months, most INFANTS will | 3I-2 Indicate enjoyment of music through body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-1 Spontaneously move body in response to music or sounds | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-2 Respond in creative ways when hearing music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 18-24 months, most YOUNG TODDLERS will | 3YT-3 Attempt to move body according to instructions in a song | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-1 Move body in different ways to different music and sounds | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-2 Move and dance to favorite songs and music | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-3 Follow simple movement directions while listening to music | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| By 36 months (3 years), most OLDER TODDLERS will | 3OT-4 Explore different ways to move with or without music | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-1 Move body to match different types of tempos and rhythms | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-2 Express feelings through dance or movement | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-3 Participate in guided movement games or songs | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-4 Make up simple dances or movement sequences | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 3YP-5 Indicate preferences for certain kinds of movement songs or music | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-1 Use varied movement elements in response to music (high/low, fast/slow, up/down) etc. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-2 Use creative movement to express concepts or ideas | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-3 Follow choreographed movement sequences | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-4 Translate ideas into movement | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-5 Watch with enjoyment when others dance or move creatively | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 3OP-6 Attempt or participate in dances from around the world | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| CRA4: Drama & Acting | ||||
| CRA4: Drama & Acting: Children will demonstrate an emerging appreciation for the use of drama for self-expression. | ||||
| By 9-12 months, most INFANTS will | 4YT-1 Imitate familiar actions, behaviors or sounds of others | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| By 9-12 months, most INFANTS will | 4YT-1 Imitate familiar actions, behaviors or sounds of others | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| By 18-24 months, most YOUNG TODDLERS will | 4YT-1 Experiment with voice inflections and sounds to indicate something else | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| By 18-24 months, most YOUNG TODDLERS will | 4YT-2 Role play familiar events and routines, every day situations during play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 18-24 months, most YOUNG TODDLERS will | 4YT-3 Use hats, pocketbooks, clothes for dress-up and simple role playing | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 4YT-1 Pretend to be a person or an animal through movement, language, and/ or sounds | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 4YT-2 Create dramatic play scenarios based on real-life experiences | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 36 months (3 years), most OLDER TODDLERS will | 4YT-3 Use random objects to represent other object during play (e.g., block becomes a cell phone) | Cognitive | D. Reasoning | 2.1 Uses object to represent another object |
| By 36 months (3 years), most OLDER TODDLERS will | 4YT-4 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 |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4YT-1 Create various facial expressions and voice inflections when in character | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4YT-2 Put together a set of pretend behaviors to represent an action or event | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4YT-3 Use materials in creative and imaginative ways as part of dramatic play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 4YT-4 Demonstrate an awareness of audience (e.g., ask others to watch performance) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4YT-1 Use various facial expressions and voice inflections when playing a character | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4YT-2 Put together a set of pretend behaviors to represent an action or event | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4YT-3 Use materials in creative and imaginative ways as part of dramatic play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 4YT-4 Demonstrate an awareness of audience (e.g., ask others to watch performance) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
2.2 Responds appropriately to directions during large-group activities
| AL Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Section 4: Physical Development and Health | ||||
| Physical Development and Health (PDH) | ||||
| PDH1: Motor Development | ||||
| PDH1a: Gross Motor Development: Children will demonstrate increasing body awareness, control, strength and coordination of large muscles. | ||||
| By 9-12 months, most INFANTS will | 1al-1 Demonstrate control and strength of basic body movements such as rolling, reaching and pulling up to standing | Gross Motor | A. Body Control and Weight Transfer | 2 (All) |
| By 9-12 months, most INFANTS will | 1al-1 Demonstrate control and strength of basic body movements such as rolling, reaching and pulling up to standing | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| By 9-12 months, most INFANTS will | 1al-1 Demonstrate control and strength of basic body movements such as rolling, reaching and pulling up to standing | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| By 9-12 months, most INFANTS will | 1al-2 Show increasing stability in non-locomotor skills through reaching, stretching and turning over | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| By 9-12 months, most INFANTS will | 1al-2 Show increasing stability in non-locomotor skills through reaching, stretching and turning over | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| By 9-12 months, most INFANTS will | 1al-3 Master beginning movement skills such as creeping, crawling, scooting | Gross Motor | B. Movement and Coordination | 1 (All) |
| By 9-12 months, most INFANTS will | 1al-4 Show beginning body awareness by exploring new positions and movements | Gross Motor | A. Body Control and Weight Transfer | All |
| By 9-12 months, most INFANTS will | 1al-4 Show beginning body awareness by exploring new positions and movements | Gross Motor | B. Movement and Coordination | 1 (All) |
| By 9-12 months, most INFANTS will | 1al-4 Show beginning body awareness by exploring new positions and movements | Gross Motor | B. Movement and Coordination | 2 (All) |
| By 9-12 months, most INFANTS will | 1al-4 Show beginning body awareness by exploring new positions and movements | Gross Motor | B. Movement and Coordination | 3 (All) |
| By 9-12 months, most INFANTS will | 1al-4 Show beginning body awareness by exploring new positions and movements | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Show coordination and control of large muscle movements by throwing or kicking a large ball | Gross Motor | C. Active Play | 1.4 Kicks ball |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Show coordination and control of large muscle movements by throwing or kicking a large ball | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-1 Show coordination and control of large muscle movements by throwing or kicking a large ball | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-2 Demonstrate non-locomotor body movements such as shaking, wiggling and turning | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-3 Show control of simple body movements and postures such as walking or climbing stairs with help | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| By 18-24 months, most YOUNG TODDLERS will | 1aYT-4 Show awareness of where their body is in relation to other objects and people in the environment | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Use strength and control of large muscles to throw a large ball or to climb on playground equipment | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-1 Use strength and control of large muscles to throw a large ball or to climb on playground equipment | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-2 Participate in non-locomotor or activities that require stability such as swaying, stretching and twisting | Gross Motor | B. Movement and Coordination | 1. Swings bat, club, or stick to strike stationary object |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Demonstrate increasing control of more complex body movements and postures such as climbing, running, moving in/out/under objects | Gross Motor | B. Movement and Coordination | All |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-3 Demonstrate increasing control of more complex body movements and postures such as climbing, running, moving in/out/under objects | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| By 36 months (3 years), most OLDER TODDLERS will | 1aOT-4 Demonstrate body and spatial awareness by negotiating and moving around objects and people | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | B. Movement and Coordination | 6 (All) |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | C. Active Play | 1.1 Bounces ball with one hand |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | C. Active Play | 1.2 Bounces ball with two hands |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | C. Active Play | 3. Rides and steers bicycle |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | C. Active Play | 3.1 Pedals and steers bicycle with training wheels |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-1 Use arms and legs in a coordinated manner to jump, pedal a bike, bounce a ball | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-2 Gain increasing stability through practicing movements such as balancing, bending, shaking, flexing, and turning | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Gain control of simple traveling skills such as galloping, running or hopping | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-3 Gain control of simple traveling skills such as galloping, running or hopping | Gross Motor | B. Movement and Coordination | 7 (All) |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1aYP-4 Understand the position or orientation of their bodies to other objects and people | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-1 Coordinate movements with accuracy such as throwing, catching or kicking a ball | Gross Motor | C. Active Play | 1 (All) |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-2 Demonstrate stability in body movements by walking on balance beam, twisting and turning, curling and stretching | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Show increasing levels of proficiency in traveling or movement skills: walking, climbing, running, jumping, hopping, skipping, marching, and galloping | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Show increasing levels of proficiency in traveling or movement skills: walking, climbing, running, jumping, hopping, skipping, marching, and galloping | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Show increasing levels of proficiency in traveling or movement skills: walking, climbing, running, jumping, hopping, skipping, marching, and galloping | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Show increasing levels of proficiency in traveling or movement skills: walking, climbing, running, jumping, hopping, skipping, marching, and galloping | Gross Motor | B. Movement and Coordination | 6 (All) |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-3 Show increasing levels of proficiency in traveling or movement skills: walking, climbing, running, jumping, hopping, skipping, marching, and galloping | Gross Motor | B. Movement and Coordination | 7 (All) |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1aOP-4 Move with an awareness of personal space | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| PDH1b: Fine Motor Development: Children will demonstrate increasing strength, control and coordination of their small muscles. | ||||
| By 9-12 months, most INFANTS will | 1bl-1 Examine objects and transfer them from one hand to another | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| By 9-12 months, most INFANTS will | 1bl-1 Grasp object using the whole hand | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| By 9-12 months, most INFANTS will | 1bl-1 Use hand to pat or shake objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-1 Use eye-hand coordination to manipulate objects, feed self, or fill containers | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-2 Pick up small objects with index finger and thumb | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| By 18-24 months, most YOUNG TODDLERS will | 1bYT-3 Stack 2-3 blocks or objects | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-1 Show moderate control of hand-eye coordination by stringing large beads, putting together simple puzzles or using simple shape sorters | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-2 Use tools that require finger and hand control such as a large paintbrush or shovel | Fine Motor | A. Reach, Grasp, and Release | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Stack small blocks or put large pegs in pegboard | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| By 36 months (3 years), most OLDER TODDLERS will | 1bOT-3 Stack small blocks or put large pegs in pegboard | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-1 Show control of hand-eye coordination by stringing small beads or pushing keys on a keyboard | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-2 Use simple tools that combine dexterity, strength, and control such as markers or silverware | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 1bYP-3 Move puzzle pieces in different ways to fit, or mold with play dough | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-1 Use precise control to accomplish tasks such as fastening clothes or pouring liquid from one container to another | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-2 Show increasing coordination and control of tools that require strength and dexterity such as hole punch or stapler | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 1bOP-3 Build structures with small blocks or fit small objects into small holes | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| PDH2: Healthy Living | ||||
| PDH2a: Healthy Habits: Children will show increasing independence in performing self care tasks. | ||||
| By 9-12 months, most INFANTS will | 2aI-1 Tolerate hands and face being washed teeth being brushed | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-2 Fuss to indicate a wet or soiled diaper | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| By 9-12 months, most INFANTS will | 2aI-3 Cooperate in dressing activities such as raising arm to put on shirt | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 9-12 months, most INFANTS will | 2aI-4 Show engagement while adult exercises arms, legs and body in a variety of ways | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| By 9-12 months, most INFANTS will | 2aI-5 Participate in feeding routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 9-12 months, most INFANTS will | 2aI-6 Try new foods | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-1 Cooperate for hand and face washing and tooth brushing | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-2 Begin to communicate toileting needs | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-3 Show interest in self-dressing | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-4 Interact with adults in a variety of physical activities | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-5 Use utensils and cup to self-feed | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-5 Use utensils and cup to self-feed | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| By 18-24 months, most YOUNG TODDLERS will | 2aYT-6 Show interest in new foods as they are presented | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Attempt to wash own hands and face and begin self-tooth brushing | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Attempt to wash own hands and face and begin self-tooth brushing | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-1 Attempt to wash own hands and face and begin self-tooth brushing | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-2 Attempt toileting with adult help | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Begin to dress and undress self by pulling up pants, removing socks and shoes | Adaptive | C. Dressing and Undressing | 1.5 Takes off shoes |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Begin to dress and undress self by pulling up pants, removing socks and shoes | Adaptive | C. Dressing and Undressing | 1.6 Takes off socks |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-3 Begin to dress and undress self by pulling up pants, removing socks and shoes | Adaptive | C. Dressing and Undressing | 2.4 Puts on pull-up clothing |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-4 Participate in physical activity that engages the arms and legs | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-5 Show increasing proficiency in self-feeding | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| By 36 months (3 years), most OLDER TODDLERS will | 2aOT-6 Show preferences for foods | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Wash hands and face and toothbrushes with adult guidance | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Wash hands and face and toothbrushes with adult guidance | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-1 Wash hands and face and toothbrushes with adult guidance | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-2 Use bathroom for toileting needs with adult help | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-3 Manage most dressing activities with adult support | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-4 Engage in physical activity that requires strength and stamina for at least brief periods. | Gross Motor | C. Active Play | All |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-5 Feed self independently; begin to pour and spread | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-5 Feed self independently; begin to pour and spread | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2aYP-6 Differentiate between healthy and non-healthy foods | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Wash hands and face and toothbrushes independently | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Wash hands and face and toothbrushes independently | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-1 Wash hands and face and toothbrushes independently | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-2 Complete toileting independently | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Independently dress and undress self | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-3 Independently dress and undress self | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-4 Engage in physical activities of increasing levels of intensity for sustained periods of time | Gross Motor | C. Active Play | All |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-5 Open food items independently; cut with plastic knife | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2aOP-6 Classify foods by their food groups | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PDH2b: Safety: Children will demonstrate increasing awareness of safe habits, safety rules and personal safety. | ||||
| By 9-12 months, most INFANTS will | 2bl-1 Show discomfort when feeling unstable | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| By 9-12 months, most INFANTS will | 2bl-2 Depend on adult for safety | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| By 9-12 months, most INFANTS will | 2bl-3 Show separation and stranger anxiety | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-1 Accept redirection from adult about safe behaviors | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-2 Rely on adult to follow safety rules | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| By 18-24 months, most YOUNG TODDLERS will | 2bYT-3 Show strong response to separation from familiar adult | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-1 Discrete between harmful and safe situations | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-2 Use adult support to follow basic safety rules | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| By 36 months (3 years), most OLDER TODDLERS will | 2bOT-3 Discrete between familiar people and strangers | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-1 Exhibit increasing independence in following personal safety practices and routines | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-2 Identify and follow basic safety rules with adult reminders | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-3 Seek out trusted adults when feeling unsafe | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| By 48 months (4 years), most YOUNG PRESCHOOLERS will | 2bYP-4 Identify body parts that are "no touch" | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-1 Avoid and alert others to danger, such as keeping a safe distance from swings | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP2 Articulate basic safety rules and explain why they are necessary | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-3 Explain how others help keep us safe | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-4 Explain what to do if someone attempts to touch private body parts | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| By 60 months (5 years), most OLDER PRESCHOOLERS will | 2bOP-5 Recognize signs and symbols that indicate danger | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |