aeps3

## ALIGNMENT

Maine

**Assessment, Evaluation, and Programming System 
for Infants and Children, Third Edition (AEPS®-3)**

**WITH**
**Maine's Early Learning & Development Standards**

---

**Alignment of _Assessment, Evaluation, and Programming System for Infants and Children, Third_** 
**_Edition (AEPS -3)<sup>®</sup>_ with Maine’s Early Learning and Development Standards**

This document aligns the *Infant and Toddler Maine Early Learning and Development Standards* [2021] and *Maine’s 
Early Learning and Development Standards* [2015] with the areas, strands, goals, and objectives of *Assessment,* 
Evaluation, and Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-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<sup>®</sup>-3). Brookes Publishing Co.
Maine Roads to Quality Professional Development Network. (2021). *Infant and Toddler Maine Early Learning and Development 
Standards.* Retrieved from: https://www.mrtq.org/itmelds/
Maine Department of Education and Maine Department of Health & Human Services. (2015). Maine’s Early Learning and 
Development Standards. Retrieved from: https://www.maine.gov/doe/sites/maine.gov.doe/files/inline-files/MELDS_Re-
<u>Print&#95;1.pdf</u>

AEPS-3 products can be purchased online at www.brookespublishing.com/aeps <u>or by calling 1-800-638-3775</u>.

Created May 2023

AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.

---

**Infant Toddler MELDS**

| Social and Emotional Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Trust and Emotional Security (Emotional Functioning) |  |  |  |  |
| Birth-8 months | Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness through various facial expressions, body movements, gestures. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Quiets or stops crying when held, rocked, given a change of position or level of stimulation in the environment, or talked to by a familiar adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Birth-8 months | Attends with interest when others show range of emotions through facial expressions, voices, or gestures. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Birth-8 months | May cry when another child cries. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Expresses a variety of emotions and modifies expression according to the reactions of familiar adults. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 6-18 months | Looks to/seeks comfort from familiar adults when distressed and accepts reassurance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Responds to others' emotional expressions by: sharing emotional reactions – smiling when adult smiles, showing excitement when other children are excited looks sad or concerned when another child is crying; may offer soft toy, blanket, or food. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Displays confidence that needs will be met by caregiver, evidenced by child watching and waiting a short time for caregiver to meet the recognized need. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Self-conscious emotions appear: shame, embarrassment, guilt, pride. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 16-36 months | Shows understanding of some emotional expressions by: labeling them asking questions about them responding appropriately (verbally or non-verbally) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 16-36 months | Shows understanding of some emotional expressions by: labeling them asking questions about them responding appropriately (verbally or non-verbally) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 16-36 months | May use artistic tools for emotional expression. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Expresses empathy toward other children or adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16-36 months | Begins to express feelings of anger and frustration: tells friends “I don't like that!”. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| 16-36 months | Has an expectation that the caregiver will provide what is needed in most situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |

---

| Self-Regulation |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Comforts self by clutching toy, sucking thumb, and stroking blanket. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Starts, maintains, or stops social contact through looks, gestures, sounds, and smiles. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Anticipates being lifted or fed molds body-turns towards adult and opens mouth. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Birth-8 months | Signals (using cues) when full-pushes bottle away, stops nursing, wants to be put down – squirms, and pushes away. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Comforts self by sucking on fingers, retrieving a familiar object, engaging in a familiar routine, and utilizing quiet space in classroom when needed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 6-18 months | Expresses own needs gestures when hungry, grabs blanket when tired, and calls to engage caregiver. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 6-18 months | Anticipates and participates in routine activities lifts arms when dressing and holds out cup. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 6-18 months | Can be restless and determined creating conflicted needs which can lead to power struggles emerging (Example: child is tired but doesn't want to stop playing). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Shows impulse control by beginning to understand their role in play (need to wait for a turn for a toy), tolerating brief wait times or delays. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| 16-36 months | Anticipates and follows routines when prompted helps with cleanup, gets ready to go for a walk, joins group time for dancing, stories, etc., and begins to dress themselves as part of daily routines, even though it may take longer. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 16-36 months | Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs such as “no” or “stop” during conflict and let’s a trusted adult know when hungry, tired, or needing assistance with a peer. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

---

| Sense of Self, Self-Awareness, and Self-Concept |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Uses hands to explore different parts of the body. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Beginning to understand that they can make things happen; (example: pat a musical toy to make music come again, or raise arms to be picked up by parent or caregiver). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Birth-8 months | Cries when a parent or caregiver leaves the room. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Smiles at self in mirror. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Birth-8 months | Recognizes, holds, touches own feet and hands. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Birth-8 months | Shows preferences; cries when something is not liked. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Points to or indicates parts of the body when asked. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| 6-18 months | Express thoughts and feelings by saying, “no!” | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Begins to recognize and respond to own name (example: gestures at sound of name or vocalizes at sound of name). | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| 6-18 months | Recognizes familiar people in addition to immediate family or primary caregiver. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-18 months | Uses name to refer to significant people; for example, “Mama” or Papa”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 6-18 months | Shows distress when preferred people don’t interact with them. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 6-18 months | Shows signs of mastery; for example: laughs at own cleverness or is frustrated when unable to do something. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 16-36 months | Recognizes own image in the mirror or photo and understands that it is self. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Says own name when asked and names others in family. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Identifies self by gender, for example:, “I boy”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Begins to make comparisons between self and others; for example: “Tommy is boy like me.” | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Uses adjectives to refer to self, for example: “Me big”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Communicates, “I do it!” or “No” when caregiver or parent tries to help. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 16-36 months | Respect toddlers’ valid opinion of saying no. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 16-36 months | Wants to experience the world on own terms; for example, avoids messy materials. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 16-36 months | Uses evaluative words to talk about self, “Me good girl?” | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |

---

| Relationships with Adults |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Seeks comfort from caring adult by crying and looking for him or her. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Birth-8 months | Is more easily soothed by sound of primary caregiver's voice than unfamiliar voice. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Birth-8 months | Shows preference for familiar adult, lifts arms to be picked up by special adult; squealing and kicking when familiar adult appears. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Birth-8 months | Responds to being held: Calming down, molding of the body to the caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Forms attachment with primary caregiver; more easily soothed, studies the face, attends longer to caregiver's facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Initiates positive social behavior toward familiar adult |
| 6-18 months | Distinguishes between familiar and unfamiliar adults. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 6-18 months | Exhibits separation anxiety, cries briefly when separated from parent or caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 6-18 months | Feels secure to explore environment in presence of primary caregiving adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Plays away from the primary caregiver and then moves close to him or her from time to time to check in. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | When distressed child seeks to be physically close to primary caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Imitates sequence of events after seeing the sequence completed by a caregiving adult; for example, read a story to a doll or put a teddy to bed. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 16-36 months | Seeks attention of a special caregiver and communicates “Watch me!” before proudly displaying a new skill. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 16-36 months | Cries and looks for special caregiver after falling. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Tries to influence adult behavior; for example, brings favorite book and expresses, “One more?” even though she has just heard “We are all done; time for a nap”. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 16-36 months | Gesturing for one more hug as a parent is leaving for work. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 16-36 months | Uses adult as a resource through words or actions; for example, asks a caregiver for a cracker or for help getting jacket on. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 16-36 months | Begins to follow simple instructions or guidance of a caregiver. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |

---

| Relationships with Children |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Turns to the voice of an older sibling. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Birth-8 months | Notices a crying peer with a serious expression. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Birth-8 months | Watches other children with interest. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Birth-8 months | Reaches out to touch eyes or hair of a peer. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Birth-8 months | Laughs when an older sibling or peer makes a funny face. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Birth-8 months | Tries to get the attention of another child by smiling or babbling to him/her. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-18 months | Plays side-by-side with another child. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 6-18 months | Matches emotions with a peer's emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Participates in spontaneous interactions with peers and exhibits enjoyment. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 6-18 months | Influences and responds to a peer's behavior in a simplistic manner; for example, handing a playmate a doll. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 6-18 months | Begins to show preference among play partners, often hugging or touching them. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 6-18 months | Knows the names of peers when they are referred to. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 6-18 months | Knows the family members of frequent playmates. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Engages in social pretend play with one or two friends and take on roles; for example, pretends to be a dog while a friend pretends to be the owner. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Expresses an interest in playing with a particular child. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Exhibits sadness when a favorite friend is not at school; “When you miss your friend here at school, she misses you too”. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Engages in joint exploration and has begun associative play; for example, attempts to build a block tower with a friend or can wait a short time for “my turn”. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 16-36 months | Shows concern for a peer who is in distress. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16-36 months | Engages in reciprocal play such as run and chase or offer and receive. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |

---

| Approaches to Learning |  |  |  |  |
| --- | --- | --- | --- | --- |
| Engagement and Persistence |  |  |  |  |
| Birth-8 months | Makes and maintains eye contact while being held for feeding. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Finds ways to bring hand to mouth even when hand is covered by a blanket or clothing. | Fine Motor | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Birth-8 months | Tries to reach a toy hanging from a high chair. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Birth-8 months | Tries to move bottle, cries, or touches adult when bottle is empty. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Birth-8 months | Begins to look for dropped objects. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 6-18 months | Looks out the window for a familiar caregiver to return. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Uses several different ways to get a toy when it's out of reach. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Reaches for caregiver's hands to continue game/song: Peek-A-Boo, Pat-A-Cake, Twinkle, Twinkle | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 6-18 months | Continues to feed self even when having difficulty. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| 16-36 months | Empties the entire toy box while looking for a favorite toy. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 16-36 months | Turns puzzle piece in a variety of directions to fit into puzzle frame. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Climbs into a box or open cupboard to get toys or objects that are out of reach. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Attempts to put on shoes or coat by self, tries for a while before asking for help. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 16-36 months | Follows after and says "Good-bye" or cries when caregiver is leaving the room or going out of the house. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Overcomes an obstacle in the way of obtaining a desired object. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |

---

| Initiative and Curiosity |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Explores a variety of materials including: their body, people, objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Vocalizes or makes noise to attract caregiver's attention. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Birth-8 months | Uses facial expressions, sounds, or gestures to show likes or dislikes. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Shows eagerness to investigate novel objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 6-18 months | Lifts arms up in order to be picked up by caregiver. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 6-18 months | Gets a favorite book and brings to caregiver to read. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 6-18 months | Shows preference for: certain foods, toys, activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6-18 months | Willing to approach new people, things, and experiences. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 6-18 months | Shows enthusiasm for exploring and learning (clap, smile). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 16-36 months | Studies people and things around them seeking more information. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Shows interest and/or approaches other children for play. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 16-36 months | Makes their choices known by talking about what they want and asking questions using: gestures, facial expressions, words. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 16-36 months | Starts to sing a song or move to music and others join in. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Shows interest in trying new experiences and new ways of doing things. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |

---

| Creativity |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Finds new ways to use familiar toys/materials: putting a block in a cup, using a spoon to bang on tray, “inviting” an adult to mouth rattle. | Cognitive | E. Scientific Discovery | 2.1 Tries different simple actions to achieve goal |
| Birth-8 months | Laughs and tries to imitate noises or silly sounds. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Investigates pushing water or food around with hand on high chair tray or table. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Birth-8 months | Begins to repeat change sensorimotor activities to elicit a reaction: bang hands on table, drop a toy. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Birth-8 months | Anticipates being lifted and moves body accordingly. | Cognitive | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 6-18 months | Bangs on pots and pans with a spoon to make noise then tries the same action on other objects. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 6-18 months | Uses familiar objects in pretend play and imitates sounds the objects make: animal figures, puppets, other items (cars, trucks, etc.). | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| 6-18 months | Begins to move to the music of varying rhythms, tempos, and types. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Uses a colorful scarf in different ways such as dancing, waving it, or using it as a blanket. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 6-18 months | Begins to focus attention on one activity or toy for a short period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 6-18 months | Engages in “dump and fill” with items. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 6-18 months | Begins to explore expression with art implements: scribbling with large crayons, creating markings in finger paint, molding playdough. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 16-36 months | Acts out dramatic play role-play themes with others; engages in make-believe play: imitates a dog or cat by crawling and making barking or meowing noises, offers a caregiver or peer a pretend snack or drink during play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 16-36 months | Uses items for other than intended purpose. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 16-36 months | Carries on an imaginary conversation using: a toy telephone, baby doll, other items (stuffed animal, book, etc.). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Participates in music activities and dances with increased rhythm. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| 16-36 months | Participates in music activities and dances with increased rhythm. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 16-36 months | Makes silly faces to see other children and adults react. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Creatively explores and experiments with sensory mediums, combining different types of materials to make something new. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 16-36 months | Uses puppets in dramatic play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |

---

| Early Language and Literacy |  |  |  |  |
| --- | --- | --- | --- | --- |
| Language Comprehension (Receptive Language) |  |  |  |  |
| Birth-8 months | Maintains eye contact with person looking at him or her: mutually gazes with primary caregivers, shows preference for voice of primary caregivers. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Reacts to human voice: appears to watch or listen, quiets self, turns toward conversation. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Reacts to new voices or sounds by becoming more quiet or active: startles or cries at loud sounds, shows different responses to tones of voice, looks for source of sounds. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 6-18 months | Responds with gestures or vocal signals to familiar words: responds to own name, turns to look at familiar person/object/pet when named, understands simple phrases as “byebye”, “hot”, etc., points or reaches to familiar objects when named as in body parts, favorite toys, family pictures. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| 6-18 months | Understands simple one step requests such as, “Get your blanket”, “Give me your cup”. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 6-18 months | Looks to adult for messages about appropriate or inappropriate behavior. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| 6-18 months | Attends to and enjoys listening to adult voices: rhymes, songs, short stories, imitation games such as Pat-a-Cake. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 16-36 months | Understands a variety of simple two-step requests and follows multi-step daily routines like handwashing. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| 16-36 months | Understands names for common objects, familiar people, familiar actions. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 16-36 months | Understands contrasts such as: yes/no, come/go, run/stop, up/down, fast/slow. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Understands prepositions such as: on, in, under, over. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | With adult direction, finds items needed for an activity. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 16-36 months | Shows increased attention span when being read to, listening to rhymes, fingerplays, songs of increased complexity. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |

---

| Language Expression (Expressive/Productive Communication) |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Initiates communication with caregiver: maintains eye contact: looks intently at caregiver, cries, grunts or makes loud sounds to seek caregiver assistance, smiles or gestures to initiate social contact, moves body in anticipation of being picked up. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Birth-8 months | Makes a variety of repetitive sounds or gestures: babbles and coos; pairs consonants and vowels with repetition such as “ma” or “da”; uses hands to express self. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 6-18 months | Uses physical gestures or sounds to get help from adult: gazes between adult and desired item, tugs or pulls on caregiver, moves, points or motions to object out of reach, expresses own needs such as hunger or wanting comfort item. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-18 months | Expresses self with movement or facial expressions: shakes head “no”; nods “yes”; smiles; frowns. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Takes turns in back-and-forth verbal play with caregiver that mimics a conversation. Responds to caregiver’s speech by babbling/uttering in reply. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-18 months | Moves toward expression of identifiable words: jargon has melody and inflection, imitates familiar words/sounds, begins expressing clearly words like “mama”, “dada”, “bye-bye”, “no”, “baba”(bottle). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 16-36 months | Uses words or actions to request assistance: asks for food when hungry, asks for help, may use words to solve conflicts with peers/siblings. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 16-36 months | Combines words into simple sentences: “Mommy bye-bye”, “Milk all gone”. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 16-36 months | Asks and answers simple questions: lots of what, why and where questions. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| 16-36 months | Uses everyday experiences to build on vocabulary: talks about what they are doing, uses language to convey simple ideas. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 16-36 months | Refers to self by name; uses personal pronouns (I, me, you) with increased proficiency. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Vocabulary increases with age; articulation becomes increasingly clearer; may express feelings both physical and emotional. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 16-36 months | Carries on sustained interactions with caregivers. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |

---

| Emergent Literacy |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | With a responsive adult, looks at and attends to pictures of other babies or faces. | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| Birth-8 months | Looks at books, pats the pictures, brings book to mouth. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Birth-8 months | Kicks feet or moves arms in response to music. | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| Birth-8 months | Listens and attends to repetitions of culturally and linguistically familiar words, songs, or rhymes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Birth-8 months | Uses signs or gestures in response to adult's conversation with them about photos of familiar people. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 6-18 months | Exhibits increased participation when books are read: points, makes sounds, vocalizes, smiles, turns page. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 6-18 months | Makes motions for familiar games, rhymes, songs, or fingerplays. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Begins to “use” communication tools during imitative play: uses phone or book, grasps marker or crayon, makes marks on paper. | Literacy | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 16-36 months | Exhibits increased participation with written forms of communication: looks at books, magazines as if reading, makes sounds that relate to pictures, turns pages at the right time. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 16-36 months | Recognizes signs and symbols in the environment: identifies stop sign, labels, or logos of familiar places/items; memorizes and repeats phrases of songs, books, rhymes. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 16-36 months | Increased understanding of communication tools: converses with others using play phone, tells others what own scribbles mean. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 16-36 months | Shows increased attention when being read to: begins to make observations about, the use of words and pictures, enjoys stories of increasing complexity. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |

---

| Physical Development and Health |  |  |  |  |
| --- | --- | --- | --- | --- |
| Perceptual Development |  |  |  |  |
| Birth-8 months | Reflexes at birth: stepping, palmar grasp, startle reflex, rooting and sucking, hand-to-mouth, and moves arms in swimming motion. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Birth-8 months | Reflexes that develop after birth: bicycle kicking, body follows turn of head, and protects self when falling. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Birth-8 months | Initially visual system immature (attentive to objects of contrasting colors). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Birth-8 months | Increased ability to detect detail and coordinate visual information from each eye. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Birth-8 months | Infant may become fixated visually. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Birth-8 months | Shows enjoyment of motion such as rocking, jiggling, bouncing, or being carried around. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Birth-8 months | Preference for slower, high pitched sounds. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Can distinguish parents' voice from that of a stranger. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Birth-8 months | Can distinguish smell of mother from others. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Respond to what they see (i.e. move toward desired person or object, look for source of noise). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Begins to show taste preference. | Social-Communication | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| 6-18 months | Continue to integrate information gathered from the senses: shows increased ability to concentrate and begin to show sustained interest in people, objects, and activities; shows increased desire to explore sensory information; oral exploration of objects decreases with age; shows increased enjoyment of varieties of sensory information. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-18 months | Visual information more refined: depth perception established; seeks and responds to increased visual stimulation. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 6-18 months | Hearing information more refined: ability to discriminate sounds in a noisy setting. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 16-36 months | Sensory thresholds do not interfere with desire to explore surroundings: continues to show increased ability to concentrate with multiple sensory stimulation present; increased cognitive and motor skills allows increased ability to explore and form meaning from sensory information. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 16-36 months | Visual discrimination more refined: ability to discriminate finer detail in tandem with cognitive development (i.e. may notice caregiver's earring). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 16-36 months | Hearing discrimination more refined: ability to isolate familiar sounds in tandem with cognitive development (i.e. hears siren outside, points, and says, "Fire truck!"). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Gross Motor (Large Muscle) |  |  |  |  |
| Birth-8 months | Exhibits beginning stages of large muscle control: head control, lifts chin, lifts head, lifts both head and shoulders, supports self on flexed elbows. | Gross Motor | A. Body Control and Weight Transfer | All |
| Birth-8 months | Coordination of muscle control: turns from back to stomach and stomach to back, moves by rolling, inches forward on stomach or back, sits unsupported, begins bouncing when held. | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| Birth-8 months | Coordination of muscle control: turns from back to stomach and stomach to back, moves by rolling, inches forward on stomach or back, sits unsupported, begins bouncing when held. | Gross Motor | A. Body Control and Weight Transfer | 3.1 Rolls from stomach to back |
| Birth-8 months | Begins to use arms and legs purposefully: claps hands, pounds on things, kicks at objects, holds arms out for jacket or so shirt can be taken off. | Gross Motor | B. Movement and Coordination | All |
| 6-18 months | Exhibits increasing control of large muscles and body movement: sits up, crawls or creeps, pulls to stand, cruises while holding on to furniture, stands alone, climbs out of crib, walks alone, runs with a wide stance, walks upstairs holding a hand, stops and walks backwards a few steps, climbs simple structures. | Gross Motor | A. Body Control and Weight Transfer | All |
| 6-18 months | Uses arms and legs with increasing purposefulness: throws, carries, pushes, pulls, dumps objects, scoots on or rides wheel toys without pedals. | Gross Motor | C. Active Play | All |
| 16-36 months | Exhibits more control and coordination of large muscle and body movement: walks fast, walks on tiptoes, walks backwards, walks upstairs holding a railing (or hand), runs with control, climbs well, throws a ball with aim, may jump in place, may balance briefly on 1 foot, rides tricycle. | Gross Motor | B. Movement and Coordination | All |
| 16-36 months | Uses arms and legs with more purposefulness: catches a ball by trapping it with arms and hands, pounds object with intention and precision, creates simple block structures, pushes foot into shoe, takes off shoes. | Gross Motor | B. Movement and Coordination | All |
| 16-36 months | Engages in creative movement spontaneously and when prompted by music or adult. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Fine Motor (Small Muscle) |  |  |  |  |
| Birth-8 months | Stares at objects, especially faces; begins to coordinate eyes. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Birth-8 months | Grasp reflex diminishing. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Birth-8 months | Reaches for objects with both arms, but hands are fisted: reaches with one arm and grasps at will, grasps – releases – “re-grasps” and releases again, begins to grasp with thumb and forefinger. | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Birth-8 months | Brings objects to mouth. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Birth-8 months | Beginning eye hand coordination: transfers object from one hand to another. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Birth-8 months | Follows slow moving object with eyes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 6-18 months | Scoops up and takes with hand to manipulate or pick up objects, sand, food, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 6-18 months | Brings two blocks together to make noise. | Fine Motor | B. Functional Skill Use | 1.2 Uses hand to activate object |
| 6-18 months | Uses thumb and forefinger to pick up small items. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| 6-18 months | Handles a cup or spoon for self-feeding. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| 6-18 months | Begins to show preference for one hand. |  | B. Functional Skill Use | 1.2 Uses hand to activate object |
| 6-18 months | Undresses self and unties shoes. | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| 6-18 months | Can turn pages of a board book. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| 16-36 months | Uses a crayon to imitate marks/scribble. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| 16-36 months | Holds object with one hand and manipulates it with the other: brushes dolls hair, holds and winds a music box. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 16-36 months | Folds blanket, cloth, paper, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 16-36 months | Pours liquid from small pitcher. | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| 16-36 months | Shows preference for one hand. |  | B. Functional Skill Use | 1.2 Uses hand to activate object |
| 16-36 months | Puts on easy clothing. | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| 16-36 months | Holds spoon, fork, cup, but may still spill. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| 16-36 months | Can use paintbrush, but doesn't control drips. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 16-36 months | Can turn pages of a book. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Self-Help and Adaptive Skills |  |  |  |  |
| Birth-8 months | Displays signs of self-comforting: sucks thumb to pacify self. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Birth-8 months | Shows signs of self-feeding: begins to hold own bottle/cup, begins to feed self with fingers. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Birth-8 months | Alerts caregiver in own way when physically uncomfortable: hungry, tired, wet pants, etc. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| 6-18 months | Making progress with self-feeding. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 6-18 months | Shows interest in dressing self: pushes arm through sleeve, takes clothes off, unties shoes. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 6-18 months | Shows interest in toileting at end of this stage: watches others engaged in toileting, explores sitting on potty chair. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| 6-18 months | Shows interest in helping with chores, mimics adult behavior. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 6-18 months | Makes attempts at self-help: takes off socks, pulls on bib. | Adaptive | C. Dressing and Undressing | 1.6 Takes off socks |
| 16-36 months | Progressing well with self-feeding and self-serving: holds spoon, fork, cup, feeds self, pours own water from small container, sets items on table and removes after eating. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 16-36 months | Continues to show interest in dressing: undresses self, puts on clothes (no buttoning), shoes, jacket, hat. | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| 16-36 months | Continues to show interest in dressing: undresses self, puts on clothes (no buttoning), shoes, jacket, hat. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 16-36 months | Shows increased interest and proficiency with toileting skills: willing to use toilet, washes hands after toileting. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| 16-36 months | Increased interest in helping with chores and physical care: attends to blowing nose, cleans tables, picks up toys. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Cognitive Development |  |  |  |  |
| Exploration and Inquiry |  |  |  |  |
| Birth-8 months | Displays reflexes that set the stage for sensory exploration toward intellectual development: turns head toward nipple, grasps finger of caregiver when placed in palm. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Directs attention towards caregiver's face or voice: gazes at caregiver's face during feeding. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Directs attention toward objects: reaches and grasps for objects or stares at them, reacts to new objects, voices, sounds, and touch by becoming more active or quiet. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Manipulates, visually inspects, feels, and mouths things in the environment: moves toward toy, bangs on table with toy, fingers and inspects object. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 6-18 months | Takes time to investigate and may protest when play is interrupted. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 6-18 months | Can use several senses at once to explore the environment: mouths, then holds toy at a distance, shakes and then throws ball. | Cognitive | A. Sensory Exploration | 1.2 Uses senses to explore |
| 6-18 months | Looks at and explores how a material reacts when acted upon: water added to the sand table, popping bubbles with hands and feet. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 16-36 months | Independently explores the immediate environment to investigate what is there: asks about a new toy or explores different textures in the natural environment, searches for a specific toy. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 16-36 months | Tries new activities, materials, and equipment: unfamiliar art materials, different musical instrument, joins in new song or fingerplay. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 16-36 months | Uses multiple senses to determine properties of things: lifts, shakes, and listens, smells, tastes, and inquires of caregiver about the item. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Concept Development and Working Memory |  |  |  |  |
| Birth-8 months | Uses sight, hearing and touch to examine an item to learn about it: mouths, bangs, grasps, releases, and re-grasps. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Birth-8 months | Looks for or orients toward dropped object: looks down when drops toy from a table. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Repeats a pleasing sight, sound, or motion to show enjoyment and a desire to continue: looks towards a musical toy to continue interaction. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Birth-8 months | Repeats a previously successful sound or motion: kicks or swats mobile and repeats over days and week, continues to bang an object to repeat a sounds. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Birth-8 months | Imitates sounds and gestures. | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Birth-8 months | Finds hidden objects: uncovers a partially hidden toy under a blanket or cloth. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Remembers location of favorite object: asks for objects out of sight, persists in search for a desired object when it is hidden. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 6-18 months | Remembers games and toys from the previous day. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| 6-18 months | Anticipates people's return, time for nap, etc. within context of daily routine. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 6-18 months | Imitates actions across a change in context; beginning of ability to fantasize and role-play: imitates mom on the phone when at child care setting, uses another object or person as a tool, asks to be picked up to reach something, rolls toward a toy to reach it. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 6-18 months | Understands "more" in reference to food or simple play, responds appropriately when asked if child wants more crackers. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 6-18 months | Begins to think about actions before doing them: chooses a toy, book, or doll from a group, enjoys taking things out of a container and putting them back. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Uses familiar objects in combination: uses spoon in bowl, doll in bed, and person in car. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 16-36 months | Engages in make believe play acting out simple dramatic play themes with others: "You baby, me momma", pretends to be an animal. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Recognizes that the words "two, three, four, etc." are numbers, recites numbers with prompting or adult cues, uses some number words during play or activity: "I want two". | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 16-36 months | Imitates counting rhymes: One, Two Buckle My Shoe, Three Little Monkeys. | Math | A. Counting | 1.2 Recites numbers 1-3 |
| 16-36 months | Shows some understanding of daily time sequence: time for nap, lunch, outdoor play. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 16-36 months | Begins to solve simple problems in his or her head: moves a toy to get to another object, stands on block or another object to reach an item. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

---

| Reflection and Problem-Solving |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Engages in simple repeated actions to reach a goal, such as trying to get whole hand and then fingers or thumb in mouth. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Birth-8 months | Anticipates being lifted and moves body accordingly: stiffens body in preparation for being lifted, stretches arms up toward caregiver, tries to lift head toward caregiver. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Birth-8 months | Uses own actions or movements to solve simple problems, such as rolling to the side to reach an object or kicking to make something move. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 6-18 months | Begins to focus attention on one activity or toy for a short period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 6-18 months | Explores how to make something happen again or how something works by doing actions over and over again: repeatedly filling a container and emptying it out. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 6-18 months | Tries different solutions to everyday problems until discovering one that works. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 6-18 months | May try the same strategy multiple times even if it is not working. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Engages in activities for longer periods of time, including make believe play. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Tries several times to solve more challenging problems, often using a combination of actions or behaviors: determined to reach the sink and pulls over a block to stand on, then adds a book to make it higher. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Uses experimenting to figure out solutions to everyday problems, including in social situations: two children both want to fit into a small car and agree to take turns. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Begins to develop ability to find a solution using mental representation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

---

| Mathematical Thinking |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Observes and feels the sequence of simple daily routines: rocking to sleep, riding in a stroller, listening to an adult voice reading or singing. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Birth-8 months | Explores special relationships with objects: picks up different sized balls. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Birth-8 months | Places shapes into shape sorter (not always in the correct space). | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Birth-8 months | Demonstrates understanding of simple number concepts: uses sign language to ask for “More” of something, takes two crackers when prompted, “Take two crackers”. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Birth-8 months | Uses sensorimotor exploration to experience various textures, patterns, sounds, and smells. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-18 months | Follows simple directions related to position: puts toys “in” basket after prompted. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 6-18 months | Uses simple nesting or stacking toys: nests three or four cups, stacks three or four cups or foam blocks. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 6-18 months | Groups a few objects by shape, color, or size: finds two or three toys that have the same simple shape, color. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 6-18 months | Understands time words such as “after, “before”: “Before we go outside, we have to put on your coat.”. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Explores spatial relationships: attempts to fit own body in boxes, tunnels. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Solves simple manipulative problems: crawls or walks around a toy. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 16-36 months | Verbally Counts (not always in the correct order): says “one, two, six”. | Math | A. Counting | 2. Counts out 10 items |
| 16-36 months | Recognizes and names a few numerals: notices numbers within the environment and identifies a few by name. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 16-36 months | Follows simple directions related to proximity: set your shoes “beside” your cot for naptime. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Makes comparisons between two objects: identifies the larger object when shown. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 16-36 months | Shows interest in simple patterns in the environment: points to pedestrian crosswalk and says, “white, black, white, black”. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 16-36 months | Shows interest in patterns and sequences: attempts to follow a pattern with large beads and string or on a peg board, plays matching games. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Classifies, labels, and sorts objects by characteristics: heavy vs. light, color, hard vs. soft, large vs. small. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 16-36 months | Arranges objects in lines: makes a row of blocks. | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| 16-36 months | Matches simple shapes: using form boards or puzzles - circle, square, triangle. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Scientific Reasoning |  |  |  |  |
| Birth-8 months | Explores properties of items by mouthing them: explores large pop beads by putting them in their mouth. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Uses senses to investigate the natural environment around them: looks outward and watches leaves blowing in the wind. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Birth-8 months | Begins to look for objects that are “hidden” or become “out of sight”. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Investigates new phenomena: reaches out to touch rain, stops play to watch a novel element in the environment. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 6-18 months | Shows basic awareness of cause and immediate effect: opens and closes, presses button to make sounds. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 6-18 months | Uses trial and error method effectively: successfully pushes buttons on a pop-up toy, uses shape sorter with some success. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Fills and empties containers with sand, water, or small toys. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 16-36 months | Begins to ask “Why” questions to understand specific concepts. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 16-36 months | Begins to notice differences and similarities: kiwi is sweet and a lemon is sour, cows and dogs both have four legs. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 16-36 months | Uses simple tools in exploration and inquiry: magnifying glasses, hammers, tweezers. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Explores different mediums and their properties: mixing sand and water cornstarch and water. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Social Studies Learning |  |  |  |  |
| Birth-8 months | Engages in immediate and deferred imitation of facial expressions: smiles back at caregiver, smiles when familiar adult re-enters room, responds by patting mirror when sees own image reflected. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Birth-8 months | Begins to notice differences in faces or adults. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Birth-8 months | Begins to notice new items in the environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 6-18 months | Demonstrates knowledge about self: begins to show preference towards adults, recognizes items that belong to them (bottle, blanket, etc.). | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 6-18 months | Reacts and responds to new environments (i.e. falls asleep in car and wakes up in a shopping mall). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Shows curiosity and points to new items in the environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 6-18 months | Reacts and responds to changes in familiar adults (i.e. mom cuts hair, dad shaves beard, etc.). | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 16-36 months | Shows basic understanding of people and how they live: imitates example of mother nursing younger sibling. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 16-36 months | Notices differences between people – gender, skin color, etc. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 16-36 months | Seeks opportunities to label new items in the environment. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Asks questions about new people, materials, and places in the environment. | Cognitive | C. Conceptual Knowledge | 2.1 Generates specific questions for investigation |
| 16-36 months | Recognizes and seeks familiar places (i.e. stores, doctor's office etc.). | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| 16-36 months | Shows interest in “helpers’ in the community (fire, police, mail carriers, etc.). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |

---

| MELDS |  |  |  |  |
| --- | --- | --- | --- | --- |
| Standards for Social and Emotional Development |  |  |  |  |
| Emotional Development |  |  |  |  |
| Self-Concept |  |  |  |  |
| Mid-Preschool “Benchmarks” | Develops and communicates a growing awareness of self as having certain abilities, characteristics, preferences and rights. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Mid-Preschool “Benchmarks” | Chooses individual activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Mid-Preschool “Benchmarks” | Expresses self in different roles during pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Mid-Preschool “Benchmarks” | Compares self with others. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Mid-Preschool “Benchmarks” | Expresses own ideas and opinions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| End of Preschool Standards | Has an awareness of self as having certain abilities, characteristics, preferences and rights. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| End of Preschool Standards | Demonstrates self-direction by making choices among peers, activities and materials. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Takes on new tasks and improves skills with practice. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| End of Preschool Standards | Initiates actions or activities with peers. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| End of Preschool Standards | Expresses delight over a successful project and want others to like it too. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| End of Preschool Standards | Demonstrates confidence in own abilities and delights in the mastery of a skill. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |

---

| Self-Regulation |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool “Benchmarks” | Begins to tell and follow basic safety guidelines and requirements. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Mid-Preschool “Benchmarks” | Shows progress in appropriately expressing feelings, needs and opinions in difficult situations and conflicts without harming themselves, others or property. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Mid-Preschool “Benchmarks” | Demonstrates increasing competency in recognizing and describing own and others’ emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Mid-Preschool “Benchmarks” | Demonstrates increasing competency in recognizing and describing own and others’ emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Mid-Preschool “Benchmarks” | Develops increased capacity to share materials or caregiver/teacher’s attention. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Mid-Preschool “Benchmarks” | Shows increased ability to wait for his/her turn in a simple game or for use of equipment. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| Mid-Preschool “Benchmarks” | Will use private or inner speech to help remember the rules and standards of behavior. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Mid-Preschool “Benchmarks” | Uses materials and equipment purposefully, safely and respectfully. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Mid-Preschool “Benchmarks” | Uses materials and equipment purposefully, safely and respectfully. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| Mid-Preschool “Benchmarks” | Begins to accept consequences of own actions. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Mid-Preschool “Benchmarks” | Listens with interest and understanding to directions. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Mid-Preschool “Benchmarks” | Listens with interest and understanding during conversations. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| End of Preschool Standards | Expresses self in safe and appropriate ways through words and actions. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| End of Preschool Standards | Seeks peaceful resolutions to conflict. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| End of Preschool Standards | Stops and listens to instructions before jumping into activity, with guidance. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| End of Preschool Standards | Stops and listens to instructions before jumping into activity, with guidance. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| End of Preschool Standards | Follows rules and routines. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Respects the rights and property of others. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| End of Preschool Standards | Uses materials appropriately. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| End of Preschool Standards | Uses materials appropriately. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| End of Preschool Standards | Is able to share materials or caregiver's/teacher's attention. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| End of Preschool Standards | Is able to share materials or caregiver's/teacher's attention. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| End of Preschool Standards | Can wait for turn in simple game or use of equipment. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| End of Preschool Standards | Accepts consequences of own actions. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| End of Preschool Standards | Regulates own emotions and behaviors. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| End of Preschool Standards | Refrains from disruptive, aggressive, angry or defiant behaviors. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| End of Preschool Standards | Asks what and why questions to understand effects of behavior. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |

---

| Sympathy and Empathy |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool “Benchmarks” | Realizes and expresses how another child might feel. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Mid-Preschool “Benchmarks” | Demonstrates awareness of feeling during pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Mid-Preschool “Benchmarks” | Recognizes other children's kind behaviors. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| End of Preschool Standards | Expresses empathy for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| End of Preschool Standards | Comforts physically hurt or emotionally upset child through appropriate words or actions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| End of Preschool Standards | Labels own emotions and, increasingly, the emotions of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| End of Preschool Standards | Labels own emotions and, increasingly, the emotions of others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| End of Preschool Standards | Demonstrates understanding of the consequences of own actions on others. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| End of Preschool Standards | Understands the reasons for rules and routines within the group and accepts them. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Asks “what” and “why” questions to understand effects of behavior. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| End of Preschool Standards | Shows progress in expressing feelings, needs, and opinions, in difficult situations and conflicts, without harming self, others, or property. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Adapting to Diverse Settings |  |  |  |  |
| Mid-Preschool “Benchmarks” | Explores objects and materials, and interacts with others in a variety of new settings. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Mid-Preschool “Benchmarks” | Begins to demonstrate ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/attendance. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| End of Preschool Standards | Demonstrates ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/ attendance. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| End of Preschool Standards | Adjusts to transitions from one activity setting to the next during the day with appropriate emotions and behaviors. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Anticipates with assistance what will be needed in diverse settings. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| End of Preschool Standards | Follows rules in diverse settings. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Social Development |  |  |  |  |
| Building Relationships with Adults |  |  |  |  |
| Mid-Preschool “Benchmarks” | Separates with assistance from significant adults, without undue anxiety, in familiar settings. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Mid-Preschool “Benchmarks” | Approaches adults for assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Mid-Preschool “Benchmarks” | Offers to assist adults. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Mid-Preschool “Benchmarks” | Expresses affection for significant adults. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Mid-Preschool “Benchmarks” | Follows caregivers'/teachers' guidance for appropriate behavior in different environments. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Mid-Preschool “Benchmarks” | Interacts appropriately with familiar adult(s) and peers. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Mid-Preschool “Benchmarks” | Interacts appropriately with familiar adult(s) and peers. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Mid-Preschool “Benchmarks” | Identifies known safety roles and distinguishes between trusted and unknown adults. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| End of Preschool Standards | Asks questions and checks with an adult before deviating from rules and routines. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| End of Preschool Standards | Seeks adult help when needed for emotional support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| End of Preschool Standards | Confides in at least one adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| End of Preschool Standards | Works independently and asks for help only when necessary. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Works cooperatively with an adult to plan and organize activities and solve problems. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| End of Preschool Standards | Uses socially appropriate behavior with peers and adults such as helping, sharing and taking turns. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |

---

| Building Relationships with Children |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool “Benchmarks” | Separates willingly from adults to play with friends. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Mid-Preschool “Benchmarks” | Plays beside and interacts with Peers. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Mid-Preschool “Benchmarks” | Shows enjoyment in playing with other children. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Mid-Preschool “Benchmarks” | Participates in group glee. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Mid-Preschool “Benchmarks” | Has at least one other friend and begins to show preference for particular playmate. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Mid-Preschool “Benchmarks” | Leads or participates in planning cooperative play with others. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Mid-Preschool “Benchmarks” | Leads or participates in planning cooperative play with others. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Mid-Preschool “Benchmarks” | Understands the concept of “mine” and “his/hers”. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Mid-Preschool “Benchmarks” | Joins a group of other playing children with adult prompts, as needed. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| End of Preschool Standards | Participates cooperatively in large and small group activities. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| End of Preschool Standards | Participates cooperatively in large and small group activities. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| End of Preschool Standards | Participates in classroom and group routines. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Uses different turn-taking strategies. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| End of Preschool Standards | Shows increasing abilities to use compromise and discussion in play, and resolution of conflicts with peers. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| End of Preschool Standards | Develops consideration for the needs or interests of peers. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| End of Preschool Standards | Develops friendships with peers. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| End of Preschool Standards | Notices and comments on who is absent from routine group settings. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Shows concern for personal fairness within a peer group. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| End of Preschool Standards | Defends own rights and the rights of others. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| End of Preschool Standards | Gives social support to others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| End of Preschool Standards | Demonstrates knowledge that fairness involves a recognition that respects the needs of individuals as well as sharing and turn-taking. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| End of Preschool Standards | Demonstrates knowledge that fairness involves a recognition that respects the needs of individuals as well as sharing and turn-taking. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Identifies and expresses self a part of several groups (e.g. family, preschool class, faith community, etc.). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Uses play to explore, practice and understand social roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| End of Preschool Standards | Joins in the middle of an on-going group activity with friends independently. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| End of Preschool Standards | Invents and sets up activities that include more than one child. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| End of Preschool Standards | Gives social support to others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |

---

| Respecting Similarities and Differences |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool “Benchmarks” | Compares similarities or difference of others’ physical characteristics, interests, and abilities, may use self as a reference. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Mid-Preschool “Benchmarks” | Develops varied relationships with others based upon shared experiences and engagement in activities not based upon gender, ethnic background or special needs. | Social-Emotional | C. Interactions with Peers | 1 (All) |
| Mid-Preschool “Benchmarks” | Carries on sustained interaction with adults in their world. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Mid-Preschool “Benchmarks” | Asks questions about other families, ethnicity, language, cultural heritage, and differences in physical characteristics. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Mid-Preschool “Benchmarks” | Begins to demonstrate an understanding of inclusion or fairness through words and actions. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| End of Preschool Standards | Names and accepts differences and similarities in preferences. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| End of Preschool Standards | Notices that other children might communicate differently or use different words for the same object. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Begins to examine a situation from others’ perspective. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| End of Preschool Standards | Shows concern about personal fairness within a peer group. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| End of Preschool Standards | Shows concern about personal fairness within a peer group. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |

---

| Standards for Approaches to Learning |  |  |  |  |
| --- | --- | --- | --- | --- |
| Initiative &amp; Curiosity |  |  |  |  |
| Mid-Preschool "Benchmarks" | Expresses (verbally or nonverbally) an interest in a widening range of topics, ideas, and tasks. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Mid-Preschool "Benchmarks" | Shows interest in how and why others do things. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Mid-Preschool "Benchmarks" | Develops increased ability to make independent choices. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Mid-Preschool "Benchmarks" | Explores materials and actively uses them to follow through on an idea. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| End of Preschool Standards | Initiates participation in a widening range of topics, ideas, and tasks. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| End of Preschool Standards | Invents projects and works on them with little assistance. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Wonders and asks questions about change in his/her world. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Uses "wh" questions to get information a variety of topics (why, who, what, where and when). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| End of Preschool Standards | Approaches tasks and activities with increasing flexibility, imagination, and inventiveness. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Invents games and new activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

---

| Engagement &amp; Persistence |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Mid-Preschool "Benchmarks" | Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Mid-Preschool "Benchmarks" | Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| Mid-Preschool "Benchmarks" | Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| Mid-Preschool "Benchmarks" | Engages in individual or group activities that express real life experiences, ideas, knowledge, feelings, and fantasy. | Social-Emotional | D. Independent and Group Participation | 3 (All) |
| Mid-Preschool "Benchmarks" | Participates in an increasing variety of tasks and activities. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| Mid-Preschool "Benchmarks" | Participates in an increasing variety of tasks and activities. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| Mid-Preschool "Benchmarks" | Participates in an increasing variety of tasks and activities. | Social-Emotional | D. Independent and Group Participation | 3 (All) |
| Mid-Preschool "Benchmarks" | Begins to sets goals, develops plans, and completes tasks. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Mid-Preschool "Benchmarks" | Demonstrates an increasing capacity to maintain concentration for a meaningful period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Persists in and completes an increasing variety of tasks, activities, projects, and experiences despite frustrations. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| End of Preschool Standards | Persists in and completes an increasing variety of tasks, activities, projects, and experiences despite frustrations. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Demonstrates resiliency and coping skills when faced with challenges (i.e. concentrates despite distractions and/ or increasingly manages own level of frustration). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Chooses to leave a project and returns to it later for completion or elaboration. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Sets goals, develops plans, and completes tasks with increasing independence. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| End of Preschool Standards | Maintains concentration despite distractions. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| End of Preschool Standards | Maintains concentration despite distractions. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| End of Preschool Standards | Maintains concentration despite distractions. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

---

| Reflection &amp; Problem-Solving |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Recognizes and attempts to solve problems through trial and error and by interacting with peers and adults. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Mid-Preschool "Benchmarks" | Explains part, or all, of the problem when asking for help. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Mid-Preschool "Benchmarks" | Uses self-talk to guide when solving a problem. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| End of Preschool Standards | Predicts when something might be a problem or challenge. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| End of Preschool Standards | Makes predictions about what will happen next. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| End of Preschool Standards | Looks for more than one solution to a question, task, or problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Applies prior experiences, senses, and knowledge to new learning situations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Considers and implements different approaches to carrying out a task. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Independently alters approach to tasks when initial approach does not work. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| End of Preschool Standards | Discusses or documents important aspects of an experience and identifies what was learned. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| End of Preschool Standards | Solves increasingly complex problems and an increased number of problems. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Standards for Creative Arts |  |  |  |  |
| Visual Arts |  |  |  |  |
| Mid-Preschool "Benchmarks" | Uses a variety of art-making tools. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Mid-Preschool "Benchmarks" | Uses a variety of art-making tools. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mid-Preschool "Benchmarks" | Shares art materials and begins to work with peers on a group artwork. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Mid-Preschool "Benchmarks" | Chooses artwork to display and keep based on personal preferences. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Mid-Preschool "Benchmarks" | Explores a variety of developmentally appropriate materials and media to create 2 and 3 dimensional artwork. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Mid-Preschool "Benchmarks" | Explores a variety of developmentally appropriate materials and media to create 2 and 3 dimensional artwork. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Mid-Preschool "Benchmarks" | Begins to use art materials safely and appropriately. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Mid-Preschool "Benchmarks" | Observes and discusses artwork created by both adults and children. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Shows interest in different art media and materials in a variety of ways for creative expression and representation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Works collaboratively to create group art displays. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| End of Preschool Standards | Progresses in abilities to create drawings, paintings and other art creations that reflect more detail, uniqueness, and/or realism. | Literacy | E. Writing | 2.1 Makes representational drawings |
| End of Preschool Standards | Uses art materials safely and appropriately. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| End of Preschool Standards | Selects and describes the elements of personal artwork with teachers, other children and parents. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Movement and Dance |  |  |  |  |
| Mid-Preschool "Benchmarks" | Responds in movement to a variety of sensory stimuli (e.g. audio, visual, tactile). | Gross Motor | B. Movement and Coordination | 5 (All) |
| Mid-Preschool "Benchmarks" | Responds in movement to a variety of sensory stimuli (e.g. audio, visual, tactile). | Gross Motor | B. Movement and Coordination | 6 (All) |
| Mid-Preschool "Benchmarks" | Responds in movement to a variety of sensory stimuli (e.g. audio, visual, tactile). | Gross Motor | B. Movement and Coordination | 7 (All) |
| Mid-Preschool "Benchmarks" | Engages in various types of music and rhythm activities through movement. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Mid-Preschool "Benchmarks" | Engages in various types of music and rhythm activities through movement. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Mid-Preschool "Benchmarks" | Demonstrates awareness of body in space and moves with developing control. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| End of Preschool Standards | Moves in response to tempo changes and different styles of music. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Moves in response to tempo changes and different styles of music. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Moves in response to tempo changes and different styles of music. | Gross Motor | B. Movement and Coordination | 7 (All) |
| End of Preschool Standards | Uses creative movement, planned or improvised, that expresses an idea or feeling. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Listens and cooperates in group creative movement/dances. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| End of Preschool Standards | Listens and cooperates in group creative movement/dances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Music |  |  |  |  |
| Mid-Preschool "Benchmarks" | Recognizes different patterns of tempo, rhythm and pitch. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Mid-Preschool "Benchmarks" | Develops ability to sing expressly. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Mid-Preschool "Benchmarks" | Listens to and explores various kinds of music and instruments, and natural sounds. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| End of Preschool Standards | Shows increasing ability to recognize tempo changes and different styles of music. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Sings songs with more complex and varied lyrics, patterns and notations. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| End of Preschool Standards | Uses music and instruments to imitate and improvise songs, melodies, and patterns. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Dramatic Play/Performance |  |  |  |  |
| Dramatic Expression |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to use objects for other than their intended purpose during play. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Mid-Preschool "Benchmarks" | Begins to identify real and make-believe. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Mid-Preschool "Benchmarks" | Explores new and familiar situations through dramatic play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| End of Preschool Standards | Uses objects for other than their intended purpose to create representations of real life objects or activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Represents fantasy and real life experiences through pretend play and use of props and costumes. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| End of Preschool Standards | Uses pretend play to represent known or anticipated situations. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Performance |  |  |  |  |
| End of Preschool Standards | Creates characters through physical movement, gesture, sound, speech and facial expressions. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| End of Preschool Standards | Recreates dramatic play experiences, stories or poems for an audience. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |

---

| Standards for Early Language and Literacy |  |  |  |  |
| --- | --- | --- | --- | --- |
| Speaking and Listening |  |  |  |  |
| Comprehension &amp; Collaboration |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to engage in collaborative conversations about preschool topics and texts with peers and adults in small and larger groups: |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to follow agreed-upon rules for discussions (e.g., listening to others and taking turn speaking about the topics and texts under discussion). | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Mid-Preschool "Benchmarks" | Begins to engage in conversations with multiple exchanges. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Mid-Preschool "Benchmarks" | Begins to confirm understanding of a text read aloud or information presented orally or through other media by asking &amp; answering questions. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Mid-Preschool "Benchmarks" | Begins to ask questions in order to seek help, get information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| End of Preschool Standards | Increases ability to engage in collaborative conversations about preschool topics and texts with peers and adults in small &amp; larger groups: |  |  |  |
| End of Preschool Standards | Follows agreed-upon rules for discussions (e.g., listening to other &amp; taking turn speaking about the topics &amp; texts under discussion). | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| End of Preschool Standards | Engages in conversations with multiple exchanges. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| End of Preschool Standards | Confirms understanding of a text read aloud or information presented orally or through other media by asking and answering questions. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Asks questions in order to seek help, get information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Presentation of Knowledge &amp; Ideas |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to describe familiar people, places, things, and events. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Mid-Preschool "Benchmarks" | Begins to speak audibly and, with prompting and support, express thoughts, feelings, and ideas. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| End of Preschool Standards | Describes familiar people, places, things, and events, and, with prompting and support, begins to provide additional detail. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Begins to add drawing or other visual displays to descriptions to provide additional detail. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| End of Preschool Standards | Speaks audibly most of the time and expresses thoughts, feelings, and ideas. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Language Standards |  |  |  |  |
| Conventions of Standard English |  |  |  |  |
| Mid-Preschool “Benchmarks” | Begins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: |  |  |  |
| Mid-Preschool “Benchmarks” | Prints some letter and/or letter-like symbols. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Mid-Preschool “Benchmarks” | Prints some letter and/or letter-like symbols. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Mid-Preschool “Benchmarks” | Uses frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Mid-Preschool “Benchmarks” | Begins to form some regular plural nouns orally by adding /s/ or /es? (e.g. dog, dogs; wish, wishes). | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Mid-Preschool “Benchmarks” | Begins to understand question words (e.g. who, what, where, when, why, how). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Mid-Preschool “Benchmarks” | Begins to understand the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Mid-Preschool “Benchmarks” | Begins to speak in complete sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| End of Preschool Standards | Begins to demonstrate understanding of the conventions of standard English grammar and usage when writing or speaking: |  |  |  |
| End of Preschool Standards | Prints some upper-and-lowercase letters, and can write own name. | Literacy | E. Writing | 3.2 Prints first name |
| End of Preschool Standards | Uses frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 2 (All) |
| End of Preschool Standards | Uses frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 3 (All) |
| End of Preschool Standards | Begins to form regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes). | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| End of Preschool Standards | Begins to use the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Demonstrates the ability to speak in complete sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| End of Preschool Standards | Begins to use standard English capitalization, punctuation, and spelling when writing: |  |  |  |
| End of Preschool Standards | Capitalizes the first letter in own name. | Literacy | E. Writing | 3.2 Prints first name |
| End of Preschool Standards | Begins to recognize punctuation (e.g., ., ?, !). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| End of Preschool Standards | Begins to write letters to represent sounds. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| End of Preschool Standards | Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Vocabulary Acquisition &amp; Use |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to ask and answer questions about the meanings of new words and phrases introduced through books, activities and play: |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to generate words that are similar in meaning (e.g. happy/glad, angry/mad). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Mid-Preschool "Benchmarks" | Begins to explore word relationships and meanings: |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to sort common objects into categories (e.g. big/small, living/nonliving). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Mid-Preschool "Benchmarks" | Begins to apply words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Mid-Preschool "Benchmarks" | Begins to use words and phrases acquired through conversations, listening to books read aloud, activities, and play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| End of Preschool Standards | Asks &amp; answers questions about the meanings of new words and phrases introduced through books, activities and play: |  |  |  |
| End of Preschool Standards | With prompting and support, generates words that are similar in meaning (e.g. happy/glad, angry/mad). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| End of Preschool Standards | Explores word relationships and meanings: |  |  |  |
| End of Preschool Standards | Sorts common objects into categories (e.g. big/small, living/nonliving). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| End of Preschool Standards | Applies words learned in classroom activities to real-life examples (e.g., names places in school that are fun, quiet, or noisy). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| End of Preschool Standards | Begins to distinguish shades of meaning among verbs describing the same general action by acting out the meanings. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| End of Preschool Standards | Uses words and phrases acquired through conversations, listening to books read aloud, activities, and play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Reading Standards for Literature |  |  |  |  |
| Key Ideas &amp; Details |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support: |  |  |  |
| Mid-Preschool "Benchmarks" | Engages and interacts during story reading. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Mid-Preschool "Benchmarks" | Engages and interacts during story reading. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Mid-Preschool "Benchmarks" | Retells information from a story. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Mid-Preschool "Benchmarks" | Demonstrates understanding of whom or what a story is about. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | With prompting and support: |  |  |  |
| End of Preschool Standards | Asks and answers questions about simple stories. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Retells at least one major event from a simple story. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| End of Preschool Standards | Identifies main characters in simple stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Craft &amp; Structure |  |  |  |  |
| Mid-Preschool "Benchmarks" | Makes observations about words and pictures in books. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Mid-Preschool "Benchmarks" | Begins to understand that a book has a title, author &amp; illustrator. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| End of Preschool Standards | Asks questions about unknown words and phrases in stories. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Begins to recognize that there are different text structures, such as stories, poems, and songs. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| End of Preschool Standards | Begins to describe the roles of authors &amp; illustrators. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Integration of Knowledge &amp; Ideas |  |  |  |  |
| Mid-Preschool "Benchmarks" | Makes observations about the use of words and pictures. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Mid-Preschool "Benchmarks" | Begins to make connections between a story or poem and one's own experiences. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| End of Preschool Standards | Retells stories using both storybook language and pictures. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| End of Preschool Standards | Begins to make connections between characters in familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Reading &amp; Level of Text Complexity |  |  |  |  |
| Mid-Preschool "Benchmarks" | Seeks out experiences (individually and in groups) with pictures, books, and other print materials. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Mid-Preschool "Benchmarks" | Seeks out experiences (individually and in groups) with pictures, books, and other print materials. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| End of Preschool Standards | Participates in (individually and in groups) a variety of age-appropriate print materials. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| End of Preschool Standards | Participates in (individually and in groups) a variety of age-appropriate print materials. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Reading Standards for Informational Text |  |  |  |  |
| Details-Informational Text |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support: |  |  |  |
| Mid-Preschool "Benchmarks" | Engages and interacts during reading of an informational text. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Mid-Preschool "Benchmarks" | Engages and interacts during reading of an informational text. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Mid-Preschool "Benchmarks" | Recognizes that books provide information about the world. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Mid-Preschool "Benchmarks" | Recalls some information from an informational text read aloud or shared visually. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | With prompting and support: |  |  |  |
| End of Preschool Standards | Asks and answers questions about an informational text read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Recalls important facts from an informational text after hearing it read aloud or studying particular pages/visuals. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Represents or acts out concepts learned from hearing an informational text read aloud (e.g. makes a skyscraper out of blocks at the sensory table). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Structure-Informational Text |  |  |  |  |
| Mid-Preschool "Benchmarks" | Makes observations about words and pictures in an informational text. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Mid-Preschool "Benchmarks" | Begins to display appropriate book-handling behaviors-orients book as if to be read, points to title, turns pages in a single direction. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Mid-Preschool "Benchmarks" | Begins to display appropriate book-handling behaviors-orients book as if to be read, points to title, turns pages in a single direction. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Mid-Preschool "Benchmarks" | Begins to understand that books have titles, authors, and illustrators. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| End of Preschool Standards | Asks questions about unknown words and phrases in informational texts read aloud or shared visually. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| End of Preschool Standards | Identifies front cover and back cover of a book and title. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| End of Preschool Standards | Identifies front cover and back cover of a book and title. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| End of Preschool Standards | Begins to describe the role of authors and illustrators. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Integration of Knowledge Ideas |  |  |  |  |
| Mid-Preschool "Benchmarks" | Describes important details from a photograph or illustration. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Mid-Preschool "Benchmarks" | Begins to recognize that information on a topic can be found in more than one text. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Describes important information from text and pictures/photos/graphics. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Recognizes that information on a topic can be found in more than one text. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Range of Reading Level of Text Complexity |  |  |  |  |
| Mid-Preschool "Benchmarks" | Seeks out experiences with informational text materials. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Mid-Preschool "Benchmarks" | Seeks out experiences with informational text materials. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| End of Preschool Standards | Participates individually and in groups in a variety of age-appropriate informational text materials. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| End of Preschool Standards | Participates individually and in groups in a variety of age-appropriate informational text materials. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Reading Standards for Foundation Skills |  |  |  |  |
| Print Concepts |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to display appropriate book-handling behaviors and begin to recognize print conventions: |  |  |  |
| Mid-Preschool "Benchmarks" | Holds a book as if to read, point to title, and opens book and turns pages in single direction. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Mid-Preschool "Benchmarks" | Holds a book as if to read, point to title, and opens book and turns pages in single direction. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Mid-Preschool "Benchmarks" | Recognizes print as something that can be read. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Mid-Preschool "Benchmarks" | Recognizes and names the letters of his/her first name. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Mid-Preschool "Benchmarks" | Recognizes and names the letters of his/her first name. | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| End of Preschool Standards | Displays appropriate book-handling skills and knowledge of print conventions: |  |  |  |
| End of Preschool Standards | Begins to track print from left to right and top to bottom. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| End of Preschool Standards | Recognizes that print is something that is read and has specific meaning. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| End of Preschool Standards | Begins to demonstrate that words are separated by spaces in print. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| End of Preschool Standards | Recognizes and names at least 15-20 upper and 15-20 lower case letters. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Phonological Awareness |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support: |  |  |  |
| Mid-Preschool "Benchmarks" | Demonstrates an understanding of spoken words and syllables: |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to recognize rhyming words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Mid-Preschool "Benchmarks" | Begins to count, pronounce, blend, and segment syllables in their own names. | Literacy | B. Phonological Awareness | 3 (all) |
| Mid-Preschool "Benchmarks" | Begins to isolate and pronounce the initial sounds (phonemes) in their own name and in some words. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| End of Preschool Standards | With prompting and support: |  |  |  |
| End of Preschool Standards | Demonstrates understanding of spoken words, syllables, and some beginning sounds (phonemes): |  |  |  |
| End of Preschool Standards | Recognizes and produces rhyming words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| End of Preschool Standards | Counts, pronounces, blends, and segments syllables in spoken words. | Literacy | B. Phonological Awareness | 3 (All) |
| End of Preschool Standards | Blends and segments onsets and rimes of single-syllable words. | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| End of Preschool Standards | Blends and segments onsets and rimes of single-syllable words. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| End of Preschool Standards | Isolates and pronounces the initial and final sounds (phonemes) in single syllable words and their name. | Literacy | B. Phonological Awareness | 4.3 Identifies last sounds in CVC words |
| End of Preschool Standards | Isolates and pronounces the initial and final sounds (phonemes) in single syllable words and their name. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| End of Preschool Standards | Begins to add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Phonics &amp; Word Recognition |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support: |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to recognize that letters represent sounds. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Mid-Preschool "Benchmarks" | Begins to recognize own name and the names of other children in the classroom and common print around the classroom. | Literacy | A. Awareness of Print Concepts | 3 (All) |
| End of Preschool Standards | With prompting and support, applies beginning phonics and word analysis skills: |  |  |  |
| End of Preschool Standards | Links a sound to a picture of an object that begins with that sound. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| End of Preschool Standards | Begins to link a sound to the corresponding printed letter. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| End of Preschool Standards | Recognizes names of other children in the classroom and common print around the classroom. | Literacy | A. Awareness of Print Concepts | 3 (All) |
| Fluency |  |  |  |  |
| Mid-Preschool "Benchmarks" | Attends to fluent models of reading. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Mid-Preschool "Benchmarks" | Attends to fluent models of reading. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Mid-Preschool "Benchmarks" | Imitates fluent models of reading. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Writing Standards |  |  |  |  |
| Text Types and Purposes of Writing |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support, uses a combination of drawing, dictating and emergent writing to: |  |  |  |
| Mid-Preschool "Benchmarks" | Communicate ideas. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Mid-Preschool "Benchmarks" | Communicate ideas. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| End of Preschool Standards | With prompting and support, uses a combination of drawing, dictating and writing to: |  |  |  |
| End of Preschool Standards | Communicate opinions on topics of interest (e.g., My favorite food is...). | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| End of Preschool Standards | Communicate information about a topic. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| End of Preschool Standards | Tell a story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Production &amp; Distribution of Writing |  |  |  |  |
| Mid-Preschool "Benchmarks" | With prompting and support: Shares drawing and writing with others. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Mid-Preschool "Benchmarks" | Recognizes that digital tools are used for communication and, with support and guidance, uses them to convey messages in picture and/or words. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| End of Preschool Standards | With prompting and support: Shares drawing and writing with peers to gather additional ideas and/or answer questions. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| End of Preschool Standards | Recognizes that digital tools are used for communication and, with support and guidance uses them to convey messages in picture and/or words. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |

---

| Research to Build &amp; Present Knowledge-Writing |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Begins to participate in shared research and writing projects modeled by adults (e.g., community helpers). | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| Mid-Preschool "Benchmarks" | With guidance &amp; support from adults, begins to recall some information from experiences or gather information from resources. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| End of Preschool Standards | Participates in shared research and writing projects modeled by adults (e.g. class explores how tadpoles become frogs and create visuals). | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| End of Preschool Standards | With guidance and support, begins to recall information from experiences or gather information from different sources. | Cognitive | B. Imitation and Memory | 3. Relates past events |

---

| Standards for Physical Development and Health |  |  |  |  |
| --- | --- | --- | --- | --- |
| Nutrition |  |  |  |  |
| Mid-Preschool "Benchmarks" | Makes known health-related needs and/or interests and considers possible options (i.e., when thirsty, asks for water). | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Mid-Preschool "Benchmarks" | Helps to set and clear the table for meals, recognizing the appropriate materials needed. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Mid-Preschool "Benchmarks" | Child serves self, taking food from one container to another, using utensils. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| Mid-Preschool "Benchmarks" | Engages, as possible, in food preparation. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| End of Preschool Standards | Recognizes, chooses and eats a variety of healthy foods from various cultures. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| End of Preschool Standards | Identifies foods by their food group and where the food comes from, and knows the difference between healthful foods and those with little nutritional value. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Shows a growing awareness of nutrition and independence in hygiene, nutrition and personal care when eating. | Adaptive | A. Eating and Drinking | 5 (All) |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Safety |  |  |  |  |
| Mid-Preschool "Benchmarks" | Recognizes and names people who keep them safe in dangerous situations. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Mid-Preschool "Benchmarks" | Has an awareness of strangers. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Mid-Preschool "Benchmarks" | Develops awareness of and the ability to follow basic safety rules and practices. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Mid-Preschool "Benchmarks" | Avoids hazardous chemicals and unsafe materials. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Mid-Preschool "Benchmarks" | Seeks adult approval before approaching unknown pets. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| End of Preschool Standards | Identifies how people help keep them safe in dangerous situations. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| End of Preschool Standards | Can identify a stranger. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| End of Preschool Standards | Follows basic safety rules and practices. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| End of Preschool Standards | Responds appropriately to harmful or unsafe situations, objects, substances and environments, and can identify the consequences of unsafe behavior. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| End of Preschool Standards | Demonstrates safety awareness and responsibility when using materials. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| End of Preschool Standards | Uses caution and keeps a distance from wildlife and unknown pets. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| End of Preschool Standards | Follows emergency routines after adult instruction. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-5 Strand | AEPS-3 item |
| --- | --- | --- | --- | --- |
| Fine Motor |  |  |  |  |
| Mid-Preschool "Benchmarks" | Holds drawing, writing and painting tools with fingers and thumb, creating more recognizable drawings (letters, shapes), but may hold the instrument too close to one end. | Fine Motor | C. Mechanics of Writing | 1 (All) |
| Mid-Preschool "Benchmarks" | Develops increasing strength, dexterity, and hand-eye coordination to use hands, fingers and wrists to manipulate objects. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Mid-Preschool "Benchmarks" | Develops increasing strength, dexterity, and hand-eye coordination to use hands, fingers and wrists to manipulate objects. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Mid-Preschool "Benchmarks" | Cuts paper in straight line. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Mid-Preschool "Benchmarks" | Completes interlocking puzzles. | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Mid-Preschool "Benchmarks" | Uses increased skill in self serving with little spilling during meals, including using tongs. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| End of Preschool Standards | Holds drawing, writing and painting tools by using a three-point finger grip, writing more detail, and drawing more recognizable facial features. | Fine Motor | C. Mechanics of Writing | 1 (All) |
| End of Preschool Standards | Continues to progress with use of utensils with limited spilling, using fork, and using knife for cutting. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| End of Preschool Standards | Demonstrates increased skills in using scissor grip to cut shapes or simple pictures while holding paper stationary with other hand. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| End of Preschool Standards | Practices manual self-help skills, including dressing self and attempting to tie shoes. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| End of Preschool Standards | Uses small, precise finger and hand movements. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| End of Preschool Standards | Uses small, precise finger and hand movements. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| End of Preschool Standards | Uses fingers, hands and wrists to manipulate a variety of small tools (e.g., stapler, hole punchers, spray bottles). | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Gross Motor |  |  |  |  |
| Mid-Preschool "Benchmarks" | Moves purposefully from place to place with control. | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| Mid-Preschool "Benchmarks" | Moves with an awareness of personal space in relationship to others. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mid-Preschool "Benchmarks" | Moves with an awareness of personal space in relationship to others. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Mid-Preschool "Benchmarks" | Hops on one foot one time without losing balance or falling. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Mid-Preschool "Benchmarks" | Jumps down from a step and forward ten inches. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Mid-Preschool "Benchmarks" | Jumps down from a step and forward ten inches. | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Mid-Preschool "Benchmarks" | Walks forward and backward along a line or a beam using normal stride. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mid-Preschool "Benchmarks" | Walks up and down stairs, alternating feet. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Mid-Preschool "Benchmarks" | Develops motor coordination and skill while using objects for a range of physical activities, such as pulling or throwing | Gross Motor | C. Active Play | 1 (All) |
| Mid-Preschool "Benchmarks" | Combines large motor movements with the use of equipment. | Gross Motor | C. Active Play | 2 (All) |
| Mid-Preschool "Benchmarks" | Combines large motor movements with the use of equipment. | Gross Motor | C. Active Play | 3 (All) |
| End of Preschool Standards | Coordinates complex movements in play and games. | Gross Motor | C. Active Play | All |
| End of Preschool Standards | Understands movement concepts, how the body moves, and awareness of space and directionality, and that the body can move independently or in coordination with other objects . | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| End of Preschool Standards | Understands movement concepts, how the body moves, and awareness of space and directionality, and that the body can move independently or in coordination with other objects . | Gross Motor | C. Active Play | All |
| End of Preschool Standards | Demonstrates progressive locomotive skills; successive hopping, and forward jumping. Has control over speed and direction and balance (running, sliding, galloping forward, back, right, left). | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Demonstrates progressive locomotive skills; successive hopping, and forward jumping. Has control over speed and direction and balance (running, sliding, galloping forward, back, right, left). | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Demonstrates progressive locomotive skills; successive hopping, and forward jumping. Has control over speed and direction and balance (running, sliding, galloping forward, back, right, left). | Gross Motor | B. Movement and Coordination | 7 (All) |
| End of Preschool Standards | Demonstrates cooperative skills while participating in physical activities. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| End of Preschool Standards | Sustains balance during complex movements. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Sustains balance during complex movements. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Sustains balance during complex movements. | Gross Motor | B. Movement and Coordination | 7 (All) |
| End of Preschool Standards | Manipulates balls or similar objects with a full range of motion. | Gross Motor | C. Active Play | 1 (all) |
| End of Preschool Standards | Develops coordination and balance with a variety of playground equipment. | Gross Motor | C. Active Play | 2 (all) |
| End of Preschool Standards | Enjoys challenging him/herself to try new and increasingly difficult activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 7 (All) |
| Physical Health Status |  |  |  |  |
| Mid-Preschool "Benchmarks" | Maintains physical growth within the Centers for Disease Control and Prevention (CDC) recommended body mass index ranges for weight by height by age. |  |  |  |
| Mid-Preschool "Benchmarks" | Demonstrates body spatial awareness in relationship to stationary objects. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mid-Preschool "Benchmarks" | Demonstrates body spatial awareness in relationship to stationary objects. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Mid-Preschool "Benchmarks" | Participates in games, outdoor play, and other forms of exercise to enhance physical fitness. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Mid-Preschool "Benchmarks" | Engages in adaptive physical activities, as appropriate. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| End of Preschool Standards | Participates in games, outdoor play, and other forms of exercise to enhance physical fitness. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| End of Preschool Standards | Develops an awareness of personal health and fitness. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| End of Preschool Standards | Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility. | Gross Motor | B. Movement and Coordination | 7 (All) |
| End of Preschool Standards | Participates in moderate to vigorous physical activity independently and in groups that increase strength, endurance and flexibility. | Gross Motor | C. Active Play | All |
| Health Knowledge and Practices |  |  |  |  |
| Mid-Preschool "Benchmarks" | Completes personal care tasks with increasing independence. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Mid-Preschool "Benchmarks" | Takes off coat and puts it where it belongs. | Adaptive | C. Dressing and Undressing | 1.3 Takes off front-opening coat, jacket, or shirt |
| Mid-Preschool "Benchmarks" | Participates in structured and unstructured physical activities. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Mid-Preschool "Benchmarks" | Participates in structured and unstructured physical activities. | Gross Motor | C. Active Play | All |
| Mid-Preschool "Benchmarks" | Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness. | Gross Motor | B. Movement and Coordination | 5 (All) |
| Mid-Preschool "Benchmarks" | Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness. | Gross Motor | B. Movement and Coordination | 6 (All) |
| Mid-Preschool "Benchmarks" | Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness. | Gross Motor | B. Movement and Coordination | 7 (All) |
| Mid-Preschool "Benchmarks" | Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness. | Gross Motor | C. Active Play | All |
| Mid-Preschool "Benchmarks" | Transitions from high-energy to low-energy activities, | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Mid-Preschool "Benchmarks" | Follows routines independently. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Mid-Preschool "Benchmarks" | Cooperates during doctor and dentist visits and health and developmental screenings. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Mid-Preschool "Benchmarks" | Regulates own emotions and behaviors. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Mid-Preschool "Benchmarks" | Begins to take responsibility for meeting own needs. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| End of Preschool Standards | Identifies specific practices that support body development and function. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Combines and uses different senses depending on the activity. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| End of Preschool Standards | Recognizes the importance of doctor and dentist visits. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Identifies medicine and knows that is it used to stay healthy. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| End of Preschool Standards | Identifies which school and community health helpers are needed in a given situation. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| End of Preschool Standards | Regulates own emotions and behaviors. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| End of Preschool Standards | Moves with an awareness of others. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| End of Preschool Standards | Moves with an awareness of others. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| End of Preschool Standards | Demonstrates the increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming. | Adaptive | A. Eating and Drinking | 5. Uses culturally appropriate social dining skills |
| End of Preschool Standards | Demonstrates the increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming. | Adaptive | B. Personal Care Routines | All |
| End of Preschool Standards | Demonstrates the increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming. | Adaptive | C. Dressing and Undressing | All |
| End of Preschool Standards | Participates easily and knows what to do in routine activities. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Covers mouth when coughing. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| End of Preschool Standards | Helps with routine care of the environment. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Preschool Standards | Recognizes there are multiple components of health. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Identifies physical changes that accompany moderate to vigorous physical activity. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Participates in sleep routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Standards for Math |  |  |  |  |
| Mathematical Practices |  |  |  |  |
| Mid-Preschool "Benchmarks" | Develops positive attitudes about math. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Mid-Preschool "Benchmarks" | Participates in whole group and small group math-focused activities. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| Mid-Preschool "Benchmarks" | Participates in whole group and small group math-focused activities. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| Mid-Preschool "Benchmarks" | Recognizes the idea of a "problem" and "problem solving" in the physical and social world. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Mid-Preschool "Benchmarks" | Communicates math ideas verbally and non-verbally. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Mid-Preschool "Benchmarks" | Communicates math ideas verbally and non-verbally. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Approaches math with enthusiasm. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| End of Preschool Standards | Associates math with engaging classroom materials and activities. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| End of Preschool Standards | Associates math with engaging classroom materials and activities. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| End of Preschool Standards | Recognizes the usefulness of math in everyday tasks. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Uses math to solve problems in the context of classroom and home experiences. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Represents mathematical concepts using manipulatives. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| End of Preschool Standards | Represents mathematical concepts using manipulatives. | Math | B. Quantitative Relations | 2.2 Creates equivalent sets of 10 items |
| End of Preschool Standards | Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences. | Math | A. Counting | All |
| End of Preschool Standards | Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences. | Math | B. Quantitative Relations | All |
| End of Preschool Standards | Uses math terms in the course of everyday conversations. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |

---

| Counting and Cardinality Cluster |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Rote Counts to 10 and beyond by ones with increasing accuracy. | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Mid-Preschool "Benchmarks" | Recognizes and names written numerals 0-5. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Mid-Preschool "Benchmarks" | Begins to subitize to determine how many (recognizes small quantities immediately). | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Mid-Preschool "Benchmarks" | Recognizes the relationship between numbers and quantities: connect counting to cardinality (0-5). | Math | A. Counting | 2. Counts out 10 items |
| Mid-Preschool "Benchmarks" | Shows understanding that the last number name spoken tells the number of objects counted up to 5 (cardinality). | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| End of Preschool Standards | Rote counts to 20 and beyond by ones with increasing accuracy. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| End of Preschool Standards | Recognizes and names written numerals 0-10. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| End of Preschool Standards | Recognizes and names written numerals 0-10. | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| End of Preschool Standards | Subitizes to determine how many (recognizes small quantities immediately). | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| End of Preschool Standards | Recognizes the relationship between numbers and quantities: connect counting to cardinality (0-10). | Math | A. Counting | 2. Counts out 10 items |
| End of Preschool Standards | Shows understanding that the last number name spoken tells the number of objects counted up to 10 (cardinality). | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| End of Preschool Standards | Shows understanding that the number of objects is the same regardless of their arrangement or the order in which they were counted. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| End of Preschool Standards | Begins to write number symbols 0-10. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| End of Preschool Standards | Begins to write number symbols 0-10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| End of Preschool Standards | identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10 | Math | B. Quantitative Relations | 1 (All) |
| End of Preschool Standards | identifies whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group up to 10 | Math | B. Quantitative Relations | 2 (All) |

---

| Operations and Algebraic Thinking |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Responds with number words and/or counting strategy, when asked the question, How many? | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Mid-Preschool "Benchmarks" | Transitions from rote counting to 1:1 correspondence. | Math | A. Counting | 1. Counts out 3 items |
| End of Preschool Standards | Associates quantity with a number name or written numeral. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| End of Preschool Standards | Counts using 1:1 correspondence with increasing accuracy. | Math | A. Counting | 2. Counts out 10 items |
| End of Preschool Standards | Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| End of Preschool Standards | Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| End of Preschool Standards | Acts out and solves story problems using sets of up to ten objects. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| End of Preschool Standards | Acts out and solves story problems using sets of up to ten objects. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| End of Preschool Standards | Acts out and solves story problems using sets of up to ten objects. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |

---

| Geometry |  |  |  |  |
| --- | --- | --- | --- | --- |
| Mid-Preschool "Benchmarks" | Recognizes and names/describes simple shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Mid-Preschool "Benchmarks" | Matches similar shapes. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Mid-Preschool "Benchmarks" | Explores three-dimensional and two-dimensional shapes in the environment. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Mid-Preschool "Benchmarks" | Uses puzzles and other learning materials to demonstrate beginning part/whole, shape and orientation concepts to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mid-Preschool "Benchmarks" | Uses physical movement to gain understanding of orientation and directionality. | Gross Motor | B. Movement and Coordination | All |
| Mid-Preschool "Benchmarks" | Responds to words indicating directionality and position through physical movement (near, far, beside, up, down, over). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| End of Preschool Standards | Describes, sorts and classifies shapes using some attributes such as size, sides, and other properties. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Discovers connections between formal geometric shapes and the surrounding environment. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Combines materials to make three-dimensional and two-dimensional shapes. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Breaks down shapes into parts and wholes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| End of Preschool Standards | Initiates activities that indicate understanding of directionality. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Uses orientation and directionality words such as slides, flips and turns as shapes are manipulated. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Uses symbols and/or objects to indicate beginning understanding of relative positions in space (i.e. creates simple maps; follows directions during nature walks). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Demonstrates or describes relative positions of objects, using words such as up, down, beside, over. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |

---

| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
| --- | --- | --- | --- | --- |
| Measurement and Data |  |  |  |  |
| Mid-Preschool "Benchmarks" | Matches and groups similar objects, | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Mid-Preschool "Benchmarks" | Recognizes measurable attributes of objects, such as length, weight and capacity of everyday objects (e.g., long, short, tall, heavy, light, big, small, full, empty). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Mid-Preschool "Benchmarks" | Sorts, orders and classifies familiar objects by a single attribute (e.g., size, shape, color, texture, orientation, and position) and explains the reason. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Mid-Preschool "Benchmarks" | Uses seriation as a strategy for organizing materials. | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Mid-Preschool "Benchmarks" | Recognizes and duplicates simple patterns in the environment, including sound and movement patterns. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Mid-Preschool "Benchmarks" | Demonstrates an understanding of time periods (a short time /a longtime, "five more minutes", morning, afternoon, night). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Mid-Preschool "Benchmarks" | Relates concepts of past, present and future to daily activities. | Cognitive | B. Imitation and Memory | 3 (All) |
| Mid-Preschool "Benchmarks" | Participates in data collection activities. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Explores and begins to use measurement tools. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| End of Preschool Standards | Describes, sorts and classifies groups of objects using one or more attribute. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| End of Preschool Standards | Identifies and compares measurable attributes of everyday objects, using appropriate vocabulary (e.g., long, short, tall, heavy, light, big, small, full, empty). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Begins to identify such words as "first", "next", and "last". | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| End of Preschool Standards | Uses discrete attributes to order and seriate materials. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| End of Preschool Standards | Recognizes, duplicates, creates, and extends simple patterns using objects. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| End of Preschool Standards | Uses past and future tenses and time words appropriately. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Begins to understand concepts such as yesterday, today, and tomorrow. | Cognitive | B. Imitation and Memory | 3 (All) |
| End of Preschool Standards | Responds to questions that can be answered through data analysis. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| End of Preschool Standards | Represents data using simple charts and graphs (2-D or 3-D). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Uses non-standard units of measurement to measure objects; notices similarities and differences. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| End of Preschool Standards | Connects measurement terms and concepts in everyday life. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standards for Science |  |  |  |  |
| Physical Science |  |  |  |  |
| Mid-Preschool "Benchmarks" | Begins to experiment with objects whose motion is affected by pushes or pulls of different strengths in different directions. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Mid-Preschool "Benchmarks" | Answers questions about the effects of pushes and pulls (e.g. pulls objects attached to a string, pushes objects with and without wheels, rolls objects, collides objects). | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Mid-Preschool "Benchmarks" | Listens to stories, poems, finger plays about physical knowledge and begins to use vocabulary about speed, motion and stability in daily conversations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Uses senses, tools (including technology) to observe, describe, discuss and attempt to explain the effects of different strengths or different directions of pushes and pulls on the object. | Cognitive | E. Scientific Discovery | 4 (All) |
| End of Preschool Standards | Plans and carries out, with teacher support, comparisons of motion and force using common objects and materials (e.g., which objects move faster or slower, which object goes faster or further when you just let go or give it a push). | Cognitive | E. Scientific Discovery | 3 (All) |
| End of Preschool Standards | Records results of observations, with teacher support, using simple drawings, discussions, charts, photos or models and reflects on what was learned. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| End of Preschool Standards | Uses knowledge and skills learned through observation and exploration to create new and improved objects or processes (e.g., changes the surface material of a ramp or put bigger wheels on a cart to make a difference in speed. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Listens to stories, poems, and finger plays about physical knowledge and uses vocabulary about speed, motion and stability in daily conversations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Constructs a system of tubes and/or ramps for a marble to travel through; and discovers that steeper ramps will cause a marble to travel faster. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Earth Science |  |  |  |  |
| Mid-Preschool "Benchmarks" | Using simple tools and guided investigation, explores differences in soil and water in different weather conditions and temperatures. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Mid-Preschool "Benchmarks" | Describes temperature, weather and seasons using words such as rainy, cold, warm, sunny, and identifies items used for protection, safety, and enjoyment in different weather conditions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Organizes weather related items (real objects or symbols) used in different weather conditions. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Mid-Preschool "Benchmarks" | Makes simple observations about the sky and connects observations to what we do outside. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Begins to understand the relationship between litter and cleaning up the earth. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Uses senses and tools (including technology) to observe, describe, discuss and generate questions about changes in weather over time (e.g., why ice melts faster in the sun than in the woods, why puddles evaporate in the sun but remain longer in the shade, why metal gets hot on a sunny day but not a rainy one). | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| End of Preschool Standards | Plans and carries out simple experiments about water and heat (turning water to ice when brought outdoors in winter or mud turning to dirt in the sun) and records observations using drawings, discussions, graphs and technology. | Cognitive | E. Scientific Discovery | 3 (All) |
| End of Preschool Standards | Asks questions and investigates the ways that weather can affect things that can be done outside. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| End of Preschool Standards | Asks questions and investigates the ways that weather can affect things that can be done outside. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Uses knowledge and skills learned through observation of the earth and sun to create new and improved objects or processes (e.g. creating shade on a hot day or changing the path of water away from the playground after rain). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Demonstrates, through observation and investigation, an understanding that human action impacts the earth (i.e., use of resources and recycling, the process from cutting trees to recycling paper). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Demonstrates an understanding of how weather forecasts are used to select appropriate garments to wear or bring along when leaving home. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Develops a sense of dangerous/severe weather in Maine. | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Life Science |  |  |  |  |
| Mid-Preschool "Benchmarks" | Uses senses to observe and describe properties of familiar plants and animals. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Mid-Preschool "Benchmarks" | Begins to use vocabulary for naming plants and animals moving beyond generic labels (e.g. "bug") to names of specific creatures (e.g. "ant", "beetle") and use symbols or icons to identify where they see such creatures. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Mid-Preschool "Benchmarks" | Compares properties and needs of similar and different life forms using increasingly advanced vocabulary. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Cares for plants and animals in the classroom and surrounding area and describes the needs of organism cared for. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Begins to identify problems affecting the lives of plants and animals (including themselves) and, with teacher support, generates possible solutions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Mid-Preschool "Benchmarks" | Creates solutions, with teacher support, for classroom-based problems (e.g., staking up plants that grow tall). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mid-Preschool "Benchmarks" | Uses and names a variety of tools. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| End of Preschool Standards | Uses senses to observe and describe properties of familiar plants and animals. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| End of Preschool Standards | Uses vocabulary for naming plants and animals moving beyond generic labels (e.g. “bug”) to names of specific creatures (e.g. “ant”, “beetle”) and use symbols or icons to identify where they see such creatures. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Develops plans, based on observations and guided inquiry, to care for plants and animals in the classroom and surrounding area. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Observes and describes animals in his/her immediate environment to learn what they need to live. | Cognitive | E. Scientific Discovery | 3 (All) |
| End of Preschool Standards | Uses nature journals, tally sheets and resource materials, with support, to summarize observations (e.g., make connections between the types and numbers of birds coming to a feeder in summer or winter by counting and categorizing). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Listens to accounts and discusses pictures found in fictional or non-fictional books or media to enhance vocabulary and concept knowledge of living things and their environments. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Identifies problems affecting the lives of plants and animals (including themselves) and generates possible solutions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | With teacher support, creates drawings or models for possible solutions. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Preschool Standards | Compares tools or solutions and reflects on what works well. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| End of Preschool Standards | Designs and creates materials to change the behavior or incidence of creatures (e.g. bird feeders, butterfly gardens) in places. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Standards for Social Studies |  |  |  |  |
| Civics and Government |  |  |  |  |
| Mid-Preschool "Benchmarks" | Displays awareness of role as a member of a group. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Mid-Preschool "Benchmarks" | Knows that rules and laws are established by people. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Mid-Preschool "Benchmarks" | Understands that people can take care of the environment through activities such as recycling. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Understands the reasons for rules in the home and classroom and for laws in the community. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| End of Preschool Standards | Understands and discusses why responsibilities are important. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Displays awareness that rules and laws change. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Participates in developing classroom rules and decisions. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| End of Preschool Standards | Assists, with support and guidance, in developing and participating in activity designed to care for the environment and/or community. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Economics |  |  |  |  |
| Mid-Preschool "Benchmarks" | Understands that an individual earns money through work. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Mid-Preschool "Benchmarks" | Recognizes a variety of jobs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Mid-Preschool "Benchmarks" | Explores materials that build a foundation for understanding economic concepts such as using money to buy goods and services. | Social-Emotional | C. Interactions with Peers | 2 (All) |
| End of Preschool Standards | Explores and discusses differences between needs and wants. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| End of Preschool Standards | Understands individuals may have to wait before buying a good or service they want. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Geography |  |  |  |  |
| Mid-Preschool "Benchmarks" | Recognizes that people share the environment with other people, animals, and plants. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Mid-Preschool "Benchmarks" | Recognizes various ways people communicate, travel, live, and work. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Mid-Preschool "Benchmarks" | Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Develops an understanding of the use and representation of simple maps, globes, and other geographic tools. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| End of Preschool Standards | Describes some physical features of the community. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Recognizes that environmental changes can impact people, animals, and plants. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Displays awareness that geographic features influence how people live and work in their community and in other geographic regions. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| History |  |  |  |  |
| Mid-Preschool "Benchmarks" | Uses words to describe time (i.e. yesterday, names of seasons, before). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Mid-Preschool "Benchmarks" | Displays awareness of change in community. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Mid-Preschool "Benchmarks" | Develops awareness of diversity. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Differentiates between past, present, and future. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Demonstrates a basic understanding of how things, people, and places change over time. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| End of Preschool Standards | Recalls events that happened in the past, such as a family or personal history. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| End of Preschool Standards | Displays awareness of similarities and differences among individuals and families. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| End of Preschool Standards | Displays awareness of similarities and differences among individuals and families. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |