aeps3

## ALIGNMENT

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

**WITH**
**Connecticut Early Learning and Development Standards**

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# Alignment of <em>Assessment, Evaluation, and Programming System for Infants and</em> ® <em>Children, Third Edition (AEPS -3)</em> with Connecticut Early Learning and Development Standards

This document aligns the *Connecticut Early Learning and Development Standards* [2024] with the areas, 
strands, goals, and objectives of *Assessment, Evaluation, and Programming System for Infants and Children,* 
Third Edition (AEPS<sup>®</sup>-3).

#### References

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). *Assessment, Evaluation,* 
and Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-3). Brookes Publishing Co.
Connecticut Office of Early Childhood. (2024). *Connecticut Early Learning and Development Standards.*
Retrieved from: https://www.ctoec.org/supporting-child-development/ct-elds/

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 April 2026

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| CT Standards |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
| --- | --- | --- | --- | --- |
| Cognition (COG) |  |  |  |  |
| Strand A: Early learning experiences will support children to develop effective approaches to learning. |  |  |  |  |
| A1. Curiosity and Initiative |  |  |  |  |
| Young Infants (by about 6 months) | S A1: Uses senses to explore and respond to new experiences (sights, sounds, textures, etc.) with actions such as laughing, babbling, moving, or repeating behaviors. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants (by about 1 year) | S A1: Seeks novel experiences, trying new actions, sensations, vocalizations, etc. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | Seeks familiar people and/or objects that are not there | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddlers (by about 1.5 years) | S A1: Uses senses to actively explore the effects of new actions on objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddlers (by about 2 years) | Explores new objects and looks to others to acknowledge success with new actions/skills | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddlers (by about 3 years) | Explores a variety of materials with repetition | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Preschoolers (by about 4 years) | Seeks new knowledge and skills; asks questions and seeks new challenges and experiences | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschoolers (by about 5 years) | SE D3: Builds confidence to take some risks in trying new behaviors/skills | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschoolers (by about 5 years) | Shows motivation to seek information and overcome challenges | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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| A2. Engagement with Environment, People and Objects |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | S A2: Orients to source of sound or movement and vocalizes in response to sights and sounds in the immediate environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infants (by about 6 months) | SE D2: Prefers familiar people and some objects (e.g., stops crying more quickly with a familiar person, calms when placed in a familiar place) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants (by about 6 months) | SE D2: Prefers familiar people and some objects (e.g., stops crying more quickly with a familiar person, calms when placed in a familiar place) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort closeness or physical contact from familiar adult. |
| Older Infants (by about 1 year) | Engages in joint attention focused on a wider range of interesting sights or sounds | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants (by about 1 year) | SE E1: Interacts with others when not focused on getting physical needs met (e.g., peek-a-boo, copying actions) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young Toddlers (by about 1.5 years) | Focuses attention on interesting sights or sounds, often in shared experiences with adults | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Toddlers (by about 2 years) | Interacts with others and stays with chosen activities for increasing lengths of time | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Toddlers (by about 3 years) | Maintains interest in activities they selected; may seek others to join in or ask questions | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddlers (by about 3 years) | Maintains interest in activities they selected; may seek others to join in or ask questions | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer. |
| Young Preschoolers (by about 4 years) | Maintains interest in exploring specific topics/activities over time | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Preschoolers (by about 5 years) | Engages in sustained exploration in topics of interest, using multiple methods for gathering information with adult support | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| A3. Cooperation with Peers in Learning Experiences |  |  |  |  |
| Toddlers (by about 2 years) | SE E2: Shows interest in what other children are doing, playing alongside them with similar materials and/or imitating actions | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddlers (by about 3 years) | SE E2: Seeks out children and will interact using common materials and imitating actions | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Young Preschoolers (by about 4 years) | Engages in a shared activity, (e.g., block building, making a mural) with peers | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Young Preschoolers (by about 4 years) | Helps and cooperates in group activities | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschoolers (by about 5 years) | Plans and practices turn-taking, listening, and sharing with others in group learning activities | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschoolers (by about 5 years) | LL C1: Engages in extended conversation/discussion during play | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |

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**Strand B: Early learning experiences will support children to use logic and reasoning.**

**B1. Cause and Effect**

| Young Infants (by about 6 months) | COG B3: Shows interest in the results of their actions and “accidental” discoveries | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| --- | --- | --- | --- | --- |
| Older Infants (by about 1 year) | Through repetition, recognizes effect of own actions (e.g., shakes a rattle and it makes a sound) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddlers (by about 1.5 years) | Observes or listens to others and imitates actions or verbalizations | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddlers (by about 1.5 years) | Observes or listens to others and imitates actions or verbalizations | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Toddlers (by about 2 years) | Seeks out familiar object and repeats actions, noticing results | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddlers (by about 3 years) | Varies actions to observe different results (e.g., hit lever harder to see if result changes) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Preschoolers (by about 4 years) | Manipulates materials and communicates about the impact of own actions | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Older Preschoolers (by about 5 years) | Experiments with multiple uses of same materials, observing and reflecting on differing results | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |

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| B2. Attributes, Sorting, and Patterns |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Infants (by about 1 year) | SE B2: Anticipates familiar actions or routines; may hold up arms or seek an object that is part of a routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddlers (by about 1.5 years) | Notices whether objects are the same or different | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes. |
| Young Toddlers (by about 1.5 years) | M C3: Matches objects that are the same | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Toddlers (by about 2 years) | Arranges or assigns items based on one feature (e.g., gives all the blue items to one person) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Toddlers (by about 2 years) | Recognizes simple patterns or sequences in daily life; may associate an object with an activity (e.g., getting a jacket means going outside) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Toddlers (by about 2 years) | Recognizes simple patterns or sequences in daily life; may associate an object with an activity (e.g., getting a jacket means going outside) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddlers (by about 3 years) | Identifies similarities and differences in objects, people, events, or sounds; focusing on one feature at a time (e.g., same color, different shapes) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddlers (by about 3 years) | M C3: Sorts a small number of items based on one feature or characteristic (e.g., puts toy animals in one bin and cars in another, helps sort laundry, sorts blue and yellow blocks) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Young Preschoolers (by about 4 years) | Considers multiple features of objects when grouping, sharing, or making decisions | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschoolers (by about 5 years) | Compares characteristics of objects, people, events (e.g., taller, louder, more, less). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschoolers (by about 5 years) | Uses familiar patterns or routines to solve problems and reason (e.g., if we go to the library every other day and we went yesterday, today we will...) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschoolers (by about 5 years) | Seeks understanding by comparing and questioning information from different sources (e.g., when the teacher shares information with class, says, “But my dad says...”) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |

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| B3. Problem Solving |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | COG B1: Shows interest in the results of their actions and “accidental” discoveries | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Infants (by about 1 year) | Uses a variety of actions to obtain something they want | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older Infants (by about 1 year) | Observes others and imitates their actions to accomplish simple tasks during play (e.g., putting a ring on a stacker) | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| Young Toddlers (by about 1.5 years) | Explores different actions with objects to see results | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddlers (by about 1.5 years) | Attempts simple inset puzzles and/or sorting boxes; may use trial and error | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Toddlers (by about 2 years) | Tries a strategy that has worked before in a new situation (e.g., tugging or prying on something that is stuck) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddlers (by about 2 years) | Takes things apart and tries to put them back together | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddlers (by about 3 years) | Uses objects in new and unexpected ways to solve problems through trial and error | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddlers (by about 3 years) | Solves problems that involve adjusting and fitting items together (spatial awareness) | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Young Preschoolers (by about 4 years) | Thinks of and tries a different strategy when their first attempt at solving a problem doesn't work | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschoolers (by about 5 years) | Tries a few strategies to solve a problem and draws on different resources (e.g., looks at what a peer is doing for ideas); reflects on what worked and what didn't work | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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| B4. Symbolic Representation |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Uses realistic items in play, including dolls, stuffed animals, and realistic household items (e.g., rocks a doll, stirs using a play spoon and bowl) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Toddlers (by about 2 years) | Plays with dolls or stuffed animals and realistic props together (e.g., use a play spoon to feed a doll) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Toddlers (by about 2 years) | Acts out familiar functions in play (e.g., sweeping the floor, pouring milk) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddlers (by about 3 years) | Uses a similar object to represent another object in play (e.g., pretends a stick is a spoon | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddlers (by about 3 years) | CA A3: Acts out common roles in play (e.g., mom or dad with baby) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Preschoolers (by about 4 years) | Uses or makes a prop to represent another object (e.g., uses blocks to make a cash register) | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Young Preschoolers (by about 4 years) | CA A3: Acts out short scenes in familiar roles (e.g., teacher, doctor, firefighter) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Preschoolers (by about 4 years) | Represents people, places, or things through simple drawings, movement, and three-dimensional construction | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschoolers (by about 5 years) | Occasionally uses objects that are not similar to represent other objects in play or performs an action with an imaginary object (e.g., use stirring action without anything in hand) | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Preschoolers (by about 5 years) | Engages in longer pretend play scenarios and recognizes the difference between pretend play and reality | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschoolers (by about 5 years) | Represents people, places, or things through drawings, movement, and/or three-dimensional constructions that are increasingly abstract (e.g., draws a map of their room using simple shapes to represent objects) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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### Strand C: Early learning experiences will support children to strengthen executive function.

## C1. Choosing and Planning

| Older Infants (by about 1 year) | Shows preferences with actions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Shows preferences by pointing and using one or two words | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Toddlers (by about 2 years) | Uses simple language to share preferences | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Makes choices based on preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Preschoolers (by about 4 years) | With adult assistance, chooses activities and plans what to do | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Older Preschoolers (by about 5 years) | Creates a plan for play or task that has goals and choices, then reflects on what they actually did | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

| C2. Task Persistence |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Repeats actions to obtain similar results | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infants (by about 1 year) | Practices an activity many times until successful. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddlers (by about 1.5 years) | Completes simple activities. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Toddlers (by about 2 years) | Completes simple activities despite frustration. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Toddlers (by about 3 years) | Completes self-selected, short-term activities many times to gain mastery. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Preschoolers (by about 4 years) | Continues working through moderately difficult activities, despite some frustration. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschoolers (by about 5 years) | Completes longer term and more complex tasks with a focus on the goal, adjusting for mistakes and overcoming frustration. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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| C3. Cognitive Flexibility |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Uses objects in new and unexpected ways. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Toddlers (by about 2 years) | Purposefully tries multiple ways of using the same objects. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddlers (by about 3 years) | Realizes when something is not working and, with adult help, can try another approach. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddlers (by about 3 years) | Tries new ideas or materials; combines materials in new ways | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Young Preschoolers (by about 4 years) | With adult help, adapts to a changing situation, adjusting plans, thinking, and/or behavior | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Young Preschoolers (by about 4 years) | Engages in pretend play by taking on different roles and adjusting to simple changes in the scenario | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschoolers (by about 5 years) | Exhibits greater independence in adjusting thinking and behavior, based on changing situations. May support peers in adjusting, encouraging them to adapt and engage under new circumstances | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Preschoolers (by about 5 years) | Expands pretend play by creating new scenarios, adapting to changes in roles and dilemmas, and considers others ideas | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |

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| C4. Working Memory |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | PHD B1: Follows an object with eyes across body, crossing the midline | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | SE A1: Interacts differently with familiar and unfamiliar people; prefers primary caregiver(s) to others | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Infants (by about 1 year) | Shows awareness of where something is even if it is no longer in sight | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Young Toddlers (by about 1.5 years) | Expects things to happen based on experience (e.g., expects a drink when refrigerator door opens) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers (by about 2 years) | Keeps a simple task in mind long enough to complete it (e.g., wiping a table, walking across the room to throw something in the garbage | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddlers (by about 3 years) | Remembers where recently used objects were placed. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Older Toddlers (by about 3 years) | Requests or gets familiar materials and books | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Toddlers (by about 3 years) | Requests or gets familiar materials and books | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others. |
| Young Preschoolers (by about 4 years) | Follows two- or three-step directions that do not involve familiar routines | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Young Preschoolers (by about 4 years) | Gets and uses material(s) for an intended purpose and puts them away when done (e.g., builds with blocks and puts them back on shelf) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Preschoolers (by about 4 years) | Remembers and follows through with routines with adult prompts | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Preschoolers (by about 5 years) | Waits turn and shares personal experience related to a topic of group discussion | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Older Preschoolers (by about 5 years) | Engages in games that involve remembering (e.g., lotto) | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Older Preschoolers (by about 5 years) | Remembers and follows basic rules, actions, or routines during daily activities or pretend play, sometimes needing adult prompts | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschoolers (by about 5 years) | Holds multiple play ideas in mind, recalling and building on past play events/schemes | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |

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| C5. Regulation of Attention |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Engages in repetitive actions during pretend play (e.g., feeding a doll, talking on the phone for several times) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Toddlers (by about 2 years) | Engages in interactions and selected activities for short periods of time (e.g., three-four exchanges during an interaction, plays with blocks for 3-5 minutes) | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddlers (by about 3 years) | Stays focused on high-interest activities despite routine distractions (e.g., noise from other daily activities) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Preschoolers (by about 4 years) | Stays focused on high-interest activities despite minor social or sensory distractions (e.g., new person entering room or home, phone ringing) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Young Preschoolers (by about 4 years) | Waits for a turn, stays in character, and follows simple play rules with adult support | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Older Preschoolers (by about 5 years) | Engages in preferred and some non-preferred activities for longer periods of time; remain with some high-interest activities 15 minutes or longer | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschoolers (by about 5 years) | Stays engaged in extended play schemes/scenarios and negotiates roles with peers | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |

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| C6. Regulation of Impulses |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | With help from a familiar, responsive adult, manages a brief wait for needs to be met | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddlers (by about 1.5 years) | Accepts a different choice with adult help (e.g., will take a different food item or toy instead of taking what they wanted from someone else) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Toddlers (by about 2 years) | With adult support with strategies (e.g., counting, singing) is able to wait for a brief time for a turn with a favored toy or to have needs met | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers (by about 2 years) | Begins to accept redirection from adults, showing the ability to pause, listen, and adjust behavior with gentle guidance and support | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Toddlers (by about 3 years) | With adult support, resists impulses in more formal or structured settings for brief periods of time | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Toddlers (by about 3 years) | Begins to respond to choice and limits provided by an adult | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Older Toddlers (by about 3 years) | Begins to respond to choice and limits provided by an adult | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Young Preschoolers (by about 4 years) | With minimal adult support, waits for short periods of time to get something they want | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Preschoolers (by about 4 years) | With adult reminders, briefly stops an initial response (e.g., stops imitating inappropriate behaviors of peers, waits turn to respond in group setting) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Preschoolers (by about 5 years) | Typically resists impulses during daily routines | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschoolers (by about 5 years) | Uses strategies they have learned to help wait for things they want (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |

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**Social and Emotional Development (SE)**

| Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |  |  |  |  |
| --- | --- | --- | --- | --- |
| A1. Trusting Relationships |  |  |  |  |
| Young Infants (by about 6 months) | Responds to familiar adults, seeks and responds to comfort when upset | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Older Infants (by about 1 year) | COG C4: Interacts differently with familiar and unfamiliar people; prefers primary caregiver(s) to others | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Infants (by about 1 year) | Usually accepts guidance or support from trusted adults | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddlers (by about 1.5 years) | Looks to trusted caregivers for cues about how to respond to the environment and for comfort and support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddlers (by about 2 years) | Uses familiar adults as secure bases, glancing back or sometimes making physical contact with caregiver while playing | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddlers (by about 3 years) | Approaches caregivers for support and comfort, especially when feeling stress or frustration | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Preschoolers (by about 4 years) | Engages in interactions with some less familiar adults | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschoolers (by about 5 years) | Seeks trusted adults or peers for support related to a social, emotional, or behavioral situation; may seek help or approval from less familiar adults in trusted roles (e.g., new teachers) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |

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| A2. Managing Separation |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Recognizes familiar faces and is aware when someone is a stranger | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | Prefers trusted adults and may show fear or protest at separation | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddlers (by about 1.5 years) | Seeks out trusted adults and feels secure with them; may show fear of strangers and new, unfamiliar places and seek support from trusted adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Toddlers (by about 2 years) | Adjusts to routine separations from caregivers with little distress, self regulating and returning to a calm state shortly after separation | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddlers (by about 3 years) | With support from a trusted adult, manages most separations without distress and adjusts to new settings | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Young Preschoolers (by about 4 years) | With a trusted adult, manages most separations from trusted adults without distress; adjusts to new settings when | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Older Preschoolers (by about 5 years) | Explores new but predictable settings (e.g., a new playground, classroom, home settings, or store), and adapts to changes in new settings but may need to check in with preferred, trusted adults at times | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |

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**Strand B: Early learning experiences will support children to develop self-regulation.**

| Strand B: Early learning experiences will support children to develop self-regulation. |  |  |  |  |
| --- | --- | --- | --- | --- |
| B1. Regulation of Emotions and Behavior |  |  |  |  |
| Young Infants (by about 6 months) | Finds comfort from familiar adults or by sucking on thumb, fist or pacifier | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Has ways to comfort self, such as holding a stuffed animal or special blanket to help them feel safe and secure | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Is often able to regulate feelings and actions with predictable daily routines, familiar activities, and when with trusted adults | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Toddlers (by about 2 years) | Finds comfort in rituals and routines, with support from adults. May use a special comfort object to help them calm, especially at nap or bed time | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Toddlers (by about 3 years) | Uses self-calming techniques with help or prompting from adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Preschoolers (by about 4 years) | Begins to attempt strategies to calm self when dealing with upsetting emotions; seeks help as needed | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Preschoolers (by about 4 years) | Manages self through small levels of frustration and disappointment with adult help | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Preschoolers (by about 5 years) | With little prompting; seeks help as needed, talking about strategies with peers, family or teachers, attempts learned strategies to calm self across situations when dealing with upsetting emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Preschoolers (by about 5 years) | Expresses emotions in a way that aligns with the social norms of the setting (e.g., may cry more loudly at home then in a quiet setting, expressed excitement more loudly when outside) | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Older Preschoolers (by about 5 years) | With adult support, identifies social norms and safety considerations that guide behavior including personal space | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |

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**B2. Following Routines**

| B2. Following Routines |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Shows comfort or satisfaction when needs are met (e.g., is comforted by being picked up or fed) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | COG B2: Anticipates familiar actions or routines; may hold up arms or seek an object that is part of a routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddlers (by about 1.5 years) | Anticipates the next step in a daily routine (e.g., reaches or signs for bib when placed in a high chair) | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers (by about 2 years) | Knows and follows some typical routines and rules but may need adult support | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddlers (by about 3 years) | SS B1: Transitions from one activity to another and follows basic routines and rules with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Preschoolers (by about 4 years) | Makes transitions and follows a basic schedule with a few reminders | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in family environments |
| Older Preschoolers (by about 5 years) | Remembers and follows daily routines with little support and adjusts to minor changes in rules and routines | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in family environments |

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**Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions.**

| C1. Emotional Expression |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Displays different responses based on what they are experiencing (e.g., smiles or kicks when a caregiver smiles at them, stiffens when uncomfortable, turns away from something they don't like) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Expresses a few basic emotions (e.g., sadness, frustration, anger) through facial expressions, movement, crying, smiling, laughing | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infants (by about 1 year) | Expresses a few basic emotions (e.g., sadness, frustration, anger) through facial expressions, movement, crying, smiling, laughing | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Toddlers (by about 1.5 years) | Expresses emotions through physical means such as hugging, throwing. May cooperate, “tease”, or refuse to comply and then look to adult for reaction | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Toddlers (by about 2 years) | Expresses more complex emotions (e.g., excitement, embarrassment, pride, sadness) and begins to communicate about feelings (e.g., “I mad”) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Begins to communicate about feelings more often, sometimes mentioning causes or reactions to feelings (e.g., “I miss my mommy. I sad.” “He mad you took his toy.” “I sad so Papa hug me.”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Young Preschoolers (by about 4 years) | Expresses emotions they have during typical daily routines (e.g., frustration at waiting, excitement about a favored activity, pride) using words and gestures | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschoolers (by about 5 years) | Expresses and describes emotions and feelings clearly to trust adults and peers, using language and social cues in line with developmentally appropriate expectations for the setting | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschoolers (by about 5 years) | Understands that words, voice tone, and body language are a part of communicating and impact relationships | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |

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| C2. Recognizing and Responding to Emotions |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Reacts to the emotions of familiar adults (e.g., smiles and coos at smiling faces, turns away from sad faces) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Reacts to feelings of others (e.g., may frown when another baby is crying or become upset when hearing yelling) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Recognizes basic feelings in self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Young Toddlers (by about 1.5 years) | Recognizes basic feelings in self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Young Toddlers (by about 1.5 years) | Begins to show interest in others’ feelings; shows awareness when an adult is pleased or upset with child’s actions | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult’s affective tone |
| Toddlers (by about 2 years) | Recognizes and responds to basic feelings expressed by others (e.g., hugs a peer who is upset) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Older Toddlers (by about 3 years) | Labels different emotions in pictures and other’s expressions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Toddlers (by about 3 years) | Is aware of appropriate responses to the emotions expressed by others (e.g., may comfort someone who is upset or nurture a doll during play) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Young Preschoolers (by about 4 years) | Recognizes and labels a wide range of emotions in others and shows empathy toward others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Young Preschoolers (by about 4 years) | Makes connections between emotional reactions of others and own emotional experiences | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Older Preschoolers (by about 5 years) | Shows empathy: Recognizes and acknowledges the feelings, needs, and rights of others (e.g., says “thank you”, shares with others, notices issues of fairness) | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Older Preschoolers (by about 5 years) | Begins to understand that different people may have different emotional reactions and is learning to respond with empathy or appropriate behavior based on others’ feelings | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

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### Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence.

## D1. Sense of Self

| Young Infants (by about 6 months) | Reacts when hearing own name, moving or changing expression | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| --- | --- | --- | --- | --- |
| Older Infants (by about 1 year) | Responds to name consistently | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young Toddlers (by about 1.5 years) | Refers to self using name, “me”, or “mine” | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers (by about 2 years) | Identifies family members by name and/or relationship | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Toddlers (by about 3 years) | SS A1: Identifies self, family members, other familiar adults (e.g., teacher) and some peers by name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Preschoolers (by about 4 years) | Refers to self using first and last names, and shares some characteristics (e.g., hair color) and/or skills | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Identifies self as an individual and as a part of a group; shares personal characteristics and roles within a group (e.g., “I’m -----’s big sister”, “I’m in ‘s class”) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| D2. Personal Preferences |  |  |  |  |
| Young Infants (by about 6 months) | COG A2: Prefers familiar people and some objects (e.g., stops crying more quickly with a familiar person, calms when placed in familiar place) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Shows a preference for some food, objects, textures. May push away items they do not prefer | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Uses gestures, words, or voice to communicate likes and dislikes | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers (by about 2 years) | Uses words or gestures to express interests (e.g., points at items) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Feels a sense of ownership; may want to keep special items close by and may not want to share | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Preschoolers (by about 4 years) | Describes self in terms of some basic preferences (e.g., favorite food, book) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Describes self by referring to preferences, thoughts, feelings, and cultural characteristics; describes attributes of self and others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |

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| D3. Self-Concept and Competency |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Infants (by about 1 year) | Anticipates results of own actions (e.g., drops a toy to see an adult pick it up, repeats an action that made a loud noise) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infants (by about 1 year) | Responds to own actions with pleasure (e.g., coos, laughs) | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young Toddlers (by about 1.5 years) | Is confident completing familiar tasks with support and attempts some new tasks without support | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddlers (by about 1.5 years) | Has a positive reaction (e.g., smiles, claps) when able to do something successfully | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Toddlers (by about 2 years) | Is confident when completing simple familiar tasks (e.g., putting on an article of clothing, using a toy); with support from a familiar adult engages in new experiences | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddlers (by about 3 years) | Often engages in familiar tasks, tries to do new things on their own, even when it might be somewhat difficult | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Toddlers (by about 3 years) | Shows pleasure when accomplishing something new and shares with others (e.g., “Look what I made!”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Young Preschoolers (by about 4 years) | Shows confidence with a range of activities, routines, and tasks; will start a new, unfamiliar task on their own | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschoolers (by about 5 years) | COG A1: Builds confidence to take some risks in trying new behaviors/skills | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschoolers (by about 5 years) | Shows pride in own actions/work and makes positive statements about self | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschoolers (by about 5 years) | Begins to take the social and personal results of their actions into consideration when making decisions | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

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**Strand E: Early learning experiences will support children to develop social relationships.**

| E1. Interacting with Adults |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Responds to different people with a range of responses; smiles, coos, and moves body when with familiar people | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants (by about 6 months) | Is interested in interacting with others, may gain an adult's attention and wait for a response | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | COG A2: Interacts with others when not focused on getting physical needs met (e.g., peek-a-boo, copying actions) | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Older Infants (by about 1 year) | Notices adults and other children, watching their actions closely | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | Shows affection or shared attention (e.g., pointing out something of interest) with more people who are familiar | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Toddlers (by about 2 years) | Enjoys games and social exchanges with familiar adults; may repeat patterns of interactions | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Toddlers (by about 3 years) | Enjoys sharing new experiences with familiar adults | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Preschoolers (by about 4 years) | Communicates with familiar adults and accepts, or requests, support when needed | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschoolers (by about 5 years) | Uses behaviors aligned with setting expectations and routines with most adults; generally following directions, offering help, and responding to limits | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |

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| E2. Interacting with Peers |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Notices other children and may touch, smile, or coo to them | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Watches other children but does not join the play.; may stay in proximity, make eye contact and babble | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | Shows interest in children who are playing nearby and may interact with them briefly | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers (by about 2 years) | COG A3: Shows interest in what other children are doing, playing alongside them with similar materials and/or imitating actions | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddlers (by about 3 years) | COG A3: Seeks out children and will interact using common materials and imitating actions | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddlers (by about 3 years) | Shows a preference for certain peers over time, although their preferences may shift | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Young Preschoolers (by about 4 years) | Interacts with one or more children (including small groups), beginning to work together to build or complete a project | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Young Preschoolers (by about 4 years) | Interacts with a variety of familiar children | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschoolers (by about 5 years) | Cooperates with peers through sharing and taking turns and working together | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Older Preschoolers (by about 5 years) | Shows a growing interest in peer interactions and friendships by adapting behavior to build and strengthen positive relationships | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschoolers (by about 5 years) | Seeks help from peers and offers assistance when it is appropriate | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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| E3. Conflict Resolution |  |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Responds to conflict (e.g., a dispute over a desired object or a conflict between others nearby) by crying, expressing distress, or seeking adult support | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Sometimes resolves a conflict with adult support | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Preschoolers (by about 4 years) | Seeks and accepts adult help to resolve conflicts with peers | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Young Preschoolers (by about 4 years) | LL C2: Begins to use language to problem solve in social situations | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschoolers (by about 5 years) | Engages in developing solutions to resolve conflicts with peers; listening, discussing solutions, compromising, and restoring relationships | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Older Preschoolers (by about 5 years) | Discusses strategies to resolve conflict; may suggest strategies when peers have a conflict | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |

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**Physical Development and Health (PDH)**

| Strand A: Early learning experiences will support children to develop gross motor skills. |  |  |  |  |
| --- | --- | --- | --- | --- |
| A1. Mobility |  |  |  |  |
| Young Infants (by about 6 months) | Rolls over, usually from both directions | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| Young Infants (by about 6 months) | Shifts weight when on stomach, pushing up to support weight on forearms, reaching for objects while supporting weight on one arm, and turning or pivoting | Gross Motor | A. Body Control and Weight Transfer | 2 (All) |
| Young Infants (by about 6 months) | Shifts weight when on stomach, pushing up to support weight on forearms, reaching for objects while supporting weight on one arm, and turning or pivoting | Gross Motor | B. Movement and Coordination | 1.4 Pivots on stomach |
| Young Infants (by about 6 months) | Reaches toward familiar adult as they approach to be picked up | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Older Infants (by about 1 year) | Shifts weight intentionally to change positions | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| Older Infants (by about 1 year) | Shifts weight intentionally to change positions | Gross Motor | A. Body Control and Weight Transfer | 4.1 Assumes hands-and-knees position from sitting[2] |
| Older Infants (by about 1 year) | Shifts weight intentionally to change positions | Gross Motor | A. Body Control and Weight Transfer | 5. Gets out of chair |
| Older Infants (by about 1 year) | Moves by crawling or scooting to get a desired toy or person | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| Older Infants (by about 1 year) | Moves by crawling or scooting to get a desired toy or person | Gross Motor | B. Movement and Coordination | 1 (All) |
| Older Infants (by about 1 year) | Pulls to a stand, and moves while holding onto furniture or person | Gross Motor | B. Movement and Coordination | 2.2 Stands unsupported |
| Older Infants (by about 1 year) | Pulls to a stand, and moves while holding onto furniture or person | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Older Infants (by about 1 year) | Cruises along furniture or outdoor equipment (maybe on toes) | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Older Infants (by about 1 year) | Cruises along furniture or outdoor equipment (maybe on toes) | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Older Infants (by about 1 year) | Cruises along furniture or outdoor equipment (maybe on toes) | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Older Infants (by about 1 year) | Cruises along furniture or outdoor equipment (maybe on toes) | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| Young Toddlers (by about 1.5 years) | Walks independently to get a desired person or object | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddlers (by about 1.5 years) | Stands from a squatting position using arms to push off floor | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Young Toddlers (by about 1.5 years) | Creeps up and creeps down stairs backwards or walks up and down steps one step at a time with a hand held | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |

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| Toddlers (by about 2 years) | Walks while changing directions and carrying objects (with legs closer together) | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Begins to run (hurried walking) | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Toddlers (by about 2 years) | Steps up and down from a step stool or curb independently | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure. |
| Toddlers (by about 2 years) | When standing, squats to pick up an object off the floor and then resumes standing | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Older Toddlers (by about 3 years) | Walks and runs on various surfaces and level changes with balance and control of speed | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddlers (by about 3 years) | Walks up stairs alternating feet with railing held and walks down one step at a time with railing held | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Young Preschoolers (by about 4 years) | Walks with ease and control in all directions, will pick up and carry large objects and step over objects in their path | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Young Preschoolers (by about 4 years) | Walks up and down stairs alternating feet on steps with railing held | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Older Preschoolers (by about 5 years) | Alternates direction while running and stops without losing balance | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | B. Movement and Coordination | 7. Skips |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | B. Movement and Coordination | 7 (All) |
| Older Preschoolers (by about 5 years) | Navigates through home, school, and play environments with ease, balancing on one foot briefly, going up and down stairs, climbs, etc. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |

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| A2. Large Muscle Movement and Coordination |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Holds head steady when supported in a sitting position and during transitional movement | Gross Motor | A. Body Control and Weight Transfer | 4.6 Holds head in midline when sitting supported |
| Young Infants (by about 6 months) | Sits with support | Gross Motor | A. Body Control and Weight Transfer | 4.5 Sits balanced using hands for support |
| Young Infants (by about 6 months) | Reaches, grasps and bats for objects overhead in midline and plays with feet | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Older Infants (by about 1 year) | Gets in and out of a sitting position from hand and knees position | Gross Motor | A. Body Control and Weight Transfer | 4. Assumes balanced sitting position |
| Older Infants (by about 1 year) | Sits independently and can maintain seated position while reaching for objects of interest | Gross Motor | A. Body Control and Weight Transfer | 4.2 Regains balanced, upright sitting position after reaching across body |
| Older Infants (by about 1 year) | Sits independently and can maintain seated position while reaching for objects of interest | Gross Motor | A. Body Control and Weight Transfer | 4.3 Regains balanced, upright sitting position after leaning left, right, and forward2 |
| Young Toddlers (by about 1.5 years) | Throws a large ball in forward direction | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Young Toddlers (by about 1.5 years) | Throws a large ball in forward direction | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Toddlers (by about 2 years) | Uses more complicated services of movements such as climbing onto and off furniture without help, propelling a ride-on toy, etc. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Toddlers (by about 2 years) | Uses more complicated services of movements such as climbing onto and off furniture without help, propelling a ride-on toy, etc. | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Toddlers (by about 2 years) | Throws a medium to large ball forward while standing | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Toddlers (by about 2 years) | Catches a large ball tossed from a short distance trapping it against their body | Gross Motor | C. Active Play | 1.3 Catches ball |
| Older Toddlers (by about 3 years) | Plays catch with playground ball (trapping it with body to catch and throwing it back with two hands) | Gross Motor | C. Active Play | 1.3 Catches ball |
| Older Toddlers (by about 3 years) | Plays catch with playground ball (trapping it with body to catch and throwing it back with two hands) | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Older Toddlers (by about 3 years) | Plays catch with playground ball (trapping it with body to catch and throwing it back with two hands) | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Older Toddlers (by about 3 years) | Imitates movements (e.g., during games such as “Simon Says”) | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older Toddlers (by about 3 years) | Jumps in place and off bottom step | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Older Toddlers (by about 3 years) | Jumps in place and off bottom step | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Older Toddlers (by about 3 years) | Kicks a ball in forward direction | Gross Motor | C. Active Play | 1.4 Kicks ball |

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| Young Preschoolers (by about 4 years) | Combines several gross motor movements in an organized way (e.g., moving through an obstacle course or playing a game with different sequences of movement, creative movement with direction) | Gross Motor | B. Movement and Coordination | All |
| --- | --- | --- | --- | --- |
| Young Preschoolers (by about 4 years) | Combines several gross motor movements in an organized way (e.g., moving through an obstacle course or playing a game with different sequences of movement, creative movement with direction) | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Young Preschoolers (by about 4 years) | Hops on one foot | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Young Preschoolers (by about 4 years) | Kicks a ball at a target a short distance with accuracy and speed | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Young Preschoolers (by about 4 years) | Throws a small ball both overhand and underhand at a target a short distance away with accuracy | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Young Preschoolers (by about 4 years) | Throws a small ball both overhand and underhand at a target a short distance away with accuracy | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Older Preschoolers (by about 5 years) | Combines more complex motor movements in a coordinated manner (e.g., climbs on playground equipment, gallops, skips, plays hopscotch, pumps a swing) | Gross Motor | B. Movement and Coordination | 5 (All) |
| Older Preschoolers (by about 5 years) | Combines more complex motor movements in a coordinated manner (e.g., climbs on playground equipment, gallops, skips, plays hopscotch, pumps a swing) | Gross Motor | B. Movement and Coordination | 6 (All) |
| Older Preschoolers (by about 5 years) | Combines more complex motor movements in a coordinated manner (e.g., climbs on playground equipment, gallops, skips, plays hopscotch, pumps a swing) | Gross Motor | B. Movement and Coordination | 7 (All) |
| Older Preschoolers (by about 5 years) | Combines more complex motor movements in a coordinated manner (e.g., climbs on playground equipment, gallops, skips, plays hopscotch, pumps a swing) | Gross Motor | C. Active Play | All |
| Older Preschoolers (by about 5 years) | Bends, dances, twists, walks on narrow surface while maintaining balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Preschoolers (by about 5 years) | Peddles a wheeled toy and steers smoothly | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle. |
| Older Preschoolers (by about 5 years) | Throws overhand with accuracy for short distances, rotating body and shifting weight on feet | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |

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### Strand B: Early learning experiences will support children to develop fine motor skills.

**B1. Visual Motor Integration**

| Young Infants (by about 6 months) | Intentionally reaches for and grasps an object | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | COG C4: Follows an object with eyes across body, crossing the midline | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | Reaches into containers or activates a simple cause and effect toy | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Older Infants (by about 1 year) | Combines and separates toys (e.g., removes and replaces large rings from post) | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Young Toddlers (by about 1.5 years) | Uses vision and hands together in play (e.g., builds a tower with several blocks or places a large peg in a pegboard base) | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Toddlers (by about 2 years) | Moves pieces to fit an opening (e.g., completes a simple inset puzzle or shape sorter | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Older Toddlers (by about 3 years) | Uses common items that involve vision and motor movements such as hammering a peg, or twisting a handle to open a latch | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Older Toddlers (by about 3 years) | Uses common items that involve vision and motor movements such as hammering a peg, or twisting a handle to open a latch | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Young Preschoolers (by about 4 years) | Uses small objects easily (e.g., puts small pegs in a light board, uses a large needle to sew, uses scissors to cut on curved line, etc.) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Older Preschoolers (by about 5 years) | Coordinates movements to achieve a goal, (e.g., drawing and cutting a shape, stringing beads, buttoning) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Preschoolers (by about 5 years) | Coordinates movements to achieve a goal, (e.g., drawing and cutting a shape, stringing beads, buttoning) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |

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| B2. Small Muscle Movement and Coordination |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Intentionally brings hands to mouth | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Young Infants (by about 6 months) | Brings hands together while lying on back | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| Older Infants (by about 1 year) | Moves objects from one hand to another and combines items at center of body (e.g., banging two blocks together) | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| Older Infants (by about 1 year) | Moves objects from one hand to another and combines items at center of body (e.g., banging two blocks together) | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Older Infants (by about 1 year) | Uses index finger to poke and point and grasps small objects between thumb and fingertips | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Older Infants (by about 1 year) | Uses index finger to poke and point and grasps small objects between thumb and fingertips | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Young Toddlers (by about 1.5 years) | Uses both hands at the same time for different purposes (e.g., may stabilize tower with one hand and add an additional block with other hand) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Young Toddlers (by about 1.5 years) | Uses simple tools and/or writing objects with some intent (e.g., hammers, paint brushes) | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Toddlers (by about 2 years) | Scribbles with beginning control, making and/or repeating vertical and horizontal lines; may grasp a cravon or marker with fist | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Toddlers (by about 2 years) | Scribbles with beginning control, making and/or repeating vertical and horizontal lines; may grasp a cravon or marker with fist | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Toddlers (by about 2 years) | Uses toys or tools with medium sized parts (e.g., puzzle pieces, play tools, toothbrush, spoon) | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Older Toddlers (by about 3 years) | Uses writing tools with more control, making or copying simple forms such as lines, curves, open circles, and dots | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Older Toddlers (by about 3 years) | Is able to handle smaller objects using a pincer grasp when needed (e.g., strings large beads, handles smaller puzzle pieces, uses large tongs to pick up items, etc.) | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Older Toddlers (by about 3 years) | Pounds, rolls, punches and/or pinches playdough | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Young Preschoolers (by about 4 years) | Draws simple shapes, pictures and/or letters. (May have immature pencil grasp with three five fingers on pencil shaft) | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Young Preschoolers (by about 4 years) | Uses household or toy tools with more precision (e.g., cuts playdough, brushes teeth, uses eating utensils, twists with toy screwdriver) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |

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| Older Preschoolers (by about 5 years) | Uses controlled and coordinated movements to copy simple shapes, write some letters, cut out simple shapes, and fasten buttons | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| --- | --- | --- | --- | --- |
| Older Preschoolers (by about 5 years) | Uses controlled and coordinated movements to copy simple shapes, write some letters, cut out simple shapes, and fasten buttons | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Older Preschoolers (by about 5 years) | Uses controlled and coordinated movements to copy simple shapes, write some letters, cut out simple shapes, and fasten buttons | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older Preschoolers (by about 5 years) | Uses a mature pencil grasp with three fingers on writing implement | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Strand C: Early learning experiences will support children to acquire self-help skills. |  |  |  |  |
| C1. Feeding Routines and Nutrition |  |  |  |  |
| Young Infants (by about 6 months) | Holds bottle and/or leans forward with open mouth when expecting to be fed | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Holds sippy cup or bottle, uses hands and/or utensils to feed self; may drink from an open cup with help | Adaptive | A. Eating and Drinking | 3 (All) |
| Older Infants (by about 1 year) | Holds sippy cup or bottle, uses hands and/or utensils to feed self; may drink from an open cup with help | Adaptive | A. Eating and Drinking | 4 (All) |
| Young Toddlers (by about 1.5 years) | Scoops with a spoon but may spill | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Young Toddlers (by about 1.5 years) | Holds open cup with both hands to drink while seated, with occasional spills | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Toddlers (by about 2 years) | Begins to serve self food (dishes out food and pours liquids) with adult help, but may spill | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Toddlers (by about 2 years) | Begins to serve self food (dishes out food and pours liquids) with adult help, but may spill | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| Older Toddlers (by about 3 years) | Feeds self using fingers or utensils with little spilling | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Older Toddlers (by about 3 years) | Feeds self using fingers or utensils with little spilling | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Older Toddlers (by about 3 years) | Feeds self using fingers or utensils with little spilling | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Young Preschoolers (by about 4 years) | Pours from a small pitcher and serves self food with little spilling | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Older Preschoolers (by about 5 years) | Uses a butter knife to spread and cut; opens most containers to remove food | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |

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## C2. Safety and Decision Making

| Young Toddlers (by about 1.5 years) | Usually responds when asked to stop unsafe behavior | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Points out or avoids unsafe items (e.g., points to an open gate above stairs, shows an adult a knife left on counter) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Tells a few basic safety rules; tells an adult when other children aren't following the rules | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Young Preschoolers (by about 4 years) | Remembers many basic safety rules; usually follows rules and tells adults when other children aren't following the rules | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Preschoolers (by about 5 years) | Understands the reason for most basic safety rules at home, in familiar settings, and in the community | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| C3. Dressing and Hygiene |  |  |  |  |
| Older Infants (by about 1 year) | Helps with dressing, undressing, and bathing by holding arms out, taking off socks, etc. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddlers (by about 1.5 years) | Puts arm in sleeve, steps out of pants, and/or tries to put on socks or shoes | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Toddlers (by about 2 years) | Helps with dressing and hygiene routines: pulls pants up and down, takes off jacket, dries own hands | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddlers (by about 3 years) | Tries to complete basic self-care routines (e.g., dressing, undressing, toileting and washing) but may still need help | Adaptive | B. Personal Care Routines | 1 (All) |
| Older Toddlers (by about 3 years) | Tries to complete basic self-care routines (e.g., dressing, undressing, toileting and washing) but may still need help | Adaptive | B. Personal Care Routines | 2 (All) |
| Older Toddlers (by about 3 years) | Tries to complete basic self-care routines (e.g., dressing, undressing, toileting and washing) but may still need help | Adaptive | C. Dressing and Undressing | All |
| Young Preschoolers (by about 4 years) | Takes care of simple dressing, toileting, hand washing, and tooth brushing routines with few reminders or help | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Young Preschoolers (by about 4 years) | Takes care of simple dressing, toileting, hand washing, and tooth brushing routines with few reminders or help | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Young Preschoolers (by about 4 years) | Takes care of simple dressing, toileting, hand washing, and tooth brushing routines with few reminders or help | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Young Preschoolers (by about 4 years) | Takes care of simple dressing, toileting, hand washing, and tooth brushing routines with few reminders or help | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Young Preschoolers (by about 4 years) | Takes care of simple dressing, toileting, hand washing, and tooth brushing routines with few reminders or help | Adaptive | C. Dressing and Undressing | All |
| Older Preschoolers (by about 5 years) | Usually handles own dressing, toileting, and basic hygiene | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Older Preschoolers (by about 5 years) | Usually handles own dressing, toileting, and basic hygiene | Adaptive | B. Personal Care Routines | 2 (All) |
| Older Preschoolers (by about 5 years) | Usually handles own dressing, toileting, and basic hygiene | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Older Preschoolers (by about 5 years) | Usually handles own dressing, toileting, and basic hygiene | Adaptive | C. Dressing and Undressing | All |

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| Strand D: Early learning experiences will support children to maintain physical health status and well-being. |  |  |  |  |
| --- | --- | --- | --- | --- |
| Physical Health Status |  |  |  |  |
| All Ages | Children's physical health status impacts learning and development in all areas. Children who possess good overall health (including oral, visual, and auditory) with any appropriate supports (such as glasses, hearing aids, or alternative communication systems) have a solid foundation to help them grow and learn. Maintaining good overall health status involves regular screenings, a lack of illness or preventable diseases, age appropriate amounts of sleep and rest, and healthy growth patterns (e.g., height and weight). | Social-Emotional | A. Interactions with Adults | 3 (All) |
| D1. Physical Activity |  |  |  |  |
| Young Infants (by about 6 months) | Interacts during daily activities that involve changing positions and that help to develop movement skills | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Older Infants (by about 1 year) | Interacts during daily physical activities that involve exploring and moving | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Toddlers (by about 1.5 years) | Plays and interacts with others during activities involving movement | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Toddlers (by about 2 years) | Engages in physical activity involving large muscles in both indoor and outdoor environments | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddlers (by about 3 years) | Has increasing strength and endurance, allowing them to actively engage in a total of 60 minutes of physical activity spread over the course of a day | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Preschoolers (by about 4 years) | Has increasing strength and endurance, allowing them to actively engage in a total of 60 minutes of moderate to vigorous physical activity spread over the course of a day | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Preschoolers (by about 5 years) | Has increasing strength and endurance, allowing them to actively engage in a total of 60 minutes of moderate to vigorous physical activity spread over the course of a day | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |

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#### D2. Healthy Behaviors

| Young Infants (by about 6 months) to Toddlers (by about 2 years) | Children participate in self-care routines, hygiene, and nutrition with assistance and prompting from caregivers. These skills are addressed in the following strands: • Dressing and Hygiene • Feeding Routines and Nutrition | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Follows routines involving healthy behaviors such as blowing nose, washing hands, eating healthy foods, and sleeping | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Preschoolers (by about 4 years) | Names examples of healthy behaviors related to hygiene, nutrition, and sleep | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Talks about healthy behaviors and why they are important | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |

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| Language and Literacy (LL) |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand A: Early learning experiences will support children to understand language (receptive language). |  |  |  |  |
| Word Comprehension |  |  |  |  |
| All Ages | Children may understand communication in languages other than those spoken in an early learning setting. Gather information about their understanding of all languages they are learning across settings to provide a full picture of a child's language development. Depending upon the features of the language(s) children are most comfortable with, their understanding of more complex syntax (e.g., plurals, past tense, compound sentences) in other languages may be impacted. Children who are still learning the primary language of the early learning setting may rely on contextual and visual cues to assist in their understanding of language. | Social-Communication | B. Communicative Understanding | All |
| A1. Understanding Words |  |  |  |  |
| Young Infants (by about 6 months) | Responds to facial expressions or familiar voices by changing expression, movement, or crying | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Responds to own name, and familiar words and phrases heard in context | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young Toddlers (by about 1.5 years) | Understands words, gestures, or signs used to refer to people, objects, or experiences that are not present | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Toddlers (by about 2 years) | Understands much of what is communicated in language(s) they are most comfortable with | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Toddlers (by about 2 years) | Points to familiar objects, people, and body parts referred to in the language(s) they are most comfortable with | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Toddlers (by about 3 years) | Understands more words across languages they are regularly exposed to, including nouns, verbs, and some adjectives | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |

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| Young Preschoolers (by about 4 years) | Understands words for objects, actions and visible characteristics (e.g., color, size) in real situations and symbolic contexts (e.g., books, pretend play) | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| --- | --- | --- | --- | --- |
| Older Preschoolers (by about 5 years) | Understands different types of words that convey more specific information about objects, actions and attributes in real situations and symbolic contexts (e.g., books, pretend play) | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Older Preschoolers (by about 5 years) | Figures out the meaning of unknown words/concepts using the context of conversations, pictures, or concrete objects | Social-Communication | B. Communicative Understanding | 3.3 Responds to topic initiations from others |
| A2. Understanding Language |  |  |  |  |
| Young Infants (by about 6 months) | Turns face toward the direction of sound or visual cues | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infants (by about 6 months) | Responds to changes in tone of voice (e.g., calms or smiles when spoken to in a soft voice, fusses when hears a stressed tone) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Responds to requests to complete common actions (e.g., “wave bye-bye”) | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Young Toddlers (by about 1.5 years) | Remembers and understands language heard in repeated stories, poems, and language experiences | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers (by about 2 years) | Responds to questions and follows simple directions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Toddlers (by about 2 years) | Responds to questions and follows simple directions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Toddlers (by about 2 years) | Points to named items in books | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Older Toddlers (by about 3 years) | Follows two- or three-step directions that do not involve familiar routines | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Older Toddlers (by about 3 years) | Understands language referring to items or actions that may not be in the context of current situation or setting | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Young Preschoolers (by about 4 years) | Understands sentences that include two three concepts (e.g., “Put the blue paper under the box”) | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Older Preschoolers (by about 5 years) | Understands sentences that include three-four concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”) in the context of planned activities and/or interactive storytelling | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschoolers (by about 5 years) | Understands common language used to refer to objects, actions, and attributes, during conversations, when listening to and following directions, listening to stories, etc. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |

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**Strand B: Early learning experiences will support children to use language (expressive language).**

| Strand B: Early learning experiences will support children to use language (expressive language). |  |  |  |  |
| --- | --- | --- | --- | --- |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children may use words, phrases, or sentences from the languages they are learning to communicate even if they are comfortable with the language(s) spoken in an early care and education setting. Children may combine words from the languages they are learning and use them in dynamic ways. This dynamic use of language is often referred to as “translanguaging” and it allows children to access their full scope of knowledge and express themselves. If they are still learning the language(s) spoken in an early care and education setting, young multilingual learners may understand more vocabulary than they use in that language(s). Consider gestures, words, phrases, and sentences from across cultures and the languages children are learning when reflecting on a child’s understanding of language. As they begin to combine words into phrases, children’s word combinations and structures may vary based on the languages they are learning. Variations in applying grammar rules may be due to differences in grammar rules across the languages and dialects a child is learning. Based on languages children have been exposed to, word approximations, sounds, pronoun usage, and inflection may vary. | Social-Communication | C. Communicative Expression | All |

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| B1. Vocabulary |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Uses different facial expressions and sounds to communicate (e.g., coos, babbles, and cries) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Begins to use word approximations (e.g., "ma-ma" or "da-da") or common gestures (e.g., waving, signing "more") | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant–vowel combinations |
| Young Toddlers (by about 1.5 years) | Uses a few words or common gestures to communicate | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddlers (by about 1.5 years) | Has a 20+ word vocabulary (including all words used across different languages) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers (by about 2 years) | Names familiar objects and actions; uses commands (e.g., "no"), possessives (e.g., "mine") or reactions (e.g., "ow" | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Toddlers (by about 2 years) | Frequently uses new words to talk about familiar things or activities | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Toddlers (by about 3 years) | Uses nouns and verbs to label experiences, actions, or events | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddlers (by about 3 years) | Uses some personal pronouns such as "me," "mine," and "you"; use of pronouns may vary based on language(s) they are most familiar with | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddlers (by about 3 years) | Experiments with less common words learned through books and personal experiences (e.g., large, fast, angry, car, run) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Uses common words for objects, actions, and attributes for things found in real situations and symbolic contexts (e.g., books, pretend play | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Young Preschoolers (by about 4 years) | Uses more simple pronouns (e.g., I, me, you, mine, he, she). Use of pronouns may vary based on language(s) they are most familiar with | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Young Preschoolers (by about 4 years) | Incorporates less common words learned through books and personal experiences into their vocabulary (e.g., gigantic, rapidly, frustrated, transportation, race or jog) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Uses a greater range and variety of specific words for objects, actions, and attributes encountered in real situations and symbolic contexts (e.g., books, pretend play) | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschoolers (by about 5 years) | Uses more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |

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| B2. Expressing Ideas, Feelings, and Needs |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Cries differently for different needs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infants (by about 6 months) | “Talks” to self and others using various vocalizations | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Older Infants (by about 1 year) | Communicates wants and needs through a combination of crying, babbling, word approximation, and gestures | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infants (by about 1 year) | Communicates wants and needs through a combination of crying, babbling, word approximation, and gestures | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Toddlers (by about 1.5 years) | Responds to caregiver statements or questions during play, routines, or reading with sounds, words, or gestures | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers (by about 2 years) | LL C2: Uses words and gestures to request objects, get needs met, or to get attention | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddlers (by about 3 years) | Uses inflection in phrases or sentences to ask a question | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Older Toddlers (by about 3 years) | Comments on different experiences, interactions, or things | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Toddlers (by about 3 years) | Expresses ideas through pretend play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Young Preschoolers (by about 4 years) | Communicates about current or recent ideas, events, and/or objects in different contexts (e.g., as a part of learning activity, to negotiate with peers, or to express emotions) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Uses speech that is mostly intelligible to familiar and unfamiliar adults in the language(s) they are most familiar with. May still have difficulty with s, sh, ch, j, ng, th, z, l, and r sounds; or sounds that were not common in languages they were first exposed to | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschoolers (by about 5 years) | Describes objects, events, and relationships in more detail (e.g., describes how things relate to each other using position words such as “under” or “beside” and comparative words such as “bigger” or “longer”) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |

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| B3. Language Structure |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Begins to use gestures and sounds together to communicate | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers (by about 2 years) | Combines words, using short, two word phrases such as “Me up!” | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Toddlers (by about 3 years) | Uses some basic grammar rules such as pronouns, plurals, possessives, and regular past tense | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddlers (by about 3 years) | Uses longer phrases of three or more words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Young Preschoolers (by about 4 years) | Uses basic grammar rules and begins to use irregular past tense and questions | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Young Preschoolers (by about 4 years) | Uses basic grammar rules and begins to use irregular past tense and questions | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Young Preschoolers (by about 4 years) | Uses basic grammar rules and begins to use irregular past tense and questions | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Young Preschoolers (by about 4 years) | Uses sentences that combine phrases or concepts to communicate ideas | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschoolers (by about 5 years) | Uses basic grammar rules including subject verb agreement, tenses, regular and irregular past tense, irregular plurals | Social-Communication | C. Communicative Expression | 2 (All) |
| Older Preschoolers (by about 5 years) | Uses basic grammar rules including subject verb agreement, tenses, regular and irregular past tense, irregular plurals | Social-Communication | C. Communicative Expression | 3 (All) |
| Older Preschoolers (by about 5 years) | Uses sentences that are more complex, combining phrases, using conjunctions (e.g., and, or, because) and generally using rules of grammar | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschoolers (by about 5 years) | Uses sentences that are more complex, combining phrases, using conjunctions (e.g., and, or, because) and generally using rules of grammar | Social-Communication | C. Communicative Expression | 2 (All) |
| Older Preschoolers (by about 5 years) | Uses sentences that are more complex, combining phrases, using conjunctions (e.g., and, or, because) and generally using rules of grammar | Social-Communication | C. Communicative Expression | 3 (All) |
| Older Preschoolers (by about 5 years) | Uses sentences that are more complex, combining phrases, using conjunctions (e.g., and, or, because) and generally using rules of grammar | Social-Communication | C. Communicative Expression | 4 (All) |

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| Strand C: Early learning experiences will support children to use language for social interaction. |  |  |  |  |
| --- | --- | --- | --- | --- |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children's use of language when interacting with others may vary based on cultural and language variations. Children's use of language for conversations and interactions will vary based on the opportunities they have to interact with others using a common language. Involve families in fully understanding a child's use of language for social interactions. | Social-Communication | A. Early Social Communication | All |
| All Ages | Children's use of language when interacting with others may vary based on cultural and language variations. Children's use of language for conversations and interactions will vary based on the opportunities they have to interact with others using a common language. Involve families in fully understanding a child's use of language for social interactions. | Social-Communication | D. Social Use of Language | All |
| C1. Engaging in Conversations |  |  |  |  |
| Young Infants (by about 6 months) | Shows interest in back and forth pretend games | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Older Infants (by about 1 year) | Enjoys back and forth exchanges with adults including playing simple imitation games | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddlers (by about 1.5 years) | Pays attention to a speaker by pausing activity or looking toward speaker | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young Toddlers (by about 1.5 years) | Repeats or tries another way to communicate desire if first try is not successful | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Toddlers (by about 2 years) | Takes turns in simple conversations, initiating and responding over two or more turns | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddlers (by about 3 years) | Has conversations with adults and peers that include four or more exchanges | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Young Preschoolers (by about 4 years) | Focuses a topic of conversation over several turns | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Young Preschoolers (by about 4 years) | Initiates conversations with peers and adults | Social-Communication | D. Social Use of Language | 1 Uses language to initiate and sustain social interaction |
| Older Preschoolers (by about 5 years) | Engages in longer conversations involving statements, questions, and answers about a topic | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Preschoolers (by about 5 years) | COG A3: Engages in extended conversation/discussion during play | Social-Communication | D. Social Use of Language | 1 Uses language to initiate and sustain social interaction |

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| C2. Language for Interaction |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Coos, gurgles, and/or smiles in response to caregiver actions and to initiate social contact | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infants (by about 6 months) | Coos and/or smiles when adults imitate the faces and sounds they make | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infants (by about 1 year) | Intentionally uses gestures and/or vocalizations to change the behavior of others and to engage in social interaction | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddlers (by about 1.5 years) | Uses gestures and/or sounds to interact (e.g., waves, shakes head no, reaches to be lifted up) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddlers (by about 1.5 years) | Uses language to maintain conversations and interact socially | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Toddlers (by about 2 years) | Answers basic questions with one-two words | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Toddlers (by about 2 years) | LL B2: Uses words and gestures to request objects, get needs met, or to get attention | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddlers (by about 3 years) | Talks with adults and peers about common experiences or events | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Answers simple who, what, where, and why questions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Young Preschoolers (by about 4 years) | Answers simple who, what, where, and why questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Young Preschoolers (by about 4 years) | Shares personal experiences related to a topic of discussion | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | SE E3: Begins to use language to problem solve in social situations | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschoolers (by about 5 years) | Uses language to share ideas and gain information | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschoolers (by about 5 years) | Makes connections between new information and prior knowledge in conversations | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Older Preschoolers (by about 5 years) | Engages in discussions with adults and peers to resolve conflict, problem solve, negotiate, and plan | Social-Emotional | D. Independent and Group Participation | 4 Resolves conflicts using negotiation |

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| Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |  |  |  |  |
| --- | --- | --- | --- | --- |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children's engagement with books in the classroom may vary based on their familiarity with the language in texts, especially during read alouds. Children's engagement with books may vary based on the culture(s) and community represented. Children may understand more than they are able to express verbally in the language(s) spoken in an early care and education setting. Allow children to respond to books and/or retell stories in many formats: using actions, words from any language, props, etc. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| All Ages | Children's engagement with books in the classroom may vary based on their familiarity with the language in texts, especially during read alouds. Children's engagement with books may vary based on the culture(s) and community represented. Children may understand more than they are able to express verbally in the language(s) spoken in an early care and education setting. Allow children to respond to books and/or retell stories in many formats: using actions, words from any language, props, etc. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| D1. Engaging with Text |  |  |  |  |
| Young Infants (by about 6 months) | LL D2: Shows interest in music, stories, and pictures shared with caregiver (e.g., coos, listens, looks) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | LL D2: Looks at a book with an adult, with shared attention to pictures, sounds, etc. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | LL D2: Attends to pictures in text; may label or point to picture or make sounds associated with picture | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddlers (by about 2 years) | Actively engages with text, which may include repeating words or phrases, completing familiar rhymes, commenting on or naming familiar pictures, etc. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Toddlers (by about 2 years) | Selects a familiar or favorite book to be read | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddlers (by about 3 years) | Stays interested in a book being read to them for short periods of time | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddlers (by about 3 years) | Recites familiar phrases of songs, books, and rhymes; may complete a phrase or missing word from a familiar text or song | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Preschoolers (by about 4 years) | Chooses a book to be read, may have favorite books or authors | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Preschoolers (by about 4 years) | Asks and answers simple who, what, and where questions about books read aloud to them | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |

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| Older Preschoolers (by about 5 years) | Independently chooses to “read” books based on interests, including fiction and nonfiction | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| --- | --- | --- | --- | --- |
| Older Preschoolers (by about 5 years) | Engages in conversations about text, asking and answering questions, and sharing connections from personal experience | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| D2. Understanding Books (Stories or Informational Text) |  |  |  |  |
| Young Infants (by about 6 months) | LL D1: Shows interest in music, stories, and pictures shared with caregiver (e.g., coos, listens, looks) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | LL D1: Looks at a book with an adult, with shared attention to pictures, sounds, etc. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddlers (by about 1.5 years) | LL D1: Attends to pictures in text; may label or point to picture or make sounds associated with picture | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddlers (by about 2 years) | Answers simple specific questions about familiar books (e.g., “What does the cat say?”); asks basic questions about pictures (e.g., “Who is that?”) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddlers (by about 3 years) | Enjoys telling and retelling stories and information learned through books | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddlers (by about 3 years) | Acts out scenes or stories from familiar books | Social-Emotional | C. Interactions with Peers | 2 Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Young Preschoolers (by about 4 years) | Demonstrates comprehension of stories in a variety of ways: retelling with use of pictures and props, acting out main events or sharing information learned from nonfiction text, creating related stories, or extending a story through dramatic play | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Young Preschoolers (by about 4 years) | With prompting, makes predictions and/or asks questions about a text by examining the title, cover, pictures | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |

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| Older Preschoolers (by about 5 years) | With prompting and support, retells familiar stories, including story elements (e.g., setting, characters, events) and/or shares key details from informational text | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| --- | --- | --- | --- | --- |
| Older Preschoolers (by about 5 years) | Makes simple inferences about character motivation and/or predicts what might happen next in a story | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Older Preschoolers (by about 5 years) | Identifies main components of a story or text (the major plot points of a story or the main topic of an informational text) | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Older Preschoolers (by about 5 years) | Uses connections between self and character, experiences, and emotions to increase comprehension | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |  |  |  |  |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children's handling of books, understanding of print concepts such as directionality, and letter recognition may vary depending upon the writing system used in the language(s) they are most familiar with. | Literacy | A. Awareness of Print Concepts | All |
| E1. Book Concepts |  |  |  |  |
| Older Infants (by about 1 year) | LL E2: Grabs at, pats, and/or mouths books | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | LL E2: Handles soft or board books and attempts to turn pages | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddlers (by about 2 years) | Holds a book upright and may pretend to read | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Toddlers (by about 2 years) | Turns page of a board book | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddlers (by about 3 years) | Turns pages of a picture book with thick paper pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Young Preschoolers (by about 4 years) | Looks at pages of a book from left to right | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |

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| Older Preschoolers (by about 5 years) | Know how books are read (e.g., left to right, top to bottom, front to back) | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| --- | --- | --- | --- | --- |
| Older Preschoolers (by about 5 years) | Uses the cover of a book to gain information about the book’s content (e.g., looks at picture, asks what the title of the book is) | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Preschoolers (by about 5 years) | Knows that books have titles, authors, illustrators or photographers | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| E2. Print Concepts |  |  |  |  |
| Older Infants (by about 1 year) | LL E2: Grabs at, pats, and/or mouths books | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | LL E2: Handles soft or board books and attempts to turn pages | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Toddlers (by about 2 years) | Recognizes a familiar book based on its cover | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddlers (by about 3 years) | Recognizes some familiar signs and symbols in the environment (e.g., logos, signs for a familiar store) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Young Preschoolers (by about 4 years) | Uses books and/or other written materials (e.g., lists, menus, signs) in a purposeful way during play | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Young Preschoolers (by about 4 years) | Recognizes that print represents spoken words (e.g., first name in print, environmental labels) | Literacy | A. Awareness of Print Concepts | 3 (All) |
| Young Preschoolers (by about 4 years) | Recognizes the difference between a letter and a word | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Young Preschoolers (by about 4 years) | Identifies some printed words and/or common symbols (e.g., bathroom signs) in the context of the daily routines and/or play | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Older Preschoolers (by about 5 years) | Recognizes words as a unit of print and that letters are grouped to form words | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Older Preschoolers (by about 5 years) | Follows words from left to right with finger | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Older Preschoolers (by about 5 years) | Identifies some familiar printed words during play, even in new contexts (e.g., a word used during snack time that they now in the dramatic play area) | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Older Preschoolers (by about 5 years) | Begins to use awareness of letter sounds to identify words in text | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |

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| E. Letter Knowledge |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Shows interest in letters in the environment, including the letters in their name | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Young Preschoolers (by about 4 years) | Recognizes some letters, especially those in their own name | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Young Preschoolers (by about 4 years) | Participates in alphabet songs and games | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschoolers (by about 5 years) | Identifies the most common sounds and keywords beginning with those sounds for some letters | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Older Preschoolers (by about 5 years) | Recognizes and names at least half of the upper and lowercase letters of the alphabet, including letters in their first and last name and those they often see in learning environments | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Strand F: Early learning experiences will support children to develop awareness of the sounds of language. |  |  |  |  |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children’s experiences with different languages may influence the sounds that they attend to and ascribe meaning to. Consider the sounds that carry meaning in the languages a child speaks when reflecting on their phonological awareness. Children’s ability to identify and produce rhymes may vary based upon the language(s) they are most familiar with. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |

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| F1. Phonological Awareness |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Infants (by about 1 year) | CA A1: Experiments with vocalizations and sounds | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young Toddlers (by about 1.5 years) | CA A1: Uses sounds to aid in communication prior to the use of words (e.g., babbles in a sing-song manner) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Toddlers (by about 2 years) | CA A1: Echos parts of songs with sounds or words | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalization |
| Older Toddlers (by about 3 years) | Shows interest in sounds in the environment and to spoken language | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Older Toddlers (by about 3 years) | Engages in sound play making silly sounds, repeating words or syllables | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Preschoolers (by about 4 years) | Recognizes when beginning and/or ending sounds are the same during songs, books, fingerplays, etc. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Preschoolers (by about 4 years) | Recognizes when beginning and/or ending sounds are the same during songs, books, fingerplays, etc. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Young Preschoolers (by about 4 years) | Distinguishes individual words in a sentence | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| Young Preschoolers (by about 4 years) | Experiments with rhyming and alliteration during speech | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Young Preschoolers (by about 4 years) | Experiments with rhyming and alliteration during speech | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Older Preschoolers (by about 5 years) | Produces rhyming words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Older Preschoolers (by about 5 years) | Produces words with same initial sound | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Older Preschoolers (by about 5 years) | Distinguishes syllables in words | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Older Preschoolers (by about 5 years) | Distinguishes syllables in words | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Older Preschoolers (by about 5 years) | Identifies initial sounds in spoken words | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Older Preschoolers (by about 5 years) | When provided with two sounds, is able to blend into a word (E.g., /n/ and /o/ make “no”) | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |

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**Strand G: Early learning experiences will support children to convey meaning through drawing, letters, and words.**

| Strand G: Early learning experiences will support children to convey meaning through drawing, letter, s, and words. |  |  |  |  |
| --- | --- | --- | --- | --- |
| Considerations for Multilingual Learners |  |  |  |  |
| All Ages | Children's attempts at early writing may resemble the language(s) they are most familiar with and may vary from that of an early care and education setting. Become familiar with the written units in children's most familiar language(s) to support their early writing efforts. Share family examples of drawing and writing to connect drawing and writing practices from the language(s) children are most familiar with the drawing and writing in an early care and education setting. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |

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| Drawing and Writing |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Uses writing tools, large paint brushes, or fingers to make marks (on paper, in sand or shaving cream, on sidewalk) | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Toddlers (by about 2 years) | Uses writing tools to make scribbles and lines | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older Toddlers (by about 3 years) | Begins to draw simple shapes (including lines, curves, and/or dots) to represent ideas and may try to write message using controlled linear scribble | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddlers (by about 3 years) | Tells others about their drawings | Literacy | E. Writing | 1 (All) |
| Young Preschoolers (by about 4 years) | Writes in a manner that is distinct from drawing, making letter-like shapes or symbols | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Young Preschoolers (by about 4 years) | Uses a combination of early writing and drawing to convey an idea, share an event or story, make a list, or write a message to someone | Literacy | E. Writing | 2.1 Makes representational drawings |
| Young Preschoolers (by about 4 years) | Asks an adult to write their name, label a picture, or write a few words for another purpose | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Older Preschoolers (by about 5 years) | Writes letter-like shapes to represent their name (e.g. signs in when arriving at school, puts name on artwork) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Preschoolers (by about 5 years) | Tries to write or copy words that are meaningful to them (e.g., labeling a picture, making a sign or card), with early attempts at spelling. May use 1 letter for the initial or final sound to represent a whole word | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Older Preschoolers (by about 5 years) | Dictates a short story or message for an adult to write | Literacy | E. Writing | 1.1 Dictates description of drawing |

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**Creative Arts (CA)**

| Strand A: Early learning experiences will support children to perform and create art. |  |  |  |  |
| --- | --- | --- | --- | --- |
| A1. Music Exploration and Expression |  |  |  |  |
| Young Infants (by about 6 months) | LL F1: Experiments with vocalizations and sounds | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Older Infants (by about 1 year) | Shows interest in singing, moving and dancing, using their body | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants (by about 1 year) | LL F1: Uses sounds to aid in communication prior to the use of words (e.g., babbles in a sing-song manner) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Young Toddlers (by about 1.5 years) | Creates sounds with musical instruments or during sensory play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | LL F1: Echoes parts of songs with sounds or words | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers (by about 2 years) | Imitates words to songs and song gestures (e.g., names animals in a song or pats, claps, makes movements) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers (by about 2 years) | Repeats words and actions to familiar songs, including pitch, gestures and body movements | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddlers (by about 3 years) | Responds with voice, body, and/ or instruments to longer segments/or patterns of music | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Older Toddlers (by about 3 years) | Participates in familiar and call and response songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Preschoolers (by about 4 years) | Responds to changes in the expressive qualities of music and moves in more organized ways to demonstrate an understanding of the music | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Young Preschoolers (by about 4 years) | Spontaneously sings familiar songs | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Young Preschoolers (by about 4 years) | With some adult assistance, initiates new musical ideas with voices or instruments (e.g., applies words, initiates their own listening and movement experiences) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschoolers (by about 5 years) | Creates new musical ideas with voices/ instruments (e.g., applies new words, adds instruments to a familiar song) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschoolers (by about 5 years) | Creates own music (e.g., hums, sings, creates rhythms, etc.) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschoolers (by about 5 years) | Plays with familiar rhythms and patterns in a novel way (e.g., experiments with high/low pitch and loud/soft dynamics) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |

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| A2. Visual Arts and Creative Exploration |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Responds to visual stimuli like colorful artwork or simple patterns by focusing, cooing or moving their body | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Explores simple art materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddlers (by about 1.5 years) | Experiments with a variety of loose parts and art materials to tape, glue, paint, mold, draw, etc. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Toddlers (by about 2 years) | Uses a wide variety of art materials (e.g., clay, dough, wet sand) for purposeful sensory exploration | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers (by about 2 years) | Experiments with strokes and lines using brushes, crayons, markers, etc. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older Toddlers (by about 3 years) | Uses a variety of materials to create art with growing control and for personal expression | Fine Motor | C. Mechanics of Writing | All |
| Older Toddlers (by about 3 years) | Uses a variety of materials to create art with growing control and for personal expression | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Preschoolers (by about 4 years) | Uses different materials to make art creations that reflect thoughts, feelings, experiences, knowledge | Fine Motor | C. Mechanics of Writing | All |
| Young Preschoolers (by about 4 years) | Uses different materials to make art creations that reflect thoughts, feelings, experiences, knowledge | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Preschoolers (by about 5 years) | Uses a variety of tools and materials to create original work to express individual creativity | Fine Motor | C. Mechanics of Writing | All |
| Older Preschoolers (by about 5 years) | Uses a variety of tools and materials to create original work to express individual creativity | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| A3. Drama: Role Play and Storytelling |  |  |  |  |
| Toddlers (by about 2 years) | Imitates simple aspects of a role using realistic props and sounds | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddlers (by about 3 years) | COG B4: Acts out common roles in play (e.g., mom or dad with baby) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Preschoolers (by about 4 years) | COG B4: Acts out short scenes in familiar roles (e.g., teacher, doctor, firefighter) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschoolers (by about 5 years) | Assumes elaborate roles in dramatic play (e.g., plays multiple roles or may stay in character for extended periods of time) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschoolers (by about 5 years) | Uses materials and props in unique ways and is creative in finding and using materials as props desired for dramatic play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |

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| A4. Dance: Movement and Physical Expression |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Moves body in reaction to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Moves body to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Shows increasing body awareness through gross motor movement (e.g., walks, bounces, sways, rocks, engages in bilateral movement (claps and pats), and uses non locomotor movements (simple finger plays) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddlers (by about 2 years) | Demonstrates developing ability to balance, awareness of body (e.g., names body parts, moves distinct body parts) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Toddlers (by about 2 years) | Moves creatively while listening to music (e.g., stamps feet, waves arms, sways) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddlers (by about 3 years) | Demonstrates directional and spatial awareness involving time (fast/slow), space (high, middle, low), or energy (hard/soft) during songs or play (e.g., moves like a turtle, jumps like a frog, floats like a feather) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Young Preschoolers (by about 4 years) | Demonstrates increasingly complex dance concepts while learning to move their body in place and through space (e.g., jumps from 1 place to another, combines several movements like hopping, turning, stamping feet) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Preschoolers (by about 5 years) | Uses multiple dance concepts as a way to communicate meaning, ideas and feelings (e.g., uses movement to represent leaves falling off trees – sways arms, wiggles fingers, stretches, falls to ground) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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**Strand B: Early learning experiences will support children to respond and connect to the arts.**

| B1. Responding and Connecting to Music |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Reacts to music by turning to a sound source, cooing in response, wiggling or moving, soothing themselves. etc. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Moves body (e.g., nods head, bounces, wiggles, rocks) in response to qualities of music whether melody, volume, or rhythm is same or different (fast/slow, low/high, calm/jazzy) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Moves body hearing a familiar melody or rhythm (e.g., hand gestures) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Toddlers (by about 2 years) | Responds to changes in music by joining in familiar music using voice, physical gestures and/or instruments | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddlers (by about 3 years) | Responds to elements of different music with variations in physical movement (e.g., walks, bounces, slides, rocks, sways in response to qualities of rhythm) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Preschoolers (by about 4 years) | Shows an interest and preferences in some music selections over others | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Preschoolers (by about 5 years) | Describes similarities and differences in music selections | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |

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| B2. Responding and Connecting to Visual Arts |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Attends to contrasting colors | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infants (by about 1 year) | Shows preferences for particular visual stimuli | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddlers (by about 1.5 years) | Looks at pictures, photographs, and works of art | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Toddlers (by about 2 years) | Begins to communicate what they see when looking at pictures, photos, and works of art | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Toddlers (by about 3 years) | Describes or asks questions about a work of art | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Toddlers (by about 3 years) | Expresses interest in and shows appreciation for the creative work of others (e.g., through body language, facial expression or oral language) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Young Preschoolers (by about 4 years) | Responds to the materials, techniques, ideas and emotions of artworks, both two- and three dimensional (e.g., explains a picture or sculpture including several details) | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Young Preschoolers (by about 4 years) | Communicates and explains preferences for one piece of art over another | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Observes and discusses visual art forms and compares similarities and differences (e.g., uses a lot of colors and the paint is thick; sculpture is bumpy) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| B3. Responding and Connecting to Dance |  |  |  |  |
| Toddlers (by about 2 years) | Shows interest in dance movements of peers or adults | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| Older Toddlers (by about 3 years) | Repeats a movement that has been demonstrated in a dance | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Young Preschoolers (by about 4 years) | Communicates what they see when watching others' dance | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | Recognizes an emotion expressed in a dance movement | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| B4. Responding and Connecting to Dramatic Arts |  |  |  |  |
| Young Preschoolers (by about 4 years) | With guidance, names and describes characters in dramatic play, role playing, and story telling | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschoolers (by about 5 years) | With guidance, identifies the emotional responses of characters in dramatic play, role playing, and story telling | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |

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| Mathematics (M) |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand A: Early learning experiences will support children to understand counting and cardinality. |  |  |  |  |
| A1. Number Names |  |  |  |  |
| Young Toddlers (by about 1.5 years) | Communicates a few number names, but may not necessarily recite them in the correct order | Math | A. Counting | 1.2 Recites numbers 1-3 |
| Toddlers (by about 2 years) | Communicates a few number names, with beginning evidence of correct sequence (e.g., starts with “one”) | Math | A. Counting | 1.2 Recites numbers 1-3 |
| Older Toddlers (by about 3 years) | Recites numbers up to at least 5, Uses other number names but not necessarily in the correct order | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Young Preschoolers (by about 4 years) | Recites numbers up to at least 10 | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Older Preschoolers (by about 5 years) | Recites numbers up to at least 20 | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Older Preschoolers (by about 5 years) | Recites numbers forward beginning with any number between 1 and 10 | Math | D. Addition and Subtraction | 1.2 Counts forward to 10 |
| A2. Cardinality |  |  |  |  |
| Young Toddlers (by about 1.5 years) | Puts objects in one-to-one or one-to-many correspondence (e.g., may fill each compartment in an egg carton with one or several objects) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Toddlers (by about 2 years) | Puts objects in one-to-one correspondence (e.g., puts one item in each compartment) | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Older Toddlers (by about 3 years) | Counts up to 3 objects using one-to-one correspondence | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Young Preschoolers (by about 4 years) | Counts at least 5 objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Young Preschoolers (by about 4 years) | Counts out a set of objects up to 4 | Math | A. Counting | 2. Counts out 10 items |
| Older Preschoolers (by about 5 years) | Counts up to ten objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Older Preschoolers (by about 5 years) | Counts out a set of objects up to 5 | Math | A. Counting | 2. Counts out 10 items |

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| A3. Written Numerals |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Preschoolers (by about 4 years) | Recognizes written numerals up to at least 5 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Older Preschoolers (by about 5 years) | Recognizes written numerals up to at least 10 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Older Preschoolers (by about 5 years) | Recognizes written numerals up to at least 10 | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6–10 |
| Older Preschoolers (by about 5 years) | Writes numbers 1-5 in the context of experiences, (e.g., child writes 3 when a friend in dramatic play wants to buy 3 apples) | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| A4. Recognition of Quantity |  |  |  |  |
| Toddlers (by about 2 years) | Names groups of 1 to 2 objects with the number name | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Toddlers (by about 3 years) | Names and matches groups of up to 3 objects with the number name | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Young Preschoolers (by about 4 years) | Recognizes quantities up to 3 without counting, matches groups of up to 5 objects with the number names | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Older Preschoolers (by about 5 years) | Quickly recognizes and names, without counting, the number of objects in collections of up to 5 items | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| A5. Comparison |  |  |  |  |
| Toddlers (by about 2 years) | Compares collections that are quite different in size | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddlers (by about 3 years) | Compares collections of 1 to 4 similar items verbally or nonverbally | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Young Preschoolers (by about 4 years) | Compares sets of 1 to 5 objects using a visual matching or counting strategy and describes the comparison as more, less than or the same | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Young Preschoolers (by about 4 years) | Compares sets of 1 to 5 objects using a visual matching or counting strategy and describes the comparison as more, less than or the same | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Older Preschoolers (by about 5 years) | Compares sets of up to ten objects using a visual matching or counting strategy and describes the comparison as more than, less than, or the same | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Older Preschoolers (by about 5 years) | Compares sets of up to ten objects using a visual matching or counting strategy and describes the comparison as more than, less than, or the same | Math | B. Quantitative Relations | 2.1 Compares items in sets of 6 to 10 by matching |
| Older Preschoolers (by about 5 years) | Can identify which of the written numerals 1-5 is more or less | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Preschoolers (by about 5 years) | Can identify which of the written numerals 1-5 is more or less | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1–5 |

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| Strand B: Early learning experiences will support children to understand and describe relationships to solve problems operations and algebraic thinking. |  |  |  |  |
| --- | --- | --- | --- | --- |
| B1. Number Operations |  |  |  |  |
| Older Toddlers (by about 3 years) | Uses some vocabulary related to relative quantity (e.g., “more,” “less”) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Young Preschoolers (by about 4 years) | Understands that adding (or taking away) one or more objects from a group will increase or decrease the objects in the group | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Young Preschoolers (by about 4 years) | Understands that adding (or taking away) one or more objects from a group will increase or decrease the objects in the group | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Older Preschoolers (by about 5 years) | Uses real-world situations and concrete objects to add (e.g., putting together) and subtract (e.g., taking away) problems up through 5 | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| Older Preschoolers (by about 5 years) | Uses real-world situations and concrete objects to add (e.g., putting together) and subtract (e.g., taking away) problems up through 5 | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Older Preschoolers (by about 5 years) | Uses real-world situations and concrete objects to add (e.g., putting together) and subtract (e.g., taking away) problems up through 5 | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Older Preschoolers (by about 5 years) | Can compose number combinations up to at least 5 (e.g., recognize how many have been secretly taken away from a group of 5 objects) | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| Older Preschoolers (by about 5 years) | Can compose number combinations up to at least 5 (e.g., recognize how many have been secretly taken away from a group of 5 objects) | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Older Preschoolers (by about 5 years) | Can compose number combinations up to at least 5 (e.g., recognize how many have been secretly taken away from a group of 5 objects) | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |

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### Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects.

| C1. Measurement |  |  |  |  |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Uses some vocabulary related to size and quantity (e.g., say something is “big” or request “more”) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddlers (by about 3 years) | Has an increasing vocabulary related to number, size and quantity (e.g., uses words such as “tall,” “long”) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Preschoolers (by about 4 years) | Recognizes measurable attribute of an object such as length, weight, or capacity | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Preschoolers (by about 4 years) | Begins to use non-standard units of measurement (e.g. blocks or hand spans) to measure length or height of objects | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Preschoolers (by about 5 years) | Compares 2 or more objects (e.g., length, weight and capacity) and describes the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschoolers (by about 5 years) | Begins to use standard and non-standard measurement tools to measure the length or height of objects | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| C2. Data |  |  |  |  |
| Young Preschoolers (by about 4 years) | Sorts objects into 2 groups, counts, and compares the quantity of the groups formed (e.g., indicates which is more) | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Older Preschoolers (by about 5 years) | Represents data using concrete objects, pictures or tally marks | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |

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#### C3. Sorting, Classifying, and Patterning

| Young Toddlers (by about 1.5 years) | COG B2: Matches objects that are the same | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Groups several objects based on 1 feature but may change grouping strategy (e.g., groups several blue objects then adding a blue car, begins to add more cars regardless of color) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddlers (by about 3 years) | COG B2: Sorts a small number of items based on 1 feature or characteristic (e.g., puts toy animals in 1 bin and cars in another, helps sort laundry, sorts blue and yellow blocks) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Young Preschoolers (by about 4 years) | Sorts objects by 1 feature into 2 or more groups (e.g., color, size, shape) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Young Preschoolers (by about 4 years) | With adult support, identifies and duplicates simple repeating patterns (e.g., ABAB patterns) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschoolers (by about 5 years) | Sorts a set of objects on the basis of 1 feature (e.g., size or color) and is able to switch and describe the sorting rule | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschoolers (by about 5 years) | Creates, extends, and/or duplicates simple repeating patterns with objects, numbers, sounds and movements (e.g., ABAB, AABAAB, ABCABC, ABBABB patterns) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Strand D: Early learning experiences will support children to understand geometry and spatial relationships. |  |  |  |  |

#### D1. Spatial Relationships

| Older Infants (by about 1 year) | Begins to develop awareness of near and far by following movement in their environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| Young Toddlers (by about 1.5 years) | Adjusts their reach and grasp based upon distance, size and weight of an object | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Toddlers (by about 2 years) | Shows beginning understanding of positional vocabulary (e.g., up/down, in/out, on/off, under) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddlers (by about 3 years) | Finds objects or locations based upon landmarks and position words (e.g., “Your blanket is on the couch.”) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Young Preschoolers (by about 4 years) | Uses positional vocabulary (e.g., up/down, in/out, on/off, under) to identify and describe the location of an object | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschoolers (by about 5 years) | Uses relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |

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#### D2. Identification of Shapes

| Young Toddlers (by about 1.5 years) | Explores a variety of shapes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| --- | --- | --- | --- | --- |
| Toddlers (by about 2 years) | Matches familiar shapes (e.g., circle, square and typical triangle) with same size and orientation | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Toddlers (by about 3 years) | Matches and sometimes names familiar shapes with different size and orientation | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Young Preschoolers (by about 4 years) | Identifies two-dimensional shapes in different orientations and sizes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Preschoolers (by about 5 years) | Identifies and describes a variety of two- and three dimensional shapes with mathematical names (e.g., ball/sphere, box/ rectangular prism, can/ cylinder) regardless of orientation and size | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Composition of Shapes |  |  |  |  |
| Young Preschoolers (by about 4 years) | Combines 2 or more shapes to create a new shape or to represent an object in the environment | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschoolers (by about 5 years) | Completes a shape puzzle or a new figure by putting multiple shapes together with purpose | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |

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| Science (S) |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand A: Early learning experiences will support children to apply scientific practices. |  |  |  |  |
| A1. Questioning and Defining Problems |  |  |  |  |
| Young Infants (by about 6 months) | COG A1: Uses senses to explore and responds to new experiences (sights, sounds, textures, etc.) with actions such as laughing, babbling, moving, or repeating behaviors | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infants (by about 1 year) | COG A1: Seeks novel experiences, trying new actions, sensations, vocalizations, etc | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddlers (by about 1.5 years) | COG A1: Uses senses to actively explore the effects of new actions on objects | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Toddlers (by about 2 years) | Observes and makes comments on things observed through the senses | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddlers (by about 3 years) | Asks simple what, why, and how questions related to things observed | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Preschoolers (by about 4 years) | Asks more detailed questions including the relationship between two things or cause and effect relationships | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Preschoolers (by about 5 years) | Defines a problem to be solved, including details and restrictions (e.g., “We need to make something for the bird food, but we have to hang it so the squirrels can’t get it”) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| A2. Investigating |  |  |  |  |
| --- | --- | --- | --- | --- |
| Young Infants (by about 6 months) | Orients to source of sound or movement and vocalizes in response to sights and sounds in the immediate environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infants (by about 6 months) | Orients to source of sound or movement and vocalizes in response to sights and sounds in the immediate environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infants (by about 1 year) | Repeats actions to explore if the same result will happen again | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddlers (by about 1.5 years) | Actively manipulates objects to explore their properties (e.g. shaking, banging, rolling) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Toddlers (by about 2 years) | Uses senses to explore their environment (e.g. smelling and touching flowers) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Toddlers (by about 2 years) | Begins simple problem solving (e.g. using a shape sorter, experimenting with getting a tower to stand) | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddlers (by about 3 years) | Makes simple predictions of what will happen | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Older Toddlers (by about 3 years) | Uses senses to explore how features of objects can affect how they can be used (e.g. stacking blocks and noticing that 1 is better on the bottom of the tower) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Young Preschoolers (by about 4 years) | Uses tools with purpose to test ideas and gather information (e.g. Testing containers with holes to explore how sand moves through them) | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschoolers (by about 5 years) | Plans and carries out investigations with increasing purpose and organization (e.g. designing ramps of different heights, testing how far objects travel and documents results with drawing or graphs) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| A3. Using Evidence |  |  |  |  |
| Older Toddlers (by about 3 years) | Provides reasons for decisions or opinions (e.g., “I made this picture green because my mom likes green.”) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Provides examples or evidence to support their ideas (e.g., “I think the plant will die because when I forgot to water my plant it died.”) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschoolers (by about 5 years) | Gives evidence from observations or investigations | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Begins to distinguish evidence from opinion | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |

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### Strand B: Early learning experiences will support children to engage in the process of engineering.

#### B1. Design Cycle

| Older Toddlers (by about 3 years) | Demonstrates an interest in how things work | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Uses open ended materials to build and construct with purpose | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Toddlers (by about 3 years) | Describes how human-made items solve problems (e.g. a bottle helps us carry water, a pencil helps us write) | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Young Preschoolers (by about 4 years) | With adult support, recognizes a problem and describes what they see and participates in brainstorming ideas to solve the problem | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | With adult support, identifies a problem with an item or process, defines what is not working and creates a new design, tests out various solutions and refines design elements | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Strand C: Early learning experiences will support children to understand patterns, processes and relationships of living things. |  |  |  |  |

#### C1. Unity and Diversity of Life

| Toddlers (by about 2 years) | Observes the characteristics of different plants and animals | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Observes features of plants and animals and explores function of features | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Young Preschoolers (by about 4 years) | Compares and contrasts basic features of living things (e.g., body parts and their uses) between and across groups | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Preschoolers (by about 4 years) | Recognizes changes in living things over their lifespan by observing similarities and differences between babies and adults | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschoolers (by about 5 years) | Groups and classifies living things based upon features, providing evidence to support groupings | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Demonstrates an understanding of how living things grow and change through predictable stages (e.g., birth, growth, reproduction, death) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |

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#### C2. Living Things and Their Interactions with the Environment and Each Other

| Older Toddlers (by about 3 years) | Observes how a variety of living things obtain food and what happens when food cannot be obtained | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| --- | --- | --- | --- | --- |
| Young Preschoolers (by about 4 years) | Explores how animals depend upon the environment for food, water, and shelter | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschoolers (by about 5 years) | Describes how animals depend on plants and other animals for food | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Strand D: Early learning experiences will support children to understand physical sciences. |  |  |  |  |

#### D1. Energy, Force, and Motion

| Toddlers (by about 2 years) | Uses trial and error to explore the way different objects move | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Observes different ways objects move (e.g., roll, bounce, spin, slide) and what happens when they interact with other objects | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Young Preschoolers (by about 4 years) | Investigates how objects' speed and direction can be varied | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschoolers (by about 5 years) | Makes predictions and conducts simple experiments to change direction, speed, and distance objects move | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschoolers (by about 5 years) | Determines cause and effect of push/pull/collision that makes objects, start, stop, and change direction | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |

#### D2. Matter and its Properties

| Toddlers (by about 2 years) | Observes simple attributes of materials (e.g., hard, soft) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Observes and describes attributes of materials that are related to their use or purpose | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Preschoolers (by about 4 years) | Compares and contrasts attributes of common materials related to their function (e.g., flexibility, transparency, strength) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Preschoolers (by about 5 years) | Evaluates the appropriateness of a material for a given purpose based upon its properties | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Older Preschoolers (by about 5 years) | Observes how heating and cooling cause changes to properties of materials (e.g., Ice melts when we bring it inside; plastic becomes brittle when it is left outside in the cold.) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| Strand E: Early learning experiences will support children to understand features of earth. |  |  |  |  |
| --- | --- | --- | --- | --- |
| E1. Earth’s Features and the Effects of Weather and Water |  |  |  |  |
| Toddlers (by about 2 years) | Observes natural features of the earth (e.g., land, rain) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddlers (by about 3 years) | Describes common features of the earth (e.g., sky, land, water) and what is found there (e.g., birds, fish, stars) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Young Preschoolers (by about 4 years) | Observes, records, and notes patterns regarding weather and the effects on the immediate environment (e.g., rain over a period of days causes flooding, sunny days cause the flower bed to dry out) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Young Preschoolers (by about 4 years) | Investigates how water interacts with other earth materials (e.g., sand, dirt, pebbles) | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Preschoolers (by about 5 years) | Gives examples of ways in which weather variables (hot/cold temperatures, amount and intensity of precipitation, wind speed) affect us and/or cause changes to earth’s features (e.g., The stream has greater water flow after snow melts) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| E2. Earth and Human Activity |  |  |  |  |
| Toddlers (by about 2 years) | Talks about different foods humans eat | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Toddlers (by about 3 years) | Gives examples of natural resources that humans use to survive (e.g., food, water) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Young Preschoolers (by about 4 years) | Investigates how humans use natural resources to meet basic needs and design solutions to improve how we live (e.g., cut trees to build houses, make applesauce out of apples) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Explores how humans’ use of natural resources impacts the environment (e.g., If we catch all the salmon, this can no longer be a food source. Cutting down trees can cause erosion) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| Social Studies (SS)Note: Precursors to the skills reflected in social studies can be found in the domains of Social and Emotional and Cognition. |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand A: Early Learning experiences will support children to understand self, family, and a diverse community. |  |  |  |  |
| A1. Individual Development and Identity |  |  |  |  |
| Older Toddlers (by about 3 years) | Notices differences and similarities between self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddlers (by about 3 years) | SE D1: Identifies self, family members, other familiar adults (e.g., teacher), and some peers by name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Preschoolers (by about 4 years) | Identifies physical characteristics of self (e.g., eyes, hair, skin, etc.) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Understands self as part of a family (e.g., parents, grandparents, siblings, caregivers) | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Preschoolers (by about 5 years) | Understands that there are similarities and differences among people and families | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| A2. Culture |  |  |  |  |
| Older Toddlers (by about 3 years) | Identifies family practices (e.g., traditions, celebrations, songs, food, language) of their family | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Identifies cultural characteristics of self, family, and community (e.g., home language, foods, modes of transportation, shelter, etc.) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschoolers (by about 4 years) | Asks simple questions about others' cultures | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Preschoolers (by about 5 years) | Understands that there are similarities and differences among the cultural characteristics of people, families and communities (e.g., languages, foods, art, customs, modes of transportation, and shelter) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |

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| Strand B: Early Learning experiences will support children to learn about people and the environment. |  |  |  |  |
| --- | --- | --- | --- | --- |
| B1. Power, Authority, and Governance |  |  |  |  |
| Older Toddlers (by about 3 years) | SE B2: With adult support, transitions from one activity to another and follows basic routines and rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Responds to request to begin activity |
| Young Preschoolers (by about 4 years) | Remembers and follows rules of the home, cultural community, and/or classroom with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Young Preschoolers (by about 4 years) | Understands some reasons for basic rules in the home, cultural community, and/or classroom | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Older Preschoolers (by about 5 years) | Identifies rules and understands reasons for rules and laws in the home, cultural community, and/or classroom | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| B2. People, Places, and Environments |  |  |  |  |
| Older Toddlers (by about 3 years) | With adult guidance, begins to understand, that people have the responsibility to care for each other, plants, animals, and the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Young Preschoolers (by about 4 years) | Understands that people share the environment with other people, animals, and plants and have the responsibility to care for them and the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Young Preschoolers (by about 4 years) | Describes, draws, or constructs aspects of the environment of the classroom and/or home | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Understands that people have a responsibility to take care of the environment through active participation in activities such as recycling | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschoolers (by about 5 years) | Describes, draws, or constructs aspects of the classroom, home, and/or community (including roads, buildings, bodies of water, etc.) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| B3. Contributing in A Democratic Society |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | With adult support, completes jobs to contribute to their community | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Preschoolers (by about 4 years) | Participates in jobs and responsibilities at home, in the classroom, or in the community | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Older Preschoolers (by about 5 years) | Completes jobs and shows an understanding of why certain responsibilities are important and participates in responsibilities at home, classroom, or community (e.g., cleaning up, caring for pets) | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Strand C: Early Learning experiences will support children to develop an understanding of economic systems and resources. |  |  |  |  |
| C1. Individuals, Groups, and Institutions |  |  |  |  |
| Older Toddlers (by about 3 years) | Recognizes jobs within their community | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Young Preschoolers (by about 4 years) | Shows an awareness of a variety of jobs in the community and the work associated with them through conversation and/or play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschoolers (by about 5 years) | Shows an awareness of the tools and technologies associated with a variety of roles and jobs; expressing interest in different careers | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| C2. Economic Systems and Concepts |  |  |  |  |
| Older Toddlers (by about 3 years) | Begins to understand that they can trade an item, like a toy, with a peer for another item | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Young Preschoolers (by about 4 years) | Engages in play exploring the roles of buying and selling | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Preschoolers (by about 4 years) | Begins to understand the difference between wants and needs | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschoolers (by about 5 years) | Understands the basic relationship of money for the purchase of food, shelter, goods, and services, moving toward an understanding of the difference between wants and needs | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Identifies the difference between wants and needs | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |

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| C3. Science, Technology and Society |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Begins to understand that tools, including technology, serve a variety of purposes | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Young Preschoolers (by about 4 years) | Understands the purpose of common tools in their environment, including technology | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschoolers (by about 5 years) | Recognizes that different tools and technology have an impact on our lives | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Strand D: Early Learning experiences will support children to understand change over time. |  |  |  |  |

| D1. Time, Continuity, and Change |  |  |  |  |
| --- | --- | --- | --- | --- |
| Older Toddlers (by about 3 years) | Begins to understand the difference between today and tomorrow through familiar events | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Toddlers (by about 3 years) | Begins to recognize change in themselves (e.g., Identifying themselves in baby pictures) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Young Preschoolers (by about 4 years) | Understands and describes sequence of events and time periods (using terms such as time of day, yesterday, today and tomorrow) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Young Preschoolers (by about 4 years) | Demonstrates a beginning understanding of change over time through discussing topics such as their own growth and how they have changed | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschoolers (by about 5 years) | Understands past, present, and future as it relates to one’s self, family, and community | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschoolers (by about 5 years) | Demonstrates a beginning understanding of change over time through discussing, representing, or playing, about their own growth and family history | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |