Texas AEPS-3 Alignment
aeps3
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH
Texas Early Learning and Prekindergarten Guidelines
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with the Texas Early Learning and Prekindergarten Guidelines
This document aligns the content from the Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines [2013] and the Texas Prekindergarten Guidelines [2015] 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. Texas Prekindergarten Guidelines (2022). Retrieved from: https://tea.texas.gov/sites/default/files/PKG_Final_2015_navigation.pdf Little Texas, Big Futures: Your Early Learning Guide for Infants, Toddlers, and Three-Year-Olds. (2013). Retrieved from: https://cliengage.org/clirep/CLI-website/Little-Texans/ITELG-English.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 September 2022
| TX Child Behavior | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Infant, Toddler, and Three-Year-Old Guidelines | ||||
| Physical Health and Motor Development | ||||
| Health and Well-being | ||||
| 1. Shows signs of healthy development | ||||
| 2. Responds when physical needs are met | ||||
| 3. Expresses physical needs nonverbally or verbally | ||||
| 4. Participates in physical care routines | ||||
| 5. Begins to develop self-care skills | ||||
| 6. Begins to understand safe and unsafe behaviors | ||||
| 0-8 months | infants might | Gaze at object, person, or toy | Social-Communication | B. Communicative Understanding | 1. Follows gaze to establish joint attention |
| 0-8 months | infants might | Turn towards sounds and noises | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 0-8 months | infants might | Cry when hungry and quiet down when picked up for breastfeeding or when they see caregiver with bottle | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Begin to calm during bathtime | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 0-8 months | infants might | Babble or coo with caregivers during diaper-changing time | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 8-18 months | older infants might | Feed themselves with some assistance | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| 8-18 months | older infants might | Ask, point, or sign for "more" when eating | Social-Communication | A. Early Social Communication | 4.1 Make request of others |
| 8-18 months | older infants might | Play during bathtime | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 8-18 months | older infants might | Listen to safety warnings and accept redirection | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| 8-18 months | older infants might | Show interest in dressing themselves | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 18-36 months | toddlers might | Participate in healthy care activities like washing hands and brushing teeth | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 18-36 months | toddlers might | Use body language, sign, or say "wet!" to indicate wet or soiled pants | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| 18-36 months | toddlers might | Make personal food choices among several healthy options ("Want apple.") | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 18-36 months | toddlers might | Eat with a spoon and fork and drink from a cup with some assistance | Adaptive | A. Eating and Drinking | 3.3 Accepts food presented on eating utensil |
| 18-36 months | toddlers might | Dress themselves with help | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 18-36 months | toddlers might | Begin to respond to verbal safety warnings ("Danger. Hot.") | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous conditions or substances |
| 36-48 months | three-year-olds might | Feed themselves with fork and spoon without assistance | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 36-48 months | three-year-olds might | Choose their own clothes to wear and dress themselves | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 36-48 months | three-year-olds might | Participate in healthy care routines, such as using a tissue to wipe own nose, covering mouth when coughing, and brushing teeth | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 36-48 months | three-year-olds might | Alert a caregiver when another child is in an unsafe situation or try to stop an unsafe behavior | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by others |
| Gross Motor Skills | ||||
|---|---|---|---|---|
| 1. Moves body, arms, and legs with increasing coordination | ||||
| 2. Demonstrates increasing balance, stability, control, and coordination | ||||
| 3. Develops increasing ability to change positions and move body from place to place | ||||
| 4. Moves body to achieve a goal | ||||
| 0-8 months | infants might | Turn head from side to side and shake or wiggle arms and legs | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| 0-8 months | infants might | Lift head and shoulders | Gross Motor | A. Body Control and Weight Transfer | 2.1 Remains propped on extended arms with head lifted |
| 0-8 months | infants might | Roll or try to move towards a toy | Gross Motor | A. Body Control and Weight Transfer | 3.2 Rolls from back or stomach to side |
| 0-8 months | infants might | Scoot forward or backwards | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| 0-8 months | infants might | Begin to sit with support | Gross Motor | A. Body Control and Weight Transfer | 4.5 Sits balanced using hands for support |
| 0-8 months | infants might | Bat at or kick at toys or things hanging over them | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| 0-8 months | infants might | Bat at or kick at toys or things hanging over them | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| 8-18 months | older infants might | Sit up and maintain balance while playing with a toy | Gross Motor | A. Body Control and Weight Transfer | 4.4 Sits balanced without support |
| 8-18 months | older infants might | Crawl on hands and knees | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| 8-18 months | older infants might | Use furniture to pull self up, cruise, and lower self from standing to sitting | Gross Motor | B. Movement and Coordination | 2.4 Pulls to kneeling position |
| 8-18 months | older infants might | Walk on their own and with increasing speed | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| 18-36 months | toddlers might | Walk easily or run from place to place | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| 18-36 months | toddlers might | Jump into puddles, piles of leaves, or sandboxes | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| 18-36 months | toddlers might | Climb on chairs, stools, and playground equipment | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| 18-36 months | toddlers might | Enjoy playing on slides and swings | Gross Motor | C. Active Play | 2.1 Moves swing back and forth |
| 18-36 months | toddlers might | Enjoy playing on slides and swings | Gross Motor | C. Active Play | 2.3 Goes down small slide |
| 18-36 months | toddlers might | Kick or throw a large ball toward another child or adult | Gross Motor | C. Active Play | 1.4 Kicks ball |
| 18-36 months | toddlers might | Kick or throw a large ball toward another child or adult | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| 18-36 months | toddlers might | Kick or throw a large ball toward another child or adult | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| 18-36 months | toddlers might | Climb stairs one step at a time | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| 36-48 months | three-year-olds might | Walk up and down stairs alternating feet | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
|---|---|---|---|---|
| 36-48 months | three-year-olds might | Kick, throw, and catch a large ball with accuracy | Gross Motor | C. Active Play | 1.4 Kicks ball |
| 36-48 months | three-year-olds might | Kick, throw, and catch a large ball with accuracy | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| 36-48 months | three-year-olds might | Run more confidently and ride a tricycle | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| 36-48 months | three-year-olds might | Run more confidently and ride a tricycle | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| 36-48 months | three-year-olds might | Hop or jump | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| 36-48 months | three-year-olds might | Hop or jump | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| 36-48 months | three-year-olds might | Climb a small jungle gym | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Fine Motor Skills | ||||
|---|---|---|---|---|
| 1. Uses hands or feet to touch objects or people | ||||
| 2. Develops small muscle control and coordination | ||||
| 3. Coordinates eye and hand movements | ||||
| 4. Uses tools and different actions on objects | ||||
| 0-8 months | infants might | Look at and follow faces and objects with their eyes | Social- Communication | B. Communicative Understanding | 1.2 Looks toward object |
| 0-8 months | infants might | Bat or kick at objects or toys | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| 0-8 months | infants might | Bat or kick at objects or toys | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| 0-8 months | infants might | Begin to grab at things with a purpose but may not hold things well yet | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 0-8 months | infants might | Point to something they find interesting | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| 0-8 months | infants might | Look at objects while bringing them to their mouth | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| 8-18 months | older infants might | Bang toys together to make sounds or move toys from one hand to the other | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| 8-18 months | older infants might | Scoop or rake with their hand to pick up objects, food, etc. | Fine Motor | A. Reach, Grasp, and Release | 2.3 Grasps pea-size object using fingers in raking or scratching movement |
| 8-18 months | older infants might | Use thumb and index finger to pick up, squeeze, or poke small items | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| 8-18 months | older infants might | Grab, drop, or throw toys | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| 8-18 months | older infants might | Grab, drop, or throw toys | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| 18-36 months | toddlers might | Fit objects together by pressing and turning (peg in small hole, ring onto pole, nesting, etc.) | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| 18-36 months | toddlers might | Fit objects together by pressing and turning (peg in small hole, ring onto pole, nesting, etc.) | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 18-36 months | toddlers might | Dig in sand with spoon or shovel | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| 18-36 months | toddlers might | Tear paper | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| 18-36 months | toddlers might | Put on easy clothing (button and unbutton large buttons, unzip large zippers) | Adaptive | C. Dressing and Undressing | 1.1 Unfastens clothing |
| 18-36 months | toddlers might | Put on easy clothing (button and unbutton large buttons, unzip large zippers) | Adaptive | C. Dressing and Undressing | 1.3 Takes off front-opening coat, jacket, or shirt |
| 18-36 months | toddlers might | Play with and complete simple puzzles | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 36-48 months | three-year-olds might | Handle or squeeze delicate or tiny objects between thumb and forefinger | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 36-48 months | three-year-olds might | Start using simple tools like safety scissors (cut in a line or around a picture, etc.) | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 36-48 months | three-year-olds might | Copy simple shapes and write some letters and numbers | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| 36-48 months | three-year-olds might | Dress and undress with minimal help | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| 36-48 months | three-year-olds might | Dress and undress with minimal help | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 36-48 months | three-year-olds might | Feed self relatively neatly | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
Social and Emotional Development
| Trust and Emotional Security | ||||
|---|---|---|---|---|
| 1. Establishes secure relationships with primary caregivers | ||||
| 2. Differentiates between familiar and unfamiliar adults | ||||
| 3. Shows emotional connections and attachment to others while beginning to show independence | ||||
| 0-8 months | infants might | Show interest in familiar faces by staring at them | Cognitive | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 0-8 months | infants might | Imitate familiar adults' body language and sounds | Cognitive | B. Imitation and Memory | 1.2 Imitate familiar simple motor action |
| 0-8 months | infants might | Imitate familiar adults' body language and sounds | Cognitive | B. Imitation and Memory | 2.1 Initiate novel vocalization |
| 0-8 months | infants might | Respond with smiles and cooing when picked up by a familiar caregiver | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 0-8 months | infants might | Follow movement of caregiver around the room with their eyes | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 0-8 months | infants might | Prefer sight, smell, and sound of primary caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 0-8 months | infants might | Show social interaction with a smile and mutual eye gaze | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 0-8 months | infants might | Stop crying and calm down when comforted by a familiar caregiver | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 8-18 months | older infants might | Try to get help from familiar adults with sounds and body language (says "mama" or cries) | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 8-18 months | older infants might | Clap and smile back and forth with familiar adult | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 8-18 months | older infants might | Cry or show fear when separated from their primary caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 8-18 months | older infants might | Show affection, such as hugs and kisses, leaning in, or reaching out | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 8-18 months | older infants might | Look for familiar adults to comfort them when hungry or tired | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 18-36 months | toddlers might | Express affection for familiar caregivers, such as telling a caregiver "love you" or greeting a caregiver excitedly | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 18-36 months | toddlers might | Check back with caregiver often when playing or exploring | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 18-36 months | toddlers might | Reach for familiar caregivers when unfamiliar adults approach | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 18-36 months | toddlers might | Look for familiar caregivers after falling down or getting hurt | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 18-36 months | toddlers might | Take a familiar toy or blanket along on a trip or a visit to a new place | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 36-48 months | three-year-olds might | Consistently seek out a trusted adult for comfort when they are upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 36-48 months | three-year-olds might | Show interest and comfort in playing with and meeting new adults | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 36-48 months | three-year-olds might | Show comfort in new situations | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Self-Awareness | ||||
|---|---|---|---|---|
| 1. Expresses needs and wants through facial expressions, sounds, or gestures | ||||
| 2. Develops awareness of self as separate from others | ||||
| 3. Shows confidence in increasing abilities | ||||
| 4. Shows awareness of relationship to family/community/cultural group | ||||
| 0-8 months | infants might | Cry when hungry, uncomfortable, tired, or unhappy | Social- Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| 0-8 months | infants might | Turn head, frown, and/or arch back when over-stimulated | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulations |
| 0-8 months | infants might | Begin to express several clearly different emotions, such as happiness, excitement, and anger | Social-Emotional | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 0-8 months | infants might | Social-Emotional | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state | |
| 0-8 months | infants might | Turn and look at caregiver when their name is called | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulations |
| 0-8 months | infants might | Look at and/or smile at themselves in the mirror | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Explore own hands and feet | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 0-8 months | infants might | Push away bottle, breast, or food, or turn head away when full | Social- Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 8-18 months | older infants might | Express a variety of emotions, like happiness, sadness, surprise, and discomfort | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Begin pointing to and naming body parts on themselves and others | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 8-18 months | older infants might | Enjoy making faces at themselves in mirror | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 8-18 months | older infants might | Make choices by shaking head “no” and/or nodding head “yes” | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 8-18 months | older infants might | Enjoy pointing to or naming pictures of family members | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 8-18 months | older infants might | Choose culturally familiar foods over other foods | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 8-18 months | older infants might | Enjoy praise and clapping to celebrate their accomplishments | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 18-36 months | toddlers might | Recognize and name their own emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 18-36 months | toddlers might | In front of the mirror, point to and name many body parts | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 18-36 months | toddlers might | Begin to describe themselves in words (“I run fast!”, “I strong”, “I got brown hair”) | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 18-36 months | toddlers might | Show pride in own accomplishments by smiling, clapping, cheering for themselves, or saying, “I did it!” | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 18-36 months | toddlers might | Say first and last name when asked | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 18-36 months | toddlers might | Use words and actions to assert themselves (“No!”, “Mine!”, “Mine!”, while pushing another child away) | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| 18-36 months | toddlers might | Choose areas to play in or activities they prefer | Social- Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 18-36 months | toddlers might | Place their own items in their own cubby or area | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 18-36 months | toddlers might | Begin to show comfort in a greater variety of familiar settings important to family, such as church, local library, or neighborhood park | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 18-36 months | toddlers might | Name things related to family’s culture (“menorah”, “Christmas tree”, “sari”) | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 36-48 months | three-year-olds might | Refer to themselves as “I” when speaking (“I can do it.”, “I go with Mommy.”) | Social- Communication | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
|---|---|---|---|---|
| 36-48 months | three-year-olds might | Express more emotions through words, actions, gestures, and body language | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 36-48 months | three-year-olds might | Show more familiarity with personal space (sit on own carpet square during Circle Time, keep their hands to themselves) | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 36-48 months | three-year-olds might | Make choices, such as clothing or art materials | Social- Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 36-48 months | three-year-olds might | Enjoy being a helper with a special job to do | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 36-48 months | three-year-olds might | Speak about family members and friends who are not present | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 36-48 months | three-year-olds might | Begin to notice how people's skin color, hair color, and abilities are different or the same | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 36-48 months | three-year-olds might | Be able to speak about familiar community places and activities, such as going to church, post office, or grocery store | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 36-48 months | three-year-olds might | Enjoy joining others in cultural celebrations | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Self-Regulation | ||||
|---|---|---|---|---|
| 1. Begins to manage own behavior and demonstrates increasing control of emotion | ||||
| 2. Shows ability to cope with stress | ||||
| 3. Develops understanding of simple routines, rules or limitations | ||||
| 0-8 months | infants might | Turn their head, frown, and/or arch back when over-stimulated | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Seek and respond to comfort from familiar caregivers when frightened or upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 0-8 months | infants might | Calm when held or gently rocked | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 0-8 months | infants might | Start sleep/wake cycles | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 0-8 months | infants might | Show some routine behaviors, such as babbling themselves to sleep and thumb-sucking | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 8-18 months | older infants might | Use a comfort object for security, such as blanket or toy, when feeling stressed or upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 8-18 months | older infants might | Look toward familiar caregivers for help when becoming upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 8-18 months | older infants might | Crawl to familiar caregivers who are holding another child | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 8-18 months | older infants might | Express own needs by gesturing or moving toward bottles, toys, or other objects they want | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Use emotional expressions (pouting, whining, and crying) to obtain things they want | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Anticipate and participate in transitions, such as getting a blanket for naptime | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 8-18 months | older infants might | Try different ways to calm themselves when they are upset, such as singing themselves to sleep | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 8-18 months | older infants might | Understand what "no" means | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 18-36 months | toddlers might | Recover from emotional outbursts (tantrums, biting, or hitting) in a few minutes with adult support | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 18-36 months | toddlers might | Use words to obtain things they want | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 18-36 months | toddlers might | Begin to use various emotion words, such as "I'm mad." | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 18-36 months | toddlers might | Listen to and begin to follow rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 18-36 months | toddlers might | Change to new or different activities with adult support | Social-Emotional | D. Independent and Group Participation | 3.1 Responds to request to finish activity |
| 18-36 months | toddlers might | Show beginnings of self-control, such as walking around rain puddles | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| 18-36 months | toddlers might | Say "no" or shake head when they don't want to do something or don't like something | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 36-48 months | three-year-olds might | Express strong emotions constructively with assistance, such as going to quiet area or asking for a favorite book to be read when upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
|---|---|---|---|---|
| 36-48 months | three-year-olds might | Stick with difficult tasks without becoming overly frustrated | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 36-48 months | three-year-olds might | Tell a story that shows their feelings (“I was so happy...”) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 36-48 months | three-year-olds might | Know what will happen next in their day, such as knowing that naptime comes after lunch | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 36-48 months | three-year-olds might | Gently handle materials and living things, such as a plant or pet animal | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| 36-48 months | three-year-olds might | Gently handle materials and living things, such as a plant or pet animal | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 36-48 months | three-year-olds might | Follow schedules with few reminders, such as cleaning up toys and joining group activities | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 36-48 months | three-year-olds might | Change behavior for different surroundings, such as running outside and walking inside | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
Relationship with Others
| 1. Shows interest in and awareness of others | ||||
|---|---|---|---|---|
| 2. Responds to and interacts with others | ||||
| 3. Begins to recognize and respond to the feelings and emotions of others and begins to show concern | ||||
| 0-8 months | infants might | Show interest in others by watching them and tracking their behaviors | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 0-8 months | infants might | Cry, laugh, or smile with other infants | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 8-18 months | older infants might | Look back and forth between toy and adult while playing | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 8-18 months | older infants might | Reach out to touch another child's face, hair, or other body part | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 8-18 months | older infants might | Grab for an object another child is holding | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 8-18 months | older infants might | Play side-by-side with others using the same or similar toys | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 18-36 months | toddlers might | Play with toys with other children or include other children in pretend play | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 18-36 months | toddlers might | Show interest or concern for another child who is hurt or has fallen | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 18-36 months | toddlers might | Know the names of familiar playmates and show favorite playmates by holding hands, sharing toys, and getting excited when friends arrive | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 18-36 months | toddlers might | Watch and copy another child's behavior or activity | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 18-36 months | toddlers might | Take turns during play with other toddlers, with lots of adult assistance | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 36-48 months | three-year-olds might | Initiate play and share toys with friends and adults | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 36-48 months | three-year-olds might | Ask questions about why another child is crying or tell a familiar caregiver when a friend is hurt | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 36-48 months | three-year-olds might | Share and take turns with other children | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| 36-48 months | three-year-olds might | Encourage and praise peers | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 36-48 months | three-year-olds might | Express interest in, acceptance of, and affection for others | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 36-48 months | three-year-olds might | Begin to plan play with friends and follow through with actions, such as asking a friend to play in the block center, and then doing so | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| 36-48 months | three-year-olds might | Make decisions with other children with adult assistance | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 36-48 months | three-year-olds might | Join others in group activities for brief periods of time | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
Language and Communication Development
| Listening and Understanding | ||||
|---|---|---|---|---|
| 1. Listens with interest to language of others | ||||
| 2. Responds to nonverbal and verbal communication of others | ||||
| 3. Begins to understand the rules of conversation | ||||
| 0-8 months | infants might | Turn towards sounds or voice of caregiver | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulations |
| 0-8 months | infants might | Smile when spoken to | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulations |
| 0-8 months | infants might | Watch a person's face and body language when they are talking | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 0-8 months | infants might | Respond to body language and directions given by the caregiver (hold their arms out when caregiver reaches for child and says "Let me pick you up.") | Social-Emotional | A. Interaction with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 0-8 months | infants might | Respond to different tones of voice, such as becoming excited or calm when spoken to | Social-Emotional | A. Interaction with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 0-8 months | infants might | Use hand motions and body movements (reaching, clapping, turning) in response to familiar words and phrases | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Quiet down or get excited when they hear familiar voices | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 8-18 months | older infants might | Look at person who calls their name or is speaking | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 8-18 months | older infants might | Recognize names of familiar objects (cup, banana, juice, etc.) | Cognitive | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 8-18 months | older infants might | Watch and listen while others speak and then speak or make sounds themselves | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| 8-18 months | older infants might | Follow simple requests ("Get your ball.") | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 8-18 months | older infants might | Respond with body language or words to simple questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what and where questions |
| 18-36 months | toddlers might | Imitate caregiver's different vocal sounds and body language | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| 18-36 months | toddlers might | Laugh after caregiver says something funny | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 18-36 months | toddlers might | Quiet and listen when caregivers say they have something to say | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 18-36 months | toddlers might | Let others know when they want a turn to talk (says "me" or "my turn") | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| 18-36 months | toddlers might | Follow two-step requests | Social-Emotional | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| 18-36 months | toddlers might | Show understanding by pointing to or touching a picture in a book or talking about some part of a book | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| 18-36 months | toddlers might | Begin to talk or converse with other toddlers during play (listening and paying attention to each other) | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 36-48 months | three-year-olds might | Follow three-step directions | Social-Emotional | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| 36-48 months | three-year-olds might | Participate in short conversations with expected words and phrases | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 36-48 months | three-year-olds might | Produce expected responses to different types of requests | Social-Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| 36-48 months | three-year-olds might | Ask or gesture for a request to be repeated or clarified | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 36-48 months | three-year-olds might | Ask a question and wait for an answer from others | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| 36-48 months | three-year-olds might | Provide expected responses to "wh" questions (who, what, where, when, why), as well as other question forms (how, if/then, etc.) | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| 36-48 months | three-year-olds might | Let others know when they are interrupted by saying "It's my turn." | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| 36-48 months | three-year-olds might | Know many words and the opposite of those words (tall/short, smooth/rough, light/heavy) | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Communication and Speaking | ||||
|---|---|---|---|---|
| 1. Uses consistent sounds, gestures, or words to communicate for a variety of purposes | ||||
| 2. Imitates sounds, gestures, signs, or words | ||||
| 3. Uses language to engage in simple conversations | ||||
| 0-8 months | infants might | Make a variety of sounds to express needs and interests (laughing, cooing, sucking noises to indicate excitement, hunger, tired cry versus hurt cry, babbling) | Social- Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 0-8 months | infants might | Begin to imitate sounds like “da” when caregiver says “da” | Social- Communication | A. Early Social Communication | 2. Produce speech sound |
| 0-8 months | infants might | Begin to move mouth while looking at caregiver talking | Social- Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 0-8 months | infants might | Make sounds or signs to get caregiver’s attention | Social- Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Respond to caregiver’s talk by babbling or producing words in reply (“ba-ba-ba” repeated over and over for dialogue) | Social- Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 8-18 months | older infants might | Say first words by 8-12 months | Social- Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 8-18 months | older infants might | Try to name familiar people and objects like “mama” and “dada” | Social- Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| 8-18 months | older infants might | Use single words combined with hand motions and body movements to communicate (wave while saying “bye-bye”) | Social- Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Point or use hand motion to communicate wants or needs | Social- Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 8-18 months | older infants might | Begin to repeat words in simple songs and rhymes | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 8-18 months | older infants might | Use approximately 50-100 words in home language or in English by 18 months | Social- Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 18-36 months | toddlers might | Combine words into simple sentences (“Mommy bye-bye” or “milk all gone”) | Social- Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 18-36 months | toddlers might | Use new words in everyday experiences (“books in box”) | Social- Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 18-36 months | toddlers might | Ask caregivers to help name unfamiliar objects | Social- Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 18-36 months | toddlers might | Use three- to four-word sentences with a noun and a verb | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 18-36 months | toddlers might | Use approximately 400 words in home language or in English by 30 months | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 18-36 months | toddlers might | Use approximately 1000 words in home language or in English by 36 months | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 36-48 months | three-year-olds might | Ask more difficult questions that need more information and clarification (“Why does __ happen?”) | Social- Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 36-48 months | three-year-olds might | Use multiple words to describe and communicate feelings | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 36-48 months | three-year-olds might | Use more abstract words to understand their world (use words like “think”, “know”, “guess”) | Social- Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 36-48 months | three-year-olds might | Speak using the past tense or possessive (“Daddy carried the cake.” “Mommy’s car is blue.”) | Social- Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| 36-48 months | three-year-olds might | Use approximately 4000+ words in home language or in English by 48 months | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| Emergent Literacy | ||||
|---|---|---|---|---|
| 1. Shows interest in songs, rhymes, and stories | ||||
| 2. Develops interest in and involvement with books and other print materials | ||||
| 3. Begins to recognize and understand symbols | ||||
| 4. Begins to develop interests and skills related to emergent writing | ||||
| 0-8 months | infants might | Focus attention, move body, or make sounds during familiar songs, fingerplays, or rhymes | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Touch, look at, or make sounds when looking at picture books with adult | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 0-8 months | infants might | Look at others writing or drawing on paper | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 8-18 months | older infants might | Imitate body language and/or make sounds during familiar songs, fingerplays, or rhymes | Cognitive | B. Imitation and Memory | 2.2 Initiates familiar vocalization |
| 8-18 months | older infants might | Enjoy being read to and exploring books (in home language and in English) | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 8-18 months | older infants might | Point to or name familiar characters, pictures, or photographs in books | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| 8-18 months | older infants might | Participate in activities or songs that require listening (listens to songs/ rhymes in English and home language) | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 8-18 months | older infants might | Turn pages of sturdy books, look at the pictures, and make sounds or words | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| 8-18 months | older infants might | Reach for and hold various writing tools, such as crayons or chalk | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 8-18 months | older infants might | Make marks or scribbles on paper | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| 18-36 months | toddlers might | Sing along with familiar songs fingerplays, or rhymes | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 18-36 months | toddlers might | Enjoy singing familiar songs or saying rhymes with and without adult assistance | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 18-36 months | toddlers might | Begin to produce real or nonsense words that sound alike | Cognitive | B. Imitation and Memory | 2.1 Initiates novel vocalizations |
| 18-36 months | toddlers might | Enjoy being read to and exploring books and reading materials on their own (in English and in home language) | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 18-36 months | toddlers might | Ask to be read to and has favorite books | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 18-36 months | toddlers might | Pretend to read familiar books | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 18-36 months | toddlers might | Name and describe familiar characters, pictures, or photographs in books with adult assistance | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| 18-36 months | toddlers might | Recall characters or events in familiar books | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| 18-36 months | toddlers might | Recognize some print or symbols in their surroundings (stop sign, local store sign) | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 18-36 months | toddlers might | Make circular scribbles, line marks, or letter-like forms when asked to write | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| 18-36 months | toddlers might | Try different ways to grip or use writing and drawing tools, such as crayons or paintbrushes | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 18-36 months | toddlers might | Identify some letters (the first letter in their name) with assistances | Literacy | C. Alphabet Knowledge | 1.4 Name letters in own first name |
| 36-48 months | three-year-olds might | Like to repeat phrases in books or nursery rhymes, read aloud as a group | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
|---|---|---|---|---|
| 36-48 months | three-year-olds might | Enjoy doing "pretend readings" of familiar books and making up a story to match drawings (in English and in home language) | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 36-48 months | three-year-olds might | Enjoy a variety of literacy activities, including shared book reading, listening to recorded stories with headphones, or interacting with e-books | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 36-48 months | three-year-olds might | Recall characters and events or predict what will come next in familiar books without help | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| 36-48 months | three-year-olds might | Handle books with increasing skill | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 36-48 months | three-year-olds might | Show increasing understanding that print in most languages is read from left to right, top to bottom, and front to back | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| 36-48 months | three-year-olds might | Begin to understand that letters are combined to make words | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| 36-48 months | three-year-olds might | Recognize some familiar words in print, like their name | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| 36-48 months | three-year-olds might | Identify some letters and know some sounds that letters make | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| 36-48 months | three-year-olds might | Begin to write letter-like forms and attempt to write from left-to-right and top-to-bottom in English writing | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| 36-48 months | three-year-olds might | Attempt to reproduce letters (or characters depending on home language) by copying one or more letters (or characters) | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| 36-48 months | three-year-olds might | Use various writing and drawing tools without adult assistance | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 36-48 months | three-year-olds might | Count words in a sentence | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| 36-48 months | three-year-olds might | Break words into syllables (clap syllables in own name) | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| Cognitive Development | ||||
|---|---|---|---|---|
| Exploration and Discovery | ||||
| 1. Pays attention and exhibits curiosity in people and objects | ||||
| 2. Uses senses to explore people, objects, and the environment | ||||
| 3. Shows interest in colors, shapes, patterns, and pictures | ||||
| 4. Makes things happen and watches for results and repeats actions | ||||
| 0-8 months | infants might | Focus on caregivers' face and follow face or voice | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 0-8 months | infants might | Turn head when a new person enters the room | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Reach out to touch objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 0-8 months | infants might | Put objects in their mouth to touch and taste | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 0-8 months | infants might | Reach out and grab new toys, and turn them over and over to explore or bang them | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| 0-8 months | infants might | Hit or kick toys to make them move over and over | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 8-18 months | older infants might | Look at books | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| 8-18 months | older infants might | Look to see where objects went when they are dropped | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 8-18 months | older infants might | Touch and feel others' faces, skin, or hair | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 8-18 months | older infants might | Enjoy playing with objects that make sounds and pay attention to different sounds objects can make, such as drums, noise makers, or bells | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 8-18 months | older infants might | Ask to continue a game by signing or saying "more" | Social- Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 8-18 months | older infants might | Push a button on a toy to make objects pop up or to make a sound over and over again | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 8-18 months | older infants might | Sit on a rocking horse or toy and move it back and forth | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 8-18 months | older infants might | Look closely at small objects, such as pieces of paper or leaves | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 8-18 months | older infants might | Put a shape in a box with different shape openings (shape sorters) | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 8-18 months | older infants might | Stack blocks or objects | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| 18-36 months | toddlers might | Notice, point at, or talk about animals or insects | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 18-36 months | toddlers might | Pick up rocks, sticks, or other objects when outdoors | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 18-36 months | toddlers might | Pour, scoop, and explore sand and water | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 18-36 months | toddlers might | Match colors and shapes and sort toys or objects that are alike | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 18-36 months | toddlers might | Show interest in mixing colors of water or paints | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 18-36 months | toddlers might | Push/pull riding toys in order to make them move | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 36-48 months | three-year-olds might | Talk about and ask about objects in nature | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
|---|---|---|---|---|
| 36-48 months | three-year-olds might | Observe and discuss changes in weather | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 36-48 months | three-year-olds might | Name basic colors and shapes | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 36-48 months | three-year-olds might | Copy simple patterns | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 36-48 months | three-year-olds might | Experiment with different objects during play to compare their effects (pushes toy cars down different types of ramps to see which car goes faster) | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 36-48 months | three-year-olds might | Repeat actions, such as blowing bubbles or pumping legs on swing, to improve results | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Problem Solving | ||||
|---|---|---|---|---|
| 1. Experiments with different uses for objects | ||||
| 2. Shows imagination, creativity, and uses a variety of strategies to solve problems | ||||
| 3. Applies knowledge to new situations | ||||
| 4. Begins to develop interests and skills related to numbers and counting | ||||
| 0-8 months | infants might | Make sounds, cry, or fuss to get caregiver's attention | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| 0-8 months | infants might | Roll over to get a toy just out of reach | Gross Motor | A. Body Control and Weight Transfer | 3.2 Rolls from back or stomach to side |
| 0-8 months | infants might | Turn objects over to look at and handle them from different positions | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| 0-8 months | infants might | Begin to repeat actions to get an effect (drop a toy to hear it land or bang hands on table) | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 8-18 months | older infants might | Use objects or utensils to bang on table and make noise | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 8-18 months | older infants might | Crawl into, around, or over obstacles | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| 8-18 months | older infants might | Attempt to nest three or four cups of different sizes | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 8-18 months | older infants might | Enjoy taking objects out of containers and putting them back in | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 8-18 months | older infants might | Ask, gesture, or sign to be picked up to reach something | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 18-36 months | toddlers might | Ask for the names of new objects or people ("What's that?" or "Who's that?") | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 18-36 months | toddlers might | Climb on a stool to reach an object | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 18-36 months | toddlers might | Experiment with new toys to see how they work | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 18-36 months | toddlers might | Turn puzzle pieces many different ways to complete a puzzle | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 18-36 months | toddlers might | Count objects while pointing to each one and saying the number (one-to-one correspondence) | Math | A. Counting | 1. Count out 3 items |
| 18-36 months | toddlers might | Offer to trade toys with other children | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 36-48 months | three-year-olds might | Like to play "hide and seek" | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| 36-48 months | three-year-olds might | Show more thought in problem solving (use a bucket to move toys from one place to another) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 36-48 months | three-year-olds might | Complete simple jigsaw puzzles | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| 36-48 months | three-year-olds might | Negotiate turn-taking with other children | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 36-48 months | three-year-olds might | Compare and sort objects using one or two features (put all the large red cars together) | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 36-48 months | three-year-olds might | Use tools to measure items (scoop into bucket, string to determine length or height) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 36-48 months | three-year-olds might | Apply numbers and counting concepts to daily life (count the number of children at school today) | Math | A. Counting | 1. Count out 3 items |
| Memory | ||||
|---|---|---|---|---|
| 1. Shows ability to acquire and process new information | ||||
| 2. Recognizes familiar people, places, and things | ||||
| 3. Recalls and uses information in new situations | ||||
| 4. Searches for missing or hidden objects | ||||
| 0-8 months | infants might | Look intently at new faces or objects | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 0-8 months | infants might | Smile in recognition of familiar caregiver and show excitement when they enter the room | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 0-8 months | infants might | Look in appropriate direction for toys that have been dropped or partially covered by a blanket | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 8-18 months | older infants might | Enjoy playing peek-a-boo | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 8-18 months | older infants might | Look for hidden objects or toys | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 8-18 months | older infants might | Ask for a familiar caregiver when not present | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 8-18 months | older infants might | Look for a favorite object in its usual location, and ask for it when not present | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 8-18 months | older infants might | Recognize a favorite book when caregiver calls it by name | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 8-18 months | older infants might | Bring familiar people their shoes or other personal objects | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 18-36 months | toddlers might | Go to the correct location for familiar activity (goes to bathroom when caregiver says "It's time for your bath") | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 18-36 months | toddlers might | Know what sounds animals make and can make the sounds | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 18-36 months | toddlers might | Recognize and name people and animals | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| 18-36 months | toddlers might | Use words and phrases that familiar caregivers use ("Be right back." or "See you later.") | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| 18-36 months | toddlers might | Sing familiar songs over and over | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 18-36 months | toddlers might | Bring favorite book to caregiver to have it read to them | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 18-36 months | toddlers might | Know familiar words and complete sentences in their favorite books | Literacy | D. Vocabulary and Story Comprehension | 2. Retell simple story |
| 36-48 months | three-year-olds might | Tell what will happen next in a familiar book | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| 36-48 months | three-year-olds might | Answer simple questions about past experiences ("Who took you swimming yesterday?") | Cognitive | B. Imitation and Memory | 3.2 Relates recent events with contextual cues |
| 36-48 months | three-year-olds might | Recognize familiar driving routes and locations in neighborhood (says, "That's where Grandma lives!" when approaching her house) | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual cues |
| 36-48 months | three-year-olds might | Talk about how common objects, such as spoon, hair brush, or pencil, are used | Social- Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
Imitation and Make Believe
| 1. Uses objects in new ways or in pretend play | ||||
|---|---|---|---|---|
| 2. Uses imitation in pretend play to express creativity and imagination | ||||
| 0-8 months | infants might | Copy caregiver actions, such as sticking out tongue or clapping hands together | Cognitive | B. Imitation and Memory | 1.1 Imitates novel simple motor action not already in repertoire |
| 0-8 months | infants might | Imitate playing with a toy, such as shaking, banging, or pushing buttons to make a toy work | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| 0-8 months | infants might | Coo, squeal, or laugh when their caregiver talks and plays games with infant | Social- Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 8-18 months | older infants might | Imitate adult actions (waving “bye-bye” or brushing hair) | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| 8-18 months | older infants might | Play with toys the way they are intended, such as pretending to drink tea from a toy tea cup | Social-Emotional | C. Interaction with Peers | 2.2 Uses imaginary Props in play |
| 8-18 months | older infants might | Pretend to feed doll or stuffed animal with their own bottle or food | Social-Emotional | C. Interaction with Peers | 2.2 Uses imaginary Props in play |
| 18-36 months | toddlers might | Imitate adult actions, such as pretending to wipe a dirty table or talking on the phone | Social-Emotional | C. Interaction with Peers | 2.1 Enacts roles or identities in imaginary play |
| 18-36 months | toddlers might | Pretend to drink from an empty cup by making slurping noises and saying “ah” when finished | Social-Emotional | C. Interaction with Peers | 2.1 Enacts roles or identities in imaginary play |
| 18-36 months | toddlers might | Pretend objects are other things, such as a banana for a phone or a block for a car | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 18-36 months | toddlers might | Pretend that a doll or stuffed animal has feelings, such as making a crying noise to indicate that the doll is sad | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 18-36 months | toddlers might | Play with stuffed animals one day to play “veterinarian” and then to play “farmer” another day | Social-Emotional | C. Interaction with Peers | 2.1 Enacts roles or identities in imaginary play |
| 36-48 months | three-year-olds might | Reenact actions that have multiple steps that they have seen at an earlier time, such as pretending to get ready for work by making breakfast or putting on jewelry | Social-Emotional | C. Interaction with Peers | 2.1 Enacts roles or identities in imaginary play |
| 36-48 months | three-year-olds might | Have pretend play scenarios that include different roles (“I’ll be the mommy and you be the baby.”) | Social-Emotional | C. Interaction with Peers | 2.1 Enacts roles or identities in imaginary play |
| 36-48 months | three-year-olds might | Plan what they are going to pretend before play, such as saying “Let’s play baking!” | Social-Emotional | C. Interaction with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| 36-48 months | three-year-olds might | Play with imaginary objects, such as serving an invisible slice of pizza on a plate | Social-Emotional | C. Interaction with Peers | 2.2 Uses imaginary Props in play |
| TX Child Behavior | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Prekindergarten Guidelines | ||||
| Social and Emotional Development Domain | ||||
| A. Self Concept | ||||
| PK3 Outcome | PK3.I.A.1 Child is building competence in controlling own body movements. | Gross Motor | A. Body Control and Weight Transfer | 4.2 Regains balanced, upright sitting position after reaching across body |
| PK3 Outcome | PK3.I.A.2 Child can identify own physical attributes and indicate some likes and dislikes when prompted. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| PK3 Outcome | PK3.I.A.3 Child begins to show awareness of own abilities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| PK3 Outcome | PK3.I.A.4 Child shows initiative in trying new activities but may not persist when obstacles or challenges arise. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| PK4 Outcome | PK4.I.A.1 Child is aware of where own body is in space and respects personal boundaries. | Social- Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PK4 Outcome | PK4.I.A.2 Child shows self-awareness of physical attributes, personal preferences, and own abilities. | Social- Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PK4 Outcome | PK4.I.A.3 Child shows reasonable opinion of his own abilities and limitations. | Social- Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| PK4 Outcome | PK4.I.A.4 Child shows initiative in trying new activities and demonstrates perseverance when attempting to overcome obstacles or challenges. | Social- Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| B. Self-Regulation | ||||
| 1. Behavior Control | ||||
| PK3 Outcome | PK3.I.B.1.a Child follows simple rules and routines when assisted by adults. | Social- Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PK3 Outcome | PK3.I.B.1.b Child takes care of and manages classroom materials with adult assistance. | Social- Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| PK3 Outcome | PK3.I.B.1.c Child manages own behavior with adult guidance and assistance. | Social- Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| PK4 Outcome | PK4.I.B.1.a Child follows classroom rules and routines with occasional reminders from adults. | Social- Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PK4 Outcome | PK4.I.B.1.b Child takes care of and manages classroom materials. | Social- Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| PK4 Outcome | PK4.I.B.1.c Child regulates own behavior with occasional reminders or assistance from adults. | Social- Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 2. Emotional Control | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.I.B.2.a Child recognizes and expresses a range of emotions. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PK3 Outcome | PK3.I.B.2.b Child is familiar with basic feeling words (e.g., happy, sad, mad, scared). | Social- Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PK3 Outcome | PK3.I.B.2.c Child manages intensity of emotions with adult assistance. | Social- Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| PK4 Outcome | PK4.I.B.2.a Child begins to understand the connection between emotions and behaviors. | Social- Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| PK4 Outcome | PK4.I.B.2.b Child uses verbal and nonverbal communication to communicate basic emotions and feelings. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| PK4 Outcome | PK4.I.B.2.c Child is able to manage intensity of emotions more consistently, although adult guidance is sometimes necessary. | Social- Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 3. Control of Attention | ||||
| PK3 Outcome | PK3.I.B.3.a Child focuses attention on one task at a time but may not stay with it to completion. | Social- Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| PK3 Outcome | PK3.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 10-15 minutes at a time. | Social- Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| PK4 Outcome | PK4.I.B.3.a Child sustains attention to personally chosen or routine (teacher-directed) tasks until completed. | Social- Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| PK4 Outcome | PK4.I.B.3.b Child remains focused on engaging, teacher-led group activities for up to 20 minutes. | Social- Emotional | D. Independent and Group Participation | 2.3 Remains with group during large-group activities |
| C. Relationships with Others | ||||
|---|---|---|---|---|
| By around 48 months of age | PK3.I.C.1 Child forms positive relationships with adults and peers. | Social- Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| By around 48 months of age | PK3.I.C.2 Child assumes roles and responsibilities as part of the classroom community with adult assistance. | Social- Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| By around 48 months of age | PK3.I.C.3 Child shows interest in peer play but may be less skilled in initiating and joining a group. | Social- Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| By around 48 months of age | PK3.I.C.4 Child enjoys parallel and associative play with peers. | Social- Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| By around 48 months of age | PK3.I.C.5 Child seeks adult help when experiencing conflicts with another child. | Social- Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| By around 48 months of age | PK3.I.C.6 Child responds with concern when a child or adult is distressed. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| By around 48 months of age | PK3.I.C.7 Child interacts with peers and may have preferred friends. | Social- Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| End of Prekindergarten Year Outcomes | PK4.I.C.1 Child uses effective verbal and nonverbal communication skills to build relationships with adults and peers. | Social- Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| End of Prekindergarten Year Outcomes | PK4.I.C.2 Child assumes various roles and responsibilities as part of the classroom community. | Social- Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| End of Prekindergarten Year Outcomes | PK4.I.C.3 Child shows competence in initiating social interactions. | Social- Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| End of Prekindergarten Year Outcomes | PK4.I.C.3 Child shows competence in initiating social interactions. | Social- Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| End of Prekindergarten Year Outcomes | PK4.I.C.4 Child increasingly interacts with peers during cooperative play scenarios that share a common plan and goal. | Social- Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| End of Prekindergarten Year Outcomes | PK4.I.C.5 Child initiates problem-solving strategies when experiencing conflicts with others and seeks adult support when necessary. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| End of Prekindergarten Year Outcomes | PK4.I.C.6 Child demonstrates empathy and caring for others. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| End of Prekindergarten Year Outcomes | PK4.I.C.7 Child interacts with peers and has preferred friends. | Social- Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| D. Social Awareness | ||||
| PK3 Outcome | PK3.I.D.1 Child shows interest in other people and their feelings. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| PK4 Outcome | PK4.I.D.1 Child demonstrates an understanding that others have perspectives and feelings that are similar and/or different from her own. | Social- Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Emergent Literacy: Language and Communication Domain | ||||
| A. Listening Comprehension | ||||
| PK3 Outcome | PK3.II.A.1 Child responds to situations in ways that demonstrate an understanding of what has been communicated. | Social- Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| PK3 Outcome | PK3.II.A.2 Child shows understanding by following two-step verbal directions. | Social- Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| PK4 Outcome | PK4.II.A.1 Child shows understanding by responding appropriately to what has been communicated by adults and peers. | Social- Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| PK4 Outcome | PK4.II.A.2 Child shows understanding by following three-step verbal directions. | Social- Communication | B. Communicative Understanding | 3. Follows multistep directions without contextual cues |
| B. Speaking (Conversation) | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.II.B.1 Child uses language to communicate basic needs and wants. | Social- Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PK3 Outcome | PK3.II.B.2 Child begins to use appropriate language, style, and nonverbal cues during communication with familiar adults and peers. | Social- Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| PK3 Outcome | PK3.II.B.3 Child is able to communicate basic information in familiar social settings. | Social- Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PK3 Outcome | PK3.II.B.4 Child begins to use appropriate language for different situations. | Social- Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| PK4 Outcome | PK4.II.B.1 Child uses language for multiple purposes. | Social- Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PK4 Outcome | PK4.II.B.2 Child engages in conversations in appropriate ways, demonstrating knowledge of verbal and nonverbal conversational rules. | Social- Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| PK4 Outcome | PK4.II.B.3 Child provides appropriate information in various settings. | Social- Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| PK4 Outcome | PK4.II.B.4 Child matches language to social contexts. | Social- Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| C. Articulation | ||||
| PK3 Outcome | PK3.II.C.1 Child's speech is understood by familiar adults and peers. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK3 Outcome | PK3.II.C.2 Child begins to mimic intonation of language through songs and fingerplay. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PK4 Outcome | PK4.II.C.1 Child's speech is understood by both familiar and unfamiliar adults and peers. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK4 Outcome | PK4.II.C.2 Child demonstrates growing understanding of the intonation of language. | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| PK4 Outcome | PK4.II.C.2 Child demonstrates growing understanding of the intonation of language. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| D. Vocabulary | ||||
| PK3 Outcome | PK3.II.D.1 Child understands (receptive) and uses (expressive) expected words to label and describe common objects, people, places, actions, and events. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK3 Outcome | PK3.II.D.2 Child understands (receptive) the instructional language of the classroom. | Social- Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PK3 Outcome | PK3.II.D.3 Child shows a steady increase in understanding (receptive) and using (expressive) language learned from books, conversations, and play. | Social- Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| PK4 Outcome | PK4.II.D.1 Child understands (receptive) and uses (expressive) a wide variety of words to label, describe and make connections among objects, people, places, actions, and events. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK4 Outcome | PK4.II.D.2 Child understands (receptive) and uses (expressive) the instructional language of the classroom. | Social- Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| PK4 Outcome | PK4.II.D.3 Child consistently understands (receptive) and uses (expressive) new vocabulary acquired through books, conversations, and play. | Social- Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| E. Sentences and Structure | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.II.E.1 Child typically uses simple sentences of three to four words, usually in correct word order. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK3 Outcome | PK3.II.E.2 Child begins to use regular plurals and regular past tense correctly. | Social- Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| PK3 Outcome | PK3.II.E.2 Child begins to use regular plurals and regular past tense correctly. | Social- Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| PK3 Outcome | PK3.II.E.3 Child uses simple sentence structures with at least one idea. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK3 Outcome | PK3.II.E.4 Child understands increasingly longer sentences that combine two ideas. | Social- Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| PK4 Outcome | PK4.II.E.1 Child typically uses complete sentences of four or more words with age-appropriate grammatical complexity, usually in standard word order. | Social- Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PK4 Outcome | PK4.II.E.2 Child correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. | Social- Communication | C. Communicative Expression | 2. Uses plural pronouns to indicate subjects, objects, and possession in multiple-word sentences |
| PK4 Outcome | PK4.II.E.2 Child correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. | Social- Communication | C. Communicative Expression | 3.1 Uses irregular past tense of common verbs |
| PK4 Outcome | PK4.II.E.2 Child correctly uses regular and irregular plurals, regular past tense, personal and possessive pronouns, and subject-verb agreement. | Social- Communication | C. Communicative Expression | 3.2 Uses regular past tense of common verbs |
| PK4 Outcome | PK4.II.E.3 Child uses sentences that combine multiple phrases or ideas. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK4 Outcome | PK4.II.E.3 Child uses sentences that combine multiple phrases or ideas. | Social- Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| PK4 Outcome | PK4.II.E.4 Child uses sentences that provide many details, remains on topic, and clearly communicates intended meaning. | Social- Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| PK4 Outcome | PK4.II.E.4 Child uses sentences that provide many details, remains on topic, and clearly communicates intended meaning. | Social- Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Emergent Literacy: Reading Domain | ||||
| A. Motivation to Read | ||||
| PK3 Outcome | PK3.III.A.1 Child demonstrates an interest in pictures, text, and stories read aloud. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PK3 Outcome | PK3.III.A.2 Child tells a story by looking at pictures or from memory. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| PK3 Outcome | PK3.III.A.3 Child notices and connects meaning to environmental print. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| PK4 Outcome | PK4.III.A.1 Child engages in story-related pre-reading activities. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| PK4 Outcome | PK4.III.A.2 Child self-selects books and other written materials to engage in pre-reading behaviors. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| PK4 Outcome | PK4.III.A.3 Child recognizes that all print carries meaning and serves as a means for communication. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| B. Phonological Awareness | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.III.B.1 Child recognizes when a word in a spoken sentence is changed. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PK3 Outcome | PK3.III.B.2 Child begins to distinguish differences between similar-sounding words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| PK3 Outcome | PK3.III.B.3 Child recognizes the individual words in a compound word. | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| PK3 Outcome | PK3.III.B.4 Three-year olds do not typically develop word manipulation skills, so no outcome is included | |||
| PK3 Outcome | PK3.III.B.5 Child participates in oral syllabication activities. | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| PK3 Outcome | PK3.III.B.6 Child uses rhyming words through playful activities such as songs, nursery rhymes, and fingerplay. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| PK3 Outcome | PK3.III.B.7 Child uses alliteration through playful activities such as songs and read alouds. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| PK3 Outcome | PK3.III.B.8 Child participates in onset-rime blending activities (in English only). | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| PK3 Outcome | PK3.III.B.9 Three-year olds do not typically develop phonemic awareness, so no outcome is included | |||
| PK4 Outcome | PK4.III.B.1 Child identifies the individual words in a spoken sentence. | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| PK4 Outcome | PK4.III.B.2 Child distinguishes differences between similar-sounding words. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| PK4 Outcome | PK4.III.B.3 Child uses two familiar base words to form a compound word with pictorial or gestural supports. | Literacy | B. Phonological Awareness | 2.1 Blends two simple words into compound words |
| PK4 Outcome | PK4.III.B.4 Child manipulates compound words with pictorial or gestural support. | Literacy | B. Phonological Awareness | 2. Segments compound words into component words |
| PK4 Outcome | PK4.III.B.5 Child begins to blend and segment syllables in multisyllabic words. | Literacy | B. Phonological Awareness | 3. Segments syllables of two- and three-syllable words |
| PK4 Outcome | PK4.III.B.6 Child identifies rhyming words. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| PK4 Outcome | PK4.III.B.7 Child identifies alliterative words with pictorial support. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| PK4 Outcome | PK4.III.B.8 Child identifies a familiar one-syllable word that is segmented by onset and rime (in English only). | Literacy | C. Alphabet Knowledge | 2.1 Sounds out CVC words |
| PK4 Outcome | PK4.III.B.9 Child blends and segments one-syllable words by phonemes with visual or gestural support. | Literacy | B. Phonological Awareness | 4.1 Blends separate CVC sounds into simple words |
| C. Alphabet Knowledge | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.III.C.1 Child shows awareness of letters by singing alphabet songs and recognizing some frequently encountered letters (e.g., first letter of name or letters in environmental print). | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| PK3 Outcome | PK3.III.C.2 Child identifies the letter associated with the sound of the first letter of his name. | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| PK3 Outcome | PK3.III.C.3 Child produces the correct sound for the first letter of his name. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| PK4 Outcome | PK4.III.C.1 Child recognizes and names at least 20 letters (upper- or lower-case letters). | Literacy | C. Alphabet Knowledge | 1. Names all uppercase and lowercase letters of alphabet |
| PK4 Outcome | PK4.III.C.2 Child recognizes at least 20 distinct letter-sound correspondences. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| PK4 Outcome | PK4.III.C.3 Child produces at least 20 distinct letter-sound correspondences. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |
| D. Comprehension of Text | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.III.D.1 Child re-enacts a story after it has been read aloud. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| PK3 Outcome | PK3.III.D.2 Child makes personal connections to books read aloud. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| PK3 Outcome | PK3.III.D.3 Child asks and answers age-appropriate questions about a book. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| PK3 Outcome | PK3.III.D.4 Child attempts to make predictions by looking at the cover of a book or the pictures within a story. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| PK4 Outcome | PK4.III.D.1 Child retells or re-enacts a story with a clear beginning, middle, and end. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| PK4 Outcome | PK4.III.D.2 Child uses information learned from books by describing, relating, categorizing, or comparing and contrasting. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| PK4 Outcome | PK4.III.D.3 Child asks and responds to questions relevant to the text read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| PK4 Outcome | PK4.III.D.4 Child makes inferences and predictions about a text. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| E. Concepts of Print | ||||
| PK3 Outcome | PK3.III.E.1 Child can distinguish between pictures and print. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| PK3 Outcome | PK3.III.E.2 Child handles books with increasing skill and imitates reading with awareness of directionality (e.g., imitates reading text across 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 |
| PK3 Outcome | PK3.III.E.3 Child begins to notice the basic features of print (e.g., repeating words, space between words, punctuation vs. letters). | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| PK4 Outcome | PK4.III.E.1 Child can distinguish between elements of print including letters, words, and pictures. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| PK4 Outcome | PK4.III.E.2 Child holds books right side up and demonstrates understanding of print directionality (e.g., knows where a book starts and ends, turns pages, points to words left to right, top to bottom, with correct sweeping). | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| PK4 Outcome | PK4.III.E.3 Child can identify some conventional features of print that communicate meaning including end punctuation and case. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Emergent Literacy: Writing Domain | ||||
| A. Motivation to Write Skills | ||||
| PK3 Outcome | PK3.IV.A.1 Child engages in free-choice drawing and writing activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK3 Outcome | PK3.IV.A.2 Child attempts to draw and write for many purposes and begins to explore different writing tools. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK4 Outcome | PK4.IV.A.1 Child intentionally uses marks, letters, or symbols to record language and verbally shares meaning. | Literacy | E. Writing | 2.1 Makes representational drawings |
| PK4 Outcome | PK4.IV.A.2 Child independently draws and writes for many purposes to communicate ideas, using a variety of writing tools. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| B. Writing as a Process | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities with adult prompting. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK3 Outcome | PK3.IV.B.2 Child observes and discusses ideas for revising (add, take out, change) drawings and/or written words in whole/small group writing activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK3 Outcome | PK3.IV.B.3 Child shares written products with others. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| PK4 Outcome | PK4.IV.B.1 Child discusses and contributes ideas for drafts composed in whole/small group writing activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK4 Outcome | PK4.IV.B.2 Child interacts and provides suggestions for revisions (add, take out, change order) and edits (conventions) in whole/small group writing activities. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK4 Outcome | PK4.IV.B.3 Child shares and celebrates class-made and individual written products. | Social- Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| C. Conventions in Writing | ||||
| PK3 Outcome | PK3.IV.C.1 Child attempts to write some letters of own name (usually beginning with the first letter). | Literacy | E. Writing | 3.2 Prints first name |
| PK3 Outcome | PK3.IV.C.2 Child uses drawings, scribbles, and mock letters to communicate ideas. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| PK3 Outcome | PK3.IV.C.3 Child begins to write using letter-like forms. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PK3 Outcome | PK3.IV.C.4 Child begins to show understanding of directionality (e.g., attempts to write top to bottom, left to right), but may still start at random places on a page. | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| PK3 Outcome | PK3.IV.C.5 There is not enough research to support the inclusion of a PK3 outcome | |||
| PK4 Outcome | PK4.IV.C.1 Child writes first name (or nickname) using legible letters in the proper sequence. | Literacy | E. Writing | 3.2 Prints first name |
| PK4 Outcome | PK4.IV.C.2 Child progresses from using scribbles and mock letters to forming letters and letter strings as a way to communicate. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| PK4 Outcome | PK4.IV.C.3 Child begins to write familiar words using letter-sound correspondences, often using letters associated with beginning and/or ending sounds to write words | Literacy | E. Writing | 3. Writes words using conventional spelling |
| PK4 Outcome | PK4.IV.C.4 Child uses appropriate directionality when writing (e.g., top to bottom, left to right). | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| PK4 Outcome | PK4.IV.C.5 Child begins to experiment with punctuation when writing. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Mathematics Domain | ||||
|---|---|---|---|---|
| A. Number Sense | ||||
| PK3 Outcome | PK3.V.A.1 Child rote counts from 1 to 10. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| PK3 Outcome | PK3.V.A.2 Child counts up to 5 objects with one-to-one correspondence. | Math | A. Counting | 2. Counts out 10 items |
| PK3 Outcome | PK3.V.A.3 Child counts up to 5 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. | Math | A. Counting | 2. Counts out 10 items |
| PK3 Outcome | PK3.V.A.4 Child instantly recognizes the quantity of up to 3 objects without counting (subitives). | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| PK3 Outcome | PK3.V.A.5 Child recognizes numerals 0-5. | Math | C. Reading and Writing | 1.1 Demonstrates understanding of mathematical meaning of written |
| PK3 Outcome | PK3.V.A.6 Child represents quantities up to 5. | Math | A. Counting | 1. Compares items in sets to 5 by counting |
| PK3 Outcome | PK3.V.A.7 There is not enough research to support the inclusion of a PK3 outcome | |||
| PK3 Outcome | PK3.V.A.8 Child compares sets of objects up to 5 using comparative language (e.g., more than, less than, same number of). | Math | B. Quantitative Relations | 1 (All) |
| PK4 Outcome | V.A.1. Child knows that objects, or parts of an object, can be counted. | Math | A. Counting | 2. Counts out 10 items |
| PK4 Outcome | PK4.V.A.1 Child rote counts from 1 to 30. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| PK4 Outcome | PK4.V.A.2 Child counts up to 10 objects with one-to-one correspondence. | Math | A. Counting | 2. Counts out 10 items |
| PK4 Outcome | V.A.4. Child demonstrates that the order of the counting sequence is always the same, regardless of what is counted. | Math | A. Counting | 4. Skip counts by tens to 100 |
| PK4 Outcome | PK4.V.A.3 Child counts up to 10 items and demonstrates cardinality by communicating that the last number indicates how many items are in the set. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| PK4 Outcome | PK4.V.A.4 Child instantly recognizes the quantity of up to 6 objects without counting (subitives). | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| PK4 Outcome | PK4.V.A.5 Child recognizes numerals 0-10. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| PK4 Outcome | PK4.V.A.5 Child recognizes numerals 0-10. | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| PK4 Outcome | PK4.V.A.6 Child represents quantities up to 10. | Math | C. Reading and Writing Numbers | 1.1 Demonstrates understanding of mathematical meaning of written numerals 1-5 |
| PK4 Outcome | PK4.V.A.6 Child represents quantities up to 10. | Math | C. Reading and Writing Numbers | 2.1 Demonstrates understanding of mathematical meaning of written numerals 6-10 |
| PK4 Outcome | PK4.V.A.7 Child begins to understand that numbers 0-10 can be composed and decomposed in variousways to represent a quantity. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| PK4 Outcome | PK4.V.A.7 Child begins to understand that numbers 0-10 can be composed and decomposed in variousways to represent a quantity. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| PK4 Outcome | PK4.V.A.8 Child compares sets of objects up to 10 using comparative language (e.g., greater/more than, less/fewer than, equal to/same number of). | Math | B. Quantitative Relations | 2 (all) |
| B. Joining and Separating | ||||
| PK3 Outcome | PK3.V.B.1 Child uses objects to demonstrate that adding one or more objects to a set will increase the number of objects in the set. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| PK3 Outcome | PK3.V.B.2 Child uses objects to demonstrate that taking away one or more objects from a set will decrease the number of objects in the set. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| PK4 Outcome | PK4.V.B.1 Child uses objects, pictorial models, and/or a verbal word problem to represent adding up to 5 objects. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| PK4 Outcome | PK4.V.B.2 Child uses objects, pictorial models, and/or a verbal word problem to represent subtracting objects from a set of 5. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| C. Geonightly and Spatial Sense | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.V.C.1 Child names and describes common 2D shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK3 Outcome | PK3.V.C.2 Child attempts to create shapes using materials and/or manipulatives. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| PK3 Outcome | PK3.V.C.3 Child begins to use language to describe position of objects. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| PK3 Outcome | PK3.V.C.4 Child recognizes common shapes, regardless of size. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK4 Outcome | PK4.V.C.1 Child names and describes common 2D shapes and names at least 1 solid 3D shape. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK4 Outcome | PK4.V.C.2 Child creates shapes using materials and/or manipulatives. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK4 Outcome | PK4.V.C.3 Child demonstrates use of position words. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK4 Outcome | PK4.V.C.4 Child recognizes common shapes, regardless of orientation and size. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| D. Measurement | ||||
| PK3 Outcome | PK3.V.D.1 Child understands that lengths of objects can vary and be compared. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK3 Outcome | PK3.V.D.2 Child begins to recognize capacity based on how much space exists within an object. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK3 Outcome | PK3.V.D.3 Child understands that weights of objects can vary and be compared. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK3 Outcome | PK3.V.D.4 Child shows awareness of the passage of time within a day. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| PK4 Outcome | PK4.V.D.1 Child recognizes and compares heights or lengths of people or objects. | Cognitive | C. Conceptual Knowledge | 4.2 Uses early conceptual comparisons |
| PK4 Outcome | PK4.V.D.2 Child recognizes and compares capacity based on how much space exists within an object. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PK4 Outcome | PK4.V.D.3 Child recognizes and compares weights of objects. | Cognitive | C. Conceptual Knowledge | 4.2 Uses early conceptual comparisons |
| PK4 Outcome | PK4.V.D.4 Child uses language to describe concepts associated with the passing of time within a day. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| E. Classification and Patterns | ||||
| PK3 Outcome | PK3.V.E.1 Child sorts objects that are the same and different. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PK3 Outcome | PK3.V.E.2 Child participates in group activities of collecting data and organizing it into graphic representations. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PK3 Outcome | PK3.V.E.3 Child recognizes and duplicates patterns. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| PK4 Outcome | PK4.V.E.1 Child sorts objects that are the same and different into groups and uses language to describe how the groups are similar and different. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PK4 Outcome | PK4.V.E.2 Child collects data and organizes it in a graphic representation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PK4 Outcome | PK4.V.E.3 Child recognizes, duplicates, extends, and creates patterns. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Science Domain | ||||
|---|---|---|---|---|
| A. Physical Science | ||||
| PK4 Outcome | PK4.VI.A.1 Child observes, investigates, describes, and discusses characteristics of common objects. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VI.A.2 Child observes, investigates, describes, and discusses position and motion of objects. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PK4 Outcome | PK4.VI.A.3 Child uses simple scientific tools to learn about objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PK4 Outcome | PK4.VI.A.4 Child observes, investigates, describes, and discusses sources of energy including light, heat, and electricity. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| B. Life Science | ||||
| PK4 Outcome | PK4.VI.B.1 Child observes, investigates, describes, and discusses the characteristics of organisms. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VI.B.2 Child observes, describes, and discusses the life cycles of organisms. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VI.B.3 Child observes, investigates, describes, and discusses the relationship of organisms in their environments. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| C. Earth and Space Science | ||||
| PK4 Outcome | PK4.VI.C.1 Child observes, investigates, describes, and discusses earth materials, and their properties and uses. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VI.C.2 Child identifies, observes, describes, and discusses objects in the sky. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| PK4 Outcome | PK4.VI.C.3 Child observes and describes what happens during changes in the earth and sky. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VI.C.4 Child demonstrates an understanding of the importance of caring for our environment and our planet. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Social Studies Domain | ||||
| A. People Past and Present | ||||
| PK4 Outcome | PK4.VII.A.1 Child identifies similarities and differences between himself, classmates, and other people through specific characteristics and cultural influences. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PK4 Outcome | PK4.VII.A.2 Child identifies similarities and differences in characteristics of families. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| PK4 Outcome | PK4.VII.A.3 Child connects his life to events, time, and routines. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| B. Economics | ||||
| PK4 Outcome | PK4.VII.B.1 Child demonstrates an understanding that all people need food, clothing, and shelter. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VII.B.2 Child demonstrates an understanding of what it means to be a consumer. | Social- Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| PK4 Outcome | PK4.VII.B.3 Child discusses the roles and responsibilities of family, school, and community helpers. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| C. Geography | ||||
|---|---|---|---|---|
| PK4 Outcome | PK4.VII.C.1 Child identifies and creates common geographic features. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| PK4 Outcome | PK4.VII.C.2 Child explores geography tools and resources. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| D. Citizenship | ||||
| PK4 Outcome | PK4.VII.D.1 Child identifies the United States and Texas flag. | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| PK4 Outcome | PK4.VII.D.2 Child recites the Pledge of Allegiance to the United States flag and the Texas flag and observes a moment of silence. | Social- Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| PK4 Outcome | PK4.VII.D.3 The child engages in voting as a method for group decision-making. | Social- Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Fine Arts Domain | ||||
| A. Art | ||||
| PK4 Outcome | PK4.VIII.A.1 Child uses a variety of art materials for sensory experiences and exploration. | Cognitive | E. Scientific Discovery | 1.2 Use senses to explore |
| PK4 Outcome | PK4.VIII.A.2 Child uses art as a form of creative self-expression and representation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| PK4 Outcome | PK4.VIII.A.3 Child demonstrates interest in and shows appreciation for the creative work of others. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| B. Music | ||||
| PK4 Outcome | PK4.VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms. | Social- Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| PK4 Outcome | PK4.VIII.B.1 Child participates in classroom music activities including singing, playing musical instruments, and moving to rhythms. | Social- Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| PK4 Outcome | PK4.VIII.B.2 Child responds to different musical styles through movement and play. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| C. Dramatic Expression | ||||
| PK4 Outcome | PK4.VIII.C.1 Child creates or recreates stories, moods, or experiences through dramatic representations. | Social- Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or story line in imaginary play |
| Physical Development Domain | ||||
| A. Gross Motor Development | ||||
| PK3 Outcome | PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| PK3 Outcome | PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| PK3 Outcome | PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| PK3 Outcome | PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| PK3 Outcome | PK3.IX.A.1 Child masters basic skills of running, jumping, climbing, and pedaling. | Gross Motor | C. Active Play | 3.1 Pedals and steers bicycle with training wheels |
| PK3 Outcome | PK3.IX.A.2 Child engages in movement sequences with adult support. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| PK4 Outcome | PK4.IX.A.1 Child demonstrates coordination and balance in isolation. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| PK4 Outcome | PK4.IX.A.2 Child coordinates sequence of movements to perform tasks. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| B. Fine Motor Development | ||||
|---|---|---|---|---|
| PK3 Outcome | PK3.IX.B.1 Child experiments with a variety of fine motor tasks but may lack strength and control. | Fine Motor | B. Functional Skill Use | 1. Activates object with finger |
| PK3 Outcome | PK3.IX.B.1 Child experiments with a variety of fine motor tasks but may lack strength and control. | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| PK3 Outcome | PK3.IX.B.1 Child experiments with a variety of fine motor tasks but may lack strength and control. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PK3 Outcome | PK3.IX.B.2 Child shows emerging proficiency in tasks requiring eye-hand coordination. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PK4 Outcome | PK4.IX.B.1 Child shows control of tasks that require small-muscle strength and control. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| PK4 Outcome | PK4.IX.B.2 Child shows increasing control of tasks that require eye-hand coordination. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| C. Personal Safety and Health | ||||
| PK4 Outcome | PK4.IX.C.1 Child practices good habits of personal safety. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| PK4 Outcome | PK4.IX.C.1 Child practices good habits of personal safety. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| PK4 Outcome | PK4.IX.C.2 Child practices good habits of personal health and hygiene. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| PK4 Outcome | PK4.IX.C.3 Child identifies good habits of nutrition and exercise. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Technology Applications Domain | ||||
| Technology and Devices | ||||
| PK4 Outcome | PK4.X.A.1 Child opens and navigates through digital learning applications and programs, when appropriate. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| PK4 Outcome | PK4.X.A.2 Child uses and names a variety of digital tools that support and enhance learning. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| PK4 Outcome | PK4.X.A.3 Child uses digital learning applications to contribute to class-made digital products that express own ideas, as appropriate. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| PK4 Outcome | PK4.X.A.4 Child uses technology to access appropriate information, with adult assistance. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| PK4 Outcome | PK4.X.A.5 Child practices safe behavior while using digital tools and resources. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |