aeps3
## ALIGNMENT
**Assessment, Evaluation, and Programming System
for Infants and Children, Third Edition (AEPS®-3)**
**WITH**
**New Jersey Birth to Three Early Learning Standards
and Preschool Teaching and Learning Standards**
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# Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with the New Jersey Birth to Three Early Learning Standards and Preschool Teaching and Learning Standards
This document aligns the *New Jersey Birth to Three Early Learning Standards* [2013] and *Preschool Teaching and
Learning Standards* [2014] 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.
New Jersey Council for Young Children. (2013). *New Jersey Birth to Three Early Learning Standards.* Retrieved from:
https://www.nj.gov/education/earlychildhood/b3/docs/NJB3Standards.pdf
New Jersey State Department of Education. (2014). *Preschool Teaching and Learning Standards.* Retrieved from:
https://www.nj.gov/education/earlychildhood/preschool/docs/PreschoolTeachingandLearningStandards.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
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| NJ Standards | | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
| --- | --- | --- | --- | --- |
| Birth to Three Standards | | | | |
| Social and Emotional Development | | | | |
| Trust and Emotional Security | | | | |
| Engages in behaviors that build relationships with familiar adults | | | | |
| Shows preference for familiar adults | | | | |
| Reacts to unfamiliar adults | | | | |
| Seeks ways to find comfort in new situations | | | | |
| Shows emotional connection and attachment to others | | | | |
| Young infants (birth-9 months) | Listens intently to familiar voices. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Young infants (birth-9 months) | Follows movement of caregiver about the room with his/her eyes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Accepts comfort by familiar caregiver when tired, hungry or upset. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Responds with smiles and cooing when picked up by familiar caregiver. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young infants (birth-9 months) | Avoids eye contact with strange adults. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Reaches for caregiver's face while being held for feeding. | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young infants (birth-9 months) | Looks for familiar caregiver when tired, hungry or upset. | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Older infants (8-18 months) | Greets familiar caregiver with a look, smile or hug. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older infants (8-18 months) | Cries when left with a new caregiver, but may respond to soothing words, holding and other forms of comfort. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Older infants (8-18 months) | Prefers comfort from familiar adult when he/she is tired or hungry. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Older infants (8-18 months) | Cling to caregiver when unfamiliar adult approaches. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older infants (8-18 months) | Enjoys looking at, pointing to or naming familiar people in family photos. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Older infants (8-18 months) | Calls for "Mama" or familiar person when in a new situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young toddlers (16-26 months) | Says "Hi" or "Bye-bye," smiles or waves when familiar people enter or leave the room. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young toddlers (16-26 months) | Looks for or asks for "Mommy" when he/she falls down or gets hurt | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young toddlers (16-26 months) | Greets a familiar caregiver with enthusiasm. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young toddlers (16-26 months) | Reaches for familiar caregiver when an unfamiliar adult approaches. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young toddlers (16-26 months) | Watches from a distance before approaching a new visitor. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young toddlers (16-26 months) | Seeks contact with familiar adult when exploring a new situation. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
2. Uses appropriate strategies to manage emotional states
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| NJ Standards | | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
| --- | --- | --- | --- | --- |
| Older toddlers (24-36 months) | Attempts to gain approval from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older toddlers (24-36 months) | Accepts adult help in challenging situations or with difficult tasks. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older toddlers (24-36 months) | Wants to take a familiar toy or blanket along on a visit to trip. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older toddlers (24-36 months) | Accepts reassurance when talking with amember of the family on the telephone. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Older toddlers (24-36 months) | Takes turns with caregiver during play and interaction. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older toddlers (24-36 months) | Checks in with caregiver from time to time for encouragement and support while playing at the playground. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Self-Awareness | | | | |
| Expresses feelings and emotions through facial expressions, sounds, gestures, or words | | | | |
| Begins to develop awareness of self as separate from others | | | | |
| Shows confidence in increasing abilities | | | | |
| Young infants (birth-9 months) | Stares at own hands or feet as they move. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Expresses feelings of comfort, discomfort, enjoyment, or unhappiness. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Young infants (birth-9 months) | Expresses feelings of comfort, discomfort, enjoyment, or unhappiness. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young infants (birth-9 months) | Looks at own reflection in the mirror as if it were another baby. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Attends to other people's faces and pictures or drawings of faces. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Claps hands and shows pleasure with own actions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older infants (8-18 months) | Expresses emotions, such as sadness, happiness, anger, and surprise. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older infants (8-18 months) | Smiles at own reflection in mirror or makes sounds when looking at image in the mirror. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older infants (8-18 months) | Shows preferences for particular toys, blankets, or other objects. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older infants (8-18 months) | Brings a ball over to caregiver and another infant to start a game. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older infants (8-18 months) | Shows awareness of own name. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young toddlers (16-26 months) | Recognizes and acknowledges some of own emotions, such as, “Are you sad?” or “Are you happy?” | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Young toddlers (16-26 months) | Can identify eyes, nose, mouth, or other body parts and can also point to them on others. | Social-Communication | B. Communicative Understanding | 2. Lociates common objects, people, or events |
| Young toddlers (16-26 months) | Calls self by name or comes when called by name. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young toddlers (16-26 months) | Shows recognition of self while looking in mirror by touching nose, head or some other body part that he/she can see only with a mirror. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older toddlers (24-36 months) | Sometimes recognizes feelings or emotions of others as well as self. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older toddlers (24-36 months) | Sometimes recognizes feelings or emotions of others as well as self. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older toddlers (24-36 months) | Shows others a picture he/she made and looks for approval. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Older toddlers (24-36 months) | Calls self by name and begins to use words, such as “I” or “me.” | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older toddlers (24-36 months) | Says or uses sign language for “mine” and holds toy or other object close to himself/herself when someone wants to take his/her possession. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Older toddlers (24-36 months) | Wants to do things by him/her self. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Self-Regulation | | | | |
| Begins to manage own actions, emotions and behavior | | | | |
| Develops ability to cope with stress and strong emotions | | | | |
| Begins to understand simple routines, rules or limitations | | | | |
| Young infants (birth-9 months) | Expects a response from a caregiver when crying or upset. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young infants (birth-9 months) | Sometimes calms self for short periods of time. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Stops crying when held and gently rocked or talked to by familiar caregiver. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Young infants (birth-9 months) | Sucks fist, thumb, or pacifier for calming down when upset. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Looks for familiar caregiver, favorite toy, or blanket. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Opens mouth for spoon while being fed by caregiver. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older infants (8-18 months) | Sucks on his/her fingers or thumb to calm self when he/she is upset or when in new or stressful situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older infants (8-18 months) | Moves arms, legs, or body to get own bottle or toys. | Gross Motor | B. Movement and Coordination | 1 (All) |
| Older infants (8-18 months) | Moves arms, legs, or body to get own bottle or toys. | Gross Motor | B. Movement and Coordination | 2 (All) |
| Older infants (8-18 months) | Moves arms, legs, or body to get own bottle or toys. | Gross Motor | B. Movement and Coordination | 3 (All) |
| Older infants (8-18 months) | Begins to understand what “No” means, but may not be able to stop the behavior. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Older infants (8-18 months) | Holds own bottle or feeds self with fingers. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Older infants (8-18 months) | Copes with stress by playing with familiar toys in a favorite spot. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older infants (8-18 months) | Plays quietly with a toy for a short time while waiting to get up from a nap. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young toddlers (16-26 months) | Tries to clean up when he/she spills or makes a mess. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young toddlers (16-26 months) | Wants to put on shoes or coat by himself/herself. | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Young toddlers (16-26 months) | Wants to put on shoes or coat by himself/herself. | Adaptive | C. Dressing and Undressing | 2.6 Puts on shoes |
| Young toddlers (16-26 months) | Claps hands and shows others after completing a puzzle and then waits for a response from others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Young toddlers (16-26 months) | Gets own blanket when it is time for a nap. Follows simple one-step directions, such as, “Get your shoes.” | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young toddlers (16-26 months) | Shows distress or gets upset when familiar routines are disrupted. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older toddlers (24-36 months) | Complies with a request even after initially saying, “No.” | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older toddlers (24-36 months) | Adjusts to some changes in activities or routines without distress. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Says “No” or shakes head when he/she doesn’t want to do something or doesn’t like something. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older toddlers (24-36 months) | Anticipates and follows simple rules with reminders. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older toddlers (24-36 months) | Waits for adult before going outside. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older toddlers (24-36 months) | Shows ability to comfort self in some situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Relationships with Peers and Adults | | | | |
| Shows interest in and awareness of peers and adults | | | | |
| Responds to and interacts with other peers and adults | | | | |
| Begins to recognize and respond to the feelings and emotions of peers and adults | | | | |
| Begins to show care and concern for others | | | | |
| Uses social interactions, facial expressions, gestures, or words to express feelings, needs, and wants | | | | |
| Begins to use imitation or pretend play to learn and practice new roles and relationships | | | | |
| Young infants (birth-9 months) | Watches other infants and toddlers from a distance. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Quiets down and smiles when he/she hears own name spoken by familiar person. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young infants (birth-9 months) | Starts to cry when other infants and toddlers in the room are crying. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Vocalizes and gets excited when near other infants and toddlers. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Young infants (birth-9 months) | Looks at and watches another infant or toddler who is crying or upset. | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young infants (birth-9 months) | Imitates facial expressions during games with caregiver and other infants and toddlers. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older infants (8-18 months) | Reaches out to touch another's face or hair. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Sits next to and plays with same toys that other infants have. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Older infants (8-18 months) | Responds to other's excitement by watching and showing some feelings or emotions. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older infants (8-18 months) | Offers a toy to another infant who is crying or upset. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older infants (8-18 months) | Points to or asks for cup, spoon, or other objects that other infants or toddlers have. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older infants (8-18 months) | Holds and rocks a baby doll and pretends to feed it food. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Young toddlers (16-26 months) | Knows the names of some other children and some adults. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young toddlers (16-26 months) | Shows excitement when greeting other toddlers. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Young toddlers (16-26 months) | Refuses to share a favorite toy with another toddler. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young toddlers (16-26 months) | Looks for an adult to help when another toddler is crying. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Young toddlers (16-26 months) | Imitates actions or behaviors of other toddlers at the playground. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Young toddlers (16-26 months) | Imitates tasks, such as wiping the table, when he/she sees others doing the activity. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Approaches groups of toddlers to join in play. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older toddlers (24-36 months) | May share a favorite toy with another toddler who comes to visit. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Older toddlers (24-36 months) | Has a special friend or playmate. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older toddlers (24-36 months) | Shows interest or concern for others who are hurt by touching or talking to them. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older toddlers (24-36 months) | Uses a napkin and pretends to wipe off table after seeing another child spill some milk. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older toddlers (24-36 months) | Watches other toddlers playing house and suggests feeding the stuffed animals some pretend food. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Approaches to Learning | | | | |
| Curiosity | | | | |
| Shows interest in and actively explores the environment | | | | |
| Shows eagerness and curiosity as a learner | | | | |
| Seeks to discover and learn new things | | | | |
| Young infants (birth-9 months) | Watches bright or flickering lights. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Shows interest in caregiver's face. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Quiets while listening to a new sound. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Looks at, touches or plays with new toy. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young infants (birth-9 months) | Turns in direction of the source of people's voices. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Reaches for and explores new toys or objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Moves after and tries to reach a ball or other toy that rolls under a chair or table. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older infants (8-18 months) | Explores new objects by feeling, shaking, turning over, mouthing, or other actions. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Explores boxes, pots, and pans or other household objects that are available. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Tries to push or pull a toy while moving or walking. | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older infants (8-18 months) | Lifts flap in a book to see what picture is underneath. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young toddlers (16-26 months) | Expresses interest in what makes a toy wind-up car go and experiments with different ways to make it move. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young toddlers (16-26 months) | Points to unfamiliar object in a picture book and looks to caregiver to name it. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young toddlers (16-26 months) | Pokes fingers into the mud or sand to make holes or designs. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young toddlers (16-26 months) | Eagerly explores new playground climber and swings. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Young toddlers (16-26 months) | Wants to help with tasks such as making cookies or planting flowers. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Asks a lot of "What's that?" questions. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older toddlers (24-36 months) | Experiments with different ways of blowing bubbles. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older toddlers (24-36 months) | Tries to do a new, more difficult puzzle or game. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older toddlers (24-36 months) | Enjoys visiting the zoo and learning about the animals. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Older toddlers (24-36 months) | Turns the pages in a book and asks questions about the pictures. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older toddlers (24-36 months) | Often uses "Why?" when communicating with adults. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Persistence | | | | |
| Attends to and tries to reproduce interesting events | | | | |
| Maintains social contact by continuing to engage with caregiver | | | | |
| Attempts challenging tasks with or without adult help | | | | |
| Explores thoroughly and tries to solve problems even when encountering obstacles | | | | |
| Young infants (birth-9 months) | Makes and maintains eye contact while being held for feeding. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Watches and then imitates facial expressions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Finds ways to bring hand to mouth even when hand is covered by a blanket or clothing. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young infants (birth-9 months) | Splashes water in tub with hand and repeats action. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young infants (birth-9 months) | Tries to reach a toy hanging from a high chair. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Tries to move bottle, cries, or touches adult when bottle is empty. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older infants (8-18 months) | Reaches for caregiver's hands to continue game of "Peek-a-boo" or "Pat-a-Cake." | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older infants (8-18 months) | Looks for toy dropped from a crib or table. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older infants (8-18 months) | Fills a container with small objects and dumps them out repeatedly. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older infants (8-18 months) | Looks out the window and waits for a familiar caregiver to return. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older infants (8-18 months) | Tries to get food to mouth using fingers or a spoon. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older infants (8-18 months) | Uses several different ways to try to get a toy when it is out of reach. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young toddlers (16-26 months) | Empties the entire toy box while looking for a favorite toy. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Young toddlers (16-26 months) | Climbs into a box or open cupboard to get toys or objects that are out of reach. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Young toddlers (16-26 months) | Turns puzzle piece in a variety of directions to fit into puzzle frame. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young toddlers (16-26 months) | Continues to feed self even when having difficulty keeping the food on the spoon. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young toddlers (16-26 months) | Waits at the window to wave "bye-bye" when family member leaves and returns to see if they are back. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Attempts to put on shoes or coat by self and keeps trying for a while before asking for help. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older toddlers (24-36 months) | Follows after and says "Good-bye" when caregiver is leaving the roomor going out of the house. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Requests to read a favorite book over and over. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older toddlers (24-36 months) | First tries to fix a broken toy by pushing parts back together again and then asks for adult's help. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Creativity | | | | |
| Uses unusual ways to explore people or objects in the environment | | | | |
| Finds new things to do with familiar objects | | | | |
| Uses imagination in playful, silly, or messy ways | | | | |
| Young infants (birth-9 months) | Notices changes in the environment such as having a visitor, seeing a new person, or seeing a new picture on the wall. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Shows interest in new activities or experiences. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Finds new ways to use a familiar toy such as putting a block in a cup. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young infants (birth-9 months) | Laughs and tries to imitate noises or silly sounds animals make. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Older infants (8-18 months) | Watches new child who comes to play and sometimes smiles or vocalizes. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older infants (8-18 months) | Pushes water around with hand on high chair tray or table. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Bangs on pots and pans with a spoon to make noise and then tries the same action on other objects. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older infants (8-18 months) | Imitates sounds that animals make while playing with animal puppets. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Older infants (8-18 months) | Finds new uses for everyday household objects. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young toddlers (16-26 months) | Uses a large crayon or marker to make scribbles on paper. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young toddlers (16-26 months) | Pretends a block is a car moving along a road. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Young toddlers (16-26 months) | Uses a colorful scarf in different ways such as dancing with it, waving it, or using it as a blanket. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young toddlers (16-26 months) | Imitates a dog or cat by crawling and making barking or meowing noises. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Young toddlers (16-26 months) | Makes silly faces to see how other children or adults react. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older toddlers (24-36 months) | Finds ways to feel, smell, and eat new fruits or vegetables. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older toddlers (24-36 months) | Tries to make a hat out of a box or a piece of cloth. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older toddlers (24-36 months) | Offers caregiver a pretend snack or drink during pretend play. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Carries on an imaginary phone conversation using a toy telephone. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Makes a variety of different objects and shapes from playdough. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older toddlers (24-36 months) | Combines different types of materials to make something new. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Initiative | | | | |
| Shows initiative by engaging others in interaction | | | | |
| Takes action without being directed by others | | | | |
| Demonstrates initiative by making choices | | | | |
| Young infants (birth-9 months) | Vocalizes or makes noise to attract caregiver's attention. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young infants (birth-9 months) | Moves to reach a toy or other object in order to play with it. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Uses facial expressions, sounds, or gestures to show likes or dislikes. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Makes a game out of knocking a toy over and making it come back up. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older infants (8-18 months) | Lifts arms up in order to be picked up by caregiver. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older infants (8-18 months) | Picks up cup to drink or reaches for spoon at feeding time. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older infants (8-18 months) | Gets a favorite book and brings to caregiver to read. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older infants (8-18 months) | Shows dislike for certain foods or drinks. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older infants (8-18 months) | Demonstrates a preference for certain toys or activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older infants (8-18 months) | Takes blocks from shelf and starts to build with them. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young toddlers (16-26 months) | Approaches other toddlers and watches or starts to play close by. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Young toddlers (16-26 months) | Attempts to feed self and hold own cup or spoon. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young toddlers (16-26 months) | Shows a preference for a favorite shirt or pair of shoes. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young toddlers (16-26 months) | Chooses which book to read at the library. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young toddlers (16-26 months) | Joins other toddlers in a sandbox and starts to shovel sand. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Older toddlers (24-36 months) | Says "Hello" to a new child at the playground. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older toddlers (24-36 months) | Offers a ball or toy to another toddler. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older toddlers (24-36 months) | Tries to get self dressed to go outside. | Social-Emotional | A. Interactions with Adults | 3. Participants in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Goes to wash hands after playing in the sensory table. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older toddlers (24-36 months) | When offered a choice, can indicate what he/she wants to eat or drink. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older toddlers (24-36 months) | Starts to sing a song or move to music and others join in. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Language Development and Communication | | | | |
| Listening and Understanding | | | | |
| Shows interest in listening to sounds | | | | |
| Listens with interest to language of others | | | | |
| Responds to verbal communication of others | | | | |
| Responds to nonverbal communication of others | | | | |
| Understands gestures, words, phrases, or questions | | | | |
| Young infants (birth-9 months) | Responds to a familiar voice or sound by turning head in the direction of the voice or sound. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Quiets down or gets excited when he/she hears familiar voices. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Young infants (birth-9 months) | Smiles when spoken to or when greeted with a smiling face. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young infants (birth-9 months) | Cries in response to sudden loud noises, angry faces, or voices. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Responds to tone of voice, such as becoming excited or soothed when someone engages him/her in conversation. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Older infants (8-18 months) | Watches a person's face and hands when they are talking or gesturing. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older infants (8-18 months) | Looks at person who calls his/her name or speaks to him/her. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Older infants (8-18 months) | Responds with gestures or words when asked if he/she wants to eat or play. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older infants (8-18 months) | Responds with gestures or words to simple requests or questions. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older infants (8-18 months) | Lifts arms when caregiver gestures or says "Up" while picking up baby. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older infants (8-18 months) | Looks for ball when asked, "Where is the ball?" | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young toddlers (16-26 months) | Listens to sounds animals make and tries to imitate them. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Young toddlers (16-26 months) | Laughs when told a silly rhyme or read a funny story. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young toddlers (16-26 months) | Responds to many questions with a non-verbal response, such as shaking head "Yes" or "No." | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young toddlers (16-26 months) | Understands words or signs when told it is time to eat by going to wash hands or coming to the table. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young toddlers (16-26 months) | Responds appropriately when given simple requests with words or gestures, such as "Sit down, please" or "Giveme the toy." | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Older toddlers (24-36 months) | Comforts others who are crying or asking for help with a hug or looks for an adult to help. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older toddlers (24-36 months) | Listens and starts to pick up toys when hears "Clean Up" song. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older toddlers (24-36 months) | Responds with actions or words to simple questions asking "Who?", "What?", or "Where?" | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Older toddlers (24-36 months) | Shows enjoyment in sharing conversations with caregiver. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older toddlers (24-36 months) | Follows simple one-step directions and instructions, such as "Get your coat" or "Let's go outside." | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Communicating and Speaking | | | | |
| Uses sounds, gestures or actions to express needs and wants | | | | |
| Uses consistent sounds, gestures, signs, or words to communicate | | | | |
| Imitates sounds, gestures, signs, words, or phrases | | | | |
| Uses sounds, signs, words, or phrases for a variety of purposes | | | | |
| Takes turns using language in simple back and forth conversations | | | | |
| Young infants (birth-9 months) | Uses different types of cries for expressing hunger, discomfort, fear, and other emotions. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Makes sounds of pleasure and/or discomfort when caregiver is present. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Young infants (birth-9 months) | Makes sounds of pleasure and/or discomfort when caregiver is present. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young infants (birth-9 months) | Makes cooing sounds and other sounds of home languages. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young infants (birth-9 months) | Imitates vowel sounds, such as “ah” or “oh” or “oo.” | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Young infants (birth-9 months) | Smiles or vocalizes to initiate social contact with familiar caregiver. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young infants (birth-9 months) | Takes turns by making sounds or gestures in response to adult talking with him/her. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Older infants (8-18 months) | Produces own sounds or babbles either by self or in response to others talking to him/her. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Older infants (8-18 months) | Imitates sounds or familiar words of home language. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Older infants (8-18 months) | Uses words or signs, such as “Bottle,” “Up”, or “More,” when he/she wants something. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older infants (8-18 months) | Communicates the name or sign for familiar objects, animals, or people. | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| Older infants (8-18 months) | Has a vocabulary of 10-20 words in home language or uses 10-20 signs consistently by 18 months. | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Older infants (8-18 months) | Responds to questions or simple requests with either a non-verbal or verbal answer. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young toddlers (16-26 months) | Shakes head or uses words to respond to “Yes” or “No” questions. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young toddlers (16-26 months) | Imitates new words, signs, or repeats simple rhymes. | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Young toddlers (16-26 months) | Uses names for familiar adults or other children. | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young toddlers (16-26 months) | Points and says or signs “Cookie” or “Milk” when given a snack. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young toddlers (16-26 months) | Uses words or sign language to tell what is happening. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Young toddlers (16-26 months) | Uses home language with a vocabulary of 50 or more words or signs by 26 months. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young toddlers (16-26 months) | Takes turns in simple conversations with familiar adults. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older toddlers (24-36 months) | Sometimes uses two-or-three-word sentences in communication with others. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older toddlers (24-36 months) | Initiates conversations, asks questions, and answers questions with two-or-three-word responses. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older toddlers (24-36 months) | Talks about past and future events in simple ways, such as using yesterday or tomorrow. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older toddlers (24-36 months) | Uses “What”, “Why”, and “Where” questions to get more information. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older toddlers (24-36 months) | Engages in simple conversations using words, signs, phrases, or sentences with familiar people. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older toddlers (24-36 months) | Shows increase in number of vocabulary words or signs. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Emergent Literacy | | | | |
| Shows interest in songs, rhymes, and stories | | | | |
| Shows interest in photos, pictures, and drawings | | | | |
| Develops interest in and involvement with books and other print materials | | | | |
| Begins to recognize and understand symbols such as those used in writing | | | | |
| Young infants (birth-9 months) | Kicks feet or moves arms in response to rhythm of music. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Looks at and attends to pictures of other babies or faces. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Looks at books and pats the pictures. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young infants (birth-9 months) | Listens and attends to repetitions of familiar words, signs, songs, or rhymes in home language. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Hits buttons with pictures on toys to hear or reproduce sounds. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Makes some motions for “Pat-a-Cake” and other familiar rhymes and fingerplays in home language. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older infants (8-18 months) | Points at, names, or signs objects, animals or people in photos, pictures, and drawings. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older infants (8-18 months) | Sings or joins in on familiar songs with caregiver. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older infants (8-18 months) | Turns pages of books, looks at the pictures and uses sounds, signs, or words. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Older infants (8-18 months) | Makes random marks on a paper with a large crayon or marker. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young toddlers (16-26 months) | Knows several simple songs, rhymes, or stories. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young toddlers (16-26 months) | Looks at, turns pages, and names or signs people or objects in picture books. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Young toddlers (16-26 months) | Brings favorite books to caregiver to read to him/her. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young toddlers (16-26 months) | Watches a caregiver telling a story using puppets. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Young toddlers (16-26 months) | Imitates drawing vertical marks that adult makes on a paper. | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Older toddlers (24-36 months) | Participates in songs, stories, and fingerplays and sometimes repeats favorite songs or rhymes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older toddlers (24-36 months) | Looks at a book, turns pages, and talks about or signs about what is happening. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older toddlers (24-36 months) | Recognizes some common and familiar signs on streets or buildings when walking or riding in a car or bus. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Older toddlers (24-36 months) | Makes scribbles or shapes on paper to convey meaning. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older toddlers (24-36 months) | Asks an adult to write or draw something, such as “My name” or “Draw a picture of a dog.” | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Cognitive Development | | | | |
| Exploration and Discovery | | | | |
| Pays attention to people and objects | | | | |
| Uses senses to explore people, objects, and the environment | | | | |
| Attends to colors, shapes, patterns, or pictures | | | | |
| Shows interest and curiosity in new people and objects | | | | |
| Makes things happen and watches for results or repeats action | | | | |
| Young infants (birth-9 months) | Focuses on caregiver's voice or face during feeding times. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Attends to colors and lights or notices patterns and shapes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Puts almost everything in his/her mouth to explore, touch, and taste. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young infants (birth-9 months) | Turns head and follows with his/her eyes when a new person enters the room. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Explores own body and looks at hands and feet when they move. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Grasps a new toy and explores it by turning it over and over. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young infants (birth-9 months) | Swipes or kicks at toy above the crib and repeats actions to make it move again and again. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older infants (8-18 months) | Touches and feels person's hair or puts their hands on person's face to feel skin. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Attends to and examines small objects, such as crumbs, bugs, or pieces of paper. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older infants (8-18 months) | Puts shapes in a shape box with openings, matching colors and/or shapes. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Older infants (8-18 months) | Reaches for adult hands to continue a game of "Peek-a-boo." | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older infants (8-18 months) | Pushes a button to turn a toy on or off to start or stop an action and may repeat the action. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young toddlers (16-26 months) | Picks up leaves, rocks, and sticks during a walk outside. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Young toddlers (16-26 months) | Watches intently and says names or sounds of animals at a zoo, farm, pet store, or while looking at books. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young toddlers (16-26 months) | Does simple puzzles with different colors and shapes. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Young toddlers (16-26 months) | Likes to play a matching game by putting things that are the same together. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Young toddlers (16-26 months) | Walks in a rain puddle and tries to make water splash and then repeats action over and over. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young toddlers (16-26 months) | Notices when there is more than one object the same. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older toddlers (24-36 months) | Notices the difference between big and small and asks for the "big cookie." | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older toddlers (24-36 months) | Feels the different textures on the quilt and likes the soft squares. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older toddlers (24-36 months) | Matches colors or shapes when sorting toys and other objects. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Older toddlers (24-36 months) | Arranges all the toy animals in a row and orders some of them by size. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older toddlers (24-36 months) | Pushes riding toy or sits on it and tries to make it move with his/her feet. | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Older toddlers (24-36 months) | Attempts to count objects or asks, "How many?" | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| Memory | | | | |
| Shows ability to acquire new information and use it at a later time | | | | |
| Recognizes familiar people, places, and things | | | | |
| Recalls and uses information in new situations | | | | |
| Searches for missing or hidden objects | | | | |
| Young infants (birth-9 months) | Stares intently at new faces or objects. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Smiles and shows excitement in recognition of familiar caregiver. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Vocalizes and coos when caregiver is talking to baby or using familiar cooing sounds. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young infants (birth-9 months) | Shows apprehension when an unfamiliar person enters the room. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Looks for toys that have been dropped or partly covered over by a blanket or other cloth. | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Older infants (8-18 months) | Brings familiar person his/her shoe, coat, purse, or some other personal object. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older infants (8-18 months) | Uses a blanket to cover or hide a stuffed toy or doll. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older infants (8-18 months) | Tries to follow a cat or dog hiding under a chair or table. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older infants (8-18 months) | Looks for missing toy, when asked, “Where is the ball?” | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older infants (8-18 months) | Looks out the window and waits for a familiar caregiver to return. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older infants (8-18 months) | Says or signs “Dada” or “Mama” when hears car sounds outside. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young toddlers (16-26 months) | Notices when someone gets a new coat, shoes, or some other item of clothing. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Young toddlers (16-26 months) | Looks for favorite toy where he/she left it last. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Young toddlers (16-26 months) | Looks around home for a pet or calls the animal by name. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young toddlers (16-26 months) | Recognizes a neighbor at a grocery store and waves or says, “Hi.” | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young toddlers (16-26 months) | Points to or talks about familiar places or sights. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older toddlers (24-36 months) | Washes hands when he/she sees it is time to eat. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older toddlers (24-36 months) | Talks about something that happened yesterday and remembers places, people, or activities. | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| Older toddlers (24-36 months) | Recreates a “birthday party” with stuffed animals or dolls after attending a party for a friend. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Throws a ball over a sofa and then runs around behind the sofa to find where the ball went. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Problem Solving | | | | |
| Experiments with different uses for objects | | | | |
| Shows imagination and creativity in solving problems | | | | |
| Uses a variety of strategies to solve problems | | | | |
| Applies knowledge to new situations | | | | |
| Young infants (birth-9 months) | Bangs spoon on table and then attracts attention of caregiver. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young infants (birth-9 months) | Hits, shakes, or kicks toy to make and/or reproduce sounds. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young infants (birth-9 months) | Rolls over to get a toy on the other side or just out of reach. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Moves body up and down to get caregiver to continue bouncing him/her on caregiver's knee. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| Young infants (birth-9 months) | Drops toy repeatedly and waits for someone to pick it up. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older infants (8-18 months) | Uses a spoon to bang on the dishes on a table to make noise. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older infants (8-18 months) | Uses a string to pull a toy into the crib or over to him/her. | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older infants (8-18 months) | Tries many different ways, such as poking with fingers, shaking, or dumping to get clothespins out of a bottle. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older infants (8-18 months) | Gets an adult and leads him/her in order to obtain a cookie or bottle on a counter. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young toddlers (16-26 months) | Seeks new information with questions such as, "What is that?" or "Who is that?" | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Young toddlers (16-26 months) | Gets a stool or chair to climb on to reach a toy or other object that is on a shelf. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Young toddlers (16-26 months) | Attempts to reach a toy under the table and then crawls under to get it. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Young toddlers (16-26 months) | Tries hitting on a box to open it and then asks an adult for help. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older toddlers (24-36 months) | Anticipates what is needed, such as bringing a tissue to another child who is sneezing. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older toddlers (24-36 months) | Uses several different ways to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Older toddlers (24-36 months) | Pretends to fix things using a toy hammer or screw driver. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Combines materials together to solve problems, such as making a stick out of building toys to use to reach a ball under a chair. | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Imitation and Symbolic Play | | | | |
| Observes and imitates sounds, gestures, or behavior | | | | |
| Uses objects to represent other things | | | | |
| Uses imitation or pretend play to express creativity and imagination | | | | |
| Young infants (birth-9 months) | Attends to and imitates gestures, such as opening and closing the mouth, sticking out tongue, or opening and closing hand. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Imitates faces or sounds that familiar caregiver makes. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Young infants (birth-9 months) | Imitates shaking or patting a toy or other object. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young infants (birth-9 months) | Coos, squeals, or laughs when familiar caregiver talks and plays games with him/her. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Older infants (8-18 months) | Tries to bite into a plastic apple or other fruit that looks like a real one. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older infants (8-18 months) | Imitates adults by using a cloth to wipe the table after eating. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older infants (8-18 months) | Pretends to comb or brush his/her hair using his/her hand or fingers. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older infants (8-18 months) | Pretends to feed doll or stuffed animal with his/her bottle or food. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Young toddlers (16-26 months) | Uses a round object for a ball and throws it across the room. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Young toddlers (16-26 months) | Imitates adult actions, such as putting a key in a keyhole, ringing a door bell, or closing a door. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young toddlers (16-26 months) | Uses familiar objects to represent other things, such as using a block moving along the floor as a car or a piece of newspaper as a blanket. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Young toddlers (16-26 months) | Pretends to cook or eat imaginary food using pots, pans, or toy dishes. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Acts out a simple story or a play that has been read or seen. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Older toddlers (24-36 months) | Draws a picture with crayons or markers and makes up a story about it. | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older toddlers (24-36 months) | Talks to stuffed animals or doll, pretends to feed them, and tells them to go to sleep or says “Night-night.” | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Plays with another child in the sandbox and pretends to make cakes and pies together. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Older toddlers (24-36 months) | Carries on a conversation with an imaginary playmate. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Physical and Motor Development | | | | |
| Gross Motor Development | | | | |
| Moves body, arms, and legs with coordination | | | | |
| Demonstrates large muscle balance, stability, control, and coordination | | | | |
| Develops increasing ability to change positions and move body from place to place | | | | |
| Moves body with purpose to achieve a goal | | | | |
| Young infants (birth-9 months) | Makes repetitive motions with arms and legs. | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| Young infants (birth-9 months) | Holds head up or turns head from side to side when placed on stomach. | Gross Motor | A. Body Control and Weight Transfer | 1.3 Turns head side to side |
| Young infants (birth-9 months) | Rolls over and over to get closer to a toy. | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| Young infants (birth-9 months) | Uses arms and legs to move forward or backward on stomach or back. | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Young infants (birth-9 months) | Sits up with support, such as when propped with pillows. | Gross Motor | A. Body Control and Weight Transfer | 4.5 Sits balanced using hands for support |
| Older infants (8-18 months) | Sits by self and maintains balance while playing with a toy. | Gross Motor | A. Body Control and Weight Transfer | 4.4 Sits balanced without support |
| Older infants (8-18 months) | Crawls on hands and knees to get a toy. | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Older infants (8-18 months) | Scoots on bottom using legs to help move from place to place. | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Older infants (8-18 months) | Uses furniture to pull self up from sitting to standing or lower self from standing to sitting. | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Older infants (8-18 months) | Walks while holding onto furniture or people and later walks alone. | Gross Motor | B. Movement and Coordination | 3 (All) |
| Young toddlers (16-26 months) | Walks easily or runs from place to place by self. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Young toddlers (16-26 months) | Walks easily or runs from place to place by self. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young toddlers (16-26 months) | Walks easily or runs from place to place by self. | Gross Motor | B. Movement and Coordination | 5 (All) |
| Young toddlers (16-26 months) | Crawls or walks up steps and then backs down or turns and walks down by self. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Young toddlers (16-26 months) | Crawls or walks up steps and then backs down or turns and walks down by self. | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Young toddlers (16-26 months) | Walks and sometimes runs across the room to greet people. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Young toddlers (16-26 months) | Walks and sometimes runs across the room to greet people. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young toddlers (16-26 months) | Walks and sometimes runs across the room to greet people. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Young toddlers (16-26 months) | Walks and sometimes runs across the room to greet people. | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Young toddlers (16-26 months) | Jumps into puddles, piles of leaves, or sand box. | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Young toddlers (16-26 months) | Pushes or pulls a wagon or cart while walking. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Young toddlers (16-26 months) | Uses adaptive equipment to help with standing or moving. | Gross Motor | B. Movement and Coordination | 2 (All) |
| Young toddlers (16-26 months) | Uses adaptive equipment to help with standing or moving. | Gross Motor | B. Movement and Coordination | 3 (All) |
| Older toddlers (24-36 months) | Climbs on chair or stool to reach toys and other objects that are up high. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Older toddlers (24-36 months) | Enjoys playing on climbers or slides at playground. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older toddlers (24-36 months) | Enjoys playing on climbers or slides at playground. | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| Older toddlers (24-36 months) | Climbs stairs using alternate feet. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Older toddlers (24-36 months) | Climbs stairs using alternate feet. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| Older toddlers (24-36 months) | Stands on one foot or can kick a ball with one foot while standing. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Older toddlers (24-36 months) | Tries to ride a tricycle or other riding toys with pedals. | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Older toddlers (24-36 months) | Likes to run, march around, or dance to songs and music. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Fine Motor Development | | | | |
| Uses hands or feet to manipulate objects and make contact with people | | | | |
| Develops small muscle control and coordination | | | | |
| Demonstrates integration of the senses | | | | |
| Uses different actions on objects | | | | |
| Controls small muscles in hands when doing simple tasks | | | | |
| Young infants (birth-9 months) | Kicks or swipes at toy or mobile hanging over crib. | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Young infants (birth-9 months) | Grasps a finger or small toy placed in his/her hand. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Young infants (birth-9 months) | Looks at an object in his/her hand while bringing it to mouth. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Looks at brightly-colored socks while moving or kicking feet. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young infants (birth-9 months) | Uses hands and actions, such as hitting, shaking, and patting, to explore different ways to use a new toy. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young infants (birth-9 months) | Claps hands when imitating others or to show emotion. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young infants (birth-9 months) | Drops or puts small blocks into a container. | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Older infants (8-18 months) | Transfers a block or other toy from hand to hand. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Older infants (8-18 months) | Holds two blocks, one in each hand and hits them together to make noise. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| Older infants (8-18 months) | Uses pincer grasp with thumb and forefinger together to pick up small objects. | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Older infants (8-18 months) | Holds string and pulls toy while standing or walking. | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older infants (8-18 months) | Lines up blocks in a row. | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| Older infants (8-18 months) | Drops or throws balls and other objects while sitting or standing. | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| Older infants (8-18 months) | Coordinates and uses senses together, such as hearing and looking or seeing and touching | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young toddlers (16-26 months) | Throws a ball toward another child or to an adult. | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Young toddlers (16-26 months) | Throws a ball toward another child or to an adult. | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Young toddlers (16-26 months) | Stacks two or three blocks on top of each other. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Young toddlers (16-26 months) | Holds a crayon or marker and makes vertical lines on paper. | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Young toddlers (16-26 months) | Pushes and pats puzzle pieces into place. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Young toddlers (16-26 months) | Digs in sand with spoon or small shovel. | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Young toddlers (16-26 months) | Squeezes a sponge and watches water drip on the table. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Young toddlers (16-26 months) | Uses fingerpaint to make marks or circles on paper. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older toddlers (24-36 months) | Watches adult to learn hand motions for finger plays. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Older toddlers (24-36 months) | Tears paper into small pieces to glue onto another paper. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Older toddlers (24-36 months) | Uses a crayon or marker to make scribbles or circles on paper. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older toddlers (24-36 months) | Holds paint brush and makes marks at easel or at a table. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older toddlers (24-36 months) | Puts things together, such as connecting blocks or linking toys, using hands and fingers. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Older toddlers (24-36 months) | Uses pincer grasp with thumb and fingers to wind up a toy. | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Older toddlers (24-36 months) | Can do simple tasks that require coordination or integration of sensory information. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Physical Health and Well-Being | | | | |
| Shows characteristics of healthy development | | | | |
| Responds when physical needs are met | | | | |
| Expresses physical needs non-verbally or verbally | | | | |
| Participates in physical care routines | | | | |
| Begins to develop self-help skills | | | | |
| Begins to understand safe and unsafe behaviors | | | | |
| Young infants (birth-9 months) | Startles or cries when hears sudden loud noises. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Grows proportionally according to height and weight growth charts. | | | |
| Young infants (birth-9 months) | Cries when hungry and quiets down when picked up for breastfeeding or when seeing caregiver with bottle. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young infants (birth-9 months) | Coos, smiles, or plays with caregiver after being fed or after getting a dry diaper. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young infants (birth-9 months) | Lifts arms when getting shirt put on or off. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Young infants (birth-9 months) | Places hands on bottle while being fed by caregiver. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older infants (8-18 months) | Shows growth in height and weight typical for age according to growth charts. | | | |
| Older infants (8-18 months) | Splashes water on self and plays in the water during bath time. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older infants (8-18 months) | Plays happily with toys after a nap or a snack. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older infants (8-18 months) | Cooperates when getting physical needs met, such as getting his/her diaper changed, nose wiped, or teeth brushed. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older infants (8-18 months) | Feeds self some finger foods while sitting. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Older infants (8-18 months) | Responds to "Hot" or "No" and begins to not touch things when told not to. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Young toddlers (16-26 months) | Participates in healthy care routines, such as using tissues to wipe nose, washing and drying hands, and holding a tooth brush. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young toddlers (16-26 months) | Points at, says name, or uses sign language for what he/she wants to eat or drink, such as "apple" or "milk." | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young toddlers (16-26 months) | Uses a spoon to feed self or drinks from a glass or cup. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| Young toddlers (16-26 months) | Uses a spoon to feed self or drinks from a glass or cup. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Young toddlers (16-26 months) | Uses a spoon to feed self or drinks from a glass or cup. | Adaptive | A. Eating and Drinking | 4. Drinks from open-mouth container |
| Young toddlers (16-26 months) | Uses a spoon to feed self or drinks from a glass or cup. | Adaptive | A. Eating and Drinking | 4.1 Drinks from cup with spouted lid |
| Young toddlers (16-26 months) | Shakes head or says, "Yes" or "No" when asked if he/she is "All done?" | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young toddlers (16-26 months) | Accepts other suggestions or redirection for unsafe behaviors or situations. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Older toddlers (24-36 months) | Pulls at pants or gives other signs of needing to use the toilet. | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| Older toddlers (24-36 months) | Holds hands under water to be washed and later wants to wash own hands. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Older toddlers (24-36 months) | Picks up toys after playing or when hears "Clean Up" song. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older toddlers (24-36 months) | Pours own milk from small pitcher into cup. | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| Older toddlers (24-36 months) | Climbs into car seat when asked and cooperates in getting buckled in. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Older toddlers (24-36 months) | Walks with adult, holding adult's hand before crossing the street. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
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**Preschool Standards**
| Preschool Standards | | | | |
| --- | --- | --- | --- | --- |
| Social/Emotional Development | | | | |
| Standard 0.1: Children demonstrate self-confidence. | Express individuality by making independent decisions about which materials to use. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 0.1: Children demonstrate self-confidence. | Express ideas for activities and initiate discussions. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Standard 0.1: Children demonstrate self-confidence. | Actively engage in activities and interactions with teachers and peers. | Social-Emotional | D. Independent and Group Participation | 1 (All) |
| Standard 0.1: Children demonstrate self-confidence. | Actively engage in activities and interactions with teachers and peers. | Social-Emotional | D. Independent and Group Participation | 2 (All) |
| Standard 0.1: Children demonstrate self-confidence. | Discuss their own actions and efforts. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Standard 0.2: Children demonstrate self-direction. | Make independent choices and plans from a broad range of diverse interest centers. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 0.2: Children demonstrate self-direction. | Demonstrate self-help skills (e.g., clean up, pour juice, use soap when washing hands, put away belongings). | Adaptive | All | All |
| Standard 0.2: Children demonstrate self-direction. | Move through classroom routines and activities with minimal teacher direction and transition easily from one activity to the next. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Standard 0.2: Children demonstrate self-direction. | Attend to tasks for a period of time. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Standard 0.2: Children demonstrate self-direction. | Attend to tasks for a period of time. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 0.2: Children demonstrate self-direction. | Attend to tasks for a period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 0.3: Children identify and express feelings. | Recognize and describe a wide range of feelings, including sadness, anger, fear, and, happiness. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Standard 0.3: Children identify and express feelings. | Empathize with feelings of others (e.g., get a blanket for a friend and comfort him/her when he/she feels sad). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Standard 0.3: Children identify and express feelings. | Channel impulses and negative feelings, such as anger (e.g., taking three deep breaths, using calming words, pulling self out of play to go to "safe spot" to relax, expressive activities). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Engage appropriately with peers and teachers in classroom activities. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Engage appropriately with peers and teachers in classroom activities. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Demonstrate socially acceptable behavior for teachers and peers (e.g., give hugs, get a tissue, sit next to a friend/teacher, hold hands). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Say "thank you," "please," and "excuse me." Respect the rights of others (e.g., "This painting belongs to Carlos."). | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Express needs verbally or non-verbally to teacher and peers without being aggressive (e.g., "I don't like it when you call me dummy. Stop!"). | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Standard 0.4: Children exhibit positive interactions with other children and adults. | Demonstrate verbal or nonverbal problem-solving skills without being aggressive (e.g., talk about a problem and related feelings and negotiate solutions). | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
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**NJ Standards**
**AEPS-3 Area AEPS-3 Strand**
**AEPS-3 Items**
| Standard 0.5: Children exhibit pro-social behaviors. | Play independently and cooperatively in pairs and small groups. | Social-Emotional | C. Interactions with Peers | 3 (All) |
| --- | --- | --- | --- | --- |
| Standard 0.5: Children exhibit pro-social behaviors. | Play independently and cooperatively in pairs and small groups. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Standard 0.5: Children exhibit pro-social behaviors. | Play independently and cooperatively in pairs and small groups. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 0.5: Children exhibit pro-social behaviors. | Engage in pretend play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Standard 0.5: Children exhibit pro-social behaviors. | Demonstrate how to enter into play when a group of children are already involved in play. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Standard 0.5: Children exhibit pro-social behaviors. | Take turns. | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Standard 0.5: Children exhibit pro-social behaviors. | Demonstrate understanding the concept of sharing by attempting to share. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
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| Visual and Performing Arts | | | | |
| --- | --- | --- | --- | --- |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Move the body in a variety of ways, with and without music. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Respond to changes in tempo and a variety of musical rhythms through body movement. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Participate in simple sequences of movements. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Define and maintain personal space, concentration, and focus during creative movement/dance performances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Participate in or observe a variety of dance and movement activities accompanied by music and/or props from different cultures and genres. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Use movement/dance to convey meaning around a theme or to show feelings. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Describe feelings and reactions in response to a creative movement/dance performance. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 1.1: Children express themselves through and develop an appreciation of creative movement and dance. | Begin to demonstrate appropriate audience skills during creative movement and dance performances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Sing a variety of songs with expression, independently and with others. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Use a variety of musical instruments to create music alone and/or with others, using different beats, tempos, dynamics, and interpretations. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Clap or sing songs with repetitive phrases and rhythmic patterns. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Listen to, imitate, and improvise sounds, patterns, or songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Participate in and listen to music from a variety of cultures and times. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Recognize and name a variety of music elements using appropriate music vocabulary. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Describe feelings and reactions in response to diverse musical genres and styles. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 1.2: Children express themselves through and develop an appreciation of music. | Begin to demonstrate appropriate audience skills during recordings and music performances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Play roles observed through life experiences (e.g., mom/dad, baby, firefighter, police officer, doctor, mechanic). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Use memory, imagination, creativity, and language to make up new roles and act them out. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Participate with others in dramatic play, negotiating roles and setting up scenarios using costumes and props. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Differentiate between fantasy/pretend play and real events. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Sustain and extend play during dramatic play interactions (i.e., anticipate what will happen next). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Participate in and listen to stories and dramatic performances from a variety of cultures and times. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Describe feelings and reactions and make increasingly informed responses to stories and dramatic performances. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 1.3: Children express themselves through and develop an appreciation of dramatic play and storytelling. | Begin to demonstrate appropriate audience skills during storytelling and performances. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
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**NJ Standards**
**AEPS-3 Area AEPS-3 Strand**
**AEPS-3 Items**
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Demonstrate the safe and appropriate use and care of art materials and tools. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| --- | --- | --- | --- | --- |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Create two- and three-dimensional works of art while exploring color, line, shape, form, texture, and space. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Use vocabulary to describe various art forms (e.g., photographs, sculpture), artists (e.g. illustrator, sculptor, photographer) and elements in the visual arts. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Demonstrate a growing ability to represent experiences, thoughts, and ideas through a variety of age-appropriate materials and visual art media using memory, observation, and imagination. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Demonstrate planning, persistence, and problem-solving skills while working independently, or with others, during the creative process. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Create more recognizable representations as eye-hand coordination and fine-motor skills develop. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 1.4: Children express themselves through and develop an appreciation of the visual arts (e.g., painting, sculpting, and drawing). | Describe feelings and reactions and make increasingly thoughtful observations in response to a variety of culturally diverse works of art and objects in the everyday world. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
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| Health, Safety, and Physical Education | | | | |
| --- | --- | --- | --- | --- |
| Standard 2.1: Children develop self-help and personal hygiene skills. | Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather). | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Standard 2.1: Children develop self-help and personal hygiene skills. | Develop an awareness of healthy habits (e.g., use clean tissues, wash hands, handle food hygienically, brush teeth, and dress appropriately for the weather). | Adaptive | A. Eating and Drinking | 5. Uses culturally appropriate social dining skills |
| Standard 2.1: Children develop self-help and personal hygiene skills. | Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth). | Adaptive | A. Eating and Drinking | 6 (All) |
| Standard 2.1: Children develop self-help and personal hygiene skills. | Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth). | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Standard 2.1: Children develop self-help and personal hygiene skills. | Demonstrate emerging self-help skills (e.g., developing independence when pouring, serving, and using utensils and when dressing and brushing teeth). | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| Standard 2.2: Children begin to develop the knowledge and skills necessary to make nutritious food choices. | Explore foods and food groups (e.g., compare and contrast foods representative of various cultures by taste, color, texture, smell, and shape). | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Standard 2.2: Children begin to develop the knowledge and skills necessary to make nutritious food choices. | Develop awareness of nutritious food choices (e.g., participate in classroom cooking activities, hold conversations with knowledgeable adults about daily nutritious meal and snack offerings). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Standard 2.3: Children begin to develop an awareness of potential hazards in their environment. | Use safe practices indoors and out (e.g., wear bike helmets, walk in the classroom, understand how to participate in emergency drills, and understand why car seats and seat belts are used). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Standard 2.3: Children begin to develop an awareness of potential hazards in their environment. | Develop an awareness of warning symbols and their meaning (e.g., red light, stop sign, poison symbol, etc.). | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| Standard 2.3: Children begin to develop an awareness of potential hazards in their environment. | Identify community helpers who assist in maintaining a safe environment. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Standard 2.3: Children begin to develop an awareness of potential hazards in their environment. | Know how to dial 911 for help. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching). | Gross Motor | B. Movement and Coordination | 5 (All) |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching). | Gross Motor | B. Movement and Coordination | 6 (All) |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine gross-motor skills (e.g., hopping, galloping, jumping, running, and marching). | Gross Motor | B. Movement and Coordination | 7 (All) |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter). | Fine Motor | B. Functional Skill Use | 3 (All) |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter). | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Develop and refine fine-motor skills (e.g., complete gradually more complex puzzles, use smaller-sized manipulatives during play, and use a variety of writing instruments in a conventional matter). | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Use objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different sized beads, and button and unbutton). | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Standard 2.4: Children develop competence and confidence in activities that require gross- and fine-motor skills. | Use objects and props to develop spatial and coordination skills (e.g., throw and catch balls and Frisbees, twirl a hula-hoop about the hips, walk a balance beam, lace different sized beads, and button and unbutton). | Gross Motor | C. Active Play | 1 (All) |
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| NJ Standards | | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
| --- | --- | --- | --- | --- |
| English Language Arts | | | | |
| Reading: Literature | | | | |
| Key Ideas and Details | | | | |
| Preschool Standards | With prompting and support, ask and answer key elements in a familiar story or poem. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Preschool Standards | With prompting and support, retell familiar stories or poems. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Preschool Standards | With prompting and support, identify characters, settings, and major events in a familiar story. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Craft and Structure | | | | |
| Preschool Standards | With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Preschool Standards | Recognize common types of literature (storybooks and poetry books). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschool Standards | With prompting and support, identify the role of author and illustrator in telling the story. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Integration of Knowledge and Ideas | | | | |
| Preschool Standards | With prompting and support, using a familiar storybook, tell how the illustrations support the story. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Preschool Standards | (Not applicable to literature.) | | | |
| Preschool Standards | With prompting and support using a familiar storybook, tell how adventures and experiences of characters are alike and how they are different. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Range of Reading and Level of Text Complexity | | | | |
| Preschool Standards | Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Preschool Standards | Actively participate in read aloud experiences using age appropriate literature in individual, small and large groups. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Reading: Informational Text | | | | |
| Key Ideas and Details | | | | |
| Preschool Standards | With prompting and support, ask and answer questions about key elements in a familiar text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Preschool Standards | With prompting and support, recall important facts from a familiar text. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Preschool Standards | With prompting and support, make a connection between pieces of essential information in a familiar text. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Craft and Structure | | | | |
| Preschool Standards | With prompting and support, ask and answer questions about unfamiliar words in informational text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Preschool Standards | Identify the front and back cover of a book. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts |
| Preschool Standards | With prompting and support, identify the role of author and illustrator in presenting ideas in informational text. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Integration of Knowledge and Ideas | | | | |
| Preschool Standards | With prompting and support, tell how the illustrations support the text (information or topic) in informational text. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Range of Reading and Level of Text Complexity | | | | |
| Preschool Standards | Actively participate in read aloud experiences using age appropriate information books individually and in small and large groups. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Preschool Standards | Actively participate in read aloud experiences using age appropriate information books individually and in small and large groups. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Reading: Foundational Skills | | | | |
| Print Concepts | | | | |
| Preschool Standards | Begin to demonstrate understanding of basic features of print: a) Follow words from left to right, top to bottom, page by page. b) Recognize that spoken words can be written and read. c) Recognize that words are separated by spaces. d) Recognize and name many upper and lower case letters of the alphabet. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Preschool Standards | Begin to demonstrate understanding of basic features of print: a) Follow words from left to right, top to bottom, page by page. b) Recognize that spoken words can be written and read. c) Recognize that words are separated by spaces. d) Recognize and name many upper and lower case letters of the alphabet. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Preschool Standards | Begin to demonstrate understanding of basic features of print: a) Follow words from left to right, top to bottom, page by page. b) Recognize that spoken words can be written and read. c) Recognize that words are separated by spaces. d) Recognize and name many upper and lower case letters of the alphabet. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Phonological Awareness | | | | |
| Preschool Standards | Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes): a) Recognize and produce simple rhyming words. b) Segment syllables in spoken words by clapping out the number of syllables. c) Identify many initial sounds of familiar words. d) (Begins in kindergarten) e) Begins in kindergarten | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Preschool Standards | Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes): a) Recognize and produce simple rhyming words. b) Segment syllables in spoken words by clapping out the number of syllables. c) Identify many initial sounds of familiar words. d) (Begins in kindergarten) e) Begins in kindergarten | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Preschool Standards | Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes): a) Recognize and produce simple rhyming words. b) Segment syllables in spoken words by clapping out the number of syllables. c) Identify many initial sounds of familiar words. d) (Begins in kindergarten) e) Begins in kindergarten | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Preschool Standards | Demonstrate understanding of spoken words and begin to understand syllables and sounds (phonemes): a) Recognize and produce simple rhyming words. b) Segment syllables in spoken words by clapping out the number of syllables. c) Identify many initial sounds of familiar words. d) (Begins in kindergarten) e) Begins in kindergarten | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Phonics and Word Recognition | | | | |
| Preschool Standards | Demonstrate an understanding of beginning phonics and word skills. a) Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds. b) (Begins in kindergarten) c) Recognize their name in print as well as other familiar print in the environment. d) (Begins in kindergarten) | Literacy | A. Awareness of Print Concepts | 3 (All) |
| Preschool Standards | Demonstrate an understanding of beginning phonics and word skills. a) Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds. b) (Begins in kindergarten) c) Recognize their name in print as well as other familiar print in the environment. d) (Begins in kindergarten) | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Preschool Standards | Demonstrate an understanding of beginning phonics and word skills. a) Associates many letters (consonants and vowels as ready) with their names and their most frequent sounds. b) (Begins in kindergarten) c) Recognize their name in print as well as other familiar print in the environment. d) (Begins in kindergarten) | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| Fluency | | | | |
| Preschool Standards | Begin to engage in a variety of texts with purpose and understanding. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Writing | | | | |
| Text Types and Purposes | | | | |
| Preschool Standards | Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share a preference or opinion during play or other activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Preschool Standards | Use a combination of drawings, dictation, scribble writing, letter-strings, or invented spelling to share information during play or other activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Production and Distribution of Writing | | | | |
| Preschool Standards | With guidance and support, share a drawing with dictation, scribble-writing, letter-strings, or invented spelling to describe an event real or imagined. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Preschool Standards | With guidance and support, use digital tools to express ideas (e.g., taking a picture of a block structure to document or express ideas, etc.). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Research to Build and Present Knowledge | | | | |
| Preschool Standards | With guidance and support, participate in shared research and shared writing projects. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Preschool Standards | With guidance and support, recall information from experience or familiar topic to answer a question. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Speaking and Listening | | | | |
| Comprehension and Collaboration | | | | |
| Preschool Standards | Participate in conversations and interactions with peers and adults individually and in small and large groups. a) Follow-agreed upon rules for discussions during group interactions. b) Continue a conversation through several back and forth exchanges. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Preschool Standards | Ask and answer questions about a text or other information read aloud or presented orally. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Preschool Standards | Ask and answer questions to seek help, get information, or follow directions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Presentation of Knowledge and Ideas | | | | |
| Preschool Standards | Begin to describe familiar people, places, things, and events and sometimes with detail. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschool Standards | Use drawings or visual displays to add to descriptions to provide additional detail. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Preschool Standards | With guidance and support, speak audibly and express thoughts, feelings, and ideas. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
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| Language | | | | |
| --- | --- | --- | --- | --- |
| Conventions of Standard English | | | | |
| Preschool Standards | Begin to understand the conventions of standard English grammar when speaking during interactions and activities.a) Print many alphabet letters.b) Use frequently occurring nouns and verbs.c) Form regular plural nouns.d) Understand and use question words (e.g., who, what, where, when, why, how).e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).f) Begin to speak in complete sentences.g) Understands and can follow simple multi-step directions. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Preschool Standards | Begin to understand the conventions of standard English grammar when speaking during interactions and activities.a) Print many alphabet letters.b) Use frequently occurring nouns and verbs.c) Form regular plural nouns.d) Understand and use question words (e.g., who, what, where, when, why, how).e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).f) Begin to speak in complete sentences.g) Understands and can follow simple multi-step directions. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Preschool Standards | Begin to understand the conventions of standard English grammar when speaking during interactions and activities.a) Print many alphabet letters.b) Use frequently occurring nouns and verbs.c) Form regular plural nouns.d) Understand and use question words (e.g., who, what, where, when, why, how).e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).f) Begin to speak in complete sentences.g) Understands and can follow simple multi-step directions. | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Preschool Standards | Begin to understand the conventions of standard English grammar when speaking during interactions and activities.a) Print many alphabet letters.b) Use frequently occurring nouns and verbs.c) Form regular plural nouns.d) Understand and use question words (e.g., who, what, where, when, why, how).e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).f) Begin to speak in complete sentences.g) Understands and can follow simple multi-step directions. | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Preschool Standards | Begin to understand the conventions of standard English grammar when speaking during interactions and activities.a) Print many alphabet letters.b) Use frequently occurring nouns and verbs.c) Form regular plural nouns.d) Understand and use question words (e.g., who, what, where, when, why, how).e) Use frequently occurring prepositions (e.g., to, from, in, out, on, off, for, by, with).f) Begin to speak in complete sentences.g) Understands and can follow simple multi-step directions. | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschool Standards | Begin to understand the simple conventions of standard English grammar during reading and writing experiences throughout the day.a) (Begins in kindergarten)b) (Begins in kindergarten)c) Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day.d) (Begins in kindergarten) | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Preschool Standards | Begin to understand the simple conventions of standard English grammar during reading and writing experiences throughout the day.a) (Begins in kindergarten)b) (Begins in kindergarten)c) Attempt to write a letter or letters by using scribble-writing, letter-like forms, letter-strings, and invented spelling during writing activities throughout the day.d) (Begins in kindergarten) | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Vocabulary Acquisition and Use | | | | |
| Preschool Standards | Begin to determine the meaning of new words and phrases introduced through preschool reading and content.a) With guidance and support, generate words that are similar in meaning (e.g., rock/stone, happy/glad).b) (Begins in kindergarten) | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Preschool Standards | With guidance and support, explore word relationships.a) Begin to sort familiar objects (e.g., sort a collection of plastic animals into groups: dogs, tigers, and bears).b) Begin to understand opposites of simple and familiar words.c) Identify real-life connections between words and their use (e.g., “Tell me the name of a place in the classroom that is noisy or quiet.”).d) (Begins in kindergarten) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschool Standards | With guidance and support, explore word relationships.a) Begin to sort familiar objects (e.g., sort a collection of plastic animals into groups: dogs, tigers, and bears).b) Begin to understand opposites of simple and familiar words.c) Identify real-life connections between words and their use (e.g., “Tell me the name of a place in the classroom that is noisy or quiet.”).d) (Begins in kindergarten) | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschool Standards | Use words and phrases acquired through conversations, activities, and read alouds. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
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| Approaches to Learning | | | | |
| --- | --- | --- | --- | --- |
| Standard 9.1: Children demonstrate initiative, engagement, and persistence. | Make plans and decisions to actively engage in learning (e.g., two children greet each other as they arrive to school and decide that they will finish counting all the bottle caps they collected during choice time.) | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 9.1: Children demonstrate initiative, engagement, and persistence. | Show curiosity and initiative by choosing to explore a variety of activities and experiences with a willingness to try new challenges (e.g., choosing harder and harder puzzles). | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Standard 9.1: Children demonstrate initiative, engagement, and persistence. | Focus attention on tasks and experiences, despite interruptions or distractions (e.g., working hard on a drawing even when children nearby are playing a game). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 9.1: Children demonstrate initiative, engagement, and persistence. | Show persistence when faced with challenging tasks and uncertainty, seeking and accepting help when appropriate (e.g., saying to a friend, 'This is hard. Can you help me figure it out?). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 9.1: Children demonstrate initiative, engagement, and persistence. | Bring a teacher-directed or self-initiated task, activity or project to completion (e.g., showing the teacher, "Look—I finished it all by myself!"). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Standard 9.2: Children show creativity and imagination | Show flexibility in approaching tasks by being open to new ideas (i.e., doesn't cling to one approach to a task, but is willing to experiment and to risk trying out a new idea or approach). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 9.2: Children show creativity and imagination | Use the imagination to solve problems, use materials, role play, write stories, move the body, or create works of art (e.g., create pretend spinach out of torn green construction paper to serve for dinner). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 9.2: Children show creativity and imagination | Use multiple means of communication to creatively express thoughts, ideas, and feelings (e.g., sing a song and act out the story of the life cycle of a butterfly). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Standard 9.3: Children identify and solve problems. | Recognize a problem and describe or demonstrate ways to solve it alone or with others (e.g., "I know! Jamar and I can work together to clean off the table so that we can have a place to eat lunch.") | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Standard 9.3: Children identify and solve problems. | Use varied strategies to seek or recall information and to find answers (e.g., questioning, trial and error, testing, building on ideas, finding resources, drawing, or thinking aloud). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 9.3: Children identify and solve problems. | Predict what will happen next based on prior experience and knowledge and test the prediction for accuracy (e.g., raising the height of the ramp to see if the ball will roll farther than when the ramp was lower). | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Standard 9.3: Children identify and solve problems. | Reflect on, evaluate, and communicate what was learned (e.g., children in the class demonstrating and explaining their project to children in a younger group). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 9.4: Children apply what they have learned to new situations. | Use prior knowledge to understand new experiences or a problem in a new context (e.g., after learning about snakes, children make comparisons when finding a worm on the playground). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 9.4: Children apply what they have learned to new situations. | Make connections between ideas, concepts, and subjects (e.g., children take pictures from a field trip or nature walk, and use them to write and illustrate classroom books). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 9.4: Children apply what they have learned to new situations. | Demonstrate understanding of what others think and feel through words or actions (e.g., children act out a story that the teacher has told them, mirroring the characters' emotions). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
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| Mathematics | | | | |
| --- | --- | --- | --- | --- |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Count to 20 by ones with minimal prompting. | Math | A. Counting | 3.1 Counts 20 items to determine “How many?” |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Recognize and name one-digit written numbers up to 10 with minimal prompting. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Recognize and name one-digit written numbers up to 10 with minimal prompting. | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6–10 |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Know that written numbers are symbols for number quantities and, with support, begin to write numbers from 0 to 10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6–10 |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Understand the relationship between numbers and quantities (i.e., the last word stated when counting tells “how many”): (a) Accurately count quantities of objects up to 10, using one-to-one-correspondence, and accurately count as many as 5 objects in a scattered configuration. (b) Arrange and count different kinds of objects to demonstrate understanding of the consistency of quantities (i.e., “5” is constant, whether it is a group of 5 people, 5 blocks or 5 pencils). (c) Instantly recognize, without counting, small quantities of up to 3 or 4 objects (i.e., subitize) | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each). | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Use one to one correspondence to solve problems by matching sets (e.g., getting just enough straws to distribute for each juice container on the table) and comparing amounts (e.g., collecting the number of cubes needed to fill the spaces in a muffin tin with one cube each). | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Standard 4.1: Children begin to demonstrate an understanding of number and counting. | Compare groups of up to 5 objects (e.g., beginning to use terms such as “more,” “less,” “same”). | Math | B. Quantitative Relations | 1 (All) |
| Standard 4.2: Children demonstrate an initial understanding of numerical operations. | Represent addition and subtraction by manipulating up to 5 objects: (a) putting together and adding to (e.g., “3 blue pegs, 2 yellow pegs, 5 pegs altogether.”) (b) taking apart and taking from (“I have four carrot sticks. I’m eating one. Now I have 3.”). | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| Standard 4.2: Children demonstrate an initial understanding of numerical operations. | Represent addition and subtraction by manipulating up to 5 objects: (a) putting together and adding to (e.g., “3 blue pegs, 2 yellow pegs, 5 pegs altogether.”) (b) taking apart and taking from (“I have four carrot sticks. I’m eating one. Now I have 3.”). | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Standard 4.2: Children demonstrate an initial understanding of numerical operations. | Begin to represent simple word problem data in pictures and drawings. | Math | D. Addition and Subtraction | 1. Reads and writes symbols for addition (+) and equals (=) |
| Standard 4.2: Children demonstrate an initial understanding of numerical operations. | Begin to represent simple word problem data in pictures and drawings. | Math | D. Addition and Subtraction | 2. Reads and writes symbols for subtraction (−) and equals (=) |
| Standard 4.3: Children begin to conceptualize measurable attributes of objects. | Sort, order, pattern, and classify objects by non-measurable (e.g., color, texture, type of material) and measurable attributes (e.g., length, capacity, height). | Cognitive | C. Conceptual Knowledge | 3 (All) |
| Standard 4.3: Children begin to conceptualize measurable attributes of objects. | Begin to use appropriate vocabulary to demonstrate awareness of the measurable attributes of length, area, weight and capacity of everyday objects (e.g., long, short, tall, light, heavy, full). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Standard 4.3: Children begin to conceptualize measurable attributes of objects. | Compare (e.g., which container holds more) and order (e.g., shortest to longest) up to 5 objects according to measurable attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
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**NJ Standards**
**AEPS-3 Area AEPS-3 Strand**
**AEPS-3 Items**
| Standard 4.4: Children develop spatial and geometric sense. | Respond to and use positional words (e.g., in, under, between, down, behind). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| --- | --- | --- | --- | --- |
| Standard 4.4: Children develop spatial and geometric sense. | Use accurate terms to name and describe some two-dimensional shapes and begin to use accurate terms to name and describe some three-dimensional shapes (e.g., circle, square, triangle, sphere, cylinder, cube, side point, angle). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Standard 4.4: Children develop spatial and geometric sense. | Manipulate, compare and discuss the attributes of: (a) two-dimensional shapes (e.g., use two dimensional shapes to make designs, patterns and pictures by manipulating materials such as paper shapes, puzzle pieces, tangrams; construct shapes from materials such as straws; match identical shapes; sort shapes based on rules [something that makes them alike/different]; describe shapes by sides/angles; use pattern blocks to compose/decompose shapes when making and taking apart compositions of several shapes). (b) three-dimensional shapes by building with blocks and with other materials having height, width and depth (e.g., unit blocks, hollow blocks, attribute blocks, boxes, empty food containers, plastic pipe). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Standard 4.4: Children develop spatial and geometric sense. | Manipulate, compare and discuss the attributes of: (a) two-dimensional shapes (e.g., use two dimensional shapes to make designs, patterns and pictures by manipulating materials such as paper shapes, puzzle pieces, tangrams; construct shapes from materials such as straws; match identical shapes; sort shapes based on rules [something that makes them alike/different]; describe shapes by sides/angles; use pattern blocks to compose/decompose shapes when making and taking apart compositions of several shapes). (b) three-dimensional shapes by building with blocks and with other materials having height, width and depth (e.g., unit blocks, hollow blocks, attribute blocks, boxes, empty food containers, plastic pipe). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Standard 4.4: Children develop spatial and geometric sense. | Manipulate, compare and discuss the attributes of: (a) two-dimensional shapes (e.g., use two dimensional shapes to make designs, patterns and pictures by manipulating materials such as paper shapes, puzzle pieces, tangrams; construct shapes from materials such as straws; match identical shapes; sort shapes based on rules [something that makes them alike/different]; describe shapes by sides/angles; use pattern blocks to compose/decompose shapes when making and taking apart compositions of several shapes). (b) three-dimensional shapes by building with blocks and with other materials having height, width and depth (e.g., unit blocks, hollow blocks, attribute blocks, boxes, empty food containers, plastic pipe). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
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| Science | | | | |
| --- | --- | --- | --- | --- |
| Standard 5.1: Children develop inquiry skills. | Display curiosity about science objects, materials, activities, and longer-term investigations in progress (e.g., ask who, what, when, where, why, and how questions during sensory explorations, experimentation, and focused inquiry). | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Standard 5.1: Children develop inquiry skills. | Observe, question, predict, and investigate materials, objects, and phenomena during classroom activities indoors and outdoors and during any longer-term investigations in progress. Seek answers to questions and test predictions using simple experiments or research media (e.g., cracking a nut to look inside; putting a toy car in water to determine whether it sinks). | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Standard 5.1: Children develop inquiry skills. | Use basic science terms (e.g., observe, predict, experiment) and topic-related science vocabulary (e.g., words related to living things [fur, fins, feathers, beak, bark, trunk, stem]; weather terms [breezy, mild, cloudy, hurricane, shower, temperature]; vocabulary related to simple machines [wheel, pulley, lever, screw, inclined plane]; words for states of matter [solid, liquid]; names of basic tools [hammer, screwdriver, awl, binoculars, stethoscope, magnifier]). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 5.1: Children develop inquiry skills. | Communicate with other children and adults to share observations, pursue questions, make predictions, and/or conclusions. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 5.1: Children develop inquiry skills. | Represent observations and work through drawing, recording data, and “writing” (e.g., drawing and “writing” on observation clipboards, making rubbings, charting the growth of plants). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Standard 5.2: Children observe and investigate matter and energy. | Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 5.2: Children observe and investigate matter and energy. | Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Standard 5.2: Children observe and investigate matter and energy. | Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Standard 5.2: Children observe and investigate matter and energy. | Observe, manipulate, sort, and describe objects and materials (e.g., water, sand, clay, paint, glue, various types of blocks, collections of objects, simple household items that can be taken apart, or objects made of wood, metal, or cloth) in the classroom and outdoor environment based on size, shape, color, texture, and weight. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 5.2: Children observe and investigate matter and energy. | Explore changes in liquids and solids when substances are combined, heated, or cooled (e.g., mixing sand or clay with various amounts of water; preparing gelatin; mixing different colors of tempera paint; and longer term investigations, such as the freezing and melting of water and other liquids). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 5.2: Children observe and investigate matter and energy. | Investigate sound, heat, and light energy through one or more of the senses (e.g., comparing the pitch and volume of sounds made by commercially made and homemade instruments, recording how shadows change during the course of a day or over time, using flashlights or lamp light to make shadows indoors). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Standard 5.2: Children observe and investigate matter and energy. | Investigate how and why things move (e.g., slide block, balance structures, push structures over, use ramps to explore how far and how fast different objects move or roll). | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Standard 5.3: Children observe and investigate living things. | Investigate and compare the basic physical characteristics of plants, humans, and other animals (e.g., observing and discussing leaves, stems, roots, body parts; observing and drawing different insects; sorting leaves by shape; comparing animals with fur to those with feathers). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 5.3: Children observe and investigate living things. | Observe similarities and differences in the needs of living things, and differences between living and nonliving things (e.g., observing and discussing similarities between animal babies and their parents; discussing the differences between a living thing, such as a hermit crab, and a nonliving thing, such as a shell). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Standard 5.3: Children observe and investigate living things. | Observe and describe how natural habitats provide for the basic needs of plants and animals with respect to shelter, food, water, air, and light (e.g., digging outside in the soil to investigate the kinds of animal life that live in and around the ground or replicating a natural habitat in a classroom terrarium). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 5.3: Children observe and investigate living things. | Observe and record change over time and cycles of change that affect living things (e.g., monitoring the life cycle of a plant, using children's baby photographs to discuss human change and growth, using unit blocks to record the height of classroom plants). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
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**NJ Standards**
Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by
| NJ Standards | | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
| --- | --- | --- | --- | --- |
| Standard 5.4: Children observe and investigate the Earth. | Explore and describe characteristics of soil, rocks, water, and air (e.g., sorting rocks by shape and/or color, observing water as a solid and a liquid, noticing the wind's effect on playground objects). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 5.4: Children observe and investigate the Earth. | Explore the effects of sunlight on living and nonliving things (e.g., growing plants with and without sunlight, investigating shadows that occur when the sun's light is blocked by objects). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Standard 5.4: Children observe and investigate the Earth. | Observe and record weather (e.g., chart temperatures throughout the seasons or represent levels of wind by waving scarves outdoors). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Standard 5.4: Children observe and investigate the Earth. | Demonstrate emergent awareness of the need for conservation, recycling, and respect for the environment (e.g., turning off water faucets, collecting empty yogurt cups for reuse as paint containers, separating materials in recycling bins, re-using clean paper goods for classroom collage and sculpture projects). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Standard 5.5: Children gain experience in using technology. | Identify and use basic tools and technology to extend exploration in conjunction with science investigations (e.g., writing, drawing, and painting utensils, scissors, staplers, magnifiers, balance scales, ramps, pulleys, hammers, screwdrivers, sieves, tubing, binoculars, whisks, measuring cups, appropriate computer software and website information, video and audio recordings, digital cameras, tape recorders). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
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| NJ Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
| --- | --- | --- | --- | --- |
| Social Studies, Family, and Life Skills | | | | |
| Standard 6.1: Children identify unique characteristics of themselves, their families, and others. | Describe characteristics of oneself, one's family, and others. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 6.1: Children identify unique characteristics of themselves, their families, and others. | Demonstrate an understanding of family roles and traditions. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 6.1: Children identify unique characteristics of themselves, their families, and others. | Express individuality and cultural diversity (e.g., through dramatic play). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Standard 6.2: Children become contributing members of the classroom community. | Demonstrate understanding of rules by following most classroom routines. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Standard 6.2: Children become contributing members of the classroom community. | Demonstrates responsibility by initiating simple classroom tasks and jobs. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Standard 6.2: Children become contributing members of the classroom community. | Demonstrate appropriate behavior when collaborating with others. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Standard 6.3: Children demonstrate knowledge of neighborhood and community. | Develop an awareness of the physical features of the neighborhood/community. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Standard 6.3: Children demonstrate knowledge of neighborhood and community. | Identify, discuss, and role-play the duties of a range of community workers. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Standard 6.4: Children develop an awareness of the cultures within their classroom and their community. | Learn about and respect other cultures within the classroom and community. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| World Languages | | | | |
| --- | --- | --- | --- | --- |
| Standard 7.1: Children know that people use different languages (including sign language) to communicate, and will express simple greetings, words, and phrases in a language other than their own. | Acknowledge that a language other than their own is being spoken or used (e.g., in a story, rhyme, or song). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 7.1: Children know that people use different languages (including sign language) to communicate, and will express simple greetings, words, and phrases in a language other than their own. | Say simple greetings, words, and phrases in a language other than their own. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Standard 7.1: Children know that people use different languages (including sign language) to communicate, and will express simple greetings, words, and phrases in a language other than their own. | Comprehend previously learned simple vocabulary in a language other than their own. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Standard 7.1: Children know that people use different languages (including sign language) to communicate, and will express simple greetings, words, and phrases in a language other than their own. | Communicate effectively with adults and/or classmates who speak other languages by using gestures, pointing, or facial expressions to augment oral language. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
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**AEPS-3 Items**
| Technology | | | | |
| --- | --- | --- | --- | --- |
| Standard 8.1: Navigate simple on screen menus. | Use the mouse to negotiate a simple menu on the screen (e.g., to print a picture). | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Standard 8.1: Navigate simple on screen menus. | Navigate the basic functions of a browser, including how to open or close windows and use the “back” key. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Standard 8.2: Use electronic devices independently. | Identify the “power keys” (e.g., ENTER, spacebar) on a keyboard. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Standard 8.2: Use electronic devices independently. | Access materials on a disk, cassette tape, or DVD. Insert a disk, cassette tape, CD-ROM, DVD, or other storage device and press “play” and “stop.” | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Standard 8.2: Use electronic devices independently. | Turn smart toys on and/or off. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Standard 8.2: Use electronic devices independently. | Recognize that the number keys are in a row on the top of the keyboard. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Standard 8.2: Use electronic devices independently. | Operate frequently used, high quality, interactive games or activities in either screen or toy-based formats. | Fine Motor | D. Use of Electronic Devices | 1.1 Uses finger to interact with simple electronic game |
| Standard 8.2: Use electronic devices independently. | Use a digital camera to take a picture. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Standard 8.3: Begin to use electronic devices to communicate. | Use electronic devices (e.g., computer) to type name and to create stories with pictures and letters/words. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Standard 8.4: Use common technology vocabulary. | Use basic technology terms in conversations (e.g. digital camera, battery, screen, computer, Internet, mouse, keyboard, and printer). | Social- Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Standard 8.5: Begin to use electronic devices to gain information. | Use the Internet to explore and investigate questions with a teacher’s support. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |