AEPS 3 Wyoming Early Learning Standards FINAL.pdf
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
Wyoming’s Early Learning Standards,
Birth through Kindergarten
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS -3)® with Wyoming’s Early Learning Standards
This document aligns Wyoming’s Early Learning Standards, Birth through Kindergarten: A Practice-based Tool for Early Childhood Educators [2022] 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.
Wyoming’s Early Learning Standards, Birth through Kindergarten: A Practice-based Tool for Early Childhood Educators. (2022). Retrieved from: https://www.wyecplc.org/application/files/5316/4744/9838/Wyoming_Learning_Standards.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created November 2023
| WY Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items |
|---|---|---|---|
| Relationships and Interactions | |||
| Emotional Development | |||
| Children develop a sense of identity and belonging by: | |||
| Developing an awareness and appreciation of self as a unique, competent, and capable individual. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Feeling a sense of pride and belonging to family, community, and other groups. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Feeling a sense of pride and belonging to family, community, and other groups. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Expressing confidence in a range of abilities and in the capacity to accomplish tasks and take on new challenges. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Children demonstrate healthy emotional expression and functioning by: | |||
| Expressing, recognizing, and labeling their body’s sensations and emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Adapting to diverse situations and new environments with appropriate emotions and behaviors. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Managing their internal state and emotions with increasing independence. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Handling impulses and behavior with support from adults. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Social Development | |||
| Children build relationships with adults by: | |||
| Showing trust, developing emotional bonds, and interacting comfortably with adults. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult’s positive social behavior |
| Communicating with familiar adults and accepting or requesting guidance. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Children build relationships with peers by: | |||
| Engaging in and maintaining positive interactions and relationships with other children. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Engaging in age-appropriate social play (e.g., parallel, associative, cooperative). | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Engaging in age-appropriate social play (e.g., parallel, associative, cooperative). | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Engaging in age-appropriate social play (e.g., parallel, associative, cooperative). | Social-Emotional | C. Interactions with Peers | 4. Maintains engagement in games with rules |
| Using problem-solving skills to resolve conflicts with other children. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Children demonstrate pro-social behavior by: | |||
| Recognizing and labeling others' emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Expressing care and concern toward others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Recognizing how actions affect others. | Social-Emotional | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| Asserting themselves and communicating preferences in age-appropriate ways. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Participating collaboratively with a group. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| Participating collaboratively with a group. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| Culture, Family, and Community | |||
| Children develop an understanding of culture, family, and community by: | |||
| Demonstrating self-awareness, confidence, family pride, and positive social identities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Expressing comfort and joy with human diversity, using accurate language for human differences, and forming deep, caring connections across all dimensions of human diversity. | Cognitive | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Developing an awareness of the functions, contributions, and diverse characteristics of their own family and others. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Developing an awareness of the functions, contributions, and diverse characteristics of their own family and others. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Recognizing and describing physical features of the classroom, home, and community. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Developing an understanding of the basic principles of how communities function. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Recognizing unfairness (injustice), using language to describe unfairness, and understanding that unfairness hurts. | Social-Emotional | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Demonstrating a sense of empowerment and the skills to act, with others or alone, against prejudice and/or discriminatory actions. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| Communication | |||
| Children demonstrate receptive language skills by: | |||
| Understanding, responding to, and learning from conversations with others. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Responding appropriately to simple statements, directions, questions, and stories. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Comprehending increasingly complex and varied vocabulary. | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| Children demonstrate expressive language skills by: | |||
| Using increasingly complex and varied vocalizations and vocabulary to express ideas and needs. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Using increasingly complex and varied vocalizations and vocabulary to express ideas and needs. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Communicating in order to seek help, get information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Understanding, following, and using appropriate social and conversational rules. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Persisting with conversations through multiple exchanges. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Varying the amount of information provided to meet the demands of the situation. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| Expressing themselves in increasingly long, detailed, and sophisticated ways. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Literacy | |||
| Children gain early reading skills and an appreciation for books by: | |||
| Showing interest in shared reading experiences and engaging with books independently. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Comprehending meaning from pictures and stories. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Demonstrating an understanding of narrative structure through storytelling/retelling. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Engaging with or asking and answering questions about a book that is read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Recognizing how books are read (front to back and one page at a time) and recognizing basic features of books such as title, author, and illustrator. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| Recognizing how books are read (front to back and one page at a time) and recognizing basic features of books such as title, author, and illustrator. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Recognizing how books are read (front to back and one page at a time) and recognizing basic features of books such as title, author, and illustrator. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Recognizing how books are read (front to back and one page at a time) and recognizing basic features of books such as title, author, and illustrator. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| Making connections between stories and real-life experiences. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Children demonstrate phonological awareness by: | |||
| Attending to, repeating, and using rhythms, rhymes, phrases, or refrains from stories or songs. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Demonstrating awareness that spoken language is composed of smaller segments (e.g., words, syllables, and sounds). | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| Demonstrating awareness that spoken language is composed of smaller segments (e.g., words, syllables, and sounds). | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Demonstrating awareness that spoken language is composed of smaller segments (e.g., words, syllables, and sounds). | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| Children develop writing skills by: | |||
| Recognizing that writing is a way of communicating for a variety of purposes. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Using a combination of drawing, dictating, and writing to tell a story. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| Communicating through written representations, symbols, and letters using increasingly sophisticated marks. | Literacy | E. Writing | 3. Writes words using conventional spelling |
| Children gain knowledge of print concepts and the alphabet by: | |||
| Identifying letters of the alphabet and producing correct sounds associated with letters. | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| Identifying letters of the alphabet and producing correct sounds associated with letters. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| Developing an understanding that print carries a message through symbols and word. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Cognition | |||
| Approaches to Learning | |||
| Children foster initiative and curiosity by: | |||
| Demonstrating eagerness to explore, learn about, and discuss a range of topics, ideas, and tasks. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Demonstrating flexibility, imagination, and inventiveness in approaching tasks and activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Planning, initiating, and completing learning activities with peers. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Children practice cognitive self-regulation and executive function skills by: | |||
| Demonstrating an increasing ability to control impulses. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Maintaining focus, sustaining attention, and persisting in tasks with age-appropriate support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Using memories as a foundation for more complex actions and thoughts. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Demonstrating flexibility in thinking and behavior. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Shifting attention between tasks and moving through transitions with minimal direction. | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| Children demonstrate symbolic representation by: | |||
| Using imagination in play and interactions with themselves, materials, and others. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Recognizing the difference between pretend or fantasy situations and reality. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Representing people, places, things, and processes, through drawings, movement, writing, and three-dimensional objects. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Exploring and representing their ideas through creative arts. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mathematics | |||
| Children build an understanding of number sense and operations by: | |||
| Developing a sense of quantity and number. | Math | A. Counting | 2. Counts out 10 items |
| Developing a sense of quantity and number. | Math | A. Counting | 3. Counts out 20 items |
| Developing a sense of quantity and number. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Knowing number names and counting sequences. | Math | A. Counting | 2.2 Recites numbers 1–10 |
| Knowing number names and counting sequences. | Math | A. Counting | 3.2 Recites numbers 1–20 |
| Knowing number names and counting sequences. | Math | A. Counting | 4.1 Recites numbers 31–100 |
| Recognizing the number of objects in a set. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Recognizing the number of objects in a set. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Recognizing the number of objects in a set. | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 1. Compares items in sets to 5 by counting |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 1.1 Compares items in sets to 5 by matching |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 2. Compares items in sets of 6 to 10 by counting |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 2.1 Compares items in sets of 6 to 10 by matching |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 3. Compares items in sets of 11 to 20 by counting |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 3.1 Compares items in sets of 11 to 20 by matching |
| Comparing numbers and quantities. | Math | B. Quantitative Relations | 3.2 Compares items in sets of 11 to 20 by visual examination |
| Associating a quantity with written numerals and writing numbers. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| Associating a quantity with written numerals and writing numbers. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6–10 |
| Associating a quantity with written numerals and writing numbers. | Math | C. Reading and Writing Numbers | 3. Reads and writes numerals for quantities 11–20 |
| Understanding addition as adding to and understanding subtraction as taking-away-from. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Understanding addition as adding to and understanding subtraction as taking-away-from. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Children practice measurement and comparison by: | |||
| Measuring objects by their various attributes using standard and non-standard measurement. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Measuring objects by their various attributes using standard and non-standard measurement. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Using differences in attributes to make comparisons. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Identifying currency and recognizing that it holds value. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Children develop spatial sense and an understanding of geometry by: | |||
| Exploring the positions of objects and their movement in space. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Identifying, describing, comparing, and composing 2D and 3D shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Children practice sequencing and patterns by: | |||
| Matching, sorting, classifying, and ordering objects. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Recognizing, duplicating, and extending simple patterns. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Scientific Reasoning | |||
| Children engage in scientific inquiry by: | |||
| Exploring, observing, and describing objects, materials, organisms, and events. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Comparing and categorizing observable phenomena. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Comparing and categorizing observable phenomena. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Using understanding of causal relationships to act on social and physical environments. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Using understanding of causal relationships to act on social and physical environments. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Engaging in scientific talk. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Developing an understanding of the processes that assist people in designing and building. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Developing an understanding of the processes that assist people in designing and building. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Children practice science and engineering skills by: | |||
| Using a variety of strategies to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Asking a question, gathering information, and making predictions. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Planning and conducting investigations and experiments. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Analyzing results, drawing conclusions, and communicating results. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Physical Health and Development | |||
| Physical Development | |||
| Children develop gross motor skills by: | |||
| Demonstrating control, strength, and coordination of large muscles. | Gross Motor | A. Body Control and Weight Transfer | All |
| Demonstrating control, strength, and coordination of large muscles. | Gross Motor | B. Movement and Coordination | All |
| Using perceptual information to guide movement and interactions with objects and other people. | Gross Motor | C. Active Play | All |
| Children develop fine motor skills by: | |||
| Demonstrating increasing control, strength, and coordination of small muscles. | Fine Motor | A. Reach, Grasp, and Release | All |
| Exhibiting complex fine motor coordination when using tools to complete tasks. | Fine Motor | B. Functional Skill Use | All |
| Daily Living Skills | |||
| Children develop an understanding of health, nutrition, and safety practices by: | |||
| Demonstrating healthy behaviors that contribute to lifelong well-being through physical activity. | Gross Motor | C. Active Play | All |
| Demonstrating personal health and hygiene skills and practicing self-care routines. | Adaptive | B. Personal Care Routines | 2. Bathes and dries self |
| Demonstrating personal health and hygiene skills and practicing self-care routines. | Adaptive | B. Personal Care Routines | 2.1 Washes and dries face |
| Demonstrating personal health and hygiene skills and practicing self-care routines. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Demonstrating personal health and hygiene skills and practicing self-care routines. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Demonstrating personal health and hygiene skills and practicing self-care routines. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Exploring and enjoying a variety of nutritional foods and developing healthy eating practices. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Developing knowledge and skills that help promote nutritious food choices and eating habits. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Developing an awareness and understanding of safety rules and routines while learning to make safe and appropriate choices. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Assessing situations and taking appropriate risks. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |