aeps3

## ALIGNMENT

CALIFORNIA

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

**California Infant/Toddler Learning and Development<sup>WITH</sup>** 
**Foundations and Preschool/Transitional** 
**Kindergarten Learning Foundations**

## WITH California Infant/Toddler Learning and Development

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# Alignment of <em>Assessment, Evaluation, and Programming System for Infants and Children, Third</em> ® <em>Edition (AEPS -3)</em> with the California Infant-Toddler Learning and Development Foundations and Preschool/Transitional Kindergarten Learning Foundations

This document aligns *California Infant-Toddler Learning and Development Foundations* [2025] and *California 
Preschool/Transitional Kindergarten Learning Foundations (PTKLF)* [2023] with the areas, strands, goals, and objectives
of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-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<sup>®</sup>-3). Brookes Publishing Co.
California Department of Education. (2025). *California Infant-Toddler Learning and Development Foundations, Second Edition.*
Retrieved from: https://www.wested.org/resource/california-infant-toddler-learning-and-development-foundations-
<u>second-edition/</u>
California Department of Education. (2023). *California Preschool/Transitional Kindergarten Learning Foundations.* Retrieved from: 
https://www.cde.ca.gov/sp/cd/re/psfoundations.asp

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 April 2026

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**Infant-Toddler Learning and Development Foundations**

| Social and Emotional Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand 1.0: Self |  |  |  |  |
| Foundation 1.1: Sense of Identity and Belonging |  |  |  |  |
| First Four Months | Infants express their essential needs (for example, hunger, alleviating discomfort) through various nonverbal cues, vocalizations, and signs of distress (for example, crying or looking away from the caregiver's face) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants show discrete emotional expressions (for example, smiling, laughing) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| First Four Months | Infants show varying temperament tendencies around activity level, reaction to the unexpected, attention and regulation, anger/irritability/frustration, and exuberance/enthusiasm/cheerfulness | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants demonstrate awareness of their hands and feet as they learn how to use their bodies (for example, putting a hand in their mouth, grasping a caregiver's finger) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 4 through 11 months | Children show developing understanding that others are both distinct from and connected to themselves, attending to physical characteristics (for example, facial features) that are associated with race, ethnicity, and gender. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 11 through 23 months | Children demonstrate awareness of their own features and express themselves as distinct persons with characteristics, thoughts, and feelings. Children also demonstrate awareness of others' behaviors, responses, and characteristics within their developing relationships with caregivers. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 11 through 23 months | Children demonstrate awareness of their own features and express themselves as distinct persons with characteristics, thoughts, and feelings. Children also demonstrate awareness of others' behaviors, responses, and characteristics within their developing relationships with caregivers. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |

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|  | CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 23 through 36 months | Children identify their feelings, needs, and interests and sometimes identify themselves and others as members of one or more groups by referring to social categories (for example, race, ethnicity, gender) or cultural practices. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 23 through 36 months | Children identify their feelings, needs, and interests and sometimes identify themselves and others as members of one or more groups by referring to social categories (for example, race, ethnicity, gender) or cultural practices. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Foundation 1.2: Recognition of Agency |  |  |  |  |
| First Four Months | Infants express their essential needs (for example, hunger, alleviating discomfort) through various nonverbal cues, vocalizations, and signs of distress (for example, crying or looking away from the caregiver's face) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants show discrete emotional expressions (for example, smiling, laughing) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| First Four Months | Infants show varying temperament tendencies around activity level, reaction to the unexpected, attention and regulation, anger/irritability/frustration, and exuberance/enthusiasm/cheerfulness | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants demonstrate awareness of their hands and feet as they learn how to use their bodies (for example, putting a hand in their mouth, grasping a caregiver's finger) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 4 through 11 months | Children show an understanding that they are able to make things happen. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 11 through 23 months | Children experiment with different ways of making things happen, persist in trying to do things even when faced with difficulty, and show a sense of satisfaction with what they can do. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 23 through 36 months | Children show an understanding of their own abilities to make things happen and sometimes refer to those abilities when describing themselves. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |

---

**Foundation 1.3: Expression of Emotion**

| First Four Months | Infants express their essential needs (for example, hunger, alleviating discomfort) through various nonverbal cues, vocalizations, and signs of distress (for example, crying or looking away from the caregiver's face) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| --- | --- | --- | --- | --- |
| First Four Months | Infants show discrete emotional expressions (for example, smiling, laughing) | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| First Four Months | Infants show varying temperament tendencies around activity level, reaction to the unexpected, attention and regulation, anger/irritability/frustration, and exuberance/enthusiasm/cheerfulness | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants demonstrate awareness of their hands and feet as they learn how to use their bodies (for example, putting a hand in their mouth, grasping a caregiver's finger) | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 4 through 11 months | Children express a variety of primary emotions such as contentment, joy, sadness, interest, surprise, disgust, anger, and fear in response to different experiences. | Social Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 4 through 11 months | Children express a variety of primary emotions such as contentment, joy, sadness, interest, surprise, disgust, anger, and fear in response to different experiences. | Social Emotional | B. Social-Emotional Expression and Regulation | 3.2 Vocalizes to another person expressing negative affective state |
| 11 through 23 months | Children express emotions in clear and intentional ways and express some secondary emotions, such as pride, through a variety of behaviors. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 23 through 36 months | Children express secondary, self-conscious emotions such as pride, embarrassment, shame, and guilt. Children demonstrate awareness of their feelings by communicating words or gestures to describe feelings to others or acting them out in pretend play. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |

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**Foundation 1.4: Regulating Emotions and Behavior**

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| Strand 2.0: Social Interactions |  |  |  |  |
| --- | --- | --- | --- | --- |
| Foundation 2.1: Social Understanding |  |  |  |  |
| First Four Months | Infants use their available senses to perceive faces, sounds, and objects in their environment (for example, mouthing, touching, listening, looking at) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants direct their eye gaze to, make eye contact with, and track other people and objects in their field of vision | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants perceive human voices, smell, and speech of others (for example, recognizing a caregiver's voice) | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children show interest in objects that familiar people are attending to or actions that familiar people are doing. Children sometimes demonstrate understanding of how to get other people's attention, engage in back-and-forth interactions with others, and imitate the simple actions or facial expressions of others. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 11 through 23 months | Children demonstrate knowing how to get familiar people to respond in a specific way through gestures, vocalizations, and shared attention; use another's social cues to guide their own responses to events; and demonstrate learning how to interact with familiar people in more complex and prosocial ways (for example, helping and hindering actions) through imitation and observation. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 11 through 23 months | Children demonstrate knowing how to get familiar people to respond in a specific way through gestures, vocalizations, and shared attention; use another's social cues to guide their own responses to events; and demonstrate learning how to interact with familiar people in more complex and prosocial ways (for example, helping and hindering actions) through imitation and observation. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 23 through 36 months | Children sometimes communicate about their own needs, feelings, and intentions as well as those of other people and engage with others in more extended interactions and common activities (for example, goal-oriented activities, conversations). As part of understanding others' needs, children also express an interest in how others are treated as well as how resources are being distributed and used (for example, taking turns). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 23 through 36 months | Children sometimes communicate about their own needs, feelings, and intentions as well as those of other people and engage with others in more extended interactions and common activities (for example, goal-oriented activities, conversations). As part of understanding others' needs, children also express an interest in how others are treated as well as how resources are being distributed and used (for example, taking turns). | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Foundation 2.2: Empathy |  |  |  |  |
| First Four Months | Infants use their available senses to perceive faces, sounds, and objects in their environment (for example, mouthing, touching, listening, looking at). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants direct their eye gaze to, make eye contact with, and track other people and objects in their field of vision. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants direct their eye gaze to, make eye contact with, and track other people and objects in their field of vision. | Social-Communication | B. Communicative Understanding | 1. Follows person's gaze to establish joint attention |
| First Four Months | Infants perceive human voices, smell, and speech of others (for example, recognizing a caregiver's voice). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants perceive human voices, smell, and speech of others (for example, recognizing a caregiver's voice). | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 4 through 11 months | Children demonstrate awareness of others' feelings by mirroring or reacting to their emotional expressions. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 11 through 23 months | Children change their behavior in response to the feelings of others even though their actions may not always make the other person feel better. Children show an increased understanding of the reason for another's feelings and have emotional responses based on others' emotional experiences (for example, become distressed by the other's distress). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1 Responds appropriately to others' emotions |
| 11 through 23 months | Children change their behavior in response to the feelings of others even though their actions may not always make the other person feel better. Children show an increased understanding of the reason for another's feelings and have emotional responses based on others' emotional experiences (for example, become distressed by the other's distress). | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Vocalizes to another person expressing negative affective state |
| 23 through 36 months | Children show an understanding that other people have feelings that are different from their own. Children show concern for others and sometimes respond to other people's emotional needs in a way that might make that person feel better. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |

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**Foundation 2.3: Interactions With Caregivers and Other People**

| First Four Months | Infants use their available senses to perceive faces, sounds, and objects in their environment (for example, mouthing, touching, listening, looking at). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| --- | --- | --- | --- | --- |
| First Four Months | Infants direct their eye gaze to, make eye contact with, and track other people and objects in their field of vision. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants direct their eye gaze to, make eye contact with, and track other people and objects in their field of vision. | Social-Communication | B. Communicative Understanding | 1. Follows person's gaze to establish joint attention |
| First Four Months | Infants perceive human voices, smell, and speech of others (for example, recognizing a caregiver's voice). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children purposefully engage in reciprocal interactions and follow the gaze of a familiar person (for example, care educator) to an object or person. Children are both interested in and cautious of unfamiliar people. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 11 through 23 months | Children participate in routines and complex back-and-forth interactions and engage familiar people intentionally to receive help with meeting their needs. Children continue to show interest in unfamiliar people, and gradually interact with them in the presence of a familiar person. Children also check with a familiar person when uncertain about | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 11 through 23 months | Children participate in routines and complex back-and-forth interactions and engage familiar people intentionally to receive help with meeting their needs. Children continue to show interest in unfamiliar people, and gradually interact with them in the presence of a familiar person. Children also check with a familiar person when uncertain about | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 23 through 36 months | Children interact with familiar and unfamiliar people to play, solve problems, or communicate about experiences or ideas. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |

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## Foundation 2.4: Interactions With Peers

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| Strand 3.0: Relationships |  |  |  |  |
| --- | --- | --- | --- | --- |
| Foundation 3.1: Relationships With Caregivers |  |  |  |  |
| First Four Months | Infants often express the most pleasure or show least signs of distress when being held or when they are physically close to their primary caregivers during waking hours. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| First Four Months | Infants respond to the behaviors and emotional expressions of others (for example, sticking their tongue out when a familiar person sticks their tongue out or matching the pitch of vocal sounds). | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| First Four Months | Infants respond to others' social bids with engagement cues such as social smiles (for example, smiling or laughing in response to caregiver). | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 4 through 11 months | Children initiate interactions and seek proximity with familiar caregivers with whom they have developed an attachment relationship (attachment figures). | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 11 through 23 months | Children explore the environment in the presence of attachment figures. Children prefer people they trust to provide comfort. When distressed, children often seek to be physically close to attachment figures. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 23 through 36 months | When exploring the environment, children occasionally reconnect with attachment figures (for example, through eye contact, facial expressions, and shared attention through conversations about shared feelings, activities, or plans). When distressed, children may seek to be physically close to these caregivers. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |

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**Foundation 3.2: Relationships With Peers**

| First Four Months | Infants often express the most pleasure or show least signs of distress when being held or when they are physically close to their primary caregivers during waking hours. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| --- | --- | --- | --- | --- |
| First Four Months | Infants respond to the behaviors and emotional expressions of others (for example, sticking their tongue out when a familiar person sticks their tongue out or matching the pitch of vocal sounds). | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| First Four Months | Infants respond to others' social bids with engagement cues such as social smiles (for example, smiling or laughing in response to caregiver). | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 4 through 11 months | Children show interest in other children's actions, feelings, and interests. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children prefer to interact with one or two familiar children in a shared space and engage more frequently in the same kind of back-and-forth play when interacting with those children. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 23 through 36 months | Children prefer to interact with the same small number of children in the group and engage in more complex play with those children than with other peers (for example, extended pretend play with roles, games with movement). | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Approaches to Learning |  |  |  |
| Strand 1.0: Motivation to Learn |  |  |  |
| Foundation 1.1: Curiosity and Initiative |  |  |  |
| First Four Months | Infants attend to faces of familiar caregivers or orient toward them in other ways (for example, turn their head to get a better view of a familiar caregiver). | Cognitive | A. Sensory Exploration 1. Orients to events or stimulation |
| First Four Months | Infants react to loud sounds or sudden movements. | Cognitive A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants explore what they can do with their mouth and hands. | Cognitive A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants follow or track objects. | Cognitive A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants try to reach toys by swinging their arms at them. | Fine Motor A. Reach, Grasp, Hold, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants try to push up using their body. | Gross Motor A. Body Control and Weight Transfer | 2.2 Remains on belly propped on non-extended forearms and lifts head |
| 4 through 11 months | Children explore objects or materials using their senses (mouthing, touching, looking, listening) and repeat the same action multiple times. Children also attend closely to details about things around them. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children explore by seeking information (using gestures or some words or vocalizations) and purposefully test cause- and-effect through simple actions. Children also show interest in participating in new experiences or activities. | Cognitive D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 23 through 36 months | Children use a variety of strategies to explore and seek information, such as making observations and asking questions. Children also pay attention to things around them more closely. | Cognitive E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |

---

**Foundation 1.2: Engagement and Perseverance**

| First Four Months | Infants attend to faces of familiar caregivers or orient toward them in other ways (for example, turn their head to get a better view of a familiar caregiver). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| First Four Months | Infants react to loud sounds or sudden movements. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants explore what they can do with their mouth and hands. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants follow or track objects. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants try to reach toys by swinging their arms at them. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants try to push up using their body. | Gross Motor | A. Body Control and Weight Transfer | 2.2 Remains on belly propped on non-extended forearms and lifts head |
| 4 through 11 months | Children try to make things happen and repeat actions they find interesting. Children also express distress when they are stopped from doing something and express pleasure when they accomplish simple goals. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 4 through 11 months | Children try to make things happen and repeat actions they find interesting. Children also express distress when they are stopped from doing something and express pleasure when they accomplish simple goals. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 11 through 23 months | Children spend time trying to accomplish goals and express pleasure or pride when successful. Children also sometimes continue working through an activity with caregiver support. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 11 through 23 months | Children spend time trying to accomplish goals and express pleasure or pride when successful. Children also sometimes continue working through an activity with caregiver support. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 23 through 36 months | Children spend more time working through tasks to master them. With caregiver guidance, children find several ways to cope with distress that arises when they encounter challenges. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

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**Strand 2.0: Executive Functioning**

| Foundation 2.1: Attention |  |  |  |  |
| --- | --- | --- | --- | --- |
| First Four Months | Infants attend to faces and voices of familiar caregivers or orient toward them in other ways (for instance, turn their head toward the room that they hear a familiar caregiver’s voice coming from). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants attend to things in their environment (for instance, prefer to look at things with visual contrast, like a black-and- white picture of a ladybug in a book). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants recognize and show comfort in response to a familiar caregiver’s voice, face, or touch (for example, stops crying when hearing a soft familiar voice). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| First Four Months | Infants remember the sound of their caregiver’s voice (for example, smiles when they hear their caregiver singing to them). | Social- Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 4 through 11 months | Children are easily distracted and shift their attention to different things and people. Children also follow another person’s attention to things in their environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 11 through 23 months | Children demonstrate some ability to maintain attention in highly predictable routines. Children switch focus back and forth between a person and the thing that the person is referring to. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 23 through 36 months | Children demonstrate some ability to manage distractions and attention, with caregiver guidance. Children pay attention more carefully and to more than one thing at a time in an orderly and predictable environment. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |

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**Foundation 2.2: Inhibitory Control**

| First Four Months | Infants attend to faces and voices of familiar caregivers or orient toward them in other ways (for instance, turn their head toward the room that they hear a familiar caregiver's voice coming from). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| First Four Months | Infants attend to things in their environment (for instance, prefer to look at things with visual contrast, like a black-and-white picture of a ladybug in a book). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants recognize and show comfort in response to a familiar caregiver's voice, face, or touch (for example, stops crying when hearing a soft familiar voice). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| First Four Months | Infants remember the sound of their caregiver's voice (for example, smiles when they hear their caregiver singing to them). | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 4 through 11 months | Children react when having to wait for needs to be met (such as arching their back and crying or other signs of discomfort or distress). Children respond to being soothed by caregivers. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 4 through 11 months | Children react when having to wait for needs to be met (such as arching their back and crying or other signs of discomfort or distress). Children respond to being soothed by caregivers. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 11 through 23 months | Children stop or adjust their actions in response to cues from others (such as facial expressions or gestures) and consider choices with caregiver support to manage their impulses and behaviors. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 23 through 36 months | Children communicate more specific information about their wants or needs and adjust their actions to manage their impulses and behaviors, with caregiver guidance. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 23 through 36 months | Children communicate more specific information about their wants or needs and adjust their actions to manage their impulses and behaviors, with caregiver guidance. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

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**Foundation 2.3: Working Memory**

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**Foundation 2.4: Cognitive Flexibility**

| First Four Months | Infants attend to faces and voices of familiar caregivers or orient toward them in other ways (for instance, turn their head toward the room that they hear a familiar caregiver's voice coming from). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| First Four Months | Infants attend to things in their environment (for instance, prefer to look at things with visual contrast, like a black-and- white picture of a ladybug in a book). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants recognize and show comfort in response to a familiar caregiver's voice, face, or touch (for example, stops crying when hearing a soft familiar voice). | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| First Four Months | Infants remember the sound of their caregiver's voice (for example, smiles when they hear their caregiver singing to them). | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 4 through 11 months | Children explore objects and attend to things in their environment, changing the focus of their exploration when they notice some-thing that interests them. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children are flexible in their attention and behaviors and adapt to changes in routine with caregiver support. Children also explore simple ideas during pretend play. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 11 through 23 months | Children are flexible in their attention and behaviors and adapt to changes in routine with caregiver support. Children also explore simple ideas during pretend play. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| 23 through 36 months | Children shift attention and adapt behaviors in different situations. Children also engage in more complex pretend play. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| 23 through 36 months | Children shift attention and adapt behaviors in different situations. Children also engage in more complex pretend play. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

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| Strand 3.0: Goal-Directed Learning |  |  |  |  |
| --- | --- | --- | --- | --- |
| Foundation 3.1: Problem Solving |  |  |  |  |
| First Four Months | Infants bring their hand or objects to their mouth. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants try to reach toys by swinging their arms at them. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants wiggle around and get to know their own space and body by moving their arms and legs. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| First Four Months | Infants cry or vocalize when they are hungry, tired, need comfort, or want an object. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children use one or two simple actions to achieve simple goals or get their needs met. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 11 through 23 months | Children use trial and error to solve everyday problems with caregiver support. Children use gestures or simple phrases when they need help. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 11 through 23 months | Children use trial and error to solve everyday problems with caregiver support. Children use gestures or simple phrases when they need help. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 23 through 36 months | Children use a variety of strategies to solve problems, such as asking for help when they need it and applying previously learned strategies to familiar and new situations. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 23 through 36 months | Children use a variety of strategies to solve problems, such as asking for help when they need it and applying previously learned strategies to familiar and new situations. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |

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**Foundation 3.2: Collaborative Effort**

| First Four Months | Infants bring their hand or objects to their mouth. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| --- | --- | --- | --- | --- |
| First Four Months | Infants try to reach toys by swinging their arms at them. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants wiggle around and get to know their own space and body by moving their arms and legs. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| First Four Months | Infants cry or vocalize when they are hungry, tired, need comfort, or want an object. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children engage in interactions with caregivers and show interest in other children. Children also show an early understanding of others' intentions and goals. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 11 through 23 months | Children engage with caregivers to accomplish simple goals. With caregiver support, they can sometimes play with other children in a coordinated way. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 11 through 23 months | Children engage with caregivers to accomplish simple goals. With caregiver support, they can sometimes play with other children in a coordinated way. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 23 through 36 months | Children play with each other and engage in shared activities to accomplish simple goals or tasks, with increasing independence. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |

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| Language Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand 1.0: Attending and Understanding |  |  |  |  |
| Foundation 1.1: Being Attentive to Communication |  |  |  |  |
| First Four Months | Infants look toward or touch the face of someone who is interacting with them (for example, they may gaze at the face of a caregiver who is talking to them while feeding them a bottle). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants recognize the voices of familiar people who are caring for them (for example, they may smile when they hear a parent singing while rocking them). | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| First Four Months | Infants notice sounds in their environment (for example, they may turn to look toward a door that has been closed or startle after a falling object makes a loud noise). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children focus on the face, hands, or voice of a person who is communicating with them. Children also increasingly follow another person’s gaze or gesture to look at objects and people. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 4 through 11 months | Children focus on the face, hands, or voice of a person who is communicating with them. Children also increasingly follow another person’s gaze or gesture to look at objects and people. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| 4 through 11 months | A child who is blind may follow cues other than visual attention, such as sound or touch. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children follow another person’s gaze or gesture to look at objects and people, looking back and forth between the other person and the object of shared attention. Children show understanding of new words experienced through interactions and watching or listening to others. | Social-Communication | B. Communicative Understanding | 1. Follows person’s gaze to establish joint attention |
| 11 through 23 months | Children follow another person’s gaze or gesture to look at objects and people, looking back and forth between the other person and the object of shared attention. Children show understanding of new words experienced through interactions and watching or listening to others. | Social-Communication | B. Communicative Understanding | 1.1 Follows person’s pointing gestures with eyes |
| 11 through 23 months | Children follow another person’s gaze or gesture to look at objects and people, looking back and forth between the other person and the object of shared attention. Children show understanding of new words experienced through interactions and watching or listening to others. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 11 through 23 months | A child who is blind may follow cues other than visual attention, such as sound or touch. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 23 through 36 months | Children listen to oral language or watch signed language to learn about objects, actions, people, and ideas. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, and/or events |
| 23 through 36 months | Children show increasing ability to understand words, phrases, and sentences communicated to them or others, even when the object, action, person, or idea is not present. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| 23 through 36 months | A child who is blind may follow cues other than visual attention, such as sound or touch. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Foundation 1.2: Understanding Language |  |  |  |  |
| First Four Months | Infants look toward or touch the face of someone who is interacting with them (for example, they may gaze at the face of a caregiver who is talking to them while feeding them a bottle). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants recognize the voices of familiar people who are caring for them (for example, they may smile when they hear a parent singing while rocking them). | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| First Four Months | Infants notice sounds in their environment (for example, they may turn to look toward a door that has been closed or startle after a falling object makes a loud noise). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children understand several familiar words and react to a caregiver's overall tone. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 11 through 23 months | Children understand many words for familiar objects, people, and actions. Children demonstrate the ability to understand directions. | Social-Communication | B. Communicative Understanding | 2 (All) |
| 11 through 23 months | Children understand many words for familiar objects, people, and actions. Children demonstrate the ability to understand directions. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 23 through 36 months | Children understand many words about a variety of topics and learn new words after experiencing them only one or two times. Children understand others' comments, questions, requests, or stories. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |

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| Strand 2.0: Communicating |  |  |  |  |
| --- | --- | --- | --- | --- |
| Foundation 2.1: Communicating and Speaking |  |  |  |  |
| First Four Months | Infants cry to express their needs or express discomfort (for example, they may cry when hungry or tired). | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| First Four Months | Infants make cooing sounds with their mouths, both in response to others and when alone (for example, they may coo “ahhh” in response to a caregiver saying “Hello, baby,” or coo “oooh” while lying by themself on a blanket). | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| First Four Months | Infants respond to another person in a back-and-forth manner, almost like a conversation (for example, they may squeal or giggle in response to a caregiver talking to them or making silly faces, or they may respond, “ah” after a caregiver says, “ah,” as if having a conversation). | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 4 through 11 months | Children experiment with and practice making sounds or hand shapes. Children use sounds or gestures to communicate needs, wants, and interests. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 4 through 11 months | Children who are developing in sign languages will babble by moving their hands in sign-like shapes. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 11 through 23 months | Children use several words for people they know, objects they use, and actions they perform in their daily lives. Children use gestures and a few words to tell others about their needs, wants, and interests. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 11 through 23 months | Children use several words for people they know, objects they use, and actions they perform in their daily lives. Children use gestures and a few words to tell others about their needs, wants, and interests. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 11 through 23 months | Children who do not yet use speech or signs to express themselves may use augmentative and alternative communication (AAC) devices, such as card systems, communication boards, or tablet-based programs. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 23 through 36 months | Children use vocabulary about a variety of topics. Children communicate in a way that can be understood by a familiar person who speaks or signs the child's language. | Social-Communication | D. Social Use of Language | 2.2 Describes objects; people; and past, present, and future events as part of social exchange |
| 23 through 36 months | Children also combine words into two- or three-word sentences and modify some words (for example, changing verbs to past tense) but with many inaccuracies. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 23 through 36 months | Children also combine words into two- or three-word sentences and modify some words (for example, changing verbs to past tense) but with many inaccuracies. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 23 through 36 months | Children who do not yet use speech or signs to express themselves may use AAC devices, such as card systems, communication boards, or tablet-based programs. | Social-Communication | C. Communicative Expression | 1. Produces multiple word sentences to communicate |
| 23 through 36 months | Children who do not yet use speech or signs to express themselves may use AAC devices, such as card systems, communication boards, or tablet-based programs. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |

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**Foundation 2.2: Emerging Conversation Skills**

| First Four Months | Infants cry to express their needs or express discomfort (for example, they may cry when hungry or tired). | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| --- | --- | --- | --- | --- |
| First Four Months | Infants make cooing sounds with their mouths, both in response to others and when alone (for example, they may coo “ahhh” in response to a caregiver saying “Hello, baby,” or coo “oooh” while lying by themself on a blanket). | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| First Four Months | Infants respond to another person in a back-and-forth manner, almost like a conversation (for example, they may squeal or giggle in response to a caregiver talking to them or making silly faces, or they may respond, “ah” after a caregiver says, “ah,” as if having a conversation). | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 4 through 11 months | Children participate in back-and-forth communication through gestures, facial expressions, and sometimes limited verbal responses. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 11 through 23 months | Children use gestures, words, or babbles to respond to communication from another person or to start conversations with that person. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 11 through 23 months | Children who do not yet use speech or signs to express themselves may use augmentative and alternative communication (AAC) devices, such as card systems, communication boards, or tablet-based programs. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 23 through 36 months | Children engage in back-and-forth conversations in which they respond to another person about the same conversational topic in general. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 23 through 36 months | Children who do not yet use speech or signs to express themselves may use AAC devices, such as card systems, communication boards, or tablet-based programs. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |

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| Strand 3.0: Early Literacy |  |  |  |  |
| --- | --- | --- | --- | --- |
| Foundation 3.1: Engagement With Books, Stories, Songs, and Rhymes |  |  |  |  |
| First Four Months | Infants watch or listen to the experience of a caregiver signing or telling them a story, reading to them, or showing and communicating about a book (for example, they may gaze at the face of a caregiver who is telling a story or reading a book, or they may reach to touch a book). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants respond to songs that are sung to them (for example, they may make cooing sounds in response to a song or become relaxed when experiencing a lullaby). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children watch or listen to a caregiver who is signing or telling a brief story, reading a short book, or signing or reciting a song or rhyme. Children explore books and pictures together with a caregiver. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children watch or listen to a caregiver who is signing or telling a story, reading a book, or signing or reciting a song or rhyme. Children interact with books (such as holding, exploring covers and pages, or showing the book to a caregiver). They also participate by pointing at a book, flipping pages, or making one- or two-word comments. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading led by adult |
| 11 through 23 months | Children watch or listen to a caregiver who is signing or telling a story, reading a book, or signing or reciting a song or rhyme. Children interact with books (such as holding, exploring covers and pages, or showing the book to a caregiver). They also participate by pointing at a book, flipping pages, or making one- or two-word comments. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 23 through 36 months | Children engage with storytelling, books, songs, or rhymes by watching or listening, asking short questions, and making comments. They demonstrate basic understanding of how to interact with a book, such as turning the pages. Children also demonstrate an emerging understanding that written text represents words. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 23 through 36 months | Children engage with storytelling, books, songs, or rhymes by watching or listening, asking short questions, and making comments. They demonstrate basic understanding of how to interact with a book, such as turning the pages. Children also demonstrate an emerging understanding that written text represents words. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 23 through 36 months | Children engage with storytelling, books, songs, or rhymes by watching or listening, asking short questions, and making comments. They demonstrate basic understanding of how to interact with a book, such as turning the pages. Children also demonstrate an emerging understanding that written text represents words. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |

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**Foundation 3.2: Understanding Meaning From Books and Stories**

| First Four Months | Infants watch or listen to the experience of a caregiver signing or telling them a story, reading to them, or showing and communicating about a book (for example, they may gaze at the face of a caregiver who is telling a story or reading a book, or they may reach to touch a book). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| --- | --- | --- | --- | --- |
| First Four Months | Infants respond to songs that are sung to them (for example, they may make cooing sounds in response to a song or become relaxed when experiencing a lullaby). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children watch or listen to a caregiver who is signing or telling a brief story, reading a short book, or signing or reciting a song or rhyme. Children explore the pictures and pages of a book while a caregiver reads. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children make connections between words or events in stories or books and in real life. Children participate in storytelling and reading by making one- or two-word comments or pointing to pages in a book while babbling, showing an understanding of elements in the story. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 11 through 23 months | Children make connections between words or events in stories or books and in real life. Children participate in storytelling and reading by making one- or two-word comments or pointing to pages in a book while babbling, showing an understanding of elements in the story. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| 23 through 36 months | Children show a basic understanding of the main idea or subject of a story or book they have experienced many times. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |

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| Cognitive Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand 1.0: Exploration |  |  |  |  |
| Foundation 1.1: Cause and Effect |  |  |  |  |
| First Four Months | Infants startle at loud sounds by kicking their legs, moving their arms, arching their back, or crying. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants pay particular attention to faces or voices of caregivers (for example, they may look at a caregiver’s face during feeding time or smile when they hear a caregiver talking). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants visually track objects or people in their field of vision by focusing their gaze on areas of high contrast (for example, their gaze may follow a caregiver walking from one side of their crib to the other). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants explore objects by holding them in their hands, touching them, looking at them, listening to the sound they make, or bringing them to their mouth. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants act on objects within their reach to explore cause and effect (for example, infants might kick their legs or move their arms to cause a baby gym to move, or push objects away from their body to watch how they move). | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 4 through 11 months | Children perform simple actions to make things happen. Children may repeat the same action multiple times. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 11 through 23 months | Children purposefully and repeatedly perform simple actions to cause things to happen. Children change the way they perform these actions or interact with objects and people to observe how it changes the outcome. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 23 through 36 months | Children make simple predictions about what will happen and reflect upon what caused something to happen. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |

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**Strand 2.0: Emergent Mathematical Thinking**

| Foundation 2.1: Number Sense |  |  |  |  |
| --- | --- | --- | --- | --- |
| First Four Months | Infants notice when a familiar person enters the room (for example, by smiling at them). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants shift their gaze back and forth between two objects to notice similarities and differences (for example, they may look back and forth between two blocks of different shapes). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants follow the movements of objects in space, such as a mobile. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants hold objects and explore them by touching them, putting them in their mouth, looking at them, hearing them make sounds, and moving them (for example, they may put a rattle in their mouth or shake it). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants interact with two objects at the same time, such as holding one object in each hand or putting them into their mouth one at a time. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| First Four Months | Infants notice or show interest when the number of objects in their environment changes (for example, they notice when a caregiver adds two new objects to their playmat). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 4 through 11 months | Children notice quantity in their environment using their senses or physically interacting with objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children notice quantity when playing and interacting with objects. Children understand and sometimes use language to refer to quantity (for example, “more” and “all”). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children notice quantity when playing and interacting with objects. Children understand and sometimes use language to refer to quantity (for example, “more” and “all”). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 23 through 36 months | Children use number words to refer to quantity or when answering the question “How many?” Children recite parts of the count list, although they may make mistakes (for example, “one, two, four, five”). | Math | A. Counting | 1.1 Counts 3 items to determine “How many?” |
| 23 through 36 months | Children use number words to refer to quantity or when answering the question “How many?” Children recite parts of the count list, although they may make mistakes (for example, “one, two, four, five”). | Math | A. Counting | 2.2 Recites numbers 1 to 10 |
| Foundation 2.2: Spatial Thinking |  |  |  |  |
| First Four Months | Infants notice when a familiar person enters the room (for example, by smiling at them). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants shift their gaze back and forth between two objects to notice similarities and differences (for example, they may look back and forth between two blocks of different shapes). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants follow the movements of objects in space, such as a mobile. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants hold objects and explore them by touching them, putting them in their mouth, looking at them, hearing them make sounds, and moving them (for example, they may put a rattle in their mouth or shake it). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants interact with two objects at the same time, such as holding one object in each hand or putting them into their mouth one at a time. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| First Four Months | Infants notice or show interest when the number of objects in their environment changes (for example, they notice when a caregiver adds two new objects to their playmat). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 4 through 11 months | Children explore the movement of their bodies, how people and objects move through space, and the size and shape of objects. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 11 through 23 months | Children demonstrate understanding of where objects are located in space, and use trial and error to discover how objects, or their bodies, move and fit in space. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 23 through 36 months | Children predict how objects will fit and move in space without having to try out every possible solution. Children show understanding of words used to describe sizes (for example, big, small, little), locations (for example, in, on, under) or directions (for example, up, down) in space. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 23 through 36 months | Children predict how objects will fit and move in space without having to try out every possible solution. Children show understanding of words used to describe sizes (for example, big, small, little), locations (for example, in, on, under) or directions (for example, up, down) in space. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 23 through 36 months | Children predict how objects will fit and move in space without having to try out every possible solution. Children show understanding of words used to describe sizes (for example, big, small, little), locations (for example, in, on, under) or directions (for example, up, down) in space. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Foundation 2.3: Classification |  |  |  |  |
| First Four Months | Infants notice when a familiar person enters the room (for example, by smiling at them). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants shift their gaze back and forth between two objects to notice similarities and differences (for example, they may look back and forth between two blocks of different shapes). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants follow the movements of objects in space, such as a mobile. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants hold objects and explore them by touching them, putting them in their mouth, looking at them, hearing them make sounds, and moving them (for example, they may put a rattle in their mouth or shake it). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants interact with two objects at the same time, such as holding one object in each hand or putting them into their mouth one at a time. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| First Four Months | Infants notice or show interest when the number of objects in their environment changes (for example, they notice when a caregiver adds two new objects to their playmat). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 4 through 11 months | Children notice and attend to similarities and differences between objects (for example, based on color, shape, size, or texture) and distinguish between familiar and unfamiliar people, places, or objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| 11 through 23 months | Children match objects that are the same or sort objects into two groups based on similarities and differences in one attribute (for example, color, shape, size, or texture). | Cognitive | C. Conceptual Knowledge 3.3 Discriminates between objects and/or people using common attributes |
| 23 through 36 months | Children sort objects into two or more groups based on similarities and differences in one attribute (for example, color, size, shape, or function). Children sometimes label these groups, although these labels may be overgeneralized (for example, labeling all fruits “banana”). | Cognitive | C. Conceptual Knowledge 3.2 Classifies according to physical attributes |
| Strand 3.0: Imitation and Symbolic Thinking |  |  |  |

| Foundation 3.1: Imitation |  |  |  |  |
| --- | --- | --- | --- | --- |
| First Four Months | Infants make cooing sounds in response to others, sometimes in a back-and-forth manner, almost like a conversation (for example, they may make the sound “ahh” in response to a caregiver saying, “Good morning!”). | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| First Four Months | Infants imitate a caregiver’s facial expressions or simple movements (for example, they may smile or stick out their tongue in response to a caregiver doing the same). | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| First Four Months | Infants hold objects and explore them by touching them, putting them in their mouth, looking at them, hearing them make sounds, and moving them (for example, they may put a rattle in their mouth or shake it). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 4 through 11 months | Children imitate simple actions, sounds, or facial expressions of others during interactions. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 11 through 23 months | Children imitate simple actions, sounds, or gestures that they have observed others doing in the moment or at an earlier time. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| 11 through 23 months | Children imitate simple actions, sounds, or gestures that they have observed others doing in the moment or at an earlier time. | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalization |
| 23 through 36 months | Children imitate gestures, language, and actions with multiple steps that they have observed others doing at an earlier time and/or in a different context. | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| 23 through 36 months | Children imitate gestures, language, and actions with multiple steps that they have observed others doing at an earlier time and/or in a different context. | Cognitive | B. Imitation and Memory | 2. Imitates novel words |

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**Foundation 3.2: Symbolic Thinking**

| First Four Months | Infants make cooing sounds in response to others, sometimes in a back-and-forth manner, almost like a conversation (for example, they may make the sound “ahh” in response to a caregiver saying, “Good morning!”). | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| --- | --- | --- | --- | --- |
| First Four Months | Infants imitate a caregiver’s facial expressions or simple movements (for example, they may smile or stick out their tongue in response to a caregiver doing the same). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| First Four Months | Infants hold objects and explore them by touching them, putting them in their mouth, looking at them, hearing them make sounds, and moving them (for example, they may put a rattle in their mouth or shake it). | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 4 through 11 months | Children become familiar with objects and actions through active exploration. Children also build knowledge of people, actions, objects, and ideas through observation. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 11 through 23 months | Children use one object to represent another object. Children engage in one or two simple actions of pretend play. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| 23 through 36 months | Children use objects to represent other objects during pretend play. Sometimes children pretend by imagining an object without needing the concrete object present. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| 23 through 36 months | Children use objects to represent other objects during pretend play. Sometimes children pretend by imagining an object without needing the concrete object present. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Strand 4.0: Memory |  |  |  |  |
| Foundation 4.1: Memory |  |  |  |  |
| First Four Months | Infants show recognition of familiar caregivers (for example, they may smile in response to seeing or hearing a familiar caregiver entering the room). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants anticipate simple routines by taking action (for example, they may open their mouth at the approach of bottle or breast). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 4 through 11 months | Children recognize familiar people, objects, and routines in the environment. Children show awareness that familiar people still exist even when they are no longer physically present. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 11 through 23 months | Children remember the typical actions of people, location of objects, and steps of routines. Children use this information as they engage with people or objects or participate in routines doing one or two steps. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 23 through 36 months | Children anticipate the series of steps in familiar routines or activities, remember characteristics of the environment or people in it, and sometimes communicate about recent past events or act them out. | Cognitive | B. Imitation and Memory | 3.3 Relates events immediately after they occur |
| 23 through 36 months | Children anticipate the series of steps in familiar routines or activities, remember characteristics of the environment or people in it, and sometimes communicate about recent past events or act them out. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |

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| Perceptual and Motor Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand 1.0: Perceptual Development |  |  |  |  |
| Foundation 1.1: Perceptual Development |  |  |  |  |
| First Four Months | Infants respond by calming down when rocked, touched, or bounced. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants track a moving face, person, or object with their eyes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants turn their head toward a loud sound. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| First Four Months | Infants react to changes in temperature (for example, is startled by cold water). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| First Four Months | Infants maintain their vision on high-contrast objects, like books with black-and-white pictures or patterns. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 4 through 11 months | Children use information from different senses to explore and learn about objects and people in their environment. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children use the information across different senses to plan actions and adjust the ways they explore and interact with objects, people, and environments. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 23 through 36 months | Children can quickly and easily use information across different senses to plan and accomplish tasks as part of play, social interactions, or daily routines. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 23 through 36 months | Children can quickly and easily use information across different senses to plan and accomplish tasks as part of play, social interactions, or daily routines. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 23 through 36 months | Children can quickly and easily use information across different senses to plan and accomplish tasks as part of play, social interactions, or daily routines. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |

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**Strand 2.0: Motor Development**

| Foundation 2.1: Gross Motor Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| First Four Months | Infants move both arms and legs spontaneously. | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| First Four Months | Infants move both arms and legs spontaneously. | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| First Four Months | Infants open their hands more frequently (from usually closed, tight fists). | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants hold their head steady when sitting with support. | Gross Motor | A. Body Control and Weight Transfer | 4.6 Holds head in midline when sitting supported |
| First Four Months | Infants touch a nearby object with their hands when waving their arms. | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| First Four Months | Infants grasp and hold on to an object placed directly in their hand. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| First Four Months | Infants bring their hands and objects to their mouth to explore how they feel. | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together at or near midline |
| First Four Months | Infants bring their hands and objects to their mouth to explore how they feel. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants lift their head (or push up on elbows) when placed on tummy. | Gross Motor | A. Body Control and Weight Transfer | 2.2 Remains on belly propped on non-extended forearms and lifts head |
| 4 through 11 months | Children develop increasing control of large muscle groups, such as their neck, arms, torso, and legs, helping them maintain or change positions or move short distances. | Gross Motor | A. Body Control and Weight Transfer | 1 (All) |
| 4 through 11 months | Children develop increasing control of large muscle groups, such as their neck, arms, torso, and legs, helping them maintain or change positions or move short distances. | Gross Motor | A. Body Control and Weight Transfer | 2 (All) |
| 4 through 11 months | Children develop increasing control of large muscle groups, such as their neck, arms, torso, and legs, helping them maintain or change positions or move short distances. | Gross Motor | A. Body Control and Weight Transfer | 3 (All) |
| 4 through 11 months | Children develop increasing control of large muscle groups, such as their neck, arms, torso, and legs, helping them maintain or change positions or move short distances. | Gross Motor | A. Body Control and Weight Transfer | 4 (All) |
| 4 through 11 months | Children develop increasing control of large muscle groups, such as their neck, arms, torso, and legs, helping them maintain or change positions or move short distances. | Gross Motor | B. Movement and Coordination | 1 (All) |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 1 (All) |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 2 (All) |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 3 (All) |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 4.1 Walks up and down stairs using support |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| 11 through 23 months | Children coordinate large muscle groups to move from one place to another, adjusting their movement as needed to adapt to different surfaces and places. | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| 23 through 36 months | Children demonstrate increasingly complex ways of coordinating their large muscle groups to move and explore in various ways (such as running, jumping, dancing). | Gross Motor | B. Movement and Coordination | 5 (All) |
| 23 through 36 months | Children demonstrate increasingly complex ways of coordinating their large muscle groups to move and explore in various ways (such as running, jumping, dancing). | Gross Motor | B. Movement and Coordination | 6 (All) |
| 23 through 36 months | Children demonstrate increasingly complex ways of coordinating their large muscle groups to move and explore in various ways (such as running, jumping, dancing). | Gross Motor | C. Active Play | 2.2 Climbs play equipment |

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**Foundation 2.2: Fine Motor Development**

| First Four Months | Infants move both arms and legs spontaneously. | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| --- | --- | --- | --- | --- |
| First Four Months | Infants move both arms and legs spontaneously. | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| First Four Months | Infants open their hands more frequently (from usually closed, tight fists). | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| First Four Months | Infants hold their head steady when sitting with support. | Gross Motor | A. Body Control and Weight Transfer | 4.6 Holds head in midline when sitting supported |
| First Four Months | Infants touch a nearby object with their hands when waving their arms. | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| First Four Months | Infants grasp and hold on to an object placed directly in their hand. | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand |
| First Four Months | Infants bring their hands and objects to their mouth to explore how they feel. | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together at or near midline |
| First Four Months | Infants bring their hands and objects to their mouth to explore how they feel. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| First Four Months | Infants lift their head (or push up on elbows) when placed on tummy. | Gross Motor | A. Body Control and Weight Transfer | 2.2 Remains on belly propped on non-extended forearms and lifts head |
| 4 through 11 months | Children use their hands and fingers to explore objects through activities like reaching, grasping, shaking, banging, and poking. | Fine Motor | A. Reach, Grasp, and Release | All |
| 4 through 11 months | Children use their hands and fingers to explore objects through activities like reaching, grasping, shaking, banging, and poking. | Fine Motor | B. Functional Skill Use | 1 (All) |
| 4 through 11 months | Children use their hands and fingers to explore objects through activities like reaching, grasping, shaking, banging, and poking. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 11 through 23 months | Children use both hands, together, to manipulate objects. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| 23 through 36 months | Children use both hands together to manipulate objects and tools in intricate ways, allowing them to accomplish tasks more precisely and efficiently as part of play and learning. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 23 through 36 months | Children use both hands together to manipulate objects and tools in intricate ways, allowing them to accomplish tasks more precisely and efficiently as part of play and learning. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |

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**Preschool/Transitional Kindergarten Learning Foundations**

| Preschool/Transitional Kindergarten Learning Foundations |  |  |  |  |
| --- | --- | --- | --- | --- |
| Approaches to Learning |  |  |  |  |
| Strand: 1.0 — Motivation to Learn |  |  |  |  |
| Sub-Strand — Curiosity and Interest |  |  |  |  |
| Foundation 1.1 Curiosity and Interest |  |  |  |  |
| Early (3 to 4 ½ Years) | Express interest in some familiar and new objects, people, and activities in their immediate environment. Seek information by exploring with their senses, describing their observations, and asking simple questions. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Express interest in a broader range of familiar and new objects, people, and activities by exploring more extensively with their senses, describing their observations in greater detail, and asking more detailed questions. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Sub-Strand — Initiative |  |  |  |  |
| Foundation 1.2 Initiative |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate initiative by starting activities (such as simple play scenarios), initiating social interactions (such as helping others), and seeking solutions to problems. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Later (4 to 5 ½ Years) | Demonstrate initiative by starting activities (such as detailed and more complex play scenarios), initiating social interactions (such as helping others) more often, and seeking solutions to problems more persistently. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Sub-Strand — Engagement |  |  |  |  |
| Foundation 1.3 Engagement |  |  |  |  |
| Early (3 to 4 ½ Years) | Actively engage by focusing and concentrating on activities for brief periods of time with adult support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later (4 to 5 ½ Years) | Actively engage by focusing and concentrating on activities for longer periods of time with less adult support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Sub-Strand — Perseverance |  |  |  |  |
| Foundation 1.4 Persisting Despite Difficulties |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate persistence, with adult support, when engaging in an activity despite encountering setbacks or boredom. Make an effort, with adult support, to cope with emotions that arise (for instance, frustration, sadness, anger, excitement), although may shift to another activity after a short while. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Later (4 to 5 ½ Years) | Demonstrate persistence for longer periods of time when engaging in an activity despite encountering setbacks or boredom. More consistently cope with emotions that arise (for instance, frustration, anger, sadness, excitement) and can continue engaging in an activity with less adult support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Strand: 2.0—Executive Functioning |  |  |  |
| Sub-Strand — Working Memory |  |  |  |
| Foundation 2.1 Working Memory |  |  |  |
| Early (3 to 4 ½ Years) | Hold approximately one to two pieces of information in their mind for a short time and use the knowledge to guide behavior when performing tasks and engaging in play, with adult support. | Cognitive | E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations |
| Later (4 to 5 ½ Years) | Hold approximately two to three pieces of information in their mind for longer periods of time and use the knowledge to guide behavior when engaging in multistep tasks and more complex play, with less adult support. | Cognitive | E. Scientific Discovery 4. Transfers knowledge |
| Sub-Strand — Inhibitory Control |  |  |  |
| Foundation 2.2 Managing Impulsive Behaviors |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate emerging ability to manage habitual reactions (habits that are not useful in a particular context), impulsive behaviors (acting on a whim), and delaying gratification (resisting temptation for an instant reward) with adult support. | Social-Emotional | E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment |
| Later (4 to 5 ½ Years) | Manage habitual reactions (habits that are not useful in a particular context), impulsive behaviors (acting on a whim), and delaying gratification (resisting temptation for an instant reward) with less adult support. | Social-Emotional | E. Meeting Social Expectations 2.2 Adjusts behavior based on feedback from others or environment |
| Foundation 2.3 Managing Attention and Distractions |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an emerging ability to ignore distractions and interruptions during independent or group activities; however, often need adult support to manage attention when distracted or interrupted. | Social-Emotional | D. Independent and Group Participation 2.2 Responds appropriately to directions during large group activities |
| Later (4 to 5 ½ Years) | Demonstrate an emerging ability to ignore distractions and interruptions during independent or group activities with less adult support. | Social-Emotional | D. Independent and Group Participation 2.1 Interacts appropriately with materials during large group activities |
| Sub-Strand — Flexibility |  |  |  |
| Foundation 2.4 Flexibility |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate emerging ability to shift behavior and think about things in a new way, with adult support. | Cognitive | D. Reasoning 3.1 Evaluates common solutions to solve problems or reach goals |
| Early (3 to 4 ½ Years) | Demonstrate emerging ability to shift behavior and think about things in a new way, with adult support. | Cognitive | E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings |
| Later (4 to 5 ½ Years) | More consistently shift behavior and think about things in a new way, with less adult support. | Cognitive | C. Conceptual Knowledge 1. Maintains search for object not in its usual location D. Reasoning 3. Solves problems using multiple strategies |
| Later (4 to 5 ½ Years) | More consistently shift behavior and think about things in a new way, with less adult support. | Cognitive | C. Conceptual Knowledge 1. Maintains search for object not in its usual location D. Reasoning 3. Solves problems using multiple strategies |
| Strand: 3.0 — Goal-Directed Learning |  |  |  |
| Sub-Strand — Problem-Solving |  |  |  |
| Foundation 3.1 Planning |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate emerging ability to set and carry out simple goals (for example, one- to two-step plans and goals), with adult support. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| Later (4 to 5 ½ Years) | Demonstrate ability to set and carry out more complex plans (for example, two- to three-step plans and goals), with less adult support. | Social-Emotional | D. Independent and Group Participation 3. Initiates and completes independent activities |
| Foundation 3.2 Reflecting and Analyzing |  |  |  |
| Early (3 to 4 ½ Years) | Make attempts to adjust a problem-solving approach or strategy by reflecting on and analyzing their current approach, with adult support. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Make attempts to adjust a problem-solving approach or strategy by reflecting on and analyzing their current approach, with less adult support. | Cognitive | E. Scientific Discovery 3. Investigates to test hypotheses |
| Sub-Strand — Collaborative Effort |  |  |  |
| Foundation 3.3 Problem-Solving Together |  |  |  |
| Early (3 to 4 ½ Years) | Collaborate with peers in problem-solving during play and learning activities, sometimes for a short period of time and sometimes longer. | Social-Emotional | D. Independent and Group Participation 2.1 Interacts appropriately with materials during large group activities |
| Later (4 to 5 ½ Years) | Engage in extended collaborative problem-solving during play and learning activities. Communicate with peers about how to solve a problem and help peers when needed. | Social-Emotional | B. Social-Emotional Expression and Regulation 3.1 Explains or shows others how to do tasks mastered |
| Foundation 3.4 Understanding Others |  |  |  |
| Early (3 to 4 ½ Years) | Notice, with adult support, that others have different approaches and preferences, although often have difficulty accepting others' approaches or preferences. | Social-Emotional | B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions |
| Later (4 to 5 ½ Years) | Demonstrate understanding and explain that others can have different approaches and preferences and more consistently accept others' approaches and preferences, with less adult support. | Social-Emotional | D. Independent and Group Participation 3. Initiates and completes independent activities |
| Social and Emotional Development |  |  |  |
| Strand: 1.0 — Self |  |  |  |
| Sub-Strand — Self-Awareness |  |  |  |
| Foundation 1.1 Self-Identity |  |  |  |
| Early (3 to 4 ½ Years) | Notice and communicate the characteristics of their physical appearance related to specific identities (for example, gender, race, ethnicity). Demonstrate emerging preferences for specific activities (for example, what to play, how to dress). | Social-Emotional | E. Meeting Social Expectations |
| Later (4 to 5 ½ Years) | Express their personal identity (for example, gender, race, or ethnicity), including a sense of pride in their identity, and communicate preferences of their appearance or activities they enjoy (for example, sharing their family's practices or their own preferences). | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Foundation 1.2 Confidence in Abilities |  |  |  |
| Early (3 to 4 ½ Years) | Describe their abilities positively and enjoy demonstrating them. Communicate the desire to be viewed positively by familiar adults, including teachers. | Social-Emotional | A. Interactions with Adults |
| Early (3 to 4 ½ Years) | Describe their abilities positively and enjoy demonstrating them. Communicate the desire to be viewed positively by familiar adults, including teachers. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Later (4 to 5 ½ Years) | Express confidence in their abilities and describe their strengths, including reference to past abilities. Continue to be sensitive to how they are viewed by peers and familiar adults, including teachers. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Sub-Strand — Emotional Knowledge |  |  |  |
| Foundation 1.3 Understanding Emotions in Self and Others |  |  |  |
| Early (3 to 4 ½ Years) | Identify basic emotions (for example, happy, sad, surprised) and recognize emotional expressions in self and others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Early (3 to 4 ½ Years) | Identify basic emotions (for example, happy, sad, surprised) and recognize emotional expressions in self and others. | Social-Emotional | E. Meeting Social Expectations |
| Later (4 to 5 ½ Years) | Identify basic and complex emotions (for example, embarrassment, prideful) and recognize emotional expressions in self and others. Demonstrate increasing understanding of different ways of expressing emotions and related behaviors for themselves and others. | Social-Emotional | E. Meeting Social Expectations |
| Sub-Strand — Regulating Emotions and Behaviors |  |  |  |
| Foundation 1.4 Regulating Emotions, Behaviors, and Stress |  |  |  |
| Early (3 to 4 ½ Years) | Make efforts to regulate their emotions and behaviors and cope with stress with adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Later (4 to 5 ½ Years) | Regulate emotions and behaviors and demonstrate strategies to cope with emotions and behaviors caused by stress with some adult support. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Foundation 1.5 Managing Routines and Transitions |  |  |  |
| Early (3 to 4 ½ Years) | Manage routines and transitions between settings (for example, from home to child care) or activities (for example, from playtime to story time) with adult support. | Social-Emotional | A. Interactions with Adults |
| Later (4 to 5 ½ Years) | Anticipate routines and manage transitions between settings (for example, from home to school) or activities (for example, from snack time to small-group activities) with some adult support. | Social-Emotional | A. Interactions with Adults |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Social Awareness |  |  |  |  |
| Foundation 1.6 Awareness of Similarities and Differences Across People |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate awareness and interest in how people are similar and different. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Later (4 to 5 ½ Years) | Make comparisons between themselves and others and express beliefs about themselves and others based on perceived similarities and differences. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Foundation 1.7 Understanding Other People’s Thoughts, Behaviors, and Experiences |  |  |  |  |
| Early (3 to 4 ½ Years) | Develop understanding that others have unique thoughts, behaviors, and experiences. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Later (4 to 5 ½ Years) | Demonstrate emerging understanding of the mental and psychological reasons people act as they do and how these reasons contribute to differences in how people act or behave. | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Foundation 1.8 Empathy and Caring |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate empathy by sharing the emotional experiences of others and showing concern for the needs of others in distress. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Later (4 to 5 ½ Years) | Respond to others’ distress and needs with sympathetic caring and assistance by comforting and helping others, although occasionally require support from an adult to assist. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Strand: 2.0 — Interactions and Relationships with Adults |  |  |  |  |
| Sub-Strand — Interactions with Adults |  |  |  |  |
| Foundation 2.1 Reciprocal Interactions with Adults |  |  |  |  |
| Early (3 to 4 ½ Years) | Engage in positive interactions with familiar adults, especially in familiar settings. Demonstrate an emerging ability to initiate social interaction with familiar adults. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Later (4 to 5 ½ Years) | Take greater initiative and participate in more reciprocal interactions with familiar adults (for example, initiate a conversation, suggest a shared activity, or ask for assistance). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Sub-Strand — Attachment |  |  |  |  |
| Foundation 2.2 Seeking Security and Support |  |  |  |  |
| Early (3 to 4 ½ Years) | Seek security and support (for example, help or comfort) from their attachment figures (adults in children’s lives who are caregivers, which may include teachers) to address their needs, especially in difficult situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from a familiar adult |
| Later (4 to 5 ½ Years) | Anticipate when they need support and take greater initiative in seeking support (for example, help or comfort) from their attachment figures (adults in children’s lives who are caregivers, which may include teachers) to address their needs, especially in difficult situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from a familiar adult |
| Foundation 2.3 Coping with Departures |  |  |  |  |
| Early (3 to 4 ½ Years) | Cope with departures and separations from attachment figures (for example, drop-off at preschool or family child care) but occasionally require additional assistance throughout the day to manage distress while being apart from attachment figures. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Early (3 to 4 ½ Years) | Cope with departures and separations from attachment figures (for example, drop-off at preschool or family child care) but occasionally require additional assistance throughout the day to manage distress while being apart from attachment figures. | Social-Emotional | E. Meeting Social Expectations | 4.2 States age |
| Later (4 to 5 ½ Years) | Cope with departures and separations from attachment figures and manage distress while being apart from attachment figures with minimal or no assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Sub-Strand — Relationships with Adults |  |  |  |  |
| Foundation 2.4 Relationships with Adults |  |  |  |  |
| Early (3 to 4 ½ Years) | Contribute to maintaining positive relationships with attachment figures (adults in children's lives who are caregivers, which may include teachers) and familiar adults. Show emerging awareness of the adults' feelings, preferences, and well-being. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Later (4 to 5 ½ Years) | Contribute to positive mutual relationships and cooperation with attachment figures (adults in children's lives who are caregivers, which may include teachers) and familiar adults. Show interest in the adults' feelings, preferences, and well-being. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| Strand: 3.0 — Interactions and Relationships with Peers |  |  |  |  |
| Sub-Strand — Interactions with Peers |  |  |  |  |
| Foundation 3.1 Interacting and Cooperating with Peers |  |  |  |  |
| Early (3 to 4 ½ Years) | Interact with peers in shared activities and occasionally participate in cooperative efforts with peers, with adult support. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Later (4 to 5 ½ Years) | More actively and intentionally interact and cooperate with peers in daily learning and play activities. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Foundation 3.2 Conflict Resolution with Peers |  |  |  |  |
| Early (3 to 4 ½ Years) | Seek adult assistance to resolve peer conflicts or disagreements. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Later (4 to 5 ½ Years) | Negotiate with peers and more often communicate to respond to conflict. Seek adult assistance to understand their peers' needs or to resolve a conflict. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Sub-Strand — Equitable Social Interactions |  |  |  |  |
| Foundation 3.3 Fairness and Respect |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate understanding of sharing and treating those who may be similar or different from them with fairness, although require some adult prompting to share. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Later (4 to 5 ½ Years) | More consistently share with others and treat others with fairness and respect with less adult prompting, including calling out unfairness in play and daily activities. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Sub-Strand — Relationships with Peers |  |  |  |  |
| Foundation 3.4 Developing Friendships |  |  |  |  |
| Early (3 to 4 ½ Years) | Choose to play with one or two special peers they identify as friends. Share more complex play with friends than with other children. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Later (4 to 5 ½ Years) | Develop friendships that are more reciprocal, exclusive, and enduring. Engage in enhanced cooperation and problem-solving efforts. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |

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events as part of social exchange

events as part of social exchange

3.3  Responds to topic initiations from others
3.4  Alternates between speaker/listener role during

| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Foundational Language Development |  |  |  |
| Strand: 1.0 — Listening and Speaking |  |  |  |
| Sub-Strand: Vocabulary |  |  |  |
| Foundation 1.1 Understanding and Using Vocabulary |  |  |  |
| Early (3 to 4 ½ Years) | Understand and use words for objects, actions, and attributes frequently experienced in everyday life, such as through play, conversations, or stories. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Understand and use an increasing variety of words for objects, actions, and attributes experienced in everyday life, such as through play, conversations, or stories. | Social-Communication | D. Social Use of Language |
| Foundation 1.2 Understanding and Using Words for Categories |  |  |  |
| Early (3 to 4 ½ Years) | Understand and use commonly experienced vocabulary to describe categories and the relationships within them. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Understand and use increasingly specific vocabulary to describe categories and the relationships within them. | Social-Communication | D. Social Use of Language |
| Foundation 1.3 Understanding and Using Size and Location Words |  |  |  |
| Early (3 to 4 ½ Years) | Understand and use words to describe the size and location of objects (such as “tiny” and “on”), including simple comparisons (such as “bigger”). | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Understand and use increasingly specific words to describe and compare the size and location of objects (such as “longer and “between”). | Social-Communication | D. Social Use of Language |
| Sub-Strand — Grammar |  |  |  |
| Foundation 1.4 Using Grammatical Features and Sentence Structure |  |  |  |
| Early (3 to 4 ½ Years) | Use common word forms and sentence forms to express thoughts and ideas. | Social-Communication | C. Communicative Expression |
| Later (4 to 5 ½ Years) | Use both common and less common word forms and sentence forms to express complex thoughts and ideas. | Social-Communication | C. Communicative Expression |
| Sub-Strand — Language Use |  |  |  |
| Foundation 1.5 Asking Questions |  |  |  |
| Early (3 to 4 ½ Years) | Use questions to seek information and to clarify and confirm understanding. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Use questions and follow-up questions to seek information and to clarify and confirm understanding. | Social-Communication | D. Social Use of Language |
| Foundation 1.6 Constructing Narratives |  |  |  |
| Early (3 to 4 ½ Years) | Use language to construct real or fictional short narratives. | Literacy | D. Vocabulary and Story Comprehension |
| Later (4 to 5 ½ Years) | Use language to construct real or fictional extended narratives that have several details or a plotline. | Literacy | D. Vocabulary and Story Comprehension |
| Foundation 1.7 Sharing Explanations and Opinions |  |  |  |
| Early (3 to 4 ½ Years) | Share descriptions, opinions, and explanations. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Share detailed descriptions, opinions, and explanations. | Social-Communication | D. Social Use of Language |
| Foundation 1.8 Participating in Conversations |  |  |  |
| Early (3 to 4 ½ Years) | Participate in back-and-forth conversations with adults and peers. Respond on topic for at least one turn in a conversation. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Participate in increasingly long and complex back-and-forth conversations with adults and peers. Respond on topic across several turns in the conversation. | Social-Communication | D. Social Use of Language |

3.3 Responds to topic initiations from others

3.4  Alternates between speaker/listener role during

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Strand: 2.0 — Foundational Literacy Skills |  |  |  |
| Sub-Strand — Phonological Awareness |  |  |  |
| Foundation 2.1 Isolating Initial Sounds |  |  |  |
| Early (3 to 4 ½ Years) | Match words that have the same first sound in speech, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness |
| Later (4 to 5 ½ Years) | Isolate and pronounce the first sound of a word, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness |
| Foundation 2.2 Recognizing and Blending Sounds |  |  |  |
| Early (3 to 4 ½ Years) | When presented with two single-syllable words (such as "sand" and "box"), blend them into a compound word in speech with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness |
| Later (4 to 5 ½ Years) | When presented with syllables and individual sounds, blend them into words in speech with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness |
| Foundation 2.3 Participating in Rhyming and Wordplay |  |  |  |
| Early (3 to 4 ½ Years) | Recognize or participate in familiar rhymes or songs. | Literacy | B. Phonological Awareness |
| Early (3 to 4 ½ Years) | Recognize or participate in familiar rhymes or songs. | Literacy | B. Phonological Awareness |
| Later (4 to 5 ½ Years) | Produce rhyming sounds or words. Rhymes may be imperfect and can be real or nonsense words. | Literacy | B. Phonological Awareness |
| Sub-Strand — Alphabetics and Print |  |  |  |
| Foundation 2.4 Identifying Letters |  |  |  |
| Early (3 to 4 ½ Years) | Match some letter names to their printed form. These will commonly be letters in the child's first name. If learning the alphabet in English, Spanish, or other languages using a similar alphabet, such as Tagalog, match some (about three to eight) uppercase letter names to their printed form. | Literacy | C. Alphabet Knowledge |
| Later (4 to 5 ½ Years) | Match many letter names to their printed form. If learning the alphabet in English, Spanish, or other languages using a similar alphabet, such as Tagalog, match most (about 15 to 20) uppercase letter names and approximately half (about 12 to 16) of the lowercase letter names to their printed form. | Literacy | C. Alphabet Knowledge |
| Foundation 2.5 Learning Letter-Sound Correspondence |  |  |  |
| Early (3 to 4 ½ Years) | Recognize that letters or characters have sounds. | Literacy | C. Alphabet Knowledge |
| Later (4 to 5 ½ Years) | Accurately identify or produce sounds associated with several letters or common characters with adult support. If learning the alphabet in English, Spanish, or other languages using a similar alphabet, such as Tagalog, accurately identify or produce sounds associated with about half of the letters. | Literacy | C. Alphabet Knowledge |
| Sub-Strand — Concepts About Print |  |  |  |
| Foundation 2.6 Understanding the Concept of Print |  |  |  |
| Early (3 to 4 ½ Years) | Recognize print as something that can be read and has meaning. | Literacy | A. Awareness of Print Concepts |
| Later (4 to 5 ½ Years) | Identify the meaning of a few instances of familiar print in the environment. | Literacy | A. Awareness of Print Concepts |
| Foundation 2.7 Understanding Print Conventions |  |  |  |
| Early (3 to 4 ½ Years) | Display basic book-handling behaviors and knowledge of basic print conventions, such as turning pages in a single direction and recognizing the cover and title of a book. | Literacy | A. Awareness of Print Concepts |
| Later (4 to 5 ½ Years) | Display increasingly sophisticated book-handling behaviors and knowledge of print conventions, such as turning pages one at a time and understanding the direction and orientation of print. | Literacy | A. Awareness of Print Concepts |
| Later (4 to 5 ½ Years) | Display increasingly sophisticated book-handling behaviors and knowledge of print conventions, such as turning pages one at a time and understanding the direction and orientation of print. | Literacy | A. Awareness of Print Concepts |

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|  | CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Strand: 3.0 — Reading |  |  |  |  |
| Sub-Strand — Literacy Interest and Response |  |  |  |  |
| Foundation 3.1 Demonstrating Interest in Literacy Activities |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate interest in and engagement with literacy and literacy-related activities. | Literacy | E. Writing | 1. "Reads" back own dictation to label or caption picture |
| Later (4 to 5 ½ Years) | Demonstrate interest in and engagement with literacy and literacy-related activities for progressively extended periods of time and with increasing independence. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Sub-Strand — Comprehension and Analysis of Age-Appropriate Text |  |  |  |  |
| Foundation 3.2 Understanding Stories |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate basic understanding of main characters or events in a story after the child has experienced the story a few times. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Later (4 to 5 ½ Years) | Demonstrate understanding of details in a story, including knowledge of characters, events, and ordering of events, and use their increased understanding of story structure to predict what might come next when asked. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Foundation 3.3 Understanding Informational Text |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate basic understanding of informational text after the child has experienced the text a few times. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary words in picture books |
| Later (4 to 5 ½ Years) | Demonstrate deeper understanding of informational text using their abilities to make connections to previous knowledge, make inferences, and ask questions. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Strand: 4.0 — Writing |  |  |  |  |
| Sub-Strand — Writing Skills |  |  |  |  |
| Foundation 4.1 Developing Fine Motor Skills in Writing |  |  |  |  |
| Early (3 to 4 ½ Years) | Experiment with grasp and body position using a variety of drawing and writing tools. | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Later (4 to 5 ½ Years) | Adjust grasp and body position for increased control in drawing and writing. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Sub-Strand — Writing as Communication |  |  |  |  |
| Foundation 4.2 Writing to Represent Sounds |  |  |  |  |
| Early (3 to 4 ½ Years) | (No foundation.) |  |  |  |
| Later (4 to 5 ½ Years) | Write, with adult support, a few recognizable letters that are intended to represent their corresponding sounds. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Foundation 4.3 Dictating Thoughts and Ideas to Be Conveyed in Writing |  |  |  |  |
| Early (3 to 4 ½ Years) | Engage in dictating thoughts and ideas when an adult offers to help with writing them down. | Literacy | E. Writing | 1.1 Dictates description of drawing |
| Later (4 to 5 ½ Years) | Demonstrate interest in conveying extended thoughts and ideas in writing, engaging the help of an adult. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Foundation 4.4 Writing to Represent Words or Ideas |  |  |  |  |
| Early (3 to 4 ½ Years) | Write using scribbles that resemble letters or characters and are distinct from pictures. | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Later (4 to 5 ½ Years) | Write a few recognizable letters or characters to represent words or ideas. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| Foundation 4.5 Writing Own Name |  |  |  |  |
| Early (3 to 4 ½ Years) | Write marks to represent own name. | Literacy | E. Writing | 3.4 Writes using "scribble writing" |
| Later (4 to 5 ½ Years) | Write own name nearly correctly. | Literacy | E. Writing | 3.2 Prints first name |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| English Language Development |  |  |  |
| Strand: 1.0 — Listening and Speaking |  |  |  |
| Sub-Strand — Vocabulary |  |  |  |
| Foundation 1.1 Understanding Words |  |  |  |
| Discovering | Pay attention to English oral language and understand a few common English words, while relying mainly on intonation, facial expressions, and gestures of the speaker in interactions with adults and peers. | Social-Communication | B. Communicative Understanding 2. Locates common objects, people, and/or events |
| Developing | Demonstrate understanding of words in English for objects and actions as well as phrases encountered frequently in interactions with adults and peers. | Social-Communication | D. Social Use of Language 1. Uses language to initiate and sustain social interaction |
| Broadening | Demonstrate understanding of a larger set of words in English (for example, objects and actions, personal pronouns, possessives, and descriptive terms) in interactions with adults and peers. | Social-Communication | A. Early Social Communication 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Foundation 1.2 Using Words |  |  |  |
| Discovering | Use English words, mainly consisting of concrete nouns. | Social-Communication | C. Communicative Expression 1.2 Uses 50 single words, signs, or symbols |
| Developing | Use varied English words, including an increasing number of concrete nouns and some verbs and pronouns. | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |
| Broadening | Use a wide variety of English words to share knowledge of concepts, including words across all parts of speech, with some inaccuracies. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Foundation 1.3 Using Grammatical Features |  |  |  |
| Discovering | Use one or two familiar English verbs as all-purpose verbs, with some inaccuracies. | Social-Communication | C. Communicative Expression 3.3 Uses to be verbs |
| Developing | Use some grammatical rules in English, such as using -s or -es for plural nouns and -ing for verbs, sometimes with inaccuracies. | Social-Communication | C. Communicative Expression 2.2 Uses regular plural nouns |
| Broadening | Broaden the use of English grammatical rules, such as irregular plurals or simple past tense verbs, sometimes with inaccuracies. | Social-Communication | C. Communicative Expression 3.1 Uses irregular past tense of common verbs |
| Foundation 1.4 Using Complex Sentence Structures |  |  |  |
| Discovering | Use words or phrases repeatedly experienced in English to communicate. | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |
| Developing | Use a few formulaic English sentence structures to communicate on a range of topics by switching out key words in a phrase. | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |
| Broadening | Use a variety of English grammatical forms, with some inaccuracies, to produce many different types of sentence structures. Grammatical forms can include adding appropriate possessive pronouns (for example, your, my); conjunctions (for example, and, or); and other elements (for example, adjectives, adverbs). | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |
| Foundation 1.5 Communicating Needs |  |  |  |
| Discovering | Use single English words and nonverbal communication with English speakers, such as gestures or behaviors, to seek attention, make a request, or initiate a response. | Social-Communication | D. Social Use of Language 1. Uses language to initiate and sustain social interaction |
| Developing | Combine nonverbal communication and some English phrases to be understood by English speakers. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Broadening | Show increasing reliance on verbal communication in English to be understood by English speakers. | Social-Communication | D. Social Use of Language 3. Uses conversational rules when communicating with others |

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| Foundation 1.6 Understanding Requests and Directions |  |  |  |  |
| --- | --- | --- | --- | --- |
| Discovering | Follow simple directions in English when given additional contextual clues. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| Developing | Follow directions in English that involve repeatedly experienced routines or contextual clues. | Social-Communication | B. Communicative Understanding | 3.1 Follows multi-step directions with contextual cues |
| Broadening | Follow directions that involve more than one step, relying less on contextual clues. | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Foundation 1.7 Asking Questions |  |  |  |  |
| Discovering | Use a frequently experienced question phrase (such as "What's that?") or use one or two English words with a rising pitch to ask questions. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Developing | Use a few question structures as a formula, filling in different words to ask about various topics. | Social-Communication | C. Communicative Expression | 4. Asks questions using inverted auxiliary |
| Broadening | Use "who," "what," "why," "how," "when," and "where" to produce questions in many forms to ask about a variety of topics in English. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Foundation 1.8 Constructing Narratives |  |  |  |  |
| Discovering | Identify parts of real or fictional narratives using a few English vocabulary words. | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Developing | Construct real or fictional short narratives using English vocabulary in a few simple English sentence structures. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Broadening | Construct real or fictional narratives by stringing together sentences with varied structures in English. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Foundation 1.9 Sharing Explanations and Opinions |  |  |  |  |
| Discovering | Use English vocabulary and gestures to share descriptions, opinions, and explanations. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Developing | Use a few simple sentence structures to share descriptions, opinions, and explanations. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Broadening | Use varied sentence structures to share descriptions, opinions, and explanations. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Foundation 1.10 Participating in Conversations |  |  |  |  |
| Discovering | Engage in conversation with English speakers, by mostly listening and responding with a few English words, gestures, or other nonverbal responses. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Developing | Converse with others using frequently heard vocabulary in English, often using short, commonly used sentences and phrases and a few repeated grammatical structures, sometimes with inaccuracies. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Broadening | Engage in conversations in English using increasingly complex vocabulary and varied grammatical structures, sometimes with inaccuracies. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |

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| CA Indicator AEP3-5 Area AEP3-5 Strand AEP3-5 Goals |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand: 2.0 — Foundational Literacy Skills |  |  |  |  |
| Sub-Strand — Phonological Awareness |  |  |  |  |
| Foundation 2.1 Recognizing and Segmenting Sounds |  |  |  |  |
| Discovering | Recognize and produce sounds of spoken English. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six familiar letters of alphabet |
| Developing | Match English words that have the same first sound in speech, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Broadening | Isolate and pronounce the first sound of a word in English, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Foundation 2.2 Recognizing and Blending Sounds |  |  |  |  |
| Discovering | Recognize and produce sounds of spoken English. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six familiar letters of alphabet |
| Developing | When presented with two single-syllable English words (such as “sand” and “box”), blend them into a compound word in speech, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Broadening | When presented with syllables and individual sounds, blend them into English words in speech, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Broadening | When presented with syllables and individual sounds, blend them into English words in speech, with adult support or the support of pictures or objects. | Literacy | B. Phonological Awareness | 2.1 Blends two simple words into compound words |
| Foundation 2.3 Participating in Rhyming and Wordplay |  |  |  |  |
| Discovering | Attend to and participate in frequently experienced simple songs, poems, and fingerplays in English, with gestures and some key words. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Developing | Repeat or recite parts of simple songs, poems, and fingerplays that emphasize rhyme in English. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| Broadening | Repeat, recite, produce, or initiate simple songs, poems, and fingerplays that emphasize rhyme in English. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Sub-Strand — Alphabetics and Print |  |  |  |  |
| Foundation 2.4 Recognizing and Identifying Letters |  |  |  |  |
| Discovering | Recognize the first letter in their own name in the English alphabet. | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Developing | Accurately identify a few letters of the alphabet in English. | Literacy | C. Alphabet Knowledge | 1.4 Names letters in own first name |
| Broadening | Accurately identify many uppercase and some lowercase letters of the alphabet in English. | Literacy | C. Alphabet Knowledge | 1.2 Names 12 frequently occurring letters |
| Foundation 2.5 Learning Letter-Sound Correspondence |  |  |  |  |
| Discovering | Demonstrate awareness that English alphabet letters have sounds. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Developing | Accurately identify or produce the sound associated with one or two letters in the English alphabet. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six familiar letters of alphabet |
| Broadening | Accurately identify or produce the sounds of a few letters of the English alphabet (about 5-10), with adult support. | Literacy | C. Alphabet Knowledge | 2.3 Produces correct sounds for 20 letters of alphabet |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Concepts About Print |  |  |  |  |
| Foundation 2.6 Understanding the Concept of Print |  |  |  |  |
| Discovering | Interact with materials representing the letters of the English alphabet. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small group activities |
| Developing | Demonstrate awareness that they are interacting with English print. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Broadening | Demonstrate awareness of English print as something that can be read and has specific meaning. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Foundation 2.7 Understanding Print Conventions |  |  |  |  |
| Discovering | Engage and interact with English-language books. Demonstrate understanding of a few general book-handling behaviors, such as turning pages one at a time in a single direction. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages from book front toward book end |
| Developing | Demonstrate understanding of a few book-handling behaviors or print conventions specific to English, such as turning pages from right to left and recognizing the front cover of a book. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Broadening | Demonstrate understanding that print in English is organized from left to right, top to bottom and that pages are turned from right to left when a book is read. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction, and from top to bottom of page |
| Strand: 3.0 — Reading |  |  |  |  |
| Sub-Strand — Literacy Interest and Response |  |  |  |  |
| Foundation 3.1 Demonstrating Interest in Literacy Activities |  |  |  |  |
| Discovering | Attend to English-language literacy activities. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Developing | Demonstrate interest in and engagement with English-language literacy activities. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Broadening | Demonstrate interest in and engagement with English-language literacy activities with increasing independence. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Foundation 3.2 Participating in Read-Aloud Activities |  |  |  |  |
| Discovering | Pay attention to an adult reading a short English-language book. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| Developing | Engage in read-aloud activities with English-language books when the language is predictable or repetitive and communicate about the content of the books. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Broadening | Engage in read-aloud activities with English-language books and communicate about the content of the books. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Sub-Strand — Comprehension and Analysis of Age-Appropriate Text |  |  |  |  |
| Foundation 3.3 Understanding Stories |  |  |  |  |
| Discovering | Use pictures or other supports (such as objects or gestures) to understand major characters and details in an English-language story. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Developing | Demonstrate understanding of a few major characters and events in an English-language story, including some details that are conveyed only through the words of the story, after experiencing it a few times. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Broadening | Demonstrate understanding of major characters and events in an English-language story, including details that are conveyed only through the words of the story, after experiencing it for the first time. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| Foundation 3.4 Understanding Informational Text |  |  |  |  |
| Discovering | Use pictures or other supports (such as objects or gestures) to understand a few major details in an English-language informational text. | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Developing | Demonstrate understanding of a few major details about an English-language informational text, including details that are conveyed only through the words of the text, after experiencing it a few times. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Broadening | Demonstrate understanding of a few major details about an English-language informational text, including details that are conveyed only through the words of the text, after experiencing it for the first time. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Strand: 4.0 — Writing |  |  |  |  |
| Sub-Strand — Writing as Communication |  |  |  |  |
| Foundation 4.1 Writing to Represent Words or Ideas |  |  |  |  |
| Discovering | Write scribbles to represent words and ideas in English. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Developing | Write letter-like scribbles to represent words and ideas in English, with adult support. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Broadening | Write a few recognizable letters to represent words and ideas in English independently. | Literacy | E. Writing | 3.1 Writes words using developmental spelling |
| Foundation 4.2 Writing Own Name |  |  |  |  |
| Discovering | Write marks to represent their own name in the English alphabet. | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Developing | Copy their own name in the English alphabet. | Literacy | E. Writing | 3.3 Copies entire first name |
| Broadening | Write their first name independently in the English alphabet nearly correctly. | Literacy | E. Writing | 3.2 Prints first name |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Mathematics |  |  |  |
| Strand: 1.0 — Counting and Cardinality |  |  |  |
| Sub-Strand — Counting Principles |  |  |  |
| Foundation 1.1 Reciting Numbers |  |  |  |
| Early (3 to 4 ½ Years) | Recite numbers in order from one to ten or higher with no more than a few errors. | Math | A. Counting 2.2 Recites numbers 1 to 10 |
| Later (4 to 5 ½ Years) | Recite numbers in order from one to thirty with no more than a few errors. Count forward from a number other than one. | Math | A. Counting 4.2 Recites numbers from 1 to 30 |
| Foundation 1.2 One-to-One Correspondence |  |  |  |
| Early (3 to 4 ½ Years) | Count five objects or more using one-to-one correspondence (one object for each number word). | Math | A. Counting 2. Counts out 10 items |
| Later (4 to 5 ½ Years) | Count ten objects or more using one-to-one correspondence (one object for each number word). | Math | A. Counting 3. Counts out 20 items |
| Foundation 1.3 Cardinality |  |  |  |
| Early (3 to 4 ½ Years) | Answer the question "How many?" by counting. May repeat the last number word in the number list after counting but is still developing an understanding that the number name of the last object counted represents the total number of objects in the group. | Math | A. Counting 2.1 Counts 10 items to determine "How many?" |
| Later (4 to 5 ½ Years) | Consistently demonstrate understanding when counting that the number name of the last object counted represents the total number of objects in the group. | Math | A. Counting 3.1 Counts 20 items to determine "How many?" |
| Sub-Strand — Recognizing Quantities |  |  |  |
| Foundation 1.4 Subitize |  |  |  |
| Early (3 to 4 ½ Years) | Identify without counting the number of objects in a small collection (for example, one to four objects). | Math | A. Counting 2.1 Counts 10 items to determine "How many?" |
| Later (4 to 5 ½ Years) | Identify without counting the number of objects in a collection of one to five objects. | Math | A. Counting 2.1 Counts 10 items to determine "How many?" |
| Sub-Strand — Numeral Recognition |  |  |  |
| Foundation 1.5 Numeral Recognition |  |  |  |
| Early (3 to 4 ½ Years) | Recognize and name a few written numerals under 10. | Math | C. Math Symbols 1.2 Labels numerals to 5 |
| Later (4 to 5 ½ Years) | Recognize and name all written numerals through 10. | Math | C. Math Symbols 2.2 Labels numerals from 6–10 |
| Sub-Strand — Number Relationships |  |  |  |
| Foundation 1.6 Number Comparison |  |  |  |
| Early (3 to 4 ½ Years) | Compare (with or without counting) two groups of objects that are clearly equal or different in size and communicate, "same" or "more." | Math | B. Quantitative Relations 1.3 Uses quantity comparison words |
| Later (4 to 5 ½ Years) | Compare two groups of objects by counting and communicating, "more," "same," "less," or "fewer." | Math | B. Quantitative Relations 2. Compares items in sets of 6 to 10 by counting |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Strand: 2.0 — Operations and Algebraic Thinking |  |  |  |  |
| Sub-Strand — Number Operations |  |  |  |  |
| Foundation 2.1 Principles of Addition and Subtraction |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate understanding that adding or taking away one or more objects from a group will increase or decrease the number of objects in the group. | Math | D. Addition and Subtraction | 1.3 Selves picture or object problems using count all strategy |
| Later (4 to 5 ½ Years) | Demonstrate understanding that adding one or taking away one object changes the number in a small group of objects by exactly one. | Math | D. Addition and Subtraction | 1.4 Says next number from 1-10 |
| Foundation 2.2 Number Composition and Decomposition |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate understanding that a set of objects is made up of smaller parts and that the whole set is bigger than its parts. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| Later (4 to 5 ½ Years) | Decompose a set of objects into two small sets in more than one way (for example, decompose 5 into sets of 3 and 2, or 1 and 4). Combine two small sets to create a larger set (for example, 3 and 2 to make a set of 5). | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| Foundation 2.3 Solving Addition and Subtraction Problems |  |  |  |  |
| Early (3 to 4 ½ Years) | Solve addition and subtraction problems with a very small number of objects in the context of everyday situations. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| Later (4 to 5 ½ Years) | Solve addition and subtraction problems with a larger number of objects (sums up to 10) in the context of everyday situations. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or fewer |
| Foundation 2.4 Sharing Objects (Division) |  |  |  |  |
| Early (3 to 4 ½ Years) | Share a small number of objects (for example, four or six objects) equally between two recipients. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| Later (4 to 5 ½ Years) | Share a slightly larger number of objects equally between two or more recipients (for example, nine objects among three recipients). | Math | B. Quantitative Relations | 2.2 Creates equivalent sets of 10 items |
| Sub-Strand — Classifying and Patterning |  |  |  |  |
| Foundation 2.5 Sorting and Classifying |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice similarities and differences in the attributes of objects. Sort and classify objects by one attribute into two or more groups. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| Later (4 to 5 ½ Years) | Sort and classify objects by one or more attributes into two or more groups with accuracy and flexibility. When sorting by two attributes, a child may first sort by one attribute and then by the second attribute. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Foundation 2.6 Recognizing, Duplicating, and Extending Patterns |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice and explore patterns in their environment and, with adult support, duplicate simple repeating patterns (for example, ABAB). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Explore, extend, and duplicate a variety of repeating patterns (for example, AABBAAB, ABCABC) with adult support. Describe the repeating part of a pattern (pattern unit). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Foundation 2.7 Creating Patterns |  |  |  |  |
| Early (3 to 4 ½ Years) | Create, with adult support, a simple repeating pattern (for example, ABAB). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Create a variety of repeating patterns (for example, AABBAAB, ABCABC) or recreate existing patterns using different objects. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Strand: 3.0 — Measurement and Data |  |  |  |
| Sub-Strand — Comparing and Ordering Objects |  |  |  |
| Foundation 3.1 Comparing Measurable Attributes of Objects |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate awareness that objects can be compared by length, weight, or capacity by noticing differences in objects and communicating about their comparison. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Compare two objects by length, weight, or capacity (for example, putting objects side by side) and communicate about their comparison. | Cognitive | C. Conceptual Knowledge |
| Foundation 3.2 Ordering Objects |  |  |  |
| Early (3 to 4 ½ Years) | Order a few objects (for example, three) by length or other attributes (for example, height, capacity). | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Order a slightly larger number of objects (for example, four or five) by length or other attributes (for example, height, capacity). | Cognitive | C. Conceptual Knowledge |
| Foundation 3.3 Measuring Length |  |  |  |
| Early (3 to 4 ½ Years) | (No foundation). |  |  |
| Later (4 to 5 ½ Years) | Measure length using concrete objects laid end to end, sometimes needing adult support. Note: Children may not yet understand that units need to be of equal length. | Cognitive | E. Scientific Discovery |
| Sub-Strand — Data |  |  |  |
| Foundation 3.4 Representing Data |  |  |  |
| Early (3 to 4 ½ Years) | Use objects, tally marks, or pictographs to represent data in two groups, with adult support. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Use objects, tally marks, or pictographs to represent data in two or more groups. Demonstrate understanding that each object, tally mark, or picture represents one data point. | Cognitive | E. Scientific Discovery |
| Foundation 3.5 Interpreting Data |  |  |  |
| Early (3 to 4 ½ Years) | Notice, with adult support, differences in the data of two groups and describe which one has more or less. | Math | B. Quantitative Relations |
| Later (4 to 5 ½ Years) | Describe and compare, with adult support, the number of data points in two or more groups. Determine which group has more or less. | Cognitive | E. Scientific Discovery |

1.1 Uses simple tools to gather information

4.1  Communicates results of investigations

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Strand: 4.0 — Geometry and Spatial Thinking |  |  |  |  |
| Sub-Strand — Shapes |  |  |  |  |
| Foundation 4.1 Identifying Two-Dimensional Shapes |  |  |  |  |
| Early (3 to 4 ½ Years) | Identify familiar two-dimensional shapes such as circle, square, triangle, and rectangle. Note: May not identify a nontypical version of a shape (for example, a square turned so that the point is down—a diamond). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later (4 to 5 ½ Years) | Identify, describe, and construct different shapes including variations of circle, square, triangle, rectangle, and other shapes. Use informal language to describe defining properties of a shape (for example, sides, corners, round). | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Foundation 4.2 Identifying Three-Dimensional Shapes |  |  |  |  |
| Early (3 to 4 ½ Years) | Occasionally identify a few familiar three-dimensional shapes using informal names (for example, saying “ball” when referring to a sphere). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later (4 to 5 ½ Years) | Identify a few familiar three-dimensional shapes such as sphere, cube, and cylinder. Note: Sometimes still use informal names (for example, ball, square box, tube). | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Foundation 4.3 Comparing Two-Dimensional Shapes |  |  |  |  |
| Early (3 to 4 ½ Years) | Compare two-dimensional shapes of different sizes and orientations to determine whether they are the same shape. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Later (4 to 5 ½ Years) | Compare two-dimensional shapes of different sizes and orientations to determine whether they are the same shape. Identify similarities and differences in the properties (number of sides or vertices) of two different shapes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Foundation 4.4 Composing Shapes |  |  |  |  |
| Early (3 to 4 ½ Years) | Use two- or three-dimensional shapes to represent different elements of a picture or design (for example, adding a circle in a corner to represent the sun). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Later (4 to 5 ½ Years) | Combine different two- or three- dimensional shapes to create a picture or design (for example, make a house with two blocks shaped like rectangular prisms and one shaped like a triangular prism). | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| Sub-Strand — Spatial Thinking |  |  |  |  |
| Foundation 4.5 Positions and Directions in Space |  |  |  |  |
| Early (3 to 4 ½ Years) | Identify some positions of objects and people in space such as in/on, under/over, up/down, and inside/outside. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Identify positions of objects and people in space including in/on, under/over, up/down, inside/outside, near/far, next to, beside/between, and in front of/behind. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Foundation 4.6 Mental Rotation |  |  |  |  |
| Early (3 to 4 ½ Years) | Rely on trial and error to determine how objects move in space and fit in different locations (for example, try to fit an object into a hole by rotating, flipping, or sliding the piece in different orientations until it fits). | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Later (4 to 5 ½ Years) | Rotate, flip, or slide objects to solve a problem without relying on much on physical trial and error (for example, rotate an object before fitting it into a hole). | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Science |  |  |  |
| Strand: 1.0 — Science and Engineering Practices |  |  |  |
| Sub-Strand — Observation and Investigation |  |  |  |
| Foundation 1.1 Making Observations |  |  |  |
| Early (3 to 4 ½ Years) | Observe and actively explore objects and events using their senses and describe their observations. | Cognitive | C. Conceptual Knowledge 3.3 Discriminates between objects and/or people using common attributes |
| Later (4 to 5 ½ Years) | Observe and actively explore objects and events using their senses and describe their observations in greater detail. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| Foundation 1.2 Comparing and Contrasting |  |  |  |
| Early (3 to 4 ½ Years) | Compare and contrast objects and events and describe similarities and differences based on observable properties. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| Later (4 to 5 ½ Years) | Compare and contrast objects and events based on physical properties and functions and describe similarities and differences in greater detail. | Cognitive | C. Conceptual Knowledge 4. Uses early conceptual comparisons |
| Foundation 1.3 Asking Questions |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate curiosity and raise simple questions about objects and events in their environment. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Demonstrate curiosity and an increased ability to formulate specific and detailed questions about objects and events in their environment. | Cognitive | E. Scientific Discovery 2.1 Generates specific questions for investigation |
| Foundation 1.4 Defining Problems |  |  |  |
| Early (3 to 4 ½ Years) | Identify problems during play and everyday interactions and try simple solutions on their own or in collaboration with peers and adults. | Cognitive | D. Reasoning 3. Solves problems using multiple strategies |
| Later (4 to 5 ½ Years) | Identify problems during play and everyday interactions and try multistep solutions on their own or in collaboration with peers and adults. | Cognitive | D. Reasoning 3. Solves problems using multiple strategies |
| Foundation 1.5 Making Predictions |  |  |  |
| Early (3 to 4 ½ Years) | Make simple predictions, give simple reasons for their predictions, and, with adult support, check the predictions through concrete experiences. | Cognitive | E. Scientific Discovery 1. Expands simple observations and exploration into further inquiry |
| Later (4 to 5 ½ Years) | Make more detailed predictions drawing on prior experiences and observations, create plans with adult support to check predictions, and demonstrate an emerging ability to discuss why predictions were correct or incorrect. | Cognitive | E. Scientific Discovery 2. Anticipates outcomes of investigation |
| Foundation 1.6 Planning and Carrying Out Investigations |  |  |  |
| Early (3 to 4 ½ Years) | Carry out simple experiments or investigations, on their own or in collaboration with peers and adults, to test their ideas about their observations. | Cognitive | E. Scientific Discovery 1. Expands simple observations and exploration into further inquiry |
| Later (4 to 5 ½ Years) | Carry out more complex experiments or investigations, on their own or in collaboration with peers and adults, with greater persistence. Use observations and results of prior explorations to generate new questions and test their hypotheses. | Cognitive | E. Scientific Discovery 3. Investigates to test hypotheses |
| Foundation 1.7 Using Tools |  |  |  |
| Early (3 to 4 ½ Years) | Identify and use some observation and measurement tools, with adult support. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Identify and more spontaneously use a greater variety of observation and measurement tools, with some adult support. | Cognitive | E. Scientific Discovery 1.1 Uses simple tools to gather information |
| Sub-Strand — Documentation, Analysis, and Communication |  |  |  |
| Foundation 1.8 Documenting Observations and Using Models |  |  |  |
| Early (3 to 4 ½ Years) | Record observations or findings with adult support and use simple representations, including drawings, models, movement, role-play, and other methods, to convey their observations and understanding of science concepts. | Cognitive | E. Scientific Discovery |
| Later (4 to 5 ½ Years) | Record observations or findings in greater detail with some adult support and use more elaborate representations, including drawings, models, charts, diagrams, movement, role-play, and other methods, to convey their observations and understanding of science concepts. | Cognitive | E. Scientific Discovery |
| Foundation 1.9 Mathematical Thinking and Analyzing Data |  |  |  |
| Early (3 to 4 ½ Years) | Use mathematical thinking to analyze and quantify their observations and answer questions that arise in everyday activities, with adult support. | Cognitive | E. Scientific Discovery |
| Later (4 to 5 ½ Years) | Use mathematical thinking with greater precision to analyze and quantify their observations and answer questions that arise in everyday activities, with some adult support. | Cognitive | E. Scientific Discovery |
| Foundation 1.10 Formulating and Communicating Explanations and Solutions |  |  |  |
| Early (3 to 4 ½ Years) | Formulate and communicate simple explanations and solutions during play and collaborative investigations. | Cognitive | D. Reasoning |
| Later (4 to 5 ½ Years) | Formulate and communicate more detailed and precise explanations and solutions during play and collaborative investigations. | Cognitive | E. Scientific Discovery |
| Strand: 2.0 — Physical Science |  |  |  |
| Sub-Strand — Properties and Characteristics of Nonliving Objects and Materials |  |  |  |
| Foundation 2.1 Characteristics of Objects and Materials |  |  |  |
| Early (3 to 4 ½ Years) | Investigate and describe the characteristics and physical properties of objects and solid or nonsolid materials (for example, size, weight, shape, color, texture, smell, and sound). | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Investigate and describe in greater detail the characteristics and physical properties of objects and solid, liquid, or gas materials (for example, size, weight, shape, color, texture, smell, and sound). | Cognitive | E. Scientific Discovery |
| Foundation 2.2 Light and Sound Waves |  |  |  |
| Early (3 to 4 ½ Years) | Notice and explore sound, light, and shadows using their senses and by manipulating objects and materials during play and collaborative investigations. | Cognitive | E. Scientific Discovery |
| Later (4 to 5 ½ Years) | Explore and describe changes in the properties of sound, light, and shadows by manipulating different objects and materials during play and collaborative investigations. | Cognitive | E. Scientific Discovery |

processes prompted change in those materials or processes investigations.

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Changes in Nonliving Objects and Materials |  |  |  |  |
| Foundation 2.3 Exploring Changes in Objects and Materials |  |  |  |  |
| Early (3 to 4 ½ Years) | Explore and describe changes in objects and materials using their senses (for example, change in color, shape, texture, temperature) during play and collaborative investigations. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Later (4 to 5 ½ Years) | Explore, describe in greater detail, and explain changes in objects and materials using their senses (for example, change in color, shape, texture, form, temperature) during play and collaborative investigations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Foundation 2.4 Force and Motion |  |  |  |  |
| Early (3 to 4 ½ Years) | Observe and describe the way objects’ speed and direction change and explore the effect of their own actions (for example, pushing, pulling, rolling, dropping) on making objects move or stop during play and collaborative investigations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Later (4 to 5 ½ Years) | Make and test predictions about how objects change direction, speed, or the distance they go and, based on their observations, explain why objects start, stop, or change direction or speed during play and collaborative investigations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Foundation 2.5 Energy |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate awareness, with adult support, that things (living and nonliving) need sources of energy to function. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later (4 to 5 ½ Years) | Demonstrate awareness, with adult support, of the different sources of energy that things (living and nonliving) need and describe the changes they observe as a result of these sources of energy. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Strand: 3.0 — Life Science |  |  |  |  |
| Sub-Strand — Properties and Characteristics of Living Things |  |  |  |  |
| Foundation 3.1 Characteristics of Living Things |  |  |  |  |
| Early (3 to 4 ½ Years) | Identify and describe characteristics of a variety of animals and plants, including appearance (inside and outside) and behavior, and demonstrate an emerging ability to categorize them. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 ½ Years) | Identify and describe characteristics of a greater variety of animals and plants and demonstrate an increased ability to categorize them. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Foundation 3.2 Bodily Processes |  |  |  |  |
| Early (3 to 4 ½ Years) | Indicate emerging knowledge of bodily processes (for example, eating, sleeping, breathing, walking) in humans and other animals. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Later (4 to 5 ½ Years) | Indicate greater knowledge of bodily processes (for example, eating, sleeping, breathing, walking) in humans and other animals through more detailed observations and descriptions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Foundation 3.3 Living and Nonliving Things |  |  |  |  |
| Early (3 to 4 ½ Years) | Expect animate objects (people and animals) to self-initiate movement and to have different insides and biological processes that make them behave differently from inanimate objects. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Later (4 to 5 ½ Years) | Indicate knowledge of the difference between living and nonliving things and recognize that only living things (people, animals, plants) undergo biological changes such as growth, illness, healing, and dying. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Foundation 3.4 Heredity and Traits |  |  |  |  |
| Early (3 to 4 ½ Years) | Name and describe similarities and differences they observe between grown animals, including humans, and their young ones. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Later (4 to 5 ½ Years) | Express their expectation that young animals and plants will reflect similar characteristics to grown animals and plants of the same kind. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Foundation 3.5 Habitats |  |  |  |  |
| Early (3 to 4 ½ Years) | Identify the habitats of people and familiar animals and plants and communicate their understanding that living things have different habitats. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 ½ Years) | Recognize that living things have different habitats suited to their unique needs. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Sub-Strand — Changes in Living Things |  |  |  |  |
| Foundation 3.6 Growth, Change, and the Life Cycle of Living Things |  |  |  |  |
| Early (3 to 4 ½ Years) | Observe and explore growth and changes in humans, animals, and plants and communicate an understanding that living things change over time in size and other capacities as they grow and age. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Later (4 to 5 ½ Years) | Observe and explore growth in humans, animals, and plants and communicate an increased understanding that living things change as they grow and age. Describe transformations related to an individual's life cycle (for example, birth, growth, reproduction, death). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Foundation 3.7 Needs of Living Things |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize that animals and plants require care and show an emerging understanding that feeding and watering support the growth and survival of humans, animals, and plants. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 ½ Years) | Describe the needs of humans, animals, and plants for growth and survival (for example, food, water, sleep, sunshine, shelter). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Strand: 4.0 — Earth and Space Science |  |  |  |  |
| Sub-Strand — Properties and Characteristics of Earth Materials and Objects |  |  |  |  |
| Foundation 4.1 Characteristics of Earth Materials |  |  |  |  |
| Early (3 to 4 ½ Years) | Investigate and describe the characteristics (for example, size, weight, shape, color, texture) of earth materials such as sand, rocks, soil, water, and air. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Later (4 to 5 ½ Years) | Investigate and describe the characteristics of earth materials and compare and contrast materials based on their different features (for example, size, weight, shape, color, texture). | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Sub-Strand — Changes in the Earth and Space |  |  |  |  |
| Foundation 4.2 Natural Objects in the Sky |  |  |  |  |
| Early (3 to 4 ½ Years) | Observe and describe natural objects in the sky (sun, moon, stars, and clouds). | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 ½ Years) | Observe and describe natural objects in the sky and describe patterns of movement and apparent changes in the sun, moon, stars, and clouds. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Foundation 4.3 Weather |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice and describe changes in weather. Notice the effects of weather and seasonal changes on their own lives and on plants and animals. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 ½ Years) | Observe and describe changes in weather and provide examples of the effects of changes in weather and seasons on their own lives and on plants and animals. | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Foundation 4.4 Earth and Human Activity |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice, with adult prompting and support, how humans' actions and use of resources impact the environment and their community, participate in activities related to caring for the environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Investigate, with adult support, how humans' actions and use of resources impact the environment and their community, discuss in simple terms how to care for the environment, and participate in activities related to its care. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Strand: 5.0 — Engineering, Technology, and Applications of Science |  |  |  |  |
| Sub-Strand — Engineering Design |  |  |  |  |
| Foundation 5.1 Engineering Design Process |  |  |  |  |
| Early (3 to 4 ½ Years) | Engage collaboratively with peers and adults in engineering design by identifying problems in play and everyday activities, planning and creating simple solutions to the problems they identify, and, with adult support, testing and refining their solutions. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Later (4 to 5 ½ Years) | Engage collaboratively with peers and adults in engineering design by identifying problems in play and everyday activities, planning and creating more detailed solutions to the problems they identify, and testing and refining their solutions with less adult support and over longer periods of time. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Sub-Strand — Engineering Design and Society |  |  |  |  |
| Foundation 5.2 Design Solutions and Society |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice and explore, with adult support, how tools and design solutions help address their own and other people's needs and goals in everyday life. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| Later (4 to 5 ½ Years) | Explore in more detail how tools and design solutions help address their own and other people's needs and, with adult support, develop different solutions to address the needs of their families and communities. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Foundation 5.3 Using Digital Devices |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate emerging understanding that different digital tools and devices serve different functions (for example, taking videos or photos) and use digital tools, with adult support, to meet their needs and goals in everyday situations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Later (4 to 5 ½ Years) | Recognize a greater diversity of digital tools and devices and their function (for example, look up information, learn or practice a new skill) and use them with less adult support to meet their needs and goals in everyday situations. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Physical Development |  |  |  |
| Strand: 1.0 — Fundamental Movement Skills |  |  |  |
| Sub-Strand — Balance |  |  |  |
| Foundation 1.1 Balancing While Still |  |  |  |
| Early (3 to 4 ½ Years) | Maintain balance while holding still; sometimes may need assistance. | Gross Motor | A. Body Control and Weight Transfer 4.5 Sits balanced using hands for support |
| Later (4 to 5 ½ Years) | Show increased balance and control when holding still. | Gross Motor | A. Body Control and Weight Transfer 4.4 Sits balanced without support |
| Foundation 1.2 Balancing in Motion |  |  |  |
| Early (3 to 4 ½ Years) | Maintain balance while in motion when moving from one position to another or when changing directions, though balance may not be completely stable. | Gross Motor | B. Movement and Coordination 3. Walks avoiding people, furniture, or objects |
| Later (4 to 5 ½ Years) | Show increased balance control while moving in different directions and when transitioning from one movement or position to another. | Gross Motor | B. Movement and Coordination 5. Runs while avoiding people, furniture, or other objects |
| Sub-Strand — Locomotor Skills |  |  |  |
| Foundation 1.3 Walking with Balance |  |  |  |
| Early (3 to 4 ½ Years) | Walk with balance, not always stable. Sometimes swing their arms opposite their legs while walking (for example, step with the right foot, swing their left arm forward). | Gross Motor | B. Movement and Coordination 3.2 Walks with one-hand support |
| Later (4 to 5 ½ Years) | Walk with balance and swing their arms opposite their legs (for example, step with the right foot, swing their left arm forward). Exhibit narrower space between feet while walking. | Gross Motor | B. Movement and Coordination 3.1 Walks without support |
| Foundation 1.4 Running |  |  |  |
| Early (3 to 4 ½ Years) | Run with a short stride length and feet off the ground for a short period of time. May have difficulty stopping on time. Show inconsistent swinging of the opposite arm and leg together while running. | Gross Motor | B. Movement and Coordination 5.1 Runs |
| Later (4 to 5 ½ Years) | Run with a longer stride length and each foot off the ground for a longer period of time. Show more control when stopping running. Swing their arm while stepping with the opposite leg more consistently. | Gross Motor | B. Movement and Coordination 5.1 Runs |
| Foundation 1.5 Jumping |  |  |  |
| Early (3 to 4 ½ Years) | Jump on two feet for height and distance, including jumping up from the ground or down off a raised surface. | Gross Motor | B. Movement and Coordination 6 Jumps forward |
| Later (4 to 5 ½ Years) | Jump on two feet for height and distance with increased competence, including jumping up from the ground or down off a raised surface. Swing arms to propel themselves while jumping. | Gross Motor | B. Movement and Coordination 6 Jumps forward |
| Foundation 1.6 Varied Locomotor Skills |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate a variety or new locomotor skills in a basic way that build on (and go beyond) walking and running, such as hopping, galloping, skipping, side sliding and leaping. | Gross Motor | B. Movement and Coordination 7 Skips |
| Later (4 to 5 ½ Years) | Demonstrate increased ability in performing locomotor skills that build on (and go beyond) walking and running, including engagement in hopping, galloping, skipping, side-sliding, and leaping. | Gross Motor | B. Movement and Coordination 7 Skips |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Manipulative Skills |  |  |  |  |
| Foundation 1.7 Gross Motor Manipulative Skills |  |  |  |  |
| Early (3 to 4 ½ Years) | Show gross motor manipulative skills that involve using arms, hands, and feet to interact with objects. | Gross Motor | C. Active Play | 3.1 Pedals and steers bicycle with training wheels |
| Later (4 to 5 ½ Years) | Show increased ability to perform gross motor manipulative skills that involve using arms, hands, and feet with increased coordination to interact with objects. | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Foundation 1.8 Fine Motor Manipulative Skills |  |  |  |  |
| Early (3 to 4 ½ Years) | Show fine motor manipulation skills that involve using hands and fingers to interact with objects used in daily life. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore properties of object |
| Later (4 to 5 ½ Years) | Demonstrate increased fine motor manipulation skills using hands and fingers with increasing competence and precision to interact with objects needed for daily life. | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| Foundation 1.9 Hand Preference |  |  |  |  |
| Early (3 to 4 ½ Years) | Tend to show a preference for using one hand more than the other within a task and sometimes across multiple tasks. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with the other hand. |
| Later (4 to 5 ½ Years) | Demonstrate a consistent preference for using one hand more often than the other within and across different tasks. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with the other hand |
| Strand: 2.0 — Perceptual–Motor Skills and Movement Concepts |  |  |  |  |
| Sub-Strand — Body Awareness |  |  |  |  |
| Foundation 2.1 Knowledge of Body Parts |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate knowledge of the names of basic body parts. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| Later (4 to 5 ½ Years) | Demonstrate knowledge of more and a greater variety of body parts. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Sub-Strand — Spatial Awareness |  |  |  |  |
| Foundation 2.2 Spatial Awareness |  |  |  |  |
| Early (3 to 4 ½ Years) | Use their own body as a reference point when locating or relating to other people or objects in their immediate environment. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Use their own body, general space, and other people's space when locating or relating to other people or objects in their immediate environment. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Sub-Strand — Directional Awareness |  |  |  |  |
| Foundation 2.3 Directional Understanding |  |  |  |  |
| Early (3 to 4 ½ Years) | Distinguish the direction of movements that are up and down and to the side of the body. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Understand and distinguish between the sides of the body (without necessarily understanding right and left). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Foundation 2.4 Directional Movement |  |  |  |  |
| Early (3 to 4 ½ Years) | Move forward and backward or up and down easily. | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Later (4 to 5 ½ Years) | Change directions, moving forward and backward, side to side, or up and down, quickly and with more accuracy. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Foundation 2.5 Object Locations |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an ability to place an object on top of or under something with some accuracy. | Fine Motor | A. Reach, Grasp, Hold, and Release | 3.1 Releases object into targeted space |
| Later (4 to 5 ½ Years) | Demonstrate an ability to place an object or their own body in front of, to the side of, or behind something else with accuracy. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Strand: 3.0 — Active Physical Play |  |  |  |
| Sub-Strand — Active Participation |  |  |  |
| Foundation 3.1 Physical Activity |  |  |  |
| Early (3 to 4 1/2 Years) | Initiate or engage in simple physical activities for a short to moderate period of time. | Gross Motor | C. Active Play |
| Later (4 to 5 1/2 Years) | Initiate more complex physical activities for a sustained period of time. | Gross Motor | C. Active Play |
| Sub-Strand — Cardiovascular Endurance |  |  |  |
| Foundation 3.2 Cardiovascular Endurance |  |  |  |
| Early (3 to 4 1/2 Years) | Engage in frequent bursts of active play that involves increased activity of the heart, lungs, and vascular system. | Gross Motor | C. Active Play |
| Later (4 to 5 1/2 Years) | Engage in sustained active play of increasing intensity that involves the heart, lungs, and vascular system. | Gross Motor | C. Active Play |
| Sub-Strand — Muscular Strength, Muscular Endurance, and Flexibility |  |  |  |
| Foundation 3.3 Strength, Endurance, and Flexibility |  |  |  |
| Early (3 to 4 1/2 Years) | Engage in active play activities that enhance muscular strength throughout the body, muscular endurance, and flexibility. | Gross Motor | C. Active Play |
| Later (4 to 5 1/2 Years) | Engage in increased active play activities that enhance muscular strength throughout the body, muscular endurance, and flexibility. | Gross Motor | C. Active Play |

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3.1 Classifies according to function

3.1 Classifies according to function

1. Takes independent action to alleviate distress, discomfort, Adaptive D. Personal Safety

| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Health |  |  |  |
| Strand: 1.0 — Understanding Health and Wellness |  |  |  |
| Sub-Strand — Body and Health Awareness |  |  |  |
| Foundation 1.1 Identifying and Naming Body Parts |  |  |  |
| Early (3 to 4 ½ Years) | Identify and correctly name a few external body parts (for example, elbow, head, private body parts) and a few internal body parts (for example, bones, brain, heart) and demonstrate limited knowledge of their functions. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Identify and correctly name several external body parts (for example, elbow, head, private body parts) and internal body parts (for example, bones, brain, heart) and demonstrate more detailed knowledge of their functions. | Cognitive | C. Conceptual Knowledge |
| Foundation 1.2 Communicating About Health Needs |  |  |  |
| Early (3 to 4 ½ Years) | Communicate to an adult, with varying specificity and accuracy, about feeling uncomfortable, not feeling well, or a special health need. | Adaptive | D. Personal Safety |
| Later (4 to 5 ½ Years) | Consistently communicate to an adult about feeling uncomfortable, not feeling well, or a special health need and can identify a solution. | Adaptive | D. Personal Safety |
| Foundation 1.3 Understanding the Role of Health Care Providers |  |  |  |
| Early (3 to 4 ½ Years) | Communicate their basic understanding that health care providers keep people well and help them when they are not well. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Communicate more specific knowledge on how health care providers keep people well and help them when they are not well. | Cognitive | C. Conceptual Knowledge |
| Sub-Strand — Body and Safety Boundaries |  |  |  |
| Foundation 1.4 Recognizing and Communicating About Body Boundaries |  |  |  |
| Early (3 to 4 ½ Years) | Recognize and communicate, with adult support, about body boundaries, including wanted touches (for example, hug from a peer, high five with a teacher) and unwanted touches (for example, hitting, pushing, inappropriate touches). Tend to follow trusted adults' guidance about body boundaries. | Adaptive | D. Personal Safety |
| Later (4 to 5 ½ Years) | Demonstrate an ability to recognize and communicate about body boundaries, including wanted touches (for example, hug from a peer, high five with a teacher) and unwanted touches (for example, hitting, pushing, inappropriate touches). More consistently and independently follow and use trusted adults' guidance about body boundaries. | Adaptive | D. Personal Safety |
| Sub-Strand — Nutrition |  |  |  |
| Foundation 1.5 Identifying Foods |  |  |  |
| Early (3 to 4 ½ Years) | Identify a few specific foods. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Identify a larger variety of foods and know some of the related food groups. | Cognitive | C. Conceptual Knowledge |
| Foundation 1.6 Communicating Fullness and Hunger |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an emerging ability to communicate their own fullness and hunger to an adult. Anticipate mealtime routines but show a limited capacity to wait for the next meal. | Social-Emotional | E. Meeting Social Expectations |
| Later (4 to 5 ½ Years) | Communicate more consistently their fullness and hunger to an adult. Anticipate mealtime routines and wait a little longer for a meal. | Social-Emotional | E. Meeting Social Expectations |

2. Complies with common home and community safety rules

3. Classifies using multiple attributes

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Foundation 1.7 Understanding a Variety of Foods |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an emerging understanding that eating a variety of food helps them grow and feel good. Choose familiar foods, including familial and cultural foods, although occasionally are open to trying new foods. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Later (4 to 5 ½ Years) | Demonstrate an understanding that eating a variety of food helps the body grow and feel good. Choose from a greater variety of foods at mealtimes, including familial and cultural foods. | Adaptive | A. Eating and Drinking | 2. Eats foods from a variety of food groups with a variety of textures |
| Foundation 1.8 Recognizing the Body's Response to Physical Activity |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize, with adult support, the body's response to physical activity (for example, heart beating fast, sweating, needing water) and indicate the need to be physically active outdoors or indoors. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Early (3 to 4 ½ Years) | Recognize, with adult support, the body's response to physical activity (for example, heart beating fast, sweating, needing water) and indicate the need to be physically active outdoors or indoors. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later (4 to 5 ½ Years) | Recognize, with less or limited adult support, the body's response to physical activity (for example, heart beating fast, sweating, needing water) and demonstrate an emerging understanding that being active is healthy. More consistently and with less adult support indicate the need to be physically active outdoors or indoors. | Gross Motor | C. Active Play | All |
| Sub-Strand — Sleep |  |  |  |  |
| Foundation 1.9 Recognizing and Indicating When Tired |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize, with adult support, when they are tired and express tiredness with a range of behaviors. Demonstrate limited ability to follow sleep routines consistently. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| Later (4 to 5 ½ Years) | Indicate when they are tired with a range of behaviors and demonstrate an emerging ability to understand that sleep and rest are part of keeping their bodies healthy. Follow sleep and rest routines more consistently. | Adaptive | D. Personal Safety | 1. Takes independent action to alleviate distress, discomfort, and pain |
| Strand: 2.0 — Health and Safety Habits |  |  |  |  |
| Sub-Strand — Basic Hygiene |  |  |  |  |
| Foundation 2.1 Handwashing |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate knowledge of some steps in the handwashing routine. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Later (4 to 5 ½ Years) | Demonstrate knowledge of most or all steps in the handwashing routine. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Foundation 2.2 Preventing Infectious Diseases |  |  |  |  |
| Early (3 to 4 ½ Years) | Practice health habits that prevent infectious diseases and infestations (for example, lice) with adult instruction and modeling. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene (including brush teeth, comb hair, wipe nose) |
| Later (4 to 5 ½ Years) | Practice health habits that prevent infectious diseases and infestations (for example, lice) with limited adult instruction and modeling. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene (including brush teeth, comb hair, wipe nose) |
| Sub-Strand — Oral Health |  |  |  |  |
| Foundation 2.3 Toothbrushing |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate knowledge and follow some steps of the toothbrushing routine with adult supervision and instruction. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| Later (4 to 5 ½ Years) | Demonstrate knowledge and follow more steps of the toothbrushing routine and demonstrate knowledge of when toothbrushing should be done with limited adult supervision and instruction. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene (including brush teeth, comb hair, wipe nose) |
| Sub-Strand — Sun Safety |  |  |  |  |
| Foundation 2.4 Practicing Sun Safety |  |  |  |  |
| Early (3 to 4 ½ Years) | Practice some sun-safe actions (for example, wearing sunscreen, drinking water) with adult support and guidance. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous external conditions or substances |
| Later (4 to 5 ½ Years) | Practice sun-safe actions (for example, wearing sunscreen, drinking water) with less adult support and guidance. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous external conditions or substances |
| Sub-Strand — Injury Prevention |  |  |  |  |
| Foundation 2.5 Following Safety Rules |  |  |  |  |
| Early (3 to 4 ½ Years) | Follow indoor and outdoor safety rules (that is, any rules that protect children from danger, risk, or injury) with adult support and prompting. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later (4 to 5 ½ Years) | Follow indoor and outdoor safety rules (that is, any rules that protect children from danger, risk, or injury) with less adult support and guidance. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Foundation 2.6 Following Emergency Routines |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an ability to follow emergency routines (for example, fire drill, earthquake drill) after instruction and practice with adult support and guidance. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later (4 to 5 ½ Years) | Demonstrate increased independent ability to follow emergency routines (for example, fire drill, earthquake drill) after instruction and practice with some adult guidance. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Foundation 2.7 Following Transportation and Pedestrian Safety Rules |  |  |  |  |
| Early (3 to 4 ½ Years) | Show an emerging ability to follow transportation and pedestrian safety rules with adult instruction and supervision (for example, look both ways before crossing the street, help buckle the harness straps in a car seat). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Later (4 to 5 ½ Years) | Show increased ability to follow and understand transportation and pedestrian safety rules with adult support and supervision (for example, look both ways before crossing the street, help buckle the harness straps in a car seat). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| History and Social Science |  |  |  |
| Strand: 1.0 — Social Inquiry Skills |  |  |  |
| Sub-Strand — Asking Questions and Using Evidence |  |  |  |
| Foundation 1.1 Making Observations and Asking Questions |  |  |  |
| Early (3 to 4 ½ Years) | Notice, make observations, and ask adults and peers questions about the social world (people, places, institutions). | Cognitive | E. Scientific Discovery |
| Later (4 to 5 ½ Years) | Make more detailed observations and ask adults and peers more specific questions (why, how) about the social world (people, places, institutions). | Cognitive | E. Scientific Discovery |
| Foundation 1.2 Gathering and Using Evidence |  |  |  |
| Early (3 to 4 ½ Years) | Gather information with adult support from resources (such as books and other media) related to questions of interest about the social world (people, places, institutions). | Cognitive | A. Sensory Exploration |
| Later (4 to 5 ½ Years) | Gather information during extended inquiries, with adult support, from a greater variety of resources (such as informational books, magazines, media, and community members) to generate answers related to questions of interest about the social world (people, places, institutions). | Cognitive | E. Scientific Discovery |
| Sub-Strand — Communicating Ideas About the Social World |  |  |  |
| Foundation 1.3 Creating Representations |  |  |  |
| Early (3 to 4 ½ Years) | Create representations (for example, drawings, three-dimensional models, embodied action, or stories) to show developing understanding of the social world (people, places, institutions), with adult support. | Literacy | E. Writing |
| Later (4 to 5 ½ Years) | Create more detailed representations (for example, drawings, three-dimensional models, embodied action, or stories) to deepen and share their understanding of the social world (people, places, institutions), with adult support. | Literacy | E. Writing |
| Strand: 2.0 — Self and Social Systems |  |  |  |
| Sub-Strand — Self-Identity and Society |  |  |  |
| Foundation 2.1 Self-Identity |  |  |  |
| Early (3 to 4 ½ Years) | Show awareness of characteristics of self, including ethnic, racial, linguistic, religious, gender, and ability identities. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Show greater awareness and understanding of characteristics of self, including ethnic, racial, linguistic, religious, gender, and ability identities. | Social-Communication | D. Social Use of Language |
| Foundation 2.2 Membership in Communities |  |  |  |
| Early (3 to 4 ½ Years) | Exhibit awareness of the communities (for example, family, peer group) with whom they interact frequently. | Social-Emotional | E. Meeting Social Expectations |
| Later (4 to 5 ½ Years) | Exhibit awareness of their membership in varied communities, including communities with whom they interact occasionally (for example, sports team, extended family, faith community). | Social-Emotional | E. Meeting Social Expectations |
| Foundation 2.3 Awareness of Social Roles |  |  |  |
| Early (3 to 4 ½ Years) | Exhibit awareness of familiar everyday social roles (for example, parent, sibling, teacher, doctor). | Social-Emotional | D. Independent and Group Participation |
| Later (4 to 5 ½ Years) | Exhibit awareness of broader social roles beyond the everyday social roles they typically encounter. | Social-Emotional | D. Independent and Group Participation |

2.2 Describes objects, people, and events as part of social

2.1 Meets behavioral expectations in familiar environments

3.  Initiates and completes independent activities

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Culture, Difference, and Diversity |  |  |  |  |
| Foundation 2.4 Exploring Cultural Communities |  |  |  |  |
| Early (3 to 4 ½ Years) | Explore the cultural groups (for example, racial, ethnic, religious, linguistic, ability) in which they participate and display curiosity about other people's practices. | Social-Emotional | D. Independent and Group Participation | 2.3 Remains with group during large group activities |
| Later (4 to 5 ½ Years) | Explore characteristics, practices, and traditions of cultural groups (for example, racial, ethnic, religious, linguistic, ability) beyond their own cultural communities, with adult support. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Foundation 2.5 Exploring Similarities and Differences |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice similarities and differences in people and families they know (for example, race, ethnicity, language, gender expression, family structures, ability). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Later (4 to 5 ½ Years) | Identify and name similarities and differences among people and families they know (for example, race, ethnicity, language, gender expression, family structures, ability), as well as people they are exposed to through learning materials, media, and daily interactions, with adult prompting. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Strand: 3.0 — Skills for Democracy and Being a Community Member (Civics) |  |  |  |  |
| Sub-Strand — Fairness and Respect for Other People |  |  |  |  |
| Foundation 3.1 Identifying and Including Members of Peer Groups |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize members of their peer groups (for example, members of their classroom, team, or activity group) and include them in play and learning activities. | Social-Emotional | D. Independent and Group Participation | 3.1 Initiates cooperative activity |
| Later (4 to 5 ½ Years) | Identify members of their peer groups (for example, members of their classroom, team, or activity group), and include them in collaborative play and learning activities. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Foundation 3.2 Showing Care and Offering Help |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice the needs of other people (for example, adults, peers) and the physical space; show care by offering help and contributing. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Later (4 to 5 ½ Years) | Increasingly notice individual and group needs. Show care for others (for example, adults, peers) and for the physical space through actions like offering help, contributing, advocating, and leading. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Foundation 3.3 Understanding Different Needs and Fairness |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice and communicate that peers have different needs by offering different resources and taking varied actions. (Even so, they may become frustrated by differences in the distribution of materials or opportunities.) | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Later (4 to 5 ½ Years) | Demonstrate understanding that peers have different needs by working toward supporting rules and practices that allow for each other's needs to be met. (Even so, they may still become frustrated by differences in the distribution of materials or opportunities.) | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Sub-Strand — Community Norms and Practices |  |  |  |  |
| Foundation 3.4 Contributing to the Group |  |  |  |  |
| Early (3 to 4 ½ Years) | Contribute to group efforts alongside adults and peers. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Later (4 to 5 ½ Years) | Contribute ideas, work toward group efforts, and show awareness of their individual contribution to collective group projects alongside adults and peers. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Foundation 3.5 Following Community Rules and Norms |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize community rules and norms and, with adult support, follow rules while learning to coordinate personal interests with those of others. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Later (4 to 5 ½ Years) | Recognize rules and norms and follow community rules with fewer adult reminders. Enforce community rules and norms with peers. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Sub-Strand — Collaborative Problem-Solving |  |  |  |  |
| Foundation 3.6 Group Decision-Making |  |  |  |  |
| Early (3 to 4 ½ Years) | Participate in group decision-making (for example, voting, group meetings, circle time) about everyday choices that affect the group, with adult support. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Later (4 to 5 ½ Years) | Participate in group decision-making (for example, voting, group meetings, circle time) with adult support. Express ideas of agreement and disagreement during decision-making practices. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Foundation 3.7 Collective Problem-Solving |  |  |  |  |
| Early (3 to 4 ½ Years) | Participate in problem-solving with peers (for example, interpersonal conflict resolution). Use simple bargaining or seek out adult intervention as strategies. | Cognitive | D. Reasoning | 4.1 Uses strategies to resolve conflicts |
| Later (4 to 5 ½ Years) | Solve problems with peers through strategies like negotiation and compromise to solve problems. Intervene on behalf of one another during problem-solving. | Cognitive | D. Reasoning | 4. Resolves conflicts using negotiation |
| Foundation 3.8 Developing Solutions and Taking Action |  |  |  |  |
| Early (3 to 4 ½ Years) | Offer simple ideas to address problems and issues affecting their group, school, or larger community, with adult support. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Later (4 to 5 ½ Years) | Develop solutions and take action, often engaging others, to address problems and issues in their group, school, or larger community, with adult support. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems |
| Strand: 4.0 — Time, Continuity, and Change |  |  |  |  |
| Sub-Strand — Understanding of Time |  |  |  |  |
| Foundation 4.1 Using Time Order Words |  |  |  |  |
| Early (3 to 4 ½ Years) | Use sequential words or phrases, such as "before" and "after," to describe the time order of everyday personal events. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Later (4 to 5 ½ Years) | Indicate time order with increasing accuracy and sophistication. Use words like "before," "after," "then," "next," yesterday," and "tomorrow." | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Sub-Strand — Personal History |  |  |  |  |
| Foundation 4.2 Describing Change Over Time |  |  |  |  |
| Early (3 to 4 ½ Years) | Identify change over time in themself, with some adult support, when recalling events from early life (for example, "When I was a baby ..."). | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual detail |
| Later (4 to 5 ½ Years) | Identify and describe change over time in themself, family, and community and share more detailed stories about recent experiences. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Sub-Strand — Historical Changes in People and the World |  |  |  |  |
| Foundation 4.3 Recalling Past Events |  |  |  |  |
| Early (3 to 4 ½ Years) | Recall past experiences easily and enjoy hearing stories about the past but require adult help to distinguish when past events occurred in relation to each other and to connect them with current experience. | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual detail |
| Later (4 to 5 ½ Years) | Show improved ability to relate past events to other past events and current experiences but occasionally rely on some adult support. | Cognitive | B. Imitation and Memory | 3.1 Relates recent events without contextual detail |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Strand: 5.0 — Sense of Place and Environment |  |  |  |
| Sub-Strand — Navigating Familiar Locations |  |  |  |
| Foundation 5.1 Identifying Characteristics of Locations |  |  |  |
| Early (3 to 4 ½ Years) | Identify the characteristics of familiar locations, such as home and school and describe objects and activities associated with each. | Social-Communication | D. Social Use of Language |
| Later (4 to 5 ½ Years) | Identify characteristics of their community and region, including geographic features, weather, and common activities. | Cognitive | E. Scientific Discovery |
| Foundation 5.2 Communicating Locations and Directions |  |  |  |
| Early (3 to 4 ½ Years) | Communicate location and directionality (for example, in/on, under/over, up/down, inside/outside) when describing nearby places and locations. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Communicate a greater diversity of directions to others (for example, near/far, next to, beside/between, in front/behind), including specific places and locations that are farther away. | Cognitive | C. Conceptual Knowledge |
| Sub-Strand — Representations of Physical Space |  |  |  |
| Foundation 5.3 Understanding Physical Space Through Drawings, Building Materials, and Maps |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate an emerging understanding that drawings, globes, building materials, and maps can represent the physical world, but often interpret map symbols imprecisely. | Cognitive | C. Conceptual Knowledge |
| Later (4 to 5 ½ Years) | Create their own drawings, maps, and models; use globes, maps, and map symbols and use maps for basic problem-solving (for example, locating objects) more skillfully, with adult support. | Cognitive | D. Reasoning |
| Sub-Strand — Caring for the Natural and Built World |  |  |  |
| Foundation 5.4 Caring for the World |  |  |  |
| Early (3 to 4 ½ Years) | Show an interest in the natural and built world, including animals, plants, and the built environment, especially as they experience it directly. With adult support, develop understanding of the interaction between humans and the environment, including taking care of the natural world (for example, not polluting a lake). | Cognitive | E. Scientific Discovery |
| Later (4 to 5 ½ Years) | Show an interest in the natural and built world both within and outside direct experience. Understand the positive and negative impacts of human interaction with the natural world. With adult support, develop actions to take care of the natural world and humans impacted by natural disasters (for example, forest fires). | Cognitive | E. Scientific Discovery |

3. Solves problems using multiple strategies

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| CA Indicator ALPS-5 Area ALPS-5 Strand ALPS-5 Goals |  |  |  |  |
| --- | --- | --- | --- | --- |
| Strand: 6.0 — Economic Systems |  |  |  |  |
| Sub-Strand — Community Needs |  |  |  |  |
| Foundation 6.1 Meeting Community Needs |  |  |  |  |
| Early (3 to 4 11/2 Years) | Recognize that community members have basic needs (for example, shelter, food) and that there are different ways to meet those needs. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Later (4 to 5 11/2 Years) | Recognize that community members have basic needs (for example, shelter, food) and demonstrates emerging ability to identify people and places within the community that help community members meet their needs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Foundation 6.2 Awareness of People at Work |  |  |  |  |
| Early (3 to 4 11/2 Years) | Understand that people do different types of work, both inside and outside the home. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Later (4 to 5 11/2 Years) | Explore with adult support a wider array of work that people do both inside and outside the home. Understand how different types of work help communities meet their needs. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Sub-Strand — Exchange |  |  |  |  |
| Foundation 6.3 Understanding Exchange |  |  |  |  |
| Early (3 to 4 11/2 Years) | Recognize use of different forms of exchange, including trading and using money to buy and sell. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems (market concept) |
| Later (4 to 5 11/2 Years) | Understand more complex exchange concepts, like choosing one item over another (opportunity cost), limited access to or limited amounts of a resource (supply and demand), and the exchange of money to buy and sell goods and services. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems (market concept) |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Visual and Performing Arts |  |  |  |
| Strand: 1.0 — Visual Arts |  |  |  |
| Sub-Strand — Notice, Respond to, or Engage in Visual Art |  |  |  |
| Foundation 1.1 Attending to and Engaging in Visual Arts |  |  |  |
| Early (3 to 4 ½ Years) | Attend to and engage with different visual art styles and forms (such as paintings, sculptures, and collages), some of which are familiar or reflect home and community cultural experiences and some of which are new. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, or objects |
| Later (4 to 5 ½ Years) | Demonstrate increased attention to and engagement with a variety of visual art styles and forms (such as paintings, sculptures, and collages), some of which are familiar or reflect home and community cultural experiences and some of which are new. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, or objects |
| Foundation 1.2 Communicating About Art Forms and Elements |  |  |  |
| Early (3 to 4 ½ Years) | Notice and communicate about some objects, forms, or representations that appear in art. | Social-Communication | D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange |
| Later (4 to 5 ½ Years) | Notice and communicate about specific elements that appear in art (such as color, line, texture, or perspective), and describe how objects, forms, or representations are positioned in the artwork. | Cognitive | D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience |
| Sub-Strand — Develop Skills in Visual Art |  |  |  |
| Foundation 1.3 Drawing or Painting Lines and Curves |  |  |  |
| Early (3 to 4 ½ Years) | Use straight and curved marks and lines, circles, and other shapes to create drawings or paintings that suggest people, animals, or other objects. | Fine Motor | C. Mechanics of Writing 1.4 Scribbles |
| Later (4 to 5 ½ Years) | Use straight and curved marks and lines, circles, and other shapes with increased precision and detail to create drawings or paintings of people, animals, or other objects that are mostly recognizable. | Fine Motor | C. Mechanics of Writing 1.1 Writes and/or draws using mixed strokes |
| Foundation 1.4 Working with Dough or Clay |  |  |  |
| Early (3 to 4 ½ Years) | Make somewhat regular-shaped balls and coils out of play dough or clay using their hands or simple tools. | Fine Motor | B. Functional Skill Use 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Later (4 to 5 ½ Years) | Make representational forms that are mostly recognizable out of play dough or clay using their hands or simple tools. | Fine Motor | B. Functional Skill Use 3.4 Holds object with one hand and manipulates or produces action with other hand |
| Foundation 1.5 Using Visual Arts Materials |  |  |  |
| Early (3 to 4 ½ Years) | Use a range of materials to create two-dimensional art (such as drawings or paintings) and three-dimensional art (such as collages or sculptures). | Fine Motor | B. Functional Skill Use 3.1 Assembles toy that requires putting pieces together |
| Later (4 to 5 ½ Years) | Use a range of materials more intentionally to create two-dimensional art (such as drawings or paintings) and three-dimensional art (such as collages or sculptures) that is more detailed. | Fine Motor | B. Functional Skill Use 3.1 Assembles toy that requires putting pieces together |
| Foundation 1.6 Communicating Visual Arts Terms |  |  |  |
| Early (3 to 4 ½ Years) | Recognize and name some materials and tools used for visual arts. | Social-Communication | D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange |
| Later (4 to 5 ½ Years) | Recognize and name a greater variety of materials and tools used for visual arts with increased accuracy. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| Foundation 1.7 Demonstrating Motor Control |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate some motor control when working with visual arts tools. | Fine Motor | C. Mechanics of Writing 1.4 Scribbles |
| Later (4 to 5 ½ Years) | Demonstrate coordination and increased motor control when working with visual arts tools. | Fine Motor | C. Mechanics of Writing 1.1 Writes and/or draws using mixed strokes |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Foundation 1.8 Mixing and Blending Colors |  |  |  |  |
| Early (3 to 4 ½ Years) | Experiment with mixing colors and notice different colors and shades. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Later (4 to 5 ½ Years) | Intentionally mix and blend colors to achieve different colors and shades. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Sub-Strand — Create, Invent, or Express Through Visual Art |  |  |  |  |
| Foundation 1.9 Creating Two-Dimensional and Three-Dimensional Representations |  |  |  |  |
| Early (3 to 4 ½ Years) | Create two-dimensional and three-dimensional pieces of visual art that are intended to represent objects, figures, people, or experiences. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Later (4 to 5 ½ Years) | Create two-dimensional and three-dimensional pieces of visual art that often include a combination of objects, figures, and people to illustrate a story or scene, sometimes naming the artworks. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Foundation 1.10 Intensity and Mood |  |  |  |  |
| Early (3 to 4 ½ Years) | Use some intensity of marks and colors to express a feeling or mood. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Later (4 to 5 ½ Years) | Use intensity of marks and colors more frequently to express a feeling or mood and explain their choice. | Literacy | E. Writing | 2.1 Makes representational drawings |
| Strand: 2.0 — Music |  |  |  |  |
| Sub-Strand — Notice, Respond to, or Engage in Music |  |  |  |  |
| Foundation 2.1 Attending to and Engaging in Music |  |  |  |  |
| Early (3 to 4 ½ Years) | Attend to and engage with different sounds, vibrations, rhythms, and instruments, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Later (4 to 5 ½ Years) | Demonstrate increased attention to and engagement with a wider variety of sounds, vibrations, rhythms, and instruments, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Foundation 2.2 Responding to Music with Body Movements |  |  |  |  |
| Early (3 to 4 ½ Years) | Use body movement to respond to music by themself or with others. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Later (4 to 5 ½ Years) | Use body movement that more closely responds to the beat, dynamics (louds and softs), and tempo (speed) of music by themself or with others. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Sub-Strand — Develop Skills in Music |  |  |  |  |
| Foundation 2.3 Recognizing Sounds and Vibrations |  |  |  |  |
| Early (3 to 4 ½ Years) | Notice and communicate differences between some vocal, instrumental, and environmental sounds and vibrations. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Later (4 to 5 ½ Years) | Notice and communicate differences between a larger array of vocal, instrumental, and environmental sounds and vibrations with increased accuracy. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Foundation 2.4 Exploring Vocal Expression and Instruments |  |  |  |  |
| Early (3 to 4 ½ Years) | Explore vocally and with instruments; sing patterns, chants, and parts of songs by themself or with others. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Later (4 to 5 ½ Years) | Expand vocal and instrumental exploration; sing patterns, chants, and entire songs alone or with others in varying pitches (highs and lows), dynamics (louds and softs), moods, and intensities. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Foundation 2.5 Exploring Beat and Rhythmic Awareness |  |  |  |  |
| Early (3 to 4 ½ Years) | Tap beats and rhythms with their hands, feet, and instruments or other percussive tools. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |

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| CA Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Later (4 to 5 ½ Years) | Increase complexity and accuracy in tapping various beats and rhythms with their hands, feet, and instruments or other percussive tools. | Cognitive | 1. Expands simple observations and explorations into further inquiry |

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| CA Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Foundation 2.6 Communicating Music Terms |  |  |  |  |
| Early (3 to 4 ½ Years) | Recognize and name basic terms and elements related to music, such as the names of a few instruments or a few basic terms describing tempo (speed) or dynamics (louds and softs). | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names of people or pets |
| Later (4 to 5 ½ Years) | Recognize and name a wider range of instruments and specific qualities of music, such as pitch (high or low), mood, tempo (speed), and dynamics (louds and softs). | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Sub-Strand — Create, Invent, or Express Through Music |  |  |  |  |
| Foundation 2.7 Producing or Improving Melodies and Rhythms |  |  |  |  |
| Early (3 to 4 ½ Years) | Use vocal skills, instruments, and other tools to produce short melodies, chants, or songs using simple rhythms and tones, by themself or with others. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker/listener role during conversations with others |
| Later (4 to 5 ½ Years) | Use vocal skills, instruments, and other tools to produce or improve on melodies, chants, or songs using more complex rhythms and tones, by themselves or with others. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker/listener role during conversations with others |
| Strand: 3.0 — Drama |  |  |  |  |
| Sub-Strand — Notice, Respond to, or Engage in Drama |  |  |  |  |
| Foundation 3.1 Engaging in Drama |  |  |  |  |
| Early (3 to 4 ½ Years) | Engage in pretend play by themself or with others, acting out scripts, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later (4 to 5 ½ Years) | Engage in extended and flexible pretend play scenarios, by themself or with others, acting out scripts, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Foundation 3.2 Understanding Plot |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate knowledge of the simple plot of a participatory drama. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Later (4 to 5 ½ Years) | Demonstrate knowledge of the extended plot and conflict of a participatory drama. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Sub-Strand — Develop Skills in Drama |  |  |  |  |
| Foundation 3.3 Showing Emotions |  |  |  |  |
| Early (3 to 4 ½ Years) | Use gestures, expressions, and movements to intentionally show different emotions. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large group activities |
| Later (4 to 5 ½ Years) | Use gestures, expressions, and movements to intentionally show a wider range of emotions. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Foundation 3.4 Acting Out Prompts or Scripts |  |  |  |  |
| Early (3 to 4 ½ Years) | Participate in acting out prompts or simple scripts by themself or with others (such as by following instructions or taking turns). | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Later (4 to 5 ½ Years) | Participate in acting out longer or more detailed prompts or scripts by themselves or with others (such as by following instructions or taking turns). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Foundation 3.5 Engaging in Role-Play |  |  |  |  |
| Early (3 to 4 ½ Years) | Engages in role-play (representing a person, animal, or character) using a limited range of voices, movements, and gestures. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Later (4 to 5 ½ Years) | Engages in role-play (representing a person, animal, or character) using a wider range of voices, movements, and gestures. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Foundation 3.6 Vocal Projection |  |  |  |  |
| Early (3 to 4 ½ Years) | Project their voice with some clarity using some dynamics (louds and softs). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Later (4 to 5 ½ Years) | Project their voice with increased clarity using a range of dynamics (louds and softs). | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Foundation 3.7 Communicating Drama Terms |  |  |  |  |
| Early (3 to 4 ½ Years) | Understand and communicate basic terms and elements related to drama. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Later (4 to 5 ½ Years) | Demonstrate a broader understanding of terms and elements related to drama and an increased ability to communicate the terms. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Sub-Strand — Create, Invent, or Express Through Drama |  |  |  |  |
| Foundation 3.8 Using Props or Costumes |  |  |  |  |
| Early (3 to 4 ½ Years) | Add props or costumes to enhance the dramatization of familiar stories and fantasy play by themselves or with others. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Later (4 to 5 ½ Years) | Intentionally use a variety of props, costumes, or scenery to enhance the dramatization of familiar stories and fantasy play by themselves or with others. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Foundation 3.9 Creating Scripts |  |  |  |  |
| Early (3 to 4 ½ Years) | Create new scripts, reinvent, or embellish existing stories and act them out by themselves or with others, with or without adult support. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small group activities |
| Later (4 to 5 ½ Years) | Intentionally create longer and more detailed scripts and stories, acting them out by themselves or with others, with or without adult support. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Strand: 4.0 — Dance |  |  |  |  |
| Sub-Strand — Notice, Respond to, or Engage in Dance |  |  |  |  |
| Foundation 4.1 Attending to and Engaging in Dance |  |  |  |  |
| Early (3 to 4 ½ Years) | Attend to or engage in different movements, gestures, and expressions, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Later (4 to 5 ½ Years) | Demonstrate increased attention to or engagement with a variety of movements, gestures, and expressions, some of which are familiar or reflect home and community cultural experiences and some of which are new. | Social-Communication | C. Communicative Expression | 3. Uses conversational rules when communicating with others |
| Sub-Strand — Develop Skills in Dance |  |  |  |  |
| Foundation 4.2 Spatial Awareness and Coordination |  |  |  |  |
| Early (3 to 4 ½ Years) | Demonstrate awareness of self and others in dance or when moving in space. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Later (4 to 5 ½ Years) | Demonstrate increased awareness of self and others and coordination of movement in dance or when moving in space. | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Foundation 4.3 Responding to Tempo |  |  |  |  |
| Early (3 to 4 ½ Years) | Respond to tempo (speed) and timing through movement. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| Later (4 to 5 ½ Years) | Respond to tempo (speed) and timing through movement with increased accuracy and skill. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Foundation 4.4 Learning Basic Dance Skills |  |  |  |  |
| Early (3 to 4 ½ Years) | Respond to the instruction of one skill at a time in movement (such as jumping or falling). | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Later (4 to 5 ½ Years) | Respond to the instruction of more than one skill at a time in movement (such as turning, leaping, and turning again). | Social-Communication | B. Communicative Understanding | 3. Follows multi-step directions without contextual cues |
| Foundation 4.5 Communicating Dance Terms |  |  |  |  |
| Early (3 to 4 ½ Years) | Understand and communicate basic terms and elements related to dance. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Later (4 to 5 ½ Years) | Demonstrate a broader understanding of terms and elements related to dance (such as steps, tempo [speed], or types of dances) and an increased ability to communicate the terms. | Social-Communication | C. Communicative Expression | 4.1 Identifies common concepts |

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| CA Indicator |  | AEPS-5 Area | AEPS-5 Strand | AEPS-5 Goals |
| --- | --- | --- | --- | --- |
| Sub-Strand — Create, Invent, or Express Through Dance |  |  |  |  |
| Foundation 4.6 Representation Through Dance |  |  |  |  |
| Early (3 to 4 ½ Years) | Use music and movement patterns to act out and dramatize. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Later (4 to 5 ½ Years) | Use music and movement patterns to act out and dramatize with increased skill. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Foundation 4.7 Inventing and Improvising Dance |  |  |  |  |
| Early (3 to 4 ½ Years) | Invent dance movements or improvise dances by themself or with others. | Gross Motor | C. Active Play | All |
| Later (4 to 5 ½ Years) | Invent and recreate dance movements or improvise dances by themself or with others. Often initiate a sequence of movements or steps. | Gross Motor | C. Active Play | All |
| Foundation 4.8 Communicating Feelings Through Dance |  |  |  |  |
| Early (3 to 4 ½ Years) | Communicate simple feelings spontaneously and intentionally through dance and movement, by themself or with others. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Later (4 to 5 ½ Years) | Communicate more complex feelings spontaneously and intentionally through dance and movement by themself or with others. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |