AEPS 3 Rhode Island Early Learning Development Standards FINAL.pdf

aeps3

ALIGNMENT

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

WITH Rhode Island Early Learning and Development Standards (RIELDS)

Alignment of Assessment, Evaluation, and Programming System for Infants and ® Children, Third Edition (AEPS -3) with the Rhode Island Early Learning and Development Standards

This document aligns the Rhode Island Early Learning and Development Standards (RIELDS) [2023] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).

References

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Rhode Island Department of Education (2023). Rhode Island Early Learning and Development Standards (RIELDS). Retrieved from: https://ride.ri.gov/instruction-assessment/early-childhood-education/ri-early- learning-and-development-standards-rields

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

Created October 2023

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

RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Physical Health and Motor Development
Health and Safety Practices
Children engage in structured and unstructured physical activity.
9 months Sustain physical activity for at least three to five minutes at a time Gross Motor A. Body Control and Weight Transfer 1 (all)
9 months Sustain physical activity for at least three to five minutes at a time Gross Motor A. Body Control and Weight Transfer 2 (all)
9 months Sustain physical activity for at least three to five minutes at a time Gross Motor A. Body Control and Weight Transfer 3 (all)
9 months Participate in simple movement games with an adult (e.g., following a moving object or person with their eyes or body) Social-Emotional A. Interactions with Adults 2.3 Responds to familiar game or action
18 months Participate in active physical play with an adult Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
18 months Watch and often run when they see older children running Gross Motor B. Movement and Coordination 5.1 Runs
18 months Attempt to try new games and toys Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
18 months Stand with feet wide apart and sway to the sound of music Gross Motor B. Movement and Coordination 2.2 Stands unsupported
24 months Wield larger toys with some accuracy (e.g., pounding on a pegboard and pegs or on a pounding board Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
24 months Back into a chair to sit down Gross Motor A. Body Control and Weight Transfer 5.1 Sits down in chair
24 months Squat while playing Gross Motor B. Movement and Coordination 2. Stoops and regains balanced standing position
24 months Carry a large toy while walking or playing Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
24 months Run after older children who are running Gross Motor B. Movement and Coordination 5.1 Runs
36 months Sustain physical activity for at least 15 minutes at a time for at least 30 minutes total each day Gross Motor C. Active Play All
36 months Participate in outdoor play Gross Motor C. Active Play All
36 months Try new games and toys without assistance Social-Emotional C. Interactions with Peers 4.2 Participates in game
36 months Actively participate in games and dances Social-Emotional C. Interactions with Peers 4.2 Participates in game
48 months Carry bags or objects over short distances Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
48 months Practice kicking, throwing, and running Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
48 months Practice kicking, throwing, and running Gross Motor B. Movement and Coordination 1.4 Kicks ball
48 months Practice kicking, throwing, and running Gross Motor B. Movement and Coordination 1.5 Throws ball overhand at target with one hand
48 months Practice kicking, throwing, and running Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
60 months Increase their amount of play and activity, using more muscles and for longer periods of time (i.e., at least 60 minutes total each day) Gross Motor C. Active Play All
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children become increasingly able to identify unsafe situations and gradually learn strategies for responding to them.
9 months Express discomfort or anxiety in stressful situations Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Demonstrates a recognition of the difference between their primary caregiver and a stranger Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
18 months Sometime respond appropriately to redirection given by an adult caregiver Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
24 months Respond appropriately to redirection by adults unless too caught up in a game or emotion Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
24 months Demonstrates a beginning understanding when adults communicate "stop" or "danger" in their home language by stopping or listening to adults Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
24 months Hold hands briefly with adults when walking but often break contact when distracted by another person or object Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
36 months Recognize or identify some harmful or unsafe objects and situations Adaptive D. Personal Safety 4. Recognizes and reports information regarding safety
36 months Stop a behavior in response to direction by an adult Adaptive D. Personal Safety 3.1 Responds appropriately to warnings of dangerous conditions or substances
36 months Understand and participate in the routine of holding hands with an adult when walking in public places Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
36 months Seek an adult's help in some unsafe or dangerous situations Adaptive D. Personal Safety 4. Recognizes and reports information regarding safety
36 months Follow emergency routines after adult instruction (e.g., fire drills) Adaptive D. Personal Safety 2. Complies with common home and community safety rules
48 months Recognize unsafe situations and tell an adult; alert adult when another child is in a dangerous situation Adaptive D. Personal Safety 4. Recognizes and reports information regarding safety
48 months Understand the difference between "safe touch" and "unsafe touch," especially if previously instructed Adaptive D. Personal Safety 4.2 Reports inappropriate events, actions, or language by others
48 months Communicate what the consequences are of unsafe behaviors Adaptive D. Personal Safety 4. Recognizes and reports information regarding safety
48 months With adult assistance, look both ways before crossing the street Adaptive D. Personal Safety 2. Complies with common home and community safety rules
60 months Follow safety rules with adult assistance Adaptive D. Personal Safety 2. Complies with common home and community safety rules
60 months Recognize symbols or signs for danger (e.g., poison labels) and avoid those objects or areas Adaptive D. Personal Safety 2.1 Complies with graphic or written warning signs and symbols
60 months Understand the consequences of not following rules related to safety Adaptive D. Personal Safety 4. Recognizes and reports information regarding safety
Children develop self-help skills.
9 months Fuss or cry when hungry and quiet down when picked up to be fed in a timely manner Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Coordinate sucking and swallowing Adaptive A. Eating and Drinking 1.2 Swallows liquids
9 months Assist with self-feeding by holding a bottle or breast; turn their head away when full Adaptive A. Eating and Drinking 4.2 Drinks from container held by adult
9 months Explore food with their hands and fingers (e.g., crackers and other easy-to-handle foods) Fine Motor B. Functional Skill Use 1.3 Uses fingers to explore object
9 months Accept most basic care routines administered by adults (e.g., gum cleansing or nose wiping) Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
9 months Relax during bathing routines Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Babble or coo after diapering Social-Communication A. Early Social Communication 2.1 Coos and gurgles
9 months Indicate their needs and wants (e.g., wanting food or a dirty diaper to be changed) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

18 months Point to food when wanting more Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Feed themselves finger foods Adaptive A. Eating and Drinking 3.2 Eats with fingers
18 months Drink from a cup with some spilling Adaptive A. Eating and Drinking 4.2 Drinks from container held by adult
18 months Drink from a straw Adaptive A. Eating and Drinking 4.1 Drinks from cup with spouted lid
18 months Use a spoon with some spilling Adaptive A. Eating and Drinking 3.1 Brings food to mouth with eating utensil
18 months Accept more involved care routines administered by adults (e.g., tooth brushing) Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
18 months Participate in handwashing with assistance Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with family adults
18 months Participate in dressing or attempt to dress themselves Social-Emotional A. Interactions with Adults 3. Participants in familiar social routines with caregivers
18 months Remove some clothing Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
18 months Use signs, body language, or vocalizations to seek out help from an adult Social-Communication A. Early Social Communication 4.1 Makes requests of others
24 months Feed themselves with spoon and fork (with some spilling) if early self-help skills are valued and taught in their family culture Adaptive A. Eating and Drinking 3.1 Brings food to mouth with eating utensil
24 months Drink from a cup (with some spilling) if early self-help skills are valued and taught in their family culture Adaptive A. Eating and Drinking 4.1 Drinks from cup with spouted lid
24 months Participate in some self teeth-brushing while an adult is helping them brush their teeth Social-Emotional A. Interactions with Adults 3. Participants in familiar social routines with caregivers
24 months Indicate choices in clothes and shoes by gesturing or using simple words Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
24 months Have limited control over bowels and bladder Adaptive B. Personal Care Routines 1.3 Indicates awareness of soiled and wet pants or diapers
24 months Use a tissue when offered by an adult to wipe nose, face, or hands Adaptive B. Personal Care Routines 3.1 Completes some steps to brush teeth, comb hair, and wipe nose
36 months Understand the difference between food and non-food items Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Recognize when foods are new to them and choose whether to taste or not Adaptive A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures
36 months Cooperate and assist with tooth brushing Adaptive B. Personal Care Routines 3.1 Completes some steps to brush teeth, comb hair, and wipe nose
36 months Wash hands with assistance Adaptive B. Personal Care Routines 2.2 Washes and dries hands
36 months Attempt dressing and undressing Adaptive C. Dressing and Undressing All
36 months Sit on a toilet Adaptive B. Personal Care Routines 1.2 Has bowel and bladder control
36 months Obtain and use tissues to wipe their nose, face, or hands Adaptive B. Personal Care Routines 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose
36 months Indicate when not feeling well Adaptive D. Personal Safety 1.1 Communicates internal distress, discomfort, or pain to adult
48 months Help with mealtime routines, such as setting a table Social-Emotional A. Interactions with Adults 3. Participants in familiar social routines with caregivers
48 months Brush their teeth with assistance from an adult Adaptive B. Personal Care Routines 3.1 Completes some steps to brush teeth, comb hair, and wipe nose
48 months Wash and dry hands with verbal prompts and support Adaptive B. Personal Care Routines 2.2 Washes and dries hands
48 months Use a toilet Adaptive B. Personal Care Routines 1. Carries out all toileting functions
48 months Cover their mouth when coughing Social-Emotional E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways
48 months Dress or undress with minimal assistance Adaptive C. Dressing and Undressing All
48 months Put their shoes on but may need assistance tying them Adaptive C. Dressing and Undressing 2.6 Puts on shoes
48 months Choose their own clothes to wear Adaptive C. Dressing and Undressing 2. Selects appropriate clothing and dresses self
60 months Help in preparing snacks and meals Adaptive A. Eating and Drinking 6. Prepares food for eating
60 months Demonstrate independence in personal self-care skills (e.g., washing hands, brushing teeth) Adaptive B. Personal Care Routines 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose
60 months Dress or undress Adaptive C. Dressing and Undressing All
60 months Manage zippers, buttons, buckles, and Velcro Adaptive C. Dressing and Undressing 2.1 Fastens clothing
60 months Tell an adult caregiver when tired Adaptive D. Personal Safety 1.1 Communicates internal distress, discomfort, or pain to adult
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Gross Motor Development
Children develop large-muscle control, strength, and coordination.
9 months Reach and play with toys while sitting Gross Motor A. Body Control and Weight Transfer 4.2 Regains balanced, upright sitting position after reaching across body
9 months Reach for objects and bring them to their mouth Fine Motor B. Functional Skill Use 1.3 Uses fingers to explore object
9 months Pound on a table and other objects Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
9 months Roll both ways (front to back and back to front) Gross Motor A. Body Control and Weight Transfer 3 (all)
9 months Get into sitting position without help while lying down or crawling Gross Motor A. Body Control and Weight Transfer 4. Assumes balanced sitting position
9 months Sit without support Gross Motor A. Body Control and Weight Transfer 4.4 Sits balanced without support
18 months Squat to pick up toys or other objects Gross Motor B. Movement and Coordination 2. Stoops and regains balanced standing position
18 months Jump with feet apart Gross Motor B. Movement and Coordination 6.1 Jumps up and down in place
18 months Carry a toy while walking Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
18 months Stand on one foot with assistance Gross Motor B. Movement and Coordination 2.3 Pulls to standing position
18 months Pull up to a standing position Gross Motor B. Movement and Coordination 2.3 Pulls to standing position
24 months Bend or stoop over to pick up a toy or other object Gross Motor B. Movement and Coordination 2. Stoops and regains balanced standing position
24 months Pull toys behind themselves Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
24 months Climb onto and off couches, chairs, large rocks, or logs Gross Motor B. Movement and Coordination 4.3 Gets up and down from low structure
24 months Roll a large ball Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
24 months Toss a ball into a large container Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
24 months Sit on and move smallwheeled riding toys Gross Motor C. Active Play 3.3 Pushes riding toy with feet while steering
36 months Play "catch" using a large rubber ball Gross Motor C. Active Play 1.3 Catches ball
36 months Throw underhand with some direction Gross Motor C. Active Play 1.6 Throws or rolls ball at target with two hands
36 months Climb on outdoor play equipment Gross Motor C. Active Play 2.2 Climbs play equipment
48 months Pedal a tricycle Gross Motor C. Active Play 3.2 Pedals and steers tricycle
48 months Aim and throw a ball overhand toward a target Gross Motor C. Active Play 1.5 Throws ball overhand at target with one hand
48 months Bounce a ball Gross Motor C. Active Play 1.1 Bounces ball with one hand
48 months Bounce a ball Gross Motor C. Active Play 1.2 Bounces ball with two hands
48 months Hit a stationary ball with a plastic or foam bat Gross Motor C. Active Play 1. Swings bat, club, or stick to strike stationary object
48 months Use arms and legs in a coordinated manner to "pump" on a swing Gross Motor C. Active Play 2.1 Moves swing back and forth
48 months Jump off a bottom step or over small objects with two feet Gross Motor B. Movement and Coordination 6. Jumps forward
48 months Jump off a bottom step or over small objects with two feet Gross Motor B. Movement and Coordination 6.2 Jumps down from low structure
48 months Fill and carry large containers across the yard or room, setting down frequently or with another child's or adult's support Fine Motor A. Reach, Grasp, and Release 3.1 Releases object into targeted space
60 months Catch a small ball with two hands Gross Motor C. Active Play 1.3 Catches ball
60 months Bounce a ball and catch it Gross Motor C. Active Play 1.1 Bounces ball with one hand
60 months Bounce a ball and catch it Gross Motor C. Active Play 1.2 Bounces ball with two hands
60 months Bounce a ball and catch it Gross Motor C. Active Play 1.3 Catches ball
60 months Aim and throw or kick a ball with some accuracy Gross Motor C. Active Play 1.4 Kicks ball
60 months Aim and throw or kick a ball with some accuracy Gross Motor C. Active Play 1.5 Throws ball overhand at target with one hand
60 months Pull another child in a wagon on a path Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
60 months Move up and down on a climbing structure and hangs from a bar Gross Motor C. Active Play 2. Uses hands to hang on play equipment with bars
60 months Fill and carry a large container with sand or water across the yard or room Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children develop traveling skills.
9 months Shift between lying down, sitting, and balancing on their hands and knees Gross Motor A. Body Control and Weight Transfer 4. Assumes balanced sitting position
9 months Shift between lying down, sitting, and balancing on their hands and knees Gross Motor A. Body Control and Weight Transfer 4.1 Assumes hands-and-knees position from sitting
9 months Crawl Gross Motor B. Movement and Coordination 1. Creeps forward using alternating arm and leg movements
18 months Move from one place to another by walking Gross Motor B. Movement and Coordination 3.1 Walks without support
18 months Sometimes run instead of walk Gross Motor B. Movement and Coordination 5.2 Walks fast
18 months Walk upstairs holding an adult's hand or crawl upstairs on hands and knees Gross Motor B. Movement and Coordination 4.1 Walks up and down stairs using support
18 months Walk upstairs holding an adult's hand or crawl upstairs on hands and knees Gross Motor B. Movement and Coordination 4.2 Moves up and down stairs
24 months Run sturdily Gross Motor B. Movement and Coordination 5.1 Runs
24 months Walk up steps with some help Gross Motor B. Movement and Coordination 4.1 Walks up and down stairs using support
24 months Walk backwards Gross Motor B. Movement and Coordination 3.1 Walks without support
24 months Walk on tiptoes Gross Motor B. Movement and Coordination 3.1 Walks without support
36 months Change direction while walking or running Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
36 months Change direction while walking or running Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
36 months Stop suddenly after running (displaying increased coordination and regulation of large muscles) Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
36 months Climb upstairs using alternating feet; walk downstairs, placing both feet on one step before approaching each subsequent step down Gross Motor B. Movement and Coordination 4. Alternates feet going up and down stairs
36 months Jump forward at least six inches Gross Motor B. Movement and Coordination 6. Jumps forward
48 months Move in, under, and over objects in the environment with ease Gross Motor C. Active Play 2.2 Climbs play equipment
48 months Run up to a ball and kick it while maintaining balance Gross Motor C. Active Play 1.4 Kicks ball
48 months Walk or run around obstacles and corners Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
48 months Walk up and down stairs, alternating feet Gross Motor B. Movement and Coordination 4. Alternates feet going up and down stairs
48 months Understand the position or orientation of their body to other objects and people Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
60 months Hop forward on one foot without losing balance Gross Motor B. Movement and Coordination 7.2 Hops forward on one foot
60 months Walk along a beam or edge Gross Motor B. Movement and Coordination 3.1 Walks without support
60 months Gallop Gross Motor B. Movement and Coordination 7.1 Gallops
60 months Skip Gross Motor B. Movement and Coordination 7. Skips
60 months Run with control and balance, making quick turns without losing speed and quick stops Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
60 months Demonstrate how their body can move forward, backward, left, and right Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
60 months Demonstrate how their body can move forward, backward, left, and right Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
60 months Demonstrate how their body can move fast or slow Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
60 months Demonstrate how their body can move fast or slow Gross Motor B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Fine Motor Development
Children develop small-muscle control, strength, and coordination.
9 months Hold onto a toy when it is handed to them Fine Motor A. Reach, Grasp, and Release 2.4 Grasps hand-size object using whole hand
9 months Reach for, grasp, and shake things Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
9 months Bring hands and objects to their mouth Fine Motor B. Functional Skill Use 1.3 Uses fingers to explore object
9 months Transfer a toy from one hand to another Fine Motor B. Functional Skill Use 3.5 Transfers object from hand to hand
9 months Pat, shake, or hit objects Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
9 months Mimic a hand clap or wave Cognitive B. Imitation and Memory 1.2 Imitates familiar simple motor action
18 months Turn the pages of books and point to pictures while being read to Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
18 months Hold objects in both hands Fine Motor A. Reach, Grasp, and Release 2.1 Grasps hand-size object
18 months Pick up very small objects with their index finger and thumb Fine Motor A. Reach, Grasp, and Release 2. Grasps pea-size object
18 months Bang two toys together Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
18 months Play pat-a-cake without much help (such as someone moving their hands for them) Social-Emotional A. Interactions with Adults 2.2 Repeats part of interactive game or action in order to continue game or action
18 months Begin to stack two to three blocks Fine Motor A. Reach, Grasp, and Release 3. Stacks objects
24 months Open cabinets, drawers, and boxes Fine Motor B. Functional Skill Use 1.2 Uses hand to activate object
24 months String large beads Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
24 months Turn containers over to empty out the contents Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
24 months Remove lids from containers Fine Motor B. Functional Skill Use 2. Rotates wrist to manipulate object
24 months Stack four to six large blocks/cubes Fine Motor A. Reach, Grasp, and Release 3. Stacks objects
24 months Attempt snipping with scissors Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
36 months String large beads onto shoelaces Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
36 months Turn knobs and unscrew lids, put lids on post, unwrap candy, etc. Fine Motor B. Functional Skill Use 2. Rotates wrist to manipulate object
36 months Put three or four pieces into a puzzle board Fine Motor B. Functional Skill Use 3.3 Fits variety of shapes into corresponding spaces
36 months Dig and scoop sand or water Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
36 months Use scissors with adult support Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
48 months String medium-sized beads onto shoelaces Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
48 months Continues to fit together manipulatives and connecting toys (e.g., Legos, bristle blocks) Fine Motor B. Functional Skill Use 3.1 Assembles toy
48 months Use scissors with purpose Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
48 months With adult support, pour milk or spoon out fruit Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
48 months With adult support, zips clothes Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
60 months Fold a piece of paper with accuracy and symmetry Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
60 months Works on puzzles of 10 or more pieces Fine Motor B. Functional Skill Use 3.1 Assembles toy
60 months Use simple tools (e.g., stapler, hole punch, scissors, tape dispenser) Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
60 months Holds paper and makes precise cuts to cut out a square Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
60 months Button and zip clothes Fine Motor B. Functional Skill Use 3. Manipulates object with two hands, each performing different action
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children develop writing and drawing skills.
9 months Grasp objects with their thumb, index, and middle fingers or other adaptive method (e.g., using pincer grip) Fine Motor A. Reach, Grasp, and Release 2 (all)
9 months Bring their hands to their midline (e.g., moving hands towards each other over the middle of their body) Fine Motor A. Reach, Grasp, and Release 1.1 Brings hands together near midline
18 months Grab and hold large writing objects, such as crayons, with their whole fist or other adaptive method Fine Motor A. Reach, Grasp, and Release 2.2 Grasps small cylindrical object
18 months Scribble spontaneously on paper Fine Motor C. Mechanics of Writing 1.4 Scribbles
24 months Holds large writing objects, such as crayons, with a variety of writing grips, and uses with more control Fine Motor A. Reach, Grasp, and Release 2.2 Grasps small cylindrical object
24 months Make spontaneous dots, lines, and wobbly circles when painting or drawing Fine Motor C. Mechanics of Writing 1.4 Scribbles
24 months Fold paper approximately in half Fine Motor B. Functional Skill Use 3.4 Holds object with one hand and manipulates object or produces action with other hand
36 months Hold a pencil in an approximate writing grip or other adaptive method Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
36 months Attempt to copy a drawn circle Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
36 months Attempt to draw a cross Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
36 months Attempt to use a horizontal and vertical stroke Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
48 months Hold a regular pencil writing grip or other adaptive method Fine Motor C. Mechanics of Writing 1. Holds writing tool using three-finger grasp to write or draw
48 months Use horizontal and vertical stroke Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
48 months Make a cross with a marker or pencil Fine Motor C. Mechanics of Writing 1.3 Writes or draws using straight lines
48 months Draw a circle Fine Motor C. Mechanics of Writing 1.2 Writes or draws using curved lines
48 months Write letter or numeral-like forms Fine Motor C. Mechanics of Writing 1.1 Writes or draws using mixed strokes
60 months Draw recognizable shapes Fine Motor C. Mechanics of Writing 1.1 Writes or draws using mixed strokes
60 months Write some letters and numerals using a writing grip or other adaptive method Fine Motor C. Mechanics of Writing 1.1 Writes or draws using mixed strokes
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Social and Emotional Development
Relationships with Others
Children develop trust in and engage positively with adults who are familiar and consistently present in children's lives.
9 months Socialize with preferred adults by reciprocally smiling, laughing, or vocalizing Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult's positive social behavior
9 months "Converse" with familiar adults by imitating or making faces at adults who make faces at them Social-Emotional A. Interactions with Adults 1.2 Responds to familiar adult's positive social behavior
9 months Relax when picked up and held by a familiar adult Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Search for an adult caregiver who might be out of sight Cognitive A. Sensory Exploration 1.1 Orents to events or stimulation
9 months Engage in turn-taking interactions, such as 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
9 months Repeat actions that elicit social responses from others Social-Emotional A. Interactions with Adults 2.2 Repeats part of interactive game or action in order to continue game or action
18 months Imitate adult behavior by repeating and practicing through play (e.g., sweeping with a toy broom, "talking" on a cell phone) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
18 months Use gestures, signs, body language, and/or vocalizations to seek out help from a preferred adult Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Participate in back-and forth games with adults Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
18 months Seek comfort from a preferred adult when tired or hungry (coregulation) Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
18 months Expand their exploration of their environment in the presence of trusted adults, and regularly check in (visually or physically) with these adults when experiencing stress or uncertainty Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
18 months From time to time look to familiar adult for reassurance when a stranger is present Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
24 months Imitate by continuing to repeat actions they have seen long after they have seen them Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Initiate play and interactions with familiar adults (e.g., pretending to drive a car or bake a cake) Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
24 months Interact with adults to meet needs and wants, communicating through gestures, signs, facial expressions, and/or simple words Social-Communication A. Early Social Communication 4.1 Makes requests of others
24 months Continue to seek out the primary adults in their life as their secure base (using simple words as well as regular visual or physical contact) while playing or exploring the environment and when uncertain (coregulation) Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
24 months Look to and seek approval non-verbally when engaging in a difficult task Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
36 months Seek adult assistance when challenged Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
36 months Demonstrate affection for familiar adults Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
36 months Seek comfort from an adult after falling down or getting hurt (coregulation) Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
36 months Interact with adults to solve problems or communicate about experiences or ideas Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
36 months Seeks adult attention when exploring or trying a new skill Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult

RI Standards

AEPS-3 Area

AEPS-3 Strand

AEPS-3 Items
48 months Seek approval from adults Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
48 months Separate from trusted adults with minimal distress when in familiar settings or with familiar and trusted adults Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
48 months Engage in back-and-forth conversations with trusted adults Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
48 months Express joy with trusted adult when demonstrating an achievement or mastery in play (e.g., excitement over building a tall block tower; walking across the balance beam with limited assistance) Social-Emotional B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver
60 months Maintain well-being and emotional composure when separated from parents or primary caretakers when in familiar settings or with familiar and trusted adults Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
60 months Have a close relationship with a consistent non-parental caregiver, showing interest in the adult's feelings, preferences, and well-being, and sharing their experiences (coregulation) Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
60 months Participate in longer and more reciprocal interactions (when interacting with familiar adults in role play, games, or structured activities) and take greater initiative in social interaction (including turn-taking) Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children engage in positive relationships and interactions with other children.
9 months Babble and smile to show their interest in other children Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Intently watch other babies and children, especially their faces Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Track the activity of other children and notice/move toward others when hearing sounds of excitement Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Reach out to touch other children's hair, face, etc. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Engage in positive interactions with other children while supervised Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
18 months Imitate and respond to other children's actions and behaviors Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
18 months Play alone or engage in parallel play (e.g., play next to but not directly involved in another child's play) Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
18 months Recognize and respond differently to younger children Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
24 months Demonstrate interest or concern for a peer who is hurt, fallen, or in distress Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
24 months Recognize the idea of possessions (e.g., acting as though they own something) and demonstrate an understanding of "mine" and "not mine" Social-Emotional D. Independent and Group Participation 4.2 Claims and defends possessions
24 months Predominately use parallel play (next to others) while trying out associative play (sharing toys or commenting on the play of others) Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
24 months Predominately use parallel play (next to others) while trying out associative play (sharing toys or commenting on the play of others) Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
24 months Predominately use parallel play (next to others) while trying out associative play (sharing toys or commenting on the play of others) Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
36 months Watch and copy other children's play activities Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
36 months Seek assistance from an adult caregiver in resolving conflicts with other children Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
36 months Understand how to take turns during play with other children, with adult guidance, and assistance Social-Emotional C. Interactions with Peers 1. Maintains interaction with peer
36 months Participate in associative play with other children (e.g., engaging in separate play activities while occasionally sharing toys or commenting on another child's play) Social-Emotional C. Interactions with Peers 1.1 Initiates social behavior toward peer
36 months Participate in associative play with other children (e.g., engaging in separate play activities while occasionally sharing toys or commenting on another child's play) Social-Emotional C. Interactions with Peers 1.2 Responds appropriately to peer social behavior
36 months Participate in associative play with other children (e.g., engaging in separate play activities while occasionally sharing toys or commenting on another child's play) Social-Emotional C. Interactions with Peers 1.3 Plays near one or two peers
48 months Share and take turns using materials Social-Emotional C. Interactions with Peers 3.3 Shares or exchanges objects
48 months Suggest solutions to conflicts, with adult guidance and assistance Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
48 months Initiate play and conversations with other children Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
48 months Participate in pretend play with other children Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
48 months Express how another child or storybook character might feel Social-Emotional B. Social-Emotional Expression and Regulation 1.1 Identifies/labels emotions in others
48 months Notice and show concern for peers' feelings Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
48 months Comfort peers when they are hurt or upset, with adult guidance and assistance Social-Emotional B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions
60 months Make decisions with other children, with adult guidance and assistance Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Demonstrate consideration for and cooperation with other children Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
60 months Prefer to play with one or two special friends Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
60 months Suggest solutions to conflicts Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
60 months Demonstrate an ability to compromise when working or playing in a group Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
60 months Sustain interactions with friends for increasing periods of time Social-Emotional C. Interactions with Peers 3. Maintains cooperative activity
60 months Successfully enter into play when a group of children are already involved Social-Emotional C. Interactions with Peers 3.2 Joins others in cooperative activity
60 months Can identify the causes of other children's emotions (e.g., "they are sad because . .") Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Self-Awareness and Competence
Children develop an awareness of themselves as an individual with thoughts, feelings, and perspectives that may differ from others.
9 months Explore their own hands and feet Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Demonstrate a recognition of themselves in a mirror Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Respond to their own name Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
18 months Explore various play materials and show preferences for specific books, toys, or food Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Demonstrate displeasure when unable to exert influence on events Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
18 months Indicate their dislike by saying "no" or through some other method (e.g., shaking their head or turning their head/body away) Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
18 months Make simple choices Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
24 months Recognize some body parts (e.g., pointing to eyes, ears, or nose when asked) Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
24 months Refer to themselves by name Social-Emotional E. Meeting Social Expectations 4.3 Provides given name or nickname of self and others
24 months Use "me" and "mine" in reference to themselves and to objects Social-Emotional D. Independent and Group Participation 4.2 Claims and defends possessions
24 months Express preferences for certain toys or objects Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
24 months Enjoy playing alone for short periods of time Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
24 months Try to do some things without help Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
36 months Become aware of and asserts ownership (e.g., "This is mine"; and "that is yours.") Social-Emotional D. Independent and Group Participation 4.2 Claims and defends possessions
36 months Demonstrate preferences and choices for people, toys, or activities Social-Emotional C. Interactions with Peers 3.1 Initiates cooperative activity
36 months Recognize a picture of themselves (e.g., by pointing or saying "me") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Describe some personal characteristics (e.g., hair color) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Provide their first and last names when asked Social-Emotional E. Meeting Social Expectations 4.3 Provides given name or nickname of self and others
48 months Differentiate themselves from others based on characteristics they use to describe themselves, such as "shy" or "smart." Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Differentiate themselves from others in terms of specific abilities (e.g., "I am a fast runner," or "I am a good climber.") Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
48 months Describes physical attributes among peers and adults Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Has a clear sense of people, self, and those who are different Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
60 months Describe own and others' personal characteristics (e.g., "My hair is red; your hair is black.") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Understand that other people have different physical characteristics as well as different thoughts, beliefs, ideas, and feelings. Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
60 months Demonstrate an awareness of their own likes and preferences Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children develop the confidence to complete an action successfully or independently.
9 months Demonstrate interest in objects or people Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Accept new toys or objects with interest Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Reach for objects of interest Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Focus on objects and people of interest for longer periods of time Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Show pleasure at their own actions Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Show attachment to or preference for specific toys Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
18 months Ask for similar activities to be repeated over and over Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Attempt to perform self-care activities independently of adult help Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
18 months Recognize their ability to influence their surroundings (e.g., standing on a table or feeding chair to indicate hunger to an adult) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Alternate between doing things independently and wanting help or comfort Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
24 months Repeat activities and words and songs over and over Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
24 months Participate in solitary pretend play (e.g., wearing hats, talking on a phone) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Help with simple tasks (e.g., picking up toys) Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
36 months Demonstrate joy in their own accomplishments (e.g., throwing away a napkin, flushing a toilet) Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
36 months Initiate new activities and explore new materials Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
36 months Demonstrate interest and pride in handling personal care routines (e.g., removing coat) with minimal assistance Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
48 months Choose materials and activities Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
48 months Participate in new experiences with confidence and independence (e.g., selecting more challenging puzzles) Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
60 months Resist help and demonstrate a sense of competence (e.g., insisting on dressing themselves, pouring their own juice, etc.) Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
60 months Stay with a task until it is completed Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
60 months Move between independence and dependence in a way that meets their needs for both and that is appropriate for the circumstances Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Emotional Recognition and Regulation
Children develop the ability to identify, express, and manage their emotions.
9 months Demonstrate the ability to self-soothe (calm down) through behaviors such as babbling, thumb/fist sucking, or rocking Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Calm down when talked to, held, or rocked by a preferred caregiver Social-Communication A. Early Social Communication 1.1 Quiets to familiar voice
9 months Express a range of emotions (e.g., joy, excitement, or sadness) through facial expressions, gestures, signs, and/or sound Social-Communication A. Early Social Communication 3.1 Vocalizes to another person expressing positive affective state
9 months Express a range of emotions (e.g., joy, excitement, or sadness) through facial expressions, gestures, signs, and/or sound Social-Communication A. Early Social Communication 3.2 Vocalizes to another person expressing negative affective state
18 months Self-soothe when offered a special toy or blanket in combination with caregiver nurturance Social-Emotional B. Social-Emotional Expression and Regulation 2.3 Responds appropriately to soothing by adult
18 months Look to a trusted adult for comfort when upset or stressed Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
18 months Demonstrate joy, pleasure, and excitement in learning to do new things Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Accept a security toy or blanket to self-soothe Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
24 months Demonstrate familiarity with routines Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
24 months Demonstrate strong emotions, such as anger, through actions (e.g., falling down on the floor and kicking their legs—throwing a “tantrum”) and calm down with caregiver assistance Social-Emotional B. Social-Emotional Expression and Regulation 2.3 Responds appropriately to soothing by adult
24 months Express emotions (e.g., happiness, sadness, or anger) through singing and pretend play (in addition to “tantrums”) Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
36 months Calm themselves down after a temper tantrum in a reasonable amount of time with caregiver assistance Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
36 months Comfort themselves by seeking out a special toy, object, or caregiver Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
36 months Use words to express their emotions Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
48 months Are increasingly able to regulate their impulses in certain situations (e.g., waiting their turn for a favored toy) Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
48 months Can express emotions using words, signs, or other communication methods Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
48 months Take pride in their accomplishments Social-Emotional B. Social-Emotional Expression and Regulation 3. Makes positive statements about self or accomplishments
48 months Continue to use physical ways of expressing themselves when their feelings are intense (e.g., throwing things, pounding) Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
60 months React appropriately to strong emotions most of the time Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
60 months Persist at a difficult task with decreasing amounts of frustration Social-Emotional B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states
60 months Can name emotions using words, signs, or other communication methods Social-Emotional B. Social-Emotional Expression and Regulation 1.2 Identifies/labels own emotions
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children develop the ability to manage impulses and express emotions appropriately even in challenging situations.
9 months Exhibit the ability to wait for a desired object or person Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Amuse themselves for a short period of time Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
18 months Respond to verbal requests to alter their behavior, sometimes continuing with the behavior and sometimes accepting the redirection Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
18 months Say "no" to express their unwillingness (or sign "no" if they have been taught to sign) Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
24 months Respond to redirection most of the time Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
24 months Once redirected, change focus to the new object, person, or play Social-Emotional D. Independent and Group Participation 3.2 Responds to request to begin activity
24 months Participate in routines with adult guidance Social-Emotional A. Interactions with Adults 3. Participants in familiar social routines with caregivers
36 months Follow simple rules most of the time Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
36 months Control impulses (e.g., walking around—rather than through—a puddle when directed) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
36 months Adapt their behavior to the environment (e.g., shifting from an "outside voice" to an "inside voice") Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
36 months Adjust to changes in daily routines with preparation and adult assistance Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
48 months Usually follow rules and expectations in familiar settings Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
48 months Adjust to changes in routines and activities Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
48 months Ask or wait for adult permission before doing something they are unsure about Social-Emotional E. Meeting Social Expectations 3.1 Seeks adult permission when appropriate
48 months Use materials with purpose, safety, and respect Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
48 months Use materials with purpose, safety, and respect Social-Emotional D. Independent and Group Participation 2.1 Interacts appropriately with materials during large-group activities
48 months Can delay having desires met (e.g., agreeing to the use of a timer to indicate their turn for a computer) Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
48 months Stop an engaging activity to transition to another less desirable activity with adult guidance and support Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
60 months With adult assistance, demonstrate control over actions, words, and emotions in response to a situation Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
60 months Follow rules and apply them to new situations and environments (e.g., putting their coat in a cubby at school but hanging it on a peg at home) Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
60 months Participate in group activities for increasing amounts of time Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities
60 months Participate in group activities for increasing amounts of time Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
60 months Consistently demonstrate the ability to stop an engaging activity to transition to another less desirable activity Social-Emotional D. Independent and Group Participation 3.1 Responds to request to finish activity
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Language Development
Receptive/Interpretive Language
Children attend to, understand, and respond to increasingly complex language.
9 months Turn toward familiar voices or sounds Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Recognize more than one tone of voice in adults and respond with body movement and sounds Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Demonstrate a recognition of names of familiar people and favorite objects Social-Communication B. Communicative Understanding 2.1 Recognizes own and familiar names
9 months Respond to voices and sounds in the environment Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Can be quieted by a calm, familiar voice Social-Communication A. Early Social Communication 1.1 Quiets to familiar voice
9 months Become excited upon seeing familiar signs for nursing or feeding (e.g., bottle) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Startle or cry when there is a loud sound Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Look at what an adult is pointing to and share attention Social-Communication B. Communicative Understanding 1.1 Follows pointing gestures with eyes
18 months Identify familiar people or objects when prompted Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
18 months Understand more words than they can say Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
18 months Respond appropriately to familiar words, signs, and songs Social-Communication B. Communicative Understanding 2.2 Responds to single-word directive
18 months Respond appropriately to familiar words, signs, and songs Social-Communication B. Communicative Understanding 3.3 Follows one-step direction with contextual cues
24 months Follow simple, one-step directions, especially if accompanied by adult gestures and/or signs (e.g., "stop" or "come here") Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Follow one-step directions with few adult gestures and/or signs (e.g., responding to an adult saying, "Please lift your arms.") Social-Communication B. Communicative Understanding 3.2 Follows one-step direction without contextual cues
36 months Demonstrate an understanding of descriptive words Social-Communication B. Communicative Understanding 4.1 Answers who, what, and where questions
36 months Respond appropriately to others' comments, questions, or stories Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
36 months Follow two-step directions that involve familiar experiences and objects (e.g., "Find your shoes and bring them to me.") Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
48 months Demonstrate an understanding of stories, songs, and poems by retelling or relating them to prior knowledge Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
48 months Demonstrate an understanding of conversations by responding to questions and prompts Social-Communication D. Social Use of Language 3.5 Responds to contingent questions from others
48 months Demonstrate an understanding of several hundred words in their home language, including those relating to objects, actions, and attributes encountered in both real and symbolic contexts (conversations and texts) Social-Communication B. Communicative Understanding 4. Responds to comprehension questions related to why, how, and when
48 months Distinguish between real and made-up words Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
48 months Understand increasingly longer and complex sentences, including sentences with two or more phrases or ideas Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
48 months Successfully follow three-step directions (e.g., "Please, would you get the sponge, dampen it with water, and clean your tabletop?") Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
60 months Demonstrate an understanding of complex statements, questions, and stories containing multiple phrases and ideas Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
60 months Respond appropriately to a specific and varied vocabulary Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
60 months Follow detailed, multistep directions (e.g., "Put away the toys in the correct boxes, wash your hands, then come to the table and find your name.") Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Expressive Language
Children use increasingly complex vocabulary, grammar, and syntax to express thoughts and needs.
9 months Experiment with making sounds Social-Communication A. Early Social Communication 2.1 Coos and gurgles
9 months Engage in babbling (e.g., making consonant sounds followed by a vowel sound) Social-Communication A. Early Social Communication 2. Produces speech sounds
9 months Say "mama" and "dada" Social-Communication C. Communicative Expression 1.4 Uses consistent consonant-vowel combinations
9 months Use vocalizations, gestures, signs, and/or facial expressions to communicate needs and wants and to express interest or dislike Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Communicate in a way that is understood by most familiar people (e.g., eye glances, gestures, signs, sounds) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Produce some words and word-like sounds Social-Communication C. Communicative Expression 1.4 Uses consistent consonant-vowel combinations
18 months Use eight to ten individual words to communicate wants, needs, interests, and dislikes Social-Communication C. Communicative Expression 1.3 Uses consistent approximations for words or signs
18 months Combine words with gestures and/or signs to communicate Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Use short, telegraphic phrases (of one or two words) to communicate wants, needs, and thoughts Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
18 months Use some pronouns Social-Communication C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols
24 months Communicate basic needs in a way that is understood by many people outside the family or childcare Social-Communication A. Early Social Communication 4.1 Makes requests of others
24 months Use "please" and "thank you" Social-Communication D. Social Use of Language 1.1 Follows social conventions of language
24 months Combine words and gestures or signs with expressions (cues) to ensure adults understand their desires or requests (e.g., pointing to the door and saying, "Go outside.") Social-Communication C. Communicative Expression 1.1 Uses two-word utterances
24 months Hold one-sided conversations with stuffed animals and dolls Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Start to use the plural forms of nouns and verbs Social-Communication C. Communicative Expression 2.2 Uses regular plural nouns
24 months Start to use the past tense of verbs Social-Communication C. Communicative Expression 3.2 Uses regular past tense of common verbs
36 months Communicate basic ideas in a way that is understood by most people Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
36 months Use a vocabulary of more than 100 words in their home language (words, signs, and/or alternative communication), including words for familiar people, objects, and animals and words that describe (adjectives) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
36 months Expand their vocabulary in their home language (words, signs, and/or alternative communication) by asking others to name unfamiliar objects Social-Communication D. Social Use of Language 2.1 Asks questions to obtain information
36 months Use two and some three-syllable words Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
36 months Combine words into simple three- to four-word sentences Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
36 months User simple adjectives in statements ("big," "little," "hard," "soft") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Use simple adverbs in statements (e.g., "That car goes very fast!") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Combine words into simple three to four-word sentences Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
36 months Use some plurals appropriately (e.g., distinguishing between "car" and "cars") Social-Communication C. Communicative Expression 2.2 Uses regular plural nouns
36 months Ask "who," "what," "why" and "where" questions in their home language (words, signs, and/or alternative communication) Social-Communication C. Communicative Expression 4.1 Asks wh- questions

AEPS-3 Area AEPS-3 Strand

48 months Communicate clearly enough to be understood by unfamiliar listeners but may make some pronunciation errors Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
48 months Pronounce new, long, or unusual words if they have modeling and support Cognitive B. Imitation and Memory 2. Imitates novel words
48 months Use a variety of vocabulary words in their home language (words, signs, and/or alternative communication), including words to express emotions, to talk about position and direction, to describe relations between objects, to describe actions, and to express needs Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Demonstrate an understanding of the meaning of words by describing the use of familiar objects, talking about categories of objects, using several words to explain the same idea (e.g., synonyms), and relating words to their opposites Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Determine, with modeling and support, the meanings of unknown words by asking questions or using contextual clues, such as pictures that accompany text Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
48 months Experiment with using new words in conversation Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
48 months Use longer, more increasingly complex sentences, including complete four- to six-word sentences Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
48 months Use, with modeling and support, more complex grammar, and parts of speech, including common prepositions, regular plural nouns, correct subject-verb agreement, pronouns, and possessives Social-Communication C. Communicative Expression 2 (all)
48 months Use, with modeling and support, more complex grammar, and parts of speech, including common prepositions, regular plural nouns, correct subject-verb agreement, pronouns, and possessives Social-Communication C. Communicative Expression 3 (all)
48 months Continue to ask “who,” “what,” “why,” and “where” questions in their home language (words, signs, and/or alternative communication) Social-Communication C. Communicative Expression 4.1 Asks wh- questions
60 months Communicate clearly enough to be understood by unfamiliar listeners, with few pronunciation errors Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
60 months Expand their vocabulary with words of increasing specificity and variety in their home language (words, signs, and/or alternative communication) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Demonstrate an increasing knowledge of the meanings of words and skill in determining the meaning of unknown words Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Use increasingly complex, longer sentences, including sentences that combine two or three phrases Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
60 months Use more complex grammar and parts of speech, including prepositions, regular and irregular plural forms of nouns, correct subject-verb agreement, pronouns, and/or alternative communication Social-Communication C. Communicative Expression 2 (all)
60 months Use more complex grammar and parts of speech, including prepositions, regular and irregular plural forms of nouns, correct subject-verb agreement, pronouns, and/or alternative communication Social-Communication C. Communicative Expression 3 (all)
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Pragmatics
Children understand, follow, and use appropriate social and conversational rules.
9 months Respond to the speech of others by looking toward the speaker Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Initiate and engage in simple back-and-forth interactions with others by using facial expressions, vocalizations, gestures, and/or signs Social-Communication A. Early Social Communication 3. Engages in vocal exchanges
9 months Express enjoyment and a desire for “more” through body language (cues), such as kicking their legs, waving their arms, and smiling Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Respond to others’ communication with gestures, signs, facial expressions, body movements, and/or sounds Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Communicate vocally or use nonverbal strategies to communicate when interacting with a responsive adult Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Engage in joint attention by directing their gaze toward what a speaker is looking at or pointing to Social-Communication B. Communicative Understanding 1. Follows gaze to establish joint attention
18 months Engage in joint attention by directing their gaze toward what a speaker is looking at or pointing to Social-Communication B. Communicative Understanding 1.1 Follows pointing gestures with eyes
18 months Point in order to request an object Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Use varying body language/cues by language and/or culture to signal enjoyment or their desire for more of an activity from an adult (e.g., such as bobbing their head, raising their eyebrows, smiling, or tilting their head) Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
24 months Participate in simple turntaking during one-on-one conversations Social-Communication D. Social Use of Language 3.4 Alternates between speaker and listener roles during conversations with others
24 months Demonstrate concern for others through gestures, signs, and/or facial expressions Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Directly interact with adults to signal enjoyment or a desire for more (e.g., by tugging on an adult’s pant leg, patting an adult, holding an adult’s arm, or verbalizing) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
36 months Respond to others’ statements, prompts, and questions Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
36 months Use multiple means, such as verbal and nonverbal language, to communicate needs, wants, and feelings Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
36 months Use culturally appropriate/acceptable social conventions to initiate and sustain exchanges of communication Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
36 months Demonstrate an understanding of simple humor Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
48 months Demonstrate an understanding of nonverbal cues (e.g., eye contact, distance from partner, and facial expressions) and the ability to use them Social-Communication D. Social Use of Language 3.1 Uses socially appropriate physical orientation
48 months Use appropriate volume and intonation when speaking in a variety of social situations Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
48 months Follow culturally appropriate/acceptable norms of communication in group settings, with support and modeling Social-Communication D. Social Use of Language 1.1 Follows social conventions of language
48 months Engage, with support and modeling, in conversations of at least three turns, with each exchange relating to and building upon what was said previously Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
60 months Follow culturally appropriate/accepted norms of communication in group settings with increasing independence Social-Communication D. Social Use of Language 1.1 Follows social conventions of language
60 months Engage, with support and modeling, in conversations of at least five turns, with each exchange relating to and building upon what was said previously Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
60 months Use language to communicate with others in familiar and unfamiliar social situations for a variety of purposes Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Language Development of Multilingual Learners
Multilingual children attend to, understand, and respond to increasingly complex language on a range of topics, including personally meaningful experiences and texts (including digital texts) in English and their home language(s).
Early-Stage Demonstrate an understanding of age-appropriate language usage related to conversational as well as basic and advanced concepts in the home language(s) Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Early-Stage Attend to English oral language in both real and pretend activities, relying on the intonation, facial expressions, and/or gestures of the speaker Social-Communication D. Social Use of Language 3.1 Uses socially appropriate physical orientation
Early-Stage Continue to make progress in their home language (s) attend to and participate in English language small- and large-group activities, such as circle time, storybook reading, etc. Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities
Early-Stage Continue to make progress in their home language (s) attend to and participate in English language small- and large-group activities, such as circle time, storybook reading, etc. Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
Early-Stage Begin to follow simple directions in English, especially when they are accompanied by contextual cues, such as gestures, signs, pointing, and voice modulation Social-Communication B. Communicative Understanding 3.3 Follows one-step direction with contextual cues
Mid-Stage Continue to make progress in their home language Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Mid-Stage Demonstrate an understanding of English words for objects and actions and of English phrases encountered frequently in both real and pretend activities Social-Communication D. Social Use of Language 3.3 Responds to topic initiations from others
Mid-Stage Demonstrate an understanding of English words related to basic concepts (e.g., colors, some animal classifications, foods, etc.) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Mid-Stage Respond appropriately to requests in English that involve one-step directions (e.g., “clean up”) when personally directed by others (these requests may occur with or without contextual cues) Social-Communication B. Communicative Understanding 3.2 Follows one-step direction without contextual cues
Late-Stage Demonstrate an understanding of a larger set of words in English and their home language(s) (for objects and actions, personal pronouns, and possessives) in both real and pretend activities Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Late-Stage Demonstrate an understanding of words in English and their home language(s) related to more advanced concepts (e.g., abstract emotions and ideas) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Late-Stage Follow directions that involve a one or two-step sequence, relying less on contextual cues Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items

Multilingual children become increasingly proficient in expressing their thoughts and ideas in English and their home language(s).

Multilingual children become increasingly proficient in expressing their thoughts and ideas in English and their home language(s).
Early-Stage Use nonverbal communication, such as gestures or behaviors, to seek attention, request objects, or initiate a response from others Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
Early-Stage Use age-appropriate vocabulary in their home language(s) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Early-Stage Listen and converse in their home language(s) Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Early-Stage Use age-appropriate grammar in their home language(s) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Early-Stage Ask a variety of questions (e.g., “what,” “why,” “how,” “when,” and “where”) in their home language(s) Social-Communication C. Communicative Expression 4.1 Asks wh- questions
Early-Stage Use simple English expressions that are phonetically correct but may be inappropriate to the context of the conversation or the situation (pragmatically inappropriate, e.g., missing social, contextual, or self-referential cues) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Mid-Stage Combine nonverbal with some verbal communication to be understood by others Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
Mid-Stage Codeswitch (the mixing of two or more languages in the same utterance) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Mid-Stage Use telegraphic speech (two-word phrases rather than full sentences, such as “want food”) Social-Communication C. Communicative Expression 1.1 Uses two-word utterances
Mid-Stage Use formulaic speech (expressions that are learned whole, e.g., “I don't know”) Social-Communication D. Social Use of Language 1.1 Follows social conventions of language
Mid-Stage Use English vocabulary that mainly consists of concrete nouns and some verbs and pronouns Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Mid-Stage Converse with others in English using two or three words at a time and may switch back and forth between English and their home language(s) Social-Communication D. Social Use of Language 1. Uses language to initiate and sustain social interaction
Mid-Stage Use some English grammatical markers (e.g., “-ing” or the plural-forming “-s”) and apply at times the rules of grammar of the home language to English Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
Mid-Stage Use “what” and “why” questions in English, sometimes with errors Social-Communication C. Communicative Expression 4.1 Asks wh- questions
Late-Stage Demonstrate increasing reliance on verbal communication in English and their home language(s) to be understood by others Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Late-Stage Use new English vocabulary to share knowledge of concepts, including conversational and academic vocabulary Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Late-Stage Sustain a conversation in English and their home language(s) with increasingly complex syntax, adding conjunctions, subject-verb-object patterns, and other more advanced elements of sentence construction Social-Communication D. Social Use of Language 3. Uses conversational rules when communicating with others
Late-Stage Expand their use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors Social-Communication C. Communicative Expression 2 (all)
Late-Stage Expand their use of different forms of grammar in English (e.g., plurals; possessive pronouns; simple past-tense verbs), sometimes with errors Social-Communication C. Communicative Expression 3 (all)
Late-Stage Use “what,” “why,” “how,” “when,” and “where” questions in more complete forms in English, sometimes with errors Social-Communication C. Communicative Expression 4.1 Asks wh- questions
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Literacy
Phonological Awareness
Children demonstrate awareness of spoken words, syllables, and sounds (phonemes).
9 months Experiment and play with sound Social-Communication A. Early Social Communication 2. Produces speech sounds
9 months Respond differently to different sounds Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Listen attentively to familiar stories, rhymes, and songs Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
18 months Use sounds for a variety of purposes Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Repeat words in rhymes and chants with prompting Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
24 months Identify familiar melodies and rhythms in music (in the way that early readers listen for sound-alike words and patterns) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
24 months Recognize combinations of words Social-Communication B. Communicative Understanding 3.3 Follows one-step direction with contextual cues
24 months Use two to three-word sentences (e.g., “Go bye-bye,” “Mommy’s car”) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
24 months Repeat new words adults say Cognitive B. Imitation and Memory 2. Imitates novel words
36 months Engage in word and sound play with adults (e.g., rhymes, nonsense words) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
36 months Distinguish between words that contain similar-sounding phonemes (“make-mat,” “sit-lot”) Literacy B. Phonological Awareness 1.1 Identifies rhyming words
36 months Fill in repeating phrases of familiar songs, stories, and finger plays Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
36 months Sing simple songs and lullabies (such as those with repeating initial sounds) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
48 months Demonstrate an awareness of words as separate units Literacy B. Phonological Awareness 2.2 Claps for words in sentences
48 months Identify whether two words rhyme Literacy B. Phonological Awareness 1.1 Identifies rhyming words
48 months Engage in rhyming games and songs; can complete a familiar rhyme Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
48 months With modeling and support, blend onsets and rimes in singlesyllable words (e.g., hard “c” sound with “ook” to make “cook”) Literacy B. Phonological Awareness 4.1 Blends separate CVC sounds into simple words
48 months Comprehend and use new words introduced within thematic units, stories, and daily activities Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Match beginning sounds of some words; are able to name several words that begin with the same initial sound Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
60 months Produce words (real or nonsense) that rhyme with other common words (e.g., “dance, ants, krance”) Literacy B. Phonological Awareness 1. Produces rhyming words given oral prompt
60 months Identify whether two words begin with the same sound (e.g., when an adult gives three or four oral words, children can select those that begin with same sound, although they may not be able to identify the letter) Literacy B. Phonological Awareness 4.4 Identifies beginning sounds in CVC words
60 months Blend and delete compound words without the support of pictures or objects (e.g., “butterfly, butter crunch, butter sandwich, butter bear”) Literacy B. Phonological Awareness 2. Segments compound words into component words
60 months Blend and delete compound words without the support of pictures or objects (e.g., “butterfly, butter crunch, butter sandwich, butter bear”) Literacy B. Phonological Awareness 2.1 Blends two simple words into compound words
60 months With modeling and support, count, pronounce, blend, and segment onsets and rimes of single syllable spoken words (e.g., “say map; say map again without the /m/”) Literacy B. Phonological Awareness 4 (all)
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Print Concepts
Children develop letter-sound correspondence and identify letters by sounds (phonemes) and names.
9 months Respond to visual stimuli in their environment Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Point to pictures in a book Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
18 months Engage with easy-to-hold books, such as board books, when not able to be active (e.g., sitting in a car seat) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
24 months Point to pictures and groupings of words (e.g., paragraphs) in books Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Recognize simple environmental print (e.g., McDonald's "M" and Wal-Mart "W," although they may not say the letter) Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
24 months Imitate the sounds of animals and people pointed to in books (e.g., making the sound of a quacking duck or a crying baby) Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
36 months Recognize more symbols and logos in the environment Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
36 months Recognize letters as a special form of symbol that can be individually named and produce a sound Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
36 months Recognize a few letters in their own name Literacy C. Alphabet Knowledge 1.5 Recognizes three letters in own first name
48 months Recognize and produce the sound of some letters of the alphabet, especially those in their own name as well as letters that occur frequently in environmental print Literacy C. Alphabet Knowledge 2.4 Produces correct sounds for six letters of alphabet
48 months With support, begin to produce the sound for some of the letters they recognize Literacy C. Alphabet Knowledge 2.4 Produces correct sounds for six letters of alphabet
48 months Recognize their own name or other common words in print (e.g., STOP) Literacy A. Awareness of Print Concepts 3 (all)
48 months Recognize words that start with the same letter as their name Literacy B. Phonological Awareness 4.5 Produces words that begin with specified sound
60 months Recognize and name at least half of the letters in the alphabet, including upper and lower-case letters, letters in their own name (first name and last name) as well as letters that occur frequently in environmental print Literacy C. Alphabet Knowledge 1. Names all uppercase and lowercase letters of alphabet
60 months With support, recognize and produce the sound for letters Literacy C. Alphabet Knowledge 2.3 Produces correct sounds for 20 letters of alphabet
60 months Relate letters to specific sounds that the letters represent Literacy C. Alphabet Knowledge 2.3 Produces correct sounds for 20 letters of alphabet
60 months Recognize beginning sound in familiar words Literacy B. Phonological Awareness 4.4 Identifies beginning sounds in CVC words
60 months Demonstrate an understanding that strings of letters represent a sequence of spoken sounds Literacy C. Alphabet Knowledge 2.1 Sounds out CVC words
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items

Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.

Children demonstrate book awareness and knowledge of basic print conventions; they understand that print carries meaning and spoken words are represented by text.
9 months Explore physical features of books Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Demonstrate an interest in books from among a collection of toys Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Demonstrate an interest in books by looking intently at or reaching for colorful pictures in books Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Demonstrate an increasing ability to handle books without assistance Fine Motor B. Functional Skill Use 2.1 Turns object using either hand
18 months Hold books and look at pictures as if reading Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Respond to features of books, such as pictures and sensory features (e.g., the fluffy cotton in Pat the Bunny) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Actively participate in shared reading experiences by pointing to and turning pages Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Open books and bring books to an adult to read Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Point out pictures in books and say the names of items in the pictures Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Actively participate in shared reading experiences by making one or two-word comments and continuing to point to and turn pages Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Point to pictures and groupings of words (e.g., paragraphs) in books Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
36 months Recognize specific books by their covers and seek out specific pages in familiar books Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Know where books are kept, take them to an adult reader, and return books to their designated place when finished Literacy D. Vocabulary and Story Comprehension 3.3 Demonstrates understanding of vocabulary associated with early literacy concepts
36 months Make scribble marks on paper and "read" the meaning they assign to the marks Literacy E. Writing 3.4 Writes using "scribble writing"
36 months Make scribble marks on paper and "read" the meaning they assign to the marks Literacy C. Alphabet Knowledge 1.4 Names letters in own first name
36 months Recognize some letters and numerals Math C. Reading and Writing Numbers 1.2 Labels numerals 1-5
36 months Recognize some letters and numerals Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
48 months Choose to look at books, magazines, and other print materials without assistance Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
48 months Hold a book in correct orientation and turn pages from front to back, usually one at a time Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
48 months Demonstrate an understanding that print carries meaning and can be read Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
48 months Imitate the act of reading a book and demonstrate appropriate bookhandling skills Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
48 months Handle and care for books in a respectful manner Literacy A. Awareness of Print Concepts 2.1 Turns pages of book from beginning toward end
48 months Demonstrate an awareness of various conventions of print (e.g., upper-and lower-case letters, different fonts) and indicate where to start reading on a page and how to progress across and down a page Literacy A. Awareness of Print Concepts 2. Demonstrates understanding that text is read in one direction and from top to bottom of page
60 months Identifies and describes the role of an author/illustrator of a book Literacy D. Vocabulary and Story Comprehension 3.2 Demonstrates understanding of title, author, and illustrator
60 months Identify familiar words in books and the environment Literacy A. Awareness of Print Concepts 3. Recognizes print words for common or familiar people, objects, or pictures
60 months Make connections between illustrations and text Literacy D. Vocabulary and Story Comprehension 1. Demonstrates understanding that pictures represent text
60 months Recognize their own name and those of their siblings or friends Literacy A. Awareness of Print Concepts 3.1 Recognizes own first name in print
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Comprehension and Interest
Children show interest and an understanding of a variety of literacy experiences.
9 months Attend to their caregiver's voice when being held and read to Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Become quiet or show pleasure when an adult tells or reads a familiar story or rhyme or sings a familiar song Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Explore books with various senses (sight, touch, even taste) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Focus their attention for short periods of time on, and actively participate in, shared reading experiences by pointing to pages, turning pages, and making sounds or saying simple words Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
18 months Request that adults read to them Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Point to and make sounds for familiar pictures, objects, and characters in books and photographs Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
18 months Make movements and sounds in response to cues in songs and finger plays Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
18 months Demonstrate preferences for favorite books Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
24 months Use words, gestures, signs, and/or expressions to request rhymes and rhythm games from adults (e.g., asking an adult by demonstrating part of a rhyme's movement and combining the movement with words) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Request adults to read books or certain pages in books to them (e.g., bringing a book to an adult while speaking words of request or making facial expressions that indicate the request) Social-Communication A. Early Social Communication 4.1 Makes requests of others
24 months Use gestures, signs and/or body actions to indicate their interest in having a book read (e.g., nodding their head, raising eyebrows, and pointing) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Prefer to listen to familiar or favorite books multiple times (at a single setting or each day) Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
36 months Actively participate in shared reading experiences by asking questions, making comments, and responding to prompts Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
36 months Demonstrate an interest in a variety of early literacy experiences, such as telling and listening to stories, singing and saying rhymes, and engaging with writing materials Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
36 months Demonstrate a preference for conventional books over board books Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
36 months Enjoy books about a variety of topics Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
36 months Incorporate books or other print materials into their play Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
36 months Enjoy and ask to engage in book reading, book writing, or other literacy-related activities Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
36 months Recite some words of a familiar book when read to (especially from books with repeating text) Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
36 months Recall specific characters or events from familiar stories and retell some parts of a story with prompting and support Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
36 months With modeling and support, anticipate what comes next in familiar stories Literacy D. Vocabulary and Story Comprehension 2.1 Makes predictions about what will happen next in story
36 months Ask and answer questions about pictures in a book Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

48 months Explore a variety of literary genres, such as fiction, fantasy, informational texts Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
48 months Share opinions about what they did or did not like about a book or story Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Begin to understand the sequence of a story Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
48 months With support, retell, or reenact familiar stories with pictures or props as prompts Literacy D. Vocabulary and Story Comprehension 2.3 Tells story associated with series of pictures
48 months Ask and answer questions about main characters or events in a familiar story Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
48 months With modeling and support, make predictions about what might happen next in a story and determine if their predictions were confirmed Literacy D. Vocabulary and Story Comprehension 2.1 Makes predictions about what will happen next in story
48 months With modeling and support, demonstrate knowledge from informational texts Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
48 months Respond to the question “what made you think so?” in response to their ideas about books and stories, with more depth and detail Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months With prompting and support, ask and answer questions about unfamiliar words in a story or informational text read aloud Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
60 months Attend to and request longer and more complex books or stories Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
60 months Demonstrate knowledge of details from familiar stories (e.g., about characters, events, story-related problems, and resolutions) Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
60 months Engage in higher-order thinking during shared reading experiences, such as making predictions and inferences, determining cause-and-effect relationships, and summarizing stories Literacy D. Vocabulary and Story Comprehension 3. Demonstrates understanding of abstract story vocabulary
60 months Retell a familiar story in the proper sequence, including major events and cause-and-effect relationships Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
60 months Demonstrate knowledge from informational texts in a variety of ways (e.g., recognizing and describing the life cycle of a butterfly) Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
60 months With guidance and support, relate events and information from stories to their own experiences Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
60 months Ask and answer questions about unfamiliar words in a story, poem, or informational text read aloud Literacy D. Vocabulary and Story Comprehension 2.2 Answers and asks questions related to story
60 months Use new vocabulary acquired through reading Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
60 months Act out characters and events from a story, poem, or informational text read aloud Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Literacy Development for Multilingual Learners
Multilingual children become increasingly engaged in literacy experiences in English and in their home language(s).
Early-Stage Attend to an adult reading a short storybook written in their home language(s) or written in English if the English story has been read in the home language first and especially if the book contains cues (pictures) Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
Early-Stage “Read” familiar books (written in their home language or in English) when encouraged by others and use their home language(s) to talk about the books Literacy D. Vocabulary and Story Comprehension 2.3 Tells story associated with series of pictures
Early-Stage Begin to identify and relate to a story from their own life experiences in their home language(s) Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
Early-Stage Retell a story in their home language when read or told a story in their home language(s) Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
Mid-Stage Participate in reading activities, using books written in English when the language is predictable Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Mid-Stage Choose to read familiar books written in their home language(s) or in English with increasing independence and to talk about the books in either their home language(s) or English Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Mid-Stage Describe their own experiences related to the topic of a story, sometimes using telegraphic and/or formulaic speech in English Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
Mid-Stage Begin to narrate using English that reflects an increasingly larger vocabulary and more complex grammar Literacy D. Vocabulary and Story Comprehension 3.1 Demonstrates understanding of key vocabulary in picture books
Mid-Stage Retell a story using their home language(s) and some English when read or told the story in English Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
Late-Stage Participate in reading activities, using a variety of genres that are written in English or their home language(s) Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Late-Stage Choose to read familiar books written in English with increasing independence and to talk about the books in English Literacy A. Awareness of Print Concepts 1. Participates in shared group reading
Late-Stage Engage in extended conversations in English about stories Social-Communication D. Social Use of Language 2. Provides and seeks information while conversing using words, phrases, or sentences
Late-Stage Retell in English the majority of a story read or told in English Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Emergent Writing
Children use a combination of drawing, dictating, and writing to show knowledge of writing conventions and demonstrate writing as a means of communication.
9 months Focus on people and express particular interest in facial contours and expressions Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Attend to visual stimuli in their environment Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Make marks or scribbles spontaneously on paper using a variety of media (e.g., chalk, pencil, markers, paint) Fine Motor C. Mechanics of Writing 1.4 Scribbles
24 months Make intentional scribbles and shapes when offered paper and crayons or other writing instruments and show their drawings to others Fine Motor C. Mechanics of Writing 1.4 Scribbles
24 months Use things the way they are intended to be used (e.g., scribbling on paper rather than on table surfaces) Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
36 months Explore a variety of writing tools Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
36 months Dictate names, labels, single words (e.g., mommy, house, dog) Literacy E. Writing 1.3 Verbally labels nonrepresentational drawings
36 months Watch when adults write Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
36 months Imitate the act of writing during play Literacy E. Writing 3.4 Writes using “scribble writing”
36 months Describe drawings and paintings simply (e.g., “that's Mama”) Literacy E. Writing 1.2 Verbally labels representational drawings
36 months Use scribbles as representations of oral language (e.g., describing scribbles as writing or language by telling adult what they mean) Literacy E. Writing 3.4 Writes using “scribble writing”
48 months Use writing tools and materials in various centers or learning environments (e.g., dramatic play, block area, science center) Literacy E. Writing 2. Writes and draws for a variety of purposes
48 months Dictate ideas, sentences, and stories Literacy E. Writing 1.1 Dictates description of drawing
48 months With modeling and support, write some letters Literacy E. Writing 3.3 Copies entire first name
48 months With modeling and support, write some numerals Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
48 months With modeling and support, discuss or answer questions about their writing and drawings Literacy E. Writing 1.1 Dictates description of drawing
48 months Use letter-like symbols to create written materials during play or to express an idea Literacy E. Writing 3.4 Writes using “scribble writing”
48 months Understand that writing carries a message and use scribbles, shapes, letter-like symbols, letters, and numerals to write or represent words or ideas Literacy E. Writing 2. Writes and draws for a variety of purposes
48 months With assistance and support, engage in writing activities (e.g., labeling a picture) Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities

RI Standards

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

60 months With modeling and support, use writing and/or digital tools to communicate information, tell a story, or answer a question Literacy E. Writing 2. Writes and draws for a variety of purposes
60 months Dictate longer and more complex ideas, sentences, and stories Literacy E. Writing 1.1 Dictates description of drawing
60 months Write their first name nearly correctly (may switch the order of letters or write some letters backwards) Literacy E. Writing 3.2 Prints first name
60 months With modeling and support, write numerals one through ten Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
60 months With modeling and support, write numerals one through ten Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6–10
60 months With modeling and support, print some letters of meaningful words, sometimes using letters and sometimes using letter-like forms Literacy E. Writing 3.1 Writes using developmental spelling
60 months Use writing to convey meaning (e.g., writing a note to themselves during play, writing a note to their mother, taking a restaurant “order” in a dramatic play area, writing a grocery list; writing a grocery list on a play cell-phone) Literacy E. Writing 2. Writes and draws for a variety of purposes
60 months Engage in independent writing activities during routine times, (e.g., intentionally writing in their own journal, at developmental level) Literacy E. Writing 2. Writes and draws for a variety of purposes
60 months Generate a plan for writing (e.g., articulate a purpose for writing) Literacy E. Writing 2. Writes and draws for a variety of purposes
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Cognitive Development
Logic and Reasoning
Children apply strategies and draw upon past knowledge and experiences to meet goals and solve problems.
9 months Explore objects and materials in different ways (e.g., mouthing, reaching for, or hitting, banging, and squeezing them) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Bang a block (or other object) on the floor repeatedly to hear the sound that it makes Cognitive D. Reasoning 2.2 Uses simple actions on objects
9 months Combine learning schemes to learn more about an object (e.g., mouthing and then shaking a rattle) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Demonstrate an understanding of simple cause-and-effect relationships (e.g., looking toward the sky when they hear an airplane) Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Explore small openings and look for items to put in the openings, including their fingers Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
18 months Solve simple problems independently (e.g., by climbing to retrieve an out-of-reach object) Cognitive D. Reasoning 1. Uses object to obtain another object
18 months Demonstrate recognition of cause-and-effect relationships (e.g., pushing on a toy truck and watching it roll away) Cognitive D. Reasoning 2.2 Uses simple actions on objects
18 months Use visual comparisons to compare quantities (e.g., which pile of crackers has more) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
18 months Stack and then knock down "towers" and then stack them up again Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
24 months Explore the properties of objects by grabbing, pushing, pulling, turning over, and throwing them Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
24 months Make simple decisions, take action, and observe the effect of their actions on others (e.g., pushing a toy truck toward an adult, watching it hit the adult, and observing how the adult reacts) Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
24 months Treat objects differently as they begin to understand similarity and difference (e.g., squeezing stuffed animals and throwing balls) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
24 months Separate objects by a single feature (e.g., color) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Match simple geometric forms (e.g., circle, square, triangle) that have the same size and orientation Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Develop learning schemes related to people and actions (e.g., saying "goodbye" and then leaving, or asking for music and then dancing to it) Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
36 months Make plans before attempting to solve some simple problems Cognitive D. Reasoning 3. Solves problems using multiple strategies
36 months Explore cause-and-effect relationships by intentionally repeating an action and observing the reaction (e.g., rolling a car down a ramp repeatedly and observing the distance the car traveled) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
36 months Engage in pretend play sequences (e.g. playing "kickball" which requires kicking a ball, running, and then stopping at a base, not necessarily in order) Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play

RI Standards

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

48 months Use previous experiences to make plans before attempting to solve some problems (e.g., using a wagon to gather toys into one spot rather than trying to carry them all by hand) Cognitive D. Reasoning 3. Solves problems using multiple strategies
48 months Solve simple problems without trying every possibility (e.g., putting big blocks at the base of a tower and smaller blocks on top to make a tower that doesn't topple) Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
48 months Explore cause-and-effect relationships by intentionally varying the action to change the reaction (e.g., rolling two different cars down a ramp and observing the different distances traveled) Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
48 months Sort objects and then count and compare the groups formed Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
48 months Sort objects and then count and compare the groups formed Math B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting
60 months Solve complex problems by planning and carrying out a sequence of actions Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Analyze the result of an attempted solution and use the new information to solve a problem (e.g., trying to staple pieces of paper after unsuccessfully trying to tape them together) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Explain their reasoning behind a strategy or choice and why it worked or didn't work Cognitive D. Reasoning 3.1 Evaluates common solutions to solve problems or reach goals
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Memory and Working Memory
Children hold information in their mind and manipulate it to perform tasks.
9 months Respond to familiar people and objects in a way that is different from the way they respond to unfamiliar people or objects Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months After repeated experiences with the same objects and persons, sometimes remember that unseen objects are still there (e.g., remembering that a ball is under the blanket) Cognitive C. Conceptual Knowledge 1.2 Locates hidden object
9 months Attend to unexpected events Cognitive A. Sensory Exploration 1. Orientation to events or stimulation
18 months Point to, or in some other way indicate, familiar people and objects when they are named Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
18 months Remember the location of objects that are meaningful to them Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
18 months Demonstrate an understanding of object permanence, such as reaching under a blanket to retrieve a stuffed animal Cognitive C. Conceptual Knowledge 1.2 Locates hidden object
24 months Demonstrate a solid understanding of object permanence (e.g., looking for a car after it enters a tunnel, finding play dough that has been put away in a cupboard) Cognitive C. Conceptual Knowledge 1.1 Locates object in second of two hiding places
24 months Purposefully put two actions together in sequence (e.g., grabbing a large ball and rolling it) Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
36 months Remember and communicate what happened earlier in the day; recall basic components of recent events (e.g., are able to follow a daily routine) Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
36 months Know where things are kept in familiar environments and can retrieve them when needed Cognitive C. Conceptual Knowledge 1. Maintains search for object not in its usual location
36 months Successfully follow two-step directions Social-Communication B. Communicative Understanding 3.1 Follows multistep directions with contextual cues
48 months Communicate with some detail about events that happened in the past Cognitive B. Imitation and Memory 3.1 Relates recent events without contextual cues
48 months With support, retell or reenact familiar stories, including such details as characters, phrases, and events Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
48 months Put several objects or groups in order by a quantitative attribute (number, length, etc.) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
48 months Solve simple problems with totals of five or fewer items (e.g., concluding that they have a total of four pencils if they already have three and are given one more) Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
48 months Successfully follow three-step directions Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
60 months Accurately recount past experiences in the correct order and include relevant details Cognitive B. Imitation and Memory 3. Relates past events
60 months Retell a familiar story or activity in the proper sequence, including such details as characters, phrases, and events Literacy D. Vocabulary and Story Comprehension 2. Retells simple story
60 months Remember more minute details from a story or experience and can answer questions more accurately Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Place four or more objects or groups in order of a quantitative attribute (number, length, etc.) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Solve simple word problems with totals of 10 or fewer items (e.g., concluding that they have nine grapes if they have seven and are given two more) Math D. Addition and Subtraction 1.1 Solves picture or object addition problems using shortcut sum strategy
60 months Successfully follow detailed, multi-step directions Social-Communication B. Communicative Understanding 3. Follows multistep directions without contextual cues
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Attention and Inhibitory Control
Children's skills increase in filtering impulses and sustaining attention on a task.
9 months Demonstrate caution around new or unusual people or events Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Explore objects by holding, mouthing, dropping, etc. Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Accepts a substitute toy in place of an object out of reach Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
18 months Attend to a short, familiar storybook but may not want to follow the book page by page Literacy A. Awareness of Print Concepts 1.1 Participates in shared one-on-one reading
24 months Have a general understanding of the passing of time and the meaning of phrases like "not now" and "after lunch" Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
24 months Comply with simple two-part requests that involve waiting (e.g., "Eat your breakfast and then we'll play with the blocks.") Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
36 months Wait to be handed a desired object Social-Emotional D. Independent and Group Participation 1. Interacts appropriately with others during small-group activities
36 months Attend to specific features of objects and identify elements within a complex figure (e.g., looking at a picture of a farmyard and pointing to and naming the figures of a horse, a duck, a cat, etc.) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Follow adult directions when given simple guidance Social-Communication B. Communicative Understanding 3.3 Follows one-step direction with contextual cues
36 months Focus on topics or materials of interest despite distractions (e.g., can dump out and solve a favorite puzzle, even with other children playing in the background) Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
48 months With adult support, avoid imitating the negative behavior of another child Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
48 months With adult reminders, wait to communicate information in a group Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
48 months Focus on increasingly complex topics for longer periods of time Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
48 months Return to complete a task if interrupted Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
48 months Count only those objects in a group that have a specific attribute (e.g., all of the red cars in a picture) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
48 months Build block buildings and include such structural features as arches and ramps Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
60 months Without adult reminders, wait to communicate information in a group Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
60 months Maintain focus on a project for a sustained period of time and over several days Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
60 months Return with focus to an activity or project after having been away from it for a period of time Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
60 months Demonstrate an awareness of important activities that are "coming up" or "in the near future" (e.g., keeping track of the days until a birthday or vacation trip) as a strategy to control excitement Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Combine shapes into patterns that make new shapes or complete puzzles (e.g., rearranging a collection of circles and variously sized rectangles to make the image of a person) Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Build complex block buildings, intentionally maintaining such features as symmetry Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Cognitive Flexibility
Children's skills increase at adjusting to changes in demands, priorities, and perspectives.
9 months Try new actions with a familiar object (e.g., dropping or throwing a rattle in addition to mouthing it) Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
9 months Demonstrate an ability to self-soothe or calm (e.g., babbling or sucking on their thumb or fists) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Develop their own regular sleep-and-wake cycle Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
9 months Begin to show an anticipation of familiar routines Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
9 months Use their bodies as "tools" (e.g., as a means to an end: reaching out and grasping to get a rattle, for example) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Use basic items creatively (e.g., turning a pail over to use it as a drum) Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
18 months Demonstrate comfort in familiar routines and activities Social-Emotional A. Interactions with Adults 3. Participants in familiar social routines with caregivers
18 months Engage in more complex play sequences based on an understanding of everyday events and routines (e.g., pretending to punch in numbers on a phone and then "talking" to grandpa after waiting for an answer) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
18 months Understand the use of people as "tools" for help (e.g., recognizing that an adult can reach an object for them on a high shelf) Cognitive D. Reasoning 1. Uses object to obtain another object
18 months View world from an egocentric perspective (e.g., crying when frustrated that things are not going their way) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Change their behavior in response to environmental cues (e.g., when an adult sits on the floor with a book, they put down their blocks and go over to the adult to listen to the adult read) Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
24 months Change their behavior in response to their environment by using the "tools" around them (e.g., if a toy is on a towel, pulling the towel to bring the toy loser, rather than just going over to the toy) Cognitive D. Reasoning 1.1 Uses part of object or support to obtain another object
36 months Use objects in new ways to solve a problem or meet a goal (e.g., propping up a track with a piece of chalk so a toy train can pass underneath) Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
36 months Transition from one activity to the next activity with adult support Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
36 months Adjust when necessary to brief disruptions in routines (while still preferring consistent rules and routines) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
36 months Make use of their environment by adapting objects as "tools" (e.g., using a stick to reach something that is under a chair) Cognitive D. Reasoning 1. Uses object to obtain another object
48 months Require minimal adult support to transition from one activity to another (e.g., moving from computer to circle time) Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
48 months Understand that different contexts may require different behaviors (e.g., taking off shoes when entering their house but leaving them on when entering the classroom) Social-Emotional E. Meeting Social Expectations 3. Follows context-specific rules
48 months Generate a new approach or change their plan of action if a better alternative is found or suggested (e.g., accepting a suggestion to secure a tower's greater stability by building it on the floor rather than on a thick rug) Cognitive D. Reasoning 3. Solves problems using multiple strategies
48 months Understand that not all children want the same things Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Quickly adjust and adhere to a new rule (e.g., lining up inside the building rather than outside when the weather gets colder, or it rains) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
60 months Apply different rules in different contexts that require different behaviors (e.g., using indoor voices or feet versus outdoor voices or feet) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
60 months Reconstruct a pattern using different materials or modalities Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Sort by more than one attribute (e.g., color and shape) into two or more groups Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
60 months Correctly add an object to an existing series (e.g., of increasing lengths) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Mathematics
Number Sense and Quantity
Children develop number recognition and counting skills and learn the relationship between numbers and the quantity they represent.
9 months Hold two objects, one in each hand Cognitive D. Reasoning 1.2 Retains one object when second object is obtained
9 months Gesture (e.g., for “more” when eating) Social-Communication A. Early Social Communication 4.1 Makes requests of others
18 months Use words, gestures, and/or signs for action phrases (e.g., “all gone” and “more”) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Recognize that there are “one” or “two” of something Math A. Counting 1.1 Counts 3 items to determine “How many?”
24 months Name their first number word—typically “two” (or they hold up two fingers) Math A. Counting 1.2 Recites numbers 1-3
24 months Bring 2 treats when asked to get treats for two people Math A. Counting 1. Counts out 3 items
24 months Match small and large objects (e.g., counting bears to make “Mommy and Me” pairs) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Verbally count to 10 (or in some way indicate a knowledge of words for the numbers from one to ten in sequence) with occasional errors Math A. Counting 2.2 Recites numbers 1-10
36 months Count up to 5 objects accurately Math A. Counting 2.1 Counts 10 items to determine “How many?”
36 months Name and identify some written numerals Math C. Reading and Writing 1.2 Labels numerals 1-5
36 months Identify quantities associated with some numbers Math A. Counting 1. Counts out 3 items
48 months Quickly name the number in a group of objects, up to four, without counting Math A. Counting 2.1 Counts 10 items to determine “How many?”
48 months Verbally count to 20 (or in some way indicate knowledge of the words for the numbers from 1 to 20 in sequence) with occasional errors Math A. Counting 3.2 Recites numbers 1-20
48 months Use strategies to accurately count sets of up to 10 objects Math A. Counting 2.1 Counts 10 items to determine “How many?”
48 months Understand that the last number counted represents the number of objects in a set Math A. Counting 2.1 Counts 10 items to determine “How many?”
48 months Associate a quantity with a written numeral up to five Math C. Reading and Writing 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5
48 months Recognize and write some numerals up to 10 Math C. Reading and Writing 1. Reads and writes numerals for quantities to 5
48 months Recognize and write some numerals up to 10 Math C. Reading and Writing 2. Reads and writes numerals for quantities 6-10
60 months Quickly name the number in a group of objects, up to 10 Math A. Counting 2.1 Counts 10 items to determine “How many?”
60 months Verbally count beyond 20 (or in some way indicate knowledge of numbers beyond 20 in sequence), demonstrating an understanding of the number pattern Math A. Counting 3.2 Recites numbers 1-20
60 months Use strategies to count large sets of objects (more than 10) Math A. Counting 3.1 Counts 20 items to determine “How many?”
60 months Know the number that comes before or after a specified number (up to 20) Math D. Addition and Subtraction 1.4 Says number after 1-10
60 months Know the number that comes before or after a specified number (up to 20) Math D. Addition and Subtraction 2.2 Says number before 2-10
60 months Recognize and order each written numeral up to 10 Math C. Reading and Writing Numbers 1. Reads and writes numerals for quantities to 5
60 months Recognize and order each written numeral up to 10 Math C. Reading and Writing Numbers 2. Reads and writes numerals for quantities 6-10
60 months Associate a quantity with a written numeral up to 10 Math C. Reading and Writing Numbers 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5
60 months Associate a quantity with a written numeral up to 10 Math C. Reading and Writing Numbers 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Number Relationships and Operations
Children learn to use numbers to compare quantities and solve mathematical situations.
9 months Hold two objects, one in each hand Cognitive D. Reasoning 1.2 Retains one object when second object is obtained
9 months Explore their fingers and toes Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Demonstrate early one-to-one correspondence (e.g., filling containers with objects by dropping them in one at a time) Fine Motor A. Reach, Grasp, and Release 3.1 Releases object into targeted space
18 months In most instances, choose a set that has more of something they prefer over a set that has less, when given the option Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
18 months Create larger and smaller sets of objects by grouping and ungrouping items (e.g., placing and removing rings on a vertical peg) Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
24 months Begin to say or gesture the number "two" when asked how old they are Social-Emotional E. Meeting Social Expectations 4.2 States age
24 months Put objects in accurate, one-to-one correspondence when supported by the context (e.g., placing one plastic egg into each indentation of an egg carton) Math B. Quantitative Relations 1.2 Creates equivalent sets of 5 items
24 months Compare collections that are quite different in size (e.g., one that is at least twice the other) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
24 months Notice when another child has more of something and gesture or verbalize "want more" Social-Communication A. Early Social Communication 4.1 Makes requests of others
24 months Put groups of objects together and begin to subtract (e.g., share) Social-Emotional C. Interactions with Peers 3.3 Shares or exchanges objects
36 months Use visual cues to approximate which of 2 sets of objects has more Math B. Quantitative Relations 3.2 Compares items in sets of 11 to 20 by visual examination
36 months Understand that putting 2 sets of objects together makes "more" and taking sets of objects apart will make less Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
36 months Understand that putting 2 sets of objects together makes "more" and taking sets of objects apart will make less Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
36 months Add and subtract with sets of objects smaller than three Math D. Addition and Subtraction 1.3 Solves picture or object problems using count all strategy
36 months Add and subtract with sets of objects smaller than three Math D. Addition and Subtraction 2.1 Solves picture or object subtraction problems with set of 10 or less
48 months Understand that a whole is a larger quantity than its parts (e.g., when looking at 3 nests with 3 eggs in each, says a big number such as 8 or 10 to describe how many eggs there are) Math B. Quantitative Relations 1.3 Uses quantity comparison words
48 months Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five Math D. Addition and Subtraction 1.3 Solves picture or object problems using count all strategy
48 months Use toys and other objects as tools to solve simple addition and subtraction problems when the total is smaller than five Math D. Addition and Subtraction 2.1 Solves picture or object subtraction problems with set of 10 or less
48 months Use one-to-one correspondence to compare small sets of similar objects Math B. Quantitative Relations 1. Compares items in sets to 5 by counting
60 months Use counting to compare 2 sets of objects and to determine which set has more, less, or the same than the other Math B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting
60 months Understand that adding one or taking away one changes the number in a group of objects by exactly one Math D. Addition and Subtraction 1.5 Demonstrates understanding of concept of addition
60 months Understand that adding one or taking away one changes the number in a group of objects by exactly one Math D. Addition and Subtraction 2.3 Demonstrates understanding of concept of subtraction
60 months Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than 10 Math D. Addition and Subtraction 1.3 Solves picture or object problems using count all strategy
60 months Use toys and other objects as tools to solve simple addition and subtraction problems with totals smaller than 10 Math D. Addition and Subtraction 2.1 Solves picture or object subtraction problems with set of 10 or less
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Classification and Patterning
Children learn to order and sort objects by common attributes, to identify patterns, and to predict the next sequence in a pattern.
9 months Classify informally as they intuitively recognize objects or situations as similar (e.g., “things I can hold”) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Explore the size and shape of objects through various means (banging, mouthing, dropping, etc.) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Engage in repeated actions, including movements and vocalizations Cognitive D. Reasoning 2.2 Uses simple actions on objects
9 months Follow daily routines (e.g., patterns), such as being fed and then going to sleep almost immediately Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Enjoy and begin to anticipate repetition, such as playing a “peeka-boo” game or hearing a familiar song each time they are diapered Social-Emotional A. Interactions with Adults 2.3 Responds to familiar game or action
18 months Identify objects or creatures by implicitly recognizing their basic attributes and applying labels that adults perceive as classes (e.g., all canines are “doggies”; all felines are “kitties”) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Form sets intuitively in which objects in each set are the same (identical) and objects in the other set are different (e.g., putting all of the dolls in one pile and all of the cars in another) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Repeat certain action sequences over and over, such as filling and emptying containers Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
18 months Make patterns intuitively by repeating particular movements and vocalizations Literacy B. Phonological Awareness 1.2 Participants in repetitive verbal play
18 months Watch, bounce, or clap to rhythmic sounds or sing along when an adult sings a song or chant Literacy B. Phonological Awareness 1.2 Participants in repetitive verbal play
24 months Sort and match toys and other objects by attributes, such as color or size Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Form sets with objects that are similar in some properties (but not necessarily identical), such as separating groups by color Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Make simple patterns of movement through repeated rhythmic activity Literacy B. Phonological Awareness 1.2 Participants in repetitive verbal play
24 months Copy an adult's made-up verbal pattern (e.g., “me, me, moo”) Cognitive B. Imitation and Memory 2.1 Imitates novel vocalizations
24 months Recognize and begin to participate in patterns within stories and in songs Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Follow a verbal rule for sorting objects into sets Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
36 months Notice when two things share similar attributes Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Recognize and extend a simple repeating pattern (e.g., stomp-clap-stompclap), with modeling and support Cognitive B. Imitation and Memory 1. Imitates novel coordinated motor actions
48 months Sort objects by one attribute into two or more groups (e.g., size: big, medium, and small) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
48 months Classify everyday objects that go together (e.g., mittens, hats, coats) Cognitive C. Conceptual Knowledge 3.1 Classifies according to function
48 months Demonstrate recognition of a simple, repeating pattern Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
48 months Replicate, complete, and extend repeating patterns Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
48 months Recognize, name, and extend basic growing (or enlarging) patterns (e.g., “one more”) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Sort objects by more than one attribute (e.g., color and shape) into two or more groups Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
60 months Sort sets of objects by one characteristic, then sort by a different characteristic and explain the sorting rules (e.g., “These are all of the red ones, but these are all of the big ones”) Cognitive C. Conceptual Knowledge 3. Classifies using multiple attributes
60 months Extend sequential patterns and replicate these patterns using different materials or modes (e.g., on being told a pattern, replicating the pattern with manipulatives) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Identify the core unit of sequentially repeating patterns (e.g., that set of characteristics or items that repeat) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
60 months Replicate and extend simple growing (or enlarging) patterns Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Measurement, Comparison, and Ordering
Children learn to measure objects by their various attributes to make comparisons.
9 months Explore the size and shape of objects through various means (banging, mouthing, dropping, etc.) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Explore volume as they wrap their fingers around an object or around an adult's finger Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Explore weight as they pull a toy toward themselves Cognitive D. Reasoning 1.1 Uses part of object or support to obtain another object
9 months Explore speed by moving hands or legs Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Notice large differences in size between two objects (e.g., pointing to the bigger ball) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Begin to use such words as "big" and "more" to describe sizes or amounts Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Explore relative size by trying to squeeze a large object into a smaller container (e.g., putting a doll into doll stroller and then trying to fit themselves into the stroller) Cognitive A. Sensory Exploration 2. Combines simple actions to examine people, animals, and objects
24 months Use words such as "big," "small," and "more" to indicate differences in quantity Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
24 months Understand and use general measurement words, such as "big" and "hot" Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
24 months Recognize when their food bowl is empty and gesture to indicate that fact, or say "more" or "all gone" Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Find and point to small objects (e.g., the tiny mouse on the pages of Goodnight Moon) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
36 months Compare small quantities (e.g., knowing that "two" is more than "one" or choosing the larger bowl for cereal over the smaller one) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
36 months Know the sequence of some parts of their daily routine Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
36 months Use language to compare the sizes of objects (e.g., "big" and "little"; and "mommy," "daddy," and "baby") Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
48 months Compare two small sets of objects (five or fewer) Math B. Quantitative Relations 1. Compares items in sets to 5 by counting
48 months Make small series of objects (e.g., putting three or four objects in order by length) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
48 months Recognize differences in measurable attributes by direct comparison measuring (e.g., when trying to pour the same amount of juice into three cups, looking to see if one cup has more than the others) Math B. Quantitative Relations 1.3 Uses quantity comparison words
48 months Use multiple copies of the same unit to measure (e.g., seeing how many "building blocks high" a pillow fort is) Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
48 months Use comparative language (e.g., "shortest," "heavier," "biggest") Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Order (or seriate) four or more items by decreasing or increasing a relative attribute when differences are perceptually clear (e.g., arranging a rock collection from the largest to the smallest) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Use some appropriate tools to measure different attributes (e.g., choosing a scale for weight and a cup for volume) Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
60 months Use measurement language to describe the attributes of objects (e.g., "This is three-blocks long.") Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Geometry and Spatial Sense
Children learn to identify shapes and their attributes, solve mathematical situations using shapes, and explore the positions of objects in space.
9 months Explore the size and shape of objects through various means (e.g., banging, mouthing, dropping, etc.) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Explore the way objects move by tracking objects with their eyes and head Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Explore distance by reaching for something Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Explore their spatial sense through movement, both involuntary and voluntary (e.g., being picked up, scooting, and pulling up) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Explore how differently shaped objects fit or do not fit together by manipulating such things as nesting cups or stacking cones Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
18 months Explore barriers to movement when not able to walk or push past something Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
18 months Compare the attributes of objects or pictures and identify those that are similar Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Explore their spatial sense (e.g., by bumping into things; squeezing into a tight space; or looking at an adult or a toy from a different angle, when bending over, or with head turned) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
24 months Match familiar shapes (e.g., circle, square, triangle) that have the same size and the same orientation Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Attempt to stack blocks as high or higher than themselves Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
24 months Match simple shapes (e.g., placing a shape on a shape board) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
24 months Explore gravity (e.g., push toy cars down an incline, such as a slanted board) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Respond to spatial directions, such as “come here,” “go over there,” and “get down on the floor,” especially if the words are accompanied by gestures, such as pointing and/or signs Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
36 months Link or sort (put together) familiar shapes (e.g., circle, square, triangle) that have different sizes and orientation Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
36 months Build pictures or designs with two-dimensional shapes and create buildings or structures with three-dimensional shapes, such as building blocks Cognitive D. Reasoning 3. Solves problems using multiple strategies
36 months Recognize and name some familiar shapes in their home language(s) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
36 months Understand and use basic language related to locations (e.g., “above,” “below,” “under,” “over”) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

48 months Build familiar two-dimensional shapes from components or parts (e.g., using a set of circle, rectangle, and line shapes to create an image of a snowman) Cognitive D. Reasoning 3. Solves problems using multiple strategies
48 months Combine and separate shapes to make designs or pictures (e.g., completing shape puzzles) Cognitive D. Reasoning 3. Solves problems using multiple strategies
48 months Build simple examples of buildings, structures, or areas (e.g., their classroom or playground) with three-dimensional shapes, such as building blocks Cognitive D. Reasoning 3. Solves problems using multiple strategies
48 months Name familiar two-dimensional shapes in their home language(s) (circle, triangle, square, rectangle), regardless of their size or orientation Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
48 months Use basic language to describe their location (e.g., “I am under the bed.) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
48 months Correctly follow directions involving their own positions in space (e.g., “move forward,” “sit behind,” etc.) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Describe and compare shapes using their attributes in their home language(s) (e.g., “a triangle has three sides, but a square has four.”) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
60 months Combine and separate shapes to make other shapes (e.g., using two triangles to make a square) Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Build more complex models of buildings, structures, or areas (e.g., their classroom or playground) with three-dimensional shapes, such as building blocks Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Correctly name familiar shapes in their home language(s) (e.g., circle, triangle, and square) and less familiar shapes (e.g., hexagon, trapezoid, and rhombus) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
60 months Correctly name some three-dimensional shapes in their home language(s) (e.g., cube, cone, cylinder) Cognitive C. Conceptual Knowledge 4.2 Identifies concrete concepts
60 months Understand and use language or similar words in their home language(s) related to directionality, order, and the position of objects, such as “up,” “down,” “in front,” and “behind” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Science
Scientific Practices and Application
Children are increasingly able to engage with the inquiry process by developing questions, planning and carrying out investigations, collecting and analyzing data, generating and sharing findings and ideas, and using and applying new knowledge to solve problems.
9 months Express curiosity about the world around them and attend to novel objects, living things, and events in their immediate environment Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Reach for and explore objects within their grasp (e.g., bang a block to make noise; shake keys) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Move toward favorite objects and adults for play Cognitive A. Sensory Exploration 1. Orients to events or stimulation
9 months Exhibit behaviors and act on objects to get specific results (e.g., cry for attention; kick a mobile to observe its movement and sound; drop a toy to see if an adult will pick it up) Cognitive D. Reasoning 2.2 Uses simple actions on objects
9 months Communicate interest and willingness to explore using sounds, gestures, signs, and/or facial expressions Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Express their wondering using language, gestures, signs, and facial expressions and show surprise when familiar objects, living things, or events don't appear or happen as anticipated Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
18 months Extend explorations, indoors and out, using all their senses Cognitive E. Scientific Discovery 1.2 Uses senses to explore
18 months Seek out hidden objects to explore (e.g., open cabinets to get pots and pans) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
18 months Use tools for eating, drinking, and playing (e.g., toy tools) Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
18 months Begin to explore and identify relationships during their play and in the natural world (e.g., repeatedly push buttons on a phone or other device and listen for the corresponding sounds; anticipate that lightning and thunder will occur together) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
18 months Reach out to trusted adults and children to indicate curiosity and desire to explore (e.g., pull an adult's hand to go outside) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Ask simple questions about the objects, materials, living things, and events in their immediate environment Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Investigate a variety of objects during play (e.g., take things apart and put them together; stack and knock down blocks) and vary their actions to observe results (e.g., push a ball gently and hard) Cognitive D. Reasoning 2. Coordinates actions with objects to achieve new outcomes
24 months Use tools for exploration and problem-solving (e.g., spoons and buckets for digging; a stick to get an out-of-reach object) and imitate how others explore and use tools (e.g., a rock as a hammer) Cognitive D. Reasoning 1. Uses object to obtain another object
24 months Apply knowledge about patterns in daily routines to anticipate and make predictions about future events (e.g., get a book to read before naptime, look for boots before going outside on a rainy day) Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
24 months Draw the attention of others to what they are doing, observing, and wondering using emerging language, gestures, and/or signs, and imitate how adults respond to exploring natural phenomena (e.g., have confidence when exploring insects or be nervous about getting dirty or wet) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
36 months Communicate a range of questions verbally and non-verbally (e.g., ask how a toy works; repeat actions to observe if results are same or different) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
36 months Use all their senses to explore the objects, materials, living things, and events that occur in their immediate environment Cognitive E. Scientific Discovery 1.2 Uses senses to explore
36 months Notice and explore direct cause and effect relationships (e.g., laugh at how their block tower falls when they kick it; place a stick in the path of an ant to observe what happens) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
36 months Compare objects and notice similarities and differences (e.g., sort leaves based on one characteristic, such as color or size) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months With support, record and represent observations in multiple ways (e.g., wiggle their body; make a curvy line on paper to show how a worm moves) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Make inferences and predictions based on previous experience and relationships they have identified (e.g., cry when they see dark clouds in anticipation of thunder) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
36 months Identify and address mathematical situations that arise in their constructive or exploratory play (e.g., rearrange blocks in different ways to make them balance; try to make a sinking object float) Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
48 months Ask and wonder about increasingly complex questions to find out more information or to figure out a solution to a problem (e.g., ask or wonder “Why is the sky blue?” or “How can I make a house for a bug with these sticks?”) Cognitive E. Scientific Discovery 2.1 Generates specific questions for investigation
48 months Use standard and non-standard tools for exploration and data collection (e.g., use a hand lens to look at an insect; use different sized containers for measuring more and less) Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
48 months Participate in a range of investigations from more playful (e.g., collaboratively build a bridge for toy cars using a variety of materials to more structured (e.g., contribute predictions, observations, and ideas to a group sink and float investigation) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
48 months Compare and sort objects based on one property at a time (e.g., sort blocks by color, size, shape, or texture) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
48 months With support, record and represent their observations in a variety of ways (e.g., use their body, art and writing materials, or photos to share their observations of a plant; dictate a description of their plant to the teacher) Cognitive E. Scientific Discovery 2.3 Makes observations
48 months Generate explanations about how or why things happen (which may or may not be scientifically correct) based on evidence from their own experience (e.g., heavy things sink because rocks sink; snails will like pizza because I like pizza) Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
60 months With support, contribute questions, observations, and ideas to a group discussion on a topic of shared interest (e.g., share questions about what worms eat and ideas for what a worm habitat should include and why) and begin to demonstrate curiosity about the world outside of their immediate environment (e.g., question why animals live in the rainforest or arctic or why severe weather events occur in other locations) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months With support, use a variety of standard and nonstandard tools for data collection and recording (e.g., to measure the height of a tower, count the number of blocks or use a ruler; make rain gauges and windsocks to collect weather data) Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
60 months Plan and carry out simple investigations independently or in a small group to answer a cause-and-effect question, test a prediction, or solve a problem (e.g., blow on different objects to find out if or how each one moves; with encouragement, place plants in different conditions and observe, measure, and record their growth) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Identify increasingly complex relationships in the designed and natural worlds (e.g., explain why a spoon and fork are made differently based on how they are used; describe how a familiar animal’s body parts help it move about and find food) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Use demonstration, drawings, photos, and models, to record, represent, and communicate their experiences and ideas with others in group discussions Cognitive E. Scientific Discovery 4.1 Communicates results of investigations
60 months Increasingly be able to make inferences and construct explanations (which may or may not be scientifically correct) based on a wider range of experiences (e.g., make a drawing that shows where they think rain comes from; talk about what they think a worm’s home looks like and why they think so) Cognitive E. Scientific Discovery 4. Transfers knowledge
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Physical Science
Children gain increasing knowledge of basic concepts related to the properties of objects and materials, forces and motion, and energy (light and sound).
9 months Explore the properties of objects and materials placed in their hands (e.g., handle a small toy and bring it to their mouth) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Notice, observe, and explore movement of objects (e.g., drop food from highchair; kick mobiles; open and close things) Cognitive D. Reasoning 2.2 Uses simple actions on objects
9 months Respond to sounds in their immediate environment (e.g., startle to loud noises; quietly attend to familiar voices; turn toward new sounds; make and repeat some sounds; shake arms to music) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Notice and attend to lights and objects that move and/or have light/dark contrasts (e.g., young infants may stare at ceiling fans; older infants may express fear of the dark) Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Explore the properties of liquids and solids (e.g., squeeze, pat, and push on playdough; dump containers of water and sand) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Act on objects in different ways to make them move (e.g., experiment with push and pull toys; stack, knock down, and restack two or three blocks) Cognitive D. Reasoning 2.1 Tries different simple actions to achieve goal
18 months Choose items for play and routines based on their physical properties (e.g., choose a soft blanket or toy for resttime) Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
18 months Attend to music and move their whole bodies or sway to musical sounds Cognitive E. Scientific Discovery 1.2 Uses senses to explore
24 months Express interest in how properties of objects and materials change and can be changed (e.g., notice ice melting, puddles forming and disappearing, bread changing to toast) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Describe properties of objects and materials using one or two words (e.g., wet, cold, soft, big) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
24 months Explore motion and how objects with different properties move (e.g., fill a wagon and try to pull it; roll balls; pull toy trains) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Experiment with making different sounds using their voices (e.g., louder and softer sounds; higher and lower sounds) Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
24 months Attend to environmental sounds and identify the sources of familiar sounds (e.g., a dog barking, rain falling) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
24 months Notice and begin to explore their own shadows (e.g., move their bodies in different ways to see what their shadow does; may express fear of their shadows) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
RI Standards AEPS-3 Area AEPS-3 Strand AEPS-3 Items
36 months Demonstrate beginning understanding that different objects have properties that make them useful for different purposes (e.g., choose markers vs. pencils for different scribbling and drawing activities; choose hard vs. soft blocks for different building activities) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Imitate using familiar objects and tools for specific functions (e.g., use toy telephones for talking, playfood for cooking play, blocks for building and hammering) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
36 months Demonstrate beginning understanding of ways in which the motion of objects can be changed (e.g., push a rolling toy with different degrees of force; pedal a tricycle harder to make it go faster) Cognitive E. Scientific Discovery 3.2 Manipulates materials to cause change
36 months Play with objects in different ways to explore the characteristics of the sounds that can be made with them (e.g., bang on containers and drums; shake sound canisters harder or softer; yell or whisper into cardboard tubes) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
36 months Explore shadows and reflections with increasing intentionality (e.g., move a flashlight in different ways to make a shadow dance or to change its size and shape; move a small mirror around to observe how their reflection changes) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
48 months Make and describe observations of properties using words to describe color, size, shape, color, weight, texture. Cognitive E. Scientific Discovery 2.3 Makes observations
48 months Sort a variety of objects into groups according to their physical properties or functions (e.g., sort by color, shape, size, use, or whether a material is natural or human-designed) Cognitive C. Conceptual Knowledge 3.1 Classifies according to function
48 months Sort a variety of objects into groups according to their physical properties or functions (e.g., sort by color, shape, size, use, or whether a material is natural or human-designed) Cognitive C. Conceptual Knowledge 3.2 Classifies according to physical attribute
48 months Choose objects for play based on one salient property (e.g., choose the tallest block to represent a tower; choose the fastest ball based on color) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
48 months Explore motion of objects with increasing planning and intentionality (e.g., put objects on different inclines to observe how they roll, slide, or stay put; test different objects in water to find out if they sink or float) Cognitive E. Scientific Discovery 3. Investigates to test hypotheses
48 months Demonstrate increasing understanding of how shadows change, and when and where they appear (e.g., represent differences between themselves and their shadows; observe how their shadows change size, shape, and position at different times of day) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
48 months With support, gain awareness of the characteristics of sound (e.g., demonstrate differences between loud and soft sounds and high and low sounds using musical instruments or their voices) Cognitive E. Scientific Discovery 2.3 Makes observations
60 months Make, describe, and compare increasingly detailed observations of objects' properties (e.g., color, size, shape, texture, odor, material, features, use, sound, natural, or human-designed) Cognitive E. Scientific Discovery 2.3 Makes observations
60 months Consider multiple object properties when making predictions and doing investigations (e.g., explain that a wiffle ball will sink because it has holes that will let in the water; predict that the smallest, lightest ball will win the race) Cognitive E. Scientific Discovery 2. Anticipates outcome of investigation
60 months Demonstrate increased understanding of structure and function in the natural and designed world (e.g., describe why spoons and forks are made differently based on their uses; design their block buildings differently depending on how people use the building) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Demonstrate understanding that properties of objects and materials may change when they are heated, cooled, or mixed (e.g., explain how a new color is made by mixing two other colors; predict that water will freeze at a colder temperature) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Demonstrate understanding that applied and natural forces cause things to move or change speed or direction (e.g., place walls along their ramps so toy cars won't roll off; explain that the wind causes leaves to shake) Cognitive E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Earth and Space Science
Children gain increasing knowledge of the features of earth and space, the components of weather, and how all living things depend on natural resources to survive.
9 months Use all of their senses to explore natural items placed in their hands Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Explore Earth's natural materials when outdoors using multiple senses (e.g., feel the textures of sand, grass, and dirt; sniff plants; notice feel of wind; pick up rocks and fallen branches) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
18 months Attend to and explore weather-related phenomena (e.g., demonstrate feeling hot or cold, dig in sand, splash in puddles, put snow in their mouths) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
24 months Explore properties of Earth's materials through play (e.g., pile rocks, shells, cones, and sticks; look for puddles to splash in) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
24 months Notice and point out objects in the sky (e.g., clouds, airplanes, birds, sun, and moon) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Begin to associate different types of animals with the parts of the environment where they can be found (e.g., birds are in trees; ants are on the sidewalk) Cognitive E. Scientific Discovery 2.3 Makes observations
24 months Name and describe properties of natural items (e.g., heavy, sticky, small, pretty) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Observe characteristics of natural objects and materials noticing similarities and differences (e.g., express preferences for different sizes, shapes, and colors of leaves) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Begin to understand that weather includes different components (e.g., identify presence of sun, wind, rain, and clouds on a given day) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
36 months Demonstrate an understanding that different weather requires different clothing (e.g., seeing newly fallen snow outside and getting boots and mittens) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
36 months Demonstrate beginning understanding that different animals make their homes in different parts of the environment (e.g., worms live underground; birds and squirrels live in trees) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
48 months Begin to intentionally incorporate natural objects and materials into play (e.g., build a home for a real or imaginary creature using natural materials; pretend a pile of rocks is a campfire or stove) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
48 months Begin to understand that different components of weather can be measured (e.g., rainfall, temperature) and that weather can be predicted (e.g., dark clouds mean rain) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
48 months Demonstrate increasing awareness of objects in the sky and how they appear (e.g., including sun and clouds in representations) Cognitive E. Scientific Discovery 2.3 Makes observations
48 months Identify places where natural resources (e.g., water) can be found in their local environment and different ways people and other animals use it (e.g., drinking, bathing, swimming) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Use increasingly complex vocabulary to describe natural elements Cognitive E. Scientific Discovery 2.3 Makes observations
60 months Demonstrate a beginning understanding that designed objects are made from natural materials (e.g., wooden tables and toys are made from trees) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Describe changes that occur in the natural environment over increasingly long periods of time (e.g., seasonal changes in temperature, rain, or snowfall across the year) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
60 months Demonstrate a beginning understanding that the sky and objects in it appear to change over time (e.g., the moon appears to change shape on subsequent nights; the sun seems to move in the sky during the day) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
60 months Demonstrate a beginning understanding that all plants and animals depend on the environment to survive (e.g., describe the needs of different animals for food, water, and a specific place to live) Cognitive E. Scientific Discovery 4. Transfers knowledge
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Life Science
Children begin to learn about the characteristics, needs, and life cycles of living things and how they get their needs met within a particular environment.
9 months Notice and investigate their own body parts (e.g., play with their fingers or toes) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Express their own needs and seek to get them met by crying, lifting their arms, and/or other attention-seeking behaviors Social-Emotional A. Interactions with Adults 2.1 Initiates simple social interaction with familiar adult
18 months Explore the characteristics of living things (e.g., petting a cat or dog and feeling its soft fur) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Begin to identify animals based on salient characteristics (e.g., call all animals with fur and four legs a “doggy”) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
18 months Begin to understand that they have different body parts that can be named (e.g., point to eyes, nose, and mouth when asked to do so) Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
24 months Observe and respond to animals outdoors (e.g., when outside, follow a butterfly or insect to see where it goes) Cognitive E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry
24 months Begin to distinguish different types of animals based on more specific characteristics and behaviors (e.g., pigs are pink, cows are big and say moo, dogs bark) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
24 months Begin to demonstrate an awareness of the needs of living things (e.g., imitating caretaking behaviors with a doll or stuffed animal) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Begin to distinguish between things that are alive and not alive (e.g., interact differently with a real dog and a toy dog) Cognitive C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes
36 months Make increasingly detailed observations of the characteristics and behaviors of living things (e.g., representations of people begin to include eyes, mouths, and stick arms and legs) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Begin to understand that baby animals often resemble their parents (e.g., match photos of adult animals with their babies) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
36 months Begin to recognize diversity and variation in living things (e.g., notice that children in the classroom have different colors of skin, hair, and eyes) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Begin to associate specific animals with the environments in which they get their needs met (e.g., match pictures of familiar animals with their homes) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
36 months Begin to express an awareness that living things grow and develop (e.g., express an interest and pride in how they are physically growing and developing new skills) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
48 months Group animals based on their characteristics and/or where they can be found (e.g., sort animals into categories such as animals with fur or animals that live in the water) Cognitive E. Scientific Discovery 2.3 Makes observations
48 months Identify ways in which specific living things grow and develop over time and what they need to live (e.g., describe a plant’s growth and that it needs water and sun) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
48 months Demonstrate an increasing understanding of diversity and variation (e.g., describe or represent similarities and differences among animals’ characteristics, needs, and homes with increasing detail) Cognitive E. Scientific Discovery 4. Transfers knowledge
48 months Demonstrate an increasing understanding of the difference between living and nonliving things (e.g., describe that living things eat, breathe, move, and play or that they need beds and families) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings

RI Standards

AEPS-3 Area AEPS-3 Strand

AEPS-3 Items

60 months Describe the characteristics that define living things Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
60 months Compare, contrast, and/or categorize different types of plants and animals Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Begin to distinguish between wants and needs of living things Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Generate ideas about needs that living things and/or all animals share and how their specific needs may be different (e.g., all animals need food, but they eat different foods) Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Ask and answer questions about changes in the appearance, behavior, and habitats of living things Cognitive E. Scientific Discovery 4. Transfers knowledge
60 months Wonder and think about how animals adapt to different weather conditions and where they go when not found in the environment Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
60 months Make inferences about why specific plants or animals live where they do and how they get their needs met in that place Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Social Studies
Civics & Government
Children develop awareness that care of the community through personal responsibility, agreed-upon rules, and conflict resolution are important components of a fair and just society.
9 months Demonstrate preference for familiar versus unfamiliar adults Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Look to caregivers for assistance, guidance, and safety Social-Emotional B. Social-Emotional Expression and Regulation 2.2 Seeks comfort, closeness, or physical contact from familiar adult
18 months Show anticipation of daily events Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
18 months Express emotion relating to a conflict (e.g., cry, express frustration) Social-Communication A. Early Social Communication 4.4 Expresses negation or protests
24 months Demonstrate an understanding of simple rules and prompts, such as stop but do not consistently follow rules Social-Emotional A. Interactions with Adults 1.1 Responds appropriately to familiar adult's affective tone
24 months Observe and imitate simple routines and actions of family members and other familiar peers and adults (e.g., shadow parent when wiping table) Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
24 months Express emotion relating to a conflict (e.g., use some language to express emotion, such as "No." or "Mine.") Social-Emotional D. Independent and Group Participation 4.2 Claims and defends possessions
24 months Begin to recognize a sense of belonging to a group, such as a class or family (e.g., point to family members in pictures) Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
36 months Follow simple rules with adult assistance (e.g., with adult prompts, take turns, and use their walking feet in the classroom) Social-Emotional E. Meeting Social Expectations 3.2 Follows established social rules in familiar environments
36 months Participate in routines with adult support (e.g., clean up toys with adult prompts) Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
36 months Communicate about a conflict and seek help from adults to solve or try to solve themselves even if their approaches are not always effective or the most appropriate (e.g., ask adult to intervene; use language such as "I want that!"; taking or giving toys) Social-Emotional D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts
36 months Communicate a sense of belonging to a group such as a class or family (e.g., participate in decision-making; talk about family) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Describe and demonstrate awareness of group rules and understand that there may be different rules for different contexts (e.g., say "we wash hands after recess" to describe classroom sanitary rules; walking inside, running outside). Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
48 months Take part in the responsibilities of being in a family or group and helping others (e.g., assist peer with cleaning up a learning center) Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
48 months Begin to participate in problem-solving and decision-making (e.g., tell another child to wait for their turn on the slide) Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
60 months Demonstrate understanding of the need for rules in the home, classroom, and/or community and what happens when rules are not followed (e.g., understand that outdoor toys must be cleaned up to come inside) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
60 months Seek out opportunities for leadership (e.g., volunteer to feed the class fish or set the table for snack) Social-Emotional A. Interactions with Adults 3.1 Initiates next step of familiar social routine
60 months Suggest ways to resolve social conflicts independently and in cooperation with others (e.g., tell peer to "use their words" instead of hitting) Social-Emotional D. Independent and Group Participation 4. Resolves conflicts using negotiation
60 months Begin to explore basic principles of democracy (e.g., participating in class voting, respecting opinions of others, creating rules) Social-Emotional E. Meeting Social Expectations 2.1 Meets behavioral expectations in familiar environments
60 months Begin to recognize symbols that represent groups or communities (e.g., school mascot or symbol; flag and eagle) Cognitive C. Conceptual Knowledge 2. Recognizes symbols
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Economics
Children demonstrate increasing knowledge of basic economic concepts such as supply and demand, occupations, and currency.
9 months No information available
18 months Experience basic supply and demand, such as an abundance of or limited access to a resource (e.g., squealing in excitement when a lot of balls are poured out, crying when they are unable to reach a toy) Social-Communication A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate
24 months Engage with materials that represent different occupations from what they see in their environment (e.g., push a firetruck and make the noise of a siren, help get the mail from the mailbox) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Begin to engage in principles of economic exchange through trade (e.g., offer another toy to get another child to drop a toy they want) Social-Emotional C. Interactions with Peers 3.3 Shares or exchanges objects
36 months Identify occupations familiar people have (e.g., put on a hardhat to build in the block center) Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
36 months Demonstrate greater understanding of supply and demand (e.g., rush to get limited playground materials once outside) Social-Emotional E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment
48 months Express understanding of occupations (e.g., pointing out the workers in the sanitation truck or pretending, “Let’s cook some food for our restaurant”) Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
48 months Show a beginning understanding of the purpose of money to get a desired object (e.g., draw a picture of themselves wearing red shoes and communicate that “on payday I get new shoes”) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Communicate the roles and purposes of several occupations, especially those the child is familiar with (e.g., communicate that “firemen are our helpers—they put out fires, and they helped my grandma when she fell down”) Cognitive C. Conceptual Knowledge 3.1 Classifies according to function
60 months Demonstrate awareness of the relationship between jobs, money, and its exchange (e.g., play store in dramatic play where play money is exchanged for a good) Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
60 months Explore ways people have to meet their needs (e.g. helping in the community garden, pretending to grocery shop) Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
History
Children develop an understanding of the passage of time as it relates to historical changes in events, people, and the world.
9 months Show anticipation for routine activities Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Imitate simple actions observed in the recent past (e.g., walk a stuffed animal dog; feed a baby doll) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
24 months Follow routines with simple sequences of events practiced in the past with adult assistance (e.g., put backpack in cubby when they arrive; wash hands after breakfast) Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
24 months Begin to understand the passage of time and the meaning of phrases like “after lunch” Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
36 months Demonstrate an awareness of a daily routine (e.g., say “We go outside after we have snack”; get blanket when ready for naptime) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
36 months Begin to connect past and present experiences (e.g., discuss how they can do a skill because they are a big kid now). Cognitive D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience
36 months Recognize familiar people even though there may be slight differences in their appearance (e.g., new haircut, taller) Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
48 months Communicate routine events or activities that happened earlier in time using basic vocabulary but not always accurately, (e.g., today, tomorrow, or yesterday) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
48 months Recall information about the immediate past (e.g., tell parents during pick-up what they did at school today; explain how they saw a squirrel on their walk) Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
48 months Distinguish older family from younger ones and recent past events from events that happened long ago (e.g., communicate that “Grandpa is coming soon, I haven’t seen him for a long time—since I was a baby)” Cognitive B. Imitation and Memory 3. Relates past events
48 months Explore changes that take place over time in the immediate environment (e.g., match pictures of baby animals with adult animals; observe growth of plants in gardens) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
60 months Understand and accurately communicate daily routines and sequences of events and experiences in the context of time, using appropriate vocabulary (e.g., retells: “Yesterday I went home after lunch but today I’m going home after rest.”) Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
60 months Show improving ability to differentiate and discuss past, present, and future events (e.g., recount a family story, share where they will go on vacation) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Develop an interest in family history and historical events (e.g., discuss when family members were children) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Observe and recognize that everything (people, events, the world) changes over time (e.g., recount the life cycle of a plant or butterfly) Cognitive E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Children gain awareness of themselves and others as members of diverse families, communities, and cultures.
9 months Begin to explore characteristics of themselves (e.g., observe themselves in a mirror, look at their own hands and feet) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Demonstrate a preference for familiar versus unfamiliar adults (e.g., smile, kick legs, or reach when seeing a familiar person) Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
18 months Show awareness of the unique attributes of people (e.g., reach out to touch another's hair or face) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Use simple words to show recognition of family members (e.g., mama for mom) Social-Communication C. Communicative Expression 1.3 Uses consistent approximations for words or signs
18 months Demonstrate curiosity about similarities and differences between people (e.g., looking longer at a person of a different race, noticing a change in someone's appearance) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
24 months Refer to themselves by name Social-Emotional E. Meeting Social Expectations 4.3 Provides given name or nickname of self and others
24 months Explore characteristics of others Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
24 months Identify immediate family members (e.g., recognize known people in pictures; respond to familiar family members and other adults) Social-Communication B. Communicative Understanding 2. Locates common objects, people, or events
24 months Shadow adults in their work by imitating such activities as sweeping or picking up toys, and attempting to help Social-Emotional A. Interactions with Adults 3. Participates in familiar social routines with caregivers
36 months Identify own traits and characteristics Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Express curiosity about similarities and differences among people, families, and communities Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
36 months Identify immediate family members and some extended family (e.g., create a representation of their family and identify their mommy and brother) Social-Emotional E. Meeting Social Expectations 4.3 Provides given name or nickname of self and others
36 months Engage in pretend play and act out different settings or events that happen at home (e.g., be a doll's daddy and use spoon to feed the doll) Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
36 months With adult support, begin to share about community events or family activities they participated in (e.g., when asked, say "my family went to the beach" or explain how they went apple-picking last weekend) Cognitive B. Imitation and Memory 3.2 Relates recent events with contextual cues
48 months Recognize similarities and differences between themselves and others (e.g., say "Your hair is short, my hair is long") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Demonstrate an understanding of self as part of a family (e.g., communicate that they are a sister or daughter) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Engage in pretend play using objects as representations of something else (e.g., use a block as a phone or small rocks as dog food) Cognitive C. Conceptual Knowledge 2.1 Uses object to represent another object
48 months Identify cultural characteristics and/or traditions of self, family, and community (e.g., retell that "when there is no school, Tia makes pancakes for breakfast" or "we went to the parade") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Use comparative language to describe similarities and differences among people and use themselves as a reference (e.g., say "That boy is bigger than me") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Engage in pretend play with other children that is planned and organized around a specific theme or task, often with assigned roles (e.g., play house and determine who is going to be the mommy and the baby; plan a veterinary clinic and the stuffed animals that they will care for) Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
60 months Identify and express curiosity about similarities and differences among the physical and cultural characteristics of people, families, and communities (e.g., after looking at her classmate's self-portrait, say, "Why is everybody's hair different?" Or "My family speaks Spanish at home.") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Geography
Children demonstrate knowledge of geographical concepts of location and physical characteristics of the environments in which they live.
9 months Notice their surroundings and develop basic spatial awareness (e.g., respond to sound stimuli by looking in that direction; look underneath a cup) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Crawl or scoot to explore objects of interest Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Explore different landscapes in their immediate environment (e.g., crawl up a small hill) Gross Motor B. Movement and Coordination 1. Creeps forward using alternating arm and leg movements
18 months Explore different landscapes in their immediate environment (e.g., crawl up a small hill) Gross Motor B. Movement and Coordination 3. Walks avoiding people, furniture, or objects
18 months Explore different landscapes in their immediate environment (e.g., crawl up a small hill) Gross Motor B. Movement and Coordination 3.1 Walks without support
18 months Explore different landscapes in their immediate environment (e.g., crawl up a small hill) Gross Motor B. Movement and Coordination 4.3 Gets up and down from low structure
24 months Use spatial cues to find or describe the location of objects (e.g., “behind the bookshelf,” “on top of the table”) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
24 months Recognize familiar locations (e.g., shows anticipation when approaching home, or school) Cognitive E. Scientific Discovery 2.3 Makes observations
24 months Explore physical characteristics of land through play (e.g., picking up pinecones, climbing rocks, riding a balance bike down a hill) Cognitive E. Scientific Discovery 1.2 Uses senses to explore
36 months Follow directions to find and retrieve an object in specific locations Cognitive C. Conceptual Knowledge 4. Uses early conceptual comparisons
36 months Point out familiar locations within the neighborhood (e.g., point to school when driving past the building) Cognitive E. Scientific Discovery 2.3 Makes observations
36 months Recognize basic physical characteristics (e.g., landmarks, land features) Cognitive E. Scientific Discovery 2.3 Makes observations
48 months Use spatial terms to communicate with increasing specificity about the location of objects and familiar locations (e.g., far/close, over/under) Cognitive C. Conceptual Knowledge 4.1 Identifies common concepts
48 months Identify landmarks or places through their logos and signs (e.g., familiar stores, churches, restaurants) Literacy A. Awareness of Print Concepts 3.2 Recognizes common signs and logos
48 months Create art that contains realistic elements (e.g., pointing to one of their drawings and saying, “This is our house.”) Literacy E. Writing 2.1 Makes representational drawings
48 months Show recognition and/or interest in some geographic tools and resources such as maps, globes, or GPS. Cognitive E. Scientific Discovery 1.1 Uses simple tools to gather information
60 months Create simple maps of familiar locations and talk about the things that are in certain areas (e.g., a bed or a closet in the bedroom) Literacy E. Writing 1.2 Verbally labels representational drawings
60 months Name own street, town and/or neighborhood Social-Emotional E. Meeting Social Expectations 4. Relates identifying information about self
60 months Create representations of different landforms and landmarks during play (e.g., using sand to make a mountain; creating a tunnel with blocks that represent the tunnel on the way to school) Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Use geographic tools to identify landmarks in a specific location (e.g., use a globe to look for a pretend location during play) Cognitive C. Conceptual Knowledge 2. Recognizes symbols
RI Standards
AEPS-3 Area AEPS-3 Strand
AEPS-3 Items
Creative Arts
Experimentation and Participation in the Creative Arts
Children gain an appreciation for and participate in the creative arts related to music & movement, drama, and the visual arts.
9 months Make eye contact with singers and imitate by babbling during or after an adult sings or chants Social-Emotional A. Interactions with Adults 2.3 Responds to familiar game or action
9 months Use objects as tools to make sounds, for example, banging blocks together with adult help Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Respond to music and being sung to by listening and moving bodies (e.g., their heads, arms, and legs) with some intent and control Cognitive A. Sensory Exploration 1.1 Reacts to events or stimulation
9 months Engage in social play with adults Social-Emotional A. Interactions with Adults 2. Maintains social interaction with familiar adult
9 months Show curiosity and explore sensory materials; enjoy feeling various pleasing sensations and textures Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
9 months Attend to bright and/or contrasting colors in pictures, photographs, and/or mirror images Cognitive A. Sensory Exploration 1. Orients to events or stimulation
18 months Use facial expressions, sound (e.g., vocalization, clapping), and movement to encourage singers, music, or finger plays to continue or in response to cues Social-Communication A. Early Social Communication 4.3 Expresses desire to continue activity
18 months Enjoy producing music and other sounds with simple instruments (e.g., triangles, tambourines, etc.) Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Recognize and associate a certain song or sound with a particular meaning (e.g., hear a naptime song and think that it's safe, secure, and time to nap) Social-Emotional A. Interactions with Adults 3.2 Follows familiar social routines with familiar adults
18 months Stand with feet wide apart and sway to the sound of music Cognitive A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects
18 months Engage in more complex play sequences based on an understanding of everyday events and routines (e.g., pretend to drink from a cup and then say “Ah!” when finished) Social-Emotional C. Interactions with Peers 2.2 Uses imaginary props in play
18 months Use a variety of materials in exploring and creating visual art (e.g., create marks with crayons, paint, or chalk) Fine Motor C. Mechanics of Writing 1.4 Scribbles
18 months Scribble spontaneously on paper or in sensory materials (e.g., sand; shaving cream) Fine Motor C. Mechanics of Writing 1.4 Scribbles
24 months Talk or sing to themselves for comfort or enjoyment (e.g., repeat the same song over and over) Social-Communication C. Communicative Expression 1. Produces multiple-word sentences to communicate
24 months “Play” musical instruments (e.g., attempt tap on a drum, press keys of a piano, ring a bell) Social-Emotional D. Independent and Group Participation 3.3 Entertains self by playing with toys
24 months Dance to music in a group with support from adults Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
24 months Explore roles through imaginative play, such as saying “boo” to an adult and acting scared when the adult says “boo” to them Social-Emotional C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play
24 months Seek out imaginative play opportunities with trusted adults Social-Emotional A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult
24 months Use a variety of art materials with increasing purpose (e.g., squeeze soft clay and dough into abstract shapes) Social-Emotional D. Independent and Group Participation 1.1 Interacts appropriately with materials during small-group activities
24 months Scribbles become more controlled with repeated motions (e.g., series of horizontal lines; sometimes naming their scribbles) Literacy E. Writing 3.4 Writes using “scribble writing”
36 months Imitate simple songs and finger-play movements (e.g., imitate Itys-Bitsy Spider finger movements but may not know all of song lyrics) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
36 months March with musical instruments with support from adults Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
36 months Dance alone or with others Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
36 months Use imaginative play as a vehicle to express their own life experiences and familiar stories Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
36 months Watch and copy other children's play activities Social-Emotional D. Independent and Group Participation 1.2 Responds appropriately to directions during small-group activities
36 months Create representations of real objects in artwork and tell about their artistic creation Literacy E. Writing 1.2 Verbally labels representational drawings
36 months Demonstrate preferences for favorite colors Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
36 months Begins to draw people with circle type head with arms and legs Literacy E. Writing 2.1 Makes representational drawings
48 months Recite familiar songs and fingerplays (e.g., Twinkle, Twinkle Little Star, ABC song) Literacy B. Phonological Awareness 1.2 Participates in repetitive verbal play
48 months Explore musical instruments and use them to produce rhythms and tones Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
48 months Begin to move their bodies with increasing control and expression Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
48 months Act out the plots and characters found in familiar stories Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
48 months Participate in pretend play with other children Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
48 months Identify and sometimes name the content in their work of art (e.g., "I made a dog, and his name is Spot") Literacy E. Writing 1.1 Dictates description of drawing
48 months Notice and communicate about the content of art, music, and drama (e.g., "I like dogs" to describe a picture of a dog) Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
48 months Choose their own art for display in the classroom or for inclusion in a portfolio or book (e.g., bring drawing to their mailbox) Social-Communication A. Early Social Communication 4.2 Makes choices to express preferences
48 months Begins adding more detail to drawings of people adding arm with fingers and more elaborate faces Literacy E. Writing 2.1 Makes representational drawings
60 months Plan and create new songs and dances or add their own words to songs with support from adults Cognitive D. Reasoning 3. Solves problems using multiple strategies
60 months Apply vocal skills to instruments to produce more complex rhythms, tones, melodies, and songs Social-Communication D. Social Use of Language 3.2 Varies voice to impart meaning and recognize social or environmental conditions
60 months Move their bodies with increasing skill to express emotions and rhythms Social-Emotional D. Independent and Group Participation 2.2 Responds appropriately to directions during large-group activities
60 months Write and act out stories based upon familiar topics or characters Social-Emotional C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play
60 months Intentionally plan and create content in a work of art and show persistence in completing it (e.g., a picture, a playdough sculpture, etc.) Social-Emotional D. Independent and Group Participation 3. Initiates and completes independent activities
60 months Engage with displays of visual art, music, and drama, and may express preferences for types of artwork or art activities Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Communicate about the composition of and elements appearing in art, music, and drama in increasing detail (e.g., "I like that drawing because they used lots of stars.") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Choose own art for display in the classroom or for inclusion in a portfolio or book and explain their choices and preferences in some detail (e.g., "I used the color red and red is my favorite color.") Social-Communication D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange
60 months Draws people with even more detail such as hair, eyelashes, trunks for bodies, and hands with fingers Literacy E. Writing 2.1 Makes representational drawings