AEPS 3 Nevada Early Learning Guidelines and PreK Standards Alignment FINAL.pdf
aeps3
ALIGNMENT
Nevada
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Nevada's Infant and Toddler Early Learning Guidelines and Pre-kindergarten Standards
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3) with Nevada’s Infant and Toddler Early Learning Guidelines and Pre- kindergarten Standards
This document aligns Nevada’s Infant and Toddler Early Learning Guidelines [2011] and Pre-kindergarten Standards
[2023] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants
and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and
Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co.
Nevada Department of Education. (2011) Nevada Infant and Toddler Early Learning Guidelines. Retrieved from:
https://www.nevadaregistry.org/wp-content/uploads/2020/10/InfantToddlerGuidelines.pdf
Nevada State Board of Education and Nevada State Board for Career and Technical Education. (2023). Nevada Pre-kindergarten
Standards, Revised. Retrieved from: https://doe.nv.gov/offices/office-of-teaching-and-learning/pre-k-standards
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775
Created November 2025
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
| Birth to Four Months | ||||
|---|---|---|---|---|
| I. Domain: Social & Emotional Development | ||||
| Experiencing, expressing, & managing emotions; developing relationships | ||||
| Expresses feelings | Use facial expressions to let people know how they feel, such as smiling or grimacing | Social Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Expresses feelings | Use facial expressions to let people know how they feel, such as smiling or grimacing | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Expresses feelings | Use their body to show interest, such as wiggling or moving arms and legs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Expresses feelings | Use vocalizations to express both positive and negative emotion, such as cooing or crying | Social Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Expresses feelings | Use vocalizations to express both positive and negative emotion, such as cooing or crying | Social Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Interacts with adults and other children | Vocalize through crying, cooing and gurgling | Social Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Interacts with adults and other children | Initiate interactions with adults by making eye contact | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Know their caregivers and adults who respond to them socially | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Smile when seeing or hearing their caregivers | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Begin to show recognition of familiar children, through facial expressions, noises, or body language | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Interacts with adults and other children | Begin to show wariness or hesitancy when approached by an unfamiliar person | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop self-regulation | Calm themselves by closing eyes, sucking on fist, or turning their head away | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop self-regulation | Begin to follow regular patterns of eating and sleeping | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Begins to develop self-regulation | Calm when adults intervene with swaddling, speaking softly, rocking, singing, or dimming lights | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop self-regulation | Calm when adults intervene with swaddling, speaking softly, rocking, singing, or dimming lights | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Begins to develop self-regulation | Indicate when they need rest |
- Uses intentional gestures, vocalizations,
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| II. Domain: Language Development | |||
| Communicating & understanding spoken language | |||
| Begins to develop skills involved in conversations with others | Use vocal, body, and facial expressions to express self | Social-Emotional | A. Early Social Communication |
| Begins to develop skills involved in conversations with others | Cry to communicate needs | Social-Emotional | A. Early Social Communication |
| Begins to develop skills involved in conversations with others | Make a noise when hearing a voice | Social-Communication | A. Early Social Communication |
| Begins to develop skills involved in conversations with others | Imitate some facial expressions and movements | Cognitive | B. Imitation and Memory |
| Begins to develop skills involved in conversations with others | Imitate some facial expressions and movements | Cognitive | B. Imitation and Memory |
| Begins to develop skills involved in conversations with others | Imitate sounds | Cognitive | B. Imitation and Memory |
| Pre-Reading and Pre-Writing | |||
| Begins to develop skills that will lead to reading readiness | Attend to a nursery rhyme, short book, or song | Literacy | A. Awareness of Print Concepts |
| Begins to develop skills that will lead to reading readiness | Show some attention to pictures, objects, and books | Literacy | A. Awareness of Print Concepts |
| Begins to develop skills that will lead to reading readiness | Listen closely to adults who are speaking to them | Social-Communication | B. Communicative Understanding |
| Begins to develop skills that will lead to reading readiness | Listen closely to adults who are speaking to them | Social-Communication | B. Communicative Understanding |
| Begins to develop skills that will lead to reading readiness | Listen closely to adults who are speaking to them | Social-Communication | B. Communicative Understanding |
| Begins to develop skills that will lead to reading readiness | Listen closely to adults who are speaking to them | Social-Communication | B. Communicative Understanding |
1.2 Imitates familiar simple motor action 2.2 Imitates familiar vocalizations 2.2 Imitates familiar vocalizations
Participates in shared group reading
Participates in shared group reading
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| III. Cognitive Development | ||||
| Discovering the world | ||||
| Begins to explore her body and environment | Play with their hands | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to explore her body and environment | Hold onto a small toy placed in their grasp | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Begins to explore her body and environment | Discover and play with their toes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to explore her body and environment | Turn their head to follow moving objects | Gross Motor | A. Body Control and Weight Transfer | 1.3 Turns head side to side |
| Begins to explore her body and environment | Turn their head to follow moving objects | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Begins to explore her body and environment | Repeat simple actions such as grasping an object and letting it go | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| IV. Domain: Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Uses repetition to move various body parts | Grasp and release things that they touch accidentally | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Uses repetition to move various body parts | Grasp and release things that they touch accidentally | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| Uses repetition to move various body parts | Begin to gain control over their eye, hand, and leg muscles and movements | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Uses repetition to move various body parts | Reach toward objects and swipe at dangling objects | Fine Motor | A. Reach, Grasp, and Release | 1. Swings bat, club, or stick to strike stationary object |
| Uses repetition to move various body parts | Raise their head, arch their body, and flex their legs | Gross Motor | A. Body Control and Weight Transfer | 1. Makes directed batting or swiping movements with each hand |
| Uses repetition to move various body parts | Begin to try to roll over and sometimes kick themselves over | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| Uses repetition to move various body parts | Push up by hands or forearms when on their stomach | Gross Motor | A. Body Control and Weight Transfer | 2.1 Remains propped on extended arms with head lifted |
| Uses repetition to move various body parts | Bring their hands to their mouth | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| Uses repetition to move various body parts | Push down on their legs when placed on a firm surface | Gross Motor | A. Body Control and Weight Transfer | 4.5 Sits balanced using hands for support |
| 1. Personal and Social Development | ||||
|---|---|---|---|---|
| Developing a Sense of Self and Others | ||||
| Expresses feelings | Express a wider array of feelings such as frustration, anger, fear, or surprise by crying, cooing, or making other noises, accompanied with appropriate body movements and facial expressions | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Expresses feelings | Respond to others' emotional expressions, such as smiling at a smiling face or looking away from a distressed caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Expresses feelings | Respond to others' emotional expressions, such as smiling at a smiling face or looking away from a distressed caregiver | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Interacts with adults and other children | Reach for, smile, laugh, babble, and coo to get the attention of a familiar person | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Interacts with adults and other children | Gaze intently at the face of a familiar person talking to him | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Interacts with adults and other children | Catch the eye of someone nearby, and smile | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Interacts with adults and other children | Make loud noises, even from another room | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Interacts with adults and other children | Make noises or wave arms and legs to get the attention of other children or adults | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Interacts with adults and other children | Watch the play of other children | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Interacts with adults and other children | Laugh at other children doing funny actions | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Interacts with adults and other children | Explore the face, hair and hands of another child with his hands | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Interacts with adults and other children | Look for comfort from a familiar adult if approached by a stranger | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop self-regulation | Suck thumb or fingers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop self-regulation | Rock himself | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop self-regulation | Coo or babble | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| II. Language Development | ||||
|---|---|---|---|---|
| Understand and Communicate | ||||
| Begins to develop skills involved in conversations with others | Respond to his own name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Begins to develop skills involved in conversations with others | Begin to respond to the word “no” | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Begins to develop skills involved in conversations with others | Tell how the speaker is feeling by the tone of his/her voice | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Begins to develop skills involved in conversations with others | Use various sounds and movements to communicate | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop skills involved in conversations with others | Use his voice to express happiness or unhappiness | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Begins to develop skills involved in conversations with others | Use his voice to express happiness or unhappiness | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Begins to develop skills involved in conversations with others | Babble using strings of consonant and vowel sounds | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant–vowel combinations |
| Begins to develop skills involved in conversations with others | Babble using the sounds and rhythms of his native language | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Begins to develop skills involved in conversations with others | Actively imitate the sounds of speech | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Begins to develop skills involved in conversations with others | Actively imitate the sounds of speech | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Pre-Reading and Pre-Writing | ||||
| Begins to develop skills that will lead to reading readiness | Respond to some of the vocabulary associated with picture books | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Begins to develop skills that will lead to reading readiness | Make sounds when he hears sounds | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Begins to develop skills that will lead to reading readiness | Pay attention to the sounds and repetitive or rhyming words in books | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Begins to develop skills that will lead to reading readiness | Look intently at the pictures in a book, and show a preference for some pictures | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Begins to develop skills that will lead to reading readiness | Attend and react to colorful pictures in books | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| All FSS Items | ||||
|---|---|---|---|---|
| III. Cognitive Development | ||||
| Discover and Learn | ||||
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Follow moving objects easily with his eyes | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Find an object that is partially hidden | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Explore everything with hands and mouth | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Try to reach objects just out of reach | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Look at an object in his hand for a longer period of time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Imitate actions such as waving bye-bye | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Look for an object that he has thrown from the high chair | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Turn his face away from his caregiver when he sees a tissue in his/her hand | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Laugh or show other signs of enjoyment when exploring the effects of his actions on objects | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Bang on his tray with a spoon to hear the sounds it makes | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Push a button on a toy to make it play music | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Put small blocks into a bowl, dump them out and do it again | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Hit the buttons on his busy box to make different things happen | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Pull a string to bring a toy closer | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Physical and Large Motor De | Change the Position of his body by: | |||
| Physical and Large Motor De | Pushing up on his arms and lift head and chest, arching his back when on his stomach | Gross Motor | A. Body Control and Weight Transfer | 2.1 Remains propped on extended arms with head lifted |
| Physical and Large Motor De | Lifting both arms and legs and rock on his stomach | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Physical and Large Motor De | Rolling over from back to stomach and stomach to back | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| Physical and Large Motor De | Starting to move either forward or backwards, pulling or pushing with his arms | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Physical and Large Motor De | Getting up on his hands and knees, rocking back and forth | Gross Motor | B. Movement and Coordination | 1.1 Rocks while in creeping position |
| Physical and Large Motor De | Pulling to a stand, while holding onto something | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Fine Motor Development | Use his hands in more coordinated movements: | |||
| Fine Motor Development | Reaching for objects with one hand | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Fine Motor Development | Moving objects from hand to hand | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Fine Motor Development | “Raking” objects to himself with one hand | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| Fine Motor Development | Picking up a thawed frozen pea with a raking grasp | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| Fine Motor Development | Grabbing feet and toes and bringing them to his mouth | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Fine Motor Development | Holding objects in both hands and banging them together | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Fine Motor Development | Waving bye-bye or imitating hand clapping | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Fine Motor Development | Waving bye-bye or imitating hand clapping | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Fine Motor Development | Trying to turn the pages of a favorite board book | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Five to Eight Months | ||||
|---|---|---|---|---|
| I. Personal and Social Development | ||||
| Developing a Sense of Self and Others | ||||
| Expresses feelings | Express a wider array of feelings such as frustration, anger, fear, or surprise by crying, cooing, or making other noises, accompanied with appropriate body movements and facial expressions | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Expresses feelings | Express a wider array of feelings such as frustration, anger, fear, or surprise by crying, cooing, or making other noises, accompanied with appropriate body movements and facial expressions | Social Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Expresses feelings | Respond to others“ emotional expressions, such as smiling at a smiling face or looking away from a distressed caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Interacts with adults and other children | Reach for, smile, laugh, babble, and coo to get the attention of a familiar person | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Interacts with adults and other children | Gaze intently at the face of a familiar person talking to him | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Interacts with adults and other children | Catch the eye of someone nearby, and smile | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Interacts with adults and other children | Make loud noises, even from another room | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Interacts with adults and other children | Make noises or wave arms and legs to get the attention of other children or adults | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Interacts with adults and other children | Watch the play of other children | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Interacts with adults and other children | Laugh at other children doing funny actions | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Interacts with adults and other children | Explore the face, hair and hands of another child with his hands | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Interacts with adults and other children | Look for comfort from a familiar adult if approached by a stranger | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop self regulation | Suck thumb or fingers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop self regulation | Rock himself | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop self regulation | Coo or babble | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| III. Cognitive Development | ||||
| Discover and Learn | ||||
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Follow moving objects easily with his eyes | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Find an object that is partially hidden | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Explore everything with hands and mouth | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Try to reach objects just out of reach | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Look at an object in his hand for a longer period of time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Imitate actions such as waving bye-bye | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Look for an object that he has thrown from the high chair | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Turn his face away from his caregiver when he sees a tissue in his/her hand | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to Math concepts such as: Problem solving, Reasoning | Laugh or show other signs of enjoyment when exploring the effects of his actions on objects | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Bang on his tray with a spoon to hear the sounds it makes | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Push a button on a toy to make it play music | Fine Motor | B. Functional Skill Use | 1. Activates object with finger |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Push a button on a toy to make it play music | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Put small blocks into a bowl, dump them out and do it again | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Hit the buttons on his busy box to make different things happen | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Begin to develop skills that lead to Science Concepts such as: Cause and effect, Daily routines | Pull a string to bring a toy closer | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Physical and Large Motor Development | Change the Position of his body by: | |||
| Physical and Large Motor Development | Pushing up on his arms and lift head and chest, arching his back when on his stomach | Gross Motor | A. Body Control and Weight Transfer | 2.1 Remains propped on extended arms with head lifted |
| Physical and Large Motor Development | Lifting both arms and legs and rock on his stomach | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Physical and Large Motor Development | Rolling over from back to stomach and stomach to back | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| Physical and Large Motor Development | Starting to move either forward or backwards, pulling or pushing with his arms | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Physical and Large Motor Development | Getting up on his hands and knees, rocking back and forth | Gross Motor | B. Movement and Coordination | 1.1 Rocks while in creeping position |
| Physical and Large Motor Development | Pulling to a stand, while holding onto something | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Fine Motor Development | Use his hands in more coordinated movements: | |||
| Fine Motor Development | Reaching for objects with one hand | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Fine Motor Development | Moving objects from hand to hand | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Fine Motor Development | “Raking” objects to himself with one hand | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| Fine Motor Development | Picking up a thawed frozen pea with a raking grasp | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| Fine Motor Development | Grabbing feet and toes and bringing them to his mouth | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Fine Motor Development | Grabbing feet and toes and bringing them to his mouth | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Fine Motor Development | Holding objects in both hands and banging them together | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Fine Motor Development | Waving bye-bye or imitating hand clapping | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Fine Motor Development | Waving bye-bye or imitating hand clapping | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Fine Motor Development | Trying to turn the pages of a favorite board book | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Nine to Twelve Months | ||||
|---|---|---|---|---|
| I. Social & Emotional Development | ||||
| Developing a Sense of Self and Others | ||||
| Expresses and identifies feelings | Show happiness or distress in a variety of ways | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Expresses and identifies feelings | Respond to other children or adults when they show emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Expresses and identifies feelings | Respond to other children or adults when they show emotions | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Expresses and identifies feelings | Look to caregivers for their emotional reactions before responding to a new person or object | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Interacts with adults and other children | Show a stronger preference for the adults who are their consistent caregivers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Test caregivers to see their reactions in different situations | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Interacts with adults and other children | Imitate other people in their play | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Interacts with adults and other children | Imitate other people in their play | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Interacts with adults and other children | Repeat sounds and gestures | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Interacts with adults and other children | Repeat sounds and gestures | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Interacts with adults and other children | Show strong separation anxiety when a caregiver is out of sight | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Show fear in some situations | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Begins to develop self-regulation | Be able to entertain themselves for brief periods of time | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Begins to develop self-regulation | Look to consistent caregivers for their reactions to new situations, people, or objects before responding | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop self-regulation | Be able to calm themselves when mildly distressed | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
NV Standard
AEPS-3 Area Adaptive
AEPS-3 Strand A. Eating and Drinking
AEPS-3 Items
| Beginning to develop self-confidence and independence | Enjoy using their fingers to feed themselves | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
|---|---|---|---|---|
| Beginning to develop self-confidence and independence | Help to dress themselves, extending an arm or leg | Adaptive | C. Dressing and Undressing | 1.4 Takes off pants |
| Beginning to develop self-confidence and independence | Help to dress themselves, extending an arm or leg | Adaptive | C. Dressing and Undressing | 1.3 Takes off front-opening coat, jacket, or shirt |
| Beginning to develop self-confidence and independence | Want to wash their own face after eating | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| Beginning to develop self-confidence and independence | Enjoy pulling off their own socks and shoes | Adaptive | C. Dressing and Undressing | 1.5 Takes off shoes |
| Beginning to develop self-confidence and independence | Enjoy pulling off their own socks and shoes | Adaptive | C. Dressing and Undressing | 1.6 Takes off socks |
| Begin to develop pro-social behaviors | Initiate play such as social games (e.g., Peek-a-boo) | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Begin to develop pro-social behaviors | Initiate play such as social games (e.g., Peek-a-boo) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begin to develop pro-social behaviors | Initiate play such as social games (e.g., Peek-a-boo) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Begin to develop pro-social behaviors | Respond differently to familiar and unfamiliar infants and toddlers | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Begin to develop pro-social behaviors | Observe and imitate simple actions of others such as “bye-bye” | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Develops attending and focusing skills | Attend to a task for several minutes with an engaging toy or activity | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Develops attending and focusing skills | Engage in turn taking with a familiar adult | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| II. Language Development | ||||
|---|---|---|---|---|
| Understand and Communicate | ||||
| Begin to develop skills involved in communicating with others | Respond to simple requests | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Begin to develop skills involved in communicating with others | Respond to one step directions with familiar words | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Begin to develop skills involved in communicating with others | Point to the cat in a book when you say, “Where is the cat?” | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begin to develop skills involved in communicating with others | Start to understand and use conventions of communication | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Begin to develop skills involved in communicating with others | Use simple gestures such as pointing, shaking their head for “no,” or waving “bye bye” | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begin to develop skills involved in communicating with others | Use inflection, with varying pitch and intonation when babbling | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Begin to develop skills involved in communicating with others | Use exclamations, such as “oh oh” when dropping something | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Begin to develop skills involved in communicating with others | Say approximations of “mama” and “dada” | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Begin to develop skills involved in communicating with others | Try to imitate words | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Begin to develop skills involved in communicating with others | Listen to simple stories, rhymes and songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begin to develop skills involved in communicating with others | Understand many more words than they can produce | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Pre-Reading and Pre-Writing | ||||
|---|---|---|---|---|
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Begin to imitate animal and non speech sounds | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Repeat simple sound syllables, (ba, ba, ba) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | String together different sounds (ba, pa, da) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Begin to use specific sounds to identify objects and people | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Begin to participate in songs and rhymes | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Respond to a simple gesture or request | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Begin to identify familiar people | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Recognizes familiar objects | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Turns pages of cardboard book (not necessarily one at a time or left to right) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Identifies 1-2 familiar pictures | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Looks at pictures in a book | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop skills that lead to reading readiness: Different sounds of language, Development of vocabulary and comprehension, Develops knowledge of book handling | Responds with sounds or body movements to indicate enjoyment | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Begins to develop skills that lead to writing | Mark with crayons or markers, scribbling spontaneously | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Begins to develop skills that lead to writing | Grasps a writing tool | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Begins to develop skills that lead to writing | Enjoys finger painting or painting with large brushes | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Begins to develop skills that lead to writing | Enjoys finger painting or painting with large brushes | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| III. Cognitive Development | ||||
|---|---|---|---|---|
| Discover and Learn | ||||
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Explore objects in various ways such as: | |||
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Trying to put a square peg into a round space, and keep trying even when it doesn't fit | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Trying to put together nesting cups and take them apart again | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Looking for an object that they have thrown or dropped from the high-chair | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Putting their arms up when you ask, “How big is baby?” | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Turning their face away from the caregiver when they see a washcloth in her hand | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Holding out her hand for you to play “round and round the garden” | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Pointing to pictures in books when you read to them | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Going to get the ball when you ask if they would like to play ball | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Going to the counter where the cookies are kept when asked if they would like a cookie | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Point to familiar objects when directed | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begin to develop skills that lead to math concepts such as: Problem solving, Communication, Reasoning, Memory | Give an object on request | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Explore a bell in a ball, turning it over and over | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Look under the blanket for the toy they watched you hide | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Shake, bang, throw, drop, push or pull everything they touches | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Explore and uses body to make things move | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Push favorite buttons on the busy box and make a face just before the dog pops out | Fine Motor | B. Functional Skill Use | 1. Activates object with finger |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Point to correct body part when it is named | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Pretend to brush hair and teeth, drink from a cup and put a telephone to their ear | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Imitate simple actions of an adult such as clapping | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Imitate sound patterns when heard | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Take and retain 2 objects offered (one in each hand) | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Take and retain 2 objects offered (one in each hand) | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Use whole body to explore environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Indicate they want to be picked up through gestures or vocalizations to a familiar adult | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Anticipate reactions in response to familiar play activities | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Use all 5 senses to explore natural world | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identify body parts | Respond to light and darkness and anticipate routines with both (for example, dark = nap) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Physical development: Large motor development | Balance and sit alone for long periods of time | Gross Motor | A. Body Control and Weight Transfer | 4. Assumes balanced sitting position |
| Physical development: Large motor development | Walk with someone holding both of her hands | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Physical development: Large motor development | Pull up on a table and “cruise” around it | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| Physical development: Large motor development | Pull up on a table and “cruise” around it | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Physical development: Large motor development | Roll from lying on their stomach to sitting up | Gross Motor | A. Body Control and Weight Transfer | 4. Assumes balanced sitting position |
| Physical development: Large motor development | Move from a crawl to sitting and back again | Gross Motor | A. Body Control and Weight Transfer | 4. Assumes balanced sitting position |
| Physical development: Large motor development | Crawl easily, gaining speed from month to month | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Physical development: Large motor development | Climb onto low objects, such as a couch or table | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Physical development: Large motor development | Stand alone without help for a few seconds then minutes | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Physical development: Large motor development | Take their first few steps without help | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Physical development: Large motor development | Go from standing to sitting easily | Gross Motor | A. Body Control and Weight Transfer | 4.4 Sits balanced without support |
| Physical development: Large motor development | Go from standing to sitting easily | Gross Motor | A. Body Control and Weight Transfer | 5. Gets out of chair |
| Physical development: Large motor development | Go between squatting position to standing | Gross Motor | A. Body Control and Weight Transfer | 4.4 Sits balanced without support |
| Physical development: Large motor development | Begin to walk up and down steps with assistance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Physical development: Large motor development | Crawl through a short tunnel | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Physical development: Large motor development | Imitate basic movements | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Physical development: Large motor development | Engage in a variety of physical activities such as crawling, walking, climbing, dancing or throwing | Gross Motor | B. Movement and Coordination | All |
| Physical development: Large motor development | Engage in simple games with an adult such as bouncing or rolling a ball back and forth | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Fine motor development | Drop objects into a container and dump them out again | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Fine motor development | Drop objects into a container and dump them out again | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Fine motor development | Roll and “catch” a rolling large rubber ball | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Fine motor development | Roll and “catch” a rolling large rubber ball | Gross Motor | C. Active Play | 1.3 Catches ball |
| Fine motor development | Pick up a spoon by its handle | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Fine motor development | Pick up small bits of lint off the floor and give them to you | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Fine motor development | Start to hold a “sippy” cup and drink from it | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Fine motor development | Turn pages of board book | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Fine motor development | Take apart and put pieces together such as pop beads | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Fine motor development | Build simple block structures (2-3 blocks high) | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Fine motor development | Pick up small objects between thumb and forefinger | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Fine motor development | Make marks on paper | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Health | Recognize self in mirror | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Health | Express feelings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Health | Indicate discomfort or need for assistance | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Health | Indicate discomfort or need for assistance | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Health | Indicate desires for food or drink | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity & Critical Thinking | ||||
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Experience the environment through senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Look to familiar faces for attention and help | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Consistently reach for toys and objects or point to ask for an out-of-reach toy | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Show pleasure in new accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Persist in new learning situations | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Recognize some basic shapes and objects | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Respond to a variety of songs, music and finger plays | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Make sound with objects available | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Enjoy listening to music | Cognitive | D. Reasoning | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Make a physical response to musical sounds (for example, bouncing body or flexing knees) | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Explore musical props | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Show awareness to changes in tempo | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Follow simple one-word directions and copy adult actions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Follow simple one-word directions and copy adult actions | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Put on or take off hats | Adaptive | C. Dressing and Undressing | 1.7 Takes off hat |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Put things in containers | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Attempt to move large zippers | Adaptive | C. Dressing and Undressing | 2.1 Fastens clothing |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Shows interest in dramatic play materials such as setting the table | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play | Enjoy water play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
2.1 Enacts roles or identities in imaginary play
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play (continued) | Use phone or other dramatic play materials to begin to pretend play | Social-Emotional | C. Interactions with Peers |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play (continued) | Point to a body part when named | Social-Communication | B. Communicative Understanding |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play (continued) | Take off simple shoes & socks | Adaptive | C. Dressing and Undressing |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in dramatic play (continued) | Take off simple shoes & socks | Adaptive | C. Dressing and Undressing |
4.1 Answers who, what, and where questions
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Thirteen to Eighteen Months | ||||
| I. Social & Emotional Development | ||||
| Developing a Sense of Self and Others | ||||
| Expresses feelings and develops self-recognition | Say “mine” or reach toward an object when they want something | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Expresses feelings and develops self-recognition | Say “mine” or reach toward an object when they want something | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Expresses feelings and develops self-recognition | Cry when frustrated or doesn’t get what they wants | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Expresses feelings and develops self-recognition | Try to do things on their own, such as feeding themselves | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Expresses feelings and develops self-recognition | By 18 months, recognize their reflection in the mirror | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Expresses feelings and develops self-recognition | Say their own name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Expresses feelings and develops self-recognition | By 18 months, express the emotions of embarrassment and jealousy | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Interacts with adults and other children: | Become more interactive with peers and other adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children: | Become more interactive with peers and other adults | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Interacts with adults and other children: | Primarily play alongside, but not with others, often competing for toys | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Interacts with adults and other children: | Venture out when a trusted adult is near | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Interacts with adults and other children: | Look to a caregiver for reassurance when exploring, for example, a word, a smile or a gesture | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children: | Look to a caregiver for reassurance when exploring, for example, a word, a smile or a gesture | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Interacts with adults and other children: | Experiment with and explore new materials when the caregiver is near | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Interacts with adults and other children (continued): | Stop playing when a trusted adult leaves the playground and start again when she returns | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children (continued): | Show with words or gestures that they want a trusted adult to be near them | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children (continued): | Cry and refuse to eat if it isn't what they want | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Interacts with adults and other children (continued): | Refuse to come when called | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Interacts with adults and other children (continued): | Hit, kick or bite other children if they don't get what they want | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Interacts with adults and other children (continued): | Be overly shy with anyone other than familiar people | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children (continued): | Cry when they see something unfamiliar such as a man with a beard or a clown | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Interacts with adults and other children (continued): | Cry briefly when a parent or trusted caregiver leaves, gradually calming with help | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Interacts with adults and other children (continued): | Cry briefly when a parent or trusted caregiver leaves, gradually calming with help | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop self-regulation | Stop hitting another child when their caregiver says their name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Begins to develop self-regulation | Come when their name is called | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Begins to develop self-regulation | Say “no no” as they throw Cheerios on the floor | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Begins to develop self-regulation | Stop stomping their feet in a puddle when asked | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Begins to develop self-regulation | May be able to wait for a few moments after asking for something, but quickly becomes impatient | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop self-regulation | May use special objects (for example, a stuffed toy or blanket) to soothe themselves at nap time or in times of mild distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| II. Language Development | ||||
|---|---|---|---|---|
| Communicating and understanding | ||||
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Continue to understand more words than they are able to say | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Go to the climber when asked if they want to play on the climber | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Follow a simple direction such as “Kick the ball” or “Wash your hands” | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Use simple gestures such as pointing to objects, shaking their head for “no,” or waving “bye bye” | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Use inflection when babbling | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Use exclamations, such as “uh oh!” when dropping something | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Say “mama” and “dada” | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Try to imitate words | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Listen to simple stories, rhymes and songs | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Respond to simple yes and no questions | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Use single words such as “no” or “bye” | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Try to say long words by stringing sounds together | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| Begins to develop listening and speaking skills: Understands the meaning of words and gestures, Uses conventions of speech, Listens to stories, Directions and conversations, Communicates using sounds, words and gestures | Learn new words daily | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
Pre-reading and Pre-writing
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Develops book handling skills | Enjoy, and occasionally join in “singing” simple songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
|---|---|---|---|---|
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Develops book handling skills | Move rhythmically to familiar songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Develops book handling skills | Begin to identify familiar environmental sounds, (animals and emergency vehicles) | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Develops book handling skills | Point or make sounds when looking at books | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Develops book handling skills | Turn pages of a book one at a time | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Begins to develop skills that will lead to writing | Scribble spontaneously | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Begins to develop skills that will lead to writing | Explore using different writing materials | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Ill. Cognitive Development | ||||
|---|---|---|---|---|
| Discovering the world | ||||
| Explores and experiments with objects in the environment | Push and pull a wagon, watching the wheelsturn as they try different tactics to move it | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Explores and experiments with objects in the environment | Touch a bug that they find on the playgroundand squeal when it moves away quickly | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Explores and experiments with objects in the environment | Push, poke, squeeze, pat and sniff the play-dough as they explores how it feels and smells | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Explores and experiments with objects in the environment | Push, poke, squeeze, pat and sniff the play-dough as they explores how it feels and smells | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people,animals, and objects |
| Explores and experiments with objects in the environment | Stack and knock down big blocks | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Explores and experiments with objects in the environment | Experiment with different ways of using a toy orobject | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achievegoal |
| Begins to develop skills that lead to Math concepts suchas: Problems Solving,Communication, Reasoning,Memory | Imitate the actions of an adult such as turning asteering wheel in a play car | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Begins to develop skills that lead to Math concepts suchas: Problems Solving,Communication, Reasoning,Memory | Recognize his image in the mirror or in aphotograph | Social-Communication | B. CommunicativeUnderstanding | 2. Locates common objects, people, or events |
| Begins to develop skills that lead to Math concepts suchas: Problems Solving,Communication, Reasoning,Memory | Remember the usual sequence of events and goto get his toothbrush after getting into pajamas | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar socialroutine |
| Begins to develop skills that lead to Science Conceptssuch as: Cause and effect,Daily routines, Imitations ofgestures and use of objects,Identify body parts | Choose a favorite book from the shelf and turnthe pages more carefully, perhaps moving thepages from left to right, with the book turnedright-side-up | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop skills that lead to Science Conceptssuch as: Cause and effect,Daily routines, Imitations ofgestures and use of objects,Identify body parts | Choose a favorite book from the shelf and turnthe pages more carefully, perhaps moving thepages from left to right, with the book turnedright-side-up | Literacy | A. Awareness of PrintConcepts | 2.1 Turns pages of book from beginningtoward end |
| Begins to develop skills that lead to Science Conceptssuch as: Cause and effect,Daily routines, Imitations ofgestures and use of objects,Identify body parts | Choose a favorite book from the shelf and turnthe pages more carefully, perhaps moving thepages from left to right, with the book turnedright-side-up | Literacy | A. Awareness of PrintConcepts | 2.2 Holds book or other printed materialwithpictures correctly oriented |
| Begins to develop skills that lead to Science Conceptssuch as: Cause and effect,Daily routines, Imitations ofgestures and use of objects,Identify body parts | Put round shapes into the round holes moreaccurately | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begins to develop skills that lead to Science Conceptssuch as: Cause and effect,Daily routines, Imitations ofgestures and use of objects,Identify body parts | Bounce a ball and try to catch it after watchingan older child do it | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor actionnot already in repertoire |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Large Motor Development: Moves constantly, showing increasing large muscle control | Walk more than they crawl | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Stop and start movements with more control | Gross Motor | A. Body Control and Weight Transfer | 4.3 Regains balanced, upright sitting position after leaning left, right, and forward |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Sit in a chair independently | Gross Motor | A. Body Control and Weight Transfer | 5.1 Sits down in chair |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Go from sitting to standing more easily | Gross Motor | A. Body Control and Weight Transfer | 5. Gets out of chair |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Climb the stairs on their hands and knees or stand and hold onto a railing, putting both feet on each step | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Crawl up into a chair and turn around to sit | Gross Motor | B. Movement and Coordination | 5. Gets out of chair |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Crawl up into a chair and turn around to sit | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Go from a squat to standing with ease | Gross Motor | B. Movement and Coordination | 2.1 Rises from sitting to standing position |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Pull a toy behind him as they walk, or push a toy in front of them | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Carry a large toy or several smaller ones while walking | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Begin to run | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Large Motor Development: Moves constantly, showing increasing large muscle control | Kick a ball forward | Gross Motor | C. Active Play | 1.4 Kicks ball |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Put together several nesting cups, or stacking rings on a ring tree | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Drop wooden beads into a bottle, dump them out and start again | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Build a tower of four or more blocks | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Scribble, if given a crayon and paper | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Start to use one hand more often than the other | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Take apart, then put together large links or pop beads | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Hold an object in one hand and do something to it with the other hand | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Hold a cup and drink, sometimes spilling | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Continues to refine Fine Motor Development: Begins to develop manipulative skills | Feed themselves applesauce or yogurt with a spoon | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity & Critical Thinking | ||||
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Gather information about environment through senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Gather information about environment through senses | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Ask for help through gestures or words | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Use toys and objects in an intentional way | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Use toys and objects in an intentional way | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Show pleasure in new accomplishmentsa | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Apply persistence to learning about new objects | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Recognize some basic shapes and objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Respond to a variety of songs, music and finger plays | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Experiment with objects that make sounds | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Demonstrate enjoyment in music | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Demonstrate enjoyment in music | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Demonstrate enjoyment in music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Move to musical sounds | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Explore musical props | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Show awareness to changes in tempo | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Follow simple one word directions and copy adult actions | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Select dress-up clothes and attempt to put them on | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Put things in containers | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Begins to participate in Dramatic Play | Work with zippers and large snaps | Adaptive | C. Dressing and Undressing | 2.1 Fastens clothing |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Imitate others in dramatic play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Explore objects in water play | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Use dramatic play props in pretend play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Point to body parts | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Take off shoes & socks | Adaptive | C. Dressing and Undressing | 1.5 Takes off shoes |
| Adaptive | C. Dressing and Undressing | C. Dressing and Undressing | 1.6 Takes off socks |
| Nineteen to Twenty Four Months | ||||
|---|---|---|---|---|
| I. Personal and Social Development | ||||
| Developing a Sense of Self and Others | ||||
| Expresses feelings | Demonstrate appropriate affection and interaction with extended family members and playmates | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Expresses feelings | Demonstrate appropriate affection and interaction with extended family members and playmates | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Expresses feelings | Engages others by expressing feelings, needs or wants verbally and/or non-verbally | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Expresses feelings | Attempts to comfort others, often with objects that she finds comforting | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Expresses feelings | Angrily refuse help with putting on their coat, then cry and ask for help if they can't do it themselves | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Expresses feelings | Show awareness of differences between themselves and others | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Expresses feelings | Cry, yell, hit, kick their feet and refuse to stop doing something when they are angry | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Expresses feelings | By 24 months, begin to express the emotions of guilt, shame, and pride | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Expresses feelings | By 24 months, begin to express the emotions of guilt, shame, and pride | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Expresses feelings | By 24 months, begin to express the emotions of guilt, shame, and pride | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Continues to develop self-regulation | Cry and cling to a parent before s/he leaves, but calm down quickly when s/he has left | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Continues to develop self-regulation | Cry and cling to a parent before s/he leaves, but calm down quickly when s/he has left | Social-Communication | A. Early Social Communication | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Continues to develop self-regulation | Play calmly near another child, but cry and hit if that child tries to use something they are playing with | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Continues to develop self-regulation | Play calmly near another child, but cry and hit if that child tries to use something they are playing with | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop self-regulation (continued) | Take a toy from another child, and not return it when asked to by an adult | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Continues to develop self-regulation (continued) | Begin to understand the concept of taking turns in a simple game | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop self-regulation (continued) | Begin to understand the concept of “his” and “mine” | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Continues to develop self-regulation (continued) | Stop what they are doing and come when a caregiver calls their name and starts to move away | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continues to develop self-regulation (continued) | Separate from significant others with minimal distress | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continues to develop self-regulation (continued) | Initiate independent play | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continues to develop self-regulation (continued) | Participate in self-help routines with assistance | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Continues to develop self-regulation (continued) | Participate in self-help routines with assistance | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Continues to develop self-regulation (continued) | May use an object (such as a stuffed toy or blanket) to comfort themselves in times of mild distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Interacts with adults and other children | Say please or thank you with modeling and repetition | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Interacts with adults and other children | Seek assistance from others to solve problems | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Interacts with adults and other children | Respond to first name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Interacts with adults and other children | Start across the playground to where other children are, but return to the caregiver several times before playing there | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Sit in the sandbox playing alongside several other children, but get up frequently to show the caregiver what they are making | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Interacts with adults and other children | Look up at the caregiver for a wave while playing with toys in a new room full of children | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Stop playing and come to the caregiver when a new adult enters the room | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Interacts with adults and other children (continued) | Go over to watch an adult making cookies, but not want to talk or help | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Interacts with adults and other children (continued) | Say “hi” to store personnel, from the safety of their shopping cart seat | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Interacts with adults and other children (continued) | Hold the caregiver's hand (or hide behind a caregiver) as a new person asks them about their toy | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children (continued) | Begin to engage in pretend play with realistic objects | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop a sense of self confidence | Display preference for one option over another when given a choice | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop a sense of self confidence | Use facial expressions, gestures and verbalizations to acknowledge her actions and accomplishments with peers and adults | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop a sense of self confidence | Use facial expressions, gestures and verbalizations to acknowledge her actions and accomplishments with peers and adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Begins to develop a sense of self confidence | Re-engage when faced with frustration, failure or disappointment in self-directed activities with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Begins to develop a sense of self confidence | Re-engage when faced with frustration, failure or disappointment in self-directed activities with adult support | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Begins to develop a sense of self confidence | Ask for help, if needed, in verbal and nonverbal ways | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop a sense of self confidence | Come to the caregiver and point to where the ball has rolled under the shelf, saying, “ball” | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop a sense of self confidence | Come to the caregiver and point to where the ball has rolled under the shelf, saying, “ball” | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop a sense of self confidence | Bring their coat with the sleeve inside out to a caregiver for help | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop pro-social behaviors | Play by themselves; initiates own play | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop pro-social behaviors | Hug another child who is sad because his mom just left | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Begins to develop pro-social behaviors | Imitate adult behavior in play such as cooking, sweeping, etc. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors | Participate with adult in a joint task (for example, cleaning up) | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Begins to develop pro-social behaviors | Begin to have an awareness of unacceptable behavior Watch the children on the slide intently for several minutes before asking to try going down | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Begins to develop pro-social behaviors | Play near several other children, talking to them only when they want a toy that they have | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Begins to develop pro-social behaviors | Play near several other children, talking to them only when they want a toy that they have | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop pro-social behaviors | Go to their hook to hang up their coat when they come in from outside without a reminder | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Begins to develop pro-social behaviors | Get down from a standing position on a chair when you remind them that chairs are for sitting, because they might fall | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Begin to develop attending & focusing skills | Attend to a task of interest for several minutes | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begin to develop attending & focusing skills | Engage in verbal and/or non-verbal turn taking with adult support | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Begin to develop attending & focusing skills | Begin to develop some tolerance for delay | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| II. Language Development | ||||
|---|---|---|---|---|
| Understand and Communicate | ||||
| Continue to develop listening and speaking skills | Answer a simple question with a nod of their head | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Continue to develop listening and speaking skills | Go to get the towel, bring it back and clean up the spill when asked by their caregiver | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Continue to develop listening and speaking skills | Understand the names of several body parts and point to them when asked | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Continue to develop listening and speaking skills | Go to wash their hands when a caregiver says, “Get ready for lunch” | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Continue to develop listening and speaking skills | Show attention to another speaker for brief periods of time | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Continue to develop listening and speaking skills | Spontaneously repeat familiar words from a story | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continue to develop listening and speaking skills | Follows a one step direction | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Continue to develop listening and speaking skills | Maintain conversation topic with adult support | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop listening and speaking skills | Participate verbally in songs and books with keywords or phrases | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Continue to develop listening and speaking skills | Use words to request wants and needs | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continue to develop listening and speaking skills | Participate in brief communication exchanges using verbalizations and/or gestures | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Continue to develop listening and speaking skills | Answer simple questions | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Continue to develop listening and speaking skills | Communicate about favorite items or toys to others | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continue to develop listening and speaking skills | Imitate adult behavior in play | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Continue to develop listening and speaking skills | Imitate adult behavior in play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop listening and speaking skills (continued) | Explore and display interest in a variety of people, places and things | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continue to develop listening and speaking skills (continued) | Begin to label objects, and put words together to make simple sentences | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Continue to develop listening and speaking skills (continued) | Put a few words together into a sentence, leaving out small connecting words (for example, "Talk Daddy?" or "Go bye-bye now?") | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Continue to develop listening and speaking skills (continued) | Ask simple questions such as, "What that?" | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Continue to develop listening and speaking skills (continued) | Ask for what they want using increasingly specific words | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continue to develop listening and speaking skills (continued) | Repeat some of the funny sounding words they hear in conversations | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Continue to develop listening and speaking skills (continued) | Participate in simple group discussions | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Pre-Reading and Pre-writing | ||||
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Enjoy simple songs and occasionally join in | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Move rhythmically to familiar songs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Identify familiar sounds such as animal sounds and emergency vehicles | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Enjoy being read to if allowed to participate | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Enjoy stories with riddles, guessing and suspense | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Turn pages in a book | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Recognize familiar pictures | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Fill in words in a familiar book | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Match shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Show attention in rhyme games or songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, increases vocabulary, increases comprehension, shows interest in book reading | Bring a book to a caregiver to have read | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Identify basic pictures by naming or pointing | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Respond to basic “wh” questions (what, where etc) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Identify a favorite book by its cover | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Repeat familiar phrases from a book or rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Identify pictures of characters from favorite book | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Participate in motor imitation | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Point to elements in a picture | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Show interest in books and other written materials | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Show preference for a favorite page in a book by searching for it | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Show preference for a favorite page in a book by searching for it | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Follow simple directions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Perform an action shown in a book | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Answer simple questions based on a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Show empathy for situations shown in a book | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Begins to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Verbally label pictures in a familiar book | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Continue to develop pre-writing skills | Scribble spontaneously | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Continue to develop pre-writing skills | Explore using different writing materials | Fine Motor | C. Mechanics of Writing | All |
| Continue to develop pre-writing skills | Intentionally make a mark on a piece of paper | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Continue to develop pre-writing skills | Indicate when a drawing is finished or complete | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Continue to develop pre-writing skills | Draw vertical and horizontal strokes when shown how to do so by an adult | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Continue to develop pre-writing skills | Hold a writing instrument with fingers and scribble | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| III. Cognition Development | ||||
| Mathematical Exploration and Learning | ||||
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Build a tower with the red blocks only, leaving the blue and yellow ones to the side | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Pick out and eat only the whole animal crackers | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Nest several cups together accurately and discover how to hide a smaller cup under a larger one | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Nest several cups together accurately and discover how to hide a smaller cup under a larger one | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Turn one piece of a puzzle to fit it into a space the right way | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Pick up 2 items with similar attributes upon request | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Give 2 objects upon request, and verify by counting ("1, 2") | Literacy | A. Counting | 1. Counts out 3 items |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Manipulate a number inset puzzle with the numbers 0-5 | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Differentiate their own items vs. others* items | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Imitate patterns such as clapping, tapping, signing | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Point to a set of objects that contains more than another set | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Anticipate daily routines associated with day or night | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Place 1-3 shapes in a form board | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Demonstrate an understanding of 1-3 prepositions such as up, down, in, out | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Match object with a picture of that object | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory | Sing songs and say nursery rhymes after hearing them many times | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory (continued) | Help their caregiver retell a favorite story after hearing it many times | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Begin to develop math skills such as: Identify body part: Problem solving, Communication, Reasoning, Memory (continued) | Repeat actions at a later time that the have observed before | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Scientific Exploration and Learning | ||||
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Put a doll on the roof of the dollhouse and watch it slide off over and over again | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Fill a bucket with sand and watch as it pours over the side when it is full | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Explore and attempt different ways to make objects move | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Splash in water | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Explore objects using advanced schemas | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | React physically to differences in water/food temperatures | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | React physically to differences in water/food temperatures | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Integrate use of 5 senses to explore natural world | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Demonstrate own need for food and water | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Show awareness of other children/animals and respond accordingly | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Recognize familiar faces | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Respond to indoor and outdoor world conditions such as sunshine and wind | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Notice changes in the environment of the classroom or home | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Demonstrate use of objects | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Begin to develop skills that lead to science concepts such as: Identify body part, Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Increase attention span when exploring something interesting, especially with an interested adult | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Physical Development: Large motor development | Enjoy pulling or pushing a toy that makes noise as they walk with it | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Physical Development: Large motor development | Enjoy pulling or pushing a toy that makes noise as they walk with it | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Physical Development: Large motor development | Climb up the ladder on a low to medium-sized slide and slide down | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Physical Development: Large motor development | Climb up the ladder on a low to medium-sized slide and slide down | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| Physical Development: Large motor development | Turn backwards and sit on the rocking chair | Gross Motor | A. Body Control and Weight Transfer | 5.1 Sits down in chair |
| Physical Development: Large motor development | Go up the stairs putting both feet on each step | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Physical Development: Large motor development | Throw a ball and put hands together to try to catch it | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Physical Development: Large motor development | Kick a ball forward | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Physical Development: Large motor development | Go over, under, around & through objects on an obstacle course | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Physical Development: Large motor development | Go over, under, around & through objects on an obstacle course | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Physical Development: Large motor development | Engage in physical activities such as dancing, climbing, running, throwing, hopping, etc. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Physical Development: Large motor development | Engage in physical activities such as dancing, climbing, running, throwing, hopping, etc. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Physical Development: Large motor development | Begin to participate in group physical activities, such as “ring around the rosey” | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Physical Development: Large motor development | Engage in simple games with an adult or another child | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Physical Development: Large motor development | Show interest in differences in people | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Physical Development: Large motor development | Participate in multi-cultural activities | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Fine Motor Development | String beads on a string or some fish tank tubing | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Fine Motor Development | Pour water through a funnel, then a sieve and back and forth from cup to cup in the bathtub or sensory bin | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Fine Motor Development | Use hands for simple finger plays such as “The Itsy Bitsy Spider” | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Fine Motor Development (continued) | Attempt to put together pop beads after pulling them apart, sometimes succeeding | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Fine Motor Development (continued) | Put the correct shapes through the holes in a shape sorter | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Fine Motor Development (continued) | Pull off their own clothes at bedtime | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Fine Motor Development (continued) | Drink from a cup with few spills | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Fine Motor Development (continued) | Use a spoon for eating most of the time | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Fine Motor Development (continued) | Attempt to brush their own hair and teeth | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Fine Motor Development (continued) | Attempt to put on their own shirt and help you with their pants by picking up one leg at a time | Adaptive | C. Dressing and Undressing | 2.3 Puts on pullover clothing |
| Fine Motor Development (continued) | Attempt to put on their own shirt and help you with their pants by picking up one leg at a time | Adaptive | C. Dressing and Undressing | 2.4 Puts on pull-up clothing |
| Fine Motor Development (continued) | Attempt to help put away the toys, putting the blocks with the blocks, and the cars and trucks in another basket | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Develop skills that lead to good health practices | Identify 3-4 body parts | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Develop skills that lead to good health practices | Identify foods vs. non-foods | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Develop skills that lead to good health practices | Respond to “no”; may stop ongoing action when told “no” | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Develop skills that lead to good health practices | Communicate basic needs through speech | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Develop skills that lead to good health practices | Seek adult assistance when injured | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity and critical thinking | ||||
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Observe and imitate others" successful behavior in solving simple problems | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Observe and imitate others" successful behavior in solving simple problems | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Use facial expression, body movements and vocalization to make social contact and express needs and emotions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Practices independence while staying connected to caregiver | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Expresses ownership and desire to control self | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Shows enjoyment in interaction with others | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Recognizes own accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Engage in behavior to investigate consequences | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Ask for help from other sources when faced with challenges | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Match objects; recognize patterns | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Initiate social contact and expresses emotion toward familiar persons, pets or possessions | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Initiate social contact and expresses emotion toward familiar persons, pets or possessions | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Shows enjoyment of books and stories. Looks at picture books with interest. Imitates sounds in a book; selects a book and gives to an adult to read | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Make musical sounds along with simple chants and songs | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Recognize and respond to a variety of simple songs, finger plays showing preference and asking for repetition | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play | Experiment with rhythm instruments individually or with others | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
AEPS-3 Items
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Accompany simple music with rhythm instruments or clapping | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Accompany simple music with rhythm instruments or clapping | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Enjoy a variety of types of music | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Use musical experiences as a way to explore emerging language skills and cognitive concepts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Experiment with a variety of props such as scarves, ribbons and hoops (with or without music) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Respond rhythmically to music tempos | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Copy adults' actions and play simple pretend games | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Put on and take off easy clothing; copies grownup work | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Put on and take off easy clothing; copies grownup work | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Understands the use of different clothes | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Push a wheel toy and roll a ball | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Push a wheel toy and roll a ball | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Pour from a pitcher | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Enjoy water play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Tell clothing of different people | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Do simple make believe | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop creative thinking: Explores the arts, Appreciates music, Participates in creative movement, Beings to participate in dramatic play (continued) | Dress with help | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Twenty Four to Thirty Months | ||||
|---|---|---|---|---|
| I. Social & Emotional Development | ||||
| Developing a Sense of Self and Others | ||||
| Expresses feelings | Express more complex emotions such as guilt, shame, embarrassment, and pride. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Expresses feelings | Showing signs of guilt or shame and emotional distress when he causes damage to objects or harms another person | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Expresses feelings | Showing signs of embarrassment when they realize they are the focus of attention | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Expresses feelings | Showing signs of pride at an accomplishment | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop self-regulation | Show more awareness of expectations both at childcare and at home | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continues to develop self-regulation | Begin to understand the expectations of others and comply with these expectations on their own (for example, by picking up toys after they have finished playing with them) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continues to develop self-regulation | Start to be interested in toilet training | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Continues to develop self-regulation | Comfort themselves quickly after being dropped off at childcare and a few initial tears | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop self-regulation | Use a special object (blanket, stuffed animal) to comfort themselves when distressed | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop self-regulation | Be able to wait slightly longer for things they want | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop self-regulation | Occasionally engage in a fit of temper | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Continues to develop self-regulation | Express strong negative emotions about any change in their routine | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
AEPS-3 Items
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Interacts with adults and other children | Ask for help if needed, and say “no” to peers | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Interacts with adults and other children | Withdraw from activities for a short time | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Interacts with adults and other children | Be more interested in unfamiliar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Move toward a familiar caregiver (or check in with eye contact) before accepting a ball from a new person | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Let Grandma help them with their shoes, even though they haven't seen her for a while | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Rush to answer the door when the postal worker knocks, but act shy when she speaks to them | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Interacts with adults and other children | Not speak to an unfamiliar adult when he is spoken to | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Show more awareness of other children | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Interacts with adults and other children | Ask for help when another child takes something that belongs to them | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Interacts with adults and other children | Help another child to pick up the beads after he dumped them out of the container | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Interacts with adults and other children | Feel and express remorse after accidentally knocking another child down in a rush to the door to go out | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Interacts with adults and other children | Comfort another child who may be upset | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
AEPS-3 Items
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop a sense of self confidence | Need reassurance about his attempts to try something new | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop a sense of self confidence | Put on his own coat, but get it upside down and refuse help to fix it | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Begins to develop a sense of self confidence | Get on a new riding toy and refuse to get off when asked to come to breakfast | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Begins to develop a sense of self confidence | Get on a new riding toy and refuse to get off when asked to come to breakfast | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Begins to develop a sense of self confidence | Put together a puzzle with several pieces, not wanting help and then asking for it when they have trouble | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop a sense of self confidence | Climb to the top of the climber and then call for their caregiver to watch before they slides down | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Begins to develop a sense of self confidence | Climb to the top of the climber and then call for their caregiver to watch before they slides down | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Begins to develop a sense of self confidence | Get up from the lunch table after a few bites, following mom as she leaves the room, then return when they know what she is doing | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Use imagination, memory and reasoning to plan and make things happen | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Have short periods of play with other children, but mostly play beside them | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Need adult help to resolve conflicts with peers | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Pretend to feed a baby doll | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Put on dress-up clothes, and pretend to be a dad or mom | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Tell their caregiver that they are going to be a firefighter or a nurse | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Use the toy mixer the way they have seen dad do it | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Bring a play dough cake with pretend candles to their caregiver | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Participate in creating class rules, understanding the reasons behind the basic rules | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Begins to develop pro-social behaviors: Have beginning understanding of consequences when following routines and recreating familiar events | Accept the consequences of their actions, and say, “I’m sorry” when prompted | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| II. Language Development | ||||
|---|---|---|---|---|
| Understand and Communicate | ||||
| Continue to develop listening and speaking skills | Understand and respond to questions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Continue to develop listening and speaking skills | Get their coat, and put it on when asked by a teacher | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Continue to develop listening and speaking skills | Get their coat, and put it on when asked by a teacher | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Continue to develop listening and speaking skills | Answer when asked, “Do you want a cracker or a cookie?” | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continue to develop listening and speaking skills | Ask another child to sit next to them | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continue to develop listening and speaking skills | Understand and use some positional words | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Continue to develop listening and speaking skills | Demonstrate active listening skills | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Continue to develop listening and speaking skills | Retell and relate what has been heard | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Continue to develop listening and speaking skills | Begin to ask questions | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Continue to develop listening and speaking skills | Enter into a conversation that lasts for several turns | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop listening and speaking skills | Want to talk when the family is talking in the car, but is not on the topic | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop listening and speaking skills | Ask questions about concepts they don't understand | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Continue to develop listening and speaking skills | Try to initiate conversations with others about objects | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continue to develop listening and speaking skills | Repeat what has just been said, or make up a story to be part of the conversation | Social-Emotional | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop listening and speaking skills | Take cues from others (laughs when others laugh) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continue to develop listening and speaking skills | Indicate an understanding of grammar by putting words in the correct order (for example, “Eat cookie” rather than “cookie eat”) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop listening and speaking skills (continued) | Indicate an understanding of grammar by using the correct rule but with irregular words (for example, adding an “s” to make something plural like “foots” or adding an “-ed” to make the past tense like “goed”) | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Continue to develop listening and speaking skills (continued) | Use words to tell about objects and actions of self and others | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop listening and speaking skills (continued) | Recite familiar nursery rhymes, songs, or short stories | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continue to develop listening and speaking skills (continued) | Sing simple songs with the teacher and later sing parts of them to himself | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Continue to develop listening and speaking skills (continued) | While reading a book, ask questions about the story as well as name objects | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Continue to develop listening and speaking skills (continued) | While reading a book, ask questions about the story as well as name objects | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continue to develop listening and speaking skills (continued) | Use more descriptive language to tell you what they want | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop listening and speaking skills (continued) | Use more descriptive language to tell you what they want | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continue to develop listening and speaking skills (continued) | Use action words to describe what they are doing | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop listening and speaking skills (continued) | Use action words to describe what they are doing | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continue to develop listening and speaking skills (continued) | Put together three or four word sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop listening and speaking skills (continued) | Use the words I, we, he, and she in sentences | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Continue to develop listening and speaking skills (continued) | Speak clearly enough to be understood by familiar caregivers without mumbling or running sounds together | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Pre-Reading/Pre-Writing | ||||
|---|---|---|---|---|
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Sing simple songs that they have heard many times with a group or on their own | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Say a simple rhyme that they have heard frequently, with a group or alone | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Know that their name starts with an M sound, like mom | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Know that their name starts with an M sound, like mom | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Identify farm animals by the sounds they make | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Identify environmental sounds such as a doorbell, fire engine, or water running | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Draw attention to parts of words such as syllables by moving to the beat | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Know that the McDonalds sign means that a McDonald's is near | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Find his favorite cereal by the picture or color on the box | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Use the stop sign in play with his car set | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Put toys away in bins or shelves with pictures | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Turn the pages of a favorite book from left to right, holding the book upright | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Turn the pages of a favorite book from left to right, holding the book upright | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Ask for the same favorite book over and over again | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Listen to engaging stories | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Recite a familiar nursery rhyme, poem or finger play with expression | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning | Use words to describe the purpose and function of objects, such as go, stop and play | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
AEPS-3 Items
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Learn the names of objects new to him | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Repeat words heard in the environment | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Name an increasing number of objects in the books | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Listen to fiction and non-fiction books | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Ask and answer questions about the story while his caregiver is reading | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Begins to develop skills that will lead to reading readiness: Identify body parts, Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Show interest in book reading, Recognize symbols have corresponding meaning (continued) | Answer questions about the story, such as, “Who was in the story?” “Where did he go?” “What did he do?” and “Why was he sad?” | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Pretend to take the caregiver's order, while playing restaurant, by scribbling on a pad with a pencil | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Pretend to take the caregiver's order, while playing restaurant, by scribbling on a pad with a pencil | Fine Motor | A. Reach, Grasp, and Release | 1.4 Scribbles |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Make a picture with lines coming out of the bottom and sides of a circle and tell the caregiver that it them | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Make a picture with lines coming out of the bottom and sides of a circle and tell the caregiver that it them | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Paint some lines across paper with broad strokes and movements, using a few different colors, and tell the caregiver that it is a rainbow | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Paint some lines across paper with broad strokes and movements, using a few different colors, and tell the caregiver that it is a rainbow | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Recognize that drawings, paintings, and writing are meaningful representations | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continue to develop pre-writing skills: Use writing utensils for scribbles and drawings | Hold a crayon marker or pencil with a whole fist grasp, and scribble with a little more control compared to earlier ages | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| III. Cognitive Development | ||||
|---|---|---|---|---|
| Mathematical Exploration and Learning | ||||
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Show interest in concepts, such as matching and sorting according to color, shape and size: | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Name at least one color | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Compare the color of his toy car to that of another child | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Compare the color of his toy car to that of another child | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Match the colors and shapes in a matching puzzle | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Sing songs and say nursery rhymes after hearing them many times | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Help their caregiver retell a favorite story after hearing it many times | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Discuss important events that occurred in the past, such as meeting a new animal or going on vacation | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Help to put away the toys, putting the blocks away with the blocks and the vehicles away together | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Confuse similar colors | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Try to get all of the big blocks to make their tower | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Fill a balance scale with beads, making one side go down, then the other | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Fill large and small containers with sand or water | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Begin to develop math skills such as: Problem solving, Communication, Reasoning, Memory, Quantity and number relationships | Fill large and small containers with sand or water | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Scientific Exploration and Learning | ||||
|---|---|---|---|---|
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Want to pick up and bring home interesting things they find on a walk | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Use senses to observe and gather information | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Use senses to observe and gather information | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Use tools for investigation (such as a magnifying glass) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Get a stool and try to reach something put up on a high shelf | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Try to put on their own coat, but get frustrated when their sleeve is inside out, and finally ask a teacher for help | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Try to put on their own coat, but get frustrated when their sleeve is inside out, and finally ask a teacher for help | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Try to move the large toy car on the playground by pushing it, but then decide to try pulling it instead if pushing doesn't work | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Begin to develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts, Observation of the world and nature | Use a spoon or other tool to dig in the garden | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Large and Small Muscles to Move and Play | ||||
| Large motor development: Perform more complex movements with his arms and legs | March around the room, walk on tiptoe and jump off the bottom of the slide or the last step of a staircase | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Large motor development: Perform more complex movements with his arms and legs | March around the room, walk on tiptoe and jump off the bottom of the slide or the last step of a staircase | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Large motor development: Perform more complex movements with his arms and legs | Try to throw a ball to you | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Large motor development: Perform more complex movements with his arms and legs | Jump in and out of a hula hoop | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Large motor development: Perform more complex movements with his arms and legs | Walk on a wide balance beam sideways at first, but forward when you hold his hand | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Large motor development: Perform more complex movements with his arms and legs | Use their whole body to develop spatial awareness | Gross Motor | All | All |
| Large motor development: Perform more complex movements with his arms and legs | Move through a simple obstacle course after a teacher has modeled what to do | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Large motor development: Perform more complex movements with his arms and legs | Walk around in a circle with other children, playing ring around the rosy | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Large motor development: Perform more complex movements with his arms and legs | Move to music, including songs that direct movement | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Large motor development: Perform more complex movements with his arms and legs | Climb stairs with alternating feet | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Large motor development: Perform more complex movements with his arms and legs | Build more complex block structures | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Continue to use both hands together and show no strong preference for a dominant hand | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Put together a puzzle with several pieces | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Use their hands to pound, poke and build with the play dough | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Continue to perform complex finger plays more accurately, such as “The Itsy Bitsy Spider” | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Place large pegs in a peg board | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Fine Motor Development: Use improved eye-hand coordination to explore and manipulate objects | Imitate circular, vertical, and horizontal strokes with a writing implement or paint brush | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Develop skills that lead to good Health practices | Feed themselves with a spoon | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Develop skills that lead to good Health practices | Drink from a cup using both hands, spilling little | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Develop skills that lead to good Health practices | Pour liquid from a large container into a smaller container, with spills | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Develop skills that lead to good Health practices | Try to brush their own teeth and comb their hair | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Develop skills that lead to good Health practices | Show interest in using the toilet, trying to wipe, and pulling up and down their own pants with some help | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Develop skills that lead to good Health practices | Wash their hands and use a towel to dry them | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Develop skills that lead to good Health practices | Take off his clothes | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| Develop skills that lead to good Health practices | Identify 8 body parts | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Develop skills that lead to good Health practices | Demonstrate basic disease prevention skills when prompted | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Develop skills that lead to good Health practices | Follow home, school and community safety rules (hold hands crossing street, avoids hot surfaces etc.) | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity & Critical Thinking | ||||
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Develop symbolic thought (For example, shown by engaging in more complex forms of pretend play) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Develop symbolic thought (For example, shown by engaging in more complex forms of pretend play) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Begin to connect symbols with concepts (For example, a stop sign with the octagon shape). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Begin to match and sort items into groups and learn where objects belong. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Demonstrate vocabulary growth and use more descriptive words. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Complete an assortment of simple puzzles | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Enjoy different drawing and painting activities. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Begin to make drawings which represent things in their world | Literacy | E. Writing | 2.1 Makes representational drawings |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Play games and sing songs that promote different concepts such as light and dark, soft and hard, loud and quiet. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Repeat simple motions and gestures from favorite songs and finger plays. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Repeat simple motions and gestures from favorite songs and finger plays. | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Begin to engage in self-directed pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Begins to develop creative thinking Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in Dramatic Play | Begin to act out his favorite characters from story books. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Thirty Months to Three Years | ||||
| I. Social & Emotional Development | ||||
| Developing a Sense of Self and Others | ||||
| Identifies and expresses feelings | Imitate appropriate expression of feelings, needs, wants | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Identifies and expresses feelings | Identify the basic emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Identifies and expresses feelings | Protest when a friend grabs a toy away from them, but give the toy when the friend is helped by a teacher to ask for a turn with it | Social-Communication | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Identifies and expresses feelings | Raise their hand and say “I do!” with enthusiasm when their caregiver asks who wants to have a turn to hold the door open | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Identifies and expresses feelings | Show alarm when the Gingerbread Boy is eaten at the end of the story, but agree that cookies are for eating | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Identifies and expresses feelings | Show great excitement about finding a ladybug on the playground | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Identifies and expresses feelings | Continue to express a wide range of emotions, including pride, shame, embarrassment, and guilt | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop self regulation | Have difficulty taking turns on their own, but willingly do it when a teacher helps her to talk about it with another child | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Continues to develop self regulation | Share one of the several dolls that they have with a friend who has none | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop self regulation | Pay attention during large group activities for slightly longer periods of time | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Continues to develop self regulation | Demonstrate positive coping strategies such as using her words or asking for help | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop self regulation | Have difficulty transitioning from one activity to another | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Continues to develop self regulation | Separate easily from parents/caregivers in familiar surroundings | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Continues to develop self regulation | Follow routines and familiar activities with adult/teacher direction | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Continues to develop self regulation | Demonstrate more self help skills | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Continues to develop self regulation | Continue to use a special object to soothe themselves during times of distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Interacts with adults and other children | Demonstrate appropriate affection/interaction with family members and selected friends | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Interacts with adults and other children | Say please and thank you with prompting and modeling | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Interacts with adults and other children | Continue to need reassurance from their caregiver after mom has left for a few minutes, but be easily calmed and distracted | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Interacts with adults and other children | Repeat words they have heard adults use to tell another child to stop running (for example, “Use walking feet!”) | Social-Communication | B. Imitation and Memory | 2. Imitates novel words |
| Interacts with adults and other children | Imitate both courteous words and expletives that they have heard from adults in their pretend play | Social-Communication | B. Imitation and Memory | 2. Imitates novel words |
| Interacts with adults and other children | Need a consistent leave taking routine in order to feel comfortable and confident when mom leaves | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Interacts with adults and other children | Empathize with the feelings of other children | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Interacts with adults and other children (continued) | Continue to have a hard time sharing, but look to an adult for help | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Interacts with adults and other children (continued) | Have a concerned look on their face when another child falls and gets hurt on the playground | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Interacts with adults and other children (continued) | Engage in play with others for longer periods of time and in more complex scenarios | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Continues to develop a sense of self confidence | Ask a new caregiver to help her complete the puzzle she has selected | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continues to develop a sense of self confidence | Ask the custodian what she is doing when she comes in to fix the broken sink faucet | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Continues to develop a sense of self confidence | Show the greeter in the store her new shoes from the safety of the shopping cart | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continues to develop a sense of self confidence | Make independent choices from diverse interest centers or activities with teacher support | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continues to develop a sense of self confidence | Acknowledge actions and accomplishments verbally and nonverbally with minimal adult prompting | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop a sense of self confidence | Re-engage in a task or activity after experiencing disappointment, frustration or failure with adult help | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continues to develop prosocial behaviors | Talk to another child as they play together | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Continues to develop prosocial behaviors | Watch other children play with a ball, then join in doing the same actions | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continues to develop prosocial behaviors | Look for their special friend to play with at center time | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Continues to develop prosocial behaviors | Choose to participate in group activities | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continues to develop prosocial behaviors | Help another child to pick up the blocks after he dumped them out of the container | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continues to develop prosocial behaviors | Feel and express remorse after accidentally knocking another child down in a rush to get out the door | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Continues to develop prosocial behaviors | Give a hug to another child | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continues to develop prosocial behaviors | Ask for help when another child takes something that belongs to her | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continues to develop prosocial behaviors | Play near and watch other children in play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Continues to develop prosocial behaviors | Join in play with other children | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continues to develop prosocial behaviors | Demonstrate some skills in problem solving with adult support | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Continues to develop prosocial behaviors | Follow classroom rules with consistent teacher support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Begins to develop attending and focusing skills | Attend to a task of interest for longer periods of time | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Begins to develop attending and focusing skills | Move onto a new activity with minimal stress when prepared for the transition | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Begins to develop attending and focusing skills | Increase tolerance for brief delays of gratification | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| II. Language Development | ||||
|---|---|---|---|---|
| Communicating and Understanding | ||||
| Continue to develop skills in listening and speaking | Listen to spoken language or song for enjoyment | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Continue to develop skills in listening and speaking | Comment on familiar aspects of a story or common event | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Continue to develop skills in listening and speaking | Follow 2-step directions (For example, put your shoes on and then get your coat.) | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Continue to develop skills in listening and speaking | Converse in short sentences using a variety of nouns and verbs | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking | Engage in and maintain a conversation topic with adult support | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop skills in listening and speaking | Relate personal experiences verbally using sentences with adult prompting | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Continue to develop skills in listening and speaking | Give simple commands to get needs met | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continue to develop skills in listening and speaking | Use 3 different sentence types (requesting, questions, negation) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continue to develop skills in listening and speaking | Use 3 different sentence types (requesting, questions, negation) | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Continue to develop skills in listening and speaking | Ask and answer simple questions using short phrases | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Continue to develop skills in listening and speaking | Share information on what he/she is currently doing | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continue to develop skills in listening and speaking | Imitate familiar roles | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Continue to develop skills in listening and speaking | Use the same tone of voice they hear mom using when talking to their little brother | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Continue to develop skills in listening and speaking | Repeat adult questions that they have heard the teacher ask to start discussions, such as “What do you think will happen next?” | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Continue to develop skills in listening and speaking | Expand vocabulary with many more connecting and describing words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop skills in listening and speaking (continued) | Use many words to express their feelings, tell about their ideas, and respond to the ideas of others | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Use personal pronouns such as he, she, we and they more easily and appropriately | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Continue to use some familiar “shorthand” expressions such as “we go” or “all gone” | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Continue to develop skills in listening and speaking (continued) | Tell about what is happening in a book using action words | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Continue to develop skills in listening and speaking (continued) | Ask “why” and other questions frequently to keep a conversation going | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Pre-reading and Pre-writing | ||||
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Say a simple rhyme that they have heard many times, with a group or alone | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Know that her name starts with a G sound, like green | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Identify farm animals by the sounds they make | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Identify environmental sounds such as a doorbell, fire engine, or water running | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Draw attention to parts of words such as syllables by moving to the beat | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Begin to understand that written words stand for a certain meaning | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Know that the McDonalds sign means that a McDonalds is near | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Find their favorite cereal by the picture or color on the box | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Put toys away in correctly labeled bins or shelves | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Precisely turn the pages of a book one at a time, and from left to right | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Ask for the same favorite book over and over again | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading | Recite a familiar nursery rhyme, poem or finger play with expression | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Want you to read the story the way they have heard it many times before, not leaving any parts out (and know when you skip a page or paragraph) | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Choose to look at a favorite book at rest time, retelling parts of the story softly to herself | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Choose to look at a favorite book at rest time, retelling parts of the story softly to herself | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Recognize some common symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Identify basic shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Repeat portions of a story that they have heard | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Respond to basic “wh” questions (what, where, why) | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Know when a book is upside down and/or backwards and can correct it | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Use elements in pictures to tell, in simple phrases, what is happening | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Talk about what they see in pictures | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Participate in rhythm and rhyme games and songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Tell 1-2 events from personal experience | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Respond to a basic question about a picture | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Attend to pictorial directions but need teacher direction | Adaptive | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Listen to fiction and non-fiction materials | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Ask and answer questions about the story while the caregiver is reading | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Answer questions about the story, such as, “Who was in the story?” “Where did he go?” “What did he do?” and “Why was he sad?” | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Tell you what will happen next in a story that has been read before | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Continues to develop skills that will lead to reading readiness: Increases vocabulary, Increases comprehension, Shows interest in book reading (continued) | Answer questions about the story that has just been read | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop writing skills | Use crayons on a large piece of paper and scribble, telling the caretaker that it is her | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Take the caretaker's pen and scribble, saying that they are writing | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Find a card with their name on it on a table with several others | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Continues to develop writing skills | Point to the rule sign about using "listening ears" when asked what we do at circle time | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop writing skills | Hold smaller writing implements (skinny markers, normal-sized crayons, etc.) with their fingers rather than their entire fist to scribble with more control | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Continues to develop writing skills | Respond to simple questions for adult recording on paper | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Continues to develop writing skills | Respond to questions about drawing | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Continues to develop writing skills | Copy a horizontal line, vertical line and circle with a model | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Continues to develop writing skills | Imitate simple shapes and lines | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| III. Cognitive Development | ||||
| Mathematical Exploration and Learning | ||||
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Hold up two fingers when asked how old they are | Math | A. Counting | 1. Counts out 3 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Ask a teacher to help them see if there is room in the play dough center and count the children with the teacher, deciding that there is room for her | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Complain to mom that their sister has more cookies than they do | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Tell a friend that they are bigger, so they should go first up the climber | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Match and sort objects according to color, size, shape or use when playing or putting away toys | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Take two crackers out of the snack basket when it is passed, after hearing the teacher say, “Take two crackers” | Math | A. Counting | 1. Counts out 3 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Name at least one color | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Compare the color of their toy car to that of another child | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Easily match the colors and shapes in a matching puzzle | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Help to put away the silverware, matching the large spoons with the other large spoons | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Fill a balance scale with beads, making one side go down, then the other | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Sort 3 to 5 objects by color | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Recognize and read numerals 0 to 5 | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Identify the number of objects in a set up to 3 and verify by counting 1,2,3 | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Match the correct numeral 0-3 to the number of objects | Math | A. Counting | 1. Counts out 3 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Sort objects by similar attributes in familiar routines (big, little) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Sort a set of objects into more; then into less | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Put objects in order by size when asked | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Identify routines carried out during day or night. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Match and sort shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Demonstrate understanding of 3 to 5 prepositions: up, down, in, out, under, on top | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Scientific Exploration and Learning | ||||
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Explore and use cognitive strategies to attempt to make objects move | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Use tools to explore properties water | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Match simple properties (color, size, shape) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Respond verbally to differences in water/food temperature | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Demonstrate verbal differences of humans and animal | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Indicate own thirst or hunger and that of others | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Show awareness of the functions of people/animals in their world | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Know night and day and various expectations in routines | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Show active interest in the environment | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Identify familiar functions of their environment | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Want to pick up and bring home interesting things they find on a walk | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts | Use tools for investigation | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts (continued) | Stack blocks with the smaller ones on the bottom, but after having the tower fall down several times, start putting the larger blocks on the bottom | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts (continued) | Try to make a mound out of the sand as it comes out of a container instead of just filling and dumping the container of sand | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of body parts (continued) | Get a stool and try to reach something put up on a high shelf | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Combine Several Large Muscle Skills When Playing | ||||
| Develop large motor skills | Pedal and turn the handle bars on a low three wheeled riding toy, going with the traffic around and around a track | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Develop large motor skills | Climb on the rocking horse and push their feet to make it go | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Develop large motor skills | Run, jump up with both feet, walk down stairs without assistance, walk on tiptoe, walk backward and sideways, crawl under an object, and twirl | Gross Motor | B. Movement and Coordination | All |
| Develop large motor skills | Walk sideways and forward on a wide balance beam | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Develop large motor skills | Perform the motions to the “Chicken Dance” with a circle of friends | Gross Motor | B. Movement and Coordination | All |
| Develop large motor skills | Run across the playground, starting and stopping easily | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Develop large motor skills | Play rhythm sticks in time to music with a simple beat | Gross Motor | B. Movement and Coordination | All |
| Develop large motor skills | Throw a ball overhand (with forearm extension) in the forward direction | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Develop large motor skills | Attempt to catch a large ball, but often miss | Gross Motor | C. Active Play | 1.3 Catches ball |
| Develop large motor skills | Climb stairs with alternating feet, without assistance | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Develop large motor skills | Kick a stationary ball in a forward motion | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Develop large motor skills | Follow simple movements to music | Gross Motor | B. Movement and Coordination | All |
| Develop large motor skills | Build more complex large block structures | Gross Motor | B. Movement and Coordination | All |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Develop fine motor skills | Use smaller manipulatives such as stringing smaller beads or working with pattern blocks | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Develop fine motor skills | Use one inch cubes and small blocks to build | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Develop fine motor skills | String large beads on a shoelace with a knot at the bottom | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Develop fine motor skills | Wind the jumping mouse with a pincer grasp on the small key | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Develop fine motor skills | Arrange small counting objects in a line on the table | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Develop fine motor skills | Use tweezers to pick up cotton balls and put them in a container | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Develop fine motor skills | Put a hand inside a puppet and make it talk by moving her hand inside | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Develop fine motor skills | Make more refined marks on paper | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Develop fine motor skills | Pour liquids from a larger container into a smaller container with fewer spills | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Develop skills that lead to good health practices | Feed themselves using a fork or spoon, and hold a cup with one hand to drink | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Develop skills that lead to good health practices | Help with simple chores such as setting the table with a napkin and plate for each person | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Develop skills that lead to good health practices | Want to help bathing herself, but still needs assistance | Adaptive | B. Personal Care Routines | 2. Bathes and dries self |
| Develop skills that lead to good health practices | Dress themselves with some assistance | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Develop skills that lead to good health practices | Wash and dry their own hands | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity and creative expression | ||||
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Predict what will happen next in a story book. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Listen, repeat, and experiment with words. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Begin to make representational drawings. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Use writing tools to create and experiment with. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Match shapes, colors, patterns and objects together. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Draw faces with more detail. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Enjoy swirling and squishing the finger paint as they move it around on the paper | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Tear paper to make a collage | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Start to use tools with the play dough such as a rolling pin or a cookie cutter | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Paint at the easel, not wanting to stop until the paper is filled with color, with every white spot covered | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Begins to develop creative thinking: Explores the Arts, Appreciates Music, Participates in Creative Movement, Begins to participate in, Dramatic Explore art materials | Enjoy participating in singing and movement activities | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Three Years | ||||
|---|---|---|---|---|
| I. Social & Emotional Development | ||||
| Developing a Sense of Self and Others | ||||
| Identifies and expresses feelings | Tell their caregiver what they like and don't like | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Identifies and expresses feelings | Tell their caregiver what they like and don't like | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Identifies and expresses feelings | Begin to solve conflicts using their words rather than hitting | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Identifies and expresses feelings | Tell their caregiver how they feel after they have been noticed looking sad because of someone else's actions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Identifies and expresses feelings | Proudly show the finger play he learned in school to dad | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Identifies and expresses feelings | Ask for help with putting paper on the easel | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Identifies and expresses feelings | Express disappointment, but choose another center when their first choice is full | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Identifies and expresses feelings | Express feelings, needs, or wants appropriately with adult guidance | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Identifies and expresses feelings | Express feelings, needs, or wants appropriately with adult guidance | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Identifies and expresses feelings | Demonstrate awareness of the feelings of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop self-regulation | Ask a teacher for help when another child grabs a ball away from them | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Continues to develop self-regulation | Proudly tell the teacher that they used the toilet all by themselves | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop self-regulation | Remind other children of the rules (For example, “We go down the slide only”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Continues to develop self-regulation | Sit at circle time listening to a story for 5-10 minutes before needing to get up and do something more active | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Continues to develop self-regulation | Sometimes remember to raise their hand as they ask the teacher a question at circle time | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Continues to develop self-regulation | Use classroom materials respectfully | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Continues to develop self-regulation | Separate easily from parents/caregivers/significant adults | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Continues to develop self-regulation | Move through routines and activities with some adult teacher direction | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Continues to develop self-regulation | Demonstrate self help skills with some demonstration and direction | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Continues to develop self-regulation | Demonstrate self help skills with some demonstration and direction | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Continues to develop self-regulation | Play independently for longer periods of time | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continues to develop self-regulation | Join in play with other children, interacting and beginning to share and take turns | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continues to develop self-regulation | Join in play with other children, interacting and beginning to share and take turns | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop self-regulation | Begin dramatic play by acting out whole scenes (playing house, pretending to be animals, etc.) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop self-regulation | Jointly participate in goal setting and problem solving | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Continues to develop self-regulation | Follow classroom rules with minimal teacher assistance | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Continues to develop self-regulation | May continue to use a special object for comfort | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Interacts with adults and other children | Have an easier time separating from their parents | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Interacts with adults and other children | Continue to push the large jeep after their caregiver has said, “Those stay still” but pause and move to another toy after hearing their name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Interacts with adults and other children | Go willingly with a neighbor family to the park even though mom is not going | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Interacts with adults and other children | Demonstrate appropriate affection/interaction for teachers and friends | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Interacts with adults and other children | Say please, thank you, and excuse me where appropriate and with reminders | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Interacts with adults and other children | Seek input/help from others in problem solving | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Interacts with adults and other children | Respond to first name and say both first and last name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Interacts with adults and other children | Respond to first name and say both first and last name | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Interacts with adults and other children | Play for longer periods of time with other children, instead of mostly beside them | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Continues to develop prosocial behaviors | Look for a favorite friend to play with on the playground | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continues to develop prosocial behaviors | Offer to share the markers with another child who comes to the art center | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop prosocial behaviors | Show his play dough monster to the girl sitting next to them | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop prosocial behaviors | Decide with other children to play something specific and then execute this play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop prosocial behaviors | Need adult help to resolve a conflict with a peer, and agree to take turns | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Continues to develop prosocial behaviors | Work with a friend to find the flannel board pieces to go with the story they have just heard | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Continues to develop prosocial behaviors | Begin to understand that their actions can cause feelings in other children | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Continues to develop prosocial behaviors (continued) | Begin to use some simple techniques for preventing or resolving their own conflicts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Continues to develop prosocial behaviors (continued) | Share a toy car with a child who cries because he has none | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop prosocial behaviors (continued) | Express regret and ask the child if he is ok when they have accidentally knocked another child down in a rush up the steps of the climber | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Continues to develop prosocial behaviors (continued) | Agree to let a friend help them feed the fish even though it is their job | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Continues to develop prosocial behaviors (continued) | Show concern when another child has fallen and is crying | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Continues to develop prosocial behaviors (continued) | Tell a friend that they want to be a daddy when they grow up and that only boys can be the daddies | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Continues to develop prosocial behaviors (continued) | Pretend to be a firefighter and spray the Pretend Play Center with a play hose, telling everyone to get out | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop prosocial behaviors (continued) | Use the blocks as garages and houses that the cars and trucks drive to | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop prosocial behaviors (continued) | Have strong negative feelings about any change in the routine | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Continues to develop prosocial behaviors (continued) | Try to follow the rules of a simple board game | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Continues to develop prosocial behaviors (continued) | Participate in creating rules for the class | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Continues to develop prosocial behaviors (continued) | Help to clean up, saying, “we are a team” | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Continue to develop a sense of self confidence | Make independent choices from diverse interest centers or activities | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continue to develop a sense of self confidence | Acknowledge own actions and accomplishments verbally | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Continue to develop a sense of self confidence | Re-engage in a task or activity after experiencing disappointment, frustration, or failure | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continue to develop a sense of self confidence | Re-engage in a task or activity after experiencing disappointment, frustration, or failure | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continue to develop a sense of self confidence | Enthusiastically try new activities and delight when he learns something new | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continue to develop a sense of self confidence | Wait patiently for a short time, knowing that they will get a turn | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continue to develop a sense of self confidence | Laugh easily at any silly words or ideas | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Continue to develop a sense of self confidence | Follow the big boys around and try to enter into their conversations | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continue to develop a sense of self confidence | Attempt to build a bridge out of the unit blocks after watching another child do it | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Continue to develop a sense of self confidence | Ask the caregiver to watch as they walk on a wide balance beam and jumps off | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Continue to develop a sense of self confidence | Choose to go to the block area rather than the art center | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continue to develop a sense of self confidence | Use the box that a new car came in as a garage for it | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Continue to develop attending and skills | Attend to a task for longer periods of time | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continue to develop attending and skills | Move on to a new activity with occasional or minimal distress | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continue to develop attending and skills | Use verbal and non-verbal conversational skills with modeling and prompting | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop attending and skills | Demonstrate ability to delay gratification to complete a larger task with adult guidance | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| II. Language Development | ||||
|---|---|---|---|---|
| Communicating and Understanding | ||||
| Continue to develop skills in listening and speaking | Follow two-step directions, especially if they are part of a familiar routine or have been demonstrated | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Continue to develop skills in listening and speaking | Get their coats and start putting it on when told it is time to get ready to go outside | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Continue to develop skills in listening and speaking | Get their coats and start putting it on when told it is time to get ready to go outside | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Continue to develop skills in listening and speaking | Provide a wet paper towel to a hurt friend after being asked by their caregiver | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Continue to develop skills in listening and speaking | Take a napkin from the pile and pass the pile to the next person at the table after being asked to | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Continue to develop skills in listening and speaking | Listen more attentively to a story than to a group discussion | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Continue to develop skills in listening and speaking | Listen more easily in a one on one conversation than in a group setting | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Continue to develop skills in listening and speaking | Remember events from the past, as well as where objects have been put | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Continue to develop skills in listening and speaking | Stop pushing anxiously to see them, when they hear that the caterpillars will be there tomorrow and for “many days” | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Continue to develop skills in listening and speaking | Use and understand more directional words such as around, backward and forward | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Continue to develop skills in listening and speaking | Understand and start to use some positional words such as behind, in front of, next to, under, and over | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking | Name or point to many body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Continue to develop skills in listening and speaking | Tell their name when asked | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Continue to develop skills in listening and speaking | Match the picture cards in a simple game of concentration | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Continue to develop skills in listening and speaking | Recognize their name in print and the first letter of their name out of context | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop skills in listening and speaking (continued) | Not pronounce all of their words correctly, but be easily understood most of the time | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop skills in listening and speaking (continued) | Use longer sentences and more grown up words | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Continue to develop skills in listening and speaking (continued) | Use plurals, pronouns and possessive words such as “my” and “his” | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Use plurals, pronouns and possessive words such as “my” and “his” | Social-Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| Continue to develop skills in listening and speaking (continued) | Use contractions such as “won’t” and “can’t” | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Use words that describe the size and function of objects | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continue to develop skills in listening and speaking (continued) | Use words that tell about time such as after and before | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Continue to develop skills in listening and speaking (continued) | Tell a story with many details about a trip they went on | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Tell a story with many details about a trip they went on | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Continue to develop skills in listening and speaking (continued) | Take their turn in a group discussion | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Continue to develop skills in listening and speaking (continued) | Talk with the boy they are building with about a new toy they have at home | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continue to develop skills in listening and speaking (continued) | Offer their own information in a group story about a visit by the firefighters | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continue to develop skills in listening and speaking (continued) | Produce complete sentences using an expanded vocabulary | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Initiate and maintain conversations | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Continue to develop skills in listening and speaking (continued) | Initiate and maintain conversations | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Continue to develop skills in listening and speaking (continued) | Change tone of voice and sentence structure depending on the listener | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Use past tense verbs and the -ing ending | Social-Communication | C. Communicative Expression | 3. Uses helping verbs |
| Continue to develop skills in listening and speaking (continued) | Ask and answer simple “wh” questions | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Continue to develop skills in listening and speaking (continued) | Answer questions about hypothetical events (What do you do when you are tired) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop skills in listening and speaking (continued) | Name 3 items from a common category | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Continue to develop skills in listening and speaking (continued) | Answer questions about stories | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continue to develop skills in listening and speaking (continued) | Speak with increasing clarity, ease, and accuracy | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Use language to repeat simple stories, songs, rhymes, or to relate experiences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Continue to develop skills in listening and speaking (continued) | Give simple 1 to 2 step directions | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Pre- Reading and Pre-writing | ||||
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Start to recognize some environmental print | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Identify some letters, especially those in their first name | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Identify words that rhyme | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Identify what is happening in a picture | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Answer inferential questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Know the front of a book and how to turn the pages in correct order | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Retell some elements of a story with the aid of pictures | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Respond to questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Listen and respond to rhythm and rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Follow with teacher assistance a simple pictorial direction | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Sing simple songs that they have heard many times with a group or on their own | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Say a simple rhyme that they have heard many times, with a group or alone | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning | Begin to identify rhyming words when they hear them | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Begin to supply the rhyming words in a familiar poem or song | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Know that their name starts with an M sound, like mom | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Know that their name starts with an M sound, like mom | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Draw attention to parts of words such as syllables by moving or clapping to the beat | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Know that the McDonalds sign means that a McDonalds is near | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Know that the McDonalds sign means that a McDonalds is near | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Find their favorite cereal by the picture or color on the box | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Find their favorite cereal by the picture or color on the box | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Use the stop sign in play with the car set or point out stop signs in the natural environment | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Use the stop sign in play with the car set or point out stop signs in the natural environment | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Put toys away in labeled bins or shelves | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Find their name card on the carpet square and sit there | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | See a letter from their name on a sign and point it out to a familiar caregiver | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Ask what a card says after receiving it in the mail | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Sing the alphabet song | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Ask for the same favorite book over and over again | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Recite a familiar nursery rhyme, poem or finger play with expression | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Ask to re-read a favorite story, remembering the funny ending and telling it as you start to read | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Ask to re-read a favorite story, remembering the funny ending and telling it as you start to read | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Sing along with the Gingerbread Boy's song after hearing it several times | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Retell a story they have heard a few times recently using some of the actual phrases such as “I’ll huff and I’ll puff and blow your house down!” | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Use words to describe the purpose and function of objects | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Learn the names of objects new to them | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Use words learned through books in their own conversation | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Discover the meaning of new words from the context or the pictures | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Continues to develop skills that will lead to reading readiness: Recognizes and reacts to sounds, Increases vocabulary, Increases comprehension, Shows interest in book reading, Recognize that symbols have corresponding meaning (continued) | Make up a story to go with the clothes they are wearing in the Pretend Play center | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Continues to develop writing skills | Pretend to take the caregiver’s order, while playing restaurant, by scribbling on a pad with a pencil | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Continues to develop writing skills | Make a picture with lines coming out of the bottom and sides of a circle and tell the caregiver that it is them | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Continues to develop writing skills | Make a picture with lines coming out of the bottom and sides of a circle and tell the caregiver that it is them | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Paint some broad strokes across the paper with a few different colors, and tell the caregiver that it is a rainbow | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Continues to develop writing skills | Begin to control scribbles, perhaps telling their caregiver what they say | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Continues to develop writing skills | Begin to control scribbles, perhaps telling their caregiver what they say | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Show a friend their work on the wall, and “read” the teacher writing about it | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop writing skills | Show a friend their work on the wall, and “read” the teacher writing about it | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Dictate a thank you note to go with their picture for the firefighters after their visit | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills | Hold a crayon with a pincer grasp, although perhaps resting on the ring finger, or start to hold it correctly, and draw with increasing control | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Continues to develop writing skills | Begin to draw representations of people and objects | Literacy | E. Writing | 2.1 Makes representational drawings |
| Continues to develop writing skills | Experiment with writing tools and materials to communicate in pretend play | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continues to develop writing skills (continued) | Draw simple pictures representing an experience | Literacy | E. Writing | 2.1 Makes representational drawings |
| Continues to develop writing skills (continued) | Dictate words or simple phrases to an adult recording on paper with adult prompting | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Continues to develop writing skills (continued) | Share drawings with others | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Continues to develop writing skills (continued) | Trace simple letters and shapes | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| III. Cognitive Development | ||||
|---|---|---|---|---|
| Mathematical Exploration and Learning | ||||
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Count out three crackers from the snack basket when it is passed to him | Math | A. Counting | 1. Counts out 3 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Tell on a friend who has come into the block center when it is already full | Math | A. Counting | 2. Counts out 10 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Tell the teacher that his cup is full of sand and theirs is empty | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Build a tall tower and stand next to it to see if it is as tall as they are | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Sort objects by color or shape | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Name several colors | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Compare the color of their toy car to that of another child | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Easily match the colors and shapes in a matching puzzle | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Help to put away the silverware, matching the large spoons with the other large spoons | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Sort objects by similar attributes | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Recognize and replicate simple patterns | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Use concrete objects to combine and separate groups up to 5 | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Count to 10 | Math | A. Counting | 2. Counts out 10 items |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Recognize and read numerals 0-5 | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Estimate the number of objects in a set to 5 and verify by counting | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Match the number of objects to the correct numerals 0-5 | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Compare sets of objects and determine which set has more or less | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Compare objects by size to determine smaller and larger | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory | Correctly identify circles and triangles | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Find examples of shapes in the environment | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Play a shape matching game | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Draw and name a circle for his head | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Draw and name a circle for his head | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Continue to develop math skills such as: Problem solving, Communication, Reasoning, Memory (continued) | Make symmetrical designs with shape blocks | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Scientific Exploration and Learning | ||||
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Explore how objects move | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Explore the properties of objects when placed in water | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Appropriately respond to caregiver's description of hot/cold items | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Identify differences between humans and animals | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Use 5 senses to explore the natural world | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Demonstrate the need for food./water/air | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Be interested in animals and their offspring (for example, geese and goslings, cows and calves, etc.) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Explore and identify a variety of animals and plants | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Identify different types of weather | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Identify animals and their homes | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Be a careful observer, asking questions about everything he sees | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Enthusiastically check their seed cup to see if there have been any changes overnight since the first seed started to sprout | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body | Put colored modeling clay in water and find out that it starts melting color all over their hands and arms, then paint up their arms and try different colors | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Watch the fish and tell which one they like the best | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Want to pick up and bring home interesting things they find on a walk | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Use tools such as magnifying glass, marble run, gear set, balance scale, measuring cups and spoons, and sorting trays for investigation | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Have an improved memory for details | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Make and check predictions before and after an investigation | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Count how many boys are in the group they are playing with, but still get confused by the question of whether there are more children or boys in the group | Math | A. Counting | 2. Counts out 10 items |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Go to the table when the teacher says that everyone who has brown hair may go | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Draw a picture of his dad with very long legs | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| Develop skills that lead to science concepts such as: Cause and effect, Daily routines, Imitation of gestures and use of objects, Identification of parts of the body (continued) | Draw a picture of his dad with very long legs | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| IV. Physical Development | ||||
|---|---|---|---|---|
| Coordinate Movements | ||||
| Develop large motor skills | Catch a large ball that is thrown directly to them (but may turn head away) | Gross Motor | C. Active Play | 1.3 Catches ball |
| Develop large motor skills | Combine a sequence of several motor skills with control and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Develop large motor skills | Balance on one foot for a few seconds | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Develop large motor skills | Follow simple routine movements to music, such as Hokey Pokey, Head, Shoulders, Knees and Toes | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Develop large motor skills | Climb the stairs on the climber with alternating feet, without holding on | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Develop large motor skills | Push their feet and bend their knees to make the see saw work | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Develop large motor skills | Walk forward on a wide balance beam | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Develop large motor skills | Hop across to the other side when playing Red Rover | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Develop large motor skills | Make the big wheel toy spin around fast by turning the handle bar far to one side and pedaling fast | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Develop large motor skills | Go over, under, around and through on a obstacle course | Gross Motor | B. Movement and Coordination | All |
| Develop large motor skills | Begin to “pump” on the swings after someone has gotten them started | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| Develop large motor skills | Stand and hop on their preferred foot at least 3 times | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Develop large motor skills | Begin to play games involving physical activity such as “Duck, Duck, Goose” | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Develop large motor skills | Participate in multi-cultural activities that enhance physical development (dance, games, activities etc.) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Develop large motor skills (continued) | Begin to gallop (combining a walk with a leap, with the same foot leading each time) | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| Develop large motor skills (continued) | Begin to rotate body when throwing an object | Gross Motor | C. Active Play | All |
| Develop large motor skills (continued) | Begin to flex their lower leg when kicking a ball | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Develop fine motor skills | Begin to grasp a writing implement using fingers or a tripod grasp, but revert to a whole fist grasp at times | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Develop fine motor skills | Stack the Lincoln Logs to make a house after observing it being done | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Develop fine motor skills | Fill and dump several cups in the sand table using a shovel, then a smaller spoon | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Develop fine motor skills | Make a snowman out of play dough after watching an older child make balls and put them together | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Develop fine motor skills | Performs fine motor tasks using eye-hand coordination: stacking, lacing, stringing beads, reproducing basic patterns, completing a 6 piece puzzle, building with small sized legos, and using peg boards | Fine Motor | B. Functional Skill Use | All |
| Develop fine motor skills | Demonstrate more muscle strength, dexterity, and control when manipulating items: scissors, writing utensils, paint brushes, play dough, buttons/snaps | Fine Motor | B. Functional Skill Use | All |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Develop skills that lead to good health practices | Sort socks, putting together the ones that match | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Develop skills that lead to good health practices | Take care of their own toileting needs, but still need help sometimes with difficult clothing and/or wiping | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Develop skills that lead to good health practices | Put on their own coat, hat and mittens, but need help with gloves and getting a zipper started | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Develop skills that lead to good health practices | Brush their own teeth and hair, but may need the help of an adult to make sure he has been thorough | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Develop skills that lead to good health practices | Dress himself | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Develop skills that lead to good health practices | Wash and dry their own hands | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Develop skills that lead to good health practices | Begin to recognize their own physical and family characteristics and those of others | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Develop skills that lead to good health practices (continued) | Demonstrate personal hygiene skills (hand washing, independent toileting, with assistance for clothing) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Develop skills that lead to good health practices (continued) | Identify basic anatomy (eyes, nose, arms, legs) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Develop skills that lead to good health practices (continued) | Identify health foods versus junk foods | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Develop skills that lead to good health practices (continued) | Identify some safety rules (fire safety, traffic/pedestrian safety, dangerous objects, etc.) | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Develop skills that lead to good health practices (continued) | Demonstrate basic disease prevention skills (cover mouth/nose, hand washing) | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Develop skills that lead to good health practices (continued) | Recognize community helpers | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| V. Creative Expression | ||||
|---|---|---|---|---|
| Creativity & creative expression | ||||
| Continues to develop creative thinking: Visual arts | Cooperates with others in implementing a plan to solve interpersonal problems | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Continues to develop creative thinking: Visual arts | Cooperates with others in implementing a plan to solve interpersonal problems | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Continues to develop creative thinking: Visual arts | Asks questions, mainly those that begin with “why” | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Continues to develop creative thinking: Visual arts | Coordinates eye and hand movements to reach a motor challenge | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Continues to develop creative thinking: Visual arts | Select progressively more challenging tasks | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Continues to develop creative thinking: Visual arts | Demonstrate an increasing ability to delay gratification | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop creative thinking: Visual arts | Persist in difficult tasks or new situations | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Continues to develop creative thinking: Visual arts | Combine play objects in a variety of ways | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| NV Standard | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Music and movement | Make a variety of sounds with their voices | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Music and movement | Sing a variety of songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Music and movement | Participate in musical games | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| Music and movement | Listen and move to music from a variety of cultures | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Music and movement | Experiment with a variety of instruments | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Music and movement | Demonstrate understanding of basic elements of music such as loud and soft, fast, slow | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Music and movement | Use music and songs as a way to practice language and math concepts | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Music and movement | Move with music using a variety of props (hoops, scarves, ribbons, etc.) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Music and movement | Respond to changes in tempo (for example, by moving faster when the music speeds up and slower when it slows down) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Music and movement | Enjoy silly songs | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Participates in more complex scenarios in dramatic play | Cooperate with a small group of friends in pretend play | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Participates in more complex scenarios in dramatic play | Enjoy playing dress up | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Participates in more complex scenarios in dramatic play | Use realistic props in pretend play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Participates in more complex scenarios in dramatic play | Copy adult work | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Participates in more complex scenarios in dramatic play | Enjoy water play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Participates in more complex scenarios in dramatic play | Pretend about familiar experiences | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Participates in more complex scenarios in dramatic play | Cooperate with friends | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Pre-Kindergarten | |||
|---|---|---|---|
| Approaches to Learning | |||
| Demonstrate curiosity and initiative. | |||
| A.CI.PK1. Ask questions and seek new information related to a variety of topics, ideas, and activities. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| A.CI.PK2. Seek out and explore unfamiliar objects and activities. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| A.CI.PK2. Seek out and explore unfamiliar objects and activities. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| A.CI.PK3. Initiate activities or tasks. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| A.CI.PK4. Make choices and communicate their choice to adults and other children. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| A.CI.PK4. Make choices and communicate their choice to adults and other children. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Demonstrate willingness to take risks and use flexibility in thinking and actions. | |||
| A.RC.PK1. Try or join in new activities and experiences, even if they are perceived as challenging. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| A.RC.PK2. Use a variety of approaches and strategies to complete tasks and solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| A.RC.PK3. Try different strategies to resolve conflict or other problems in working with other children. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| A.RC.PK4. Recognize and attempt to correct mistakes. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| A.RC.PK5. Use rules from one situation as a guide for behavior in a different situation. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| A.RC.PK6. Delay gratification to complete a larger task. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| A.RC.PK7. Manage transition between activities without getting frustrated. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Demonstrate the ability to focus attention and persist in an activity. | |||
|---|---|---|---|
| A.EL.PK1. Maintain focus on activities for developmentally appropriate periods of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| A.EL.PK2. Persist in tasks and re-engage in an activity after an interruption. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| A.EL.PK3. Express satisfaction when accomplishing a task and achieving a goal. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| A.EL.PK4. Continue with a task or activity even when it is challenging or frustrating. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Demonstrate imagination and engage in different types of play. | |||
| A.PL.PK1. Use imagination in social and pretend play. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| A.PL.PK2. Give and follow directions from peers during social play. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| A.PL.PK3. Communicate in a variety of ways when playing with others. | Social-Communication | C. Communicative Expression | 1.2 Responds appropriately to peer social behavior |
| A.PL.PK3. Communicate in a variety of ways when playing with others. | Social-Communication | D. Social Use of Language | 1. Interacts appropriately with others during small group activities |
| A.PL.PK4. Use what was learned in other disciplines in pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| A.PL.PK5. Act out or create a new role based on life experiences, including collaboration with peers in related roles. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| A.PL.PK6. Use materials or objects to represent something else during play or when acting out stories. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| A.PL.PK7. Differentiate between pretend and real. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| NV Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Social Studies | |||
| Demonstrate a basic awareness of self as an individual, within the context of a group and community. | |||
| SS.ID.PK1. Identify and describe characteristics of self that are unique from others. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| SS.ID.PK2. Identify self as a member of a family. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| SS.ID.PK3. Share information about their family practices, customs, and culture. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| SS.ID.PK4. Identify and describe family traditions and daily rituals that are important to their family. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Demonstrate a basic understanding of roles, rights, and responsibilities in their classroom and home. | |||
| SS.CI.PK1. Identify self as member of a classroom or community. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| SS.CI.PK2. Identify classroom teachers/practitioners and peers by name. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| SS.CI.PK3. Recognize and resolve conflicts with peers in an age-appropriate manner. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| SS.CI.PK4. Show awareness of and follow group routines and rules. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| SS.CI.PK5. Participate in group decision-making. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| SS.CI.PK6. Work together to complete simple tasks with peers. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| SS.CI.PK7. Identify and describe the roles of different community helpers. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Demonstrate knowledge of the relationship between people and places. | |||
|---|---|---|---|
| SS.GH.PK1. Use spatial words to identify direction and location. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| SS.GH.PK2. Identify and describe their classroom, home, or community. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| SS.GH.PK3. Identify differences and similarities between home and school. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| SS.GH.PK4. Recognize that peers live in different places within the community. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| SS.GH.PK5. Recognize and identify some tools and resources used to describe features of places. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| SS.GH.PK6. Identify and describe environmental and geographical features of the area where they live. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| SS.GH.PK7. Participate in taking care of the world around them. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Demonstrate the ability to differentiate between the concepts of past, present, and future, and recognize that people and things change over time. | |||
| SS.TC.PK1. Describe a sequence of events. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| SS.TC.PK2. Recognize a change in a sequence of events. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| SS.TC.PK3. Recognize changes that take place over time. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| SS.TC.PK4. Describe events that happened in the immediate past or are planned for the near future. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Demonstrate an awareness of basic economic concepts. | |||
|---|---|---|---|
| SS.ES.PK1. Recognize that resources can be limited. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| SS.ES.PK1. Recognize that resources can be limited. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| SS.ES.PK2. Recognize that people may want something, which is different from something they need. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| SS.ES.PK3. Decide between at least two choices involving resources in the classroom or at home. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| SS.ES.PK4. Recognize that people use money to buy things they want and need. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| SS.ES.PK4. Recognize that people use money to buy things they want and need. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Health, Safety, and Physical Development | |||
|---|---|---|---|
| Demonstrate knowledge and skills that contribute to a healthy lifestyle. | |||
| HSP.HE.PK1. Practice basic personal hygiene skills. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brush teeth, comb hair, and wipe nose |
| HSP.HE.PK2. Practice simple self-care. | Adaptive | B. Personal Care Routines | 2. Bathes and dries self |
| HSP.HE.PK3. Practice basic disease prevention skills. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| HSP.HE.PK4. Engage in moderate to vigorous physical activities and large motor play on a daily basis. | Gross Motor | C. Active Play | All |
| HSP.HE.PK5. Identify the basic need for air, water, and food. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| HSP.HE.PK6. Identify and/or describe a variety of foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| HSP.HE.PK7. Communicate about the importance of eating a variety of foods and making healthy food choices. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| HSP.HE.PK8. Communicate feelings of hunger and fullness. | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Demonstrate knowledge of personal safety practices. | |||
| HSP.SA.PK1. Describe and follow basic safety rules. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| HSP.SA.PK2. Seek teacher assistance when injured or ill. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| HSP.SA.PK3. Identify, avoid, and alert teachers of potential safety hazards or danger. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| HSP.SA.PK4. Recognize community health and safety helpers. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Demonstrate large motor skills and different types of movement. | |||
|---|---|---|---|
| HSP.LM.PK1. Use large muscles with control and strength. | Gross Motor | B. Movement and Coordination | All |
| HSP.LM.PK2. Perform activities that combine and coordinate large muscle movements. | Gross Motor | B. Movement and Coordination | All |
| HSP.LM.PK3. Maintain balance when sitting, standing, or moving. | Gross Motor | A. Body Control and Weight Transfer | 4. Assumes balanced sitting position |
| HSP.LM.PK3. Maintain balance when sitting, standing, or moving. | Gross Motor | B. Movement and Coordination | All |
| HSP.LM.PK4. Exhibit strength and stamina to participate in a variety of large motor activities. | Gross Motor | C. Active Play | All |
| HSP.LM.PK5. Use perceptual (e.g., visual-spatial) information to guide movements around objects and other people. | Gross Motor | B. Movement and Coordination | 5. Runs avoiding people, furniture, or other objects |
| Demonstrate strength and coordination of small motor skills to use tools and complete tasks. | |||
| HSP.SM.PK1. Use small motor hand muscles with strength and control to manipulate tools and other small items. | Fine Motor | B. Functional Skill Use | All |
| HSP.SM.PK2. Use the thumb and first three fingers to hold and manipulate tools for activities such as writing, drawing, and painting. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| HSP.SM.PK3. Exhibit eye-hand coordination when manipulating small objects. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| NV Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Language and Early Literacy | |||
| Demonstrate the ability to attend to and understand communication from others. | |||
| L.RC.PK1. Use verbal and nonverbal signals to acknowledge communication from others. | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| L.RC.PK2. Show ongoing connection to a conversation, group discussion, or presentation. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker/listener role during conversations with others |
| L.RC.PK3. Recall and follow two- and three-step directions. | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| L.RC.PK4. Show understanding of books read aloud, stories, or explanations on a topic. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| L.RC.PK5. Listen with increasing attention span to gain new knowledge. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Demonstrate the ability to express themselves verbally or nonverbally. | |||
| L.EC.PK1. Communicate to express self in detailed ways. | Social-Communication | D. Social Use of Language | 2. Interacts appropriately with others during large group activities |
| L.EC.PK2. Communicate in complete sentences using at least three words. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| L.EC.PK3. Follow conventions of conversation most of the time. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| L.EC.PK4. Share ideas and information from personal and group experiences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| L.EC.PK5. Communicate to express needs and clarify a word or statement when misunderstood. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Use a variety of vocabulary words during play and other activities. | |||
|---|---|---|---|
| L.V.PK1. Use vocabulary words with increasing specificity and variety to describe feelings, experiences, observations, and ideas. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| L.V.PK2. Use context to determine the meaning of unknown words. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| L.V.PK3. Use a wide variety of words for many purposes. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| L.V.PK4. Use words that describe a category of objects that go together. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| L.V.PK5. Identify common opposite words. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| L.V.PK6. Use words with similar meaning to describe an object, emotion, or action. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| L.V.PK7. Discuss and use new vocabulary words learned from stories, books, and/or other early literacy activities. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary words in picture books |
| Demonstrate knowledge of the alphabet and how letters are used in the reading process. | |||
| L.AK.PK1. Identify the names of letters in own name and produce the sound of the first letter in own name. | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| L.AK.PK2. Identify and name most letters in their uppercase form and some letters in their lowercase form. | Literacy | C. Alphabet Knowledge | 1. Names all upper and lower case letters of alphabet |
| L.AK.PK3. Name and produce the letter sound for several letters. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Demonstrate knowledge of how print and books are read. | |||
|---|---|---|---|
| L.PB.PK1. Recognize that print carries a message and information. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| L.PB.PK2. Recognize environmental print and symbols. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| L.PB.PK3. Indicate that groups of letters form a word. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| L.PB.PK4. Identify book parts and features, such as the front, back, title, and/or author. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Demonstrate knowledge gained from stories, books, and other early literacy activities. | |||
| L.C.PK1. Ask questions or make comments related to the details of a story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| L.C.PK2. Retell a story, putting at least two events in the appropriate sequence. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| L.C.PK3. Predict what might happen next in a story. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| L.C.PK4. Recall information and answer questions related to an event, text, or pictures related to self and the world around them. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| L.C.PK5. Use pictures to gain meaning and follow a simple pictorial direction. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Demonstrate the use of written letters and symbols to communicate. | |||
|---|---|---|---|
| L.W.PK1. Draw to express ideas, thoughts, or interests. | Literacy | E. Writing | 2.1 Makes representational drawings |
| L.W.PK2. Experiment with writing tools and materials for variety of purposes. | Literacy | E. Writing | 2.1 Makes representational drawings |
| L.W.PK2. Experiment with writing tools and materials for variety of purposes. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| L.W.PK3. Recreate basic shapes that form letters or draw the shapes while looking at a model. | Literacy | E. Writing | 2.1 Makes representational drawings |
| L.W.PK3. Recreate basic shapes that form letters or draw the shapes while looking at a model. | Fine Motor | C. Mechanics of Writing | 1.1 Writes and/or draws using mixed strokes |
| L.W.PK4. Write for a variety of purposes using increasingly sophisticated marks. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| L.W.PK5. Use letter-like approximation to print name. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| L.W.PK6. Share ideas, information from experiences, and opinions for class writing. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| L.W.PK7. Dictate words, phrases, or sentences to an adult who writes them down. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Demonstrate knowledge of sounds within spoken language. | |||
| L.PA.PK1. Repeat rhyming words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| L.PA.PK2. Identify beginning sounds of some spoken words with which they are familiar. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| L.PA.PK3. Identify two or more spoken words that share the same initial sound. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| L.PA.PK4. Identify multiple parts of short words and long words. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| NV Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Science | |||
| Demonstrate the ability to use senses and tools to explore, make observations, and make predictions. | |||
| S.EO.PK1. Use smell, touch, sight, sound, and taste to make observations. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| S.EO.PK2. Use tools to observe and describe objects, the environment, and processes. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| S.EO.PK3. Use observations and information to notice patterns, create groups based on similarities/differences observed, and/or make predictions. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| S.EO.PK4. Make predictions using prior knowledge and experience. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Demonstrate the ability to use information gathered in different ways to conduct investigations. | |||
| S.SI.PK1. Show curiosity and ask questions about things they are interested in that can be answered through an investigation. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| S.SI.PK2. Describe some of the steps and/or materials needed for an investigation or experiment. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| S.SI.PK3. Conduct simple investigations and gather information through observations to see what happens. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Demonstrate the ability to describe, analyze, and draw conclusions about the outcome of an investigation. | |||
| S.AC.PK1. Analyze observations from an investigation to develop an explanation or conclusion. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| S.AC.PK2. Describe possible cause and effect relationships from observation or prior knowledge. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Demonstrate the ability to communicate about observations, investigations, and outcomes. | |||
|---|---|---|---|
| S.SC.PK1. Create pictures, diagrams, or 3D models to represent plans for an investigation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| S.SC.PK2. Illustrate or describe observations, results, and conclusions or explanations from an investigation or science-related activities. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| S.SC.PK3. Use scientific content words during scientific inquiry and investigation. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| S.SC.PK4. Use adjectives and scientific words to describe objects, materials, organisms, events, and processes. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| NV Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Technology | |||
| Demonstrate knowledge that different types of technology tools have different uses, including digital, nondigital, and assistive technology. | |||
| T.TT.PK1. Identify a variety of digital technology tools and their uses. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| T.TT.PK1. Identify a variety of digital technology tools and their uses. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather |
| T.TT.PK2. Identify a variety of nondigital technology tools and their uses. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| T.TT.PK2. Identify a variety of nondigital technology tools and their uses. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather |
| T.TT.PK3. Identify a variety of assistive technology tools and their uses. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| T.TT.PK3. Identify a variety of assistive technology tools and their uses. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather |
| Use technology for communication and to gather and share information. | |||
| T.CT.PK1. Use technology to communicate information, with teacher assistance. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| T.CT.PK2. Use technology to explore and answer questions about the world, with teacher assistance. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| T.CT.PK3. Use technology tools to share ideas. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Demonstrate safe and responsible use of technology and resources. | |||
| T.SU.PK1. Practice safe behavior while using digital tools and accessing resources. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| T.SU.PK2. Handle digital technology with care and responsibility. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| T.SU.PK3. Recognize that passwords (or codes) are used to access digital technology. | Cognitive | C. Conceptual Knowledge | 2.1 Recognizes symbols |
| T.SU.PK4. Recognize that digital devices influence our world and change over time. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Creative Expression | |||
|---|---|---|---|
| Demonstrate appreciation for and knowledge of different types of artistic expression, creation, and experiences. | |||
| C.AP.PK1. Indicate interest or preferences in creative art forms. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| C.AP.PK2. Creatively express themselves through different forms of art. | Literacy | E. Writing | 2.1 Makes representational drawings |
| C.AP.PK3. Show respect for the creative work of others. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| C.AP.PK4. Use simple vocabulary words specific to the art form to express thoughts about artistic creations. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| C.AP.PK5. Describe, comment on, and ask questions about visual art, music, dance, and drama. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Choose to participate and express themselves through a variety of creative and artistic experiences. | |||
|---|---|---|---|
| C.SE.PK1. Make different musical tones and rhythms using voice, body, or instrument. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| C.SE.PK2. Recognize and select a variety of simple songs, fingerplays, musical games, and musical activities, alone and with others. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| C.SE.PK3. Select and listen to a variety of songs from diverse cultures. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| C.SE.PK4. Identify and play a variety of musical instruments. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| C.SE.PK5. Take familiar songs and improvise to change the words, feelings, sound of voice, or dynamics. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| C.SE.PK6. Move to the tempo and/or rhythm of music to create or participate in dance activities. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| C.SE.PK7. Express self creatively through movement. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| C.SE.PK8. Act out scenes based on books, stories, songs, everyday life, or imagination during play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| C.SE.PK9. Use dress-up clothes or costumes and other props in dramatic play. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| C.SE.PK10. Assume the role of a familiar person, animal, or thing and talk in the language/tone appropriate for that person, animal, or thing. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| C.SE.PK11. Select materials and create visual artwork that expresses or represents experiences, ideas, feelings, and fantasy using various media without a model. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Use creative arts as part of other learning activities. | |||
|---|---|---|---|
| C.CD.PK.1. Participate in music activities that include math, science, and/or early literacy knowledge. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small group activities |
| C.CD.PK.2. Participate in creative arts activities from different cultures. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small group activities |
| C.CD.PK.3. Combine aspects of music, movement, visual arts, and/or dramatic play together in creative expression activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| C.CD.PK.4. Use visual arts activities as a means to express feelings, thoughts, knowledge, and skills in content areas such as language arts, science, and math. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| NV Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Mathematics | |||
| Demonstrate knowledge of numbers, numerals, and quantity. | |||
| M.NQ.PK1. Recite numbers from 1 to 20. | Math | A. Counting | 3.2 Recites numbers from 1 to 20 |
| M.NQ.PK2. Count backward from 5 to 1. | Math | D. Addition and Subtraction | 2.2 Says number before from 2–10 |
| M.NQ.PK3. Give the next number name in the number series up to 10. | Math | D. Addition and Subtraction | 1.4 Says next number from 1–10 |
| M.NQ.PK4. Recognize mistakes in others’ counting and self-correct own counting. | Math | A. Counting | 3. Counts out 20 items |
| M.NQ.PK5. Identify and use numbers related to order or position from first to fifth. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| M.NQ.PK6. Count up to 10 objects saying the number name in the correct order and pairing each object with one and only one number name. | Math | A. Counting | 2. Counts out 10 items |
| M.NQ.PK7. Count using one-to-one correspondence and answer “How many?” questions for a group of up to 10 objects arranged in a straight line. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| M.NQ.PK8. Instantly recognize and name the number of objects in a set up to five. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| M.NQ.PK9. Manipulate a set of objects to count out a specified or target number of up to 10 objects. | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| M.NQ.PK10. Correctly identify the remaining number of objects in a set of up to four objects after one object is added or taken away. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or fewer |
| M.NQ.PK11. Compare two or more sets of up to 10 objects and accurately identify which sets are equal and which have more or less. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| M.NQ.PK12. Recognize and read some of the numerals between 0 and 10. | Math | C. Math Symbols | 2. Reads and writes numeral for quantities 6–10 |
| M.NQ.PK13. Match the number of objects in a set to the correct numeral between 1 and 5. | Math | D. Reading and Writing Numbers | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| M.NQ.PK14. Write, draw, or create objects to represent the numerals between 0 and 5. | Math | C. Math Symbols | 1. Reads and writes numeral for quantities up to 5 |
| Demonstrate the ability to analyze and create patterns and early mathematical problem-solving skills. | |||
|---|---|---|---|
| M.PO.PK1. Sort objects by attributes such as size and shape. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| M.PO.PK2. Recognize, replicate, and extend simple repeating patterns. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| M.PO.PK3. Create own simple pattern and identify the core unit of the repeating pattern. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| M.PO.PK4. Solve simple addition and subtraction problems (where the answer is five or less), using objects to represent the problem. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| M.PO.PK4. Solve simple addition and subtraction problems (where the answer is five or less), using objects to represent the problem. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or fewer |
| Demonstrate the ability to measure and compare by size and volume. | |||
| M.ME.PK1. Compare or order up to five objects based on their measurable attributes, such as height or weight. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| M.ME.PK2. Use comparative language to describe the length, size, or weight of two or more objects (e.g., shortest, heavier, biggest). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| M.ME.PK3. Measure the length of an object using another object or group of objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Analyze and compare common shapes and use knowledge of position in space. | |||
| M.GS.PK1. Identify basic shapes such as circles, triangles, squares, and rectangles regardless of size or orientation. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| M.GS.PK2. Name, describe, and compare shapes in terms of length of sides, number of sides, and number of angles. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| M.GS.PK3. Identify basic 2D and 3D shapes in the environment. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| M.GS.PK4. Create and build shapes from components. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| M.GS.PK5. Select, combine, rotate, and flip shapes to match an example. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| M.GS.PK6. Understand and use language related to directionality and the position of objects. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |