AEPS 3 Utah Early Learning Guidelines Alignment FINAL.pdf

aeps3

ALIGNMENT

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

WITH

Utah's Early Learning Standards: Birth to Age Three and the Utah Core State Standards for Early Learning: For Ages 3 to 5

Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3) with Utah’s Early Learning Standards: Birth to Age Three and Core State Standards for Early Learning: For Ages 3 to 5

This document aligns Utah’s Early Learning Standards: Birth to Age Three and the Utah Core State Standards for Early Learning: For Ages 3 to 5 [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.

Utah Department of Workforce Services. Utah’s Early Learning Standards: Birth to Age Three. Retrieved from: https://jobs.utah.gov/occ/urpd/els24.pdf

Utah State Board of Education. (2023). Utah Core State Standards for Early Learning: For Ages 3 to 5. Retrieved from: https://jobs.utah.gov/occ/urpd/coreearlylearningstandards.pdf

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

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

Created December 2025

Birth to Age Three

Birth to Age Three
Approaches to Learning
Emotional and Behavioral Self-Regulation
Goal 1: Child manages feelings and emotions with the support of familiar adults.
0-9 months	Engages with familiar adults for calming and comfort, to focus attention, and to share joy.	Social-Emotional	A. Interactions with Adults	1.2 Responds to familiar adult's positive social behavior
8-18 months	Seeks to be close, makes contact, or looks to familiar adults for help with strong emotions.	Social-Emotional	A. Interactions with Adults	2.1 Initiates simple social interaction with familiar adult
16-36 months	Uses various strategies to help manage strong emotions, such as removing oneself from the situation, covering eyes or ears, or seeking support from a familiar adult.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
Goal 2: Child manages actions and behavior with the support of familiar adults.
0-9 months	Responds to attentive caregiving by quieting or calming down, such as when being fed or being comforted during moments of physical distress.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Looks to familiar adults for assistance and guidance with actions and behavior.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.2 Seeks comfort, closeness, or physical contact from familiar adult
16-36 months	May try to calm self by sucking on fingers or thumb when overly excited or distressed. Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs such as "Stop" or "No" during conflict with a peer instead of hitting. Lets the adult know when they are hungry or tired.	Social-Emotional	E. Meeting Social Expectations	2.2 Adjusts behavior based on feedback from others or environment
Cognitive Self-Regulation (Executive Functioning)
Goal 3: Child maintains focus and sustains attention with support.
0-9 months	Develops some ability to filter out distracting sensory stimuli in order to focus on and attend to important people or objects in the environment with support.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Shows increasing ability to attend to people, objects and activities in order to extend or complete an activity, or to join others in a common focus.	Social-Emotional	A. Interactions with Adults	3.2 Follows familiar social routines with familiar adults
16-36 months	Participates in activities and experiences with people, objects, or materials that require attention and common focus.	Social-Emotional	A. Interactions with Adults	3. Participates in familiar social routines with caregivers

Goal 4: Child develops the ability to show persistence in actions and behavior.
0-9 months	Shows increasing ability to continue interactions with familiar adults or toys for more than just a brief time.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
8-18 months	Shows willingness to repeat attempts to communicate or to repeat actions to solve a problem even when encountering difficulties.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
16-36 months	Shows increasing ability to stay engaged when working towards a goal or solving a problem. Often tries different strategies until successful.	Cognitive	E. Scientific Discovery	1. Expands simple observations and explorations into further inquiry
Goal 5: Child demonstrates the ability to be flexible in actions and behavior.
0-9 months	Shows repetitive patterns in actions or behaviors but sometimes tries more than one approach to solving a problem or engaging someone in interaction.	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
8-18 months	Shows ability to shift focus in order to attend to something else, participate in a new activity or try a new approach to solving a problem.	Cognitive	D. Reasoning	2. Coordinates actions with objects to achieve new outcomes
16-36 months	Modifies actions or behavior in social situations, daily routines, and problem solving, such as playing quietly when asked or adjusting to changes in schedule.	Social-Emotional	E. Meeting Social Expectations	2.2 Adjusts behavior based on feedback from others or environment

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Initiative and Curiosity
Goal 6: Child demonstrates emerging initiative in interactions, experiences, and explorations.
0-9 months	Initiates interactions with familiar adults through expressions, actions, or behaviors.	Social-Emotional	A. Interactions with Adults	1. Initiates positive social behavior toward familiar adult
8-18 months	Points to desired people, objects or places, and initiates actions, such as looking for a favorite toy or bringing a book to an adult to read. Actively resists actions or items not wanted.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Prepares for or starts some activities without being directed by others, such as getting ready for the next activity or bringing a ball to a new child at the playground.	Social-Emotional	E. Meeting Social Expectations	2.1 Meets behavioral expectations in familiar environments
Goal 7: Child shows interest in and curiosity about objects, materials, or events.
0-9 months	Shows excitement when engaged in learning, such as smiling at an adult, laughing after batting at a mobile, or knocking over a toy.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Approaches new events, experiences with others, or materials with interest and curiosity, such as intently listening to a new song or examining new toys or materials.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
16-36 months	Participates in new experiences, asks questions, and experiments with new things or materials, such as collecting leaves and pinecones in the fall.	Cognitive	E. Scientific Discovery	1. Expands simple observations and explorations into further inquiry
Creativity
Goal 8: Child uses creativity to increase understanding and learning.
0-9 months	Uses a variety of ways to interact with other people. Modifies expressions, actions, or behaviors based on responses of others.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Finds new things to do with familiar, everyday objects, such as using a cooking pot for a hat or a spoon as a drumstick.	Cognitive	D. Reasoning	2. Coordinates actions with objects to achieve new outcomes
16-36 months	Combines objects or materials in new and unexpected ways. Shows delight in creating something new.	Cognitive	E. Scientific Discovery	3.2. Manipulates materials to cause change
Goal 9: Child shows imagination in play and interactions with others.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Uses sounds, gestures, signs, or words playfully through songs, finger plays, or games.	Literacy	B. Phonological Awareness	1.2 Participates in repetitive verbal play with caregivers and/or peers
16-36 months	Uses imagination to explore possible uses of objects and materials. Engages in pretend or make-believe play with other children.	Cognitive	C. Conceptual Knowledge	2. Uses object to represent another object

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Physical Development
Perception
Goal 1: Child uses perceptual information to understand objects, experiences, and interactions.
0-9 months	Uses perceptual information to organize basic understanding of objects when given opportunities to observe, handle, and use objects, including recognizing differences in texture and how things feel.	Cognitive	A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Uses perceptual information about properties of objects in matching and associating them with each other through play and interaction with an adult, such as using a play bottle to feed a baby doll.	Cognitive	A. Sensory Exploration 2. Combines simple actions to examine people and objects
16-36 months	Observes others making things happen to understand the cause and effect relationship of intention and action, such as seeing an adult prepare to go outside and then going to get their jacket.	Cognitive	D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
Goal 2: Child uses perceptual information to direct their actions, experiences and interactions.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Uses sounds, gestures, signs or words playfully through songs, finger plays or games.	Literacy	B. Phonological Awareness 1.2 Participates in repetitive verbal play with caregivers and/or peers
16-36 months	Uses imagination to explore possible uses of objects and materials. Engages in pretend or make-believe play with other children.	Cognitive	C. Conceptual Knowledge 2. Uses object to represent another object

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Gross Motor
Goal 3: Child demonstrates effective and efficient use of large muscles for movement and position.
0-9 months	Explores new body positions and movements, such as rolling over, sitting, crawling, hitting or kicking at objects to achieve goals.	Gross Motor	A. Body Control and Weight Transfer	1 (all), 2 (all), 3 (all), 4 (all)
8-18 months	Moves from crawling to cruising to walking, learning new muscle coordination for each new skill, and how to manage changing ground surfaces.	Gross Motor	B. Movement and Coordination	1 (all), 2 (all), 3 (all)
16-36 months	Gains control of a variety of postures and movements, including stooping, going from sitting to standing, running and jumping.	Gross Motor	B. Movement and Coordination	2 (all), 5 (all), 6 (all)
Goal 4: Child demonstrates effective and efficient use of large muscles to explore the environment.
0-9 months	Uses each new posture (raising head, rolling onto back, sitting) to learn new ways to explore the environment. For example, sits up to reach for or hold objects.	Gross Motor	A. Body Control and Weight Transfer	1 (all), 2 (all), 3 (all), 4 (all)
8-18 months	Uses body position, balance, and especially movement to explore and examine materials, activities and spaces.	Gross Motor	B. Movement and Coordination	1 (all), 2 (all), 3 (all)
16-36 months	Uses a variety of increasingly complex movements, body positions, and postures to participate in active and quiet indoor and outdoor play.	Gross Motor	B. Movement and Coordination	4.3 Gets up and down from low structure
16-36 months	Uses a variety of increasingly complex movements, body positions, and postures to participate in active and quiet indoor and outdoor play.	Gross Motor	C. Active Play	2.2 Climbs play equipment
Goal 5: Child uses sensory information and body awareness to understand how their body relates to the environment.
0-9 months	Responds to sounds and sights in the environment by orienting head or body to understand the information in the event. For example, a young infant will turn towards an adult and reposition their body to be picked up.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Shows awareness as an accomplished crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs.	Cognitive	A. Sensory Exploration	2. Combines simple actions to examine people and objects
16-36 months	Shows understanding of what size openings are needed for their body to move through. Learns about body size, such as doll clothes won't fit on a child's body or a child's body won't fit on dollhouse furniture.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
Fine Motor
Goal 6: Child coordinates hand and eye movements to perform actions.
0-9 months	Coordinates hands and eyes when reaching for and holding stable or moving objects.	Fine Motor	A. Reach, Grasp, and Release	1. Makes directed batting and/or swiping movements with each hand
8-18 months	Uses hand-eye coordination for more complex actions, such as releasing objects into a container, picking up pieces of food one by one, or stacking cups, rings, or blocks.	Fine Motor	A. Reach, Grasp, and Release	2 (all), 3 (all)
16-36 months	Uses hand-eye coordination when participating in routines, play and activities, such as putting on a mitten, painting at an easel, putting pieces of a puzzle together, or folding paper.	Fine Motor	B. Functional Skill Use	3. Manipulates object with two hands, each performing different action
Goal 7: Child uses hands for exploration, play, and daily routines.
0-9 months	Uses single actions to explore the shape, size, texture or weight of objects, such as turning an object over or around, or dropping or pushing away an object.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Explores properties of objects and materials by using various hand actions, such as pulling at them, picking them up to examine them, pointing to learn their names, turning knobs on objects, or turning pages in a board book.	Fine Motor	B. Functional Skill Use	All
16-36 months	Plans ways to use hands for various activities, such as stacking, building, connecting, drawing, painting, and doing self-care skills or routines.	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
Goal 8: Child adjusts reach to grasp and use tools.
0-9 months	Uses increasingly refined grasps, matching the grasp to the task, such as using an index finger and thumb to pick up pieces of cereal or using the whole hand to bang objects together.	Fine Motor	A. Reach, Grasp, and Release	2 (all)
8-18 months	Extends reach using simple tools, such as a pull string, stick or rake to pull a distant object closer.	Cognitive	D. Reasoning	1. Uses object to obtain another object
16-36 months	Adjusts grasp to use different tools for different purposes, such as a spoon, paintbrush, or marker.	Fine Motor	B. Functional Skill Use	3.4 Holds object with one hand and manipulates or produces action with other hand

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Health, Safety, and Nutrition
Goal 9: Child demonstrates healthy behaviors with increasing independence as part of everyday routines.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Anticipates and cooperates in daily routines, such as washing hands, blowing nose, or holding a toothbrush with assistance from adults.	Cognitive	A. Sensory Exploration 1.1 Reacts to events or stimulation
16-36 months	Participates in healthy care routines with more independence, such as washing hands, blowing nose, brushing teeth, or drinking from a cup.	Adaptive	B. Personal Care Routines All
Goal 10: Child uses safe behaviors with support from adults.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Emerging: Children are laying a foundation for this skill to be developed.
16-36 months	Accepts adult guidance, support, and protection when encountering unsafe situations. Learns some differences between safe and unsafe play behaviors, such as not to stand on chairs or tables, or not to put small objects in their mouth.	Adaptive	D. Personal Safety 3.1 Responds appropriately to warnings of dangerous external conditions or substances
Goal 11: Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious food choices.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Shows interest in new foods that are offered.	Cognitive	A. Sensory Exploration 1. Orients to events or stimulation
16-36 months	Shows willingness to try new nutritious foods when offered on multiple occasions. Sometimes makes nutritious choices about which foods to eat when offered several choices, with support from an adult.	Adaptive	A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Language and Literacy
Attending and Understanding
Goal 1: Child attends to, understands, and responds to communication and language from others.
0-9 months	Attends to verbal and non-verbal communication by turning toward or looking at a person. Participates in reciprocal interactions by exchanging facial expressions and language sounds with familiar adults.	Social-Communication	A. Early Social Communication	3. Engages in vocal exchanges
8-18 months	Shows understanding of the meaning of familiar caregivers' verbal and non-verbal communication and responds with facial expressions, gestures, words or actions, such as looking at people or objects being referred to.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Shows recognition of words, phrases, and simple sentences. Participates in conversations in ways that show understanding by following comments or suggestions with actions or behavior.	Social-Communication	D. Social Use of Language	2. Provides and seeks information while conversing with others using words, phrases, or sentences
Goal 2: Child learns from communication and language experiences with others.
0-9 months	Pays attention when familiar adults talk or sign about objects, people or events during face-to-face interactions by changing focus, making eye contact, or looking at people or objects.	Social-Communication	A. Early Social Communication	1. Turns and looks toward person speaking
8-18 months	Participates in joint attention with an adult by looking back and forth between the adult and the object. Points or gestures when an adult is pointing, naming or signing about a familiar or new object and learns names and uses of objects.	Social-Communication	B. Communicative Understanding	1. Follows person's gaze to establish joint attention
16-36 months	Participates in increasingly complex and lengthy periods of joint attention with adults. Shows interest, understanding or enjoyment when participating in language activities, such as demonstrating understanding of objects' functions and uses, or when joining in games, songs, rhymes or stories.	Social-Communication	D. Social Use of Language	2. Provides and seeks information while conversing with others using words, phrases, or sentences

Communicating and Speaking
Goal 3: Child communicates needs and wants non-verbally and by using language.
0-9 months	Learns how to use different means of communication to signal distress or discomfort, solicit help, and to communicate interests and needs to others.	Social-Communication	A. Early Social Communication	3.1 Vocalizes to another person expressing positive affective state
0-9 months	Learns how to use different means of communication to signal distress or discomfort, solicit help, and to communicate interests and needs to others.	Social-Communication	A. Early Social Communication	3.2 Vocalizes to another person expressing negative affective state
8-18 months	Uses a variety of ways to communicate interests, needs and wants, such as saying or making a sign for "More" when eating.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Combines words or signs from one or more languages into phrases and sentences to communicate needs, wants, or ideas, such as "More milk," "I want juice," "Más leche" or "Quiero juice."	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
Goal 4: Child initiates non-verbal communication and language to learn and gain information.
0-9 months	Takes turns in non-verbal conversations by using facial expressions, sounds, gestures or signs to initiate or respond to communication.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Asks simple questions using gestures, such as pointing, signs or words with variations in pitch and intonation.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Seeks information and meaning of words by asking questions in words or signs, such as "What's that?" or "Who's that?" or "Why?"	Social-Communication	B. Communicative Expression	4.1 Asks wh- questions
Goal 5: Child uses increasingly complex language in conversation with others.
0-9 months	Explores sounds common in many languages, such as "ma-ma" or "ba-ba."	Social-Communication	A. Early Social Communication	2. Produces speech sounds
8-18 months	Initiates and participates in conversations by babbling and using gestures, such as showing or giving, or by using words or signs. Communicates mainly about objects, actions, and events happening in the here and now.	Social-Communication	A. Early Social Communication	3. Engages in vocal exchanges
16-36 months	Participates in conversations with others using spoken or sign language that includes simple sentences, questions, and responses. Sometimes describes experiences that have happened in the past or are about to happen.	Social-Communication	D. Social Use of Language	2. Provides and seeks information while conversing with others using words, phrases, or sentences
Goal 6: Child uses non-verbal communication and language to engage others in interaction.
0-9 months	Uses facial expressions, including smiling, or uses gestures or sounds, such as cooing or babbling, to engage familiar adults in social interaction.	Social-Emotional	A. Interactions with Adults	1.2 Responds to familiar adult's positive social behavior
8-18 months	Repeats actions or single words to initiate or maintain social interactions with other children or adults, such as clapping hands or calling a name to get someone's attention.	Social-Emotional	A. Interactions with Adults	2. Maintains social interaction with familiar adult
16-36 months	Uses words, signs, phrases or simple sentences to initiate, continue or extend conversations with others about feelings, experiences, or thoughts.	Social-Communication	D. Social Use of Language	1. Uses language to initiate and sustain social interaction

Orients to events or stimulation
Provides and seeks information while conversing

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Vocabulary
Goal 7: Child understands an increasing number of words used in communication with others.
0-9 months	Looks at familiar people, animals or objects when they are named, such as mama, puppy or ball.	Cognitive	A. Sensory Exploration
8-18 months	Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs.	Social-Communication	B. Communicative Understanding
8-18 months	Looks or points at a person or object that has been named, follows simple directions, and responds appropriately to the meaning of words or signs.	Social-Communication	B. Communicative Understanding
16-36 months	Comprehends an increasing number of words or signs used in simple sentences during conversation and interaction with familiar adults and children.	Social-Communication	D. Social Use of Language
Goal 8: Child uses an increasing number of words in communication and conversation with others.
0-9 months	May use signs or verbalizations for familiar people or objects.	Social-Communication	C. Communicative Expression
8-18 months	Imitates new words or signs and uses some words or signs for naming or making simple one-word requests, such as saying or signing "milk" when asking for a drink.	Social-Communication	C. Communicative Expression
16-36 months	Uses an increasing number of words in communication and conversation with others and adds new vocabulary words regularly. Children who are Children who are Dual Language Learners (DLLs) may have a combined vocabulary in both languages that is similar in number to other children's vocabulary in one language.	Social-Communication	C. Communicative Expression

1.4 Uses consistent consonant–vowel combinations

Produces multiple word sentences to communicate

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Emergent Literacy
Goal 9: Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs.
0-9 months	Listens and attends to culturally and linguistically familiar words or signs in rhymes or songs.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Says a few words of culturally and linguistically familiar rhymes and repetitive refrains in stories or songs.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Says or repeats culturally and linguistically familiar rhymes, phrases or refrains from songs or stories.	Literacy	B. Phonological Awareness	1.2 Participates in repetitive verbal play with caregivers and/or peers
Goal 10: Child handles books and relates them to their stories or information.
0-9 months	Explores a book by touching it, patting it, or putting it in mouth.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Holds books, turns pages, looks at the pictures and uses sounds, signs or words to identify actions or objects in a book.	Literacy	A. Awareness of Print Concepts	2.1 Turns pages from book front toward book end
8-18 months	Holds books, turns pages, looks at the pictures and uses sounds, signs or words to identify actions or objects in a book.	Literacy	A. Awareness of Print Concepts	2.2 Holds book or other printed material with pictures correctly oriented
8-18 months	Holds books, turns pages, looks at the pictures and uses sounds, signs or words to identify actions or objects in a book.	Literacy	A. Awareness of Print Concepts	3. Recognizes print words for common or familiar people, objects, or pictures
16-36 months	Pretends to read books by turning pages and talking about or using signs to describe what is happening in the book.	Literacy	A. Awareness of Print Concepts	2.1 Turns pages from book front toward book end
Goal 11: Child recognizes pictures and some symbols, signs, or words.
0-9 months	Looks at pictures of familiar people, animals or objects while an adult points at and/or names the person, animal or object.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Points at, signs, or says name of, or talks about animals, people, or objects in photos, pictures, or drawings.	Literacy	A. Awareness of Print Concepts	1.1 Participates in shared one-on-one reading with adult or older child
16-36 months	Recognizes and uses some letters or numbers, such as letters in one's name, and shows increasing interest in written forms of language, such as print in books or signs on buildings. Children who are Dual Language Learners (DLLs) recognize and use written forms of each of their languages.	Literacy	A. Awareness of Print Concepts	3.2 Recognizes common signs and logos
Goal 12: Child comprehends meaning from pictures and stories.
0-9 months	Looks at picture books and listens to an adult talk about pictures in a book.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Points at pictures in a book, making sounds or saying words and interacting with an adult reading a book.	Literacy	A. Awareness of Print Concepts	1.1 Participates in shared one-on-one reading with adult or older child
16-36 months	Talks about books, acts out events from stories, and uses some vocabulary encountered during book reading.	Literacy	D. Vocabulary and Story Comprehension	2.3 Tells story associated with series of pictures
Goal 13: Child makes marks and uses them to represent objects or actions.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Makes marks on a paper with a large crayon or marker to explore writing materials.	Fine Motor	C. Mechanics of Writing	1.4 Scribbles
16-36 months	Makes scribbles on paper to represent an object or action, even though an adult might not recognize what it is.	Literacy	E. Writing	2.1 Makes representational drawings

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Cognition
Exploration and Discovery
Goal 1: Child actively explores people and objects to understand self, others, and objects.
0-9 months	Uses the senses and a variety of actions to examine people and objects, such as mouthing, touching, shaking or dropping.	Cognitive	A. Sensory Exploration
8-18 months	Acts intentionally to achieve a goal or when manipulating an object, such as trying to get an adult to do something or trying different ways to reach a toy under a table.	Cognitive	D. Reasoning
16-36 months	Observes and experiments with how things work, seeks information from others, or experiments with different behaviors to see how people and objects react.	Cognitive	E. Scientific Discovery
Goal 2: Child uses their understanding of causal relationships to act on social and physical environments.
0-9 months	Repeats an action to make things happen or to get an adult to repeat an action, such as dropping a toy from the high chair repeatedly and waiting for an adult to pick it up.	Cognitive	D. Reasoning
8-18 months	Engages in purposeful actions to cause things to happen, such as making splashes in a puddle or rolling a ball to knock over a tower.	Cognitive	D. Reasoning
16-36 months	Identifies the cause of an observed outcome, such as the tower fell over because it was built too high. Predicts outcomes of actions or events, such as turning the faucet will make water come out.	Cognitive	E. Scientific Discovery

Expands simple observations and explorations into
Anticipates outcome of investigation

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Memory
Goal 3: Child recognizes differences between familiar and unfamiliar people, objects, actions, or events.
0-9 months	Recognizes familiar people by their faces or voices. Learns to distinguish between familiar and unfamiliar people.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Remembers actions of familiar adults, the usual location of familiar objects, and parts of familiar routines. Notices and responds to new people, objects or materials in the environment.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
16-36 months	Anticipates and communicates about multiple steps of familiar routines, activities, or events. Expresses surprise or asks about unexpected outcomes or unusual people, actions or events.	Social-Emotional	A. Interactions with Adults	3. Participates in familiar social routines with caregivers
Goal 4: Child recognizes the stability of people and objects in the environment.
0-9 months	Shows awareness that people and objects still exist when they are out of sight or sound range. May turn head or crawl towards a parent or other familiar adult who leaves the room.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Searches for hidden or missing people or objects where they were last seen or found. May wait and watch at a door or window for the return of a family member.	Cognitive	C. Conceptual Knowledge	1.2 Locates hidden object
16-36 months	Uses a variety of search strategies to find hidden or missing people or objects, including looking in multiple locations for things that have been missing for some time.	Cognitive	C. Conceptual Knowledge	1.1 Locates object in second of two hiding places
Goal 5: Child uses memories as a foundation for more complex actions and thoughts.
0-9 months	Shows excitement with a toy or other object played with days earlier. Anticipates familiar actions or routines, such as getting picked up or fed.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Remembers how to use objects or materials from previous experience. Anticipates routines or events by taking action, such as going to the table when it is time to eat.	Cognitive	A. Sensory Exploration	2. Combines simple actions to examine people and objects
16-36 months	Tells others about memories and past experiences. Remembers how to do a series of actions that were observed earlier.	Cognitive	B. Imitation and Memory	3.2 Relates recent events with contextual cues

GO Indicator		AL1 6-5 Area	AL1 6-5 Strain	AL1 6-5 Items
Reasoning and Problem-Solving
Goal 6: Child learns to use a variety of strategies in solving problems.
0-9 months	Engages in simple repeated actions to reach a goal, such as trying to get their whole hand and then fingers or thumb in mouth.	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
8-18 months	Explores how to make something happen again or how something works by doing actions over and over again, such as repeatedly filling a container and emptying it out.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
16-36 months	Engages in activities for longer periods and tries several times to solve more challenging problems, often using a combination of actions or behaviors.	Cognitive	D. Reasoning	2. Coordinates actions with objects to achieve new outcomes
Goal 7: Child uses reasoning and planning ahead to solve problems.
0-9 months	Uses own actions or movements to solve simple problems, such as rolling to the side to reach an object or kicking to make something move.	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
8-18 months	Tries different solutions to everyday problems until discovering one that works. May try the same strategy multiple times even if it is not working.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
16-36 months	Uses problem solving and experimenting to solve everyday problems, including in social situations, such as when two children who both want to fit into a small car agree to take turns.	Cognitive	E. Scientific Discovery	3. Investigates to test hypotheses

U1 Indicator AEPS-3 Area AEPS-3 Strand AEPS-3 Items
Mathematical Thinking
Goal 8: Child develops sense of number and quantity.
0-9 months	Attends to quantity in play with objects, such as reaching or looking for more than one object.	Cognitive	D. Reasoning	1.2 Retains one object when second object is obtained
8-18 months	Uses a few basic words to refer to change in the amount of objects, such as asking for “more” or saying “all gone” when a plate is empty.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Uses language to refer to quantity, such as using some number words or signs to identify small amounts, or using other words referring to quantity, such as a little, too much or a lot.	Math	B. Quantitative Relations	1.3 Uses quantity comparison words
Goal 9: Child uses spatial awareness to understand objects and their movement in space.
0-9 months	Explores or examines objects and watches objects when they move.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Explores how things fit together, how they fit with other things and how they move through space, such as a ball thrown under a table.	Cognitive	E. Scientific Discovery	1.2 Uses senses to explore
16-36 months	Predicts or anticipates how things move through space, or fit together or inside other things, such as putting smaller objects into a small box and larger objects into a large box.	Cognitive	E. Scientific Discovery	3. Investigates to test hypotheses
Goal 10: Child develops sense of number and quantity.
0-9 months	Explores or examines differences between familiar and unfamiliar people or between different types of objects, such as by mouthing or shaking a toy.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Matches objects by similar or related characteristics, such as matching shapes with openings in a shape-sorting box or putting a toy bottle with a baby doll.	Cognitive	A. Sensory Exploration	2. Combines simple actions to examine people and objects
16-36 months	Sorts objects into two groups based on a single characteristic, such as grouping toy animals separately from toy cars, or putting red socks and white socks in different piles.	Cognitive	C. Conceptual Knowledge	3.3 Discriminates between objects and/or people using common attributes

Imitation and Symbolic Representation and Play
Goal 11: Child observes and imitates sounds, words, gestures, actions, and behaviors.
0-9 months	Child observes and imitates sounds, words, gestures, actions and behaviors.	Cognitive	B. Imitation and Memory	1.2 Imitates familiar simple motor action
0-9 months	Child observes and imitates sounds, words, gestures, actions and behaviors.	Cognitive	B. Imitation and Memory	2.2 Imitates familiar vocalization
8-18 months	Imitates what other people did earlier, such as wiping up a spill or closing a door.	Cognitive	B. Imitation and Memory	1.1 Imitates novel simple motor action not already in repertoire
16-36 months	Imitates more complex actions, words or signs at a later time to communicate, make or do something.	Cognitive	B. Imitation and Memory	1. Imitates novel coordinated motor actions
16-36 months	Imitates more complex actions, words or signs at a later time to communicate, make or do something.	Cognitive	B. Imitation and Memory	2. Imitates novel words
Goal 12: Child uses objects or symbols to represent something else.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Uses toy objects in ways similar to the real objects they represent, such as talking on a toy phone.	Social-Emotional	D. Independent and Group Participation	2.2 Uses imaginary props in play
16-36 months	Uses objects as symbols to represent other objects during pretend play, such as using blocks for toy cars or trucks.	Cognitive	C. Conceptual Knowledge	2. Uses object to represent another object
Goal 13: Child uses pretend play to increase understanding of culture, environment and experiences.
0-9 months	Emerging: Children are laying a foundation for this skill to be developed.
8-18 months	Imitates everyday actions of others, such as pretending to feed a doll or stuffed toy.	Cognitive	B. Imitation and Memory	1.2 Imitates familiar simple motor action
16-36 months	Acts out routines, stories, or social roles using toys and other materials as props, such as setting toy dishes and cups on a table or pretending to shop for groceries.	Social-Emotional	C. Interactions with Peers	2. Plans and acts out recognizable event, theme, or storyline in imaginary play

Social and Emotional Learning
Relationships with Adults
Goal 1: Child develops expectations of consistent, positive interactions through secure relationships with familiar adults.
0-9 months	Interacts in predictable ways with familiar adults. Responds positively to familiar adults' efforts to help with stressful moments.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.3 Responds appropriately to soothing by adult
8-18 months	Looks to familiar adults for emotional support and encouragement. Reacts or may become distressed when separated from familiar adults.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.2 Seeks comfort, closeness, or physical contact from familiar adult
16-36 months	Engages in positive interactions in a wide variety of situations with familiar adults. Looks to or seeks familiar adults for comfort when distressed or tired.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
Goal 2: Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults.
0-9 months	Shows recognition of familiar adults by turning head toward familiar voice, smiling, reaching, or quieting when held. May avoid or withdraw from unfamiliar adults.	Social-Emotional	A. Interactions with Adults	1. Initiates positive social behavior toward familiar adult
8-18 months	Moves or stays close to familiar adults for emotional security when an unfamiliar adult approaches. May look at familiar adults to gauge their comfort level with an unfamiliar adult.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.2 Seeks comfort, closeness, or physical contact from familiar adult
16-36 months	Often watches from a distance or waits for reassurance from a familiar adult before approaching someone new. May engage in positive interactions when meeting new people, such as sharing a book with a visitor.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
Goal 3: Child learns to use adults as a resource to meet their needs.
0-9 months	Communicates needs to familiar adults by using a variety of behaviors, such as, crying, looking, smiling, pointing, dropping, reaching, or banging objects.	Social-Communication	A. Early Social Communication	3.1 Vocalizes to another person expressing positive affective state
0-9 months	Communicates needs to familiar adults by using a variety of behaviors, such as, crying, looking, smiling, pointing, dropping, reaching, or banging objects.	Social-Communication	A. Early Social Communication	3.2 Vocalizes to another person expressing negative affective state
8-18 months	Looks to or seeks help from a familiar adult, such as taking the adult's hand and leading them to something the child wants or needs.	Social-Communication	A. Early Social Communication	4.1 Makes requests of others
16-36 months	Asks familiar adult for help or assistance when encountering difficult tasks or situations.	Social-Communication	D. Social Use of Language	2.1 Asks questions to obtain information

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Relationships with Children
Goal 4: Child shows interest in, interacts with, and develops personal relationships with other children.
0-9 months	Looks at attentively, touches or explores another child's face. Shows recognition of familiar children through actions or behaviors, such as smiling, reaching, touching or making sounds directed to the child.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Participates in simple back-and-forth interactions with another child. Interacts with a few children on a regular basis, knows some of their names and likes or dislikes.	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior
16-36 months	Seeks out other children for social interaction, including initiating contact and responding to others. Develops friendships and engages in more elaborate play with friends.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
Goal 5: Child imitates and engages in play with other children.
0-9 months	Responds to another child's actions or sounds during play with a toy by watching attentively, touching the other child, or reaching for or taking the toy.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Participates in simple imitation games, such as making similar sounds or running after another child. Plays next to other children with similar toys or materials.	Social-Emotional	C. Interactions with Peers	1.3 Plays near one or two peers
16-36 months	Joins in play with other children by sometimes taking turns or doing joint activities with a common goal, such as building block structures with others or pretending to eat together.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
Emotional Functioning
Goal 6: Child learns to express a range of emotions.
0-9 months	Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness by crying, smiling, laughing or through facial expressions, body movements or gestures, often to elicit a response from a familiar adult.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Expresses a variety of emotions and modifies their expression according to the reactions of familiar adults, based on the child's cultural background.	Social-Emotional	A. Interactions with Adults	1.1 Responds appropriately to familiar adult's affective tone
16-36 months	Expresses a range of emotions, including surprise, guilt, embarrassment or pride, based on increasing awareness of their effects on others.	Social-Emotional	B. Social-Emotional Expression and Regulation	1. Responds appropriately to others' emotions

Goal 7: Child recognizes and interprets emotions of others with the support of familiar adults.
0-9 months	Attends with interest when others show they are happy, sad or fearful by their facial expressions, voices or actions.	Cognitive	A. Sensory Exploration	1. Orients to events or stimulation
8-18 months	Responds to others' emotional expressions, often by sharing an emotional reaction, such as smiling when an adult smiles or showing excitement when other children are excited.	Social-Emotional	A. Interactions with Adults	1.1 Responds appropriately to familiar adult's affective tone
16-36 months	Shows understanding of some emotional expressions of others by labeling the emotions, asking questions about them, or responding in appropriate non-verbal ways.	Social-Emotional	B. Social-Emotional Expression and Regulation	1. Responds appropriately to others' emotions
Goal 8: Child expresses care and concern towards others.
0-9 months	May cry when another child cries.	Social-Communication	A. Early Social Communication	3.2 Vocalizes to another person expressing negative affective state
8-18 months	Looks sad or concerned when another child is crying or upset. May seek an adult's help or offer something, such as a blanket, food or a soft toy.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.2 Seeks comfort, closeness, or physical contact from familiar adult
16-36 months	Expresses empathy toward other children or adults who have been hurt or are crying by showing concerned attention. May try to comfort them with words or actions.	Social-Emotional	B. Social-Emotional Expression and Regulation	1. Responds appropriately to others' emotions
Goal 9: Child manages emotions with the support of familiar adults.
0-9 months	Quiets or stops crying when held and gently rocked or talked to by a familiar adult.	Social-Communication	A. Early Social Communication	1.1 Quiets to familiar voice
8-18 months	Looks to or seeks comfort when distressed and accepts reassurance from a familiar adult, or engages in self-comforting behaviors, such as sucking on fingers or thumb to calm self when upset or in new situations.	Social-Emotional	B. Social-Emotional Expression and Regulation	2.2 Seeks comfort, closeness, or physical contact from familiar adult
16-36 months	Shows developing ability to cope with stress or strong emotions by using strategies, such as getting a familiar toy or blanket or seeking contact with a familiar adult.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Sense of Identity and Belonging
Goal 10: Child shows awareness about self and how to connect with others.
0-9 months	Learns about self by exploring hands, feet, body and movement.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
8-18 months	Experiments with use of hands and body, discovering new capacities and how movement and gestures can be used to relate to others.	Cognitive	A. Sensory Exploration	2. Combines simple actions to examine people and objects
16-36 months	Shows awareness of own thoughts, feelings and preferences as well as those of others. Uses different words or signs to refer to self and others.	Social-Communication	D. Social Use of Language	2. Provides and seeks information while conversing with others using words, phrases, or sentences
Goal 11: Child understands some characteristics of self and others.
0-9 months	Listens and responds by quieting, smiling or cooing when name is said to child or when it is used in conversation with a familiar adult.	Social-Communication	A. Early Social Communication	1.1 Quiets to familiar voice
8-18 months	Responds by looking or coming when called by name. Pays attention when others notice what the child can do.	Social-Communication	B. Communicative Understanding	2.1 Recognizes own and familiar names of people or pets
16-36 months	Identifies obvious physical similarities and differences between self and others. Compares characteristics of self and others.	Social-Communication	D. Social Use of Language	2.2 Describes objects; people; and past, present, and future events as part of social exchange
Goal 12: Child shows confidence in own abilities through relationships with others.
0-9 months	Participates in back-and-forth social interactions through facial expressions, sounds, gestures and responding to the actions of others.	Social-Emotional	A. Interactions with Adults	2. Maintains social interaction with familiar adult
8-18 months	Expresses desires and preferences. Seeks to draw adult's attention to objects of interest or new physical skills and attends to adult's responses.	Social-Communication	A. Early Social Communication	4. Uses intentional gestures, vocalizations, and objects to communicate
16-36 months	Contributes own ideas, skills, and abilities to activities and experiences with adults and other children. May call attention to new skills and abilities or seek to do things by self, such as putting on own jacket or pouring juice out of a small pitcher.	Social-Emotional	B. Social-Emotional Expression and Regulation	3.2 Shares accomplishment with familiar caregiver
Goal 13: Child develops a sense of belonging through relationships with others.
0-9 months	Shows awareness of familiar routines by behaviors, such as opening mouth for feeding or lifting arms to be picked up.	Cognitive	A. Sensory Exploration	1.1 Reacts to events or stimulation
8-18 months	Anticipates familiar routines or activities, such as getting shoes when it is time to go outside or watching for a parent when it is time to go home.	Social-Emotional	A. Interactions with Adults	3.2 Follows familiar social routines with familiar adults
16-36 months	Refers to personal or family experiences and events that have happened in the recent past, such as when a grandparent came to visit or when there was a family celebration.	Cognitive	B. Imitation and Memory	3.2 Relates recent events with contextual cues

Ages Three to Five

English Language Arts
Strand 1: Speaking and Listening
3-Year-Olds	P3.SL.1: With prompting and support, participate in conversations with peers and adults.a. Begin to recognize rules for discussion such as listening to others, staying on topic, and taking turns speaking.b. Follow one-step directions.	Social-Communication	D. Social Use of Language	1. Uses language to initiate and sustain social interaction
3-Year-Olds	P3.SL.2: With prompting and support, speak clearly and audibly enough to be understood by familiar adults to communicate wants and needs.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
3-Year-Olds	P3.SL.3: With prompting and support, use age-appropriate language, grammar, volume, and pronunciation when speaking or presenting.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
4-Year-Olds	P4.SL.1: Participate in conversations with peers and adults, using age-appropriate vocabulary on topics and texts.a. Follow agreed-upon rules for discussions such as listening to others, staying on topic, and taking turns speaking.b. Follow two-step directions.c. Express own ideas.	Social-Communication	D. Social Use of Language	1. Uses language to initiate and sustain social interaction
4-Year-Olds	P4.SL.2: Speak clearly and audibly in sentences of varying lengths to communicate wants, needs, experiences, thoughts, and emotions.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
4-Year-Olds	P4.SL.3: Use age-appropriate language, grammar, volume, and pronunciation when speaking or presenting.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate

Recognizes print words for common or familiar people,
Segments compound words into component words

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Strand 2: Reading
3-Year-Olds	P3.R.1: Demonstrate mastery of age-appropriate concepts of print. a. With prompting and support, correctly hold a book and recognize that print is read from top to bottom, left to right, and from front to back. b. With prompting and support, begin to recognize frequently seen letters and words, and recognize own name in print.	Literacy	A. Awareness of Print Concepts
3-Year-Olds	P3.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a. With prompting and support, explore rhyming words and alliteration. b. With prompting and support, explore syllables in simple words. c. With prompting and support, identify initial sounds in spoken language.	Literacy	B. Phonological Awareness
3-Year-Olds	P3.R.3: Demonstrate mastery of age-appropriate phonics skills. a. With prompting and support, begin to identify seven or more consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle). b. With prompting and support, begin to identify one or more vowel names and short vowel sounds using one-to-one letter-sound correspondence (alphabetic principle).	Literacy	C. Alphabet Knowledge
3-Year-Olds	P3.R.4: Begins in kindergarten.
3-Year-Olds	P3.R.5: With prompting and support, ask and answer simple questions about a text. (RL & RI)	Literacy	D. Vocabulary and Story Comprehension
3-Year-Olds	P3.R.6-7: With prompting and support, begin to retell simple texts. (RL & RI)	Literacy	D. Vocabulary and Story Comprehension
3-Year-Olds	P3.R.8: Begins in P4.

1.3 Recognizes five frequently occurring letters not in first

2.4 Produces correct sounds for six familiar letters of

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
4-Year-Olds	P4.R.1: Demonstrate mastery of age-appropriate concepts of print.a. Correctly hold a book and demonstrate that print is read from top to bottom, left to right, and from front to back.b. Begin to identify frequently seen letters and words, recognizing that words are made up of letters.	Literacy	A. Awareness of Print Concepts
4-Year-Olds	P4.R.2: Demonstrate mastery of age-appropriate phonological awareness skills.a. Recognize rhyming words and alliteration.b. With prompting and support, segment words into syllables.c. Identify initial sounds in spoken language.d. Identify the base parts that make up a compound word.e. With prompting and support, blend and segment initial sounds of single-syllable spoken words.f. With prompting and support, blend and segment single-syllable words into individual phonemes.	Literacy	B. Phonological Awareness
4-Year-Olds	P4.R.3: Demonstrate mastery of age-appropriate phonics skills.a. Identify 13 or more of the consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle).b. Identify three or more vowel names and short vowel sounds using one-to-one letter-sound correspondence (alphabetic principle).	Literacy	C. Alphabet Knowledge
4-Year-Olds	P4.R.4: Begins in kindergarten.
4-Year-Olds	P4.R.5: With prompting and support, ask and answer questions and make connections about a text. (RL & RI)	Literacy	D. Vocabulary and Story Comprehension
4-Year-Olds	P4.R.6-7: With prompting and support, retell simple texts, including event sequence and characters. (RL & RI)	Literacy	D. Vocabulary and Story Comprehension
4-Year-Olds	P4.R.8: With prompting and support, begin to ask and answer questions about unknown words in a text. (RL & RI)	Literacy	D. Vocabulary and Story Comprehension

1.3 Recognizes five frequently occurring letters not in first

2.4 Produces correct sounds for six familiar letters of

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Strand 3: Writing (P3.W)
3-Year-Olds	P3.W.1-3: With prompting and support, begin to experiment with speaking and writing while representing ideas visually (e.g., scribbles, stamps, stickers, or gluing pictures on paper).	Literacy	E. Writing	1“Reads” back own dictation to label or caption picture 1.1 Dictates description of drawing 1.2 Verbally labels representational drawings 1.3 Verbally labels nonrepresentational drawings
3-Year-Olds	P3.W.4: Participate in shared writing projects. a. With prompting and support, recall information from experiences or learned information and share it with others. b. With prompting and support, interact and collaborate with others.	Literacy	E. Writing	1.1“Reads” back own dictation to label or caption picture
3-Year-Olds	P3.W.5: With prompting and support, print some age-appropriate prewriting strokes.	Literacy	E. Writing	3.4 Writes using “scribble writing”
4-Year-Olds	P4.W.1: Verbally share an opinion and visually represent that opinion using simple drawing and writing (e.g., scribble writing with letter-like formations).	Literacy	E. Writing	1.1 Dictates description of drawing 1.2 Verbally labels representational drawings 1.3 Verbally labels nonrepresentational drawings
4-Year-Olds	P4.W.2: Verbally share information and visually represent that information using simple drawing and writing (e.g., scribble writing with letter-like formations).	Literacy	E. Writing	1.1 Dictates description of drawing 1.2 Verbally labels representational drawings 1.3 Verbally labels nonrepresentational drawings
4-Year-Olds	P4.W.3: Verbally share a narrative and visually represent that narrative using simple drawing and writing (e.g., scribble writing with letter-like formations)	Literacy	E. Writing	1.1 Dictates description of drawing 1.2 Verbally labels representational drawings 1.3 Verbally labels nonrepresentational drawings
4-Year-Olds	P4.W.4: Participate in shared writing projects. a. Recall information from experiences or learned information and share it with others. b. Interact and collaborate with others.	Literacy	E. Writing	1.1“Reads” back own dictation to label or caption picture
4-Year-Olds	P4.W.5: Print some mock letters, scribbles, or manuscript letters, including those in own name.	Literacy	E. Writing	3.4 Writes using “scribble writing”

2.1 Tries different simple actions to achieve goal

Plans and acts out recognizable event, theme, or storyline in imaginary play
Plans and acts out recognizable event, theme, or storyline in imaginary play
Maintains cooperative activity

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Fine Arts
Strand 1: Drama
3-Year-Olds	FA 3 yr.1.1: With prompting and support, express ideas, information, and feelings through dramatic play.	Cognitive	D. Reasoning
3-Year-Olds	FA 3 yr.1.2: With prompting and support, attend to an adult telling stories or nursery rhymes and act out different parts.	Social-Emotional	C. Interactions with Peers
3-Year-Olds	FA 3 yr.1.3: Imitate real-life or pretend roles in play.	Social-Emotional	C. Interactions with Peers
3-Year-Olds	FA 3 yr.1.4: With prompting and support, begin to work independently and cooperatively in dramatic play.	Social-Emotional	C. Interactions with Peers
3-Year-Olds	FA 3 yr.1.5: With prompting and support, attend to and show appreciation for the dramatization of others (for example, clap, high fives, “good job”).	Social-Emotional	C. Interactions with Peers
3-Year-Olds	FA 3 yr.1.6: With prompting and support, participate in a scene or play with a beginning and end.	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.1: Identify and express ideas, information, and feelings through dramatic art (for example, telling stories and playing make-believe).	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.2: Use dialogue, actions, and objects to tell a story.	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.3: Assume the roles of characters in dramatic play situations, or stories through drama, props, and language.	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.4: With prompting and support, work independently and cooperatively in dramatic play.	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.5: With prompting and support, attend to and show appreciation for the dramatization of others.	Social-Emotional	C. Interactions with Peers
4-Year-Olds	FA 4 yr.1.6: With prompting and support, act out a story with a beginning, middle, and an end.	Social-Emotional	C. Interactions with Peers

1.2 Responds appropriately to peer social behavior

Plans and acts out recognizable event, theme, or storyline in imaginary play
Plans and acts out recognizable event, theme, or storyline in imaginary play
Plans and acts out recognizable event, theme, or storyline in imaginary play
Plans and acts out recognizable event, theme, or storyline in imaginary play
Maintains cooperative activity 1.2 Responds appropriately to peer social behavior
Plans and acts out recognizable event, theme, or storyline in imaginary play

Strand 2: Dance
3-Year-Olds	FA 3 yr.2.1: Move in rhythm with the music.	Literacy	B. Phonological Awareness	1.2 Participates in repetitive verbal play with caregivers and/or peers
3-Year-Olds	FA 3 yr.2.2: Move the body to express feelings and ideas.	Gross Motor	B. Movement and Coordination	7. Skips 7.1 Gallops
3-Year-Olds	FA 3 yr.2.3: Demonstrate self-regulation through large motor balance, stability, and control in dance within a defined space.	Gross Motor	A. Body Control and Weight Transfer	4.2 Regains balanced, upright sitting position after reaching across body 4.3 Regains balanced, upright sitting position after leaning left, right, and forward 4.4 Sits balanced without support
3-Year-Olds	FA 3 yr.2.4: Find different ways to control movements of the body, arms, and legs to develop coordination and mobility.	Gross Motor	B. Movement and Coordination	All
3-Year-Olds	FA 3 yr.2.5: With prompting and support, begin to dance with others while respecting space boundaries and maintaining body control.	Gross Motor	B. Movement and Coordination	7. Skips 7.1 Gallops
4-Year-Olds	FA 4 yr.2.1: Move to different patterns of beat and rhythm in music.	Cognitive	C. Conceptual Knowledge	4.1 Identifies common concepts
4-Year-Olds	FA 4 yr.2.2: Use creative movement to demonstrate feelings, ideas, concepts, and tell stories.	Gross Motor	B. Movement and Coordination	7. Skips 7.1 Gallops
4-Year-Olds	FA 4 yr.2.3: With prompting and support, start, stop, and respond to musical cues.	Cognitive	C. Conceptual Knowledge	4.1 Identifies common concepts
4-Year-Olds	FA 4 yr.2.4: With prompting and support, find different ways to move the body, arms, and legs, and begin to move body parts one at a time.	Gross Motor	B. Movement and Coordination	All
4-Year-Olds	FA 4 yr.2.5: With prompting and support, dance for and with others while respecting space and maintaining body control.	Gross Motor	B. Movement and Coordination	7. Skips 7.1 Gallops

Strand 3: Music
3-Year-Olds	FA 3 yr.3.1: With prompting and support, participate in listening to and singing simple songs and fingerplays.	Social-Emotional	D. Independent and Group Participation	2. Interacts appropriately with others during large group activities
3-Year-Olds	FA 3 yr.3.2: Explore and experiment with musical instruments.	Cognitive	A. Sensory Exploration	2.1 Uses sensory means to explore people, animals, and objects
3-Year-Olds	FA 3 yr.3.3: Show awareness and appreciation of different kinds of music.	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
3-Year-Olds	FA 3 yr.3.4: With prompting and support, express thoughts, feelings, and energy through music.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
3-Year-Olds	FA 3 yr.3.5: With prompting and support, begin to explore folk songs and singing games from various cultures.	Social-Emotional	C. Interactions with Peers	3. Classifies using multiple attributes
3-Year-Olds	FA 3 yr.3.6: With prompting and support, begin to identify favorite songs.	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self
4-Year-Olds	FA 4 yr.3.1: Participate in musical activities by listening to, singing, and creating music.	Social-Emotional	D. Independent and Group Participation	2. Interacts appropriately with others during large group activities
4-Year-Olds	FA 4 yr.3.2: Show increasing recognition of the various components of music in terms of dynamics (loud/soft), pitch (high/low), and duration (long/short, fast/slow).	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
4-Year-Olds	FA 4 yr.3.3: Demonstrate elements of music by bouncing or clapping out the rhythm and discussing how it makes them feel.	Literacy	B. Phonological Awareness	2.2 Claps for words in sentences
4-Year-Olds	FA 4 yr.3.4: Express thoughts, feelings, and energy through music.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
4-Year-Olds	FA 4 yr.3.5: With prompting and support, begin to sing songs from various cultures.	Social-Emotional	D. Independent and Group Participation	2. Interacts appropriately with others during large group activities
4-Year-Olds	FA 4 yr.3.6: With prompting and support, share a favorite song.	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self

Strand 4: Visual Arts
3-Year-Olds	FA 3 yr.4.1: Show interest and create works of art using a variety of tools (crayons, markers, scissors, etc.) and materials (clay, leaves, cardboard, etc.).	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
3-Year-Olds	FA 3 yr.4.2: Recognize basic colors (for example, red, yellow, blue, orange, purple, and green).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
3-Year-Olds	FA 3 yr.4.3: With prompting and support, explore and identify physical characteristics of the environment including colors, textures, and light.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
3-Year-Olds	FA 3 yr.4.4: With prompting and support, talk with peers and/or adults about the art they created.	Social-Communication	D. Social Use of Language	2.2 Describes objects; people; and past, present, and future events as part of social exchange
3-Year-Olds	FA 3 yr.4.5: With prompting and support, select art objects to display including paintings, photos of block design, sculptures, etc.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
4-Year-Olds	FA 4 yr.4.1: Create works of art that reflect experiences using a variety of tools (crayons, markers, scissors, etc.) and materials (clay, leaves, cardboard, etc.).	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal
4-Year-Olds	FA 4 yr.4.2: Recognize and name colors (for example, red, yellow, blue, purple, orange, green, black, white, brown, pink, and gray).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	FA 4 yr.4.3: Explore, identify, and describe the physical characteristics of the environment including colors, textures, and light.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	FA 4 yr.4.4: Talk with peers and/or adults about their art and their creative process.	Social-Communication	D. Social Use of Language	2.2 Describes objects; people; and past, present, and future events as part of social exchange
4-Year-Olds	FA 4 yr.4.5: With prompting and support, show appreciation by selecting art objects to display, including paintings, photos of block designs, sculptures, etc., and begin to explain the reasons for selecting the preferred artwork.	Cognitive	D. Reasoning	2.1 Tries different simple actions to achieve goal

Health Education
Strand 1: Human Development
3-Year-Olds	HE 3 yr.1.1: Participate in and develop personal hygiene and care.	Adaptive	B. Personal Care Routines	All
3-Year-Olds	HE 3 yr.1.2: Develop an awareness between appropriate and inappropriate touch.	Adaptive	D. Personal Safety	3. Takes independent action when faced with dangerous external conditions or substances
4-Year-Olds	HE 4 yr.1.1: Show independence in personal hygiene and care.	Adaptive	B. Personal Care Routines	All
4-Year-Olds	HE 4 yr.1.2: With prompting and support, distinguish between appropriate and inappropriate touch.	Adaptive	D. Personal Safety	3. Takes independent action when faced with dangerous external conditions or substances
Strand 2: Health Foundations and Protective Factors of a Healthy Self
3-Year-Olds	HE 3 yr.2.1: With prompting and support, recognize trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) and describe how to recognize the characteristics that make them trusted and safe.	Social-Emotional	A. Interactions with Adults	1. Initiates positive social behavior toward familiar adult
3-Year-Olds	HE 3 yr.2.2: Identify and practice how to make friends and be a good friend by calling peers by name and engaging in parallel and associative play.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
3-Year-Olds	HE 3 yr.2.3: With prompting and support, begin to join in, maintain interactions, and interact cooperatively with others by sharing, turn taking, resolving conflicts, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
3-Year-Olds	HE 3 yr.2.4: With prompting and support, attend to and show appreciation for the actions or choices of others (for example, compliment others).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior
4-Year-Olds	HE 4 yr.2.1: With prompting and support, identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) and describe how to recognize the characteristics that make them trusted and safe.	Social-Emotional	A. Interactions with Adults	1. Initiates positive social behavior toward familiar adult
4-Year-Olds	HE 4 yr.2.2: Identify and practice how to make friends and be a good friend by developing and using friendship skills with peers and participating in cooperative play.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
4-Year-Olds	HE 4 yr.2.3: With prompting and support, join in, invite, and interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
4-Year-Olds	HE 4 yr.2.4: With prompting and support, attend to and show appreciation for the actions or choices of others (for example, compliment others).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior

Strand 3: Mental and Emotional Health
3-Year-Olds	HE 3 yr.3.1: With prompting and support, express, identify, and label emotions (for example, happy, sad, angry, afraid) and feelings (for example, thirsty, hungry, hot, cold, tired).	Social-Emotional	B. Social-Emotional Expression and Regulation	1.1 Identifies/labels emotions in others
3-Year-Olds	HE 3 yr.3.2: With prompting and support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
3-Year-Olds	HE 3 yr.3.3: With prompting and support, begin to develop self-control by regulating one's own impulses and feelings, following simple directions, waiting for turns, transitioning between activities, and complying with limitations.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
4-Year-Olds	HE 4 yr.3.1: Express, identify, and label emotions of self and others (for example, happy, sad, angry, afraid, frustrated, bored) and feelings (for example, thirsty, hungry, hot, cold, tired).	Social-Emotional	B. Social-Emotional Expression and Regulation	1.2 Identifies/labels own emotions
4-Year-Olds	HE 4 yr.3.2: With prompting and support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
4-Year-Olds	HE 4 yr.3.3: With prompting and support, develop and practice self-control by regulating one's own impulses and feelings, following simple directions, waiting for turns, transitioning between activities, and complying with limitations.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states

Stand 4: Nutrition
3-Year-Olds	HE 3 yr.4.1: Begin to identify the difference between healthy and less healthy food choices.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures
3-Year-Olds	HE 3 yr.4.2: Begin to identify why eating healthy food is important.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures
3-Year-Olds	HE 3 yr.4.3: With prompting and support, try new foods from a variety of food groups.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures
4-Year-Olds	HE 4 yr.4.1: Identify a variety of healthy foods.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures
4-Year-Olds	HE 4 yr.4.2: Identify why eating healthy food is important and begin to categorize into food groups.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures
4-Year-Olds	HE 4 yr.4.3: With prompting and support, try new foods from a variety of food groups.	Adaptive	A. Eating and Drinking	2. Eats foods from variety of food groups with variety of textures

Lifelong Learning Practices--Approaches to Learning
Strand 1: Self-Regulation and Executive Functioning
3-Year-Olds	LLP 3 yr.1.1: With prompting and support, begin to develop the ability to self-regulate external behaviors (for example, during music and movement, students will learn how to start and stop their own body, notice when they are tired, or need to be active).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
3-Year-Olds	LLP 3 yr.1.2: With prompting and support, begin to develop the ability to focus attention on key components of an object or task (Attention focusing, for example, follow the sequence of a story or conversation).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
3-Year-Olds	LLP 3 yr.1.3: With prompting and support, begin to develop strategies for connecting and remembering information (Working memory and information processing, for example, review the pictures on the daily schedule to see what activity comes before recess).	Cognitive	B. Imitation and Memory	3. Relates past events
3-Year-Olds	LLP 3 yr.1.4: With prompting and support, begin to develop the ability to recognize and show awareness of thinking processes (Reflection, for example, the child explains that she took a deep breath to help herself calm down).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies
4-Year-Olds	LLP 4 yr.1.1: With prompting and support, display increasing ability to self-regulate external behaviors (for example, follow simple directions, wait for turns, and transition between activities).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
4-Year-Olds	LLP 4 yr.1.2: With prompting and support, display increasing ability to focus attention on key, meaningful components of an object or task (Attention focusing, for example, sort and classify objects into categories, and provide ontopic responses).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
4-Year-Olds	LLP 4 yr.1.3: With prompting and support, develop increasingly effective strategies to connect and remember information (Working memory and information processing, for example, use self-talk, tell others the events of the day).	Cognitive	B. Imitation and Memory	3. Relates past events
4-Year-Olds	LLP 4 yr.1.4: With prompting and support, develop the ability to recognize and show awareness of thinking processes (Reflection, for example, the child explains what strategies are used to build in blocks).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies

Strand 2: Learning Engagement (Initiative and Persistence)
Sub-strand: Initiative
3-Year-Olds	LLP 3 yr.2.1: With prompting and support, begin to express a simple plan and identify steps to accomplish a task or sustain play (for example, children draw or describe what they want to do during play).	Cognitive	D. Reasoning	3.1 Evaluates common solutions to solve problems/reach goals
3-Year-Olds	LLP 3 yr.2.2: With prompting and support, develop an increasing ability to explore the immediate environment through observation, manipulation, or asking simple questions (for example, notice, explore, and talk about how plants on the playground change with the seasons).	Cognitive	E. Scientific Discovery	1. Expands simple observations and explorations into further inquiry
3-Year-Olds	LLP 3 yr.2.3: With prompting and support, develop an increasing ability to connect new information or experiences to previous knowledge (for example, make connections about similarities across home and classroom experiences).	Cognitive	E. Scientific Discovery	3.1 Draws on prior knowledge to guide investigations
4-Year-Olds	LLP 4 yr.2.1: With prompting and support, plan out the multiple steps needed and identify strategies to use to accomplish a goal or to guide play.	Cognitive	D. Reasoning	3.1 Evaluates common solutions to solve problems/reach goals
4-Year-Olds	LLP 4 yr.2.2: Display an increasing ability to investigate their immediate environment by using a variety of tools, questions, and strategies to better understand their interests and experiences (for example, discover why worms come out of the ground after it rains).	Cognitive	E. Scientific Discovery	1. Expands simple observations and explorations into further inquiry
4-Year-Olds	LLP 4 yr.2.3: Develop an increasing ability to connect new information or experiences with previous knowledge through interactions with teachers, peers, and the environment (for example, help develop classroom rules using the previous experience with rules in the classroom or home).	Cognitive	E. Scientific Discovery	3.1 Draws on prior knowledge to guide investigations
Sub-strand: Persistence
3-Year-Olds	LLP 3 yr.2.4: With prompting and support, develop an increasing ability and willingness to engage in a self-selected task through challenges or difficulties (for example, the child continues to work on an age-appropriate puzzle, even when experiencing difficulty manipulating the pieces).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
3-Year-Olds	LLP 3 yr.2.5: With prompting and support, develop the ability to sustain engagement in active learning small- and large-group activities working alone or cooperatively.	Social-Emotional	D. Independent and Group Participation	2. Interacts appropriately with others during large group activities
4-Year-Olds	LLP 4 yr.2.4: Develop an increasing ability and willingness to continue with a task through challenges or difficulties (for example, continue to build in the block area even when the child has difficulty finding a piece they need).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
4-Year-Olds	LLP 4 yr.2.5: Develop the ability to sustain engagement in active learning small- and large- group activities working alone or cooperatively.	Social-Emotional	D. Independent and Group Participation	2.3 Remains with group during large group activities

Strand 3: Creativity and Curiosity
3-Year-Olds	LLP 3 yr.3.1: With prompting and support, discover answers and solutions to questions to expand knowledge and skills.	Cognitive	E. Scientific Discovery	3.1 Draws on prior knowledge to guide investigations
3-Year-Olds	LLP 3 yr.3.2: With prompting and support begin to engage in problem solving strategies (for example, identify cause and effect and first steps needed to solve a problem).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies
3-Year-Olds	LLP 3 yr.3.3: With prompting and support, explore a variety of ways to use materials during play and exploration (for example, a block can be used as a phone in dramatic play).	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
3-Year-Olds	LLP 3 yr.3.4: With prompting and support, show flexibility in approaching open-ended tasks (for example, be willing to experiment and risk trying out a new idea or approach).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies
4-Year-Olds	LLP 4 yr.3.1: Ask and answer questions to seek additional information about materials, challenges, and activities they experience in their immediate environment to expand their knowledge and skills.	Cognitive	E. Scientific Discovery	3.1 Draws on prior knowledge to guide investigations
4-Year-Olds	LLP 4 yr.3.2: With prompting and support, display an increasing ability to engage in a variety of problem-solving strategies (for example, recognize cause and effect, use trial and error, make predictions, and identify steps for problem solving).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies
4-Year-Olds	LLP 4 yr.3.3: Explore and use materials during play and exploration in new and different ways (for example, a cardboard box becomes a spaceship, racecar, or cave).	Cognitive	D. Reasoning	2.2 Uses simple actions on a variety of objects
4-Year-Olds	LLP 4 yr.3.4: Show flexibility in approaching open-ended tasks (for example, be willing to experiment and risk trying out a new idea or approach).	Cognitive	D. Reasoning	3. Solves problems using multiple strategies

Strand 4: Self-Awareness
3-Year-Olds	LLP 3 yr.4.1: Demonstrate awareness of identity including personal information, characteristics, preferences, and abilities (for example, name, age, parent/caregiver, family members, gender, physical attributes, likes/dislikes).	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self
3-Year-Olds	LLP 3 yr.4.2: Participate in self-selected or organized activities by exploring learning materials including indoor and outdoor equipment (for example, independent choice of activities).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
3-Year-Olds	LLP 3 yr.4.3: Begin to demonstrate awareness of personal boundaries (for example, move when asked to give another child personal space).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
3-Year-Olds	LLP 3 yr.4.4: Communicate wants and needs with actions or words.	Social-Communication	C. Communicative Expression	1.2 Uses 50 single words, signs, or symbols
3-Year-Olds	LLP 3 yr.4.5: Begin to contribute and take pride in the classroom community (for example, participate in classroom jobs).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	LLP 4 yr.4.1: Demonstrate awareness of one's own identity, including personal information, characteristics, preferences, and abilities (for example, name, age, parent/caregiver, family members, gender, physical attributes, likes/dislikes) and participate in respectful discussions about similarities and differences with others.	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self
4-Year-Olds	LLP 4 yr.4.2: Participate in self-selected or organized activities by exploring learning materials including outdoor equipment (for example, a child chooses paint or markers for artwork).	Social-Emotional	D. Independent and Group Participation	3. Initiates and completes independent activities
4-Year-Olds	LLP 4 yr.4.3: Begin to maintain personal boundaries while participating in movement or daily classroom activities.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	LLP 4 yr.4.4: Communicate wants and needs including thoughts and feelings with actions or words.	Social-Communication	C. Communicative Expression	1.2 Uses 50 single words, signs, or symbols
4-Year-Olds	LLP 4 yr.4.5: Begin to contribute and take pride in the classroom community (for example, volunteer to help others).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings

Strand 5: Emotions
3-Year-Olds	LLP 3 yr.5.1: In familiar settings, separate and reunite with parent or caregiver with minimal distress (for example, a child separates from a caregiver without crying).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
3-Year-Olds	LLP 3 yr.5.2: Recognize that different feelings are experienced throughout the day.	Social-Emotional	B. Social-Emotional Expression and Regulation	1.2 Identifies/labels own emotions
3-Year-Olds	HE 3 yr.3.1: With prompting and support, express, identify, and label emotions (for example, happy, sad, angry, afraid) and feelings (for example, thirsty, hungry, hot, cold, tired).	Social-Emotional	B. Social-Emotional Expression and Regulation	1.1 Identifies/labels emotions in others
3-Year-Olds	HE 3 yr.3.2: With prompting and support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
3-Year-Olds	HE 3 yr.3.3: With prompting and support, begin to develop self-control by regulating one's own impulses and feelings, following simple directions, waiting for turns, transitioning between activities, and complying with limitations.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	LLP 4 yr.5.1: Separate and reunite with parents or caregivers without stress.	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
4-Year-Olds	LLP 4 yr.5.2: Recognize that feelings can change and different feelings are experienced throughout the day.	Social-Emotional	B. Social-Emotional Expression and Regulation	1.2 Identifies/labels own emotions
4-Year-Olds	HE 4 yr.3.1: Express, identify, and label emotions of self and others (for example, happy, sad, angry, afraid, frustrated, bored) and feelings (for example, thirsty, hungry, hot, cold, tired).	Social-Emotional	B. Social-Emotional Expression and Regulation	1.1 Identifies/labels emotions in others
4-Year-Olds	HE 4 yr.3.2: With prompting and support, begin to demonstrate methods to calm down (for example, deep breathing, count to ten, mindfulness).	Social-Emotional	B. Social-Emotional Expression and Regulation	2. Uses appropriate strategies to manage emotional states
4-Year-Olds	HE 4 yr.3.3: With prompting and support, develop and practice self-control by regulating one's own impulses and feelings, following simple directions, waiting for turns, transitioning between activities, and complying with limitations.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings

Strand 6: Relationships
Sub-strand: Communication
3-Year-Olds	LLP 3 yr.6.1: With prompting and support, begin to respond appropriately to the tone of voice, facial expressions, and gestures of peers and adults.	Social-Emotional	B. Social-Emotional Expression and Regulation	1. Responds appropriately to others' emotions
3-Year-Olds	LLP 3 yr.6.2: With prompting and support, begin to participate in back and forth conversation with peers or adults.	Social-Emotional	A. Interactions with Adults	2. Maintains social interaction with familiar adult
3-Year-Olds	HE 3 yr.2.2: Identify and practice how to make friends and be a good friend by calling peers by name and engaging in parallel play.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
4-Year-Olds	LLP 4 yr.6.1: With prompting and support, respond appropriately to the tone of voice, facial expressions, and gestures of peers and adults.	Social-Emotional	B. Social-Emotional Expression and Regulation	1. Responds appropriately to others' emotions
4-Year-Olds	LLP 4 yr.6.2: With prompting and support, communicate with others by attending to and responding to peers and adults individually or in a group (for example, taking turns in conversation).	Social-Emotional	A. Interactions with Adults	2. Maintains social interaction with familiar adult
4-Year-Olds	HE 4 yr.2.2: Identify and practice how to make friends and be a good friend by developing friendships with peers and participating in cooperative play.	Social-Emotional	C. Interactions with Peers	1. Maintains interaction with peer
Sub-strand: Social Engagement
3-Year-Olds	LLP 3 yr.6.3: With prompting and support, show interest in peers with positive nonverbal gestures (for example, a child will smile at or move close to another child).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior
3-Year-Olds	LLP 3 yr.6.4: With prompting and support, show awareness of and respect others' personal space.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
3-Year-Olds	LLP 3 yr.6.5: With prompting and support, begin to play with others while maintaining self-control.	Social-Emotional	C. Interactions with Peers	4. Maintains engagement in games with rules
3-Year-Olds	HE 3 yr.2.3: With prompting and support, begin to join in, maintain interactions, and interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
3-Year-Olds	HE 3 yr.2.4: With prompting and support, attend to and show appreciation for the actions or choices of others (for example, compliment others).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior
4-Year-Olds	LLP 4 yr.6.3: Show interest in peers by getting their attention in appropriate ways (for example, call a child by name or tap him/her on the shoulder).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior
4-Year-Olds	LLP 4 yr.6.4: Maintain awareness of and respect others' personal space.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	LLP 4 yr.6.5: Begin to maintain self-control during play with others.	Social-Emotional	C. Interactions with Peers	4. Maintains engagement in games with rules
4-Year-Olds	HE 4 yr.2.3: With prompting and support, join in, invite, and interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
4-Year-Olds	HE 4 yr.2.4: With prompting and support, attend to and show appreciation for the actions or choices of others (for example, compliment others).	Social-Emotional	C. Interactions with Peers	1.2 Responds appropriately to peer social behavior

Sub-strand: Conflict Resolution/Problem Solving
3-Year-Olds	LLP 3 yr.6.6: Develop awareness of appropriate communication or actions when social problems arise to identify the problem and explore basic solutions (for example, how to gain someone's attention appropriately, how to express frustration appropriately, how to seek help from an adult).	Social-Emotional	D. Independent and Group Participation	4.1 Uses strategies to resolve conflicts
4-Year-Olds	LLP 4 yr.6.6: Use appropriate communication or actions when social problems arise to identify the problem and explore basic solutions (for example, how to gain someone's attention appropriately, how to express frustration appropriately, how to seek help from an adult).	Social-Emotional	D. Independent and Group Participation	4.1 Uses strategies to resolve conflicts

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Mathematics
Strand 1: Counting and Cardinality
3-Year-Olds	Math 3 yr.1.1: Count to ten by ones.	Math	A. Counting
3-Year-Olds	Math 3 yr.1.2: Recognize that numbers have a known sequence (for example, “1, 2, 3, 4, 5. What comes next?”).	Math	A. Counting
3-Year-Olds	Math 3 yr.1.3: Begin to recognize the difference between letters and numbers.	Math	C. Math Symbols
3-Year-Olds	Math 3 yr.1.4: Begin to name written numerals 0-5.	Math	C. Math Symbols
3-Year-Olds	Math 3 yr.1.5: Begin to develop an understanding of the relationship between some numbers and quantities by using one-to-one correspondence.	Math	B. Quantitative Relations
3-Year-Olds	Math 3 yr.1.6: Begin to point to and count up to five objects.	Math	A. Counting
3-Year-Olds	Math 3 yr.1.7: Begin to respond to the question “How many?”.	Math	A. Counting
4-Year-Olds	Math 4 yr.1.1: Count to 20 by ones.	Math	A. Counting
4-Year-Olds	Math 4 yr.1.2: In the sequence of 1-10, identify numbers that come before or after one another.	Math	D. Addition and Subtraction
4-Year-Olds	Math 4 yr.1.3: Count a number of objects from 0-10 and begin to associate them with a written numeral.	Math	C. Math Symbols
4-Year-Olds	Math 4 yr.1.4: Name written numerals 0-10.	Math	C. Math Symbols
4-Year-Olds	Math 4 yr.1.5: Use one-to-one correspondence when counting objects to ten.	Math	C. Math Symbols
4-Year-Olds	Math 4 yr.1.6: When counting objects to ten, understand that the last number counted in a set tells how many.	Math	A. Counting
4-Year-Olds	Math 4 yr.1.7: Count two sets of objects up to 10 to determine which has more.	Math	B. Quantitative Relations

Strand 2: Operations and Algebraic Thinking
3-Year-Olds	Math 3 yr.2.1: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.2.2: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.2.3: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.2.4: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.2.5: Identify simple patterns in the environment and begin to duplicate and extend simple patterns (for example, ababab).	Cognitive	C. Conceptual Knowledge	4.1 Identifies common concepts
4-Year-Olds	Math 4 yr.2.1: Understand and represent addition up to five (adding to or putting together) and subtraction (taking from or taking apart) with concrete objects, fingers, movement, and simple drawings.	Math	D. Addition and Subtraction	1.5 Demonstrates understanding of concept of addition
4-Year-Olds	Math 4 yr.2.2: With prompting and support, solve addition and subtraction word problems created by the teacher using up to five concrete objects to represent the problem (for example, “Bring me three blocks, now bring me two more. How many blocks do we have?”).	Math	D. Addition and Subtraction	1.3 Solves picture or object problems using count all strategy
4-Year-Olds	Math 4 yr.2.3: Take apart numbers less than or equal to five by using objects with different attributes (for example, 5 can be taken apart into sets of 2 blue and 3 yellow or 1 square and 4 circles).	Math	D. Addition and Subtraction	2.3 Demonstrates understanding of concept of subtraction
4-Year-Olds	Math 4 yr.2.4: Use concrete objects to make sums of 5 using quantities from 0–5 (for example, 0 and 5 make a set of 5, 2 and 3 make a set of 5).	Math	D. Addition and Subtraction	1.5 Demonstrates understanding of concept of addition
4-Year-Olds	Math 4 yr.2.5: Duplicate, extend, and create simple patterns (for example, ababab).	Cognitive	E. Scientific Discovery	3.1 Draws on prior knowledge to guide investigations

Strand 3: Measurement and Data
3-Year-Olds	Math 3 yr.3.1: Identify and describe measurable attributes (for example, big, small, tall, short).	Cognitive	C. Conceptual Knowledge	4.1 Identifies common concepts
3-Year-Olds	Math 3 yr.3.2: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.3.3: Sort objects into given categories including color, size, shape, etc.	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
3-Year-Olds	Math 3 yr.3.4: With prompting and support, compare the number of objects in each category to identify which groups contain more or less, or are the same.	Math	B. Quantitative Relations	1. Compares items in sets of up to 5 by counting
4-Year-Olds	Math 4 yr.3.1: Describe objects using vocabulary specific to measurable attributes (for example, length [long/short], weight [heavy/light], size [big/small], and distance [near/far]).	Cognitive	C. Conceptual Knowledge	4.1 Identifies common concepts
4-Year-Olds	Math 4 yr.3.2: Directly compare two objects using measurable attributes (for example, length [longer/shorter], weight [heavier/lighter], and size [bigger/smaller]).	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
4-Year-Olds	Math 4 yr.3.3: Classify/sort objects into given categories (for example, color, size, shape) by specified attributes.	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
4-Year-Olds	Math 4 yr.3.4: Compare the number of objects in each category to identify which groups contain more or less, or are the same.	Math	B. Quantitative Relations	1. Compares items in sets of up to 5 by counting
Strand 4: Geometry
3-Year-Olds	Math 3 yr.4.1: Match, point to, and begin to identify basic shapes by name.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
3-Year-Olds	Math 3 yr.4.2: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.4.3: Begins in 4-year-old standard.
3-Year-Olds	Math 3 yr.4.4: With prompting and support, begin to identify attributes of basic two-dimensional shapes (for example, a rectangle has two long sides and two short sides).	Cognitive	C. Conceptual Knowledge	3. Classifies using multiple attributes
3-Year-Olds	Math 3 yr.4.5: Explore shapes using a variety of media (for example, blocks, stickers, play dough/clay, art supplies).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
3-Year-Olds	Math 3 yr.4.6: Explore combining basic shapes together to represent an object (for example, use a square and a triangle to make a house).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.1: Describe objects in the environment by using names of shapes and identify the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.2: Identify and name basic shapes regardless of their size and/or orientation (the way the object is turned or flipped).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.3: Begin to explore that shapes can be two-dimensional (flat) or three-dimensional (solid).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.4: Describe attributes of basic two-dimensional shapes including size, number of sides, number of corners, etc.	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.5: Create basic shapes using a variety of media (for example, blocks, stickers, play dough/clay, art supplies).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts
4-Year-Olds	Math 4 yr.4.6: Explore combining basic shapes to create new shapes (for example, two triangles make a rhombus).	Cognitive	C. Conceptual Knowledge	4.2 Identifies concrete concepts

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Physical Education
Strand 1: Motor Skills and Movement
Substrand: Gross Motor
3-Year-Olds	PE 3 yr.1.1: Participate in activities that develop control and balance during movement that moves the child from one place to another (for example, walk forward in a straight line, hop, run and stop, change direction, and jump over low objects).	Gross Motor	B. Movement and Coordination	All
3-Year-Olds	PE 3 yr.1.2: Participate in activities that develop coordination and balance in movement that does not move the child from one place to another (for example, balance on one foot, and move body parts in isolation).	Gross Motor	A. Body Control and Weight Transfer	All
3-Year-Olds	PE 3 yr.1.3: Participate in activities that develop control of large muscles to manipulate objects (for example, throw and catch a ball, use a club to move a ball, ride wheeled toys).	Gross Motor	C. Active Play	All
4-Year-Olds	PE 4 yr.1.1: Demonstrate control and balance during movement that moves the child from one place to another (for example, walk forward in a straight line, hop, run and stop, change direction, and jump over low objects).	Gross Motor	B. Movement and Coordination	All
4-Year-Olds	PE 4 yr.1.2: Demonstrate coordination and balance in movement that does not move the child from one place to another (for example, balance on one foot, and move body parts in isolation).	Gross Motor	A. Body Control and Weight Transfer	All
4-Year-Olds	PE 4 yr.1.3: Demonstrate control of large muscles to manipulate objects (for example, throw and catch a ball, use a club to move a ball, ride wheeled toys).	Gross Motor	C. Active Play	All
Substrand: Fine Motor
3-Year-Olds	PE 3 yr.1.4: Manipulate small pieces or objects (puzzle pieces, interlocking cubes, tongs, etc.) and build with a variety of blocks.	Fine Motor	B. Functional Skill Use	3. Manipulates object with two hands, each performing different action
3-Year-Olds	PE 3 yr.1.5: With prompting and support, develop small muscle control by making lines, circles, and scribbles with writing tools (for example, chalk, crayons, paint, markers, digital tools).	Fine Motor	C. Mechanics of Writing	1.4 Scribbles
3-Year-Olds	PE 3 yr.1.6: Begins in 4-year-old standard.
3-Year-Olds	PE 3 yr.1.7: Begins in 4-year-old standard.
4-Year-Olds	PE 4 yr.1.4: Demonstrate wrist, hand, and finger control (for example, screw on and off lids, button, zip, push an object, use scissors, create art).	Fine Motor	B. Functional Skill Use	3. Manipulates object with two hands, each performing different action
4-Year-Olds	PE 4 yr.1.5: Hold a pencil and other writing tools with a beginning pincer grasp (thumb to index finger grasp).	Fine Motor	C. Mechanics of Writing	1. Holds writing tool using three-finger grasp to write or draw
4-Year-Olds	PE 4 yr.1.6: Demonstrate eye-hand coordination (for example, pour from one object to another, strike a stationary object).	Fine Motor	B. Functional Skill Use	2. Rotates wrist to manipulate object
4-Year-Olds	PE 4 yr.1.7: Demonstrate eye-hand coordination by independently creating simple handwriting strokes such as straight and intersecting lines, circles, and other simple shapes using a variety of writing tools.	Fine Motor	C. Mechanics of Writing	1.4 Scribbles

Strand 2: Efficient Movement and Performance
3-Year-Olds	PE 3 yr.2.1: Begin to demonstrate awareness that personal boundaries exist.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	PE 4 yr.2.1: Begin to maintain personal boundaries while participating in movement activities.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
Strand 3: Physical Activity as a Tool for Wellness
3-Year-Olds	PE 3 yr.3.1: Recognize how exercise and physical activity influence our physical and emotional wellness (for example, feel the change in breathing or heart rate, talk about how it helps our muscles and body, ask what physical activities a child enjoys).	Gross Motor	C. Active Play	All
4-Year-Olds	PE 4 yr.3.1: Recognize how exercise and physical activity influence our physical and emotional wellness (for example, feel the change in breathing or heart rate, talk about how it helps our muscles and body, ask what physical activities a child enjoys).	Gross Motor	C. Active Play	All

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Science
Strand 1: Weather
3 & 4-Year-Olds	Sci 3-4 yr.1.1: Obtain and communicate information about local, observable weather conditions while exploring and describing patterns found in different seasons. Emphasize the observation and recognition of data. Examples of data may include sunny, cloudy, windy, rainy, snowy, cold, or warm.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
3 & 4-Year-Olds	Sci 3-4 yr.1.2: Obtain and communicate information about human behavior patterns in different weather conditions. Emphasize the observation and recognition of data. Examples of data may include clothing, food, safety, and other preparations for expected weather.	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
Strand 2: Light
3 & 4-Year-Olds	Sci 3-4 yr.2.1: Plan and carry out an investigation using the five senses to determine the effect of sunlight on different surfaces and materials. Examples could include determining if the effect is hot or cold or a light or dark surface.	Cognitive	E. Scientific Discovery	1.2 Uses senses to explore
3 & 4-Year-Olds	Sci 3-4 yr.2.2: Plan and carry out an investigation to show the effect of light in illuminating objects. Emphasize that objects can be seen when light is available to illuminate them. Examples could include observations about light when navigating a room with the lights off compared to the lights on.	Cognitive	E. Scientific Discovery	4.2 Demonstrates knowledge of properties of the change resulting from investigations
3 & 4-Year-Olds	Sci 3-4yr.2.3: Plan and carry out an investigation to determine the effect of sunlight and water on plant growth. Examples could include growing plants in light or dark places.	Cognitive	E. Scientific Discovery	4.2 Demonstrates knowledge of properties of the change resulting from investigations

2.2 Demonstrates knowledge about natural happenings

UT Indicator	AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Strand 3: Living Things
3 & 4-Year-Olds	Sci 3–4 yr.3.1: Obtain and communicate information about the effect of water and food on living things. Examples could include plants depend on water to live, humans and animals depend on water and food to live.	Cognitive	E. Scientific Discovery
3 & 4-Year-Olds	Sci 3–4 yr.3.2: Obtain and communicate information about the pattern between living things and the places where they live. Emphasize that living things need water, air, and resources, and they live in places that have the things they need to survive. Examples could include food and shelter.	Cognitive	E. Scientific Discovery
3 & 4-Year-Olds	Sci 3–4 yr.3.3: Obtain and communicate information about the behavior patterns that help humans and animals survive when they are young. Examples of behavior patterns could include parents responding to needs, providing shelter and sustenance, and ensuring the security of their offspring.	Cognitive	E. Scientific Discovery

Strand 4: Matter and Motion
3 & 4-Year-Olds	Sci 3–4 yr.4.1: Plan and carry out an investigation to classify different kinds of materials based on patterns in their observable properties. Examples could include sorting materials based on similar properties such as color, hardness, texture, or whether the materials are solids or liquids.	Cognitive	C. Conceptual Knowledge	3.3 Discriminates between objects and/or people using common attributes
3 & 4-Year-Olds	Sci 3–4 yr.4.2: Plan and carry out an investigation to determine the cause and effect of the speed or direction of an object when a push or pull occurs. Examples could include having a marble or other object move a certain distance, follow a particular path, or knock down other objects.	Cognitive	E. Scientific Discovery	3. Investigates to test hypotheses

UT Indicator		AEPS-3 Area	AEPS-3 Strand	AEPS-3 Items
Social Studies
Strand 1: Culture and Diversity
3-Year-Olds	SS 3 yr.1.1: With prompting and support, recognize differences and commonalities in culture, ethnicity, and abilities within the classroom and immediate communities (for example, language, family structure, traditions, disabilities).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	SS 4 yr.1.1: Recognize differences and commonalities in culture, ethnicity, and abilities within the classroom and immediate communities (for example, language, family structure, traditions, disabilities).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
Strand 2: Time, Continuity, and Change
3-Year-Olds	SS 3 yr.2.1: With prompting and support, identify examples of change over time related to personal growth and experiences (for example, talking, dressing, feeding, potty training, height, daily schedule).	Social-Emotional	B. Social-Emotional Expression and Regulation	3. Makes positive statements about self or accomplishments
4-Year-Olds	SS 4 yr.2.1: Identify examples of change over time on topics including self, family, and community and how these changes may affect them (for example, changes in the family, classroom, or neighborhood).	Social-Emotional	E. Meeting Social Expectations	2.1 Meets behavioral expectations in familiar environments
Strand 3: People, Places, and Environments
3-Year-Olds	SS 3 yr.3.1: Recognize people and places within the home, classroom, school, neighborhood, and community.	Social-Communication	B. Communicative Understanding	2. Locates common objects, people, and/or events
3-Year-Olds	SS 3 yr.3.2: With prompting and support, identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).	Adaptive	D. Personal Safety	2.1 Complies with graphic or written warning signs and symbols, including traffic signals and poison labels
3-Year-Olds	SS 3 yr.3.3: With prompting and support, describe ways to care for home and school environments and the Earth (for example, recycle, use paper and use water only as needed, place trash in the garbage can).	Social-Communication	C. Communicative Expression	1. Produces multiple word sentences to communicate
4-Year-Olds	SS 4 yr.3.1: Recognize people and places across familiar environments and discuss what is gained through interactions (for example, buy food at the store, receive packages from the mail carrier).	Social-Communication	B. Communicative Understanding	2.1 Recognizes own and familiar names of people or pets
4-Year-Olds	SS 4 yr.3.2: Identify and follow safety procedures for school and various environments (for example, safety drills, crosswalks, seatbelts, helmets).	Adaptive	D. Personal Safety	2.1 Complies with graphic or written warning signs and symbols, including traffic signals and poison labels
4-Year-Olds	SS 4 yr.3.3: Describe ways to care for home and school environments and the Earth (for example, recycle, use paper and use water only as needed, place trash in the garbage can).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings

Strand 4: Individual Development and Identity
3-Year-Olds	SS 3 yr.4.: Demonstrate awareness of identity including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members).	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self
4-Year-Olds	SS 4 yr.4.1: Demonstrate awareness of one’s own identity including personal information, characteristics, preferences, and abilities (for example, name, age, gender, physical attributes, likes/dislikes, parent/caregiver, family members) and participate in respectful discussions about similarities and differences with others.	Social-Emotional	E. Meeting Social Expectations	4. Relates identifying information about self

Strand 5: Individuals, Groups, and Institutions
3-Year-Olds	SS 3 yr.5.1: With prompting and support, interact cooperatively with others by sharing, turn-taking, resolving conflicts, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
3-Year-Olds	SS 3 yr.5.2: With prompting and support, participate in the classroom community by interacting with other children and adults in a formal or group setting (for example, follow established rules, participate in a variety of classroom roles, take care of classroom materials).	Social-Emotional	D. Independent and Group Participation	2.3 Remains with group during large group activities
4-Year-Olds	SS 4 yr.5.1: Begin to demonstrate independence in interacting cooperatively with others by sharing, turn-taking, resolving conflicts, accepting consequences of actions, and recognizing others' needs.	Social-Emotional	C. Interactions with Peers	3. Maintains cooperative activity
4-Year-Olds	SS 4 yr.5.2: Participate in the classroom community by interacting with other children and adults in a formal or group setting (for example, follow established rules, participate in a variety of classroom roles, take care of classroom materials).	Social-Emotional	D. Independent and Group Participation	2.3 Remains with group during large group activities

Strand 6: Power, Authority, and Governance
3-Year-Olds	SS 3 yr.6.1: With prompting and support, participate in the democratic process as it applies to a classroom community (for example, recognize the importance of rules, assist with developing rules, propose solutions to classroom problems, and participate in voting for activities).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	SS 4 yr.6.1: Participate in the democratic process as it applies to a classroom community (for example, recognize the importance of rules, assist with developing rules, propose solutions to classroom problems, and participate in voting for activities).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
Strand 7: Production, Distribution, and Consumption
3-Year-Olds	SS 3 yr.7.1: With prompting and support, discuss the difference between basic needs (for example, food, shelter, and clothing) and wants (for example, toys, games, and treats).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
3-Year-Olds	SS 3 yr.7.2: Begin to recognize that people have jobs to meet needs, including self, classroom, and community.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	SS 4 yr.7.1: Identify the difference between basic needs (for example, food, shelter, clothing) and wants (for example, toys, games, treats).	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
4-Year-Olds	SS 4 yr.7.2: With prompting and support, explain that people have jobs to meet needs, including self, classroom, and community.	Social-Emotional	E. Meeting Social Expectations	2. Meets accepted social norms in community settings
Strand 8: Science, Technology, and Society
3-Year-Olds	SS 3 yr.8.1: With prompting and support, identify how simple and electronic technology affects the way people live, work, travel, communicate, and play.	Cognitive	E. Scientific Discovery	4.2 Demonstrates knowledge of properties of the change resulting from investigations
3-Year-Olds	SS 3 yr.8.2: With prompting and support, recognize the importance of balancing media time with other activities.	Social-Emotional	E. Meeting Social Expectations	3.2 Follows established social rules in familiar environments
4-Year-Olds	SS 4 yr.8.1: Describe how simple and electronic technology affects the way people live, work, travel, communicate, and play.	Social-Communication	D. Social Use of Language	2.2 Describes objects; people; and past, present, and future events as part of social exchange
4-Year-Olds	SS 4 yr.8.2: Recognize the importance of balancing media time with other activities.	Social-Emotional	E. Meeting Social Expectations	3.2 Follows established social rules in familiar environments