AEPS 3 Indiana 2023 Early Learning Standards Alignment FINAL.pdf
aeps3
ALIGNMENT
INDIANA
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Indiana Early Learning Standards
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with the Indiana Early Learning Standards
This document aligns the Indiana Early Learning Standards [2023] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Indiana Department of Education. (2023). Indiana Early Learning Standards. Retrieved from: https://media.doe.in.gov/news/2023- early-learning-standards-final-5-25-23.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created October 2023
| Age Range | IN Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|---|
| English/Language Arts Early Learning Standards | ||||
| English/Language Arts Early Learning Standard 1: Communication Process | ||||
| ELA1.1: Demonstrate receptive communication | ||||
| Infant | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Respond to words or gestures | Social-Communication | B. Communicative Understanding | 1.1 Follows pointing gestures with eyes |
| Infant | Recognize familiar objects, people, and voices | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Orient to sounds in the learning environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to make eye contact when caregiver speaks | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Respond to simple statements, requests, and/or gestures | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Older Toddler | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Toddler | Respond to simple sentences, phrases, gestures and/or actions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Follow simple one-step directions | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Younger Preschool | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Younger Preschool | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Younger Preschool | Listen to and follow multi-step directions with adult support | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Older Preschool | Demonstrate continual growth in understanding increasingly complex and varied vocabulary | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Older Preschool | Respond to complex gestures and/or actions to communicate (such as comforting others who are crying) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Listen to and follow multi-step directions | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Older Preschool | With adult support, discover the meaning of new words and relate them to prior knowledge | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Kindergarten Standard | K.C.C.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten Standard | K.C.C.3 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Asks and answers questions related to story |
| Kindergarten Standard | K.C.C.5 Follow simple two or three-step oral directions. | Social-Communication | B. Communicative Understanding | 3.1 Follows multi-step directions with contextual clues |
| ELA1.2: Demonstrate expressive communication | ||||
| Infant | Use facial expressions or gestures to communicate | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Use simple vocalizations to communicate | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Infant | Express sounds and patterns of home language | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddler | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | Use gestures to clarify communication | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Use single words or simple phrases | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Use gestures and actions to communicate | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Use simple phrases or simple sentences | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Older Toddler | Talk about past, present, and future events | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Younger Preschool | Use complex gestures and actions to communicate | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Younger Preschool | Use expanded sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Younger Preschool | Describe activities and experiences with detail | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Demonstrate continual growth in increasingly varied and complex vocabulary | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Preschool | Use complex gestures and actions to communicate | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Use complex sentences | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Preschool | Describe activities, experiences, and stories with expanded detail | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Change word tense to indicate time | Social-Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| Older Preschool | Change word tense to indicate time | Social-Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| Older Preschool | Use communication for a variety of purposes | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K.RC.2 With support, retell familiar stories, poems, and nursery rhymes, including key details. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Kindergarten Standard | K.RC.5 With support, retell the main idea and key details of a text | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary words in picture books |
| Kindergarten Standard | K.CC.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K.CC.4 Audibly, recite poems, rhymes, and songs, and use complete sentences to describe familiar people, places, things, and events. With support, provide additional details on these topics. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| ELA1.3: Demonstrate ability to engage in conversations | ||||
| Infant | Attend to an object, event, or person with an adult. | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| Young Toddler | Demonstrate intent of communicating with others | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Take turns in a conversation | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Older Toddler | Respond to a request for clarification | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Younger Preschool | Answer questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Younger Preschool | Ask questions for understanding and clarity | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Younger Preschool | Make on-topic comments | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Younger Preschool | Stay on topic in two-way conversation with others | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Preschool | Answer open-ended questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Older Preschool | Answer open-ended questions posed by adults or peers | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Older Preschool | Ask questions for understanding and clarity | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Preschool | Make on-topic comments | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Older Preschool | Stay on topic in two-way conversation that involves multiple turns | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Older Preschool | Communicate actively in group activities | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschool | Vary tone and volume of expression to match the situation | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten Standard | K.CC.1 Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Kindergarten Standard | K.CC.2 Ask questions to seek help, obtain information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten Standard | K.CC.3 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| English/Language Arts Early Learning Standard 2: Early Reading | ||||
| ELA2.1: Demonstrate awareness of the alphabet | ||||
| Young Toddler | Distinguish words from pictures | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Older Toddler | Begin to recognize and identify some frequently occurring letters in meaningful context | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Older Toddler | Recognize symbols have meaning | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Younger Preschool | Recognize and identify some uppercase and a few lowercase letters in a meaningful context (e.g., the first letter in their name) | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Older Preschool | Recognize and identify most uppercase and some lowercase letters | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Older Preschool | Recognize own name in print | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Kindergarten Standard | K.RF.3: Identify and name all uppercase (capital) and lowercase letters of the alphabet. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| ELA2.2: Demonstrate phonological awareness | ||||
| Infant | Orient to sounds in the learning environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Discriminate sounds in the learning environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Begin to engage in word and sound play with adults | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddler | Distinguish between words that contain similar-sounding phonemes (pig-dig, cat-mat) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Begin to engage in word and sound play with adults | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Distinguish between words that contain similar-sounding phonemes (pig-dig, cat-mat) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Demonstrate basic knowledge of letter-sound correspondence | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Younger Preschool | Engage in rhyming games and songs; can complete a familiar rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Identify rhyming words in spoken language | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Younger Preschool | Orally blend and segment familiar compound words, with modeling and support | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| Younger Preschool | Orally blend and segment familiar compound words, with modeling and support | Literacy | B. Phonological Awareness | 2.1 Blends two simple words into compound words |
| Younger Preschool | Demonstrate awareness of sounds as separate units | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Older Preschool | Demonstrate basic knowledge of letter-sound correspondence | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Older Preschool | Engage in rhyming games and songs; can complete a familiar rhyme | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Make rhymes to simple words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Older Preschool | Blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Older Preschool | Blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Older Preschool | Blend, and segment syllables in spoken words with modeling and support | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Older Preschool | Isolate the initial sound in some words | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Kindergarten Standard | K.RF.4: Identify and produce rhyming words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Kindergarten Standard | K.RF.5: Orally pronounce, blend, and segment words into syllables. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Kindergarten Standard | K.RF.5: Orally pronounce, blend, and segment words into syllables. | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| Kindergarten Standard | K.RF.6 Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. | Literacy | B. Phonological Awareness | 4.2 Identifies middle sounds in CVC words |
| Kindergarten Standard | K.RF.6 Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. | Literacy | B. Phonological Awareness | 4.3 Identifies last sounds in CVC words |
| Kindergarten Standard | K.RF.6 Identify and produce the beginning, middle (medial), and final sounds in three and four phoneme words. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| ELA2.3: Demonstrate awareness and understanding of concepts of print | ||||
| Infant | Look at books while an adult holds and manipulates the book | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Begin to hold and manipulate a book with adult support | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Infant | Respond to songs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Listen to repetition of familiar words, songs, signs, rhymes, and stories | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Toddler | Bring a book to adult to read | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddler | Hold and manipulate a book independently | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Young Toddler | Pretend to read familiar books | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Young Toddler | Attend to pictures and text for several minutes | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Older Toddler | Recognize familiar books by cover | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler | Recite parts of well-known stories, rhymes, and songs | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Toddler | Hold books with two hands and turns pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Younger Preschool | Begin to understand that books are comprised of written words | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Younger Preschool | Respond to and interact with read-alouds of literary and informational text | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Younger Preschool | Hold books right side up and turn pages left to right | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Preschool | Understand that print carries meaning | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Older Preschool | Track words in a book from left to right, top to bottom, and page to page with adult support | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Kindergarten Stan | K.R.F.1: Demonstrate understanding that print moves from left to right across the page and from top to bottom. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Kindergarten Stan | K.R.F.2: Recognize that written words are made up of sequences of letters. | Literacy | A. Awareness of Print Concepts | 1. Produces rhyming words given oral prompt |
| Kindergarten Stan | K.R.F.9 Orally read decodable texts with appropriate accuracy and automaticity. | Literacy | C. Alphabet Knowledge | 2. Reads simple CVC and sight word text |
| ELA2.4: Demonstrate comprehension | ||||
| Infant | Demonstrate interest in hearing a familiar story or book | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Attend to caregiver's voice while being held and/or read to | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Show preference for familiar stories | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | With adult support, respond to simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Show preference for familiar stories and repeat phrases of the story | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Older Toddler | Answer simple questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Toddler | Tell a story from pictures in a book to support language comprehension | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Younger Preschool | Respond and interact with literature, including both fiction and building background knowledge with nonfiction text | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by an adult |
| Younger Preschool | Respond and interact with stories (fictional and nonfictional) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Younger Preschool | Answer questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Younger Preschool | With adult support, begin to retell familiar stories | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Older Preschool | Respond and interact with literature, including both fiction and building background knowledge with nonfiction text | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by an adult |
| Older Preschool | Answer questions about a story | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Older Preschool | Retell familiar stories | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten Standard | K.RC.1: With support, ask and answer questions about main topics and key details in a text heard or read. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Kindergarten Standard | K.RC.2: With support, retell familiar stories, poems, and nursery rhymes, including key details. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Kindergarten Standard | K.RC.5 With support, retell the main idea and key details of a text. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary words in picture books |
| Kindergarten Standard | K.CC.2 Ask questions to seek help, obtain information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Kindergarten Standard | K.CC.3 Ask and answer questions about key details in a text read aloud or information presented orally or through other media. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Asks and answers questions related to story |
| English/Language Arts Early Learning Standard 3: Early Writing | ||||
| ELA3.1: Demonstrate mechanics of writing | ||||
| Infant | Grasp and manipulate objects when placed in hand | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore drawing, painting, and writing as a way of communicating | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Young Toddler | Imitate drawing marks or scribbling | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler | Explore drawing, painting, and writing as a way of communicating | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older Toddler | Make scribbles or shapes to convey meaning | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler | Imitate simple lines and shapes | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Older Toddler | Experiment with a variety of writing tools, materials, and surfaces | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Recognize that drawings, paintings, and writings are meaningful representations | Writing | E. Writing | 1.2 Verbally labels representational drawings |
| Younger Preschool | Copy simple lines and shapes | Writing | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Younger Preschool | Create a simple picture | Literacy | E. Writing | 2.1 Makes representational drawings |
| Younger Preschool | Use writing tools with adult support | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Older Preschool | Create letter-like shapes, symbols, letters, and words with modeling and support | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Preschool | Copy more complex lines, shapes, and some letters, particularly the letters in their name | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older Preschool | Use writing tools | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Kindergarten Standard | K.W.1: Write most uppercase (capital) and lowercase letters of the alphabet, correctly shaping and spacing the letters of the words. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Kindergarten Standard | K.W.2: Write by moving from left to right and top to bottom. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Kindergarten Standard | K.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization: Capitalizing the first word in a sentence and the pronoun I. b. Punctuation: Recognizing and naming end punctuation. c. Encoding: Spelling simple words phonetically, drawing on phonemic awareness. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Kindergarten Standard | K.W.8 Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization: Capitalizing the first word in a sentence and the pronoun I. b. Punctuation: Recognizing and naming end punctuation. c. Encoding: Spelling simple words phonetically, drawing on phonemic awareness. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| ELA3.2: Demonstrate ability to communicate a story | ||||
| Infant | (Developmentally appropriate/emerging outcomes first appear in older toddler) | |||
| Young Toddler | (Developmentally appropriate/emerging outcomes first appear in older toddler) | |||
| Older Toddler | Draw pictures and scribble to generate and express ideas | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older Toddler | Dictate a story for an adult to write | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Younger Preschool | Create writing with the intent of communicating | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Younger Preschool | Dictate a story for an adult to write | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Younger Preschool | Use pictures, letters, and symbols to communicate a story | Literacy | E. Writing | 2.1 Makes representational drawings |
| Older Preschool | Create writing with the intent of communicating | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Older Preschool | Dictate a story that demonstrates simple details and narrative structure | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Older Preschool | Use letters, symbols, and words to share an idea with someone | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Preschool | Use writing to label drawings | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.W.3 Use words and pictures to develop a main idea and provide information about a topic. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.W.4 Use words, pictures, and dictation to narrate a single event or simple story, arranging ideas in order. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Kindergarten Standard | K.W.5 With support, apply the writing process to: a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas; c. Revise writing by adding details in pictures or words; d. Use available technology to produce and publish writing. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | K.W.5 With support, apply the writing process to: a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas; c. Revise writing by adding details in pictures or words; d. Use available technology to produce and publish writing. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Kindergarten Standard | K.W.5 With support, apply the writing process to: a. Plan by generating ideas for writing through oral discussions and drawings; b. Develop drafts in pictorial or written form by organizing ideas; c. Revise writing by adding details in pictures or words; d. Use available technology to produce and publish writing. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Mathematics Early Learning Standards | ||||
| Mathematics Early Learning Standard 1: Numeracy | ||||
| M1.1: Demonstrate strong sense of counting | ||||
| Infant | Repeat a movement like a clap | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Imitate verbal counting sequence not necessarily in order | Math | A. Counting | 1.2 Recites numbers 1-3 |
| Young Toddler | Line up or organize objects | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Older Toddler | Count the number sequence 1-5 | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Older Toddler | Begin to apply verbal counting sequence to objects in order to develop one-to-one correspondence | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Count the number sequence 1-10 | Math | A. Counting | 2.2 Recites numbers 1-10 |
| Younger Preschool | Recognize that the count remains the same regardless of the order or arrangement of the objects | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Apply one-to-one correspondence with objects and people (2-3 objects) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Younger Preschool | Draw pictures, symbols, or use manipulatives to represent a spoken number 0-5 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Younger Preschool | Identify, without counting, small quantities of items (1-3) presented in an irregular or unfamiliar pattern (subitize) | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| Older Preschool | Count the number sequence 1-20 | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Older Preschool | Recognize the last number name said tells the number of objects counted | Math | A. Counting | 1. Counts out 3 items |
| Older Preschool | Apply one-to-one correspondence with increasing number of objects and/or people (5-10 objects) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Older Preschool | Draw pictures, symbols, or use manipulatives to represent spoken number 0-10 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Draw pictures, symbols, or use manipulatives to represent spoken number 0-10 | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Older Preschool | Identify, without counting, small quantities of items (1-4) presented in an irregular or unfamiliar pattern (subitize) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4. Skip counts by tens to 100 |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4.1 Recites numbers 31-100 |
| Kindergarten Standard | K. NS.1: Count to at least 100 by ones and tens and count one by one from any number. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| Kindergarten Standard | K.NS.3 Say the number names in standard order when counting objects, pairing each object with one and only one number name and each number name with one and only one object. Understand that the last number name said describes the number of objects counted and that the number of objects is the same regardless of their arrangement or the order in which they were counted. Count out the number of objects, given a number from 1 to 20. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Kindergarten Standard | K.NS.4: Identify sets of 1 to 10 objects in pattern arrangement and tell how many without counting. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| M1.2: Demonstrate understanding of written numerals | ||||
| Young Toddler | Attend to books with pictures and numerals for a few minutes | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Older Toddler | Begin to explore that number symbols have meaning | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Younger Preschool | Begin to recognize that number symbols indicate quantity and that different number symbols indicate different quantities | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Younger Preschool | Identify numerals in general as different from letters or other symbols | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Match number symbols with amounts 1-3 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Match number symbols with amounts 1-10 | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Match number symbols with amounts 1-10 | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Older Preschool | Name written numerals from 0-10 | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| Older Preschool | Name written numerals from 0-10 | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| Older Preschool | Write numerals 1-10 | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Older Preschool | Write numerals 1-10 | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| Kindergarten Standard | K.NS.6 Compare the values of two numbers from 1 to 20 presented as written numerals | Math | A. Counting | 3.2 Recites numbers 1-20 |
| Kindergarten Standard | K.NS.6 Compare the values of two numbers from 1 to 20 presented as written numerals | Math | D. Addition and Subtraction | 1.4 Says number after 1-10 |
| Kindergarten Standard | K.NS.6 Compare the values of two numbers from 1 to 20 presented as written numerals | Math | D. Addition and Subtraction | 2.2 Says number before 2-10 |
| Kindergarten Standard | K.NS.2: Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Kindergarten Standard | K.NS.2: Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| Kindergarten Standard | K.NS.2: Write whole numbers from 0 to 20 and identify number words from 0 to 10. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). | Math | C. Reading and Writing Numbers | 3. Reads and writes numerals for quantities 11-20 |
| M1.3: Recognition of number relations | ||||
| Infant | Explore objects one at a time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Indicate a desire for more | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Infant | Give more when asked | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Younger Toddler | Begin to develop the concept of more | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Younger Toddler | Give all objects when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Younger Toddler | Separate a whole quantity of something into parts | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Toddler | Visually identify sets of quantities of large differences (using terms more and/or fewer) | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Toddler | Begin to identify first and last | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddler | Give some when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Toddler | Give the rest when asked | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older Toddler | Begin to understand the concept of none | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Younger Preschool | Readily identify first and last | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Younger Preschool | Correctly use the words for comparing quantities | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Younger Preschool | Separate sets of 6 or fewer objects into equal groups | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Younger Preschool | Demonstrate the understanding of the concept of after | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Identify when 2 sets are equal using matching and counting strategies | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Older Preschool | Identify when 2 sets are equal using matching and counting strategies | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Older Preschool | Correctly use the words for position | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Compare the values of two numbers from 1 to 10 presented as written numerals | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Older Preschool | Compare the values of two numbers from 1 to 10 presented as written numerals | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Older Preschool | Demonstrate the understanding of the concept of before | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.N.S.5: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Kindergarten Standard | K.N.S.5: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (e.g., by using matching and counting strategies). | Math | B. Quantitative Relations | 3.1 Compares items in sets of 11 to 20 by matching |
| Kindergarten Standard | K.N.S.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| Kindergarten Standard | K.N.S.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Kindergarten Standard | K.N.S.8: Compare the values of two numbers from 1 to 20 presented as written numerals. | Math | C. Reading and Writing Numbers | 3.1 Demonstrates understanding of mathematical meaning of written numerals 11-20 |
| Kindergarten Standard | K.N.S.7 Define and model a "ten" as a group of ten ones. Model equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| Kindergarten Standard | K.N.S.7 Define and model a "ten" as a group of ten ones. Model equivalent forms of whole numbers from 10 to 20 as groups of tens and ones using objects and drawings. | Math | C. Reading and Writing Numbers | 3.1 Demonstrates understanding of mathematical meaning of written numerals 11-20 |
| Mathematics Early Learning Standard 2: Computation and Algebraic Thinking | ||||
| M2.1: Exhibit understanding of mathematic structure | ||||
| Young Toddler | Take away objects or combine groups when asked | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Attend to a new object in a group of objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Describe that something was taken away | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Older Toddler | Identify that an object has been added to a group | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Younger Preschool | Begin to understand that numbers can be composed and decomposed to create new numbers | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Younger Preschool | Begin to understand that numbers can be composed and decomposed to create new numbers | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Older Preschool | Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Older Preschool | Use understanding that numbers can be composed and decomposed to create new numbers in solving problems with quantities under five | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Kindergarten Standard | K.CA.2: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5=2+3 and 5=4+1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Kindergarten Standard | K.CA.2: Use objects, drawings, etc., to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (e.g., 5=2+3 and 5=4+1). [In Kindergarten, students should see equations and be encouraged to trace them, however, writing equations is not required.] | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Kindergarten Standard | K.CA.3 Find the number that makes 10 when added to the given number for any number from 1 to 9 (e.g., by using objects or drawings), and record the answer with a drawing or an equation. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| M2.2: Demonstrate awareness of patterning | ||||
| Infant | Show interest in visual, auditory, and tactile patterns | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Recognize daily routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Follow along and imitate patterns of sounds and movement | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Clap or move to a beat | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Recognize natural patterns in the learning environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Verbally or non-verbally predict what comes next when shown a simple ABAB pattern of concrete objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddler | Show greater recognition of daily routines | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Physically extend simple ABAB patterns of concrete objects to other concrete objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Understand sequence of events when clearly explained | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Begin to create and extend a new simple pattern | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Understand sequence of events when clearly explained | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.CA.4: Create, extend, and give an appropriate rule for simple repeating and growing patterns and shapes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Mathematics Early Learning Standard 3: Data Analysis | ||||
| M3.1: Demonstrate understanding of classifying | ||||
| Young Toddler | Identify attributes of objects with adult support | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Toddler | Identify similarities and differences in objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Sort, classify, and compare objects by one attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Explain simple sorting or classifying strategies | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Sort a group of objects in multiple ways | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten Standard | K.DA.1 With guidance, collect and organize data into simple bar graphs, pictographs, and/or tables to identify patterns and make comparisons. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Mathematics Early Learning Standard 4: Geometry | ||||
| M4.1: Understanding of spatial relationships | ||||
| Infant | Explore how things fit and move | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Infant | Put object in, out, on, and off of other things | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to combine shapes to make new shapes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Hide behind or between objects for play | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Complete basic shape interlocking puzzle with most pieces accurately in place with some assistance | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Younger Preschool | Complete lined tangram or pattern block puzzles using basic shapes to construct other shapes | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Younger Preschool | Use position terms such as in, on, and under | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Complete lined tangram or pattern block puzzles using basic shapes to construct other shapes | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Older Preschool | Use position terms such as above, below, beside, and between | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.CA.4 Create, extend, and give an appropriate rule for simple repeating and growing patterns with numbers and shapes. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| M4.2: Exhibit ability to identify, describe, analyze, compare, and create shapes | ||||
| Young Toddler | Match identical simple shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Toddler | Match similar shapes that are different sizes, and different orientation with a variety of two-dimensional shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Match similar shapes when given a variety of three-dimensional shapes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Start to identify the attributes of shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Younger Preschool | Use names of two-dimensional shapes (e.g., square; triangle; circle) when identifying objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Younger Preschool | Use informal language to describe three-dimensional shapes (e.g., "box" for cube; "ball" for sphere; "can" for cylinder) | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Preschool | Use the attributes of shapes to distinguish between shapes | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschool | Differentiate two- and three-dimensional shapes (e.g., squares from cubes) | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten Standard | K.G.1: Compare two- and three-dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number sides and vertices/"corners") and other attributes (e.g., having sides of equal length). | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Mathematics Early Learning Standard 5: Measurement | ||||
| M5.1: Understand concept of time | ||||
| Infant | Cooperate with a routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Follow a daily schedule with adult support | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Follow steps in a simple routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Younger Preschool | Understand time limit cue | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Younger Preschool | Understand transition from one activity to the next | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Younger Preschool | Tell what activity comes before and after | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Know daily concepts of earlier and later, morning and afternoon | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten Standard | K.M.2: Identify and use appropriate terms to describe intervals of time including: morning, afternoon, evening, today, yesterday, tomorrow, day, week, month, and year. Understand that clocks and calendars are tools that measure time. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| M5.2: Understand measurement through description and comparison | ||||
| Infant | Explore objects with different shapes and sizes | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore objects with different attributes, big/little, soft/hard | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Use any basic measurement word or gesture to express measureable attributes, such as big/little, soft/hard | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Older Toddler | Sort objects into two categories based on attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Toddler | Explore measurement using non-standard tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Directly compare and describe two objects with a measurable attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Younger Preschool | Measure length and volume (capacity) using non-standard measurement tools | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Preschool | Directly compare and describe two or more objects with a measurable attribute | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Engage in measuring type play/behaviors using standard tools like rulers or measuring tapes, liquid measuring cups, or cylinders | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Kindergarten Standard | K.M.1: Make direct comparisons of the length, capacity, weight, and temperature of objects, and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Science Early Learning Standards | ||||
| Science Early Learning Standard 1: Physical Science | ||||
| SC1.1: Demonstrate ability to explore objects in the physical world | ||||
| Infant | Observe and experience the physical environment using all five senses | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Infant | React to changes in light | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Focus attention on sounds, movement, caregiver, and objects | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Toddler | Notice and react to cause and effect within the physical environment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Use tools to explore the physical environment | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Use simple words to describe sensory experiences, objects, and how objects move | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Identify and solve problems in the environment through active exploration | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Younger Preschool | Use senses to learn about concepts of weight, motion, and force | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Younger Preschool | Handle and explore objects in different ways depending on perceptual information such as fragile, messy, or sticky | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Younger Preschool | Ask questions about physical properties and changes in the physical world | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Begin to use scientific vocabulary words (e.g., observe, predict, hypothesis, experiment) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Use senses to describe concepts of weight, motion, and force | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Preschool | Ask questions and draw conclusions about physical properties and the physical world | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Preschool | Use a greater number of scientific vocabulary words related to classroom investigations | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Kindergarten Standard | K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Kindergarten Standard | K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| SC1.2: Demonstrate awareness of the physical properties of objects | ||||
| Infant | Touch objects with varying physical attributes, may show a preference for one over another | Cognitive | A. Sensory Exploration | 2.1 Use sensory means to explore people, animals, and objects |
| Infant | Notice cause and effect within the physical environment | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Infant | Perform actions with objects and observe results | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to identify physical attributes of objects | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Young Toddler | Imitate the actions of others as they explore objects | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Young Toddler | Copy patterns and rhythms with objects | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older Toddler | Describe physical properties using simple words | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Identify materials that make up objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Investigate and describe observable properties of objects | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Match objects by physical attributes | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older Preschool | Identify materials that make up objects | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschool | Use evidence from investigations to describe observable properties of objects | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Older Preschool | Sort objects into categories based on physical attributes and explain reasoning | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Kindergarten Standard | K.DA.1 With guidance, collect and organize data into simple bar graphs, pictographs, and/or tables to identify patterns and make comparisons. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten Standard | K-PS2-1 Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Kindergarten Standard | K-PS2-2 Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Science Early Learning Standard 2: Earth and Space Science | ||||
| SC2.1: Recognize seasonal and weather related changes | ||||
| Infant | Observe and experience the difference in weather | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Observe and investigate environment, nature, and weather | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Communicate awareness that the environment, weather, and seasons change | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Toddler | Name different kinds of weather | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Communicate awareness of seasonal changes | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Describe weather conditions using correct terminology | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Communicate awareness of seasonal changes | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Describe how weather changes | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K-PS3-1 Make observations to determine the effect of sunlight on Earth's surface. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K-PS3-2 Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on an area. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten Standard | K-ESS2-1 Use and share observations of local weather conditions to describe patterns over time.* | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Science Early Learning Standard 3: Life Science | ||||
| SC3.1: Demonstrate awareness of life | ||||
| Infant | Demonstrate interest in and interact with plants, animals, and people | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Discover body parts | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Identify living organisms by name | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Name basic body parts | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older Toddler | Name characteristics of living organisms | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddler | Name more complex body parts | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Younger Preschool | Identify the correct names for adult and baby animals | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Compare attributes of living organisms | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Identify and describe the function of body parts | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Differentiate animals from plants | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Discriminate between living organisms and non-living objects | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Ask questions and conduct investigations to understand life science | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Identify and describe the function of body parts | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.* | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| SC3.2: Demonstrate awareness of the preservation, protection, and care of living creatures and plants | ||||
| Older Toddler | Recognize trash and know where to discard it | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Observe animals (e.g., birds) in a safe environment | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Begin to recognize that plants and animals need food, water, air, and sun to survive | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Begin to explore concepts and information related to ways to take care of our environment and begin to recognize that everyday decisions have an impact on the environment | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Recognize things that do not belong in the environment (e.g., litter) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Begin to care for living things (feeding fish, watering plants, helping weed garden) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Participate in discussions about simple ways to take care of the environment (e.g., throwing away trash in containers, turning off lights and water faucets, and putting out bird feeders) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschool | Participate in reusing and recycling materials | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Describe basic things plants and animals need to live and grow (sunlight, water, food) | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Take responsibility for the care of living things (feeding fish, watering plants, helping weed garden) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | K-LS1-1 Use observations to describe patterns of what plants and animals (including humans) need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | K-ESS2-2 Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-ESS3-1 Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-ESS3-3 Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Science Early Learning Standard 4: Engineering | ||||
| SC4.1: Demonstrate engineering design skills | ||||
| Infant | Demonstrate an interest in people-made objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Explore and manipulate people-made objects | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Test limits of the environment | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Begin to construct and deconstruct using readily available materials | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Use tools to serve a purpose or solve a problem | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Older Toddler | Notice whether the solution was successful | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler | Use complex motions (e.g., push/pull) to play with simple machines | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Younger Preschool | Identify a problem or need and create a plan to solve | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Younger Preschool | Use nearby objects that function as simple machines to enhance play | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Older Preschool | Select materials and implement a designated plan | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Evaluate and communicate solution outcomes | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Older Preschool | Use classroom objects to create simple machines to enhance play | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Kindergarten | K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.* | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Science Early Learning Standard 5: Scientific Inquiry and Method | ||||
| SC5.1: Demonstrate scientific curiosity | ||||
| Infant | Observe and show interest in objects, organisms, and events in the environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Actively explore the environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Repeat actions that causes an interesting effect | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Demonstrate curiosity | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Actively explore the environment | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young Toddler | Solve problems with adult support using trial and error | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Toddler | Demonstrate curiosity and ask for more information | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Use tools to explore the physical environment | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Toddler | Solve problems with adult support using trial and error | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Younger Preschool | Observe with a focus on details | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Use simple tools to extend investigations | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Younger Preschool | Identify themselves or their actions as scientific | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Discuss ways that people can affect the environment in positive and negative ways | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Independently use simple tools to conduct an investigation to increase understanding | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Older Preschool | Engage in a scientific experiment with peers | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Older Preschool | Communicate results of an investigation | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Kindergarten | K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2-ETS1-3 Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.* | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SC6.1 Demonstrate decomposition of larger tasks into smaller steps | ||||
| Infant | Recognize daily routines | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Younger Toddler | Follow steps in a simple daily routine with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Follow steps in a simple routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Younger Preschool | Identify 2-3 steps in common routines with adult support | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Identify 3-5 steps in common routines | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten | K-2.PA.1 Breakdown and plan the order of the steps needed for a desired outcome to accomplish the goal. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.PA.2 Using age appropriate vocabulary, explain steps taken and choices made to improve the design of a sequence. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SC6.2: Demonstrate algorithmic thinking and debugging | ||||
| Older Toddler | Demonstrate knowledge of completing a set of two or more steps in order | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Younger Preschool | Demonstrate knowledge of when a set of steps is ordered or unordered | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Demonstrate an understanding of when a task requires a set of ordered steps | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | With adult support, create an algorithm (set of ordered steps) to accomplish a two-step task | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | With adult support, demonstrate the process of troubleshooting why a solution or step didn't work, and revising their solution | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Kindergarten | K-2.PA.4 Identify and fix (debug) errors in sequences and simple loops. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.PA.5 Model daily processes by creating and following algorithms (i.e., sets of step-by-step instructions) to complete tasks. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Social Studies Early Learning Standards | ||||
| Social Studies Early Learning Standard 1: Self | ||||
| SS1.1: Demonstrate development of self | ||||
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to show awareness of self as an individual, separate from others | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Show affection and bond with familiar adults | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler | Participate in celebrations in the learning environment and community when observed | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Young Toddler | Begin to demonstrate a sense of belonging to a group by engaging in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Begin to notice differences in self from others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Young Toddler | Use simple words to show recognition of family members and familiar adults | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older Toddler | Participate in and imitate celebrations in the learning environment and community when observed | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Older Toddler | Begin to demonstrate a sense of belonging to a group by engaging in parallel play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Toddler | Begin to gesture and ask simple questions regarding differences and/or similarities between self and others | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Young Preschool | Participate in and describe own family, community, and cultural celebrations when observed | Social-Emotional | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Young Preschool | Begin to assimilate family, community, and cultural events in cooperative play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Preschool | Use simple phrases to demonstrate an awareness of differences and/or similarities between self and others | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Participate in and describe local, state, and national events and celebrations if observed | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Identify key people in history | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Assimilate family, community, and cultural cooperative play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Build awareness, respect, and acceptance for differences in people and acknowledge connections | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | K.H.2 Identify ways by which people, heritage, and events are commemorated and recognized. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | K.C.2: Give examples of how to be a responsible family member and member of a group. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | K.G.5: Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Social Studies Early Learning Standard 2: History and Events | ||||
| SS2.1: Demonstrate awareness of chronological thinking | ||||
| Infant | Participate in daily routines with caregivers (e.g., diaper changes and feeding) | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Adapt to changes in routine and/or schedule | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Anticipate events | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Toddler | Begin to recognize the sequence of events as part of a daily routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Younger Preschool | Recognize the sequence of events as part of a daily routine and as it relates to the passage of time | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Demonstrate an understanding of time in the context of daily experiences and understand that the passage of time can be measured | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Begin to understand how time is measured | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten Standard | K.H.3 Identify events and place events in a sequence | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Kindergarten Standard | K.H.4: Explain that calendars are used to represent the days of the week and months of the year. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| SS2.2: Demonstrate awareness of historical knowledge | ||||
| Infant | Begin to develop knowledge of cause and effect (e.g., crying results in caregiver response) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Respond to stories about time and age | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Older Toddler | Begin to recall information from recent experiences | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| Younger Preschool | Begin to communicate concepts of time, such as before and after | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Preschool | Demonstrate understanding of concepts of time including before, after, morning, day, night, now, and later | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.H.1: Compare children and families of today with those from the past. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| SS2.3: Demonstrate awareness of the foundations of government or authority | ||||
| Older Toddler | Begin to recognize familiar community symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Younger Preschool | Identify leaders and helpers in the home or early learning environment | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Recognize familiar community symbols | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Older Preschool | Identify leaders and community helpers at home, school, and in environments | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Older Preschool | Recognize community symbols and begin to recognize national symbols (e.g., the flag) | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Kindergarten Standard | K.E.2 Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Social Studies Early Learning Standard 3: Geography | ||||
| SS3.1: Demonstrate awareness of the world in spatial terms | ||||
| Infant | Begin to discover use of body and objects in the learning environment | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Begin to respond to simple location terms | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Young Toddler | Use a variety of materials to represent familiar objects | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddler | Begin to use simple location terms | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Older Toddler | Experiment with materials to represent objects in play | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Younger Preschool | Identify location, directionality, and spatial relationships | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Younger Preschool | Begin to create simple representations of a familiar physical environment | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Develop concepts and describe location, directionality, and spatial relationships | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Older Preschool | Engage in play where one item represents another | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Kindergarten Standard | K.G.1: Use words related to location, direction and distance, including here/there over/under, left/right, above/below, forward/backward, and between. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten Standard | K.G.2: Identify maps and globes as ways of representing Earth and understand the basic difference between a map and globe, including the difference in water/oceans and land/continents. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| SS3.2: Demonstrate awareness of places and regions | ||||
| Infant | Explore the immediate early learning environment around them | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Recognize parts of surroundings | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Look toward location where familiar objects are stored with the expectation of finding them | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older Toddler | Describe the characteristics of home and surroundings | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Toddler | Know the location of objects and places in familiar environments | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Younger Preschool | Identify and describe prominent features of the early learning environment, neighborhood, and community | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Younger Preschool | Begin to learn knowledge of personal and geographic information | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Preschool | Use words to describe natural and people-made features of locations | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Older Preschool | Become familiar with information about where they live and understand what an address is | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Kindergarten Standard | K.G.3: Locate and describe places in the school and community using words such as here/there, over/under, left/right, above/below, forward/backward, and between | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten Standard | K.G.4: Identify and describe the address and location of school; understand the importance of an address. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Social Studies Early Learning Standard 4: Economics | ||||
| SS4.1: Demonstrate awareness of economics, spending, and making money | ||||
| Infant | Demonstrate preference for specific objects and people | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Communicate desire for objects and/or persons that are in the classroom or home | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Imitate familiar roles and routines | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Use props related to buying and selling items during play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddler | Communicate wants and needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Recognize various familiar workers in the community | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Toddler | Begin to role play different jobs | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Younger Preschool | Begin to understand the purpose of money and concepts of buying and selling through play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Begin to develop an awareness that people work for money in order to provide for basic needs | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Younger Preschool | Develop an awareness of the roles of various familiar community helpers/workers | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Act out adult social roles and occupations | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Begin to understand the purpose of money and concepts of buying and selling through play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Develop an awareness that people work for money in order to provide for basic needs | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Older Preschool | Describe community helpers/workers in terms of tools or equipment they use and services or products they provide | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschool | Act out adult social roles and occupations | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Standard | K.E.1: Explain that people work to earn money to buy the things they want and need. | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Kindergarten Standard | K.E.2: Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | K.E.3 Explain why people in a community choose different jobs. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Social Studies Early Learning Standard 5: Citizenship | ||||
| SS5.1: Demonstrate awareness of citizenship | ||||
| Infant | Interact with the physical environment to make needs known | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Demonstrate comfort in familiar routines, objects, and materials | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Respond to adult guidance about behavior | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddler | Observe others carrying out routines and responsibilities and begin to imitate | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Make choices known | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Begin to understand and follow basic guidance | Social-Communication | B. Communicative Understanding | 2.2 Resonds to single word directive |
| Older Toddler | Participate in simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Identify preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Begin to demonstrate an understanding of rules | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Younger Preschool | Assist adults with daily routines and responsibilities | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Choose simple daily tasks from a list of jobs in the learning environment | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Younger Preschool | Begin to initiate helping tasks | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Begin to demonstrate an understanding of rules in the home and early learning environment, and the purposes they serve | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Begin to understand the relationship between people and their community | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function | |
| Older Preschool | Demonstrate willingness to work together to accomplish tasks | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Identify simple tasks within the home, early childhood setting, or community | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Provide leadership in completing daily tasks | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Older Preschool | Demonstrate an understanding of rules in the home and early learning environment, and the purposes they serve | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschool | Recognize and have language to describe when something is unfair | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Preschool | Begin to describe the reciprocal relationship between people and their community and the responsibility as citizens to care for it | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | K.C.1 Give examples of classroom and school rules, and explain the importance of following these rules to ensure order and safety. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Kindergarten | K.C.2 Give examples of how to be a responsible family member and member of a group. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Student Wellbeing Foundations | ||||
| Student Wellbeing Early Learning Standard 1: Sense of Self | ||||
| SW1.1: Demonstrate self awareness and confidence | ||||
| Infant | Respond to own name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Infant | Show interest in choices available in learning environment (e.g., explore books, soft blocks) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Communicate to indicate physical and emotional needs and look to a caregiver to meet those needs | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Identify image of self | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Say own name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Toddler | Show knowledge of own abilities | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddler | Use gestures and actions to reference self in conversation | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Demonstrate use of personal pronouns | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler | Show sense of self satisfaction with own abilities and preferences | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Toddler | Begin to show independence by occasionally resisting adult control | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Younger Preschool | Recognize self as a unique individual | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Younger Preschool | Describe personal characteristics | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Show sense of self satisfaction with own abilities, preferences, and accomplishments | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschool | Identify self as a unique member of a group that fits into a larger world picture | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older Preschool | Show confidence in a range of abilities and recognizing own strengths, as well as the capacity to take on and accomplish new tasks | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Preschool | Show independence in own choices | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten | K-2.M.3 Recognize and demonstrate an understanding of self confidence in attempting new skills. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Kindergarten | K-2.M.4 Develop confidence, with the support of adult educators, when participating in the learning environment. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Kindergarten | K-2.L.4 Identify personal interests and preferences. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Kindergarten | K-2.SE.4 Begin exploring both the similarities and differences between self and others. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| SW1.2: Demonstrate identification and expression of emotions | ||||
| Infant | Communicate to express pleasure or displeasure | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Infant | Communicate to express pleasure or displeasure | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Seek adults to help ease displeasure once communicated | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Use cues to signal overstimulation | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Infant | Respond positively to adults who provide comfort | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Infant | Use sounds and body to express feelings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Communicate feelings and emotions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Seek adults for comfort when needed and communicated | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Express emotion toward a familiar person | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Imitate comforting behaviors of caregivers | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young Toddler | Use sounds, gestures, and actions to express feelings | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Express both positive and negative feelings about participating in activities | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Observe a peer's emotion and approach a familiar adult to communicate concern | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Demonstrate empathy to another child | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler | Begin to use words to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Younger Preschool | Recognize own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Younger Preschool | Recognize own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Younger Preschool | Seek adults for emotional support and guidance | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Younger Preschool | Use a combination of words, phrases, and actions to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Identify own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Preschool | Identify own emotions and the emotions of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Express and accurately respond to emotions of self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Preschool | Express and accurately respond to emotions of self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Preschool | Predict reactions from others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Preschool | Effectively use sentences and actions to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten | K-2.SE.3 Become aware of socially acceptable behavior with the support of adult educators. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | K-2.SE.5 Respond appropriately to greetings and begin to learn how nonverbal communication expresses how others feel and what others might be thinking. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Kindergarten | HW K-2.4.3 Express needs, wants, and feelings in a healthy way | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Student Wellbeing Early Learning Standard 2: Self-Regulation | ||||
| SW2.1: Demonstrate self control | ||||
| Infant | Develop an awareness of transitions, schedules, and routines with adult prompts | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Develop self-soothing when an adult provides comfort techniques | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Infant | Express desires and feelings by using gestures and actions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Follow simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Self-soothe with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Young Toddler | Demonstrate the beginnings of impulse control with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Follow simple routines with adult support | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Toddler | Begin to self-soothe independently | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Toddler | Manage some impulses with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Younger Preschool | Recognize, navigate, and respond to own emotions and interactions with others with adult support when needed | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Younger Preschool | Manage transitions and adapt to changes in schedules, routines, and situations with adult support | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Younger Preschool | Manage a range of impulses with adult support | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Preschool | Recognize, navigate, and respond to own emotions and interactions with others with adult support when needed | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Manage transitions and adapt to changes in schedules, routines, and situations independently | Social-Emotional | A. Interactions with Adults | 3. Participants in familiar social routines with caregivers |
| Older Preschool | Manage a range of impulses | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Older Preschool | Begin to manage behavior based on location and corresponding expectations (e.g., playground vs. classroom) | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten | K-2.SE.1 Begin to demonstrate understanding of classroom guidelines/rules, and the consequences when they are not followed. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | K-2.SE.2 Begin to take responsibility for classroom roles and role as a learner. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten | K-2.WE.1 Recognize and understand the components of self-discipline | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Student Wellbeing Early Learning Standard 3: Conflict Resolution | ||||
| SW3.1: Demonstrate conflict resolution | ||||
| Infant | Show awareness of possible conflict by demonstrating distress | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Respond positively to adult when comforted following possible observed conflict | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Engage in conflict with peers regarding possession of items | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Toddler | Imitate how others solve conflicts | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Young Toddler | Experiment with trial and error approaches to solve simple problems and conflicts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Toddler | Engage in simple conflict resolution strategies with adult support | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler | Begin to use language skills instead of physical force to resolve conflicts | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Younger Preschool | Negotiate to resolve social conflicts with peers with modeling and support | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Younger Preschool | Use words during a conflict instead of physical force | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschool | Independently initiate conflict resolution strategies with peers and seek adult support when necessary | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschool | Begin to use "I feel" statements with adult support when managing conflict with others | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Kindergarten | K-2.WE.5 Begin to develop an understanding of what it means to be adaptable. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | K-2.SE.3 Become aware of socially acceptable behavior with the support of adult educators. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | HW K-2.4.7 Identify and explain healthy strategies to manage and resolve conflict. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Student Wellbeing Early Learning Standard 4: Building Relationships | ||||
| SW4.1: Demonstrate relationship skills | ||||
| Infant | Engage in simple social interactions with adults (e.g., respond to adult smile) | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Infant | Exhibit caution of unfamiliar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Use key adults as a secure base when exploring the environment | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Notice other children in their learning environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Engage in social interactions with familiar adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Young Toddler | Show feelings of security with familiar adults | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Seek adult assistance with challenges, but may refuse help and may say no | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Toddler | Use social referencing when encountering new experiences | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Observe friendship skills in the learning environments | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Stay connected with familiar adults | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Toddler | Separate from familiar adults in a familiar setting with minimal distress | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler | Ask for adult assistance when having difficulty in a social situation | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler | Imitate and model friendship skills | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Notice when a family member or child in their environment is not present | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Request and accept guidance from familiar adults | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Younger Preschool | Accept compromises when suggested by a peer or adult | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Younger Preschool | Gauge response based on the facial expressions of others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Younger Preschool | Exhibit age appropriate friendship skills to engage in effective play and learning experiences | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Engage in associative play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Younger Preschool | Participate in cooperative play experiences with some adult guidance | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Older Preschool | Show care and concern for familiar adults and peers using more complex words and actions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Accept compromises when suggested by a peer or adult | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Preschool | Gauge response based on the facial expressions of others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Preschool | Maintain consistent friendships | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Older Preschool | Engage in cooperative play experiences for sustained periods of time | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Form connections across diverse backgrounds | Social-Emotional | D. Independent and Group Participation | 1 (all) |
| Kindergarten | K-2.WE.5 Begin to develop an understanding of what it means to be adaptable. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Kindergarten | K-2.SE.3 Become aware of socially acceptable behavior with the support of adult educators. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | K-2.SE.4 Begin exploring both the similarities and differences between self and others. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten | K-2.SE.5 Respond appropriately to greetings and begin to learn how nonverbal communication expresses how others feel and what others might be thinking. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Kindergarten | HW K-2.4.4 Model ways to treat people with kindness and respect. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Approaches to Play and Learning Standards | ||||
| Approaches to Play and Learning Standard 1: Initiative and Exploration | ||||
| APL1.1: Demonstrate initiative and self-direction | ||||
| Infant | Respond to a stimulating learning environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Show curiosity/interest in surroundings | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Show eagerness and delight in self, others, and surroundings | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Show interest in what others are doing | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Young Toddler | Select desired object from several options | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Demonstrate curiosity/interest in new objects, experiences, and people | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Older Toddler | At times, initiate new tasks | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler | Verbally express a desire to complete task by self | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Independently select and use materials | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Younger Preschool | Initiate new tasks by self | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | With support, use a variety of resources to explore materials and ideas | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Explore and manipulate familiar objects in new and imaginative ways | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Take initiative to learn new concepts and try new experiences | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Seek and gather new information to plan for projects and activities | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Kindergarten | K-2.WE.2 Understand what it means to have independence and take basic instruction. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten | K-2.LS.13 Participate in class discussions and activities. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| APL1.2: Demonstrate interest and curiosity as a learner | ||||
| Infant | Show budding interest in how objects work | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Try a variety of approaches to get desired outcomes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Infant | Prefer to keep a familiar adult in close proximity while exploring | Social-Emotional | B. Social Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Physically explore new ways to use objects and observe results | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler | Ask questions about familiar objects, people, and experiences | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler | Demonstrate curiosity and interest in new objects, experiences, and people | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore and manipulate familiar objects in the learning environment | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Toddler | Ask questions about novel objects, people, and experiences | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Older Toddler | Demonstrate enthusiasm for new learning (may be within familiar contexts) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Toddler | Use active exploration to solve a problem | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Younger Preschool | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Younger Preschool | Communicate a desire to learn new concepts or ideas | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Younger Preschool | Exhibit willingness to try new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Younger Preschool | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Demonstrate eagerness to learn about and discuss new topics, ideas, and tasks | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschool | Communicate a desire to learn new concepts or ideas | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Older Preschool | Exhibit willingness to try new experiences | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Older Preschool | Use a variety of learning approaches, such as observing, imitating, asking questions, hands-on investigation, and active exploration | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.M.2 Understand mistakes as a normal part of the learning process. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.M.3 Recognize and demonstrate an understanding of self confidence in attempting new skills. | Social-Emotional | B. Social Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Approaches to Play and Learning Standard 2: Flexible Thinking | ||||
| APL2.1: Demonstrate development of flexible thinking skills during play | ||||
| Infant | Manipulate objects and imitate actions observed | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Manipulate objects and imitate actions observed | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Toddler | Use objects for real or imagined purposes | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older Toddler | Substitute one object for another in pretend play or pretend with objects that may or may not be present | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddler | Show creativity, inventiveness, and flexibility in approach to play with adult guidance | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Find a creative or inventive way of doing a familiar task or solving a problem with adult guidance | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Younger Preschool | Begin to demonstrate flexibility in approach to play and learning | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | Adjust approach to task to resolve difficulties with adult support | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Older Preschool | Demonstrate analysis, innovation, imagination, and creativity to solve a problem | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Develop recovery skills from setbacks and differences in opinion in a group setting | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Kindergarten | K-2.M.2 Understand mistakes as a normal part of the learning process. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.LS.15 Utilize imagination and identify patterns. | Social-Emotional | C. Interactions with Peers | 2.1 Meets behavioral expectations in familiar environments |
| Approaches to Play and Learning Standard 3: Attentiveness and Persistence | ||||
| APL3.1: Demonstrate development of sustained attention and persistence | ||||
| Infant | Examine objects for brief periods of time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Express discomfort when needs are not met | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Infant | Repeat actions to make something happen again | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler | Jointly attend to book with an adult for several minutes | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddler | Engage and persist with an activity, toy, or object, but is easily distracted | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Engage for longer periods of time when trying to work through tasks | Social-Emotional | D. Independent and Group Participation | AEPS-3 CODF'!B192= |
| Older Toddler | Attend to a book for longer periods of time (jointly or independently) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Focus on an activity for short periods of time despite distractions | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Toddler | Repeat an activity many times in order to master it, even if setbacks occur | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Younger Preschool | Independently attend to a book from beginning to end | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Younger Preschool | Demonstrate ability to delay gratification for short periods of time | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Younger Preschool | Follow though on an activity through to completion | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Independently attend to a book from beginning to end | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Preschool | Focus on an activity with deliberate concentration despite distractions and/or temptations | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Carry out tasks, activity, project, or transition, even when frustrated or challenged, with minimal distress | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Persist in trying to complete a task after previous attempts have failed | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.WE.3 Understand what it means to persevere. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K-2.LS.14 Listen to and follow classroom procedures. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Approaches to Play and Learning Standard 4: Social Interactions | ||||
| APL4.1: Demonstrate development of social interactions during play | ||||
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Show interest in children who are playing nearby | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Engage in simple social interactions with others (e.g., respond to smile) | Social-Emotional | A. Interactions with Adults | 1.2 Respond to familiar adult's positive social behavior |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Show preference for certain peers over time although these preferences may shift | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Participate in play activities with a small group of children for short periods of time | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Younger Preschool | Engage in associative play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Participate in cooperative play activities with some adult guidance | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Younger Preschool | Participate in play activities with a small group of children | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschool | Interact with peers in complex pretend play, including planning, coordination of roles, and cooperation | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Demonstrate cooperative behavior, such as turn-taking, in interactions with others | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Begin to accept and share leadership | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Kindergarten | K-2.S.2 Use speaking skills in different settings. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Kindergarten | K-2.S.3 Become aware of socially acceptable behavior with the support of adult educators. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Kindergarten | K-2.S.5 Respond appropriately to greetings and begin to learn how nonverbal communication expresses how others feel and what others might be thinking. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Creative Arts Early Learning Standards | ||||
| Creative Arts Early Learning Standard 1: Music | ||||
| CA1.1: Demonstrate creative music expression | ||||
| Infant | Respond to music by moving own body | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Infant | Experiment with vocalizations and sounds | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Infant | React to familiar songs or music | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Infant | Participate in diverse musical genres and styles | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Toddler | Respond to music by moving own body | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Toddler | Imitate sounds using voice or objects | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Young Toddler | Sing along to familiar songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Toddler | Respond to rhythmic patterns with objects | Cognitive | B. Imitation and Memory | 1.1 Imitates novel coordinated motor actions |
| Young Toddler | Participate in diverse musical genres and styles | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Older Toddler | Respond to music by moving own body | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Sing familiar songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Participate in diverse musical genres and styles | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Younger Preschool | Listen and respond to music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Participate in experiences with musical instruments and singing to express creativity | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| Younger Preschool | Sing songs that use the voice in a variety of ways | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Younger Preschool | Produce rhythmic patterns in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Younger Preschool | Describe feelings and reactions in response to diverse musical genres and styles | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Respond to changes heard in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Use familiar rhymes, songs, chants, and musical instruments to express creativity | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Sing songs that use the voice in a variety of ways | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Older Preschool | Produce rhythmic patterns in music | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Preschool | Describe feelings and reactions in response to diverse musical genres and styles | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Kindergarten Standard | K-2(LR.5.2.1) Demonstrate music's expressive qualities (such as louder/softer, higher/lower, faster/slower, same/different) using music vocabulary | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Kindergarten Standard | K-2(LR.4.2.1) Audiate and accurately speak or sing familiar and unfamiliar rhymes and songs with varied forms, tempi, meters, and/or tonalities | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K-2(P.8.2.1) Accurately play a variety of classroom instruments alone and with others using appropriate technique. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K-2(CN.2.2.1) Identify music concepts and explore ways they are used in other disciplines. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Kindergarten Standard | K-2(CN.3.2.1) Apply a varied repertoire of music representing genres and styles from diverse world cultures by singing, moving, playing, and demonstrating audience behavior appropriate for the context and style of the music performed. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Creative Arts Early Learning Standard 2: Dance | ||||
| CA2.1: Demonstrate creative movement expression | ||||
| Infant | Respond to music with body movements | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Use whole body to respond to music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Toddler | Use dance for self-expression | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Younger Preschool | Convey ideas and emotions through creative movement expression (with or without music) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Convey ideas and emotions through creative movement expression (with or without music) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Preschool | Purposefully select movements that communicate ideas, thoughts, and feelings | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | K-2(LR.6.2.3) Identify and respond to expressive elements of music and demonstrate through movement in listening examples, singing games and/or simple folk dances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | DA:Cr1.1Kb Explore different ways to do basic locomotor and nonlocomotor movements by manipulating various elements of dance. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | DA:Pr5.1.Kc Isolate and move body parts in relation to other body parts and repeat and recall movements upon request. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Kindergarten Standard | DA:Cn10.1.Ka Recognize and name an emotion that is experienced when watching, improvising, or performing dance and relate it to a personal experience or feelings. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Creative Arts Early Learning Standard 3: Visual Arts | ||||
| CA3.1: Demonstrate creative expression through the visual art process | ||||
| Infant | Explore simple art materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Use simple art materials | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler | Express preferences for certain art materials | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Enjoy repetition of materials and experiences | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Older Toddler | Begin to explore additional art materials with adult support | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Use colors, lines, and shapes to communicate meaning | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Younger Preschool | Explore various art-making processes and multiple media types with adult support | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Older Preschool | Identify and use colors, lines, and shapes found in the environment and in works of art | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Older Preschool | Engage in self directed exploration of various art making processes and multiple media types including digital | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Share details about why they are using specific colors or materials | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Kindergarten Standard | VA:Cr1.1.Ka Engage in exploration and imaginative play with materials. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | VA:Cr1.2.Ka Engage collaboratively and/or individually in creative art making in response to an artistic problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | VA:Cr2.2.Ka Begin to identify safe and non toxic art materials, tools, and equipment. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | VA:Cr3.1.Ka Explain the process of making art while creating. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| CA3.2: Demonstrate creative expression through visual art production and presentation | ||||
| Infant | Respond to various textures and sensory materials | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler | Explore a variety of media | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler | Use a variety of media | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Younger Preschool | Progress in ability to create drawings, models, and other art using a variety of materials | Literacy | E. Writing | 2.1 Makes representational drawings |
| Younger Preschool | Develop growing ability to plan, work independently, and demonstrate care in a variety of art | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Younger Preschool | Show interest in creating and displaying individualized artwork | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Older Preschool | Progress in ability to create drawings, models, and other art using a variety of materials | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Older Preschool | Develop growing ability to plan, work independently and cooperatively, and demonstrate care and persistence in a variety of art | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Older Preschool | Create, save, and display individualized artwork | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Kindergarten Standard | VA:Cr2.3.Ka Create art that represents natural and constructed environments. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | VA:Cn.10.1.Ka Create art that tells a story about a life experience. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | VA:Pr4.1.Ka Display and describe personal artwork. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| CA3.3: Demonstrate creative expression through art appreciation | ||||
| Infant | Show preference for particular visual stimuli | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Express likes or dislikes of certain colors or patterns | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler | Look at pictures, photographs, and illustrations | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Communicate preferences while looking at pictures, photographs, and illustrations | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler | Compare and contrast own creations and those of others | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Younger Preschool | Observe and discuss art forms | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Reflect on differences and preferences when encounters artwork | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Share ideas about personal creative work | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Younger Preschool | Identify where art is displayed in the learning environment and begin to identify places it may be displayed outside of it | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Preschool | Observe and discuss art forms | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Reflect on differences and preferences when encounters artwork | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Preschool | Share ideas about personal creative work | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Older Preschool | Identify where art is displayed in the learning environment and begin to identify places it may be displayed outside of it | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Kindergarten Standard | VA:Re8.1.Ka Interpret art by identifying subject matter and describing relevant details. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | VA: Re7.2.Ka Describe what an image represents. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Kindergarten Standard | VA:Cn11.1Ka Identify purpose of an artwork. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten Standard | VA:Pr6.1.Ka Explore the purpose of an art museum. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Creative Arts Early Learning Standard 4: Dramatic Play | ||||
| CA4.1: Demonstrate creative expression through dramatic play | ||||
| Infant | Engage in onlooker play | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Infant | Begin to exhibit skills in solitary play | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Begin to imitate the actions and expressions of caregivers | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Infant | Begin to recognize that certain actions will draw responses | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler | Begin to exhibit skills in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young Toddler | Use objects as symbols for other things | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Young Toddler | Demonstrate simple character/animal sounds with motions | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler | Engage in parallel play | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older Toddler | Begin to exhibit skills in associative play | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older Toddler | Spontaneously pretend to take on the characteristics of a person, character, or animal | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler | Express self through dramatic play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Engage in associative and cooperative play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Younger Preschool | Use a variety of props to demonstrate themes about life experiences, ideas, and feelings | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Younger Preschool | Participate freely in dramatic play experiences that become of increased duration and complexity | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older Preschool | Engage in associative and cooperative play | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Older Preschool | Role-play imaginary events and characters | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Participate freely in dramatic play experiences that become of increased duration and complexity | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | TH: Cr.1.1.Ka a. With prompting and support, invent and inhabit an imaginary place/environment in dramatic play or a guided drama experience. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | TH: Cr.1.1.Kb b. With prompting and support, use available materials to create props, puppets, and costume pieces for dramatic play or a guided drama experience. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten Standard | TH: Cr.2.1.Ka With prompting and support, interact with peers and contribute to dramatic play or a guided drama experience. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Kindergarten Standard | TH: Re9.1.Ka With prompting and support, actively engage with others in dramatic play or a guided drama experience. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Physical Health and Growth Early Learning Standards | ||||
| Physical Health and Growth Early Learning Standard 1: Health and Well-Being | ||||
| PHG1.1: Demonstrate development of healthy practices | ||||
| Infant | Passively participate in health and hygiene-related behaviors initiated by an adult | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Participate with adult support in health and hygiene-related behaviors | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Initiate personal health practices | Social-Emotional | A. Interactions with Adults | 3.2 Follows family/family activities with family members |
| Older Toddler | Practice health and hygiene-related behaviors with reminders | Social-Emotional | A. Interactions with Adults | 3. Participates in family activities with family members |
| Older Toddler | Initiate an experience of participating in a doctor or dentist visit | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Younger Preschool | Demonstrate health and hygiene-related behaviors with reminders | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Younger Preschool | Identify the difference between sick and well | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Younger Preschool | Engage in sociodramatic play to demonstrate the roles of medical professionals | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Preschool | Demonstrate health and hygiene-related behaviors with minimal prompting | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Preschool | Communicate practices that promote healthy living and prevent illness for self and family members | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Engage in sociodramatic play to demonstrate the roles of medical professionals | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Kindergarten Standard | HW K-2.1.1 Identify that healthy behaviors affect personal health. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | HW K-2.1.2 Recognize that there are multiple dimensions of health (mental/emotional, intellectual, physical, environmental, and social health). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | HW K-2.1.3 Describe ways to prevent communicable diseases. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten Standard | HW K-2.2.1 Identify how the family and culture influence personal health practices and behaviors. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| PHG1.2: Demonstrate development of safety practices | ||||
| Infant | Use key adults as a secure base when exploring the learning environment. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Infant | Seek reassurance from a trusted caregiver when encountering an unfamiliar person/object | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler | Demonstrate awareness of danger | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Young Toddler | Respond to adult direction to change behavior in order to avoid danger or prevent injuries | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| Older Toddler | Demonstrate awareness of danger | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Older Toddler | Recall behaviors that prevent injuries | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Toddler | Respond to adult guidance and direction regarding safety | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Younger Preschool | Identify ways to play safely | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Younger Preschool | Follow simple safety rules while participating in activities | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older Preschool | Demonstrate basic safety knowledge | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Older Preschool | Alert others to possible danger | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Older Preschool | Participate, with adult support, to develop safety rules for an activity | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Kindergarten Standard | HW K-2.1.4 List ways to prevent common childhood injuries | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Kindergarten Standard | HW K-2.7.2 List a variety of behaviors to avoid or reduce health and safety risks | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Kindergarten Standard | PE K.4.4.A Recognizes the established protocols for class activities. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Kindergarten Standard | PE K.4.5.A Follows teacher directions for safe participation and proper use of equipment with minimal reminders. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PHG1.3: Demonstrate development of nutrition awareness | ||||
| Infant | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Infant | Show food preferences | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Infant | Begin following a regular eating routine | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young Toddler | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler | Try new foods | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Young Toddler | Follow a regular eating routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler | Express when hungry or full | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Toddler | Make simple food choices depending on personal and cultural preference | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler | Communicate about various characteristics of food | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Younger Preschool | Respond to physical cues when hungry, full or thirsty | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Younger Preschool | Demonstrate basic understanding that eating a variety of foods helps the body grow and be healthy | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Participate in preparation of a simple, healthy snack | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Younger Preschool | Express preferences about food | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Preschool | Respond to physical cues when hungry, full or thirsty | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Older Preschool | Communicate about variety and amount of foods needed to be healthy | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Older Preschool | Participate in preparation of a simple, healthy snack | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| Older Preschool | Describe physical features of fruits and vegetables | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Older Preschool | Begin to describe where fruits and vegetables come from | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Kindergarten | PE K.3.6.A Identifies health and unhealthy foods and recognizes that food provides energy for physical activity. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | HW K-2.1.1 Identify that healthy behaviors affect personal health | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Kindergarten | K.L.S.1 Describe and compare the growth and development of common living plants and animals. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | K.L.S.2 Describe and compare the physical features of common living plants and animals. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Kindergarten | K.L.S.3 Use observation to describe patterns of what plants and animals (including humans) need to survive. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Physical Health and Growth Early Learning Standard 2: Senses | ||||
| PHG2.1: Demonstrate how the five senses support processing information | ||||
| Infant | Manipulate objects to see what will happen | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Infant | Use senses to explore surroundings | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Demonstrate awareness of different textures of food | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler | Try a new action with a familiar object | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler | Interact with their physical environment using tactile, visual, auditory, olfactory, and gustatory senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Toddler | Test objects to determine their purpose | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Older Toddler | Interact with their physical environment using tactile, visual, auditory, olfactory, and gustatory senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Younger Preschool | Take things apart and attempt to put them back together | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Younger Preschool | Use tactile, visual, auditory, olfactory, and gustatory information to accomplish tasks | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Preschool | Take things apart and invent new structures using the parts | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older Preschool | Use tactile, visual, auditory, olfactory, and gustatory information to accomplish tasks | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Kindergarten | K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Kindergarten | K.G.1 Compare two and three dimensional shapes in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Kindergarten | K.M.1 Make direct comparisons of the length, capacity, weight, and temperature of objects, and identify which object is shorter, longer, taller, lighter, heavier, warmer, cooler, or holds more. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| PHG2.2: Demonstrate development of body awareness and physical activity | ||||
| Infant | Show awareness of own body and start to move intentionally | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Infant | Interact with adults in physical activities | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Young Toddler | Identify basic body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler | Use trial and error to discover how the body and objects move through space | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young Toddler | Use simple movement skills to participate in active physical play | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler | Identify basic body parts | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Toddler | Demonstrate awareness of own body in space and in relationship to objects | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler | Demonstrate awareness of own body in space and in relationship to objects | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 1 (All) |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2. Uses hands to hang on play equipment with bars |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Older Toddler | Participate in active physical play and structured activities requiring spontaneous and instructed body movements | Gross Motor | C. Active Play | 3.4 Sits on riding toy or in wagon while in motion |
| Younger Preschool | Identify and describe function of body parts | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Younger Preschool | Demonstrate awareness of own body in relation to other people and objects through play activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Younger Preschool | Participate in structured and unstructured active physical play, exhibiting increasing strength and stamina for sustained periods of time | Gross Motor | C. Active Play | All |
| Younger Preschool | Demonstrate basic understanding that physical activity helps the body grow and be healthy | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Younger Preschool | Begin to recognize the relationship between moving your body fast and how your body responds to this movement. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Older Preschool | Identify and describe function of body parts | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Older Preschool | Demonstrate awareness of own body in relation to other people and objects through play activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschool | Participate in structured and unstructured active physical play exhibiting strength and stamina | Gross Motor | C. Active Play | All |
| Older Preschool | Demonstrate basic understanding that physical activity helps the body grow and be healthy | Cognitive | C. Conceptual Knowledge | 2.2 Demonstrates knowledge about natural happenings |
| Older Preschool | Begin to recognize the relationship between moving your body fast and how your body responds to this movement. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Kindergarten Standard | PE K.2.2.A Travels in three different pathways (such as moving in various patterns: straight, curved). | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Kindergarten Standard | PE K.2.3.A Travels in general space with different speeds (such as traveling at various speeds in skill development activities). | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Kindergarten Standard | PE K.2.3.A Travels in general space with different speeds (such as traveling at various speeds in skill development activities). | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Kindergarten Standard | PE K.3.3.A Recognize that when you move fast, your heart beats faster and you breathe faster. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Physical Health and Growth Early Learning Standard 3: Motor Skills | ||||
| PHG3.1: Demonstrate development of fine and gross motor coordination | ||||
| Infant | Demonstrate hand-eye coordination and participate in a variety of activities to enhance coordination | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Infant | Begin to develop coordination and balance, often with support | Gross Motor | A. Body Control and Weight Transfer | 4 (All) |
| Infant | Develop control of head and back, progressing to arms and legs | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Young Toddler | Gain control of hands and fingers | Fine Motor | A. Reach, Grasp, and Release | 2 (All) |
| Young Toddler | Begin to develop coordination and balance, requiring less support | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Older Toddler | Use hand-eye coordination to manipulate smaller objects with increasing control | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Older Toddler | Develop coordination and balance | Gross Motor | B. Movement and Coordination | 5 (All) |
| Older Toddler | Develop gross motor control for a range of physical activities | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Younger Preschool | Refine grasp to manipulate tools and objects | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 6 (All) |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 7.1 Gallops |
| Younger Preschool | Demonstrate coordination and balance | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Younger Preschool | Coordinate movements to perform a task | Gross Motor | C. Active Play | 1 (All) |
| Older Preschool | Perform fine-motor tasks that require small-muscle strength and control | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 6 (All) |
| Older Preschool | Demonstrate coordination and balance in a variety of activities | Gross Motor | B. Movement and Coordination | 7 (All) |
| Older Preschool | Coordinate movements to perform a complex task | Gross Motor | C. Active Play | All |
| Kindergarten Standard | Standard 1 The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Kindergarten Standard | Standard 1 The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. | Gross Motor | C. Active Play | All |
| Kindergarten Standard | PE K.1.1.A through K.1.5.A | |||
| Kindergarten Standard | PE K.1.7.A through K. 1.16.A | |||
| PHG3.2: Demonstrate development of oral motor skills | ||||
| Infant | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 1. Uses lips to take semisolid foods off eating utensil |
| Young Toddler | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Older Toddler | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 5.2 Takes in appropriate amount of liquid and returns cup to surface |
| Younger Preschool | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| Kindergarten | HW K-2.7.1 Identify character traits and behaviors of a healthy and safe person. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Physical Health and Growth Early Learning Standard 4: Personal Care | ||||
| PHG4.1: Demonstrate increased independence in personal care routines | ||||
| Infant | Participate passively in dressing and undressing self | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Infant | Help with self feeding | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Young Toddler | Show interest in assisting with personal body care practices | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | Show interest in assisting with dressing and undressing self | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler | Able to feed self with some assistance | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Young Toddler | Exhibit beginning awareness of toileting needs | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| Older Toddler | Participate with adult support in personal body care practices | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Older Toddler | Participate with adult support in dressing and undressing self | Adaptive | C. Dressing and Undressing | All |
| Older Toddler | Communicate toileting needs | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Older Toddler | Able to feed self with minimal assistance | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth using eating utensil |
| Younger Preschool | Attend to personal body care practices with reminders | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Younger Preschool | Independently feed self | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Younger Preschool | Independently dress and undress self | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Younger Preschool | Independently attend to toileting needs | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Older Preschool | Attend to personal body care practices with minimal adult support | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Older Preschool | Independently feed self using utensils | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Older Preschool | Independently dress and undress self | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Older Preschool | Independently attend to toileting needs | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Kindergarten | HW K-2.2.1 Identify how family and culture influence personal health practices and behaviors. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| Kindergarten | HW K-2.7.1 Identify character traits and behaviors of a healthy and safe person. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |