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aeps3
ALIGNMENT
Maine
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Maine's Early Learning & Development Standards
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3) with Maine’s Early Learning and Development Standards
This document aligns the Infant and Toddler Maine Early Learning and Development Standards (IT MELDS) [2021] and the Preschool Maine Early Learning and Development Standards (P-MELDS) [2024] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS® -3). Brookes Publishing Co.
Maine Department of Education and Maine Department of Health & Human Services. (2021). Infant and Toddler Maine Early Learning and Development Standards (IT MELDS). Retrieved from: https://www.maine.gov/dhhs/sites/maine.gov.dhhs/files/inlinefiles/Infant%20and%20Toddler%20MELDS_2021.pdf
Maine Department of Education and Maine Department of Health & Human Services. (2024). Preschool Maine Early Learning and Development Standards (P-MELDS). Retrieved from: https://www.maine.gov/doe/sites/maine.gov.doe/files/inlinefiles/PreschoolMELDS2024.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing Co., Inc.
Created August 2025
Infant Toddler MELDS
| Social and Emotional Development | ||||
|---|---|---|---|---|
| Trust and Emotional Security (Emotional Functioning) | ||||
| Birth-8 months | Expresses feelings of comfort, discomfort, enjoyment, fear, surprise, anger, or unhappiness through various facial expressions, body movements, gestures. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Quiets or stops crying when held, rocked, given a change of position or level of stimulation in the environment, or talked to by a familiar adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Birth-8 months | Attends with interest when others show range of emotions through facial expressions, voices, or gestures. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Birth-8 months | May cry when another child cries. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Expresses a variety of emotions and modifies expression according to the reactions of familiar adults. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 6-18 months | Looks to/seeks comfort from familiar adults when distressed and accepts reassurance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Responds to others' emotional expressions by: sharing emotional reactions – smiling when adult smiles, showing excitement when other children are excited looks sad or concerned when another child is crying; may offer soft toy, blanket, or food. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Displays confidence that needs will be met by caregiver, evidenced by child watching and waiting a short time for caregiver to meet the recognized need. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Self-conscious emotions appear: shame, embarrassment, guilt, pride. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 16-36 months | Shows understanding of some emotional expressions by: labeling them asking questions about them responding appropriately (verbally or non-verbally) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 16-36 months | Shows understanding of some emotional expressions by: labeling them asking questions about them responding appropriately (verbally or non-verbally) | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 16-36 months | May use artistic tools for emotional expression. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Expresses empathy toward other children or adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16-36 months | Begins to express feelings of anger and frustration: tells friends “I don’t like that!”. | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| 16-36 months | Has an expectation that the caregiver will provide what is needed in most situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Self-Regulation | ||||
|---|---|---|---|---|
| Birth-8 months | Comforts self by clutching toy, sucking thumb, and stroking blanket. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Starts, maintains, or stops social contact through looks, gestures, sounds, and smiles. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Anticipates being lifted or fed molds body-turns towards adult and opens mouth. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Birth-8 months | Signals (using cues) when full-pushes bottle away, stops nursing, wants to be put down – squirms, and pushes away. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Comforts self by sucking on fingers, retrieving a familiar object, engaging in a familiar routine, and utilizing quiet space in classroom when needed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 6-18 months | Expresses own needs gestures when hungry, grabs blanket when tired, and calls to engage caregiver. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 6-18 months | Anticipates and participates in routine activities lifts arms when dressing and holds out cup. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 6-18 months | Can be restless and determined creating conflicted needs which can lead to power struggles emerging (Example: child is tired but doesn't want to stop playing). | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Shows impulse control by beginning to understand their role in play (need to wait for a turn for a toy), tolerating brief wait times or delays. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| 16-36 months | Anticipates and follows routines when prompted helps with clean up, gets ready to go for a walk, joins group time for dancing, stories, etc., and begins to dress themselves as part of daily routines, even though it may take longer. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 16-36 months | Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs such as “no” or “stop” during conflict and let’s a trusted adult know when hungry, tired, or needing assistance with a peer. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Sense of Self, Self-Awareness, and Self-Concept | ||||
|---|---|---|---|---|
| Birth-8 months | Uses hands to explore different parts of the body. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Beginning to understand that they can make things happen; (example: pat a musical toy to make music come again, or raise arms to be picked up by parent or caregiver). | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Birth-8 months | Cries when a parent or caregiver leaves the room. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Smiles at self in mirror. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Birth-8 months | Recognizes, holds, touches own feet and hands. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Birth-8 months | Shows preferences; cries when something is not liked. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Points to or indicates parts of the body when asked. | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| 6-18 months | Express thoughts and feelings by saying, “no!” | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Begins to recognize and respond to own name (example: gestures at sound of name or vocalizes at sound of name). | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| 6-18 months | Recognizes familiar people in addition to immediate family or primary caregiver. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-18 months | Uses name to refer to significant people; for example, “Mama” or Papa”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 6-18 months | Shows distress when preferred people don’t interact with them. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 6-18 months | Shows signs of mastery; for example: laughs at own cleverness or is frustrated when unable to do something. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 16-36 months | Recognizes own image in the mirror or photo and understands that it is self. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Says own name when asked and names others in family. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Identifies self by gender, for example:, “I boy”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Begins to make comparisons between self and others; for example: “Tommy is boy like me.” | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Uses adjectives to refer to self, for example: “Me big”. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Communicates, “I do it!” or “No” when caregiver or parent tries to help. | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| 16-36 months | Respect toddlers’ valid opinion of saying no. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 16-36 months | Wants to experience the world on own terms; for example, avoids messy materials. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 16-36 months | Uses evaluative words to talk about self, “Me good girl?” | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Relationships with Adults | ||||
|---|---|---|---|---|
| Birth-8 months | Seeks comfort from caring adult by crying and looking for him or her. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Birth-8 months | Is more easily soothed by sound of primary caregiver's voice than unfamiliar voice. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| Birth-8 months | Shows preference for familiar adult, lifts arms to be picked up by special adult; squealing and kicking when familiar adult appears. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Birth-8 months | Responds to being held: Calming down, molding of the body to the caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Forms attachment with primary caregiver; more easily soothed, studies the face, attends longer to caregiver's facial expressions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Initiates positive social behavior toward familiar adult |
| 6-18 months | Distinguishes between familiar and unfamiliar adults. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 6-18 months | Exhibits separation anxiety, cries briefly when separated from parent or caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 6-18 months | Feels secure to explore environment in presence of primary caregiving adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Plays away from the primary caregiver and then moves close to him or her from time to time to check in. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | When distressed child seeks to be physically close to primary caregiver. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Imitates sequence of events after seeing the sequence completed by a caregiving adult; for example, read a story to a doll or put a teddy to bed. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 16-36 months | Seeks attention of a special caregiver and communicates "Watch me!" before proudly displaying a new skill. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 16-36 months | Cries and looks for special caregiver after falling. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Tries to influence adult behavior; for example, brings favorite book and expresses, "One more?" even though she has just heard "We are all done; time for a nap". | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 16-36 months | Gesturing for one more hug as a parent is leaving for work. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 16-36 months | Uses adult as a resource through words or actions; for example, asks a caregiver for a cracker or for help getting jacket on. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 16-36 months | Begins to follow simple instructions or guidance of a caregiver. | Social-Communication | B. Communicative Understanding | 3.2 Follows one-step direction without contextual cues |
| Relationships with Children | ||||
|---|---|---|---|---|
| Birth-8 months | Turns to the voice of an older sibling. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Birth-8 months | Notices a crying peer with a serious expression. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Birth-8 months | Watches other children with interest. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| Birth-8 months | Reaches out to touch eyes or hair of a peer. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Birth-8 months | Laughs when an older sibling or peer makes a funny face. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Birth-8 months | Tries to get the attention of another child by smiling or babbling to him/her. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-18 months | Plays side-by-side with another child. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 6-18 months | Matches emotions with a peer's emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 6-18 months | Participates in spontaneous interactions with peers and exhibits enjoyment. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 6-18 months | Influences and responds to a peer's behavior in a simplistic manner; for example, handing a playmate a doll. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 6-18 months | Begins to show preference among play partners, often hugging or touching them. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 6-18 months | Knows the names of peers when they are referred to. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 6-18 months | Knows the family members of frequent playmates. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Engages in social pretend play with one or two friends and take on roles; for example, pretends to be a dog while a friend pretends to be the owner. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Expresses an interest in playing with a particular child. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Exhibits sadness when a favorite friend is not at school; "When you miss your friend here at school, she misses you too". | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Engages in joint exploration and has begun associative play; for example, attempts to build a block tower with a friend or can wait a short time for "my turn". | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 16-36 months | Shows concern for a peer who is in distress. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 16-36 months | Engages in reciprocal play such as run and chase or offer and receive. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Approaches to Learning | ||||
|---|---|---|---|---|
| Engagement and Persistence | ||||
| Birth-8 months | Makes and maintains eye contact while being held for feeding. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Finds ways to bring hand to mouth even when hand is covered by a blanket or clothing. | Fine Motor | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Birth-8 months | Tries to reach a toy hanging from a high chair. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Birth-8 months | Tries to move bottle, cries, or touches adult when bottle is empty. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Birth-8 months | Begins to look for dropped objects. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 6-18 months | Looks out the window for a familiar caregiver to return. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 6-18 months | Uses several different ways to get a toy when it's out of reach. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Reaches for caregiver's hands to continue game/song: Peek-A-Boo, Pat-A-Cake, Twinkle, Twinkle | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 6-18 months | Continues to feed self even when having difficulty. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| 16-36 months | Empties the entire toy box while looking for a favorite toy. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 16-36 months | Turns puzzle piece in a variety of directions to fit into puzzle frame. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Climbs into a box or open cupboard to get toys or objects that are out of reach. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Attempts to put on shoes or coat by self, tries for a while before asking for help. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 16-36 months | Follows after and says "Good-bye" or cries when caregiver is leaving the room or going out of the house. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 16-36 months | Overcomes an obstacle in the way of obtaining a desired object. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Initiative and Curiosity | ||||
|---|---|---|---|---|
| Birth-8 months | Explores a variety of materials including: their body, people, objects. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Vocalizes or makes noise to attract caregiver's attention. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Birth-8 months | Uses facial expressions, sounds, or gestures to show likes or dislikes. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Shows eagerness to investigate novel objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 6-18 months | Lifts arms up in order to be picked up by caregiver. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 6-18 months | Gets a favorite book and brings to caregiver to read. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 6-18 months | Shows preference for: certain foods, toys, activities. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6-18 months | Willing to approach new people, things, and experiences. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 6-18 months | Shows enthusiasm for exploring and learning (clap, smile). | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 16-36 months | Studies people and things around them seeking more information. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Shows interest and/or approaches other children for play. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 16-36 months | Makes their choices known by talking about what they want and asking questions using: gestures, facial expressions, words. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 16-36 months | Starts to sing a song or move to music and others join in. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Shows interest in trying new experiences and new ways of doing things. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Creativity | ||||
|---|---|---|---|---|
| Birth-8 months | Finds new ways to use familiar toys/materials: putting a block in a cup, using a spoon to bang on tray, “inviting” an adult to mouth rattle. | Cognitive | E. Scientific Discovery | 2.1 Tries different simple actions to achieve goal |
| Birth-8 months | Laughs and tries to imitate noises or silly sounds. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Birth-8 months | Investigates pushing water or food around with hand on high chair tray or table. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Birth-8 months | Begins to repeat change sensorimotor activities to elicit a reaction: bang hands on table, drop a toy. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Birth-8 months | Anticipates being lifted and moves body accordingly. | Cognitive | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 6-18 months | Bangs on pots and pans with a spoon to make noise then tries the same action on other objects. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 6-18 months | Uses familiar objects in pretend play and imitates sounds the objects make: animal figures, puppets, other items (cars, trucks, etc.). | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| 6-18 months | Begins to move to the music of varying rhythms, tempos, and types. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Uses a colorful scarf in different ways such as dancing, waving it, or using it as a blanket. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 6-18 months | Begins to focus attention on one activity or toy for a short period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 6-18 months | Engages in “dump and fill” with items. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 6-18 months | Begins to explore expression with art implements: scribbling with large crayons, creating markings in finger paint, molding playdough. | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 16-36 months | Acts out dramatic play role-play themes with others; engages in make-believe play: imitates a dog or cat by crawling and making barking or meowing noises, offers a caregiver or peer a pretend snack or drink during play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 16-36 months | Uses items for other than intended purpose. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 16-36 months | Carries on an imaginary conversation using: a toy telephone, baby doll, other items (stuffed animal, book, etc.). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Participates in music activities and dances with increased rhythm. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| 16-36 months | Participates in music activities and dances with increased rhythm. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 16-36 months | Makes silly faces to see other children and adults react. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 16-36 months | Creatively explores and experiments with sensory mediums, combining different types of materials to make something new. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 16-36 months | Uses puppets in dramatic play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Early Language and Literacy | ||||
|---|---|---|---|---|
| Language Comprehension (Receptive Language) | ||||
| Birth-8 months | Maintains eye contact with person looking at him or her: mutually gazes with primary caregivers, shows preference for voice of primary caregivers. Reacts to human voice: appears to watch or listen, quiets self, turns toward conversation. Reacts to new voices or sounds by becoming more quiet or active: startles or cries at loud sounds, shows different responses to tones of voice, looks for source of sounds. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Maintains eye contact with person looking at him or her: mutually gazes with primary caregivers, shows preference for voice of primary caregivers. Reacts to human voice: appears to watch or listen, quiets self, turns toward conversation. Reacts to new voices or sounds by becoming more quiet or active: startles or cries at loud sounds, shows different responses to tones of voice, looks for source of sounds. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Maintains eye contact with person looking at him or her: mutually gazes with primary caregivers, shows preference for voice of primary caregivers. Reacts to human voice: appears to watch or listen, quiets self, turns toward conversation. Reacts to new voices or sounds by becoming more quiet or active: startles or cries at loud sounds, shows different responses to tones of voice, looks for source of sounds. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 6-18 months | Responds with gestures or vocal signals to familiar words: responds to own name, turns to look at familiar person/object/pet when named, understands simple phrases as “byebye”, “hot”, etc., points or reaches to familiar objects when named as in body parts, favorite toys, family pictures. | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| 6-18 months | Understands simple one step requests such as, “Get your blanket”, “Give me your cup”. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 6-18 months | Looks to adult for messages about appropriate or inappropriate behavior. Attends to and enjoys listening to adult voices: rhymes, songs, short stories, imitation games such as Pat-a-Cake. | Social-Emotional Communication | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| 16-36 months | Understands a variety of simple two-step requests and follows multi-step daily routines like handwashing. Understands names for common objects, familiar people, familiar actions. Understands contrasts such as: yes/no, come/go, run/stop, up/down, fast/slow. | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| 16-36 months | Understands a variety of simple two-step requests and follows multi-step daily routines like handwashing. Understands names for common objects, familiar people, familiar actions. Understands contrasts such as: yes/no, come/go, run/stop, up/down, fast/slow. | Cognitive | C. Conceptual Knowledge | 2. Locates common objects, people, or events |
| 16-36 months | Understands prepositions such as: on, in, under, over. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | With adult direction, finds items needed for an activity. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Shows increased attention span when being read to, listening to rhymes, fingerplays, songs of increased complexity. | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Language Expression (Expressive/Productive Communication) | ||||
|---|---|---|---|---|
| Birth-8 months | Initiates communication with caregiver: maintains eye contact: looks intently at caregiver, cries, grunts or makes loud sounds to seek caregiver assistance, smiles or gestures to initiate social contact, moves body in anticipation of being picked up. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Birth-8 months | Makes a variety of repetitive sounds or gestures: babbles and coos; pairs consonants and vowels with repetition such as “ma” or “da”; uses hands to express self. | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 6-18 months | Uses physical gestures or sounds to get help from adult: gazes between adult and desired item, tugs or pulls on caregiver, moves, points or motions to object out of reach, expresses own needs such as hunger or wanting comfort item. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-18 months | Expresses self with movement or facial expressions: shakes head “no”; nods “yes”; smiles; frowns. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-18 months | Takes turns in back-and-forth verbal play with caregiver that mimics a conversation. Responds to caregiver’s speech by babbling/uttering in reply. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-18 months | Moves toward expression of identifiable words: jargon has melody and inflection, imitates familiar words/sounds, begins expressing clearly words like “mama”, “dada”, “bye-bye”, “no”, “baba”(bottle). | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 16-36 months | Uses words or actions to request assistance: asks for food when hungry, asks for help, may use words to solve conflicts with peers/siblings. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 16-36 months | Combines words into simple sentences: “Mommy bye-bye”, “Milk all gone”. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 16-36 months | Asks and answers simple questions: lots of what, why and where questions. | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| 16-36 months | Uses everyday experiences to build on vocabulary: talks about what they are doing, uses language to convey simple ideas. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 16-36 months | Refers to self by name; uses personal pronouns (I, me, you) with increased proficiency. | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 16-36 months | Vocabulary increases with age; articulation becomes increasingly clearer; may express feelings both physical and emotional. | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| 16-36 months | Carries on sustained interactions with caregivers. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Emergent Literacy | ||||
|---|---|---|---|---|
| Birth-8 months | With a responsive adult, looks at and attends to pictures of other babies or faces. | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| Birth-8 months | Looks at books, pats the pictures, brings book to mouth. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Birth-8 months | Kicks feet or moves arms in response to music. | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| Birth-8 months | Listens and attends to repetitions of culturally and linguistically familiar words, songs, or rhymes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Birth-8 months | Uses signs or gestures in response to adult's conversation with them about photos of familiar people. | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| 6-18 months | Exhibits increased participation when books are read: points, makes sounds, vocalizes, smiles, turns page. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 6-18 months | Makes motions for familiar games, rhymes, songs, or fingerplays. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Begins to “use” communication tools during imitative play: uses phone or book, grasps marker or crayon, makes marks on paper. | Literacy | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 16-36 months | Exhibits increased participation with written forms of communication: looks at books, magazines as if reading, makes sounds that relate to pictures, turns pages at the right time. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 16-36 months | Recognizes signs and symbols in the environment: identifies stop sign, labels, or logos of familiar places/items; memorizes and repeats phrases of songs, books, rhymes. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 16-36 months | Increased understanding of communication tools: converses with others using play phone, tells others what own scribbles mean. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 16-36 months | Shows increased attention when being read to: begins to make observations about, the use of words and pictures, enjoys stories of increasing complexity. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Physical Development and Health | ||||
|---|---|---|---|---|
| Perceptual Development | ||||
| Birth-8 months | Reflexes at birth: stepping, palmar grasp, startle reflex, rooting and sucking, hand-to-mouth, and moves arms in swimming motion. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Birth-8 months | Reflexes that develop after birth: bicycle kicking, body follows turn of head, and protects self when falling. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Birth-8 months | Initially visual system immature (attentive to objects of contrasting colors). | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Birth-8 months | Increased ability to detect detail and coordinate visual information from each eye. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| Birth-8 months | Infant may become fixated visually. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Birth-8 months | Shows enjoyment of motion such as rocking, jiggling, bouncing, or being carried around. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Birth-8 months | Preference for slower, high pitched sounds. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Can distinguish parents' voice from that of a stranger. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Birth-8 months | Can distinguish smell of mother from others. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Respond to what they see (i.e. move toward desired person or object, look for source of noise). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Begins to show taste preference. | Social-Communication | A. Eating and Drinking | 3.3 Accepts food presented on eating utensils |
| 6-18 months | Continue to integrate information gathered from the senses: shows increased ability to concentrate and begin to show sustained interest in people, objects, and activities; shows increased desire to explore sensory information; oral exploration of objects decreases with age; shows increased enjoyment of varieties of sensory information. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-18 months | Visual information more refined: depth perception established; seeks and responds to increased visual stimulation. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 6-18 months | Hearing information more refined: ability to discriminate sounds in a noisy setting. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 16-36 months | Sensory thresholds do not interfere with desire to explore surroundings: continues to show increased ability to concentrate with multiple sensory stimulation present; increased cognitive and motor skills allows increased ability to explore and form meaning from sensory information. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 16-36 months | Visual discrimination more refined: ability to discriminate finer detail in tandem with cognitive development (i.e. may notice caregiver's earring). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 16-36 months | Hearing discrimination more refined: ability to isolate familiar sounds in tandem with cognitive development (i.e. hears siren outside, points, and says, "Fire truck!"). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Gross Motor (Large Muscle) | ||||
| Birth-8 months | Exhibits beginning stages of large muscle control: head control, lifts chin, lifts head, lifts both head and shoulders, supports self on flexed elbows. | Gross Motor | A. Body Control and Weight Transfer | All |
| Birth-8 months | Coordination of muscle control: turns from back to stomach and stomach to back, moves by rolling, inches forward on stomach or back, sits unsupported, begins bouncing when held. | Gross Motor | A. Body Control and Weight Transfer | 3. Rolls from back to stomach |
| Birth-8 months | Coordination of muscle control: turns from back to stomach and stomach to back, moves by rolling, inches forward on stomach or back, sits unsupported, begins bouncing when held. | Gross Motor | A. Body Control and Weight Transfer | 3.1 Rolls from stomach to back |
| Birth-8 months | Begins to use arms and legs purposefully: claps hands, pounds on things, kicks at objects, holds arms out for jacket or so shirt can be taken off. | Gross Motor | B. Movement and Coordination | All |
| 6-18 months | Exhibits increasing control of large muscles and body movement: sits up, crawls or creeps, pulls to stand, cruises while holding on to furniture, stands alone, climbs out of crib, walks alone, runs with a wide stance, walks upstairs holding a hand, stops and walks backwards a few steps, climbs simple structures. | Gross Motor | A. Body Control and Weight Transfer | All |
| 6-18 months | Uses arms and legs with increasing purposefulness: throws, carries, pushes, pulls, dumps objects, scoots on or rides wheel toys without pedals. | Gross Motor | C. Active Play | All |
| 16-36 months | Exhibits more control and coordination of large muscle and body movement: walks fast, walks on tiptoes, walks backwards, walks upstairs holding a railing (or hand), runs with control, climbs well, throws a ball with aim, may jump in place, may balance briefly on 1 foot, rides tricycle. | Gross Motor | B. Movement and Coordination | All |
| 16-36 months | Uses arms and legs with more purposefulness: catches a ball by trapping it with arms and hands, pounds object with intention and precision, creates simple block structures, pushes foot into shoe, takes off shoes. | Gross Motor | B. Movement and Coordination | All |
| 16-36 months | Engages in creative movement spontaneously and when prompted by music or adult. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Fine Motor (Small Muscle) | ||||
|---|---|---|---|---|
| Birth-8 months | Stares at objects, especially faces; begins to coordinate eyes. | Social-Communication | B. Communicative Understanding | 1.2 Looks toward object |
| Birth-8 months | Grasp reflex diminishing. | Fine Motor | A. Reach, Grasp, and Release | 3. Stacks objects |
| Birth-8 months | Reaches for objects with both arms, but hands are fisted: reaches with one arm and grasps at will, grasps – releases – “re-grasps” and releases again, begins to grasp with thumb and forefinger. | Fine Motor | B. Functional Skill Use | 1.1 Uses finger to point or touch |
| Birth-8 months | Brings objects to mouth. | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Birth-8 months | Beginning eye hand coordination: transfers object from one hand to another. | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Birth-8 months | Follows slow moving object with eyes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 6-18 months | Scoops up and takes with hand to manipulate or pick up objects, sand, food, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 6-18 months | Brings two blocks together to make noise. | Fine Motor | B. Functional Skill Use | 1.2 Uses hand to activate object |
| 6-18 months | Uses thumb and forefinger to pick up small items. | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| 6-18 months | Handles a cup or spoon for self-feeding. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| 6-18 months | Begins to show preference for one hand. | B. Functional Skill Use | 1.2 Uses hand to activate object | |
| 6-18 months | Undresses self and unties shoes. | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| 6-18 months | Can turn pages of a board book. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| 16-36 months | Uses a crayon to imitate marks/scribble. | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| 16-36 months | Holds object with one hand and manipulates it with the other: brushes dolls hair, holds and winds a music box. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 16-36 months | Folds blanket, cloth, paper, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 16-36 months | Pours liquid from small pitcher. | Adaptive | A. Eating and Drinking | 6.1 Pours liquid into variety of containers |
| 16-36 months | Shows preference for one hand. | B. Functional Skill Use | 1.2 Uses hand to activate object | |
| 16-36 months | Puts on easy clothing. | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| 16-36 months | Holds spoon, fork, cup, but may still spill. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| 16-36 months | Can use paintbrush, but doesn't control drips. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| 16-36 months | Can turn pages of a book. | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Self-Help and Adaptive Skills | ||||
|---|---|---|---|---|
| Birth-8 months | Displays signs of self-comforting: sucks thumb to pacify self. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Birth-8 months | Shows signs of self-feeding: begins to hold own bottle/cup, begins to feed with fingers. | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Birth-8 months | Alerts caregiver in own way when physically uncomfortable: hungry, tired, wet pants, etc. | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| 6-18 months | Making progress with self-feeding. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 6-18 months | Shows interest in dressing self: pushes arm through sleeve, takes clothes off, unties shoes. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 6-18 months | Shows interest in toileting at end of this stage: watches others engaged in toileting, explores sitting on potty chair. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| 6-18 months | Shows interest in helping with chores, mimics adult behavior. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 6-18 months | Makes attempts at self-help: takes off socks, pulls on bib. | Adaptive | C. Dressing and Undressing | 1.6 Takes off socks |
| 16-36 months | Progressing well with self-feeding and self-serving: holds spoon, fork, cup, feeds self, pours own water from small container, sets items on table and removes after eating. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 16-36 months | Continues to show interest in dressing: undresses self, puts on clothes (no buttoning), shoes, jacket, hat. | Adaptive | C. Dressing and Undressing | 1. Undresses self by removing all clothing |
| 16-36 months | Continues to show interest in dressing: undresses self, puts on clothes (no buttoning), shoes, jacket, hat. | Adaptive | C. Dressing and Undressing | 2. Selects appropriate clothing and dresses self |
| 16-36 months | Shows increased interest and proficiency with toileting skills: willing to use toilet, washes hands after toileting. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| 16-36 months | Increased interest in helping with chores and physical care: attends to blowing nose, cleans tables, picks up toys. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Cognitive Development | ||||
| Exploration and Inquiry | ||||
| Birth-8 months | Displays reflexes that set the stage for sensory exploration toward intellectual development: turns head toward nipple, grasps finger of caregiver when placed in palm. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Directs attention towards caregiver's face or voice: gazes at caregiver's face during feeding. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| Birth-8 months | Directs attention toward objects: reaches and grasps for objects or stares at them, reacts to new objects, voices, sounds, and touch by becoming more active or quiet. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Manipulates, visually inspects, feels, and mouths things in the environment: moves toward toy, bangs on table with toy, fingers and inspects object. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 6-18 months | Takes time to investigate and may protest when play is interrupted. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 6-18 months | Can use several senses at once to explore the environment: mouths, then holds toy at a distance, shakes and then throws ball. | Cognitive | A. Sensory Exploration | 1.2 Uses senses to explore |
| 6-18 months | Looks at and explores how a material reacts when acted upon: water added to the sand table, popping bubbles with hands and feet. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 16-36 months | Independently explores the immediate environment to investigate what is there: asks about a new toy or explores different textures in the natural environment, searches for a specific toy. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 16-36 months | Tries new activities, materials, and equipment: unfamiliar art materials, different musical instrument, joins in new song or fingerplay. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 16-36 months | Uses multiple senses to determine properties of things: lifts, shakes, and listens, smells, tastes, and inquires of caregiver about the item. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Concept Development and Working Memory | ||||
|---|---|---|---|---|
| Birth-8 months | Uses sight, hearing and touch to examine an item to learn about it: mouths, bangs, grasps, releases, and re-grasps. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Birth-8 months | Looks for or orients toward dropped object: looks down when drops toy from a table. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Birth-8 months | Repeats a pleasing sight, sound, or motion to show enjoyment and a desire to continue: looks towards a musical toy to continue interaction. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Birth-8 months | Repeats a previously successful sound or motion: kicks or swats mobile and repeats over days and week, continues to bang an object to repeat a sounds. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Birth-8 months | Imitates sounds and gestures. | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Birth-8 months | Finds hidden objects: uncovers a partially hidden toy under a blanket or cloth. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Remembers location of favorite object: asks for objects out of sight, persists in search for a desired object when it is hidden. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 6-18 months | Remembers games and toys from the previous day. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| 6-18 months | Anticipates people's return, time for nap, etc. within context of daily routine. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 6-18 months | Imitates actions across a change in context; beginning of ability to fantasize and role-play: imitates mom on the phone when at child care setting, uses another object or person as a tool, asks to be picked up to reach something, rolls toward a toy to reach it. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 6-18 months | Understands "more" in reference to food or simple play, responds appropriately when asked if child wants more crackers. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 6-18 months | Begins to think about actions before doing them: chooses a toy, book, or doll from a group, enjoys taking things out of a container and putting them back. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 16-36 months | Uses familiar objects in combination: uses spoon in bowl, doll in bed, and person in car. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 16-36 months | Engages in make believe play acting out simple dramatic play themes with others: “You baby, me momma”, pretends to be an animal. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 16-36 months | Recognizes that the words “two, three, four, etc.” are numbers, recites numbers with prompting or adult cues, uses some number words during play or activity: “I want two”. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 16-36 months | Imitates counting rhymes: One, Two Buckle My Shoe, Three Little Monkeys. | Math | A. Counting | 1.2 Recites numbers 1-3 |
| 16-36 months | Shows some understanding of daily time sequence: time for nap, lunch, outdoor play. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 16-36 months | Begins to solve simple problems in his or her head: moves a toy to get to another object, stands on block or another object to reach an item. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Reflection and Problem-Solving | ||||
| Birth-8 months | Engages in simple repeated actions to reach a goal, such as trying to get whole hand and then fingers or thumb in mouth. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Birth-8 months | Anticipates being lifted and moves body accordingly: stiffens body in preparation for being lifted, stretches arms up toward caregiver, tries to lift head toward caregiver. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Birth-8 months | Uses own actions or movements to solve simple problems, such as rolling to the side to reach an object or kicking to make something move. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 6-18 months | Begins to focus attention on one activity or toy for a short period of time. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 6-18 months | Explores how to make something happen again or how something works by doing actions over and over again: repeatedly filling a container and emptying it out. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 6-18 months | Tries different solutions to everyday problems until discovering one that works. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 6-18 months | May try the same strategy multiple times even if it is not working. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Engages in activities for longer periods of time, including make believe play. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 16-36 months | Tries several times to solve more challenging problems, often using a combination of actions or behaviors: determined to reach the sink and pulls over a block to stand on, then adds a book to make it higher. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Uses experimenting to figure out solutions to everyday problems, including in social situations: two children both want to fit into a small car and agree to take turns. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Begins to develop ability to find a solution using mental representation. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Mathematical Thinking | ||||
| Birth-8 months | Observes and feels the sequence of simple daily routines: rocking to sleep, riding in a stroller, listening to an adult voice reading or singing. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Birth-8 months | Explores special relationships with objects: picks up different sized balls. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Birth-8 months | Places shapes into shape sorter (not always in the correct space). | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Birth-8 months | Demonstrates understanding of simple number concepts: uses sign language to ask for “More” of something, takes two crackers when prompted, “Take two crackers”. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Birth-8 months | Uses sensorimotor exploration to experience various textures, patterns, sounds, and smells. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-18 months | Follows simple directions related to position: puts toys “in” basket after prompted. | Social-Communication | B. Communicative Understanding | 3.3 Follows one-step direction with contextual cues |
| 6-18 months | Uses simple nesting or stacking toys: nests three or four cups, stacks three or four cups or foam blocks. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 6-18 months | Groups a few objects by shape, color, or size: finds two or three toys that have the same simple shape, color. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 6-18 months | Understands time words such as “after, “before”: “Before we go outside, we have to put on your coat.”. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Explores spatial relationships: attempts to fit own body in boxes, tunnels. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 6-18 months | Solves simple manipulative problems: crawls or walks around a toy. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 16-36 months | Verbally Counts (not always in the correct order): says “one, two, six”. | Math | A. Counting | 2. Counts out 10 items |
| 16-36 months | Recognizes and names a few numerals: notices numbers within the environment and identifies a few by name. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 16-36 months | Follows simple directions related to proximity: set your shoes “beside” your cot for naptime. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Makes comparisons between two objects: identifies the larger object when shown. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 16-36 months | Shows interest in simple patterns in the environment: points to pedestrian crosswalk and says, “white, black, white, black”. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 16-36 months | Shows interest in patterns and sequences: attempts to follow a pattern with large beads and string or on a peg board, plays matching games. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 16-36 months | Classifies, labels, and sorts objects by characteristics: heavy vs. light, color, hard vs. soft, large vs. small. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 16-36 months | Arranges objects in lines: makes a row of blocks. | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| 16-36 months | Matches simple shapes: using form boards or puzzles -circle, square, triangle. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| Scientific Reasoning | ||||
| Birth-8 months | Explores properties of items by mouthing them: explores large pop beads by putting them in their mouth. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Birth-8 months | Uses senses to investigate the natural environment around them: looks outward and watches leaves blowing in the wind. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Birth-8 months | Begins to look for objects that are “hidden” or become “out of sight”. | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| 6-18 months | Investigates new phenomena: reaches out to touch rain, stops play to watch a novel element in the environment. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| 6-18 months | Shows basic awareness of cause and immediate effect: opens and closes, presses button to make sounds. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 6-18 months | Uses trial and error method effectively: successfully pushes buttons on a pop-up toy, uses shape sorter with some success. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 16-36 months | Fills and empties containers with sand, water, or small toys. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 16-36 months | Begins to ask “Why” questions to understand specific concepts. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 16-36 months | Begins to notice differences and similarities: kiwi is sweet and a lemon is sour, cows and dogs both have four legs. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 16-36 months | Uses simple tools in exploration and inquiry: magnifying glasses, hammers, tweezers. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Explores different mediums and their properties: mixing sand and water cornstarch and water. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Social Studies Learning | ||||
| Birth-8 months | Engages in immediate and deferred imitation of facial expressions: smiles back at caregiver, smiles when familiar adult re-enters room, responds by patting mirror when sees own image reflected. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Birth-8 months | Begins to notice differences in faces or adults. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Birth-8 months | Begins to notice new items in the environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 6-18 months | Demonstrates knowledge about self: begins to show preference towards adults, recognizes items that belong to them (bottle, blanket, etc.). | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| 6-18 months | Reacts and responds to new environments (i.e. falls asleep in car and wakes up in a shopping mall). | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-18 months | Shows curiosity and points to new items in the environment. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 6-18 months | Reacts and responds to changes in familiar adults (i.e. mom cuts hair, dad shaves beard, etc.). | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 16-36 months | Shows basic understanding of people and how they live: imitates example of mother nursing younger sibling. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 16-36 months | Notices differences between people – gender, skin color, etc. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 16-36 months | Seeks opportunities to label new items in the environment. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 16-36 months | Asks questions about new people, materials, and places in the environment. | Cognitive | C. Conceptual Knowledge | 2.1 Generates specific questions for investigation |
| 16-36 months | Recognizes and seeks familiar places (i.e. stores, doctor's office etc.). | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| 16-36 months | Shows interest in “helpers’ in the community (fire, police, mail carriers, etc.). | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Preschool MELDS | ||||
|---|---|---|---|---|
| Social Emotional Development | ||||
| 1. Emotional Development | ||||
| a. Self Concept | ||||
| 34-48 months | Begins to see self as an individual with their own wants, needs, skills, and abilities. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 34-48 months | Chooses individual activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 34-48 months | Expresses self in different roles during pretend play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 34-48 months | Compares self with others. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 34-48 months | Expresses own ideas and opinions. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 34-48 months | Begins to show awareness of own autonomy and boundaries. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 46-60 months End of Preschool Standards | Expresses and/or demonstrates an awareness of self as an individual with certain wants, needs, abilities, characteristics, preferences, and rights. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 46-60 months End of Preschool Standards | Demonstrates self-direction by making choices among peers, activities, and materials. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Tries new things and improves new skills with practice. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| 46-60 months End of Preschool Standards | Initiates actions or activities with peers. For example, inviting a friend to play. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| 46-60 months End of Preschool Standards | Uses a variety of materials with curiosity and interest. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 46-60 months End of Preschool Standards | Shows ability to take care of personal or shared possessions. (e.g. backpack, toys, books). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 46-60 months End of Preschool Standards | Shows ability to respect personal space and boundaries of other people. (e.g., checking before touching another person or showing concern when stepping on someone's foot). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
b. Self-Regulation
| 34-48 months | Demonstrates understanding of and ability to communicate developmentally appropriate basic safety guidelines. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
|---|---|---|---|---|
| 34-48 months | Shows progress in the ability to express and identify feelings, needs, and opinions across learning environments. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 34-48 months | Shows progress in ability to recognize and communicate feelings and emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 34-48 months | Shows progress in ability to recognize and communicate feelings and emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 34-48 months | Shows progress in sharing the attention of a trusted adult caregiver. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 34-48 months | Shows progress in turn-taking ability. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 34-48 months | With adult guidance, uses materials and equipment purposefully and safely. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| 34-48 months | With adult guidance, uses materials and equipment purposefully and safely. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 34-48 months | Begins to notice the cause and effect of own actions. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 34-48 months | Develops listening skills with intentional adult instruction and support.(e.g., teaching children that listening can look like giving their attention to others or events in various ways). | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 46-60 months End of Preschool Standards | Expresses wants, thoughts, needs, and feelings through various methods of communication. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 46-60 months End of Preschool Standards | Seeks adult support and engages in finding solutions to resolve conflict with peers. | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| 46-60 months End of Preschool Standards | With support, listens to instructions before beginning an activity. | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| 46-60 months End of Preschool Standards | With support, listens to instructions before beginning an activity. | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| 46-60 months End of Preschool Standards | With support, demonstrates an understanding of developmentally appropriate rules and routines. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 46-60 months End of Preschool Standards | With support, demonstrates the ability to follow developmentally appropriate rules and routines. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 46-60 months End of Preschool Standards | Shows progress in sharing materials with others. | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| 46-60 months End of Preschool Standards | Shows progress in sharing materials with others. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 46-60 months End of Preschool Standards | Waits for their turn in simple game or use of equipment. | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| 46-60 months End of Preschool Standards | Demonstrates understanding of cause and effect of own actions. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 46-60 months End of Preschool Standards | Shows beginning ability to co-regulate emotions and behaviors with a trusted, regulated adult. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| c. Sympathy and Empathy | ||||
|---|---|---|---|---|
| 34-48 months | Demonstrates a beginning ability to identify basic feelings of self and others in a variety of situations.(e.g., identifying that self or others feel happy, sad, or angry). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 34-48 months | Demonstrates ability to be kind to self and others in a variety of situations. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 46-60 months End of Preschool Standards | Demonstrates empathy through comfort and care of others. (e.g., asking “Are you okay?” or giving/requesting a hug or high-five). | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 46-60 months End of Preschool Standards | Labels emotions of self and others, with support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 46-60 months End of Preschool Standards | Labels emotions of self and others, with support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 46-60 months End of Preschool Standards | Asks “what” and “why” questions to understand the effects of behavior. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 46-60 months End of Preschool Standards | Shows progress in expressing feelings, needs, and opinions, in difficult situations such as conflicts, without harming self, others, or property. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| d. Adapting to Diverse Settings | ||||
| 34-48 months | Explores objects and materials and interacts with others in a variety of new settings. | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| 34-48 months | Begins to demonstrate ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/attendance. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 46-60 months End of Preschool Standards | Demonstrates ability to be flexible or adjust to routine or unexpected changes including physical setting, daily schedule, staffing and group size/attendance. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 46-60 months End of Preschool Standards | Given prior notice (e.g., with a visual schedule or verbal/nonverbal adult cues), adjusts to changes from one activity/setting to the next. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 46-60 months End of Preschool Standards | Anticipates, with assistance, what will be needed in diverse settings. | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| 46-60 months End of Preschool Standards | Follows rules in new or diverse settings. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 2. Social Development | ||||
| a. Building Relationships with Others | ||||
| 34-48 months | Separates from adults in familiar settings, with assistance. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 34-48 months | Approaches others for assistance when needed. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 34-48 months | Offers to assist others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 34-48 months | Expresses affection for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 34-48 months | Follows guidance for behavior in different environments. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 34-48 months | Identifies known safety roles and distinguishes between trusted and unknown adults. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 34-48 months | Engages in parallel play (i.e., plays next to or near others without trying to influence the play or behavior of others). | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 34-48 months | Engages in interactive play with others. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 34-48 months | Leads or participates in cooperative play with others | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 46-60 months End of Preschool Standards | Asks questions and checks with an adult as needed while exploring their environment. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| 46-60 months End of Preschool Standards | Seeks help when needed for emotional support. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 46-60 months End of Preschool Standards | Shares information with at least one trusted person. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 46-60 months End of Preschool Standards | Works independently. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Works cooperatively with others to plan, create, and organize activities during play and solve problems as they arise. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 46-60 months End of Preschool Standards | Participates in group activities. | Social-Emotional | D. Independent and Group Participation | 1. Interacts appropriately with others during small-group activities |
| 46-60 months End of Preschool Standards | Uses different turn-taking strategies (e.g., trading, setting a timer, etc.). | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 46-60 months End of Preschool Standards | Shows an increased ability to be friendly and flexible in play and to work cooperatively to resolve conflicts with peers. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 46-60 months End of Preschool Standards | Shows or communicates care or concern for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 46-60 months End of Preschool Standards | Makes friends with others. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| 46-60 months End of Preschool Standards | Notices who is absent from a group setting. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 46-60 months End of Preschool Standards | Communicates wants and needs in a group setting. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 46-60 months End of Preschool Standards | Helps self and others when needed. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 46-60 months End of Preschool Standards | Knows and expresses self as a part of diverse groups. (e.g., family, preschool class, faith community, etc.). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Uses play to explore, practice, and understand social roles. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
b. Respecting Similarities and Differences
| 34-48 months | Notices similarities and differences in others. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
|---|---|---|---|---|
| 34-48 months | Develops relationships with others based upon shared experiences. | Social-Emotional | C. Interactions with Peers | 1 (All) |
| 46-60 months End of Preschool Standards | Recognizes and discusses similarities and differences in others. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Notices that other children might communicate differently. (e.g., through nonverbal communication different languages and/or dialects). | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 46-60 months End of Preschool Standards | Begins to think about a situation from the point of view of others | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Approaches to Learning and Play | ||||
| 3. Mindset | ||||
| a. Engagement | ||||
| 34-48 months | Eagerly chooses to be involved in a variety of tasks and activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 34-48 months | Has capacity to maintain involvement and concentration for a meaningful period of time. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| 46-60 months End of Preschool Standards | Participates with pleasure, enthusiasm and dedication in self chosen activities. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Consistently remains engaged in self-directed play even with distractions, can maintain focus and return to an activity after a break. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| b. Persistence | ||||
| 34-48 months | Engages in a variety of activities through a play period. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 34-48 months | During times of distraction, maintains concentration with increased focus. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| 34-48 months | Can increasingly work through challenges and frustrations in play with adult support. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 34-48 months | Sees simple tasks through to completion. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 34-48 months | Begins to set goals, develop plans, and complete tasks. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Purposefully chooses, engages and persists in play, experiences and projects. | Social-Emotional | D. Independent and Group Participation | 2. Interacts appropriately with others during large-group activities |
| 46-60 months End of Preschool Standards | Purposefully chooses, engages and persists in play, experiences and projects. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Works through challenges with increasing independence while engaged in self-selected activities. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 46-60 months End of Preschool Standards | Demonstrates resilience and coping skills when faced with reasonable challenges, using an increased ability to regulate frustration over time. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 46-60 months End of Preschool Standards | Chooses to leave a project and return to it later for follow through or elaboration. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Chooses to repeat experiences to build competence and explore, change and extend ideas. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Keeps trying and flexibly adapts strategies when encountering difficulties. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| c. Initiative | ||||
|---|---|---|---|---|
| 34-48 months | Shows interest in how and why others do things. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 34-48 months | Assists adults with daily tasks. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 34-48 months | Expresses interest in a widening range of topics and ideas. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 34-48 months | Demonstrates ability to make independent choices. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Asks to join in play already in progress. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 46-60 months End of Preschool Standards | Tells the difference between appropriate and inappropriate risk-taking. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| 46-60 months End of Preschool Standards | Offers to help adults or peers with daily tasks. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 46-60 months End of Preschool Standards | Independently seeks, accepts or offers help or information for further understanding. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Can identify and seek materials, strategies and tools they need to complete activities and tasks. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Invents projects and works on them with little assistance. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Sets goals, develops plans, and follows through with self directed projects with increasing independence and/or collaboration. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| d. Curiosity | ||||
|---|---|---|---|---|
| 34-48 months | Begins to discover and investigate ideas, task, experiences that interest and amaze them. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 34-48 months | Uses senses to gather information and understanding about materials and ideas. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 34-48 months | Asks questions “What would happen if...” | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 34-48 months | Tries new ways to accomplish tasks. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Describes what was learned from an activity. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 34-48 months | Explores a variety of materials and experiences. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 46-60 months End of Preschool Standards | Discovers and investigates ideas, tasks, experiences that interest and amaze them. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Carries out investigations using familiar and new strategies, tools, or sources of information. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Approaches tasks and activities with increasing flexibility, complexity, imagination and inventiveness. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 46-60 months End of Preschool Standards | Chooses to take opportunities to explore a variety of materials and experiences, seeking out new challenges. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 4. Executive Functions |
| a. Reflections | ||||
|---|---|---|---|---|
| 34-48 months | Notices changes and accomplishments from experimentation and trial and error. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 34-48 months | Increasingly applies learning from prior experiences and understanding to new learning situations. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 34-48 months | Makes predictions about what will happen next. | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| 34-48 months | Explains part or all of the problem and the exploration to adults or peers. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Thinks about multiple options, choices and decides if they are useful and if not, tries another. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Applies prior experiences, senses, and knowledge to new learning situations. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Discovers and finds patterns and relationships. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 46-60 months End of Preschool Standards | Draws on information to be able to review and anticipate to make if-then connections and contemplate what if situations that have not actually occurred. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Discusses or documents important aspects of an experience and identifies what was learned. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| b. Problem Solving | ||||
|---|---|---|---|---|
| 34-48 months | Recognizes when something might be a problem or challenge. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 34-48 months | With prompting and support begins to attempt to solve a problem. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 34-48 months | Begins to use appropriate communication or action when conflicts arise. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 46-60 months End of Preschool Standards | Predicts when something might be a problem or challenge. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| 46-60 months End of Preschool Standards | Recognizes that problems exist and learns how to resolve simple conflicts independently or collaboratively. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| 46-60 months End of Preschool Standards | Maintains communication and problem solving skills when finding a solution to conflicts. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| c. Flexibility | ||||
| 34-48 months | Generates and shares ideas during social interactions and dramatic play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 34-48 months | Accepts more than one solution to a question, task, or problem. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| 34-48 months | Seeks guidance from adults and/or accepts suggestions to try different approaches and solutions to tasks, problems and interactions with peers. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 34-48 months | Can adjust emotions and behavior to changes. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 46-60 months End of Preschool Standards | Independently alters approach to tasks or problem when initial approach does not work. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 46-60 months End of Preschool Standards | Considers, predicts and implements different approaches to carrying out a task. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Demonstrates innovative thinking. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Is able to manage a change in rules or accepts the ideas of peers during play. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| 5. Creativity, Invention, and Imagination | ||||
|---|---|---|---|---|
| a. Visual Arts | ||||
| 34-48 months | Uses self-selected materials to engage in art experiences. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 34-48 months | Shares art materials and space. Begins to work collaboratively with peers on artworks. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 34-48 months | Uses color, lines and shapes to represent and express ideas. | Literacy | E. Writing | 2.1 Makes representational drawings |
| 34-48 months | Uses and explores art materials to stimulate the senses. Uses sensory information to create works of art. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 34-48 months | Explores a variety of art elements and materials to represent creative thought, life experiences and real things in the environment. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 34-48 months | With support talks about creative process. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| 34-48 months | Begins to identify artwork to be shared with others. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| 34-48 months | With support begins to make comments or share observations of the art expression of others. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 34-48 months | Explores multicultural art styles and materials. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 46-60 months End of Preschool Standards | Shows interest or participates in different art media and materials in a variety of ways for creative expression and representation. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Shows increasing engagement in art materials to express ideas and interests. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Works cooperatively to create drawings, paintings, sculptures, and other art projects. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 46-60 months End of Preschool Standards | Progresses in abilities to create with a variety of media that reflect more detail, uniqueness, and/or realism. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Explores and utilizes art materials appropriately. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Describes the process and style of personal artwork. | Literacy | E. Writing | 1.2 Verbally labels representational drawings |
| 46-60 months End of Preschool Standards | Selects pieces for display. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 46-60 months End of Preschool Standards | Listens, comments and shows appreciation for the art expression of others. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Explores diverse art forms, elements and styles for representing ideas, creative thought and to support learning in other learning domains. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Observes, discusses and may utilize multicultural art styles and materials. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| b. Movement and Dance | ||||
|---|---|---|---|---|
| 34-48 months | Participates in a variety of rhythmic and creative movement experiences. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Develops increasing body control, body awareness during creative movement. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Begins to connect body movements to music, song or creative ideas. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Begins to participate in group movement/dance. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 46-60 months End of Preschool Standards | Moves in response to different styles of music. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 46-60 months End of Preschool Standards | Uses creative movement that expresses an idea or feeling. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Combines creative movement with sound, song/chants and/or instruments to express ideas or retell a story. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 46-60 months End of Preschool Standards | Engages in and collaborates during group creative movement/dance. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| c. Music | ||||
| 34-48 months | Claps hands to keep the beat to a song. | Social-Emotional | D. Independent and Group Participation | 2.1 Interacts appropriately with materials during large-group activities |
| 34-48 months | Participates in slow and fast tempo as well as low and high sounds. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Participates with simple songs that have a rhythm and pattern. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 34-48 months | Imitates sounds that demonstrate musical awareness. | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| 34-48 months | Experiments with a variety of musical instruments. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Uses body percussion to demonstrate beat and tempo. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Shows increasing ability to recognize tempo changes and different styles of music. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Increasing ability to adapt to pitch and sounds. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 46-60 months End of Preschool Standards | Sings songs with varied lyrics and patterns. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 46-60 months End of Preschool Standards | Improvises with sound effects. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Uses musical instruments to imitate and improvise songs, melodies, and patterns. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 46-60 months End of Preschool Standards | Explores music and instruments from other cultures. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
d. Dramatic Play and Expression
| 34-48 months | Begins to use inanimate objects to represent real life objects (e.g. uses banana as a phone). | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
|---|---|---|---|---|
| 34-48 months | Begins to role play real life experiences (e.g., pretend to listen to your heart). | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 34-48 months | Mimics movements, sounds, and expressions of real-life experiences. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 34-48 months | Imitates repeated verses in stories. | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| 46-60 months End of Preschool Standards | Uses inanimate objects for other than their intended purpose to create representations of real-life objects or activities. | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| 46-60 months End of Preschool Standards | Represents fantasy and real-life experiences through pretend play and may use props. | Cognitive | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 46-60 months End of Preschool Standards | Uses pretend play to represent known or anticipated situations. | Cognitive | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 46-60 months End of Preschool Standards | Creates characters through physical movement, gesture, sound, speech and facial expressions. | Cognitive | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 46-60 months End of Preschool Standards | With prompting and support, children assume the roles of characters, using props and language to tell or retell a story. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Language and Literacy | ||||
| 6. Speaking and Listening | ||||
| a. Comprehension & Collaboration | ||||
| 34-48 months | Begins to engage in collaborative conversations about preschool topics and texts with peers and adults in small and larger groups. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 34-48 months | Begins to follow agreed-upon rules for discussions (e.g., listening to others and taking turn speaking about the topics and texts under discussion). | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| 34-48 months | Begins to engage in conversations with multiple exchanges. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 34-48 months | Begins to confirm understanding of a text read aloud or information presented orally or through other media by asking & answering questions. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 34-48 months | Begins to ask questions in order to seek help, get information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 46-60 months End of Preschool Standards | Uses language to engage in collaborative conversations about preschool topics and texts with peers and adults. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | With modeling and support, follows classroom expectations for discussions (e.g., listen to others, take turns speaking about the topic under discussion). | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 46-60 months End of Preschool Standards | With modeling and support, continues a conversation through multiple exchanges. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| 46-60 months End of Preschool Standards | Confirms understanding of a text read aloud, or information presented orally, or through other media by asking and answering questions. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Asks questions in order to seek help, gather information, or clarify something that is not understood. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
b. Presentation of Knowledge and Ideas
| 34-48 months | Begins to describe familiar people, places, things, and events. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
|---|---|---|---|---|
| 34-48 months | With guidance and support from adults, begins to add drawings or other visual displays to provide additional detail. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 34-48 months | With guidance and support from adults, begins to speak audibly to express thoughts, feelings, and ideas. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 46-60 months End of Preschool Standards | With modeling and support from adults, uses drawings, or other visual displays to add details to verbal descriptions. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | With modeling and support from adults, uses language (i.e. spoken, sign, or other augmentative or alternative communication) to express thoughts, feelings, and ideas clearly. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 7. Knowledge of Language | ||||
|---|---|---|---|---|
| a. Conventions of Standard English | ||||
| 34-48 months | Begins to demonstrate understanding of the conventions of standard English grammar and usage when speaking. | Social-Communication | D. Social Use of Language | 1.1 Follows social conventions of language |
| 34-48 months | Begins to use frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 34-48 months | Begins to form some regular plural nouns orally by adding /s/ or /es? (e.g. dog, dogs; wish, wishes). | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| 34-48 months | Begins to understand and use the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 34-48 months | Begins to understand question words (e.g. who, what, where, when, why, how). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| 34-48 months | Begins to speak in complete sentences. | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| 46-60 months End of Preschool Standards | Demonstrates the ability to communicate using spoken language, sign, or other augmentative or alternative communication in complete sentences. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 46-60 months End of Preschool Standards | Uses frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 2 (All) |
| 46-60 months End of Preschool Standards | Uses frequently occurring nouns and verbs. | Social-Communication | C. Communicative Expression | 3 (All) |
| 46-60 months End of Preschool Standards | Forms some regular plural nouns orally by adding /s/ or /es/ (e.g. dog, dogs; wish, wishes). | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| 46-60 months End of Preschool Standards | Understands the most frequently occurring prepositions (e.g. to, from, in, out, on, off, for, of, by, with). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| 46-60 months End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| 46-60 months End of Preschool Standards | Responds to and uses more question words (interrogatives, e.g. who, what, where, when, why, how). | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| 46-60 months End of Preschool Standards | Begins to use knowledge of language and its conventions when relaying messages or listening for comprehension. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| b. Vocabulary Acquisition & Use | ||||
|---|---|---|---|---|
| 34-48 months | Begins to ask and answer questions about the meanings of new words and phrases introduced through books, activities and play. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 34-48 months | With guidance and support from adults, begins to explore word relationships and meanings. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 34-48 months | With guidance and support from adults, begins to apply words learned in classroom activities to real-life examples (e.g., names the places in school that are fun, quiet, or noisy). | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 34-48 months | With guidance and support from adults, begins to sort common objects into categories (e.g., big/small, living/nonliving). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 46-60 months End of Preschool Standards | Asks & answers questions about the meanings of new words and phrases introduced through books and play. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | With guidance, prompting and support, begins to generate words that are similar in meaning (e.g., happy/glad, angry/mad). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | With guidance and support from adults, begins to demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | With guidance and support from adults, uses words and phrases acquired through conversations, listening to books read aloud, activities, and play | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Sorts common objects into categories (e.g., big/small, living/nonliving). | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 8. Foundations of Early Literacy | ||||
|---|---|---|---|---|
| a. Print Concepts | ||||
| 34-48 months | Begins to display appropriate book-handling behaviors. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 34-48 months | Begins to hold a book correctly, turn pages in a single direction, and follow a story from left to right. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 34-48 months | Distinguishes between print and pictures. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 34-48 months | Recognizes that print represents spoken words and carries meaning (e.g., asks an adult “What does this say?”). | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 34-48 months | Begins to show awareness of alphabet letters. | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| 34-48 months | Begins to recognize and name letters in their own name. | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| 46-60 months End of Preschool Standards | Demonstrates understanding of the organization and basic features of print. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 46-60 months End of Preschool Standards | Identifies parts of a book including, front cover, back cover, and title. | Literacy | D. Vocabulary and Story Comprehension | 3.3 Demonstrates understanding of vocabulary associated with early Literacy concepts |
| 46-60 months End of Preschool Standards | Holds the book correctly for reading and turn one page at a time. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 46-60 months End of Preschool Standards | Follows words from left to right and top to bottom. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| 46-60 months End of Preschool Standards | Understands that words are separated by spaces in print. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction and from top to bottom of page |
| 46-60 months End of Preschool Standards | Recognizes that printed words represent spoken language and carry meaning. | Literacy | A. Awareness of Print Concepts | 1. Demonstrates understanding that pictures represent text |
| 46-60 months End of Preschool Standards | Recognizes and names at least 15 upper case and 15 lower case letters, including the letters in their own name. | Literacy | C. Alphabet Knowledge | 1.1 Matches frequently occurring lowercase letters with uppercase counterparts |
| b. Phonological Awareness | ||||
|---|---|---|---|---|
| 34-48 months | Demonstrates an understanding of spoken words and syllables. | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| 34-48 months | Demonstrates enjoyment of rhyme and alliteration in nursery rhymes and simple stories. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 34-48 months | With support, begins to recognize when two words rhyme. | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| 34-48 months | With support, begins to recognize when two words start with the same sound. | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| 34-48 months | Begins to count, pronounce, blend, and segment syllables in their own names. | Literacy | B. Phonological Awareness | 3.1 Blends syllables into two- and three-syllable words |
| 46-60 months End of Preschool Standards | Demonstrates understanding of words, syllables, and sounds (i.e. phonemes). | Literacy | B. Phonological Awareness | All |
| 46-60 months End of Preschool Standards | With prompting and support: – Recognizes and produces rhyming words. – Counts, blends, and segments syllables in words. – Blends and segments onsets and rimes in single syllable words. – Isolates and identifies the initial sounds (i.e. phonemes) in single syllable words and in their own name. | Literacy | B. Phonological Awareness | All |
| 46-60 months End of Preschool Standards | Begins to add or substitute initial sounds (i.e. phonemes) in single-syllable CVC words to make new words (e.g., cat, hat, sat; pig, wig, big). | Literacy | B. Phonological Awareness | 4. Segments CVC words into individual sounds |
| c. Phonics and Word Recognition | ||||
|---|---|---|---|---|
| 34-48 months | With prompting and support: — Begin to recognize that letters represent sounds. — Begin to link a sound to some familiar printed letters. | Literacy | B. Phonological Awareness | 4 - All |
| 34-48 months | Begins to recognize their own name and the names of other children in the classroom. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| 34-48 months | Begins to recognize common print around the classroom. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 46-60 months End of Preschool Standards | Produces the sounds associated with several recognized letters. | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of alphabet |
| 46-60 months End of Preschool Standards | Begins to link a sound to a picture of an object that begins with that sound. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| 46-60 months End of Preschool Standards | Recognizes names of other children in the classroom and common print around the classroom. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| 46-60 months End of Preschool Standards | With prompting and support applies beginning phonics and word analysis skills. | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| d. Key Ideas and Details | ||||
|---|---|---|---|---|
| 34-48 months | > With prompting and support: - Begins to actively engage with texts read aloud for understanding and enjoyment. - Begins to ask and answer questions about simple stories and informational text read aloud. - Participates in discussions about the illustrations, diagrams, and other visual forms of information. - Demonstrates understanding of whom or what a story is about. | Literacy | D. Vocabulary and Story Comprehension | All |
| 34-48 months | Retells information about a character or an event in a simple story that is read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 34-48 months | Recalls important facts from an informational text read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 34-48 months | Identifies the topic of an informational text read aloud. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | > With prompting and support: - Actively engages with texts read aloud for understanding and enjoyment. - Asks and answers questions about simple stories and informational text read aloud. - Actively participates in discussions about the illustrations, diagrams, and other visual forms of information. - Identifies characters, settings, and major events in a story. | Literacy | D. Vocabulary and Story Comprehension | All |
| 46-60 months End of Preschool Standards | Recalls important facts from an informational text that is read aloud or by studying particular pages/visuals of the text. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Begins to notice connections between characters and events in a story. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Makes predictions about what events might happen next. | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
e. Craft and Structure
| 34-48 months | Make observations about words and pictures in books. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
|---|---|---|---|---|
| 34-48 months | Begin to understand that a book has a title, author and illustrator. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
| 46-60 months End of Preschool Standards | Asks questions about unknown words and phrases in stories and informational texts read aloud or shared visually. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Begins to recognize that there are different text structures, such as stories, poems, and songs. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Begins to demonstrate an understanding of the difference between fiction and nonfiction. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | With prompting and support, identifies texts that tell stories. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | With prompting and support, identifies texts that provide information. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Begins to describe the roles of authors and illustrators. | Literacy | D. Vocabulary and Story Comprehension | 3.2 Demonstrates understanding of title, author, and illustrator |
f. Integration of Knowledge and Ideas
| 34-48 months | Seeks out experiences (individually and in groups) with pictures, books, and other print materials (e.g., asks for a favorite story to be read again). | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
|---|---|---|---|---|
| 34-48 months | Begins to make connections between a story or poem and one's own experiences (e.g., acts out a familiar story during dramatic play with props). | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 34-48 months | Retells familiar stories or make up personal stories with words approximating storybook language. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 46-60 months End of Preschool Standards | Actively engages with texts read aloud for understanding and enjoyment. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 46-60 months End of Preschool Standards | Retells familiar stories using both storybook language and pictures. | Literacy | D. Vocabulary and Story Comprehension | 2. Retells simple story |
| 46-60 months End of Preschool Standards | Begins to make connections between characters and events in familiar stories. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| 46-60 months End of Preschool Standards | Recognizes that information on a topic can be found in more than one text. | Literacy | D. Vocabulary and Story Comprehension | 3. Demonstrates understanding of abstract story vocabulary |
| 46-60 months End of Preschool Standards | With prompting and support, describes important information from text and pictures/photos/graphics, and begin to compare similarities and differences between two texts on the same topic. | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| 46-60 months End of Preschool Standards | Represents or acts out concepts learned from hearing a text read aloud (e.g., makes a skyscraper out of blocks, pretends to be a character in a story). | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| g. Fluency | ||||
| 34-48 months | Attends to fluent models of reading. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 34-48 months | Begins to imitate fluent models of reading (e.g., initiates “reading” a book after hearing it read out loud). | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| 46-60 months End of Preschool Standards | Attends to fluent models of reading. | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| 46-60 months End of Preschool Standards | Imitates fluent models of reading using phrasing, intonation and expression during shared and choral reading of familiar books, poems, or nursery rhymes. | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 9. Writing | ||||
| a. Composing for Audience and Purpose | ||||
| 34-48 months | With prompting and support, uses a combination of drawing, dictating and emergent writing to communicate ideas. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | With prompting and support, uses a combination of drawing, dictating and writing to: – Communicates opinions on topics of interest – Communicates information about a topic – Tells a story | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Prints some upper and lowercase letters. | Literacy | E. Writing | 3.2 Prints first name |
| 46-60 months End of Preschool Standards | Begins to demonstrate the use of standardized English capitalization, punctuation, and spelling when writing: – Capitalizes the first letter in their own name. – Begins to recognize punctuation (e.g.,, , ?, !). – Begins to write letters to represent sounds. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Begins to spell simple words phonetically, drawing on knowledge of sound-letter relationships. | Literacy | E. Writing | 3.1 Writes using developmental spelling |
| b. Process and Production | ||||
| 34-48 months | With prompting and support: – shares drawing and writing with others – recognizes that digital tools are used for communication and, with support and guidance, uses them to convey messages in picture and/or words | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
| 46-60 months End of Preschool Standards | With prompting and support: – Collaborates to plan and develop a message to share with others. – Shares drawing and writing with others and is prepared to give and receive feedback with peers. – Begins to use digital tools to produce messages with pictures and words to communicate to an audience. | Literacy | E. Writing | 1. “Reads” back own dictation to label or caption picture |
AEPS-3 Item
c. Inquiry to Build and Present Knowledge
| 34-48 months | Begins to participate in shared research and writing projects modeled by adults (e.g., community helpers). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
|---|---|---|---|---|
| 34-48 months | With guidance and support from adults, begins to recall some information from experiences or gather information from resources. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | With prompting and support: – Acquires information about a topic through research as modeled by adults. – Gathers and recalls information from multiple sources. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Physical Development and Health | ||||
| 10. Wellness | ||||
| a. Health Knowledge and Practices | ||||
| 34-48 months | Completes personal care tasks with increasing independence. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 34-48 months | Participates in structured and unstructured physical activities. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| 34-48 months | Regularly participates in active games, outdoor play and other forms of exercise that enhance physical fitness. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| 34-48 months | Transitions from high-energy to low-energy activities with support. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 34-48 months | Follows health routines with support (versus independently). | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 34-48 months | Cooperates during doctor and dentist visits and health and developmental screenings. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 34-48 months | Cooperates during developmental screenings. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 34-48 months | Regulates own emotions and behaviors. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 46-60 months End of Preschool Standards | Identifies specific practices that support body development and function. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Independently demonstrates the ability to wash hands, participate in oral hygiene, and utilize proper cough and sneeze etiquette. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 46-60 months End of Preschool Standards | Combines and uses different senses depending on the activity. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 46-60 months End of Preschool Standards | Recognizes the importance of doctor and dentist visits and identifies the roles of a doctor and dentist in maintaining health. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Identifies medicine and knows that it is used to stay healthy. Understands what medicine is and why it is used. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Identifies which school and community health helpers are needed in a given situation. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Demonstrates an increasing ability to perform self-care skills independently when eating, tooth brushing, dressing, toileting, grooming. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 46-60 months End of Preschool Standards | Participates easily and knows what to do in routine activities. | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| 46-60 months End of Preschool Standards | Observes basic hand and oral hygiene. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| 46-60 months End of Preschool Standards | Helps with routine care of the environment. (e.g., composting, trash pick-up, etc.). | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 46-60 months End of Preschool Standards | Recognizes there are multiple components of health. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Identifies physical changes in the body that accompany moderate to vigorous physical activity (e.g., heart rate increase, respirations, etc.). | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Participates in sleep routines. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |
| b. Physical Health Status | ||||
|---|---|---|---|---|
| 34-48 months | Maintains physical growth and well being. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience. |
| 34-48 months | Demonstrates body spatial awareness in relationship to stationary objects. | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| 34-48 months | Participates in games, outdoor play, and other forms of physical activity. | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| 34-48 months | Engages in adaptive physical activities, as appropriate. | Gross Motor | B. Movement and Coordination | 6.3 Jumps down with support |
| 46-60 months End of Preschool Standards | Participates in games, outdoor activities like hiking, and other forms of exercise to increase movement and increase physical activity repertoire. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| 46-60 months End of Preschool Standards | Develops an awareness of personal health and fitness. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| 46-60 months End of Preschool Standards | Develops an awareness of personal health and an understanding of how to advocate for themselves (e.g., requests the calming corner, speaks up when belly hurts, etc.). | Social-Emotional | B. Social Emotional Expression | 2. Uses appropriate strategies to manage emotional states |
| 46-60 months End of Preschool Standards | Participates in moderate to vigorous physical activities that increase strength, endurance, and flexibility, both independently and in groups. | Gross Motor | C. Active Play | 1. Swings bat, club, or stick to strike stationary object |
| c. Nutrition | ||||
| 34-48 months | Makes nutritional needs/interests known.(e.g., when thirsty, asks for water, verbalizes when hungry, etc.). | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| 34-48 months | Assists with set-up and clean-up at meal time as appropriate to the setting, is responsible for own area, and gathers needed materials for snack and meal time. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 34-48 months | Child serves self to include but not limited to taking food from one container to another, opening packages accordingly, and serving bowl to plate. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| 34-48 months | With support, participates in nutrition related activities. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 46-60 months End of Preschool Standards | With support, child recognizes a variety of health foods that come from other cultures. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Identifies foods by their food group, where they come from (e.g., apples from trees, eggs from chickens, milk from cows or goats, etc.) and understands the difference between healthy and unhealthy food choices. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Shows a growing awareness of proper nutrition and independence in hygiene and personal care when eating. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 46-60 months End of Preschool Standards | Engages in food preparation when possible. | Adaptive | A. Eating and Drinking | 6. Prepares food for eating |
| d. Safety | ||||
|---|---|---|---|---|
| 34-48 months | Recognizes and names people who keep them safe in dangerous situations. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 34-48 months | Has an awareness of strangers. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| 34-48 months | Develops awareness of and the ability to follow basic safety rules and practices. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 34-48 months | Avoids hazardous chemicals and unsafe materials. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols |
| 34-48 months | Seeks adult approval before approaching unknown pets. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| 46-60 months End of Preschool Standards | Identifies how people help keep them safe in dangerous situations. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| 46-60 months End of Preschool Standards | Follows basic safety rules and practices. Can respond appropriately to harmful or unsafe situations, objects, substances and environments, and can identify the consequences of unsafe behavior. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 46-60 months End of Preschool Standards | Demonstrates behaviors to reduce personal health risk. (e.g., wearing a helmet while biking, and applying sunscreen with assistance, etc.). | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules. |
| 46-60 months End of Preschool Standards | Can identify potential unsafe situations such as proximity to wildlife and unknown pets, talking to strangers, hazardous chemical exposure, etc. | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| 46-60 months End of Preschool Standards | Follows emergency routines after adult instruction. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| 11. Motor Skills and Movement Patterns | ||||
|---|---|---|---|---|
| a. Fine Motor | ||||
| 34-48 months | Holds drawing, writing and painting tools with fingers and thumb, creating more recognizable drawings (letters, shapes), but may hold the instrument too close to one end. | Fine Motor | C. Mechanics of Writing | 1 (All) |
| 34-48 months | Develops increasing strength, dexterity, and hand-eye coordination to use hands, fingers and wrists to manipulate objects. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 34-48 months | Develops increasing strength, dexterity, and hand-eye coordination to use hands, fingers and wrists to manipulate objects. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 34-48 months | Cuts paper in straight line. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 34-48 months | Completes interlocking puzzles. | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| 34-48 months | Develops ability to have increased dexterity with utensils. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 34-48 months | Uses increased skill in self serving with little spilling during meals, including using tongs. | Adaptive | A. Eating and Drinking | 6.2 Serves food with utensil |
| 46-60 months End of Preschool Standards | Holds drawing, writing and painting tools by using a three-point (tripod) finger grip, writing more detail, and drawing more recognizable facial features. | Fine Motor | C. Mechanics of Writing | 1 (All) |
| 46-60 months End of Preschool Standards | Can write letters, basic shapes and lines and can draw more recognizable facial features. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 46-60 months End of Preschool Standards | Continues to progress with use of utensils independently with limited support, including the demonstration of spearing food with a fork, scooping with a spoon, spreading, and cutting with a knife or other culturally appropriate practice. | Adaptive | A. Eating and Drinking | 3. Eats with eating utensils |
| 46-60 months End of Preschool Standards | Demonstrates increased skills in using scissor grip to cut shapes or simple pictures while holding paper stationary with other hand. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 46-60 months End of Preschool Standards | Practices self-help skills including buttoning, zipping, fastening, tying, etc. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 46-60 months End of Preschool Standards | Uses small, precise finger and hand movements (e.g. picking up small rocks and acorns or taking seeds out of sunflower heads). | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 46-60 months End of Preschool Standards | Uses small, precise finger and hand movements (e.g. picking up small rocks and acorns or taking seeds out of sunflower heads). | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| 46-60 months End of Preschool Standards | Uses fingers, hands and wrists to manipulate a variety of small tools (e.g., stapler, hole punchers, spray bottles). | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| b. Gross Motor | ||||
|---|---|---|---|---|
| Mid-Preschool "Benchmarks" | Moves purposefully from place to place with control. | Gross Motor | B. Movement and Coordination | 5.2 Walks fast |
| Mid-Preschool "Benchmarks" | Moves with an awareness of personal space in relationship to others. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mid-Preschool "Benchmarks" | Moves with an awareness of personal space in relationship to others. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Mid-Preschool "Benchmarks" | Hops on one foot one time without losing balance or falling. | Gross Motor | B. Movement and Coordination | 7.2 Hops forward on one foot |
| Mid-Preschool "Benchmarks" | Jumps down from a step and forward ten inches. | Gross Motor | B. Movement and Coordination | 6. Jumps forward |
| Mid-Preschool "Benchmarks" | Jumps down from a step and forward ten inches. | Gross Motor | B. Movement and Coordination | 6.2 Jumps down from low structure |
| Mid-Preschool "Benchmarks" | Walks forward and backward along a line or a beam using normal stride. | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Mid-Preschool "Benchmarks" | Walks up and down stairs, alternating feet. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| Mid-Preschool "Benchmarks" | Develops motor coordination and skill while using objects for a range of physical activities, such as pulling or throwing | Gross Motor | C. Active Play | 1 (All) |
| Mid-Preschool "Benchmarks" | Combines large motor movements with the use of equipment. | Gross Motor | C. Active Play | 2 (All) |
| Mid-Preschool "Benchmarks" | Combines large motor movements with the use of equipment. | Gross Motor | C. Active Play | 3 (All) |
| End of Preschool Standards | Coordinates complex movements in play and games. | Gross Motor | C. Active Play | All |
| End of Preschool Standards | Understands movement concepts, how the body moves, an awareness of space and directionality, and that the body can move independently or in coordination with other objects. | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| End of Preschool Standards | Understands movement concepts, how the body moves, an awareness of space and directionality, and that the body can move independently or in coordination with other objects. | Gross Motor | C. Active Play | All |
| End of Preschool Standards | Demonstrates progressive locomotive skills, successive hopping, and forward jumping. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Demonstrates progressive locomotive skills, successive hopping, and forward jumping. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Demonstrates progressive locomotive skills, successive hopping, and forward jumping. | Gross Motor | B. Movement and Coordination | 7 (All) |
| End of Preschool Standards | Has control over speed and direction and balance (running, sliding, galloping forward, back, right, left). | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| End of Preschool Standards | Demonstrates body awareness skills while participating in physical activities. | Gross Motor | C. Active Play | All |
| End of Preschool Standards | Manipulates objects with a full range of motion. | Gross Motor | C. Active Play | 1 (all) |
| End of Preschool Standards | Develops coordination and balance using a variety of playground equipment, outdoor play, and/or nature-based exploration (i.e. balancing on a log). | Gross Motor | C. Active Play | 2 (all) |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 5 (All) |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 6 (All) |
| End of Preschool Standards | Shows enthusiasm for mastery of gross motor movements through repetitive practice. | Gross Motor | B. Movement and Coordination | 7 (All) |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| Mathematical Practices and Reasoning | ||||
| 12. Numeracy and Operations | ||||
| a. Mathematical Practices | ||||
| Participates in whole group and small group math-focused activities (i.e, joins in singing a counting/sequential song such as "Going on a Bear Hunt"). | Social-Emotional | D. Independent and Group Participation | 1 (All) | |
| Participates in whole group and small group math-focused activities (i.e, joins in singing a counting/sequential song such as "Going on a Bear Hunt"). | Social-Emotional | D. Independent and Group Participation | 2 (All) | |
| Uses math for "problem solving" in the physical and social world. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry | |
| Communicates math ideas verbally and non-verbally. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange | |
| Communicates math ideas verbally and non-verbally. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies | |
| 46-60 months End of Preschool Standards | Identifies math concepts within their learning environments. | Math | A. Counting | All |
| 46-60 months End of Preschool Standards | Recognizes the usefulness of math in everyday tasks. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 46-60 months End of Preschool Standards | Uses math to solve problems in the context of classroom and home experiences. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 46-60 months End of Preschool Standards | Represents mathematical concepts using classroom materials. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| 46-60 months End of Preschool Standards | Represents mathematical concepts using classroom materials. | Math | B. Quantitative Relations | 2.2 Creates equivalent sets of 10 items |
| 46-60 months End of Preschool Standards | Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences. | Math | A. Counting | All |
| 46-60 months End of Preschool Standards | Uses math-related skills, such as sorting, counting, and matching in the course of everyday classroom experiences. | Math | B. Quantitative Relations | All |
| 46-60 months End of Preschool Standards | Uses math terms in the course of everyday conversations. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| b. Counting and Cardinality Cluster | ||||
|---|---|---|---|---|
| 34-48 months | Counts to 10 and beyond by ones with increasing accuracy. | Math | A. Counting | 3.2 Recites numbers 1-20 |
| 34-48 months | Recognizes and names written numerals 0-5. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| 34-48 months | Counts items to 5, recognizing the last number tells a total (cardinality). | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 46-60 months End of Preschool Standards | Rote counts to 20 and beyond by ones with increasing accuracy. | Math | A. Counting | 4.2 Recites numbers 1-30 |
| 46-60 months End of Preschool Standards | Recognizes and labels written numerals 0-10. | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1-5 |
| 46-60 months End of Preschool Standards | Recognizes and labels written numerals 0-10. | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6-10 |
| 46-60 months End of Preschool Standards | Begins to recognize small quantities immediately (subitize) to determine how many. | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 46-60 months End of Preschool Standards | Counts items to 10, recognizing the last number tells how many (cardinality). | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| 46-60 months End of Preschool Standards | Begins to write number symbols 0-10. | Math | C. Reading and Writing Numbers | 1. Reads and writes numerals for quantities to 5 |
| 46-60 months End of Preschool Standards | Begins to write number symbols 0-10. | Math | C. Reading and Writing Numbers | 2. Reads and writes numerals for quantities 6-10 |
| 46-60 months End of Preschool Standards | Identifies whether the number of objects in one group is more than, less than, or equal to the number of objects in another group up to 10. | Math | B. Quantitative Relations | 1 (All) |
| 46-60 months End of Preschool Standards | Identifies whether the number of objects in one group is more than, less than, or equal to the number of objects in another group up to 10. | Math | B. Quantitative Relations | 2 (All) |
c. Operations and Algebraic Thinking
| 34-48 months | Transitions from rote counting to 1:1 correspondence. | Math | A. Counting | 1. Counts out 3 items |
|---|---|---|---|---|
| 34-48 months | Responds with number words and/or counting strategy, when asked the question, How many? | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| 46-60 months End of Preschool Standards | Counts using 1:1 correspondence with increasing accuracy. | Math | A. Counting | 2. Counts out 10 items |
| 46-60 months End of Preschool Standards | Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| 46-60 months End of Preschool Standards | Represents addition and subtraction with fingers, drawing, acting out situations and verbal explanation. | Math | D. Addition and Subtraction | 2.3 Demonstrates understanding of concept of subtraction |
| 46-60 months End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| 46-60 months End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 46-60 months End of Preschool Standards | Uses concrete objects to model real-world addition and subtraction up to 5 (composing and decomposing numbers). | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| 46-60 months End of Preschool Standards | Solves story problems using sets of up to 10 objects. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |
| 46-60 months End of Preschool Standards | Solves story problems using sets of up to 10 objects. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 46-60 months End of Preschool Standards | Solves story problems using sets of up to 10 objects. | Math | D. Addition and Subtraction | 2.1 Solves picture or object subtraction problems with set of 10 or less |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 13. Geometric Reasoning | ||||
| Geometry | ||||
| 34-48 months | Recognizes and names/describes simple shapes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 34-48 months | Matches similar shapes. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 34-48 months | Explores three-dimensional and two-dimensional shapes in the environment. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 34-48 months | Uses puzzles and other learning materials to demonstrate beginning part/whole, shape and orientation concepts to solve problems. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 34-48 months | Uses physical movement to gain understanding of orientation and directionality (ie. near, far, beside, up, over, left). | Gross Motor | B. Movement and Coordination | All |
| 46-60 months End of Preschool Standards | Describes, sorts and classifies shapes using some attributes such as size, sides, and other properties. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 46-60 months End of Preschool Standards | Breaks down shapes into parts and wholes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| 46-60 months End of Preschool Standards | Discovers connections between formal geometric shapes and the surrounding environment to make three-dimensional and two-dimensional shapes by building, drawing, or labeling. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 46-60 months End of Preschool Standards | Discovers connections between formal geometric shapes and the surrounding environment to make three-dimensional and two-dimensional shapes by building, drawing, or labeling. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| 46-60 months End of Preschool Standards | Demonstrates understanding of directionality describing positions of objects in relation to each other. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 14. Statistical Reasoning | ||||
| a. Measurement and Data | ||||
| 34-48 months | Matches and groups similar objects, | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 34-48 months | Recognizes measurable features of objects. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 34-48 months | Explores and begins to use measurement tools. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 34-48 months | Sorts, orders and classifies familiar objects by a single feature and explains the reason. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 34-48 months | Recognizes and copies simple patterns in the environment, including sound and movement patterns. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 34-48 months | Demonstrates an understanding of time periods. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 34-48 months | Relates concepts of past, present and future to daily activities. | Cognitive | B. Imitation and Memory | 3 (All) |
| 34-48 months | Participates in data collection activities. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 46-60 months End of Preschool Standards | Describes, sorts and names (classifies) groups of objects using one or more attribute. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 46-60 months End of Preschool Standards | Identifies and compares measurable attributes of everyday objects, using appropriate vocabulary. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Begins to identify such words as “first”, “next”, and “last”. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 46-60 months End of Preschool Standards | Uses measurable features to order materials sequentially. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Recognizes, copies, creates, and continues simple patterns using objects. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 46-60 months End of Preschool Standards | Uses past and future tenses and time words appropriately. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Begins to understand concepts such as yesterday, today, and tomorrow. | Cognitive | B. Imitation and Memory | 3 (All) |
| 46-60 months End of Preschool Standards | Responds to questions that can be answered through data analysis. | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| 46-60 months End of Preschool Standards | Is able to show data using simple charts and graphs. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 46-60 months End of Preschool Standards | Uses non-standard units of measurement such as cubes, links, counting bears or hands, to measure objects. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 46-60 months End of Preschool Standards | Uses measurement terms and concepts in everyday life. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Scientific Reasoning | ||||
| 15. Scientific Practices and Reasoning | ||||
| a. Exploration | ||||
| 34-48 months | Explores and describes the immediate environment (materials, living things, patterns and cycles in nature). | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 34-48 months | Experiments with new materials, technology and equipment. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 34-48 months | Investigates and problem solves through active exploration. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 34-48 months | Explores and describes changes in materials and cause and effect. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Uses new vocabulary when investigating materials, living things, patterns and cycles in nature. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Uses and/or describes tools and technology that aid in solving a problem or performing a task. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Plans and cooperatively carries out investigations to answer questions, test ideas and/or solve problems. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Experiments with materials to change outcomes. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| b. Application of Science Concepts and Practices | ||||
|---|---|---|---|---|
| 34-48 months | Poses questions about objects and events. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 34-48 months | Seeks answers to questions as children explore through play and projects. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 34-48 months | Describes or shows how objects and events are the same and different. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 34-48 months | Observes using senses and simple tools to explore properties of objects and living things safely (color, scent, shape, size, texture, weight). | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 34-48 months | With teacher guidance, participates in science-based explorations. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 34-48 months | With teacher guidance, shares ideas and discoveries through conversations with peers and adults, simple drawings, dictation, early writing, and symbol charts. | Cognitive | E. Scientific Discovery | 4.1 Communicates results in investigations |
| 46-60 months End of Preschool Standards | Begins to use evidence gathered during play/project work and books/media to answer questions. | Cognitive | E. Scientific Discovery | 4.1 Communicates results in investigations |
| 46-60 months End of Preschool Standards | Begins to classify objects and living things into categories. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| 46-60 months End of Preschool Standards | Describes what can be discovered using different senses and tools. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 46-60 months End of Preschool Standards | Plans and carries out investigations with others. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Makes and tests predictions. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Collects and records information through drawing, writing, dictation and taking photographs. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 46-60 months End of Preschool Standards | Draws conclusions and shares explanations based on evidence, prior knowledge, and the ideas of others. | Cognitive | E. Scientific Discovery | 4.1 Communicates results in investigations |
| 16. Physical Science and Engineering | ||||
|---|---|---|---|---|
| a. Motion and Stability: Forces and Interactions | ||||
| 34-48 months | Using senses, tools and observation, begins to experiment with objects in motion and pushing/pulling. | Cognitive | E. Scientific Discovery | 1. (All) |
| 34-48 months | Begins to observe that matter can change state (i.e. solid to liquid, liquid to gas). | Cognitive | E. Scientific Discovery | 4.2 Demonstrates knowledge of properties of change resulting from investigations |
| 34-48 months | Compares and contrasts light and shadow in outdoor and indoor environments. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 34-48 months | Begins to explore how the size, shape and material of objects impact the sounds they make. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 46-60 months End of Preschool Standards | Uses senses and tools (including technology) to observe and describe the strength and direction of forces. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| 46-60 months End of Preschool Standards | Plans and carries out comparisons of motion and force using common objects and materials (e.g., which objects move faster or slower, which object goes faster or further when you just let go or give it a push). | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Recognizes different types of matter (e.g., solid, liquid). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 46-60 months End of Preschool Standards | Explores different sources of light, how light reflects, and what happens when light is blocked. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 46-60 months End of Preschool Standards | Creates and describes sounds and what makes them change. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| b. Engineering | ||||
| 34-48 months | Uses common objects that function as simple machines during play. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals and objects |
| 46-60 months End of Preschool Standards | Compares tools or solutions and reflects on what works well. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Uses common objects to build simple machines that solve a problem. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Age Range | ME Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Item |
|---|---|---|---|---|
| 17. Earth Science | ||||
| a. Earth's Systems | ||||
| 34-48 months | Using simple tools, explores differences in soil and water in different weather conditions and temperatures. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 34-48 months | Observes, describes, and compares different weather conditions (rainy, cold, warm, snowy, cloudy). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 34-48 months | Suggests how weather affects human activities. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 46-60 months End of Preschool Standards | Uses senses and tools (including technology) to describe and discuss how weather changes over time. | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| 46-60 months End of Preschool Standards | Plans and carries out simple experiments with rocks, sand, water or soil and records observations using drawings, discussions, graphs and technology such as digital microscopes. | Cognitive | E. Scientific Discovery | 3 (All) |
| b. The Earth and Human Activity | ||||
| 34-48 months | Begins to understand the relationship between litter and cleaning up the earth. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 34-48 months | Uses water and energy responsibly (e.g. turning off lights when not in use, not wasting water.) | Cognitive | E. Scientific Discovery | 4.1 Draws conclusions about causes of events based on personal experience |
| 46-60 months End of Preschool Standards | Demonstrates, through observation and investigation, an understanding that human action impacts the earth (i.e., use of resources and recycling, the process from cutting trees to recycling paper). | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 18. Life Science | ||||
| a. Organisms: Structures and Processes | ||||
| 34-48 months | Uses senses to observe and describe properties of familiar plants and animals. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 34-48 months | Begins to use vocabulary for naming and describing plants and animals moving from general to specific labels. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 34-48 months | Compares properties and needs of similar and different plants and animals. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 34-48 months | Cares for plants and animals in the classroom and surrounding area and describes their needs. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Compares how people and other animals grow and change (life cycles). | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Uses vocabulary for naming plants and animals moving beyond general labels and begins to connect how they look to where and how they live. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| End of Preschool Standards | Develops plans, based on observations and guided inquiry, to care for plants and animals in the classroom and surrounding area. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Begins to describe how animals adapt to weather conditions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| End of Preschool Standards | Identifies problems affecting the lives of plants and animals (including themselves) and generates possible solutions. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Social Sciences | ||||
| 19. People, Communities, and their Environment | ||||
| a. Civics and Government | ||||
| 34-48 months | Recognizes the importance of their role as a member of their family, class, and community. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 34-48 months | Identifies activities that people can participate in to take care of the environment. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 34-48 months | Participates in developing classroom rules. | Social-Emotional | D. Independent and Group Participation | Child responds with appropriate verbal or motor action to group directions provided by adult during structured small-group activities (i.e., five or fewer children). |
| 34-48 months | With prompting and support, children participate in the classroom community by interacting with other children and adults in a formal or group setting. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 46-60 months End of Preschool Standards | Demonstrates a basic understanding of how people can positively affect their family, class and community. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 46-60 months End of Preschool Standards | Understands and discusses why responsibilities are important. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 46-60 months End of Preschool Standards | Recognizes different rules apply to different environments (e.g., classroom vs field trips). | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 46-60 months End of Preschool Standards | Assists, with support and guidance, in developing and participating in activities designed to care for the environment and/or community. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| b. Economics | ||||
| 34-48 months | Identifies different types of employment, including work done in the home, school, and community. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 34-48 months | Explores materials that build a foundation for understanding economic concepts such as using money to buy goods and services, trading, and sustainability. | Social-Emotional | C. Interactions with Peers | 2 (All) |
| 46-60 months End of Preschool Standards | Explores and discusses differences between basic wants and needs. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 46-60 months End of Preschool Standards | Identifies and explains how basic human needs of food, clothing, shelter, and transportation are met. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Begins to recognize money and its uses. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| c. Geography | ||||
|---|---|---|---|---|
| Mid-Preschool "Benchmarks" | Recognizes that people share the environment with other people, animals, and plants. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Mid-Preschool "Benchmarks" | Recognizes various ways people communicate, travel, live, and work. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Mid-Preschool "Benchmarks" | Recognizes aspects of the environment, such as roads, buildings, trees, gardens, bodies of water, or land formations. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 46-60 months End of Preschool Standards | With support recognizes that environmental changes can impact people, animals, and plants. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 46-60 months End of Preschool Standards | Describes and sequences physical features of the community through visual representation. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 46-60 months End of Preschool Standards | Develops an understanding of the use and representation of simple maps, globes, and other geographic tools. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| 46-60 months End of Preschool Standards | Displays awareness that geographic features influence how people experience, navigate and work in their community and in other geographic regions. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| d. History and Culture | ||||
| 34-48 months | Uses words to describe time (e.g. yesterday, names of seasons, before). | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 34-48 months | With prompting and support, recognizes differences and commonalities in culture, ethnicity, and abilities within the classroom and immediate communities. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 46-60 months End of Preschool Standards | Uses words and phrases correctly to indicate changes that take place over time. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| 46-60 months End of Preschool Standards | Observes and recognizes changes that take place over time in the family, classroom and community. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 46-60 months End of Preschool Standards | Recalls events that happened in the past, such as a family or personal history. | Cognitive | B. Imitation and Memory | 3. Relates past events |
| 46-60 months End of Preschool Standards | Displays awareness of similarities and differences among individuals and families. | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| 46-60 months End of Preschool Standards | Displays awareness of similarities and differences among individuals and families. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |