aeps3

Michigan

## ALIGNMENT

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

**WITH**
**Michigan's Early Childhood Standards 
of Quality for Birth to Kindergarten**

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**Alignment of _Assessment, Evaluation, and Programming System for Infants and Children, Third_** 
**_Edition (AEPS -3)<sup>®</sup>_ with _Michigan’s Early Childhood Standards of Quality for Birth to Kindergarten_**

This document aligns the content from the Early Development and Learning Strands for Infants and Toddlers in 
Michigan’s Early Childhood Standards of Quality for Birth to Kindergarten [2022] with the areas, strands, goals, and 
objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-3).

### References

Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). *Assessment, Evaluation, and* 
Programming System for Infants and Children, Third Edition (AEPS<sup>®</sup>-3). Brookes Publishing Co. 
Michigan State Board of Education. *Early Childhood Standards of Quality for Birth to Kindergarten.* (2022). Retrieved from: 
https://www.michigan.gov/mileap/-/media/Project/Websites/mileap/Documents/Early-Childhood-
Education/gsrp/standards/ECSQ-B-
K_Final.pdf?rev=fa30591f72e04fbeb48ff51061e6deab&hash=573CC1AD27D2639C59BC2EF851F76F88

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

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Approaches to Play and Learning |  |  |  |
| Goal 1 Curiosity and Flexibility |  |  |  |
| Birth-8 months | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | A. Sensory Exploration |
| 24-36 months | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | B. Imitation and Memory |
| 3 years | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | B. Imitation and Memory |
| 4 years | Indicator 1a. Use play to interpret and understand the world around them. | Cognitive | D. Reasoning |
| 5 years | Indicator 1a. Use play to interpret and understand the world around them. | Social-Emotional | C. Interactions with Peers |
| Birth-8 months | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | E. Scientific Discovery |
| 24-36 months | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 1b. Explore, investigate, and ask questions about the world around them. | Cognitive | E. Scientific Discovery |
| Birth-8 months | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 1c. Reconstruct their ideas about the world around them based on new thoughts and information. | Cognitive | E. Scientific Discovery |
| Goal 2 Play and Imagination |  |  |  |

1.1 Reacts to events or stimulation

3.1 Draws on prior knowledge to guide investigations

| Goal 2 Play and Imagination |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-14 months | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| 12-26 months | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | C. Interactions with Peers | 1.3 Plays near one or two peers |
| 24-36 months | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 3 years | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| 4 years | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| 5 years | Indicator 2a. Initiate, join, and take turns in play with others. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Birth-8 months | Indicator 2b. Demonstrate imagination and creativity in their play. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 2b. Demonstrate imagination and creativity in their play. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 2b. Demonstrate imagination and creativity in their play. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| 24-36 months | Indicator 2b. Demonstrate imagination and creativity in their play. | Cognitive | C. Conceptual Knowledge | 2. Uses object to represent another object |
| 3 years | Indicator 2b. Demonstrate imagination and creativity in their play. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 4 years | Indicator 2b. Demonstrate imagination and creativity in their play. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 5 years | Indicator 2b. Demonstrate imagination and creativity in their play. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Birth-8 months | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 24-36 months | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 3 years | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 4 years | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 5 years | Indicator 2c. Propose and explore possibilities for how things work, what they might do, or what they might be. | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |

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| Goal 3 Initiative, Persistence, and Problem-Solving |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 6-14 months | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | a. Early Social Communication | 3. Engages in vocal exchanges |
| 12-26 months | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 24-36 months | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 3 years | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 4 years | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 5 years | Indicator 3a. Express and share their own interests, ideas, or opinions freely. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Birth-8 months | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-14 months | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 12-26 months | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| 24-36 months | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peers |
| 3 years | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| 4 years | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 5 years | Indicator 3b. Show an increasing ability to maintain concentration, persist in, and complete a variety of tasks. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Birth-8 months | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | D. Reasoning | 2. Tries different simple actions to achieve goal |
| 4 years | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 5 years | Indicator 3c. Set aside fear of failure when beginning a new or challenging task. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Birth-8 months | Indicator 3d. Identify when to seek support with a challenging task. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 3d. Identify when to seek support with a challenging task. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 3d. Identify when to seek support with a challenging task. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 3d. Identify when to seek support with a challenging task. | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| 3 years | Indicator 3d. Identify when to seek support with a challenging task. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 4 years | Indicator 3d. Identify when to seek support with a challenging task. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 5 years | Indicator 3d. Identify when to seek support with a challenging task. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Birth-8 months | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | A. Sensory Exploration | 2.1 Solves sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 24-36 months | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| 3 years | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | e. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 4 years | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| 5 years | Indicator 3e. Demonstrate a growing capacity to make meaning, find a solution, or figure something out. | Cognitive | D. Reasoning | 4.1 Draws conclusions about causes of events based on personal experience |

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 4 Self-Regulation |  |  |  |
| Birth-8 months | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states |
| 24-36 months | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states |
| 3 years | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states |
| 4 years | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states |
| 5 years | Indicator 4a. Manage the ways they express difficult or strong emotions. | Social-Emotional | B. Social-Emotional Expression and Regulation 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Emotional | B. Social-Emotional Expression and Regulation 3.2 Shares accomplishment with familiar caregiver |
| 3 years | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Communication | D. Social Use of Language 1. Uses language to initiate and sustain social interaction |
| 4 years | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5 years | Indicator 4b. Manage their actions and the ways they communicate, increasingly referring to their previous experiences. | Cognitive | D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience |
| Birth-8 months | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult |
| 6-14 months | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | A. Interactions with Adults 1. Initiates positive social behavior toward familiar adult |
| 12-26 months | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | C. Interactions with Peers 1.2 Responds appropriately to peer social behavior |
| 24-36 months | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | C. Interactions with Peers 1.2 Responds appropriately to peer social behavior |
| 3 years | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | C. Interactions with Peers 1.2 Responds appropriately to peer social behavior |
| 4 years | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | B. Social-Emotional Expression and Regulation 1. Responds appropriately to others' emotions |
| 5 years | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | D. Independent and Group Participation 4. Resolves conflict using negotiation |
|  | Indicator 4c. Consider another's perspective in their learning and interactions. | Social-Emotional | D. Independent and Group Participation 4.1 Uses strategies to resolve conflicts |

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| Social and Emotional Development |  |  |  |  |
| --- | --- | --- | --- | --- |
| Goal 1 Self-Awareness |  |  |  |  |
| Birth-8 months | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-14 months | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 12-26 months | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 24-36 months | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 3 years | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 4 years | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 5 years | Indicator 1a. Demonstrate awareness of and recognize the value of their personal traits, including their strengths and interests. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| Birth-8 months | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 24-36 months | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| 4 years | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| 5 years | Indicator 1b. Demonstrate willingness to explore independently and try new things. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Goal 2 Self-Management |  |  |  |  |
| Birth-8 months | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 3 years | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 4 years | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| 5 years | Indicator 2a. Express their emotions freely, and begin to identify and manage those emotions, with support from familiar adults. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Birth-8 months | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 6-14 months | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 12-26 months | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 24-36 months | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 3 years | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 4 years | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| 5 years | Indicator 2b. Demonstrate flexibility and an increasing ability to adapt to changes and setbacks. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |

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| Goal 3 Social Awareness |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 6-14 months | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 12-26 months | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 24-36 months | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 3 years | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| 4 years | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 5 years | Indicator 3a. Recognize other people's emotions and respond with care, sensitivity, and later empathy. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Birth-8 months | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 6-14 months | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 12-26 months | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 24-36 months | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 3 years | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| 4 years | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Responds appropriately to peer social behavior |
| 5 years | Indicator 3b. Recognize and respond to social cues. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Birth-8 months | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-14 months | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 12-26 months | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Responds appropriately to peer social behavior |
| 24-36 months | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Responds appropriately to peer social behavior |
| 3 years | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Responds appropriately to peer social behavior |
| 4 years | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| 5 years | Indicator 3c. Demonstrate an understanding that the diverse community of people around them have unique strengths and experiences to share and should be treated with respect. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |

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| Goal 4 Relationship Skills |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 6-14 months | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 12-26 months | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 24-36 months | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Participates in familiar social routines with caregivers |
| 3 years | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 4 years | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| 5 years | Indicator 4a. Demonstrate healthy attachment to and trust in familiar adults in their lives. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Birth-8 months | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 6-14 months | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 12-26 months | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 24-36 months | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 3 years | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 4 years | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 5 years | Indicator 4b. Demonstrate an ability to initiate and sustain interactions and communication with others, primarily in their home language. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Birth-8 months | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 6-14 months | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| 12-26 months | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 24-36 months | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 3 years | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| 4 years | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| 5 years | Indicator 4c. Develop and maintain deep, caring connections, friendships, and other relationships with people of various cultures, family structures, home languages, racial identities, genders and gender identities, abilities and disabilities, religious beliefs, and socio-economic classes. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Birth-8 months | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 6-14 months | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 12-26 months | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 24-36 months | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| 3 years | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| 4 years | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Social-Emotional | D. Independent and Group Participation | 4.1 Resolves conflict using negotiation |
| 5 years | Indicator 4d. Express disagreement and begin to manage conflict in safe, developmentally appropriate ways. | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Goal 5 Responsible Decision-Making |  |  |  |  |

4. Uses intentional gestures, vocalizations, and objects to communicate

| Goal 5 Responsible Decision-Making |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 6-14 months | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 12-26 months | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 24-36 months | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| 3 years | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 4 years | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 5 years | Indicator 5a. Begin to make choices that reflect their understanding of fairness and unfairness, as well as the boundaries and expectations of various situations. | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems/reach goals |
| Birth-8 months | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 6-14 months | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Communication | A. Early Social Communication | 1. Initiates positive social behavior toward familiar adult |
| 12-26 months | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Communication | A. Early Social Communication | 1. Initiates positive social behavior toward familiar adult |
| 24-36 months | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 3 years | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker/listener role during conversations with others |
| 4 years | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.1 Explains or shows others how to do tasks mastered |
| 5 years | Indicator 5b. Show a desire to positively participate in their community (family, learning environment, school, community) through showing care and consideration for others. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Physical Development and Health |  |  |  |
| Goal 1 Body Awareness |  |  |  |
| Birth-8 months | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | B. Imitation and Memory 2. Imitates novel words |
| 3 years | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 4 years | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | E. Scientific Discovery 3.2 Manipulates materials to cause change |
| 5 years | Indicator 1a. Use their senses (hearing, vision, taste, touch, smell) and their voices to perceive and respond to the world around them. | Cognitive | E. Scientific Discovery 3. Investigates to test hypotheses |
| Birth-8 months | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | D. Reasoning 2.2 Uses simple actions on a variety of objects |
| 24-36 months | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 4 years | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience |
| 5 years | Indicator 1b. Recognize parts of the human body and how their body helps them engage with their environment. | Cognitive | E. Scientific Discovery 3.1 Draws on prior knowledge to guide investigations |
| Birth-8 months | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | B. Movement and Coordination 2.3 Pulls to standing position |
| 12-26 months | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | B. Movement and Coordination 2. Goops and regains balanced standing position |
| 24-36 months | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | B. Movement and Coordination 2.2 Jumps down from low structure |
| 3 years | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | C. Active Play 1.6 Throws or rolls ball or similar object at target with both hands |
| 4 years | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | C. Active Play 2. Uses hands to hang on play equipment with bars |
| 5 years | Indicator 1c. Explore and begin to perceive depth, distance, size, and the relationship between their own body and the space around them. | Gross Motor | C. Active Play 2.1 Moves swing back and forth |
| Birth-8 months | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | A. Reach, Grasp, Hold, and Release 1.2 Makes directed movements with arms |
| 6-14 months | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | A. Reach, Grasp, Hold, and Release 1.1 Brings hands together at or near midline |
| 12-26 months | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | A. Reach, Grasp, Hold, and Release 1. Makes directed batting and/or swiping movements with each hand |
| 24-36 months | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | A. Body Control and Weight Transfer 2. Puts weight on one hand and/or arm while reaching with opposite hand |
| 3 years | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | B. Movement and Coordination 6.1 Jumps up and down in place |
| 4 years | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | C. Active Play 2.1 Moves swing back and forth |
| 5 years | Indicator 1d. Coordinate movements across and on both sides of the body. | Fine Motor | C. Active Play 3.2 Pedals and steers tricycle |
| Birth-8 months | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | B. Movement and Coordination 1. Creeps forward using alternating arm and leg movements |
| 12-26 months | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | A. Body Control and Weight Transfer 4.3 Regains balanced, upright sitting position after leaning left, right, and forward |
| 24-36 months | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | B. Movement and Coordination 6.3 Jumps down with support |
| 3 years | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | B. Movement and Coordination 4. Alternates feet going up and down stairs |
| 4 years | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | B. Movement and Coordination 5. Runs avoiding people, furniture, or other objects |
| 5 years | Indicator 1e. Explore and stretch the boundaries of their current physical abilities. | Gross Motor | C. Active Play 1. Swings bat, club, or stick to strike stationary object |
| Birth-8 months | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 12-26 months | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | B. Movement and Coordination 3. Walks avoiding people, furniture, or objects |
| 24-36 months | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | B. Movement and Coordination 5. Runs avoiding people, furniture, or other objects |
| 4 years | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | C. Active Play 2. Uses hands to hang on play equipment with bars |
| 5 years | Indicator 1f. Recognize and show respect for the varying physical skills and abilities of themselves and others. | Gross Motor | C. Active Play 2.1 Moves swing back and forth |
| Goal 2 Large Motor |  |  |  |
| Birth-8 months | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | A. Body Control and Weight Transfer 2. Puts weight on one hand and/or arm while reaching with opposite hand |
| 12-26 months | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | A. Body Control and Weight Transfer 4.2 Regains balanced, upright sitting position after reaching across body |
| 24-36 months | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | B. Movement and Coordination 2. Stoops and regains balanced standing position |
| 3 years | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | B. Movement and Coordination 3.1 Walks without support |
| 4 years | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | C. Active Play 1. Swings bat, club, or stick to strike stationary object |
| 5 years | Indicator 2a. Develop strength and stamina in their large muscles through repeated use. | Gross Motor | C. Active Play 2. Uses hands to hang on play equipment with bars |
| Birth-8 months | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | A. Body Control and Weight Transfer 3. Rolls from back to stomach |
| 12-26 months | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | A. Body Control and Weight Transfer 5. Gets out of chair or similar type of furniture |
| 24-36 months | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | B. Movement and Coordination 4.2 Moves up and down stairs |
| 3 years | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | B. Movement and Coordination 6.2 Jumps down from low structure |
| 4 years | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | C. Active Play 1. Swings bat, club, or stick to strike stationary object |
| 5 years | Indicator 2b. Explore and develop more precise control over their large muscle movements, including moving in rhythmic patterns as well as using their muscles to move objects in their environment with increasing coordination. | Gross Motor | C. Active Play 2. Uses hands to hang on play equipment with bars |
| Birth-8 months | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | A. Body Control and Weight Transfer 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | A. Body Control and Weight Transfer 4.3 Regains balanced, upright sitting position after leaning left, right, and forward |
| 12-26 months | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | A. Body Control and Weight Transfer 4. Assumes balanced sitting position |
| 24-36 months | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | C. Active Play 2.2 Climbs play equipment |
| 3 years | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | B. Movement and Coordination 3. Walks avoiding people, furniture, or objects |
| 4 years | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | C. Active Play 2.1 Moves swing back and forth |
| 5 years | Indicator 2c. Use their large muscles for stationary and traveling movements, such as sitting upright, walking, climbing, rolling a wheelchair or walker, etc. | Gross Motor | C. Active Play 3.1 Pedals and steers bicycle with training wheels |

| Goal 3 Fine Motor |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 1.2 Swallows liquids |
| 6-14 months | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 1. Uses lips to take semi-solid foods off eating utensil |
| 12-26 months | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 24-36 months | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| 3 years | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 4. Drinks from open mouth container |
| 4 years | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| 5 years | Indicator 3a. Explore and develop more precise control over the movements of their tongue and facial muscles. | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| Birth-8 months | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1.2 Makes directed movements with arms |
| 6-14 months | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1. Makes directed batting and/or swiping movements with each hand |
| 12-26 months | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | A. Reach, Grasp, Hold, and Release | 2.4 Grasps hand-size object using whole hand |
| 24-36 months | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | A. Reach, Grasp, Hold, and Release | 3. Stacks objects |
| 3 years | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | B. Functional Skill Use | 2. Rotates wrist to manipulate object |
| 4 years | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 5 years | Indicator 3b. Explore and develop more strength and precise control over their hands and fingers. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Birth-8 months | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1.2 Makes directed movements with arms |
| 6-14 months | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | A. Reach, Grasp, Hold, and Release | 2.4 Grasps hand-size object using whole hand |
| 12-26 months | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | A. Reach, Grasp, Hold, and Release | 3.1 Releases object into targeted space |
| 24-36 months | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | B. Functional Skill Use | 1. Activates object with single finger |
| 3 years | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates or produces action with other hand |
| 4 years | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | B. Functional Skill Use | 3. Manipulates object with two hands, each performing different action |
| 5 years | Indicator 3c. Develop more precise hand-eye coordination. | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |

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| Goal 4 Personal Care and Hygiene |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| 6-14 months | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Gross Motor | A. Body Control and Weight Transfer | 5.2 Maintains sitting position in chair or other similar furniture |
| 24-36 months | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Social-Emotional | B. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 3 years | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to an adult |
| 4 years | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants and/or diapers |
| 5 years | Indicator 4a. Begin to understand the connections between physical activity, hygiene, nutrition, emotional wellness, and physical health. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Birth-8 months | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 6-14 months | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 12-26 months | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 24-36 months | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Adaptive | D. Personal Safety | 1.1 Communicates internal distress, discomfort, or pain to adult |
| 3 years | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| 4 years | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |
| 5 years | Indicator 4b. Become aware of ways they can prevent the spread of germs and illnesses, and begin to identify and manage some symptoms of illness. | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brush teeth, comb hair, and wipe nose |
| Birth-8 months | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 6-14 months | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| 12-26 months | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 24-36 months | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 3 years | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Adaptive | D. Personal Safety | 2.1 Complies with graphic or written warning signs and symbols, including traffic signals and poison labels |
| 4 years | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Adaptive | D. Personal Safety | 3.1 Responds appropriately to warnings of dangerous external conditions or substances |
| 5 years | Indicator 4c. Demonstrate increasing awareness of safe boundaries and safety routines. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Birth-8 months | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| 24-36 months | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 3 years | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| 4 years | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| 5 years | Indicator 4d. Show increasing ability to perform self-care routines and tasks. | Adaptive | B. Personal Care Routines | 3.1 Completes some steps to brush teeth, comb hair, and wipe nose |

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 5 Nutrition |  |  |  |
| Birth-8 months | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Adaptive | A. Eating and Drinking 3.2 Eats with fingers |
| 24-36 months | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Adaptive | A. Eating and Drinking 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite |
| 3 years | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Social-Emotional | E. Meeting Social Expectations 1.1 Meets internal physical needs of hunger and thirst |
| 4 years | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Social-Emotional | E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways |
| 5 years | Indicator 5a. Become aware of and respond to feelings of thirst, hunger, and fullness. | Social-Emotional | E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways |
| Birth-8 months | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Social-Communication | A. Early Social Communication 4.4 Expresses negation or protests |
| 6-14 months | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Adaptive | A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures |
| 3 years | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Social-Communication | d. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 4 years | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Social-Emotional | E. Meeting Social Expectations 1.1 Meets internal physical needs of hunger and thirst |
| 5 years | Indicator 5b. Show interest in new or different tastes, smells, and foods. | Social-Emotional | E. Meeting Social Expectations 1. Meets observable physical needs in socially appropriate ways |
| Birth-8 months | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 24-36 months | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Adaptive | A. Eating and Drinking 2. Eats foods from variety of food groups with variety of textures |
| 3 years | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | C. Conceptual Knowledge 4. Uses early conceptual comparisons |
| 4 years | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | D. Reasoning 4.1 Draws conclusions about causes of events based on personal experience |
| 5 years | Indicator 5c. Develop an awareness of how foods look, feel, taste, and smell different; how different foods affect their bodies; and how foods are sorted into food groups. | Cognitive | C. Conceptual Knowledge 3. Classifies using multiple attributes |

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1.1 Quiets to familiar voice
3. Engages in vocal exchanges
1.2 Looks toward object
1.1 Follows person’s pointing gestures with eyes
1. Follows person’s gaze to establish joint attention
4.1 Answers “who,” “what,” and “where” questions
4. Responds to comprehension questions related to “why,” “how,” and

1.1 Quiets to familiar voice
1. Turns and looks toward person speaking
2.2 Responds to single word directive
2. Locates common objects, people, and/or events

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Communication, Language, and Early Literacy Development |  |  |  |
| Goal 1 Receptive Language |  |  |  |
| Birth-8 months | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | A. Early Social Communication |
| 6-14 months | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | A. Early Social Communication |
| 12-26 months | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | B. Communicative Understanding |
| 24-36 months | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | B. Communicative Understanding |
| 3 years | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | B. Communicative Understanding |
| 4 years | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | B. Communicative Understanding |
| 5 years | Indicator 1a. Demonstrate understanding of increasingly complex language, including non-verbal cues. | Social-Communication | B. Communicative Understanding |
| Birth-8 months | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 6-14 months | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 12-26 months | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 24-36 months | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 3 years | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 4 years | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| 5 years | Indicator 1b. Follow increasingly complex directions. | Social-Communication | B. Communicative Understanding |
| Goal 2 Expressive Language |  |  |  |
| Birth-8 months | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | A. Early Social Communication |
| 6-14 months | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | A. Early Social Communication |
| 12-26 months | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | A. Early Social Communication |
| 24-36 months | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | C. Communicative Expression |
| 3 years | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | C. Communicative Expression |
| 4 years | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | C. Communicative Expression |
| 5 years | Indicator 2a. Communicate using increasingly understandable language, including sounds, gestures, signs, words, and language expressed using assistive devices. | Social-Communication | D. Social Use of Language |
| Birth-8 months | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | A. Early Social Communication |
| 6-14 months | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | A. Early Social Communication |
| 12-26 months | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | A. Early Social Communication |
| 24-36 months | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | C. Communicative Expression |
| 3 years | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | C. Communicative Expression |
| 4 years | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | C. Communicative Expression |
| 5 years | Indicator 2b. Communicate using an expanding vocabulary. | Social-Communication | D. Social Use of Language |
| Birth-8 months | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | D. Social Use of Language |
| 6-14 months | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | D. Social Use of Language |
| 12-26 months | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | D. Social Use of Language |
| 24-36 months | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | C. Communicative Expression |
| 3 years | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | C. Communicative Expression |
| 4 years | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | D. Social Use of Language |
| 5 years | Indicator 2c. Communicate using increasingly complex grammar and sentence structure. | Social-Communication | C. Communicative Expression |

2.1 Coos and gurgles
2.1 Coos and gurgles
2. Produces speech sounds
1.3 Uses consistent approximations for words or signs
1.2 Uses 50 single words, signs, or symbols
1. Produces multiple word sentences to communicate
2. Provides and seeks information while conversing with others using

2.1 Coos and gurgles
2.1 Coos and gurgles
2. Produces speech sounds
1.3 Uses consistent approximations for words or signs

2.2 Describes objects; people; and past, present, and future events as
part of social exchange
2. Uses plural form of pronouns to indicate subjects, objects, and
possession in multiple-word sentences

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| MI Indicator |  | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- | --- |
| Goal 3 Communication Skills |  |  |  |  |
| Birth-8 months | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 6-14 months | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| 12-26 months | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| 24-36 months | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| 3 years | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 4 years | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5 years | Indicator 3a. Communicate with others for a variety of purposes. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Birth-8 months | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 6-14 months | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 12-26 months | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 24-36 months | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 3 years | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| 4 years | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| 5 years | Indicator 3b. Follow the social expectations of their personal cultural context when communicating with others. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Goal 4 Concepts of Print |  |  |  |  |
| Birth-8 months | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 3 years | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 4 years | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 5 years | Indicator 4a. Demonstrate interest in and care for books, including book handling concepts. | Literacy | A. Awareness of Print Concepts | 2. Demonstrates understanding that text is read in one direction, and from top to bottom of page |
| Birth-8 months | Indicator 4b. Demonstrate an understanding of print concepts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 4b. Demonstrate an understanding of print concepts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 4b. Demonstrate an understanding of print concepts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 4b. Demonstrate an understanding of print concepts. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 3 years | Indicator 4b. Demonstrate an understanding of print concepts. | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| 4 years | Indicator 4b. Demonstrate an understanding of print concepts. | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| 5 years | Indicator 4b. Demonstrate an understanding of print concepts. | Literacy | A. Awareness of Print Concepts | 3. Recognizes print words for common or familiar people, objects, or pictures |
| Birth-8 months | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 6-14 months | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 24-36 months | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| 3 years | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 4 years | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 5 years | Indicator 4c. Understand that print and pictures communicate ideas that can be read/viewed and understood by others. | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary words in picture books |

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letters are shaped, as well as some personally meaningful words. 3 years

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 5 Alphabetic Knowledge |  |  |  |
| Birth-8 months | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 6-14 months | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading with adult or older child |
| 12-26 months | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| 24-36 months | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| 3 years | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| 4 years | Literacy | C. Alphabet Knowledge | 1.1 Matches frequently occurring lower case letters with upper case counterparts |
| 5 years | Literacy | C. Alphabet Knowledge | 1. Names all upper and lower case letters of alphabet |
| Birth-8 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 6-14 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 12-26 months | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 24-36 months | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 3 years | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 4 years | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of the alphabet |
| 5 years | Literacy | C. Alphabet Knowledge | 2.4 Produces correct sounds for six letters of the alphabet |
| Goal 6 Phonological Awareness |  |  |  |
| Birth-8 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 6-14 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 12-26 months | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 24-36 months | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| 3 years | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 4 years | Literacy | B. Phonological Awareness | 1.1 Identifies rhyming words |
| 5 years | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Birth-8 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 6-14 months | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| 12-26 months | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| 24-36 months | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 3 years | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 4 years | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| 5 years | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play with caregivers and/or peers |
| Goal 7 Comprehension |  |  |  |
| Birth-8 months | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| 24-36 months | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| 3 years | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 4 years | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| 5 years | Literacy | E. Writing | 1. "Reads" back own dictation to label or caption picture |
| Birth-8 months | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| 24-36 months | Literacy | D. Vocabulary and Story Comprehension | 1.3 Matches pictures to actual objects, people, or actions |
| 3 years | Literacy | D. Vocabulary and Story Comprehension | 2. Demonstrates understanding that text is read in one direction from top to bottom of page |
| 4 years | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| 5 years | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |

2. Segments compound words into component words

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1.2 Makes directed movements with arms
1. Makes directed batting and/or swiping movements with each hand
2.3 Grasps pea-size object using fingers in raking or scratching

1.2 Writes and/or draws using curved lines
1.1 Writes and/or draws using mixed strokes

2. Combines simple actions to examine people and objects
2. Combines simple actions to examine people and objects

3.5 Transfers object from hand to hand
3.4 Holds object with one hand and manipulates or produces action with

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 8 Writing |  |  |  |
| Birth-8 months | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 6-14 months | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 12-26 months | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 24-36 months | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | C. Mechanics of Writing |
| 3 years | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | C. Mechanics of Writing |
| 4 years | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | C. Mechanics of Writing |
| 5 years | Indicator 8a. Develop increasing control, strength, and coordination of small muscle groups. | Fine Motor | C. Mechanics of Writing |
| Birth-8 months | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Fine Motor | C. Mechanics of Writing |
| 24-36 months | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Fine Motor | C. Mechanics of Writing |
| 3 years | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Fine Motor | C. Mechanics of Writing |
| 4 years | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Fine Motor | C. Mechanics of Writing |
| 5 years | Indicator 8b. With guidance and support, explore a variety of writing tools and materials. | Fine Motor | C. Mechanics of Writing |
| Birth-8 months | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 6-14 months | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 12-26 months | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 24-36 months | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Literacy | E. Writing |
| 3 years | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Literacy | E. Writing |
| 4 years | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Literacy | E. Writing |
| 5 years | Indicator 8c. Develop an understanding that writing is a way of communicating for a variety of purposes. | Literacy | E. Writing |
| Birth-8 months | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 6-14 months | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 12-26 months | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 24-36 months | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Fine Motor | A. Reach, Grasp, Hold, and Release |
| 3 years | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Literacy | E. Writing |
| 4 years | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Literacy | E. Writing |
| 5 years | Indicator 8d. Show interest in using a variety of forms of early writing to convey meaning and represent sounds and words. | Literacy | E. Writing |

3. Manipulates object with two hands, each performing different action

2.4 Grasps hand-size object using whole hand
2.4 Grasps hand-size object using whole hand

1.3 Verbally labels nonrepresentational drawings
1.1 Dictates description of drawing

2.4 Grasps hand-size object using whole hand
2.4 Grasps hand-size object using whole hand

2.1 Makes representational drawings

---

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Creative and Expressive Arts |  |  |  |
| Goal 1 Self-Expression |  |  |  |
| Birth-8 months | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Social-Emotional | A. Interactions with Adults 2.2 Repeats part of interactive game or action in order to continue game and/or action |
| 24-36 months | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Cognitive | B. Imitation and Memory 1.1 Imitates novel simple motor action not already in repertoire |
| 3 years | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Social-Emotional | C. Interactions with Peers 2.2 Uses imaginary props in play |
| 4 years | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Social-Emotional | C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 5 years | Indicator 1a. Explore and experiment with the arts in increasingly creative ways to express themselves, with modifications as needed. | Social-Emotional | C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Birth-8 months | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Cognitive | B. Imitation and Memory 1.2 Imitates familiar simple motor action |
| 24-36 months | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Cognitive | B. Imitation and Memory 1.2 Imitates familiar simple motor action |
| 3 years | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Social-Emotional | C. Interactions with Peers 2.2 Uses imaginary props in play |
| 4 years | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Social-Emotional | C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 5 years | Indicator 1b. Explore and experiment with the arts through the lens of their personal cultural context and that of others. | Social-Emotional | C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Birth-8 months | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Cognitive | A. Sensory Exploration 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Social-Emotional | C. Interactions with Peers 2.2 Uses imaginary props in play |
| 24-36 months | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Social-Emotional | C. Interactions with Peers 2.2 Uses imaginary props in play |
| 3 years | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Social-Emotional | C. Interactions with Peers 2.1 Enacts roles or identities in imaginary play |
| 4 years | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Social-Emotional | C. Interactions with Peers 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 5 years | Indicator 1c. Explore roles, express thoughts, and feelings, recreate experiences, and act out stories through the arts. | Cognitive | B. Imitation and Memory 3. Relates past events |
| Goal 2 Supporting Skills |  |  |  |

| Goal 2 Supporting Skills |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Fine Motor | A. Reach, Grasp, Hold, and Release | 1.2 Makes directed movements with arms |
| 6-14 months | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| 12-26 months | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | B. Movement and Coordination | 2.1 Rises from sitting position to standing position |
| 24-36 months | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| 3 years | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | B. Movement and Coordination | 4. Alternates feet going up and down stairs |
| 4 years | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | C. Active Play | 1.4 Kicks ball |
| 5 years | Indicator 2a. Explore and develop increasing control over fine motor and large motor movements. | Gross Motor | C. Active Play | 2. Uses hands to hang on play equipment with bars |
| Birth-8 months | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| 12-26 months | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| 24-36 months | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 3 years | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| 4 years | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5 years | Indicator 2b. Explore, use, and begin to use artistic vocabulary to describe the tools, mediums, and components of the arts. | Social-Communication | D. Social Use of Language | 3. Uses conversational rules when communicating with others |
| Birth-8 months | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| 3 years | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| 4 years | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| 5 years | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
|  | Indicator 2c. Plan and create works of art with increasing intentionality and detail. | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Goal 3 Artistic Appreciation |  |  |  |
| Birth-8 months | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Social-Communication | A. Early Social Communication 4.3 Expresses desire to continue activity |
| 24-36 months | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 3 years | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Social-Communication | D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange |
| 4 years | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Cognitive | C. Conceptual Knowledge 4.2 Identifies concrete concepts |
| 5 years | Indicator 3a. Explore, recognize, and respond to similarities and differences between works of art, and the emotions, moods, situations, and cultures being expressed. | Cognitive | C. Conceptual Knowledge 4.1 Identifies common concepts |
| Birth-8 months | Indicator 3b. Express preferences within the arts. | Social-Communication | A. Early Social Communication 2.1 Coos and gurgles |
| 6-14 months | Indicator 3b. Express preferences within the arts. | Social-Communication | A. Early Social Communication 4.2 Makes choices to express preferences |
| 12-26 months | Indicator 3b. Express preferences within the arts. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 24-36 months | Indicator 3b. Express preferences within the arts. | Social-Communication | D. Social Use of Language 2.2 Describes objects, people, and events as part of social exchange |
| 3 years | Indicator 3b. Express preferences within the arts. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 4 years | Indicator 3b. Express preferences within the arts. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| 5 years | Indicator 3b. Express preferences within the arts. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Mathematics |  |  |  |
| Goal 1 Mathematical Thinking |  |  |  |
| Birth-8 months | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| 24-36 months | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | C. Conceptual Knowledge 3.3 Discriminates between objects and/or people using common attributes |
| 3 years | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | C. Conceptual Knowledge 3.2 Classifies according to physical attributes |
| 4 years | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | C. Conceptual Knowledge 3. Classifies using multiple attributes |
| 5 years | Indicator 1a. Explore and begin to make sense of their world through mathematical thinking and strategies. | Cognitive | D. Reasoning 3. Solves problems using multiple strategies |
| Birth-8 months | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | D. Reasoning 2.1 Tries different simple actions to achieve goal |
| 24-36 months | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | E. Scientific Discovery 1.1 Uses simple tools to gather information |
| 4 years | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | D. Reasoning 3.1 Evaluates common solutions to solve problems/reach goals |
| 5 years | Indicator 1b. Explore and begin to understand mathematical symbols and language in communicating their explorations and discoveries. | Cognitive | D. Reasoning 3. Solves problems using multiple strategies |
| Birth-8 months | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | D. Reasoning 2.1 Tries different simple actions to achieve goal |
| 24-36 months | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | D. Reasoning 2. Coordinates actions with objects to achieve new outcomes |
| 3 years | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 4 years | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 5 years | Indicator 1c. Develop an increasing ability to recognize mathematical problems in everyday situations at home and in the learning environment, and experiment to find possible solutions. | Cognitive | E. Scientific Discovery 4. Transfers knowledge |

| Goal 2 Number Sense |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Math | A. Counting | 1.2 Recites numbers 1 to 3 |
| 24-36 months | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Math | A. Counting | 2.2 Recites numbers 1-10 |
| 3 years | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| 4 years | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Math | A. Counting | 3. Counts out 20 items |
| 5 years | Indicator 2a. Counting: Explore numbers and number vocabulary with increasing understanding of their relationship to quantity. | Math | A. Counting | 4.1 Recites numbers from 31 to 100 |
| Birth-8 months | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| 3 years | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| 4 years | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Math | A. Counting | 2.1 Counts 10 items to determine "How many?" |
| 5 years | Indicator 2b. Subitizing: Recognize and name the quantity of objects in a group without counting. | Math | A. Counting | 3.1 Counts 20 items to determine "How many?" |
| Birth-8 months | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Math | A. Counting | 1.2 Recites numbers 1 to 3 |
| 24-36 months | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Math | A. Counting | 1.1 Counts 3 items to determine "How many?" |
| 3 years | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| 4 years | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 5 years | Indicator 2c. Comparing, Adding, and Subtracting Numbers: Begin to understand numbers as sets to be compared, put together, and taken apart. | Math | D. Addition and Subtraction | 1.1 Solves picture or object problems using shortcut sum strategy |
| Birth-8 months | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Math | A. Counting | 1.2 Recites numbers 1 to 3 |
| 3 years | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Math | B. Quantitative Relations | 1.2 Creates equivalent sets of 5 items |
| 4 years | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Math | B. Quantitative Relations | 1.1 Compares items in sets of up to 5 by matching |
| 5 years | Indicator 2d. Composing and Decomposing Numbers: Begin to understand that numbers are made up of smaller numbers. | Math | B. Quantitative Relations | 1. Compares items in sets of up to 5 by counting |

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| Goal 3 Geometry and Spatial Sense |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 24-36 months | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 3 years | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 4 years | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 5 years | Indicator 3a. Explore and begin to recognize the positional relationships between objects, their environment, and themselves. | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Birth-8 months | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 24-36 months | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Fine Motor | B. Functional Skill Use | 3.3 Fits variety of shapes into corresponding spaces |
| 3 years | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 4 years | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 5 years | Indicator 3b. Explore and begin to analyze two-dimensional and three-dimensional shapes and shape attributes. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Birth-8 months | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| 24-36 months | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Cognitive | E. Scientific Discovery | 3.2. Manipulates materials to cause change |
| 3 years | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Math | D. Addition and Subtraction | 1.5 Demonstrates understanding of concept of addition |
| 4 years | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Math | D. Addition and Subtraction | 1.3 Solves picture or object problems using count all strategy |
| 5 years | Indicator 3c. Investigate and begin to understand the concept of a whole and how it can be divided into two (or more) equal parts. | Math | D. Addition and Subtraction | 1.1 Solves picture or object addition problems using shortcut sum strategy |

**Goal 4 Algebraic Thinking**

| Birth-8 months | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| --- | --- | --- | --- | --- |
| 6-14 months | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| 12-26 months | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| 24-36 months | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| 3 years | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| 4 years | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 5 years | Indicator 4a. Recognizing and Building Patterns: Notice, recognize, copy, extend, and create repeating patterns. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Birth-8 months | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Social-Communication | A. Early Social Communication | 4.3 Expresses desire to continue activity |
| 12-26 months | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Cognitive | D. Reasoning | 2.2 Uses simple actions on a variety of objects |
| 24-36 months | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Fine Motor | B. Functional Skill Use | 3.2 Aligns objects |
| 3 years | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 4 years | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| 5 years | Indicator 4b. Ordering and Seriation: Arrange objects in order according to changes in a specific attribute, such as size, length, number, color, etc. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 5 Measurement |  |  |  |
| Birth-8 months | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | A. Sensory Exploration 1. Orients to events or stimulation 1.1 Reacts to events or stimulation 2.1 Tries different simple actions to achieve goal 2. Coordinates actions with objects to achieve new outcomes 1.2 Uses senses to explore 1.1 Uses simple tools to gather information 1. Expands simple observations and explorations into further inquiry |
| 6-14 months | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation 2.1 Tries different simple actions to achieve goal 2. Coordinates actions with objects to achieve new outcomes 1.1 Uses� uses of explore 1.11 Uses of simple tools to gather information 1.111 Uses of simple observations and explorations into further inquiry |
| 12-26 months | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | D. Reasoning 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 24-36 months | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | D. Reasoning 1.1111 Tries of simple actions to achieve goals 2. Coordinates actions with objects to achieve new outcomes 1.1111 Tries of simple observations and explorations into further inquiry |
| 3 years | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 4 years | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 5 years | Indicator 5a. Notice and recognize that things in their environment can be measured (length/height, weight, area, volume, temperature, time). | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| Birth-8 months | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 6-14 months | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 12-26 months | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 24-36 months | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 3 years | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | C. Conceptual Knowledge 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 4 years | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | C. Conceptual Knowledge 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 5 years | Indicator 5b. Compare things in their environment and use the language of measurement (lighter, darker, longer, longer, bigger, etc.) to describe them. | Cognitive | C. Conceptual Knowledge 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 12-26 months | Indicator 5c. Use non-standard and standard tools and units of measurement. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 24-36 months | Indicator 5c. Use non-standard and standard tools and units of measurement. | Cognitive | A. Sensory Exploration 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 3 years | Indicator 5c. Use non-standard and standard tools and units of measurement. | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 4 years | Indicator 5c. Use non-standard and standard tools and units of measurement. | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |
| 5 years | Indicator 5c. Use non-standard and standard tools and units of measurement. | Cognitive | E. Scientific Discovery 1.1111 Tries of simple actions to achieve goals 2.1 Tries of simple observations and explorations into further inquiry |

A. Early Social Communication

4. Uses intentional gestures, vocalizations, and objects to communicate

3.1 Draws on prior knowledge to guide investigations

| Goal 6 Collecting and Organizing Information |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 6a. Recognize and classify things in their environment. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 6a. Recognize and classify things in their environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 12-26 months | Indicator 6a. Recognize and classify things in their environment. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 24-36 months | Indicator 6a. Recognize and classify things in their environment. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| 3 years | Indicator 6a. Recognize and classify things in their environment. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| 4 years | Indicator 6a. Recognize and classify things in their environment. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 5 years | Indicator 6a. Recognize and classify things in their environment. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |
| Birth-8 months | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 12-26 months | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| 24-36 months | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects and/or people using common attributes |
| 3 years | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attributes |
| 4 years | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| 5 years | Indicator 6b. Sort things in their environment into groups based on attributes. | Cognitive | C. Conceptual Knowledge | 3. Classifies using multiple attributes |

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2. Combines simple actions to examine people and objects
2. Combines simple actions to examine people and objects
2.2 Uses simple actions on a variety of objects

1.1 Uses part of object or support to obtain another object
1.1 Uses simple tools to gather information
1. Expands simple observations and explorations into further inquiry
1.1 Reacts to events or stimulation
2. Combines simple actions to examine people, animals, and objects
2.2 Seeks comfort, closeness, or physical contact from familiar adult
3.1 Initiates next step of familiar social routine
2.2 Demonstrates knowledge about natural happenings
4.1 Draws conclusions about causes of events based on personal

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Engineering and Technology |  |  |  |
| Goal 1 Creativity and Critical Thinking |  |  |  |
| Birth-8 months | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | D. Reasoning |
| 4 years | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 1a. Explore and experiment with different uses for the tools, objects, and materials in their environment. | Cognitive | E. Scientific Discovery |
| Birth-8 months | Indicator 1b. Learns from their experiments and experiences. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1b. Learns from their experiments and experiences. | Cognitive | A. Sensory Exploration |
| 12-26 months | Indicator 1b. Learns from their experiments and experiences. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 24-36 months | Indicator 1b. Learns from their experiments and experiences. | Social-Emotional | A. Interactions with Adults |
| 3 years | Indicator 1b. Learns from their experiments and experiences. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 1b. Learns from their experiments and experiences. | Cognitive | D. Reasoning |
| 5 years | Indicator 1b. Learns from their experiments and experiences. | Cognitive | D. Reasoning |
| Birth-8 months | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| 12-26 months | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| 3 years | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| 4 years | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| 5 years | Indicator 1c. Recognizes real-world problems in their environment and begins to experiment with tools and other strategies to solve those problems. | Cognitive | D. Reasoning |
| Goal 2 Communication and Collaboration |  |  |  |
| Birth-8 months | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Social-Communication | A. Early Social Communication |
| 6-14 months | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Social-Communication | A. Early Social Communication |
| 12-26 months | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Fine Motor | D. Use of Electronic Devices |
| 24-36 months | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Fine Motor | D. Use of Electronic Devices |
| 3 years | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Fine Motor | D. Use of Electronic Devices |
| 4 years | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Fine Motor | D. Use of Electronic Devices |
| 5 years | Indicator 2a. Explores tools for the purpose of communication or self-expression. | Fine Motor | D. Use of Electronic Devices |
| Birth-8 months | Indicator 2b. Uses tools to work with others. | Social-Communication | A. Early Social Communication |
| 6-14 months | Indicator 2b. Uses tools to work with others. | Social-Communication | A. Early Social Communication |
| 12-26 months | Indicator 2b. Uses tools to work with others. | Social-Communication | A. Early Social Communication |
| 24-36 months | Indicator 2b. Uses tools to work with others. | Social-Communication | A. Early Social Communication |
| 3 years | Indicator 2b. Uses tools to work with others. | Social-Communication | C. Communicative Expression |
| 4 years | Indicator 2b. Uses tools to work with others. | Social-Communication | D. Social Use of Language |
| 5 years | Indicator 2b. Uses tools to work with others. | Social-Communication | D. Social Use of Language |

4. Draws plausible conclusions about events beyond personal experience
2. Combines simple actions to examine people and objects
2.2 Uses simple actions on a variety of objects
1. Uses object to obtain another object
2. Coordinates actions with objects to achieve new outcomes
4.1 Draws conclusions about causes of events based on personal

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |  |
| --- | --- | --- | --- | --- |
| Goal 3 Exploration and Information |  |  |  |  |
| Birth-8 months | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |  |
| 6-14 months | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |  |
| 12-26 months | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Fine Motor | D. Use of Electronic Devices 1.2 Uses finger to interact with touch screen |  |
| 24-36 months | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Fine Motor | D. Use of Electronic Devices 1.2 Uses finger to interact with touch screen |  |
| 3 years | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Fine Motor | D. Use of Electronic Devices 1. Uses finger to interact with electronic device |  |
| 4 years | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Social-Communication | D. Social Use of Language 2.1 Asks questions to obtain information |  |
| 5 years | Indicator 3a. With adult support and supervision, explores (digital or non-digital) tools and resources to find information. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |  |
| Birth-8 months | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |  |
| 6-14 months | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | A. Early Social Communication 4. Uses intentional gestures, vocalizations, and objects to communicate |  |
| 12-26 months | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | C. Communicative Expression 1.3 Uses consistent approximations for words or signs |  |
| 24-36 months | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |  |
| 3 years | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | C. Communicative Expression 1. Produces multiple word sentences to communicate |  |
| 4 years | Indicator 3b. Communicates about their experiences with (digital or non-digital) tools and resources. | Social-Communication | D. Social Use of Language 2. Provides and seeks information while conversing with others using words, phrases, or sentences |  |
| 5 years |  | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing with others using words, phrases, or sentences |
| Goal 4 Responsibility with Technology |  |  |  |  |
| Birth-8 months | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 6-14 months | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| 12-26 months | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Fine Motor | D. Use of Electronic Devices | 1.2 Uses finger to interact with touch screen |
| 24-36 months | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Fine Motor | D. Use of Electronic Devices | 1.2 Uses finger to interact with touch screen |
| 3 years | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| 4 years | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| 5 years | Indicator 4a. With adult support and supervision, uses digital tools and resources responsibly. | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| Birth-8 months | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| 6-14 months | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 12-26 months | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| 24-36 months | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 3 years | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| 4 years | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Adaptive | D. Personal Safety | 4.2 Reports inappropriate events, actions, or language by other children or adults |
| 5 years | Indicator 4b. With adult guidance and supervision, begins to demonstrate an understanding of internet safety. | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |

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| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Science |  |  |  |
| Goal 1 Scientific Thinking |  |  |  |
| Birth-8 months | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 24-36 months | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | E. Scientific Discovery 1.1 Uses simple tools to gather information |
| 3 years | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 4 years | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 5 years | Indicator 1a. Observe and investigate their environment using scientific thinking, scientific vocabulary, and the scientific method. | Cognitive | E. Scientific Discovery 4.2 Demonstrates knowledge of properties of the change resulting from investigations |
| Birth-8 months | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | D. Reasoning 2.2 Uses simple actions on a variety of objects |
| 24-36 months | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 3 years | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | E. Scientific Discovery 3.2 Manipulates materials to cause change |
| 4 years | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | E. Scientific Discovery 2. Anticipates outcome of investigation |
| 5 years | Indicator 1b. Explore cause-and-effect relationships. | Cognitive | E. Scientific Discovery 4. Transfers knowledge |
| Birth-8 months | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | A. Sensory Exploration 1.1 Reacts to events or stimulation |
| 12-26 months | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | C. Conceptual Knowledge 3.3 Discriminates between objects or people using common attributes |
| 24-36 months | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 3 years | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | E. Scientific Discovery 4.1 Communicates results of investigations |
| 4 years | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | C. Conceptual Knowledge 4. Uses early conceptual comparisons |
| 5 years | Indicator 1c. Observe, compare, and classify objects and information. | Cognitive | C. Conceptual Knowledge 3. Classifies using multiple attributes |
| Birth-8 months | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 6-14 months | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 12-26 months | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 24-36 months | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 3 years | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings |
| 4 years | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 2.1 Generates specific questions for investigation |
| 5 years | Indicator 1d. Communicate and/or record observations, questions, and predictions about their environment. | Cognitive | E. Scientific Discovery 4.1 Communicates results of investigations |

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3. Investigates to test hypotheses
4.3 Shows awareness that manipulation of materials or processes
prompted change in those materials or processes

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Goal 2 Physical Science |  |  |  |
| Birth-8 months | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | D. Reasoning |
| 12-26 months | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 2a. Explore and compare the ways objects move, including their speed, direction, and duration of movement. | Cognitive | E. Scientific Discovery |
| Birth-8 months | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | D. Reasoning |
| 12-26 months | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 2b. Explore and observe the states of matter (liquids, solids, gases) in their environment. | Cognitive | E. Scientific Discovery |
| Birth-8 months | Indicator 2c. Observe and explore light and sound. | Cognitive | A. Sensory Exploration |
| 6-14 months | Indicator 2c. Observe and explore light and sound. | Cognitive | D. Reasoning |
| 12-26 months | Indicator 2c. Observe and explore light and sound. | Cognitive | D. Reasoning |
| 24-36 months | Indicator 2c. Observe and explore light and sound. | Cognitive | E. Scientific Discovery |
| 3 years | Indicator 2c. Observe and explore light and sound. | Cognitive | E. Scientific Discovery |
| 4 years | Indicator 2c. Observe and explore light and sound. | Cognitive | E. Scientific Discovery |
| 5 years | Indicator 2c. Observe and explore light and sound. | Cognitive | E. Scientific Discovery |
| Goal 3 Earth Science |  |  |  |

3.2. Manipulates materials to cause change
3.2. Manipulates materials to cause change

4.3 Shows awareness that manipulation of materials or processes
prompted change in those materials or processes

3.2 Manipulates materials to cause change
3.2 Manipulates materials to cause change

4.3 Shows awareness that manipulation of materials or processes
prompted change in those materials or processes

| Goal 3 Earth Science |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 12-26 months | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| 24-36 months | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 3 years | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 4 years | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 5 years | Indicator 3a. Explore and recognize a variety of earth materials in their community (soil, rocks, water, etc.) and their observable properties. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Birth-8 months | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 24-36 months | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 3 years | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 4 years | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 5 years | Indicator 3b. Recognize and identify different weather conditions and the ways weather can impact their lives. | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Birth-8 months | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 24-36 months | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 3 years | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 4 years | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| 5 years | Indicator 3c. Recognize and make connections between the seasons and their observable characteristics. | Cognitive | E. Scientific Discovery | 3.1 Draws on prior knowledge to guide investigations |
| Goal 4 Life Science |  |  |  |
| Birth-8 months | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 12-26 months | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 1.1 Uses simple tools to gather information |
| 24-36 months | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 3 years | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 4 years | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings |
| 5 years | Indicator 4a. Explore, observe, notice, and describe a variety of plants and animals in their community, and their life cycles. | Cognitive | E. Scientific Discovery 4. Transfers knowledge |
| Birth-8 months | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 1.2 Uses senses to explore |
| 12-26 months | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 1.1 Uses simple tools to gather information |
| 24-36 months | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 3 years | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 4 years | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings |
| 5 years | Indicator 4b. Observe and explore the habitats of a variety of plants and animals in their community (such as wooded areas, parks, lakes, and streams). | Cognitive | E. Scientific Discovery 4. Transfers knowledge |
| Birth-8 months | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 6-14 months | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | A. Sensory Exploration 2.1 Uses sensory means to explore people, animals, and objects |
| 12-26 months | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 24-36 months | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | E. Scientific Discovery 1. Expands simple observations and explorations into further inquiry |
| 3 years | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | E. Scientific Discovery 2.3 Makes observations |
| 4 years | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | E. Scientific Discovery 2.2 Demonstrates knowledge about natural happenings |
| 5 years | Indicator 4c. Observe, describe, and compare the differences between living and non-living things. | Cognitive | E. Scientific Discovery 4. Transfers knowledge |

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3.2 Shares accomplishment with familiar caregiver
3.2 Shares accomplishment with familiar caregiver
3.1 Explains or shows others how to do tasks mastered
3. Makes positive statements about self or accomplishments
3. Makes positive statements about self or accomplishments

| MI Indicator | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Goals |
| --- | --- | --- | --- |
| Social Studies |  |  |  |
| Goal 1 Self, Family, and Belonging |  |  |  |
| Birth-8 months | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | A. Interactions with Adults |
| 6-14 months | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | A. Interactions with Adults |
| 12-26 months | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 24-36 months | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 3 years | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 4 years | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 5 years | Indicator 1a. Recognize themselves as unique individuals and become aware of the uniqueness of others. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Birth-8 months | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | A. Interactions with Adults |
| 6-14 months | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | A. Interactions with Adults |
| 12-26 months | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | A. Interactions with Adults |
| 24-36 months | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 3 years | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Communication | D. Social Use of Language |
| 4 years | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 5 years | Indicator 1b. Recognize themselves as members of a family and become aware of how families are alike and different. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| Birth-8 months | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | A. Interactions with Adults |
| 6-14 months | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | A. Interactions with Adults |
| 12-26 months | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | A. Interactions with Adults |
| 24-36 months | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 3 years | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | B. Social-Emotional Expression and Regulation |
| 4 years | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | E. Meeting Social Expectations |
| 5 years | Indicator 1c. Demonstrate a growing sense of belonging across their home, their learning environment, and their community. | Social-Emotional | A. Early Social Communication |
| Birth-8 months | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | A. Interactions with Adults |
| 6-14 months | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | A. Interactions with Adults |
| 12-26 months | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | A. Interactions with Adults |
| 24-36 months | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | E. Meeting Social Expectations |
| 3 years | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | E. Meeting Social Expectations |
| 4 years | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | E. Meeting Social Expectations |
| 5 years | Indicator 1d. Participate in the routines, customs, and traditions of their family and community, and develops an awareness of and respect for the ways these can differ across settings, families, and cultures. | Social-Emotional | E. Meeting Social Expectations |

3.2 Shares accomplishment with familiar caregiver
2.2 Describes objects, people, and events as part of social exchange
3. Makes positive statements about self or accomplishments
3. Makes positive statements about self or accomplishments
1. Initiates positive social behavior toward familiar adult
1. Initiates positive social behavior toward familiar adult

3.2 Shares accomplishment with familiar caregiver
3.1 Explains or shows others how to do tasks mastered

1. Turns and looks toward person speaking

2.2 Adjusts behavior based on feedback from others or environment

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| Goal 2 Community and Contribution |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 6-14 months | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| 12-26 months | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| 24-36 months | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| 3 years | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| 4 years | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| 5 years | Indicator 2a. Show a growing understanding of and participation with the expectations, boundaries, and responsibilities in their family, learning environment, and community. | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Birth-8 months | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.3 Responds appropriately to soothing by adult |
| 6-14 months | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 12-26 months | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| 24-36 months | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.1 Responds appropriately to soothing by peer |
| 3 years | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Meets internal physical needs of hunger and thirst |
| 4 years | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Meets internal physical needs of hunger and thirst |
| 5 years | Indicator 2b. Develop a growing understanding of what people need to thrive and the ways people fill those needs. | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Meets observable physical needs in socially appropriate ways |
| Birth-8 months | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Communication | A. Early Social Communication | 1. Turns and looks toward person speaking |
| 6-14 months | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| 12-26 months | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| 24-36 months | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 3 years | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| 4 years | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| 5 years | Indicator 2c. Develop a growing understanding of value, as well as supply and demand, as they relate to sharing and trading. | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Goal 3 Time. Place, and the Environment |  |  |  |  |

| Goal 3 Time, Place, and the Environment |  |  |  |  |
| --- | --- | --- | --- | --- |
| Birth-8 months | Indicator 3a. Explore and learn how to respectfully interact with nature. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 6-14 months | Indicator 3a. Explore and learn how to respectfully interact with nature. | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people and objects |
| 12-26 months | Indicator 3a. Explore and learn how to respectfully interact with nature. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 24-36 months | Indicator 3a. Explore and learn how to respectfully interact with nature. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 24-36 months | Indicator 3a. Explore and learn how to respectfully interact with nature. | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| 3 years | Indicator 3a. Explore and learn how to respectfully interact with nature. | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| 4 years | Indicator 3a. Explore and learn how to respectfully interact with nature. | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| 5 years | Indicator 3a. Explore and learn how to respectfully interact with nature. | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Birth-8 months | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| 6-14 months | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 12-26 months | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| 24-36 months | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| 3 years | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 4 years | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 5 years | Indicator 3b. Begin to identify, and use location vocabulary to describe, places and physical features in their environment. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Birth-8 months | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 6-14 months | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| 12-26 months | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| 24-36 months | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| 3 years | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 4 years | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| 5 years | Indicator 3c. Demonstrate a growing understanding of the passage of time as it impacts their lives. | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |