21

Early Learning & Development

Standards

22

Cog

nitio

n0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s Le

arnin

g Pr

ogre

ssion

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:St

rand

A: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

dev

elop

effe

ctiv

e ap

proa

ches

to le

arni

ng.

Curio

sity a

nd

Initia

tive

C.6.1

Use

se

nses

to ex

plore

im

media

te en

viron

ment

C.12

.1 Se

ek

familia

r peo

ple

and/o

r obje

cts th

at ar

e not

there

C.18

.1 U

se

sens

es to

activ

ely

inves

tigate

and

explo

re th

e effe

cts

of ne

w ac

tions

on

objec

ts

C.24

.1 Ex

plore

ob

jects,

activ

ities

and e

nviro

nmen

ts

C.36

.1 As

k que

stion

s an

d see

k ans

wers

from

a va

riety

of so

urce

s

C.48

.1 Ex

plore

and i

nves

tigate

a v

ariet

y of e

xper

ience

s and

top

ics us

ing di

ffere

nt ma

terial

s

C.60

.1 Inv

estig

ate w

ays t

o ma

ke so

methi

ng ha

ppen

Enga

geme

nt wi

th En

viron

ment,

Pe

ople

and

Objec

ts

C.6.2

Orie

nt to

sour

ce of

soun

d or

mov

emen

t an

d voc

alize

in

resp

onse

to si

ghts

and s

ound

s in

the im

media

te en

viron

ment

C.12

.2 Sh

ow

inter

est in

a wi

der

varie

ty of

sights

an

d sou

nds w

ith

grea

ter pu

rpos

e, oft

en in

shar

ed

expe

rienc

es w

ith

adult

s

C.18

.2 Fo

cus

atten

tion o

n int

eres

ting s

ights

or so

unds

, ofte

n in

shar

ed ex

perie

nces

wi

th ad

ults

C.24

.2 En

gage

in

inter

actio

ns

and s

elf-se

lected

ac

tivitie

s for

inc

reas

ing le

ngths

of

time

C.36

.2 Ma

intain

inter

est

in se

lf-sele

cted a

ctivit

ies

and m

ay se

ek to

enga

ge

other

s or a

sk qu

estio

ns

C.48

.2 Ma

intain

inter

est in

ex

plorin

g spe

cific t

opics

over

tim

e

C.60

.2 Ex

pres

s inte

rest

in lea

rning

abou

t a sp

ecific

top

ic ov

er tim

eC.

60.3

Enga

ge in

prefe

rred

and s

ome n

on-p

refer

red

activ

ities f

or lo

nger

perio

ds

of tim

e. Re

main

with

some

hig

h inte

rest

activ

ities 1

5 mi

nutes

or lo

nger

Eage

rnes

s to

Lear

nC.

6.3 La

ugh,

babb

le, in

creas

e mo

veme

nt,

and e

ngag

e in

repe

tition

of a

learn

ing ac

tivity

C.12

.3 Se

ek ou

t ne

w ma

terial

s and

ex

perie

nces

C.18

.3 Ex

plore

new

ways

to us

e obje

cts

and o

bser

ve re

sults

C.24

.3 De

mons

trate

a des

ire to

ac

comp

lish a

new

skill.

May

look

to

other

s for

appr

oval

and c

ongr

atulat

ions

C.36

.3 De

mons

trate

enthu

siasm

for n

ew

learn

ing (m

ay be

with

in fam

iliar c

ontex

ts)

C.48

.3 Se

ek ou

t new

ch

allen

ges a

nd no

vel

expe

rienc

es

C.60

.4 Sh

ow pr

ide in

ac

comp

lishm

ent w

hen

reac

hing m

aster

y of a

skill

and s

hare

expe

rienc

es w

ith

other

s

Coop

erati

on

with

Peer

s in

Lear

ning

Expe

rienc

es

C.48

.4 En

gage

in an

d co

mplet

e lea

rning

activ

ities

with

peer

s

C.60

.5 Pl

an an

d com

plete

learn

ing ac

tivity

with

a pe

er

C.48

.5 He

lp an

d coo

pera

te in

grou

pC.

60.6

Mode

l or t

each

peer

s ho

w to

use m

ateria

ls or

co

mplet

e a ta

sk

23

Cog

nitio

n0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s Le

arnin

g Pr

ogre

ssion

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

,wh

en ch

ildre

n:St

rand

A: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

dev

elop

effe

ctiv

e ap

proa

ches

to le

arni

ng.

Curio

sity a

nd

Initia

tive

C.6.1

Use

se

nses

to ex

plore

im

media

te en

viron

ment

C.12

.1 Se

ek

familia

r peo

ple

and/o

r obje

cts th

at ar

e not

there

C.18

.1 U

se

sens

es to

activ

ely

inves

tigate

and

explo

re th

e effe

cts

of ne

w ac

tions

on

objec

ts

C.24

.1 Ex

plore

ob

jects,

activ

ities

and e

nviro

nmen

ts

C.36

.1 As

k que

stion

s an

d see

k ans

wers

from

a va

riety

of so

urce

s

C.48

.1 Ex

plore

and i

nves

tigate

a v

ariet

y of e

xper

ience

s and

top

ics us

ing di

ffere

nt ma

terial

s

C.60

.1 Inv

estig

ate w

ays t

o ma

ke so

methi

ng ha

ppen

Enga

geme

nt wi

th En

viron

ment,

Pe

ople

and

Objec

ts

C.6.2

Orie

nt to

sour

ce of

soun

d or

mov

emen

t an

d voc

alize

in

resp

onse

to si

ghts

and s

ound

s in

the im

media

te en

viron

ment

C.12

.2 Sh

ow

inter

est in

a wi

der

varie

ty of

sights

an

d sou

nds w

ith

grea

ter pu

rpos

e, oft

en in

shar

ed

expe

rienc

es w

ith

adult

s

C.18

.2 Fo

cus

atten

tion o

n int

eres

ting s

ights

or so

unds

, ofte

n in

shar

ed ex

perie

nces

wi

th ad

ults

C.24

.2 En

gage

in

inter

actio

ns

and s

elf-se

lected

ac

tivitie

s for

inc

reas

ing le

ngths

of

time

C.36

.2 Ma

intain

inter

est

in se

lf-sele

cted a

ctivit

ies

and m

ay se

ek to

enga

ge

other

s or a

sk qu

estio

ns

C.48

.2 Ma

intain

inter

est in

ex

plorin

g spe

cific t

opics

over

tim

e

C.60

.2 Ex

pres

s inte

rest

in lea

rning

abou

t a sp

ecific

top

ic ov

er tim

eC.

60.3

Enga

ge in

prefe

rred

and s

ome n

on-p

refer

red

activ

ities f

or lo

nger

perio

ds

of tim

e. Re

main

with

some

hig

h inte

rest

activ

ities 1

5 mi

nutes

or lo

nger

Eage

rnes

s to

Lear

nC.

6.3 La

ugh,

babb

le, in

creas

e mo

veme

nt,

and e

ngag

e in

repe

tition

of a

learn

ing ac

tivity

C.12

.3 Se

ek ou

t ne

w ma

terial

s and

ex

perie

nces

C.18

.3 Ex

plore

new

ways

to us

e obje

cts

and o

bser

ve re

sults

C.24

.3 De

mons

trate

a des

ire to

ac

comp

lish a

new

skill.

May

look

to

other

s for

appr

oval

and c

ongr

atulat

ions

C.36

.3 De

mons

trate

enthu

siasm

for n

ew

learn

ing (m

ay be

with

in fam

iliar c

ontex

ts)

C.48

.3 Se

ek ou

t new

ch

allen

ges a

nd no

vel

expe

rienc

es

C.60

.4 Sh

ow pr

ide in

ac

comp

lishm

ent w

hen

reac

hing m

aster

y of a

skill

and s

hare

expe

rienc

es w

ith

other

s

Coop

erati

on

with

Peer

s in

Lear

ning

Expe

rienc

es

C.48

.4 En

gage

in an

d co

mplet

e lea

rning

activ

ities

with

peer

s

C.60

.5 Pl

an an

d com

plete

learn

ing ac

tivity

with

a pe

er

C.48

.5 He

lp an

d coo

pera

te in

grou

pC.

60.6

Mode

l or t

each

peer

s ho

w to

use m

ateria

ls or

co

mplet

e a ta

sk

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

se lo

gic

and

reas

onin

g.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Caus

e and

Ef

fect

C.6.4

Sho

w int

eres

t in th

e re

sults

of th

eir

actio

ns an

d “a

ccide

ntal”

disco

verie

s

C.12

.4 Re

cogn

ize

effec

t of a

ction

s on

objec

t - ca

use

and e

ffect

(e.g.

, sh

ake a

rattle

and i

t ma

kes a

soun

d)

C.18

.4 Le

arn

by ob

servi

ng or

lis

tening

to ot

hers

and r

epea

ting

their a

ction

s or

verb

aliza

tions

C.24

.4 Re

peat

actio

ns ov

er

and o

ver a

nd no

tice r

esult

s C.

36.4

Vary

actio

ns to

ob

serve

diffe

rent

resu

lts

(e.g.

, hit l

ever

hard

er to

se

e if r

esult

chan

ges)

C.48

.6 Ma

nipula

te ma

terial

s and

co

mmun

icate

abou

t the

impa

ct of

own

actio

ns

C.60

.7 Tr

y mult

iple u

ses

of sa

me m

ateria

ls an

d ob

serve

diffe

ring r

esult

s

Attrib

utes,

Sortin

g and

Pa

ttern

s

C.6.5

Rec

ogniz

e fam

iliar p

eople

or

objec

ts in

the im

media

te en

viron

ment

(e.g.

, no

tice d

iffere

nces

be

twee

n var

ious

peop

le an

d ob

jects)

C.12

.5 Re

spon

d to

new

or

nove

l obje

cts

with

inter

est,

reco

gnizi

ng

differ

ence

s

C.18

.5 Ma

tch ob

jects

that a

re th

e sam

e (si

mple

categ

orizi

ng)

C.24

.5 So

rt ob

jects

by ty

pe

(e.g.

, car

s and

bloc

ks) a

nd

put s

ome o

bjects

in or

der

(e.g.

, line

s up t

hree

objec

ts fro

m sm

alles

t to bi

gges

t)

C.36

.5 Ide

ntify

differ

ence

s be

twee

n obje

cts ac

ross

mu

ltiple

char

acter

istics

(e

.g., te

xture

, colo

r, sh

ape,

size)

C.48

.7 Ide

ntify

simila

rities

and

differ

ence

s in o

bjects

, pe

ople,

even

ts,

soun

ds ba

sed o

n one

att

ribute

(e.g.

, sam

e or

diffe

rent

color

s, lou

d or s

oft so

und)

C.60

.8 Co

mpar

e rela

tive

attrib

utes o

f obje

cts, p

eople

, ev

ents,

soun

ds (e

.g.,

loude

r, mor

e, les

s)

C.48

.8 Re

cogn

ize

patte

rns i

n rou

tines

, ob

jects

and/o

r so

unds

and r

eplic

ate

sequ

ence

using

ob

jects

or la

ngua

ge

C.60

.9 Us

e fam

iliar p

atter

ns

to so

lve pr

oblem

s and

re

ason

(e.g.

, if w

e go t

o the

lib

rary

ever

y othe

r day

and

we w

ent y

ester

day,

today

we

will.

..)C.

60.10

Beg

in to

ques

tion

accu

racy

of in

forma

tion

and s

ource

s as e

viden

ced

by sh

aring

confl

icting

inf

orma

tion f

rom

anoth

er

sour

ce (e

.g., w

hen t

he

teach

er sh

ares

infor

matio

n wi

th cla

ss, s

ays,

“But

my

dad s

ays…

”)

24

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

se lo

gic

and

reas

onin

g (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Prob

lem

Solvi

ngC.

6.6 S

ometi

mes

will s

how

they

can s

olve

prob

lems b

y re

achin

g for

de

sired

toys

or

blank

et

C.12

.6 Us

e a va

riety

of ac

tions

to ob

tain

desir

ed ob

jects

C.18

.6 Pu

rpos

efully

ex

perim

ent w

ith

the ef

fects

of ne

w ac

tions

upon

ob

jects

C.24

.6 Tr

y a su

cces

sful

strate

gy in

a ne

w sit

uatio

n (e

.g., tu

gging

or pr

ying o

n so

methi

ng th

at is

stuck

)

C.36

.6 Us

e obje

cts in

ne

w an

d une

xpec

ted

ways

to so

lve pr

oblem

s thr

ough

trial

and e

rror

C.48

.9 Th

ink of

and

try an

alter

nativ

e str

ategy

whe

n a

first a

ttemp

t at

solvi

ng a

prob

lem is

un

succ

essfu

l

C.60

.11 Tr

y mult

iple

strate

gies t

o solv

e a pr

oblem

an

d dra

w on

mult

iple

reso

urce

s (e.g

., loo

k at w

hat

a pee

r is do

ing fo

r idea

s)

C.12

.7 So

lve

simple

man

ipulat

ive

chall

enge

s thr

ough

ob

serva

tion a

nd

imita

tion (

e.g., p

utting

so

methi

ng “in

to a

buck

et”)

C.18

.7 Ut

ilize

shap

es an

d so

rting b

oxes

. Ma

y use

trial

and

erro

r to fi

t obje

cts

togeth

er

C.24

.7 Ta

ke th

ings a

part

and

try to

put th

em ba

ck to

gethe

r C.

36.7

Use s

patia

l re

lation

ships

to so

lve

prob

lems

(e.g.

, fit p

ieces

int

o puz

zle)

Symb

olic

Repr

esen

tation

C.18

.8 Us

e do

lls an

d stuf

fed

anim

als as

if the

y we

re re

al (e

.g.,

rock

s doll

, pets

stu

ffed d

og)

C.24

.8 Pl

ay w

ith do

lls or

stu

ffed a

nimals

and r

ealis

tic

prop

s tog

ether

(e.g.

, use

a pla

y spo

on to

feed

a do

ll)

C.36

.8 Us

e a si

milar

ob

ject to

repr

esen

t an

other

objec

t in pl

ay

(e.g.

, pre

tend a

penc

il is

a spo

on)

C.48

.10 U

se or

mak

e a p

rop t

o rep

rese

nt an

objec

t (e.g

., buil

d a t

eleph

one)

C.60

.12 U

se di

ssim

ilar

objec

ts to

repr

esen

t othe

r ob

jects

in pla

y or p

erfor

m an

actio

n with

an im

agina

ry ob

ject (

e.g., u

se st

irring

ac

tion w

ithou

t any

thing

in

hand

)

C.18

.9 En

gage

in

prete

nd pl

ay w

ith

reali

stic o

bjects

(e

.g., u

ses a

play

ph

one t

o pre

tend

to ma

ke a

phon

e ca

ll)

C.24

.9 Ac

t out

familia

r fun

ction

s in p

lay (e

.g.,

swee

ping fl

oor, p

ourin

g milk

)

C.36

.9 Ac

t out

relat

ional

roles

in pl

ay (e

.g., m

om

or da

d with

baby

)

C.48

.11 A

ct ou

t ac

tions

or sc

enar

ios

involv

ing fa

milia

r ro

les (e

.g., te

ache

r, do

ctor, fi

refig

hter)

C.60

.13 E

ngag

e in e

xtend

ed

prete

nd pl

ay sc

enar

ios an

d dis

play r

ecog

nition

of th

e dif

feren

ce be

twee

n pre

tend

or fa

ntasy

situa

tions

and

reali

ty

C.48

.12 R

epre

sent

peop

le, pl

aces

or

thing

s thr

ough

sim

ple dr

awing

s, mo

veme

nts an

d thr

ee-d

imen

siona

l co

nstru

ction

C.60

.14 R

epre

sent

peop

le,

place

s or t

hings

thro

ugh

draw

ings,

move

ments

an

d/or t

hree

-dim

ensio

nal

cons

tructi

ons t

hat a

re

incre

asing

ly ab

strac

t (e.g

., ma

y dra

w a m

ap th

at inc

ludes

an “X

” tha

t mar

ks

the lo

catio

n of th

e tre

asur

e)

25

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to s

tren

gthe

n ex

ecut

ive

func

tion.

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Choo

sing a

nd

Plan

ning

C.12

.8 Ind

icate

prefe

renc

es

nonv

erba

lly

C.18

.10 In

dicate

pr

efere

nces

by

point

ing an

d usin

g on

e or t

wo w

ords

C.24

.10 In

dicate

prefe

renc

es

using

simp

le lan

guag

eC.

36.10

Mak

e cho

ices

base

d on p

refer

ence

s

C.48

.13 W

ith ad

ult

assis

tance

, cho

ose

activ

ities a

nd pl

an

what

to do

C.60

.15 M

ake a

plan

, follo

w thr

ough

and r

eview

plan

ba

sed o

n wha

t they

actua

lly

did. In

dicate

reas

ons f

or

choic

e, se

t goa

ls an

d foll

ow

plan

Task

Pe

rsiste

nce

C.6.7

Rep

eat

actio

ns to

obtai

n sim

ilar r

esult

s

C.12

.9 Pr

actic

e an

activ

ity m

any t

imes

un

til su

cces

sful

C.18

.11 C

omple

te sim

ple ac

tivitie

sC.

24.11

Com

plete

simple

ac

tivitie

s des

pite f

rustr

ation

C.36

.11 C

omple

te se

lf-se

lected

shor

t-ter

m ac

tivitie

s man

y tim

es to

ga

in ma

stery

C.48

.14 C

ontin

ue

worki

ng th

roug

h mo

dera

tely d

ifficu

lt ac

tivitie

s, de

spite

so

me fr

ustra

tion

C.60

.16 C

omple

te lon

ger

term

and m

ore c

omple

x tas

ks w

ith a

focus

on th

e go

al, de

spite

frus

tratio

n

Cogn

itive

Flexib

ility

C.18

.12 U

se

objec

ts in

new

and

unex

pecte

d way

s

C.24

.12 P

urpo

seful

ly try

mu

ltiple

ways

of us

ing th

e sa

me ob

jects

C.36

.12 R

ealiz

e whe

n so

methi

ng is

not w

orkin

g an

d with

adult

assis

tance

ca

n try

anoth

er ap

proa

ch

C.48

.15 W

ith ad

ult

assis

tance

, stop

and

cons

ider a

ltern

ative

s wh

en en

coun

tering

a pr

oblem

C.60

.17 G

ener

ate or

seek

ou

t mult

iple s

olutio

ns to

a pr

oblem

Wor

king

Memo

ryC.

24.13

Hold

in m

ind a

simple

task

long

enou

gh to

co

mplet

e it (

e.g., w

iping

a tab

le, w

alking

acro

ss th

e ro

om to

thro

w so

methi

ng in

the

garb

age)

C.36

.13 R

emem

ber

wher

e rec

ently

used

ob

jects

were

plac

ed

C.48

.16 E

ngag

e in

game

s tha

t invo

lve

reme

mber

ing (e

.g.,

memo

ry)

LR.60

.18 H

old in

mind

the

topic

of gr

oup d

iscus

sion

and c

ontrib

ute pe

rsona

l ex

perie

nce (

e.g., w

hen

talkin

g abo

ut so

methi

ng th

at is

brok

en sa

ys, “

My m

om

used

a sc

rewd

river

to fix

our

shelf

.”)Re

gulat

ion of

At

tentio

n and

Im

pulse

s

C.24

.14 E

ngag

e in

inter

actio

ns an

d self

-selec

ted

activ

ities f

or in

creas

ing

length

of tim

e

C.36

.14 M

aintai

n foc

us

on hi

gh-in

teres

t acti

vities

in

the fa

ce of

routi

ne

distra

ction

s

C.48

.17 M

aintai

n foc

us on

high

-inter

est

activ

ities i

n the

face

of

mino

r soc

ial or

se

nsor

y dist

racti

ons

C.60

.19 E

ngag

e in p

refer

red

and s

ome n

on-p

refer

red

activ

ities f

or lo

nger

perio

ds

of tim

e. Re

main

with

some

hig

h-int

eres

t acti

vities

15

minu

tes or

long

erC.

36.15

With

adult

su

ppor

t, res

ist im

pulse

s in

struc

tured

settin

gs

for br

ief, b

ut inc

reas

ing

perio

ds of

time

C.48

.18 W

ith ad

ult

remi

nder

s can

briefl

y inh

ibit in

itial re

spon

se

(e.g.

, stop

imita

ting

inapp

ropr

iate

beha

viors

of pe

ers,

wait t

urn t

o res

pond

to

ques

tion o

r pro

mpt

in gr

oup s

etting

)

C.60

.20 T

ypica

lly re

sists

impu

lses a

nd ca

n wait

lon

ger t

o res

pond

in m

ore

struc

tured

settin

gs (e

.g., a

t a r

estau

rant,

in ci

rcle t

ime i

n pr

esch

ool)

26

Socia

l and

Em

otio

nal D

evelo

pmen

t0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLe

arnin

g Pr

ogre

ssion

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Stra

nd A

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op tr

ustin

g he

alth

y at

tach

men

ts a

nd re

latio

nshi

ps w

ith p

rimar

y ca

regi

vers

.Tr

ustin

g Re

lation

ships

SE.6.

1 Atte

nd an

d re

spon

d to f

amilia

r ad

ults a

nd ar

e able

to

be so

othed

whe

n dis

tress

ed

SE.12

.1 Pr

efer p

rimar

y ca

regiv

er(s)

to

other

s and

us

ually

acce

pt gu

idanc

e fro

m tru

sted a

dults

SE.18

.1 Lo

ok to

tru

sted c

areg

ivers

for cu

es ab

out h

ow

to re

spon

d to t

heir

envir

onme

nt for

co

mfor

t and

supp

ort

SE.24

.1 Us

e fam

iliar

adult

s as s

ecur

e bas

e thr

ough

beha

viors

such

as

glan

cing b

ack a

t ca

regiv

er w

hile p

laying

SE.36

.1 Ap

proa

ch

care

giver

s for

su

ppor

t and

co

mfor

t, par

ticula

rly

durin

g stre

ssful

or

frustr

ating

situa

tions

SE.48

.1 En

gage

in

inter

actio

ns w

ith le

ss

familia

r adu

lts

SE.60

.1 Se

ek he

lp an

d ap

prov

al fro

m a w

ider

arra

y of a

dults

in tr

usted

ro

les

Mana

ging

Sepa

ratio

nSE

.6.2 S

how

reco

gnitio

n of

familia

r fac

es

and a

ware

ness

if s

omeo

ne is

a str

ange

r

SE.12

.2 Di

splay

pr

efere

nce

for tr

usted

ad

ults w

hich

may i

nclud

e ex

hibitin

g fea

r an

d pro

testin

g at

sepa

ratio

n

SE.18

.2 Di

splay

att

achm

ent to

trus

ted

adult

s and

feeli

ngs

of se

curity

whic

h ma

y inc

lude a

fear

of

stran

gers

and n

ew an

d un

familia

r plac

es

SE.24

.2 Ma

nage

ro

utine

sepa

ratio

ns fr

om

care

giver

s with

little

dis

tress

and c

alm qu

ickly

after

a se

para

tion

SE.36

.2 Ma

nage

mo

st se

para

tions

wi

thout

distre

ss

and a

djust

to ne

w se

ttings

with

supp

ort

from

a tru

sted a

dult

SE.48

.2 Ma

nage

mos

t se

para

tions

with

out

distre

ss an

d adju

st to

new

settin

gs in

the

pres

ence

of tr

usted

adult

SE.60

.2 Th

roug

h ex

pand

ing re

lation

ships

wi

th ad

ults (

e.g., t

each

er,

play g

roup

lead

er, fr

iends

’ ca

regiv

ers),

exhib

it com

fort

in ex

plorin

g mor

e new

se

ttings

, alth

ough

they

ma

y nee

d to p

eriod

ically

ch

eck-i

n with

a fam

iliar

adult

St

rand

B: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

dev

elop

sel

f-reg

ulat

ion.

Regu

lation

of

Emoti

ons a

nd

Beha

vior

SE.6.

3 In a

dditio

n to

being

comf

orted

by

fami

liar a

dult,

can a

lso ge

t com

fort

from

suck

ing th

umb,

fist, o

r pac

ifier

SE.12

.3 Ha

ve

ways

to co

mfor

t se

lf, wh

ich m

ay

involv

e item

s su

ch as

a stu

ffed

anim

al or

a sp

ecial

blan

ket

that h

elp th

em

feel s

afe an

d se

cure

SE.18

.3 Sh

ow

incre

asing

regu

lation

thr

ough

daily

routi

nes,

activ

ities a

nd fa

milia

r ad

ults

SE.24

.3 W

ith ad

ult

assis

tance

, find

comf

ort in

ritu

als an

d rou

tines

. May

us

e spe

cial c

omfor

t obje

ct to

self-s

oothe

(esp

ecial

ly at

nap t

ime)

SE.36

.3 W

ith ad

ult

supp

ort, u

se se

lf-so

othing

tech

nique

s to

calm

SE.48

.3 Us

e stra

tegies

to

self-s

oothe

with

lim

ited a

dult s

uppo

rt

SE.60

.3 Us

e stra

tegies

to

self-s

oothe

acro

ss

situa

tions

with

mini

mal

prom

pting

and s

hare

str

ategie

s with

peer

s or

family

SE 60

.4 De

mons

trate

incre

ased

abilit

y to c

onsid

er

the so

cial s

tanda

rds o

f the

envir

onme

nt wh

en

resp

ondin

g to t

heir

emoti

onal

state

27

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op s

elf-r

egul

atio

n (c

ontin

ued)

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Regu

lation

of

Impu

lses a

nd

Beha

vior

SE.6.

4 Res

pond

to

havin

g nee

ds m

et (e

.g., is

comf

orted

by

being

pick

ed up

or

fed)

SE.12

.4 Re

spon

d to a

dult

inter

actio

ns,

includ

ing to

ne of

vo

ice, e

xpre

ssion

an

d ges

tures

(e

.g., s

hakin

g he

ad an

d fro

wning

)

SE.18

.4 Re

spon

d to

adult

guida

nce

to ac

cept

an

alter

nativ

e to i

nitial

de

sire o

r impu

lse

(e.g.

, a tr

uck f

rom

the sh

elf vs

. one

an

other

child

has,

food c

hoice

s)

SE. 2

4.4 A

ccep

t som

e re

direc

tion f

rom

adult

s SE

.36.4

Begin

to co

ntrol

beha

vior b

y res

pond

ing

to ch

oice a

nd lim

its

prov

ided b

y an a

dult

SE.48

.4 W

ith ad

ult

guida

nce a

nd su

ppor

t, wa

it for

shor

t per

iod of

tim

e to g

et so

methi

ng

wante

d (e.g

., wait

ing

for tu

rn w

ith a

toy or

wa

iting f

or ne

xt ste

p in

daily

routi

ne)

SE.60

.5 To

lerate

small

lev

els of

frus

tratio

n and

dis

appo

intme

nt, di

splay

ing

appr

opria

te be

havio

r with

ad

ult pr

ompti

ng an

d sup

port

SE.12

.5 Sh

ow

antic

ipatio

n an

d res

pond

to

familia

r rou

tines

in

their l

ives

SE.18

.5 W

ithin

the co

ntext

of a

resp

onsiv

e adu

lt re

lation

ship,

will

begin

to to

lerate

a br

ief w

ait fo

r nee

ds

to be

met

SE.24

.5 Is

awar

e of

typica

l routi

ne

and s

hows

some

un

derst

andin

g of r

ules,

but m

ay ne

ed ad

ult

supp

ort

SE.36

.5 Ma

ke

trans

itions

and f

ollow

ba

sic ro

utine

s and

rules

wi

th ad

ult su

pervi

sion

SE.48

.5 Ma

ke

trans

itions

and f

ollow

ba

sic sc

hedu

le,

routi

nes a

nd ru

les w

ith

occa

siona

l remi

nder

s

SE.60

.6 Ini

tiate

prev

iously

tau

ght s

trateg

ies to

help

delay

grati

ficati

on (e

.g., s

ets

up tu

rn-ta

king w

ith a

peer,

fin

ds a

book

to re

ad w

hile

waitin

g for

a sp

ecial

activ

ity)

SE.18

.6 Sh

ow

antic

ipatio

n of n

ext

step i

n dail

y rou

tine

(e.g.

, rea

ches

or

signs

for b

ib wh

en

place

d in h

igh ch

air)

SE.60

.7 Re

call a

nd fo

llow

daily

routi

nes w

ith lit

tle

supp

ort, i

nclud

ing ad

aptin

g to

chan

ges i

n rule

s and

ro

utine

s

Stra

nd D

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op, e

xpre

ss, r

ecog

nize

and

resp

ond

to e

mot

ions

. Em

otion

al Ex

pres

sion

SE.6.

5 Disp

lay va

ried

resp

onse

s (e.g

., will

smile

or ki

ck w

hen a

ca

regiv

er in

terac

ts wi

th the

m. M

ay st

iffen

when

some

thing

dis

pleas

es th

em,

or m

ay tu

rn aw

ay

from

some

thing

they

dis

like)

SE.12

.6 Ex

pres

s ba

sic em

otion

s (e

.g., s

adne

ss,

frustr

ation

, an

ger)

throu

gh fa

cial

expr

essio

ns,

move

ments

, cry

ing, s

milin

g, lau

ghing

SE.18

.7 Ex

pres

s em

otion

s thr

ough

ph

ysica

l mea

ns

such

as hu

gging

, thr

owing

. May

be

coop

erati

ve or

un

coop

erati

ve an

d loo

k to a

dult f

or

reac

tion

SE.24

.6 Ex

pres

s mor

e co

mplex

emoti

ons

(e.g.

, exc

iteme

nt,

emba

rrass

ment,

pride

, sa

dnes

s) an

d beg

in to

comm

unica

te fee

lings

(a

lthou

gh th

is re

mains

an

emer

ging s

kill

which

is on

ly pa

rtially

eff

ectiv

e)

SE.36

.6 Be

gin to

co

mmun

icate

abou

t fee

lings

, inclu

ding t

he

caus

e and

reac

tion t

o the

se fe

eling

s (e.g

., “I

miss

my m

ommy

. I sa

d,”

“He m

ad yo

u too

k his

toy.”

“I sa

d so P

apa h

ug

me.”)

SE.48

.6 Ex

pres

s em

otion

s exp

erien

ced

in typ

ical d

aily r

outin

es

(e.g.

, frus

tratio

n at

waitin

g, ex

citem

ent

abou

t a fa

vore

d ac

tivity

, prid

e) th

roug

h lan

guag

e and

gestu

ring

rathe

r tha

n phy

sical

ways

SE.60

.8 De

scrib

e emo

tions

an

d fee

lings

to tr

usted

adult

s an

d pee

rs

28

Stra

nd: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

dev

elop

, exp

ress

, rec

ogni

ze a

nd re

spon

d to

em

otio

ns.

Stra

nd E

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op, e

xpre

ss, r

ecog

nize

and

resp

ond

to e

mot

ions

(cot

inue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Reco

gnitio

n an

d Re

spon

se to

Em

otion

s in

Othe

rs

SE.6.

6 Rea

ct to

differ

ent e

motio

ns

of fam

iliar a

dults

(e

.g., s

mile

and c

oo

at sm

iling f

aces

, tur

n awa

y fro

m sa

d fac

es)

SE.12

.7 No

tice

and r

eact

to fee

lings

of

other

s. (e

.g.,

may f

rown

whe

n an

other

baby

is

crying

or be

up

set if

hear

s ye

lling)

SE.18

.8 Re

cogn

ize

basic

feeli

ngs i

n self

an

d othe

rs

SE.24

.7 Re

cogn

ize

and r

espo

nd to

basic

fee

lings

in ot

hers

(e.g.

, give

s item

to

peer

who

is up

set)

SE.36

.7 La

bel a

va

riety

of em

otion

s in

pictur

es an

d othe

rs’

expr

essio

ns

SE.48

.7 Re

cogn

ize, la

bel

and r

espo

nd to

a wi

de

varie

ty of

emoti

ons i

n oth

ers

SE.60

.9 Re

cogn

ize an

d sh

ow ac

know

ledge

ment

of the

feeli

ngs,

need

s and

rig

hts of

othe

rs thr

ough

be

havio

r (e.g

., say

“tha

nk

you,”

shar

e with

othe

rs,

notic

e iss

ues o

f fairn

ess)

SE.18

.9 Be

gin to

re

spon

d to o

thers’

fee

lings

and s

how

inter

est in

them

. Sh

ow aw

aren

ess

of wh

en an

adult

is

pleas

ed or

upse

t wi

th be

havio

r

SE 36

.8 Sh

ow

awar

enes

s of

appr

opria

te re

spon

ses

to the

emoti

onal

state

of oth

ers (

e.g., m

ay

occa

siona

lly co

mfor

t so

meon

e who

is up

set

or m

ay nu

rture

a do

ll du

ring d

rama

tic pl

ay)

SE.48

.8 Ma

ke co

nnec

tions

be

twee

n emo

tiona

l re

actio

n of o

thers

and o

wn

emoti

onal

expe

rienc

es

SE.60

.10 B

egin

to un

derst

and t

hat d

iffere

nt pe

ople

may h

ave d

iffere

nt em

otion

al re

actio

ns

Stra

nd F

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op s

elf-a

war

enes

s, s

elf-c

once

pt a

nd c

ompe

tenc

e.Se

nse o

f self

SE.6.

7 Rea

ct wh

en

hear

ing th

eir ow

n na

me th

roug

h mo

veme

nt or

ex

pres

sions

SE.12

.8 Co

nsist

ently

re

spon

d to t

heir

name

SE.18

.10

Demo

nstra

tes se

lf-aw

aren

ess t

houg

h re

spon

se to

name

an

d use

of “m

e” an

d “m

ine”

SE.24

.8 Ide

ntify

own f

amily

me

mber

s by

relat

ionsh

ip an

d/or

name

SE.36

.9 Ide

ntify

self,

family

mem

bers,

tea

cher

and s

ome

peer

s by n

ame

SE.48

.9 Re

fer to

the

mselv

es by

first

and

last n

ame a

nd id

entify

so

me ch

arac

terist

ics (e

.g.,

gend

er, ha

ir colo

r, etc.

) and

sk

ills

SE.60

.11 Id

entify

the

mselv

es as

an in

dividu

al an

d a pa

rt of

a gro

up

by sh

aring

indiv

idual

char

acter

istics

and r

oles

withi

n the

grou

p (e.g

., nam

e fam

ily m

embe

rs an

d role

s, na

me te

am m

embe

rs or

cla

ssma

tes)

SE.6.

8 Beg

in to

reali

ze th

eir ha

nds

and f

eet b

elong

to

them

and e

xplor

e the

m as

well

as fa

ce,

eyes

and m

outh

SE.12

.9 Sh

ow

awar

enes

s of

body

parts

of

self a

nd ot

hers

SE.18

.11 R

ecog

nize

self i

n mirr

or

Perso

nal

Prefe

renc

esSE

6.9 E

xpre

ss

prefe

renc

es fo

r fam

iliar p

eople

and

some

objec

ts. (e

.g.,

stop c

rying

mor

e qu

ickly

with

a fam

iliar

perso

n; mo

ve th

eir

legs,

arms

and s

mile

at a f

amilia

r per

son)

SE.12

.10

Deve

lop

prefe

renc

es fo

r foo

d, ob

jects,

tex

tures

. May

re

ject n

on-

prefe

rred i

tems

(e.g.

, pus

hing

them

away

)

SE.18

.12 B

egin

to co

mmun

icate

own

likes

and d

islike

s

SE.24

.9 Us

e wor

ds

and/o

r ges

tures

to

expr

ess i

ntere

sts

(e.g.

, poin

ts an

d sa

ys, “

Look

, air

plane

.”)

SE.36

.10 M

ay w

ant to

ke

ep w

hat b

elong

s to

them

close

by an

d ofte

n wi

ll not

want

to sh

are

SE.48

.10 R

ecog

nize a

nd

desc

ribe t

hems

elves

in

terms

of ba

sic pr

efere

nces

SE.60

.12 D

escri

be se

lf by

refer

ring t

o pre

feren

ces,

thoug

hts an

d fee

lings

29

Stra

nd G

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op s

elf-a

war

enes

s, s

elf-c

once

pt a

nd c

ompe

tenc

e (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Self-

Conc

ept a

nd

Comp

etenc

y

SE.12

.11

Demo

nstra

te an

ticipa

tion o

f re

sults

from

ow

n acti

ons

(e.g.

, dro

ps

toy so

adult

wi

ll pick

it up

, re

peats

actio

n tha

t mak

es lo

ud

noise

)

SE.18

.13 S

how

confi

denc

e whe

n su

ppor

ted to

co

mplet

e fam

iliar

tasks

and w

ill att

empt

new

tasks

wi

th ad

ult su

ppor

t

SE.24

.10

Comp

lete s

imple

fam

iliar t

asks

with

co

nfide

nce (

e.g.,

puts

on ar

ticle

of clo

thing

). En

gage

in

new

expe

rienc

es

with

supp

ort fr

om a

familia

r adu

lt

SE.36

.11 R

egula

rly

enga

ge in

fami

liar

tasks

. Beg

in to

show

ind

epen

denc

e by

frequ

ently

attem

pting

to

do th

ings o

n the

ir own

ev

en w

hen t

asks

are

diffic

ult fo

r the

m

SE.48

.11 D

emon

strate

co

nfide

nce i

n a ra

nge o

f ac

tivitie

s, ro

utine

s and

tas

ks an

d tak

e init

iative

in

attem

pting

unfam

iliar t

asks

SE.60

.13 D

emon

strate

inc

reas

ed co

nfide

nce a

nd

a willi

ngne

ss to

take

risks

wh

en at

tempti

ng ne

w tas

ks

and m

aking

decis

ions

rega

rding

activ

ities a

nd

mater

ials

SE.12

.12

Resp

ond t

o own

ac

tions

with

ple

asur

e (e.g

., co

os, la

ughs

)

SE.18

.14 R

eact

posit

ively

(e.g.

, sm

iles,

claps

) to

acco

mplis

hmen

ts

SE. 3

6.12 E

xpre

ss

feelin

g of p

leasu

re ov

er

acco

mplis

hmen

t and

sh

are t

his w

ith ot

hers

(e.g.

, “Lo

ok w

hat I

made

.”)

SE.60

.14 S

how

pride

in

acco

mplis

hmen

ts an

d ab

ilities

Stra

nd H

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op s

ocia

l rel

atio

nshi

ps.

Adult

Re

lation

ships

(see n

ote

below

)

SE.6.

10 R

espo

nd

differ

ently

to di

ffere

nt pe

ople.

Res

pond

to

familia

r peo

ple by

sm

iling,

cooin

g and

mo

ving t

heir b

ody

SE.12

.13

Enga

ge

in so

cial

inter

actio

ns no

t co

nnec

ted to

ge

tting p

hysic

al ne

eds m

et (e

.g.,

peek

-a-b

oo,

perfo

rming

, co

pying

othe

rs an

d bab

bling

)

SE.18

.15 S

how

affec

tion o

r sh

ared

atten

tion

(e.g.

, poin

ting

out s

ometh

ing

of int

eres

t) to

an

incre

asing

numb

er

of fam

iliar p

eople

SE.24

.11 E

njoy

game

s and

othe

r so

cial e

xcha

nges

wi

th fam

iliar a

dults

. Ma

y see

k out

repe

ated p

atter

ns

of int

erac

tion

SE.36

.13 E

njoy s

harin

g ne

w ex

perie

nces

with

fam

iliar a

dults

SE.48

.12 C

ommu

nicate

wi

th fam

iliar a

dults

and

acce

pt or

requ

est g

uidan

ce

SE.60

.15 Ty

picall

y use

so

cially

appr

opria

te be

havio

r wi

th ad

ults,

such

as he

lping

, re

spon

ding t

o lim

its, e

tc.

SE.6.

11 S

how

inter

est in

inter

actin

g wi

th oth

ers.

May

gain

an ad

ult’s

atten

tion a

nd w

ait fo

r a r

espo

nse

SE.12

.14 N

otice

the

activ

ity of

ad

ults a

nd ot

her

child

ren a

nd

atten

d clos

ely

Note:

Car

egive

rs gu

ide ch

ildre

n dur

ing in

terac

tions

with

them

, as w

ell as

othe

r adu

lts. T

here

fore,

these

mar

kers

of so

cial re

lation

ships

with

adult

s are

high

ly de

pend

ent u

pon c

hild

tempe

rame

nt, th

e adu

lt tem

pera

ment

and t

he ad

ult’s

guida

nce a

nd re

gulat

ion of

the i

nterp

lay.

30

Stra

nd H

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op s

ocia

l rel

atio

nshi

ps (c

ontin

ued)

.

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Play

/ Fr

iends

hipSE

.6.12

Noti

ce

other

child

ren a

nd

may t

ouch

, smi

le or

coo t

o the

m

SE.12

.15 W

atch

actio

ns of

othe

r ch

ildre

n but

does

not jo

in the

pla

y. Ma

y stay

in

prox

imity

, mak

e ey

e con

tact a

nd

babb

le

SE.18

.16 S

how

inter

est in

child

ren

who a

re pl

aying

ne

arby

and m

ay

inter

act w

ith th

em

briefl

y

SE.24

.12 S

how

inter

est in

wha

t oth

er ch

ildre

n are

do

ing an

d play

alo

ngsid

e the

m wi

th sim

ilar m

ateria

ls

SE.36

.14 S

eek o

ut oth

er ch

ildre

n and

wi

ll inte

ract

with

other

ch

ildre

n usin

g com

mon

mater

ials

SE.48

.13 In

terac

t with

one

or m

ore c

hildr

en (in

cludin

g sm

all gr

oups

) beg

inning

to

work

togeth

er to

build

or

comp

lete a

proje

ct

SE.60

.16 C

oope

rate

with

peer

s thr

ough

shar

ing an

d tak

ing tu

rns

SE.36

.15 S

how

prefe

renc

e for

ce

rtain

peer

s ove

r tim

e alth

ough

thes

e pr

efere

nces

may

shift

SE.60

.17 S

how

incre

asing

inv

estm

ent in

the r

espo

nses

an

d frie

ndsh

ip of

peer

s and

mo

dify b

ehav

ior to

enha

nce

peer

relat

ionsh

ipsSE

.48.14

Inter

act w

ith a

varie

ty of

child

ren i

n the

pr

ogra

m

SE.60

.18 S

eek h

elp fr

om

peer

s and

offer

assis

tance

wh

en it

is ap

prop

riate

Confl

ict

Reso

lution

SE.48

.15 S

eek a

nd ac

cept

adult

help

to so

lve co

nflict

s wi

th pe

ers

SE.60

.19 E

ngag

e in

deve

loping

solut

ions a

nd

work

to re

solve

confl

ict w

ith

peer

s

31

Phys

ical

Dev

elop

men

t and

Hea

lth0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLe

arnin

g Pr

ogre

ssion

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident,

for

exam

ple,

when

child

ren:

Indica

tors

This

is ev

ident

,fo

r exa

mple

, wh

en ch

ildre

n:

Stra

nd A

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op g

ross

mot

or s

kills

.Mo

bility

*Chil

dren

may

us

e ada

ptive

eq

uipme

nt or

an

assis

tive

devic

e to

achie

ve

indep

ende

nce

on th

ese

indica

tors

PH.6.

1 Sho

w he

ad co

ntrol

when

in an

y pos

ition

and d

uring

tran

sition

al mo

veme

nt

PH.12

.1 Ge

t into

sittin

g pos

ition

on ow

n and

pla

y whil

e in t

his

posit

ion

PH.18

.1 Us

e wa

lking

as m

ain

mean

s of m

obilit

y an

d pull

toy w

hen

walki

ng

PH.24

.1 W

alk w

ith le

gs

close

r tog

ether

and a

ble to

ch

ange

dire

ction

s smo

othly

and c

arry

objec

ts

PH.36

.1 W

alk an

d run

on

vario

us su

rface

s and

leve

l ch

ange

s with

balan

ce an

d co

ntrol

of sp

eed

PH.48

.1 W

alk up

an

d dow

n stai

rs alt

erna

ting f

eet w

hile

carry

ing an

objec

t

PH.60

.1 Al

terna

te dir

ectio

n whil

e run

ning

and s

top ea

sily w

ithou

t los

ing ba

lance

PH.6.

2 Roll

over,

usua

lly

from

both

direc

tions

PH.12

.2 Mo

ve

when

on th

e flo

or by

rollin

g, cre

eping

, cra

wling

wi

th pu

rpos

e

PH.18

.2 St

and

from

a squ

at po

sition

using

ar

ms to

push

off

floor

PH.24

.2 Be

gin to

run

PH.6.

3 Rea

ch, g

rasp

and

bat fo

r obje

cts ov

erhe

ad

and e

ventu

ally r

each

and

play w

ith fe

et wh

en on

ba

ck

PH.36

.2 W

alk up

and

down

stair

s alte

rnati

ng

feet o

n step

s with

railin

g he

ld

PH.6.

4 Pus

h up a

nd

supp

ort w

eight

on

forea

rms w

hen o

n sto

mach

PH.12

.3 Pu

ll to

stand

, cru

ise

along

furn

iture

and

stand

alon

e. Ma

y tak

e a fe

w ste

ps

indep

ende

ntly o

r wi

th he

lp

PH.18

.3 Cr

eep u

p an

d dow

n stai

rsPH

.24.3

Walk

up an

d dow

n ste

ps ho

lding

onto

rail,

often

lea

ding w

ith th

e sam

e foo

t an

d neg

otiati

ng on

e step

at

a tim

e

PH.6.

5 Sit w

ith su

ppor

t

32

Stra

nd A

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op g

ross

mot

or s

kills

(con

tinue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Larg

e Mus

cle

Move

ment

and

Coor

dinati

on

PH.18

.4 Th

row

ball i

n for

ward

dir

ectio

n

PH.24

.4 Us

e mor

e co

mplic

ated s

eries

of

move

ments

such

as

climb

ing on

to an

d dow

n fro

m fur

nitur

e with

out h

elp,

prop

elling

self o

n ride

-on

toys

PH.36

.3 Ca

tch an

d thr

ow a

playg

roun

d ba

ll with

an ad

ult sh

ort

distan

ce aw

ay

PH.48

.2 Co

mbine

se

vera

l gro

ss m

otor

skills

in an

orga

nized

wa

y, su

ch as

mov

ing

throu

gh an

obsta

cle

cour

se or

partic

ipatin

g in

a cre

ative

mov

emen

t ac

tivity

follo

wing

dir

ectiv

es

PH.60

.2 Co

ordin

ate

more

comp

lex

move

ments

with

inc

reas

ing co

ntrol,

ba

lance

, and

accu

racy

(e

.g., c

limbin

g on

playg

roun

d equ

ipmen

t, pu

mping

a sw

ing,

bend

ing, tw

isting

, pla

ying h

opsc

otch,

riding

tricy

cle)

PH.36

.4 Ju

mp w

ith

two f

eet

PH.48

.3 Ho

p on o

ne fo

ot

PH.24

.5 Ca

tch a

large

ball

tosse

d fro

m a s

hort

distan

ce

again

st the

ir bod

y usin

g bo

th ar

ms

PH.36

.5 Ki

ck a

ball i

n for

ward

dire

ction

PH.48

.4 Ki

ck ba

ll at

targe

t a sh

ort d

istan

ce

away

with

accu

racy

and

spee

dPH

.48.5

Thro

w sm

all

ball o

verh

and a

t targ

et a

shor

t dist

ance

away

with

ac

cura

cy

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op fi

ne m

otor

ski

lls.

Visu

al Mo

tor

Integ

ratio

nPH

.6.6 L

ocate

an ob

ject

using

visio

n or s

ound

, re

ach a

nd gr

asp t

he

objec

t

PH.12

.4 Re

ach

into c

ontai

ners

or

reac

h to a

ctiva

te a

simple

caus

e and

eff

ect to

y

PH.18

.5 En

gage

in

play t

hat

requ

ires u

sing

vision

and h

ands

su

ch as

build

ing a

tower

or st

ructu

re,

with

seve

ral

block

s bala

nced

on

top o

f eac

h oth

er or

plac

ing

a lar

ge pe

g in a

pe

gboa

rd ba

se

PH.24

.6 Or

ient p

ieces

to

match

open

ing an

d co

mplet

e a si

mple

inset

form

boar

d/puz

zle or

shap

e sor

ter

PH.36

.6 Us

e com

mon

tools

that r

equir

e eye

- ha

nd co

ordin

ation

wi

th pr

ecisi

on an

d for

the

ir inte

nded

purp

ose

(e.g.

, ham

mer p

eg,

twist

hand

le to

open

lat

ch, p

ut bo

dy pa

rts

on M

r. Pota

to)

PH.48

.6 Us

e sma

ller

objec

ts wi

th pr

ecisi

on

(e.g.

, put

small

pegs

in

light

boar

d, us

e lar

ge

need

le to

sew,

use

sciss

ors t

o cut

on cu

rved

line,

etc.)

PH.60

.3 Us

e co

ordin

ated

move

ments

to

manip

ulate

mater

ials,

includ

ing cu

tting a

nd

draw

ing w

ith co

ntrol

and u

sing a

ppro

priat

e ha

nd po

sition

to

manip

ulate

objec

ts (e

.g., th

umb u

p pos

ition

while

using

sciss

ors)

PH.6.

7 Foll

ow an

objec

t wi

th ey

es ac

ross

body

, cro

ssing

the m

iddle

PH.12

.5 Co

mbine

an

d sep

arate

toys

(e

.g., r

eplac

e and

re

move

larg

e ring

s fro

m po

st in

any

orde

r)

33

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to d

evel

op fi

ne m

otor

ski

lls (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sSm

all M

uscle

Mo

veme

nt an

d Co

ordin

ation

PH.6.

8 Use

volun

tary a

nd

purp

osefu

l mov

emen

ts to

bring

hand

s to m

outh

PH.12

.6 Mo

ve

objec

ts fro

m on

e ha

nd to

anoth

er

and c

ombin

e item

s at

cente

r of b

ody

(e.g.

, ban

ging t

wo

block

s tog

ether

)

PH.18

.6 Us

e both

ha

nds a

t the s

ame

time f

or di

ffere

nt pu

rpos

es (e

.g.,

may s

tabiliz

e tow

er w

ith on

e ha

nd an

d add

an

addit

ional

block

wi

th oth

er ha

nd)

PH.24

.7 Us

e a w

riting

tool

to sc

ribble

purp

osefu

lly

and i

mitat

e ver

tical

and

horiz

ontal

stro

ke. M

ay us

e a

fisted

gras

p

PH.36

.7 Us

e writi

ng

tools

or pa

int ob

jects

with

some

contr

ol an

d pu

rpos

e

PH.48

.7 Us

e writi

ng/

draw

ing to

ols w

ith

incre

ased

prec

ision

to

draw

simp

le sh

apes

, pic

tures

and/o

r lette

r. Ma

y hav

e imm

ature

pe

ncil g

rasp

with

3-5

finge

rs on

penc

il sha

ft

PH.60

.4 Ha

ve

suffic

ient c

ontro

l of

writin

g imp

lemen

ts to

copy

simp

le for

ms or

ge

ometr

ic sh

apes

and

write

some

lette

rs (e

.g.,

may w

rite ow

n nam

e sin

ce th

ese a

re m

ost

familia

r)PH

.6.9 B

ring h

ands

tog

ether

whil

e lyin

g on

back

PH.12

.7 Us

e ind

ex

finge

r to p

oke a

nd

point

and g

rasp

sm

all ob

jects

betw

een t

humb

an

d fing

ertip

s

PH.60

.5 Us

e a m

ature

pe

ncil g

rasp

with

3 fin

gers

on w

riting

im

pleme

nt

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to a

cqui

re a

dapt

ive

skill

s.

Not

e: C

onsi

dera

tion

of c

ultu

ral b

elie

fs a

nd p

refe

renc

es a

cros

s th

ese

deve

lopm

enta

l pro

gres

sion

s is

crit

ical

.Fe

eding

Ro

utine

s/ Nu

trition

PH.6.

10 P

artic

ipate

in fee

ding r

outin

es w

ith

cons

isten

t car

egive

rs by

holdi

ng on

to bo

ttle,

and/o

r lean

ing fo

rwar

d in

antic

ipatio

n of fo

od

offer

ed vi

a bott

le, br

east

or sp

oon

PH.12

.8 Pa

rticipa

te in

feedin

g rou

tines

by

holdi

ng cu

ps

or bo

ttles,

using

fin

gers

for se

lf-fee

ding a

nd/

or us

ing ea

ting

utens

ils

PH.18

.7 De

mons

trate

incre

ased

pr

oficie

ncy u

sing

eatin

g uten

sils a

nd

cups

. May

begin

to

serve

self s

ome

food,

but s

pills

are

comm

on

PH.24

.8 Be

gin to

serve

self

food (

dishin

g out

helpi

ngs

and p

ourin

g liqu

ids) w

ith

adult

assis

tance

PH.36

.8 Fe

ed se

lf wi

th mi

nimal

spilli

ngPH

.48.8

Pour

liquid

from

a s

mall p

itche

rPH

.60.6

Use b

utter

kn

ife to

spre

ad an

d cut.

Op

en m

ost c

ontai

ners

to re

move

food

Safet

y and

Re

spon

sibilit

y PH

.18.8

Typic

ally

resp

ond t

o adu

lt re

ques

ts to

stop

unsa

fe be

havio

r

PH. 2

4.9 S

how

awar

enes

s of

items

that

are u

nsafe

and

point

them

out to

fami

liar

adult

s (e.g

., poin

t out

open

ga

te ab

ove s

tairs,

show

the

m a k

nife t

hat is

left o

n co

unter

)

PH.36

.9 Te

ll sev

eral

basic

safet

y rule

s at

home

and i

n fam

iliar s

etting

s (e

.g., s

choo

l, libr

ary

and p

laygr

ound

). Br

ing ot

her c

hildr

en’s

rule-

brea

king t

o the

att

entio

n of a

dults

PH.48

.9 Un

derst

and

basic

safet

y rule

s at

home

and i

n fam

iliar

settin

gs (e

.g., s

choo

l, lib

rary

and p

laygr

ound

).

Gene

rally

follo

w ru

les an

d brin

g othe

r ch

ildre

n’s ru

le-br

eakin

g to

the at

tentio

n of a

dults

PH.60

.7 Un

derst

and t

he

reas

on fo

r mos

t bas

ic sa

fety r

ules a

t hom

e, in

familia

r sett

ings a

nd in

the

comm

unity

34

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to a

cqui

re a

dapt

ive

skill

s (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sDr

essin

g and

Hy

giene

PH.12

.9 Pa

rticipa

te in

dres

sing,

undr

essin

g and

ba

thing

by ho

lding

arms

ou

t, tak

ing of

f soc

ks, e

tc.

PH.18

.9 Sh

ow

inter

est in

doing

thi

ngs f

or se

lf inc

luding

dres

sing.

Put a

rm in

slee

ve,

step o

ut of

pants

, att

empt

to pu

t on

sock

s or s

hoes

PH.24

.10 E

ngag

e in

dres

sing a

nd hy

giene

ro

utine

s with

incre

asing

int

entio

n: pu

ll pan

ts up

and

down

, take

off ja

cket,

dry

own h

ands

PH.36

.10 A

ttemp

t to

comp

lete b

asic

self-

care

routi

nes (

e.g.,

dres

sing,

undr

essin

g, toi

leting

and w

ashin

g)

altho

ugh m

ay st

ill ne

ed ca

regiv

er

assis

tance

PH.48

.10 M

anag

e mos

t as

pects

of dr

essin

g, toi

leting

, han

d was

hing

and t

ooth

brus

hing

indep

ende

ntly w

ith

minim

al ca

regiv

er

remi

nder

s to g

uide a

nd

supp

ort

PH.60

.8 Ty

picall

y ma

nage

own d

ress

ing,

toilet

ing an

d bas

ic hy

giene

Stra

nd D

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to m

aint

ain

phys

ical

hea

lth s

tatu

s an

d w

ell-b

eing

.

N

ote:

Con

side

ratio

n of

cul

tura

l bel

iefs

and

pre

fere

nces

acr

oss

thes

e de

velo

pmen

tal p

rogr

essi

ons

is c

ritic

al.

Phys

ical

Healt

h Stat

usCh

ildre

n’s ph

ysica

l hea

lth st

atus i

mpac

ts lea

rning

and d

evelo

pmen

t in al

l are

as. C

hildr

en w

ho po

sses

s goo

d ove

rall h

ealth

(inclu

ding o

ral, v

isual

and a

udito

ry) w

ith an

y ap

prop

riate

supp

orts

(such

as gl

asse

s, he

aring

aids

, or a

ltern

ative

comm

unica

tion s

ystem

s) ha

ve a

solid

foun

datio

n to h

elp th

em gr

ow an

d lea

rn. M

aintai

ning g

ood o

vera

ll hea

lth

status

invo

lves r

egula

r scre

ening

s, a l

ack o

f illne

ss or

prev

entab

le dis

ease

s, ag

e app

ropr

iate a

moun

ts of

sleep

and r

est a

nd he

althy

grow

th pa

ttern

s (e.g

., heig

ht an

d weig

ht).

Phys

ical

Activ

ityPH

.6.11

Inter

act

with

care

giver

s in

daily

phys

ical

activ

ities t

hat

involv

e var

ying

posit

ions

and p

romo

te de

velop

ment

of mo

veme

nt sk

ills

PH.12

.10 In

terac

t with

ca

regiv

ers i

n dail

y phy

sical

activ

ities t

hat in

volve

ex

plora

tion a

nd m

ovem

ent

PH.18

.10 In

terac

t wi

th ca

regiv

ers i

n a

varie

ty of

phys

ical

activ

ity ex

perie

nces

PH.24

.11 E

ngag

e in p

hysic

al ac

tivity

in bo

th ind

oor a

nd

outdo

or en

viron

ments

that

requ

ire us

e of la

rge m

uscle

s

PH.36

.11

Demo

nstra

te inc

reas

ing st

reng

th an

d end

uran

ce

suffic

ient to

activ

ely

enga

ge in

a tot

al of

60 m

inutes

of ph

ysica

l ac

tivity

spre

ad ov

er

the co

urse

of a

day

PH.48

.11 D

emon

strate

inc

reas

ing st

reng

th an

d en

dura

nce s

ufficie

nt to

activ

ely en

gage

in 60

mi

nutes

of m

oder

ate to

vig

orou

s phy

sical

activ

ity

spre

ad ov

er th

e cou

rse

of a d

ay

PH.60

.9 De

mons

trate

incre

asing

stre

ngth

and

endu

ranc

e suffi

cient

to ac

tively

enga

ge in

60

minu

tes of

mod

erate

to

vigor

ous p

hysic

al ac

tivity

spre

ad ov

er th

e co

urse

of a

day

Healt

hy

Beha

viors

Child

ren p

artic

ipate

in se

lf-car

e rou

tines

, hyg

iene a

nd nu

trition

with

assis

tance

and p

romp

ting f

rom

care

giver

s. Th

ese s

kills

are a

ddre

ssed

in th

e foll

owing

stra

nds:

• Dre

ssing

and H

ygien

e• F

eedin

g Rou

tines

/Nutr

ition

PH.36

.12 D

iscus

s he

althy

prac

tices

inc

luding

hygie

ne,

nutrit

ion an

d slee

p

PH.48

.12 N

ame

exam

ples o

f hea

lthy

prac

tice i

nclud

ing

hygie

ne, n

utritio

n and

sle

ep

PH.60

.10 Id

entify

he

althy

prac

tices

inc

luding

hygie

ne,

nutrit

ion an

d slee

p

35

The

lang

uage

, com

mun

icat

ion,

and

lite

racy

lear

ning

pro

gres

sion

s inc

lude

d he

re a

re in

tend

ed to

repr

esen

t com

mon

dev

elop

men

t of l

angu

age

skill

s in

a ch

ild’s

prim

ary

lang

uage

or m

odes

of c

omm

unic

atio

n. C

hild

ren

who

are

lear

ning

mul

tiple

lang

uage

s or c

hild

ren

who

are

lear

ning

to c

omm

unic

ate

in m

odes

of c

omm

unic

atio

n di

ffere

nt fr

om th

at o

f the

ir pr

imar

y ca

regi

ver m

ay d

emon

stra

te in

divi

dual

var

iatio

n in

thei

r pro

gres

s tow

ard

thes

e la

n-gu

age

and

liter

acy

goal

s. Th

ose

supp

ortin

g ch

ildre

n w

ho a

re le

arni

ng m

ultip

le la

ngua

ges m

ay a

lso

wan

t to

refe

r to

the

supp

lem

enta

l Dua

l Lan

guag

e Le

arne

r Fra

mew

ork

to b

e us

ed in

con

junc

tion

with

con

side

ring

a ch

ild’s

pro

gres

s in

thei

r prim

ary

lang

uage

or m

ode

of c

omm

unic

atio

n th

roug

h th

e us

e of

this

dom

ain.

Early

Lan

guag

e, C

omm

unic

atio

n, a

nd L

itera

cyLa

ngua

ge a

nd L

itera

cy0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLe

arni

ng

Prog

ress

ion

Indica

tors:

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:St

rand

A: E

arly

learn

ing

expe

rienc

es w

ill su

ppor

t chi

ldre

n to

und

erst

and

langu

age (

rece

ptive

lang

uage

).W

ord

Comp

rehe

nsion

L.6.1

Resp

ond

to fac

ial

expr

essio

ns

or vo

ices b

y ch

angin

g own

fac

ial ex

pres

sion,

crying

or al

tering

mo

veme

nts

L.12.1

Un

derst

and

that w

ords

, ge

sture

s and

/or

signs

repr

esen

t ob

jects,

peop

le or

expe

rienc

es

L.18.1

Und

ersta

nd

that w

ords

, ge

sture

s or

signs

stan

d for

pe

ople,

objec

ts, or

ex

perie

nces

that

are n

ot pr

esen

t

L.24.1

Dem

onstr

ate

in a v

ariet

y of w

ays

unde

rstan

ding o

f mo

st of

what

is co

mmun

icated

thr

ough

gestu

res,

signs

or or

al lan

guag

e

L.36.1

Dem

onstr

ate

an un

derst

andin

g of

an in

creas

ed

voca

bular

y, infl

uenc

ed by

ex

perie

nces

and

relat

ionsh

ips

L.48.1

Und

ersta

nd w

ords

or

sign

s for

objec

ts, ac

tions

an

d visi

ble at

tribute

s fou

nd

frequ

ently

in bo

th re

al an

d sy

mboli

c con

texts

L.60.1

Und

ersta

nd an

incre

asing

va

riety

and s

pecifi

city o

f wor

ds

for ob

jects,

actio

ns an

d attr

ibutes

en

coun

tered

in bo

th re

al an

d sy

mboli

c con

texts

L60.2

Dete

rmine

the m

eanin

gs of

un

know

n wor

ds/co

ncep

ts us

ing th

e co

ntext

of co

nver

satio

ns, p

ictur

es

or co

ncre

te ob

jects

L 24.2

Poin

t to fa

milia

r ob

jects,

peop

le an

d bo

dy pa

rtsLa

ngua

ge

Comp

rehe

nsion

L.6.2

Orien

t to

the di

recti

on of

so

und o

r visu

al cu

es

L.12.2

Can

ca

rry ou

t sim

ple

requ

ests

(e.g.

, “w

ave b

ye-b

ye”)

L.18.2

Rem

embe

r lan

guag

e hea

rd

repe

atedly

in

storie

s, po

ems

and i

ntera

ctive

lan

guag

e ex

perie

nces

L.24.3

Res

pond

to

ques

tions

and f

ollow

sim

ple di

recti

ons

L.36.2

Foll

ow tw

o-ste

p dire

ction

sL.4

8.2 U

nder

stand

inc

reas

ingly

comp

lex

sente

nces

that

includ

e 2 -

3 co

ncep

ts (e

.g., “

Put th

e blue

pa

per u

nder

the b

ox.”)

L.60.3

Und

ersta

nd in

creas

ingly

comp

lex se

ntenc

es th

at inc

lude 3

-4

conc

epts

(e.g.

, “Pl

ants

are l

iving

thi

ngs t

hat w

ill no

t sur

vive w

ithou

t so

il, su

nligh

t and

wate

r.”)

L.6.3

Reac

t wh

en he

aring

ow

n nam

e or t

o po

sitive

facia

l ex

pres

sion

36

Stra

nd B

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to u

se la

ngua

ge (e

xpre

ssive

lang

uage

).0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Voca

bular

yL.6

.4 Us

e a

varie

ty of

facial

ex

pres

sions

an

d sou

nds

(e.g.

, coo

ing,

babb

ling a

nd

varie

d crie

s) to

comm

unica

te

L.12.3

Beg

in to

use w

ord

appr

oxim

ation

s (e

.g., ”

ma-m

a”

or “d

a-da

”) or

co

nven

tiona

l ge

sture

s (e.g

., wa

ving,

signin

g “m

ore”

)

L.18.3

Beg

in to

use w

ords

or

conv

entio

nal

gestu

res t

o co

mmun

icate

L.24.4

Nam

e fam

iliar

objec

ts an

d acti

ons;

use c

omma

nds (

e.g.,

“no”

), po

sses

sives

(e

.g., “

mine

”) or

re

actio

ns (e

.g., “

ow”)

L.36.3

Use

noun

s an

d ver

bs to

labe

l ex

perie

nces

, ac

tions

or ev

ents

L.48.3

Use

acce

pted w

ords

for

objec

ts, ac

tions

and

attrib

utes e

ncou

ntere

d fre

quen

tly in

both

real

and

symb

olic c

ontex

ts

L.60.4

Use

an in

creas

ing va

riety

and s

pecifi

city o

f acc

epted

wor

ds

for ob

jects,

actio

ns an

d attr

ibutes

en

coun

tered

in bo

th re

al an

d sy

mboli

c con

texts

L.36.4

Use

some

pe

rsona

l pro

noun

s wh

en re

ferrin

g to

other

s (e.g

., you

, he

, she

)

L.48.4

Use

simp

le pr

onou

ns

(e.g.

, I, m

e, yo

u, mi

ne, h

e, sh

e)

L.18.4

Has

a 20

+ wo

rd vo

cabu

lary

L.24.5

Use

new

word

s fre

quen

tly to

talk

abou

t fami

liar t

hings

or

activ

ities

L.36.5

May

oc

casio

nally

use

more

soph

istica

ted

word

s tha

n the

y typ

ically

use i

n co

nver

satio

nal

spee

ch bu

t that

have

been

lear

ned

throu

gh bo

oks

and p

erso

nal

expe

rienc

es (e

.g.,

large

, fast,

angr

y, ca

r, run

)

L.48.5

Beg

in to

use s

ome

word

s tha

t are

not a

part

of ev

eryd

ay co

nver

satio

nal

spee

ch bu

t that

are

learn

ed th

roug

h boo

ks an

d pe

rsona

l exp

erien

ces (

e.g.,

gigan

tic, r

apidl

y, fru

strate

d, tra

nspo

rtatio

n, ra

ce or

jog)

L.60.5

Use

mor

e com

plex w

ords

lea

rned

thro

ugh b

ooks

and

perso

nal e

xper

ience

s (e.g

., lab

el fav

orite

shirt

as ch

artre

use,

or

know

that

a pale

ontol

ogist

stud

ies

dinos

aurs)

Expr

essio

n of

Ideas

, Fee

lings

an

d Nee

ds

L.6.5

“Talk”

to

self a

nd ot

hers

using

vario

us

voca

lizati

ons

L.12.4

Co

mmun

icate

wants

and

need

s thr

ough

a c

ombin

ation

of

crying

, ba

bblin

g and

oc

casio

nal w

ord

appr

oxim

ation

s, an

d/or g

estur

es

L.18.5

Res

pond

to

ques

tions

wi

th so

unds

, so

metim

es

includ

ing w

ords

an

d ofte

ntime

s ge

sture

s

L.24.6

Use

wor

ds to

re

ques

t obje

cts, h

ave

need

s met

or ga

in att

entio

n

L.36.6

Use

infl

ectio

n in p

hras

es

or se

ntenc

es to

ask

a que

stion

L.48.6

Com

munic

ate ab

out

curre

nt or

remo

ved e

vents

an

d/or o

bjects

L.60.6

Use

mor

e com

plex w

ords

to

desc

ribe t

he re

lation

ships

betw

een

objec

ts an

d ide

as (e

.g., p

ositio

n wo

rds s

uch a

s “un

der”

or “b

eside

” an

d com

para

tive w

ords

such

as

“bigg

er” o

r “lon

ger”)

L.36.7

Com

ment

on a

varie

ty of

expe

rienc

es,

inter

actio

ns or

ob

serva

tions

L.48.7

Use

incre

asing

ly lon

ger, c

omple

x sen

tence

s tha

t com

bine p

hras

es or

co

ncep

ts to

comm

unica

te ide

as

37

Stra

nd B

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to u

se la

ngua

ge (e

xpre

ssive

lang

uage

) (co

ntin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLa

ngua

ge

Stru

cture

L.18.6

Inc

reas

ingly

use g

estur

es

and s

ound

s in

coor

dinati

on to

co

mmun

icate

L.24.7

Com

bine

word

s and

spea

k in

shor

t, two

-wor

d ph

rase

s suc

h as “

Me

up!”

L.36.8

Use

basic

gram

mar

rules

inclu

ding p

rono

uns,

plura

ls, po

sses

sives

and

regu

lar pa

st ten

se

Note:

Var

iation

s in a

pplyi

ng

gram

mar r

ules m

ay be

due t

o du

al lan

guag

e lea

rning

and/o

r alt

erna

tive g

ramm

ar us

age i

n ho

me or

comm

unity

L.48.8

Use

basic

gram

mar r

ules

includ

ing irr

egula

r pas

t tens

e and

qu

estio

ns

Note:

Var

iation

s in a

pplyi

ng

gram

mar r

ules m

ay be

due t

o du

al lan

guag

e lea

rning

and/o

r alt

erna

tive g

ramm

ar us

age i

n ho

me or

comm

unity

L.60.7

Use

basic

gr

amma

r rule

s inc

luding

su

bject-

verb

agre

emen

t, ten

ses,

regu

lar an

d irr

egula

r pas

t tens

e, irr

egula

r plur

als

Note:

Var

iation

s in

apply

ing gr

amma

r rule

s ma

y be d

ue to

dual

langu

age l

earn

ing an

d/or

alter

nativ

e gra

mmar

us

age i

n hom

e or

comm

unity

L.36.9

Use

spee

ch th

at is

mostl

y inte

lligibl

e to f

amilia

r ad

ults

L.48.9

Use

spee

ch th

at is

mostl

y inte

lligibl

e to f

amilia

r and

un

familia

r adu

lts

L.60.8

Use

an in

creas

ing

varie

ty an

d spe

cificit

y of

acce

pted w

ords

for

objec

ts, ac

tions

and

attrib

utes e

ncou

ntere

d in

both

real

and s

ymbo

lic

conte

xts

Stra

nd C

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to u

se la

ngua

ge fo

r soc

ial in

tera

ctio

n.Co

nven

tions

of

Conv

ersa

tion

L.6.6

Show

int

eres

t in

back

and f

orth

prete

nd ga

mes

L.12.5

Beg

in to

unde

rstan

d tha

t a c

onve

rsatio

n is

abou

t takin

g tur

ns

L.18

.7 Pa

y att

entio

n to

a spe

aker

by

paus

ing

phys

ical a

ctivit

y, sh

ifting

gaze

or

lookin

g tow

ard

spea

ker

L.24.8

Take

turn

s in

conv

ersa

tions

by

initia

ting a

nd

susta

ining

a sim

ple

conv

ersa

tion o

ver t

wo

turns

L.36.1

0 Hav

e con

versa

tions

wi

th ad

ults a

nd pe

ers

that in

clude

four

or m

ore

exch

ange

s

L.48.1

0 Main

tain a

topic

of

conv

ersa

tion o

ver t

he co

urse

of

seve

ral tu

rns

L.60.9

Initia

te, m

aintai

n an

d end

conv

ersa

tions

by

repe

ating

wha

t othe

r pe

rson s

ays a

nd/or

by

askin

g que

stion

s

L.18.8

Rep

eat

or tr

y ano

ther

mode

of

comm

unica

ting

desir

e if in

itial

attem

pts ar

e un

succ

essfu

l

38

Stra

nd C

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to u

se la

ngua

ge fo

r soc

ial in

tera

ctio

n (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLa

ngua

ge fo

r Int

erac

tion

L.6.7

Coo,

gurg

le, sm

ile

in re

spon

se to

sti

mulat

ion an

d to

initia

te so

cial

conta

ct

L.12.6

Enjo

y op

portu

nities

to

“conv

erse

” with

ad

ults i

n a m

ore

susta

ined f

ashio

n, inc

luding

play

ing

simple

imita

tion

game

s

L.18.9

Use

ge

sture

s and

/or

soun

ds to

inter

act

(e.g.

, wav

es,

shak

es he

ad no

, re

ache

s to b

e lifte

d up

)

L.24.9

Ans

wer a

ba

sic qu

estio

n wi

th a w

ord

L.36.1

1 Con

verse

with

ad

ults a

nd pe

ers a

bout

comm

on ex

perie

nces

or

even

ts

L.48.1

1 Ans

wer s

imple

who

, wha

t, wh

ere a

nd w

hy qu

estio

nsL.6

0.10 U

se la

ngua

ge

to sh

are i

deas

and g

ain

infor

matio

n

L.6.8

Expr

ess

pleas

ure a

s ad

ults i

mitat

e the

face

s and

so

unds

they

ma

ke

L.12.7

Int

entio

nally

use

gestu

res a

nd/

or vo

caliz

ation

s to

regu

late t

he

beha

vior o

f othe

rs an

d eng

age i

n so

cial in

terac

tion

L.24.1

0 Use

lan

guag

e to

expr

ess w

ants,

ne

eds,

likes

and

dislik

es to

othe

rs

Stra

nd D

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to g

ain b

ook a

ppre

ciatio

n an

d kn

owled

ge.

Inter

est a

nd

Enga

geme

nt wi

th Bo

oks

L.6.9

Resp

ond

to mu

sic, s

tories

an

d pict

ures

sh

ared

with

an

adult

L.12.8

Eng

age

with

adult

s, sh

owing

shar

ed

atten

tion t

o a

book

L.18.1

0 Poin

t to

prefe

rred p

ictur

es in

bo

oks o

r tex

ts

L.24.1

1 Poin

t to

name

d pict

ures

; ma

y nam

e or

comm

ent o

n fam

iliar p

ictur

es

L.36.1

2 Sus

tain a

ttenti

on fo

r sh

ort p

eriod

s of ti

me w

hile

being

told

a stor

y or r

eadin

g a f

avor

ite pi

cture

book

L.48.1

2 Sele

ct fic

tion a

nd no

n-fic

tion b

ooks

to be

read

and a

ttend

wi

th int

eres

t

L.60.1

1 Ind

epen

dentl

y ch

oose

to “r

ead”

book

s an

d sele

ct a v

ariet

y of

texts

includ

ing fic

tion a

nd

nonfi

ction

L.36.1

3 Rec

ite fa

milia

r ph

rase

s of s

ongs

, boo

ks

and r

hyme

s; ma

y chim

e in

with

rhym

e in f

amilia

r tex

t or

song

L.24.1

2 Chim

e-in

on nu

rsery

rhym

es or

repe

at wo

rds o

r phr

ases

fro

m fam

iliar

storie

s

39

Stra

nd C

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to u

se la

ngua

ge fo

r soc

ial in

tera

ctio

n (c

ontin

ued)

.0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLa

ngua

ge fo

r Int

erac

tion

L.6.7

Coo,

gurg

le, sm

ile

in re

spon

se to

sti

mulat

ion an

d to

initia

te so

cial

conta

ct

L.12.6

Enjo

y op

portu

nities

to

“conv

erse

” with

ad

ults i

n a m

ore

susta

ined f

ashio

n, inc

luding

play

ing

simple

imita

tion

game

s

L.18.9

Use

ge

sture

s and

/or

soun

ds to

inter

act

(e.g.

, wav

es,

shak

es he

ad no

, re

ache

s to b

e lifte

d up

)

L.24.9

Ans

wer a

ba

sic qu

estio

n wi

th a w

ord

L.36.1

1 Con

verse

with

ad

ults a

nd pe

ers a

bout

comm

on ex

perie

nces

or

even

ts

L.48.1

1 Ans

wer s

imple

who

, wha

t, wh

ere a

nd w

hy qu

estio

nsL.6

0.10 U

se la

ngua

ge

to sh

are i

deas

and g

ain

infor

matio

n

L.6.8

Expr

ess

pleas

ure a

s ad

ults i

mitat

e the

face

s and

so

unds

they

ma

ke

L.12.7

Int

entio

nally

use

gestu

res a

nd/

or vo

caliz

ation

s to

regu

late t

he

beha

vior o

f othe

rs an

d eng

age i

n so

cial in

terac

tion

L.24.1

0 Use

lan

guag

e to

expr

ess w

ants,

ne

eds,

likes

and

dislik

es to

othe

rs

Stra

nd D

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to g

ain b

ook a

ppre

ciatio

n an

d kn

owled

ge.

Inter

est a

nd

Enga

geme

nt wi

th Bo

oks

L.6.9

Resp

ond

to mu

sic, s

tories

an

d pict

ures

sh

ared

with

an

adult

L.12.8

Eng

age

with

adult

s, sh

owing

shar

ed

atten

tion t

o a

book

L.18.1

0 Poin

t to

prefe

rred p

ictur

es in

bo

oks o

r tex

ts

L.24.1

1 Poin

t to

name

d pict

ures

; ma

y nam

e or

comm

ent o

n fam

iliar p

ictur

es

L.36.1

2 Sus

tain a

ttenti

on fo

r sh

ort p

eriod

s of ti

me w

hile

being

told

a stor

y or r

eadin

g a f

avor

ite pi

cture

book

L.48.1

2 Sele

ct fic

tion a

nd no

n-fic

tion b

ooks

to be

read

and a

ttend

wi

th int

eres

t

L.60.1

1 Ind

epen

dentl

y ch

oose

to “r

ead”

book

s an

d sele

ct a v

ariet

y of

texts

includ

ing fic

tion a

nd

nonfi

ction

L.36.1

3 Rec

ite fa

milia

r ph

rase

s of s

ongs

, boo

ks

and r

hyme

s; ma

y chim

e in

with

rhym

e in f

amilia

r tex

t or

song

L.24.1

2 Chim

e-in

on nu

rsery

rhym

es or

repe

at wo

rds o

r phr

ases

fro

m fam

iliar

storie

s

Stra

nd D

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to g

ain b

ook a

ppre

ciatio

n an

d kn

owled

ge (c

ontin

ued)

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Unde

rstan

ding

of St

ories

or

Infor

matio

n

(Stor

ies or

inf

orma

tion

may b

e sha

red

throu

gh or

al sto

rytell

ing,

shar

ing of

pic

tures

and/o

r bo

oks)

L.24.1

3 Ans

wer

simple

spec

ific

ques

tions

abou

t fam

iliar s

tories

(e

.g., “

Wha

t doe

s the

cat s

ay?”

). Ask

ba

sic qu

estio

ns

abou

t pict

ures

(e.g.

, “W

ho is

that?

”)

L.36.1

4 Enjo

y tell

ing

and r

etellin

g stor

ies an

d inf

orma

tion

L.48

.13 D

emon

strate

co

mpre

hens

ion th

roug

h re

tellin

g with

use o

f pic

tures

and p

rops

, acti

ng

out m

ain ev

ents

or sh

aring

inf

orma

tion l

earn

ed fr

om

nonfi

ction

text

L.60.1

2 With

prom

pting

and s

uppo

rt,

retel

l fami

liar s

tories

, inclu

ding s

tory

eleme

nts (e

.g., s

etting

, cha

racte

rs,

even

ts) an

d/or s

hare

key d

etails

from

inf

orma

tiona

l text

L.48.1

4 Ask

and a

nswe

r sim

ple w

ho, w

hat, w

here

an

d why

ques

tions

relat

ed

to sto

ry or

text

L.60.1

3 Ide

ntify

main

comp

onen

ts of

a sto

ry or

text

(the m

ajor p

lot po

ints

of a s

tory o

r the

main

topic

of an

inf

orma

tiona

l text)

L.60.1

4 Use

conn

ectio

ns be

twee

n se

lf and

char

acter

, exp

erien

ce an

d em

otion

s to i

ncre

ase c

ompr

ehen

sion

L.48.1

5 Mak

e pre

dictio

ns

and/o

r ask

ques

tions

abou

t the

text

by ex

amini

ng th

e titl

e, co

ver, p

ictur

esSt

rand

E: E

arly

learn

ing

expe

rienc

es w

ill su

ppor

t chi

ldre

n to

gain

know

ledge

of p

rint a

nd it

s use

s.Bo

ok C

once

ptsL.2

4.14 H

old bo

ok

uprig

htL.3

6.15 T

urn p

ages

of

a boo

kL.4

8.16 L

ook a

t pag

es of

a b

ook f

rom

left to

right

(or

acco

rding

to co

nven

tions

of

home

lang

uage

)

L.60.1

5 Kno

w ho

w pr

int is

read

(e.g.

, lef

t to rig

ht, to

p to b

ottom

, fron

t to

back

or ac

cord

ing to

conv

entio

n of

home

lang

uage

)

L.48.1

7 Rec

ogniz

e tha

t pr

int re

pres

ents

spok

en

word

s (e.g

., first

name

in

print

, env

ironm

ental

labe

ls)

L.60.1

6 Kno

w tha

t boo

ks ha

ve tit

les,

autho

rs, ill

ustra

tors o

r pho

togra

pher

s

L.60.1

7 Rec

ogniz

e wor

ds as

a un

it of

print

and t

hat le

tters

are g

roup

ed to

for

m wo

rds

Print

Con

cepts

L.36.1

6 Rec

ogniz

e som

e fam

iliar s

igns a

nd sy

m-bo

ls in

the en

viron

ment

(e.g.

, logo

s, sig

ns fo

r fam

iliar s

tore)

L.48.1

8 Ide

ntify

some

pr

inted

wor

ds an

d/or

comm

on sy

mbols

(e.g.

, ba

throo

m sig

ns) in

the

conte

xt of

the en

viron

ment

L.60.1

8 Ide

ntify

some

fami

liar p

rinted

wo

rds o

ut of

conte

xt

L.60.1

9 Beg

in to

use a

ware

ness

of

letter

soun

ds al

ong w

ith pi

cture

s to

read

wor

ds in

text

40

Stra

nd E

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to g

ain kn

owled

ge o

f prin

t and

its u

ses (

cont

inue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Lette

r Re

cogn

ition

L.48.1

9 Rec

ogniz

e som

e let

ters e

spec

ially

those

in

one’s

own n

ame

L.60.2

0 Rec

ogniz

e and

name

know

n let

ters o

f the a

lphab

et in

familia

r and

un

familia

r wor

ds

L.60.2

1 Mak

e som

e lett

er-so

und

conn

ectio

ns

Stra

nd F

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to d

evelo

p ph

onol

ogica

l awa

rene

ss.

Phon

ologic

al Aw

aren

ess

L.36.1

7 Rec

ogniz

e env

i-ro

nmen

tal so

unds

(e.g.

, an

imal

or ve

hicle

soun

ds

such

as “B

aa-b

aa” o

r “B

eep-

beep

”)

L.48.2

0 Rec

ogniz

e rhy

ming

wo

rds i

n son

gs, c

hants

or

poem

s

L.60.2

2 Pro

duce

rhym

ing w

ords

or

word

s tha

t hav

e sam

e init

ial so

und

L.48.2

1 Ide

ntify

when

initia

l so

unds

in w

ords

are t

he

same

L.60.2

3 Rec

ogniz

e whic

h wor

ds in

a s

et of

word

s beg

in wi

th the

same

so

und

L. 48

.212 D

isting

uish

indivi

dual

word

s in a

se

ntenc

e

L.60.2

4 Dist

inguis

h syll

ables

in w

ords

Stra

nd G

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to co

nvey

mea

ning

thro

ugh

draw

ing,

lette

rs an

d wo

rds.

Draw

ing an

d W

riting

L.18.1

1 Use

wr

iting t

ools

to ma

ke sc

ribble

s

L.24.1

5 Use

writi

ng

tools

to ma

ke

scrib

bles

L.36.1

8 Dra

w sim

ple

shap

es to

repr

esen

t ide

as an

d write

mes

sage

us

ing co

ntroll

ed lin

ear

scrib

ble

L.48.2

3 Dra

w or

“write

” to

conv

ey an

idea

, eve

nt or

sto

ry. “W

riting

” invo

lves

scrib

bles,

letter

s and

/or

letter

-like s

hape

s (e.g

., ma

ke pr

etend

list o

r use

the

ir wor

ds to

dicta

te a

mess

age t

o com

munic

ate

with

other

s)

L.60.2

5 Dra

w or

igina

l stor

ies w

ith a

begin

ning,

midd

le an

d end

L.48.2

4 Write

in a

mann

er th

at is

distin

ct fro

m dr

awing

. Com

bine

scrib

bles w

ith le

tter-l

ike

forms

L.60.2

6 Use

early

deve

lopme

ntal

spell

ing. M

ay us

e one

lette

r for

the

initia

l or fi

nal s

ound

to re

pres

ent

whole

wor

d

41

Stra

nd E

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to g

ain kn

owled

ge o

f prin

t and

its u

ses (

cont

inue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Lette

r Re

cogn

ition

L.48.1

9 Rec

ogniz

e som

e let

ters e

spec

ially

those

in

one’s

own n

ame

L.60.2

0 Rec

ogniz

e and

name

know

n let

ters o

f the a

lphab

et in

familia

r and

un

familia

r wor

ds

L.60.2

1 Mak

e som

e lett

er-so

und

conn

ectio

ns

Stra

nd F

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to d

evelo

p ph

onol

ogica

l awa

rene

ss.

Phon

ologic

al Aw

aren

ess

L.36.1

7 Rec

ogniz

e env

i-ro

nmen

tal so

unds

(e.g.

, an

imal

or ve

hicle

soun

ds

such

as “B

aa-b

aa” o

r “B

eep-

beep

”)

L.48.2

0 Rec

ogniz

e rhy

ming

wo

rds i

n son

gs, c

hants

or

poem

s

L.60.2

2 Pro

duce

rhym

ing w

ords

or

word

s tha

t hav

e sam

e init

ial so

und

L.48.2

1 Ide

ntify

when

initia

l so

unds

in w

ords

are t

he

same

L.60.2

3 Rec

ogniz

e whic

h wor

ds in

a s

et of

word

s beg

in wi

th the

same

so

und

L. 48

.212 D

isting

uish

indivi

dual

word

s in a

se

ntenc

e

L.60.2

4 Dist

inguis

h syll

ables

in w

ords

Stra

nd G

: Ear

ly lea

rnin

g ex

perie

nces

will

supp

ort c

hild

ren

to co

nvey

mea

ning

thro

ugh

draw

ing,

lette

rs an

d wo

rds.

Draw

ing an

d W

riting

L.18.1

1 Use

wr

iting t

ools

to ma

ke sc

ribble

s

L.24.1

5 Use

writi

ng

tools

to ma

ke

scrib

bles

L.36.1

8 Dra

w sim

ple

shap

es to

repr

esen

t ide

as an

d write

mes

sage

us

ing co

ntroll

ed lin

ear

scrib

ble

L.48.2

3 Dra

w or

“write

” to

conv

ey an

idea

, eve

nt or

sto

ry. “W

riting

” invo

lves

scrib

bles,

letter

s and

/or

letter

-like s

hape

s (e.g

., ma

ke pr

etend

list o

r use

the

ir wor

ds to

dicta

te a

mess

age t

o com

munic

ate

with

other

s)

L.60.2

5 Dra

w or

igina

l stor

ies w

ith a

begin

ning,

midd

le an

d end

L.48.2

4 Write

in a

mann

er th

at is

distin

ct fro

m dr

awing

. Com

bine

scrib

bles w

ith le

tter-l

ike

forms

L.60.2

6 Use

early

deve

lopme

ntal

spell

ing. M

ay us

e one

lette

r for

the

initia

l or fi

nal s

ound

to re

pres

ent

whole

wor

d

Cre

ativ

e A

rts

0-6 m

onths

6-12

mon

ths12

- 18 M

onths

18-2

4 Mon

ths24

to 36

Mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Lear

ning

P

rogr

essi

onInd

icator

sTh

is is

evide

nt,

for e

xam

ple,

when

child

ren:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, w

hen

child

ren:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indic

ator

sTh

is is

evide

nt,

for e

xam

ple,

when

child

ren:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

,fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

,fo

r exa

mple

,wh

en ch

ildre

n:St

rand

A: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

eng

age

in a

nd e

njoy

the

arts

.Mu

sicCA

.6.1 R

eact

to mu

sic by

turn

ing

to a s

ound

so

urce

, coo

ing

in re

spon

se,

wigg

ling o

r mo

ving,

sooth

ing

thems

elves

, etc.

CA.12

.1 Sh

ow

inter

est in

sing

ing,

movin

g and

da

ncing

, usin

g the

ir bod

y

CA.18

.1 Us

e ins

trume

nts to

explo

re

rhyth

m an

d melo

dy

CA.24

.1 Re

act to

ch

ange

s in m

usic

by

joinin

g in w

ith m

ore

exten

ded s

egme

nts

of fam

iliar m

usic

using

voice

, phy

sical

gestu

res a

nd/or

ins

trume

nts

CA.36

.1 Sh

ow re

spon

se

to qu

alitie

s of d

iffere

nt mu

sic w

ith va

riatio

ns in

ph

ysica

l mov

emen

t (e.g

., ch

ildre

n walk

, bou

nce,

slide

, roc

k, sw

ay in

re

spon

se to

quali

ties o

f rh

ythm)

CA.48

.1 Ad

apt to

chan

ges

in the

basic

quali

ties o

f mu

sic an

d mov

e in m

ore

orga

nized

way

s to s

ame/

differ

ent q

ualiti

es of

mus

ic

CA.60

.1 Ini

tiate

new

music

al ac

tivitie

s with

voice

s/ins

trume

nts (e

.g., a

pply

new

word

s, ad

d ins

trume

nts to

fam

iliar s

ong)

CA.12

.2 Mo

ve

body

(e.g.

, nod

he

ad, b

ounc

e, wi

ggle,

rock

) in

resp

onse

to

quali

ties o

f mu

sic w

hethe

r me

lody,

volum

e, or

rhyth

m is

same

or

diffe

rent

(fast/

slow;

low/

high;

calm

/jazz

y)

CA.18

.2 Re

spon

d to

music

by jo

ining

in

on on

e or t

wo w

ords

in

a son

g or m

oving

ph

ysica

lly up

on he

aring

a f

amilia

r melo

dy or

rh

ythm

(e.g.

, han

d ge

sture

s)

CA.24

.2 Ini

tiate

word

s to s

ongs

and

song

gestu

res (

e.g.,

nami

ng an

imals

in

a son

g or p

atting

, no

dding

)

CA. 3

6.2 R

espo

nd

with

voice

, bod

y and

/or

instr

umen

ts to

longe

r se

gmen

ts/or

patte

rns o

f mu

sic

CA.48

.2 Im

itate

or

spon

taneo

usly

sing a

n en

tire ve

rse of

song

CA.60

.2 Inv

ent o

wn m

usic

(thro

ugh h

ummi

ng, s

inging

, cre

ating

rhyth

ms, e

tc.)

CA.48

.3 Ini

tiate

new

music

al ac

tivitie

s with

vo

ices o

r instr

umen

ts (e

.g., a

pply

word

s, ini

tiate

their o

wn lis

tening

and

move

ment

expe

rienc

es

with

some

adult

as

sistan

ce)

CA.60

.3 Pl

ay w

ith fa

milia

r rh

ythms

and p

atter

ns in

a no

vel w

ay e.

g., ex

plore

, an

d init

iate p

itch (

high/

low),

rhyth

m (p

atter

ns),

and

dyna

mics

(loud

/soft)

CA.12

.3 U

se

music

al so

unds

to

aid in

co

mmun

icatio

n pr

ior to

the a

dven

t of

langu

age (

e.g.,

babb

les in

a sin

g-so

ng m

anne

r)

CA.18

.3 Im

itate

parts

of

song

s with

wor

ds an

d/or

gestu

res

CA.24

.3 Re

peat

word

s to s

ongs

, so

ng ge

sture

s and

/or

soun

ds (p

itche

s)

CA.36

.3 Re

peat

parts

of

simple

song

s CA

.48.4

Spon

taneo

usly

sing s

ongs

and/o

r pa

rticipa

te in

song

s with

ge

sture

s

CA.60

.4 Cr

eate

music

using

the

ir voic

es an

d/or a

varie

ty of

instru

ments

and m

ateria

ls

42

Stra

nd A

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to e

ngag

e in

and

enj

oy th

e ar

ts (c

ontin

ued)

0-6 m

onths

6-12

mon

ths12

- 18 M

onths

18-2

4 Mon

ths24

to 36

Mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Visu

al Ar

tsCA

.6.2 R

eact

to sti

mulat

ion in

the

envir

onme

nt.

This

can

includ

e dra

wing

, sc

ulptur

es

or pa

inting

. Re

spon

se m

ay be

sli

ght s

uch a

s a

glanc

e or s

toppin

g an

activ

ity

CA.12

.4 Re

spon

d an

d exp

lore

throu

gh se

nsor

y ex

perie

nces

such

as

wate

r play

, tex

ture-

book

s or

toys a

nd ju

mbo

crayo

ns

CA.18

.4 Ex

perim

ent

with

a var

iety o

f med

ia,

includ

ing pa

inting

with

a p

aint b

rush

, fing

er

paint

ing, s

cribb

ling,

gluing

and t

aping

, age

ap

prop

riate

art s

oftwa

re

CA.24

.4 Us

e a

wide

varie

ty of

art m

ateria

ls an

d me

dia (e

.g., c

lay,

doug

h, we

t san

d) fo

r pu

rpos

eful s

enso

ry ex

plora

tion

CA.36

.4 Cr

eate

art in

a v

ariet

y of m

edia

with

some

contr

ol an

d own

pu

rpos

e

CA.48

.5 Us

e diffe

rent

mater

ials a

nd te

chniq

ues

to ma

ke ar

t cre

ation

s tha

t re

flect

thoug

hts, fe

eling

s, ex

perie

nces

, kno

wled

ge

CA.60

.5 Us

e a va

riety

of too

ls an

d mate

rials

to re

pres

ent id

eas t

hrou

gh

the vi

sual

arts

CA.24

.5 Ex

perim

ent

with

strok

es an

d lin

es us

ing br

ushe

s, cra

yons

, mar

kers,

etc

. Dr

ama

CA.24

.6 Im

itate

simple

aspe

cts of

a ro

le us

ing re

alisti

c pr

ops a

nd so

unds

CA.36

.5 En

gage

in

simple

prete

nd pl

ay

activ

ities

CA.48

.6 Ac

t out

simple

sc

enar

ios, ta

king o

n a f

amilia

r role

for b

rief

perio

ds du

ring d

rama

tic

play

CA.60

.6 As

sume

elab

orate

ro

les in

dram

atic p

lay (e

.g.,

may p

lay m

ultipl

e role

s or

may s

tay in

char

acter

for

exten

ded p

eriod

s of ti

me)

CA.60

.7 Us

e mate

rials

and

prop

s in u

nique

way

s and

ar

e cre

ative

in fin

ding a

nd

using

mate

rials

as pr

ops

desir

ed fo

r dra

matic

play

Danc

eCA

.12.5

Resp

ond

to mu

sic w

ith fu

ll bo

dy m

ovem

ents

CA.18

.5 Sh

ow

incre

asing

body

aw

aren

ess t

hrou

gh

gros

s moto

r mov

emen

t (e

.g., w

alking

, bo

uncin

g, sw

aying

, ro

cking

, clim

bing)

and

bilate

ral m

ovem

ent

(patt

ing),

show

dir

ectio

nal a

ware

ness

in

move

ments

, and

us

e non

-loco

motor

mo

veme

nts (s

imple

fin

ger p

lays)

CA.24

.7 De

mons

trate

deve

loping

abilit

y to

balan

ce, a

ware

ness

of

body

(e.g.

, nam

e bo

dy pa

rts, m

ove

distin

ct bo

dy pa

rts)

CA.36

.6 De

mons

trate

direc

tiona

l and

spati

al aw

aren

ess i

nvolv

ing

time (

fast/s

low),

spac

e (h

igh, m

iddle,

low)

, or

ener

gy (h

ard/s

oft) (

e.g.,

movin

g like

a tur

tle,

jumpin

g like

a fro

g, flo

ating

like a

feath

er,

etc.)

CA.48

.7 De

mons

trate

incre

asing

ly co

mplex

da

nce c

once

pts w

hile

learn

ing to

mov

e the

ir bo

dy in

plac

e and

thro

ugh

spac

e (e.g

., jum

ping f

rom

one p

lace t

o ano

ther,

comb

ining

seve

ral

move

ments

like h

oppin

g, tur

ning,

stamp

ing fe

et)

CA.60

.8 Us

e mult

iple

danc

e con

cepts

as a

way

to co

mmun

icate

mean

ing,

ideas

and f

eelin

gs

(e.g.

, use

mov

emen

t to

repr

esen

t leav

es fa

lling o

ff tre

es –

sway

arms

, wigg

le fin

gers,

stre

tch, fa

ll to

grou

nd)

CA.24

.8 Mo

ve

creati

vely

while

lis

tening

to m

usic

(e.g.

, stam

p fee

t, wa

ve ar

ms, s

way).

43

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to e

xplo

re a

nd re

spon

d to

cre

ativ

e w

orks

.

0-6 m

onths

6-12

mon

ths12

- 18 M

onths

18-2

4 Mon

ths24

to 36

Mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Appr

eciat

ion of

the

Arts

CA.36

.7 De

scrib

e or a

sk

ques

tions

abou

t a w

ork

of ar

t

CA.48

.8 Re

spon

d to t

he

mater

ials,

techn

iques

, ide

as an

d emo

tions

of

artw

orks

(2- a

nd

3-dim

ensio

nal (e

.g.

expla

in a p

ictur

e or

sculp

ture i

nclud

ing

seve

ral d

etails

)

CA.60

.9 De

scrib

e the

att

ribute

s of v

ariou

s arts

me

dia (e

.g., u

sed a

lot

of co

lors a

nd th

e pain

t is

thick

, scu

lptur

e is b

umpy

)

CA.36

.8 Ex

pres

s inte

rest

in an

d sho

w ap

prec

iation

for

the c

reati

ve w

ork o

f oth

ers (

e.g., t

hrou

gh

body

lang

uage

, facia

l ex

pres

sion o

r ora

l lan

guag

e)

CA.48

.9 De

mons

trate

incre

ased

appr

eciat

ion

of the

wor

k of o

thers

and

identi

fy pr

efere

nces

44

Early

Mat

hem

atic

al D

isco

very

Mat

hem

atic

s0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24-3

6 mon

ths3 t

o 4 ye

ars

4 to 5

year

sLe

arnin

g Pr

ogre

ssion

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

,fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:St

rand

A: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

und

erst

and

coun

ting

and

card

inal

ity.

Numb

er

Name

sM.

18.1

Say

or si

gn a

few

numb

er na

mes,

but m

ay no

t ne

cess

arily

re

cite t

hem

in the

co

rrect

orde

r

M.24

.1 Sa

y or

sign

a few

nu

mber

name

s, wi

th be

ginnin

g ev

idenc

e of c

orre

ct se

quen

ce (e

.g.,

starts

with

“one

”)

M.36

.1 Sa

y or s

ign

numb

er se

quen

ce up

to

at lea

st fiv

e. Us

e othe

r nu

mber

name

s but

not

nece

ssar

ily in

the c

orre

ct or

der

M.48

.1 Sa

y or s

ign th

e num

ber

sequ

ence

up to

at le

ast 1

0

M.60

.1 Sa

y or s

ign th

e num

ber

sequ

ence

up to

at le

ast 2

0

Card

inality

M.18

.2 De

mons

trate

one-

to-on

e or

one-

to-ma

ny

corre

spon

denc

e (e

.g., m

ay

fill ea

ch

comp

artm

ent in

a e

gg ca

rton w

ith

one o

r sev

eral

objec

ts)

M.24

.2 Pu

t obje

cts

in on

e-to-

one

corre

spon

denc

e (e

.g., p

uts on

e ite

m in

each

co

mpar

tmen

t)

M.36

.2 Co

unt tw

o to

three

objec

ts us

ing on

e-to-

one c

orre

spon

denc

e

M.48

.2 Co

unt u

p to a

t leas

t fiv

e obje

cts us

ing on

e-to-

one

corre

spon

denc

e, us

ing th

e num

ber

name

of th

e las

t obje

ct co

unted

to

repr

esen

t the t

otal n

umbe

r of

objec

ts in

a set

M.60

.2 Co

unt u

p to 1

0 ob

jects

using

one-

to-on

e co

rresp

onde

nce,

rega

rdles

s of

confi

gura

tion,

using

the n

umbe

r na

me of

the l

ast o

bject

coun

ted

to re

pres

ent th

e tota

l num

ber o

f ob

jects

in a s

et

M.48

.3 Co

unt o

ut a s

et of

objec

ts up

to fo

urM.

60.3

Coun

t out

a set

of ob

jects

up to

five

Writt

en

Nume

rals

M.48

.4 Re

cogn

ize w

ritten

nume

rals

up to

at le

ast fi

veM.

60.4

Reco

gnize

writt

en

nume

rals

up to

at le

ast 1

0

45

Stra

nd A

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d co

untin

g an

d ca

rdin

ality

(con

tinue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Reco

gnitio

n of

Quan

tityM.

24.3

Name

gr

oups

of on

e to

two o

bjects

M.36

.3 Na

me an

d matc

h a s

mall c

ollec

tion o

f up t

o thr

ee ob

jects

M.48

.5 Re

cogn

ize an

d nam

e, wi

thout

coun

ting,

the nu

mber

of

objec

ts in

small

grou

ps of

at le

ast 3

or

4 ob

jects

M.60

.5 Qu

ickly

reco

gnize

and n

ame,

witho

ut co

untin

g, the

numb

er of

objec

ts in

colle

ction

s of u

p to a

t leas

t five

items

Comp

ariso

nM.

24.4

Comp

are

colle

ction

s tha

t ar

e quit

e diffe

rent

in siz

e

M.36

.4 Co

mpar

e co

llecti

ons o

f 1 to

4 sim

ilar it

ems v

erba

lly or

no

nver

bally

M.48

.6 Co

mpar

e sets

of 1

to 5

objec

ts us

ing a

visua

l matc

hing o

r co

untin

g stra

tegy a

nd de

scrib

ing th

e co

mpar

ison a

s mor

e, les

s tha

n or

the sa

me

M.60

.6 Co

mpar

e sets

of up

to 10

ob

jects

using

a vis

ual m

atchin

g or

coun

ting s

trateg

y and

desc

ribing

the

comp

ariso

n as m

ore,

less t

han o

r the

sa

me

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d an

d de

scrib

e re

latio

nshi

ps to

sol

ve p

robl

ems

(ope

ratio

ns a

nd a

lgeb

raic

th

inki

ng).

Numb

er

Oper

ation

sM.

36.5

Use s

ome

voca

bular

y rela

ted to

re

lative

quan

tity (e

.g.,

“mor

e,” “le

ss”)

M.48

.7 Un

derst

and t

hat a

dding

to

(or t

aking

away

) one

or m

ore

objec

ts fro

m a g

roup

will

incre

ase o

r de

creas

e the

objec

ts in

the gr

oup

M.60

.7 Us

e rea

l-wor

ld sit

uatio

ns an

d co

ncre

te ob

jects

to mo

del a

nd so

lve

addit

ion (e

.g., p

utting

toge

ther)

and

subtr

actio

n (e.g

., tak

ing aw

ay) p

roble

ms

up th

roug

h five

M.60

.8 Re

cogn

ize an

d des

cribe

pa

rts co

ntaine

d in l

arge

r num

bers

by

comp

osing

numb

er co

mbina

tions

up to

at

least

five (

e.g., r

ecog

nize h

ow m

any

have

been

secre

tly ta

ken a

way f

rom

a gr

oup o

f five

objec

ts)

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d th

e at

trib

utes

and

rela

tive

prop

ertie

s of

obj

ects

(mea

sure

men

t and

dat

a).

See A

ttribu

te, S

ortin

g and

Patt

erns

lear

ning p

rogr

essio

n in C

ognit

ionMe

asur

emen

t M.

24.5

Use

some

voca

bular

y re

lated

to si

ze

and q

uanti

ty (e

.g.,

say s

ometh

ing is

“b

ig” or

requ

est

“mor

e”)

M.36

.6 Ha

ve an

inc

reas

ing vo

cabu

lary

relat

ed to

numb

er, si

ze

and q

uanti

ty (e

.g., u

se

word

s suc

h as “

tall,”

“long

”)

M.48

.8 Re

cogn

ize m

easu

rable

att

ribute

of an

objec

t suc

h as l

ength

, we

ight o

r cap

acity

M.60

.9 Co

mpar

e the

mea

sura

ble

attrib

utes o

f two o

r mor

e obje

cts

(e.g.

, leng

th, w

eight

and c

apac

ity)

and d

escri

be th

e com

paris

on us

ing

appr

opria

te vo

cabu

lary (

e.g., l

onge

r, sh

orter

, sam

e len

gth, h

eavie

r, ligh

ter,

same

weig

ht, ho

lds m

ore,

holds

less

, ho

lds th

e sam

e amo

unt)

M.60

.10 B

egin

to us

e stra

tegies

to

deter

mine

mea

sura

ble at

tribute

s (e.g

., len

gth or

capa

city o

f obje

cts).

May u

se

comp

ariso

n, sta

ndar

d or n

on-st

anda

rd

meas

urem

ent to

ols

46

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d th

e at

trib

utes

and

rela

tive

prop

ertie

s of

obj

ects

(con

tinue

d).

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

-36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Data

M.48

.9 So

rt ob

jects

into t

wo gr

oups

, co

unt, a

nd co

mpar

e the

quan

tity of

the

grou

ps fo

rmed

(e.g.

, indic

ate

which

is m

ore)

M. 60

.11 R

epre

sent

data

using

a co

ncre

te ob

ject o

r pict

ure g

raph

ac

cord

ing to

one a

ttribu

te

Sortin

g and

Cl

assif

ying

M.18

.3 Ma

tch

objec

ts tha

t ar

e the

same

M.24

.6 So

rt ob

jects

using

inc

onsis

tent

strate

gies (

e.g.,

favor

ite ite

ms,

color

s)

M.36

.7 So

rt on

the b

asis

of on

e attr

ibute

with

adult

su

ppor

t

M.48

.10 S

ort a

nd cl

assif

y obje

cts

by on

e attr

ibute

into t

wo or

mor

e gr

oups

(e.g.

, colo

r, size

, sha

pe)

M.60

.12 S

ort a

nd cl

assif

y a se

t of

objec

ts on

the b

asis

of on

e attr

ibute

indep

ende

ntly a

nd de

scrib

e the

sortin

g ru

le. C

an re

-sort

and c

lassif

y the

same

se

t of o

bjects

base

d on a

diffe

rent

attrib

ute

Stra

nd D

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d sh

apes

and

spa

tial r

elat

ions

hips

(geo

met

ry a

nd s

patia

l sen

se).

Spati

al Re

lation

ships

M.18

.4 Ad

just

their r

each

an

d gra

sp

base

d upo

n dis

tance

, size

an

d weig

ht of

an ob

ject

M.24

.7 Sh

ow

begin

ning

unde

rstan

ding

of po

sition

al vo

cabu

lary (

e.g.,

up/do

wn, in

/out,

on/of

f, und

er)

M.36

.8 Fin

d obje

cts or

loc

ation

s bas

ed up

on

landm

arks

and p

ositio

n wo

rds (

e.g., “

Your

bla

nket

is on

the c

ouch

.”)

M.48

.11 U

se po

sition

al vo

cabu

lary

(e.g.

, up/d

own,

in/ou

t, on/o

ff, un

der)

to ide

ntify

and d

escri

be th

e loc

ation

of

an ob

ject

M.60

.13 U

se re

lation

al vo

cabu

lary o

f pr

oxim

ity (e

.g., b

eside

, nex

t to, b

etwee

n, ab

ove,

below

, ove

r and

unde

r) to

identi

fy an

d des

cribe

the l

ocati

on of

an ob

ject

Identi

ficati

on

of Sh

apes

M.24

.8 Ma

tch

familia

r sha

pes

(e.g.

, circ

le,

squa

re an

d typ

ical tr

iangle

) wi

th sa

me si

ze

and o

rienta

tion

M.36

.9 Ma

tch fa

milia

r sh

apes

with

diffe

rent

size

and o

rienta

tion

M.48

.12 Id

entify

2-dim

ensio

nal

shap

es (s

tartin

g with

fami

liar s

hape

s su

ch as

circl

e and

trian

gle) in

dif

feren

t orie

ntatio

ns an

d size

s

M.60

.14 Id

entify

and d

escri

be a

varie

ty of

2-dim

ensio

nal a

nd 3-

dimen

siona

l sh

apes

with

math

emati

cal n

ames

(e.g.

, ba

ll/sph

ere,

box/r

ectan

gular

prism

, can

/cy

linde

r) re

gard

less o

f orie

ntatio

n and

siz

e

Comp

ositio

n of

Shap

esM.

48.13

Com

bine t

wo or

mor

e sh

apes

to cr

eate

a new

shap

e or

to re

pres

ent a

n obje

ct in

the

envir

onme

nt

M.60

.15 C

omple

te a s

hape

puzz

le or

a ne

w fig

ure b

y putt

ing m

ultipl

e sha

pes

togeth

er w

ith pu

rpos

e

47

Early

Sci

entifi

c In

quiry

Scie

nce

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

to 36

mon

ths3 t

o 4 ye

ars

4 to 5

year

sLe

arnin

g Pr

ogre

ssion

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:

Indica

tors:

This

is ev

ident

, fo

r exa

mple

, wh

en ch

ildre

n:St

rand

A: E

arly

lear

ning

exp

erie

nces

will

sup

port

chi

ldre

n to

app

ly s

cien

tific

prac

tices

.Qu

estio

ning

and D

efinin

g Pr

oblem

s

See C

urios

ity an

d Init

iative

lear

ning

prog

ress

ion in

Cog

nition

S.24

.1 Ob

serve

an

d mak

e co

mmen

ts on

thi

ngs o

bser

ved

throu

gh th

e se

nses

S.36

.1 As

k sim

ple qu

estio

ns re

lated

to

thing

s obs

erve

d thr

ough

the

sens

es (

“wha

t” an

d “wh

y”)

S.48

.1 As

k mor

e deta

iled

ques

tions

inclu

ding t

he

relat

ionsh

ip be

twee

n two

thing

s or

caus

e and

effec

t rela

tions

hips

S.60

.1 De

fine a

prob

lem to

be so

lved,

includ

ing de

tails

and l

imita

tions

to be

co

nside

red (

e.g., “

We n

eed t

o figu

re

out h

ow to

reac

h tha

t she

lf, bu

t we

aren

’t allo

wed t

o stan

d on t

he ch

airs.”

)

Inves

tigati

ngSe

e Cau

se an

d Affe

ct lea

rning

prog

ress

ion in

Cog

nition

S.36

.2 Ma

nipula

te ma

terial

s and

co

mmen

t on t

he im

pact

of ow

n ac

tions

S.48

.2 Int

entio

nally

vary

actio

ns

in or

der t

o obs

erve

the e

ffect

of the

se ac

tions

on m

ateria

ls

S.60

.2 En

gage

in co

llabo

rativ

e inv

estig

ation

s to d

escri

be ph

enom

ena

or to

explo

re ca

use a

nd af

fect

relat

ionsh

ipsS.

60.3

Gathe

r data

by dr

awing

, co

untin

g or o

therw

ise do

cume

nting

ob

serva

tions

Using

Ev

idenc

eSe

e Per

sona

l Pre

feren

ces l

earn

ing pr

ogre

ssion

in S

ocial

and

Emoti

onal

Deve

lopme

ntS.

36.3

Prov

ide pe

rsona

l reas

ons o

r ev

idenc

e for

decis

ions o

r opin

ions

(e.g.

, “I m

ade t

his pi

cture

gree

n be

caus

e my m

om lik

es gr

een.”

)

S.48

.3 Ci

te ex

ample

s to s

uppo

rt the

ir ide

as (e

.g., “

I think

the p

lant

will d

ie be

caus

e whe

n I fo

rgot

to wa

ter m

y plan

t it di

ed.”)

S.60

.4 Gi

ve ev

idenc

e fro

m ob

serva

tions

or in

vesti

gatio

ns

S.60

.5 Be

gin to

disti

nguis

h evid

ence

fro

m op

inion

Stra

nd B

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to e

ngag

e in

the

proc

ess

of e

ngin

eerin

g.De

sign C

ycle

S.36

.4 Ga

ther in

forma

tion t

o help

de

termi

ne if

some

thing

has b

een

desig

ned b

y hum

ans

S.48

.4 Ide

ntify

a pro

blem

and,

with

adult

assis

tance

desig

n a

solut

ion (e

.g., d

evice

or pr

oces

s) to

addr

ess t

hat p

roble

m

S.60

.6 Ide

ntify

a pro

blem

and,

with

adult

assis

tance

, des

ign a

solut

ion,

test a

nd re

fine d

esign

elem

ents

48

Stra

nd C

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d pa

ttern

s, p

roce

ss a

nd re

latio

nshi

ps o

f liv

ing

thin

gs.

0-6 m

onths

6-12

mon

ths12

-18 m

onths

18-2

4 mon

ths24

to 36

mon

ths3 t

o 4 ye

ars

4 to 5

year

s

Unity

and

Dive

rsity

of Lif

e

S.24

.2 Ex

plore

ch

arac

terist

ics of

dif

feren

t plan

ts an

d an

imals

S.36

.5 Ob

serve

featu

res o

f plan

ts an

d anim

als an

d exp

lore f

uncti

on of

fea

tures

S.48

.5 Co

mpar

e and

contr

ast

basic

featu

res o

f livin

g thin

gs

(e.g.

, bod

y par

ts an

d the

ir use

s) be

twee

n and

acro

ss gr

oups

S.60

.7 Gr

oup a

nd cl

assif

y livi

ng

thing

s bas

ed up

on fe

ature

s, pr

ovidi

ng ev

idenc

e to s

uppo

rt gr

oupin

gsS.

48.6

Reco

gnize

chan

ges i

n liv

ing th

ings o

ver t

heir l

ifesp

an

by ob

servi

ng si

milar

ities a

nd

differ

ence

s betw

een b

abies

and

adult

s

S.60

.8 De

mons

trate

an

unde

rstan

ding o

f how

living

thi

ngs g

row

and c

hang

e thr

ough

pr

edict

able

stage

s (e.g

., birth

, gr

owth,

repr

oduc

tion,

death

)

Living

Thin

gs

and T

heir

Inter

actio

ns

with

the

Envir

onme

nt an

d Eac

h Ot

her

S.24

.3 Ob

serve

liv

ing th

ings

S.36

.6 Ob

serve

how

a var

iety o

f liv

ing th

ings o

btain

food a

s a so

urce

of

ener

gy fo

r sur

viving

S.48

.7 Ex

plore

how

anim

als

depe

nd up

on th

e env

ironm

ent fo

r foo

d, wa

ter an

d she

lter

S.60

.9 Pr

ovide

exam

ples o

f how

an

imals

depe

nd on

plan

ts an

d othe

r an

imals

for f

ood

Stra

nd D

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d ph

ysic

al s

cien

ces.

Ener

gy, F

orce

an

d Moti

on

S.24

.4 Us

e tria

l an

d erro

r to e

xplor

e the

way

diffe

rent

objec

ts mo

ve

S.36

.7 Ob

serve

diffe

rent

ways

ob

jects

move

(e.g.

, roll

, bou

nce,

spin,

slide

) and

wha

t hap

pens

whe

n the

y inte

ract

(collid

e)

S.48

.8 Inv

estig

ate ho

w ob

jects’

sp

eed a

nd di

recti

on ca

n be v

aried

S.

60.10

Mak

e pre

dictio

ns an

d co

nduc

t sim

ple ex

perim

ents

to ch

ange

dire

ction

, spe

ed an

d dis

tance

objec

ts mo

ve

S.60

.11 D

eterm

ine ca

use a

nd ef

fect

of pu

sh/pu

ll/coll

ision

that

make

ob

jects,

star

t, stop

and c

hang

e dir

ectio

n

49

Stra

nd D

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d ph

ysic

al s

cien

ces

(con

tinue

d)0-

6 mon

ths6-

12 m

onths

12-1

8 mon

ths18

-24 m

onths

24 to

36 m

onths

3 to 4

year

s4 t

o 5 ye

ars

Matte

r and

its

Prop

ertie

sS.

24.5

Obse

rve

simple

attrib

utes

of ma

terial

s (e.g

., ha

rd, s

oft)

S.36

.8 Ob

serve

and d

escri

be

attrib

utes o

f mate

rials

that a

re

relat

ed to

their

func

tion (

e.g.,

flexib

ility,

trans

pare

ncy,

stren

gth)

S.48

.9 C

ompa

re an

d con

trast

attrib

utes o

f com

mon m

ateria

ls re

lated

to th

eir fu

nctio

n (e.g

., fle

xibilit

y, tra

nspa

renc

y, str

ength

)

S.60

.12 E

valua

te the

appr

opria

tenes

s of

a mate

rial fo

r a gi

ven p

urpo

se

base

d upo

n its

prop

ertie

s

S.60

.13 O

bser

ve ho

w he

ating

and

cooli

ng ca

use c

hang

es to

prop

ertie

s of

mater

ials (

e.g., I

ce m

elts w

hen w

e br

ing it

inside

. Plas

tic be

come

s britt

le wh

en it

is lef

t outs

ide in

the c

old.)

Stra

nd E

: Ear

ly le

arni

ng e

xper

ienc

es w

ill s

uppo

rt c

hild

ren

to u

nder

stan

d fe

atur

es o

f ear

th.

Earth

’s Fe

ature

s and

the

Effe

cts of

W

eathe

r and

W

ater

S.24

.6 Ob

serve

na

tural

featur

es

of the

earth

(e.g.

, lan

d, ra

in)

S.36

.9 De

scrib

e com

mon f

eatur

es of

the

earth

(e.g.

, sky

, land

and w

ater)

and w

hat is

foun

d the

re (e

.g., b

irds,

fish,

stars)

S.48

.10 O

bser

ve, r

ecor

d, an

d no

te pa

ttern

s reg

ardin

g wea

ther

and t

he ef

fects

on th

e imm

ediat

e en

viron

ment

(e.g.

, Rain

over

a pe

riod o

f day

s cau

ses fl

oodin

g. Su

nny d

ays c

ause

the fl

ower

bed

to dr

y out.

)

S.60

.14 G

ive ex

ample

s of w

ays i

n wh

ich w

eathe

r var

iables

(hot/

cold

tempe

ratur

es, a

moun

t and

int

ensit

y of p

recip

itatio

n, wi

nd sp

eed)

aff

ect u

s and

/or ca

use c

hang

es to

ea

rth’s

featur

es (e

.g., T

he st

ream

has

grea

ter w

ater fl

ow af

ter sn

ow m

elts.)

S.48

.11 In

vesti

gate

how

water

int

erac

ts wi

th oth

er ea

rth m

ateria

ls (e

.g., s

and,

dirt, p

ebble

s)

Earth

and

Huma

n Ac

tivity

S.24

.7 Ta

lk ab

out d

iffere

nt foo

ds hu

mans

ea

t

S.24

.10 G

ive ex

ample

s of n

atura

l re

sour

ces t

hat h

uman

s use

to

survi

ve (e

.g., fo

od, w

ater)

S.48

.12 In

vesti

gate

how

huma

ns

use d

esign

solut

ions t

o ada

pt na

tural

reso

urce

s to m

eet b

asic

need

s (e.g

., cut

trees

to bu

ild

hous

es, m

ake a

pples

auce

out o

f ap

ples)

S.60

.15 E

xplor

e how

huma

ns’ u

se

of na

tural

reso

urce

s imp

acts

the

envir

onme

nt (e

.g., If

we c

atch a

ll the

salm

on, th

is ca

n no l

onge

r be

a foo

d sou

rce. C

utting

down

tree

s ca

n cau

se er

osion

.)

50

Soci

al S

tudi

esN

ote:

Pre

curs

ors

to th

e sk

ills

refle

cted

in s

ocia

l stu

dies

can

be

foun

d in

the

dom

ain

of S

ocia

l and

Em

otio

nal a

nd C

ogni

tion.

3 to 4

year

s4 t

o 5 ye

ars

Lear

ning

P

rogr

essi

onInd

icator

s Th

is is

evide

nt, f

or e

xam

ple, w

hen

child

ren:

Indica

tors

This

is ev

ident

, for

exa

mple

, whe

n ch

ildre

n :St

rand

A: E

arly

Lear

ning

expe

rienc

es w

ill su

ppor

t chi

ldre

n to

und

erst

and

self,

fam

ily an

d a d

ivers

e com

mun

ity.

Indivi

dual

Deve

lopme

nt an

d Ide

ntity

SS.48

.1 Ide

ntify

phys

ical c

hara

cteris

tics o

f self

(e.g.

, eye

s, ha

ir, sk

in,

etc.)

SS.60

.1 De

mons

trate

an un

derst

andin

g tha

t ther

e are

simi

laritie

s and

diffe

renc

es am

ong

peop

le an

d fam

ilies

SS.48

.2 De

mons

trate

an un

derst

andin

g of s

elf as

part

of a f

amily

(e

.g., p

aren

ts, gr

andp

aren

ts, si

bling

s, ca

regiv

ers)

Cultu

reSS

.48.3

Identi

fy cu

ltura

l cha

racte

ristic

s of s

elf, fa

mily

and c

ommu

nity

(e.g.

, hom

e lan

guag

e, foo

ds, m

odes

of tr

ansp

ortat

ion, s

helte

r, etc.

) SS

.60.2

Demo

nstra

te un

derst

andin

g tha

t ther

e are

simi

laritie

s and

diffe

renc

es am

ong t

he

cultu

ral c

hara

cteris

tics o

f peo

ple, fa

milie

s and

comm

unitie

s (e.g

., lan

guag

es, fo

ods,

art,

custo

ms, m

odes

of tr

ansp

ortat

ion an

d she

lter)

Stra

nd B

: Ear

ly Le

arni

ng ex

perie

nces

will

supp

ort c

hild

ren

to le

arn

abou

t peo

ple a

nd th

e env

ironm

ent.

Powe

r, Auth

ority

and

Gove

rnan

ceSS

.48.4

Demo

nstra

te an

unde

rstan

ding o

f som

e rea

sons

for b

asic

rules

in th

e hom

e, cu

ltura

l com

munit

y and

/or cl

assro

omSS

.60.3

Demo

nstra

te un

derst

andin

g of th

e rea

sons

for r

ules a

nd la

ws in

the h

ome,

cultu

ral c

ommu

nity a

nd/or

clas

sroom

Peop

le, P

laces

and

Envir

onme

ntsSS

.48.5

Demo

nstra

te aw

aren

ess t

hat p

eople

shar

e the

envir

onme

nt wi

th oth

er pe

ople,

anim

als an

d plan

ts an

d hav

e the

resp

onsib

ility t

o ca

re fo

r the

m

SS.60

.4 De

mons

trate

awar

enes

s tha

t peo

ple ha

ve a

resp

onsib

ility t

o tak

e car

e of th

e en

viron

ment

throu

gh ac

tive p

artic

ipatio

n in a

ctivit

ies su

ch as

recy

cling

SS.48

.6 De

scrib

e, dr

aw or

cons

truct

aspe

cts of

the g

eogr

aphy

of th

e cla

ssro

om an

d/or h

ome

SS.60

.5 De

scrib

e, dr

aw or

cons

truct

aspe

cts of

the c

lassro

om, h

ome a

nd/or

comm

unity

(in

cludin

g roa

ds, b

uildin

g, bo

dies o

f wate

r, etc.

)

Civic

Idea

ls an

d Pra

ctice

sSS

.48.7

Partic

ipate

in job

s and

resp

onsib

ilities

at ho

me, c

lassro

om or

co

mmun

itySS

.60.6

Demo

nstra

te an

unde

rstan

ding o

f why

certa

in re

spon

sibilit

ies ar

e imp

ortan

t and

pa

rticipa

te in

fulfill

ing re

spon

sibilit

ies at

home

, clas

sroom

or co

mmun

ity (e

.g., c

leanin

g up,

carin

g for

pets)

Stra

nd C

: Ear

ly Le

arni

ng ex

perie

nces

will

supp

ort c

hild

ren

to d

evelo

p an

und

erst

andi

ng o

f eco

nom

ic sy

stem

s and

reso

urce

s.Ind

ividu

als, G

roup

s and

Ins

titutio

nsSS

.48.8

Demo

nstra

te aw

aren

ess o

f a va

riety

of job

s in t

he

comm

unity

and t

he w

ork a

ssoc

iated

with

them

thro

ugh c

onve

rsatio

n an

d/or p

lay

SS.60

.7 De

mons

trate

awar

enes

s of th

e too

ls an

d tec

hnolo

gies a

ssoc

iated

with

a va

riety

of ro

les an

d job

s; ex

pres

sing i

ntere

st in

differ

ent c

aree

rs

Prod

uctio

n, Di

stribu

tion a

nd

Cons

umpti

onSS

.48.9

Demo

nstra

te be

ginnin

g und

ersta

nding

of co

mmer

ce th

roug

h ex

plorin

g the

roles

of bu

ying a

nd se

lling i

n play

SS.60

.8 De

mons

trate

unde

rstan

ding o

f the b

asic

relat

ionsh

ip of

mone

y for

the p

urch

ase

of foo

d, sh

elter,

good

s and

servi

ces,

movin

g tow

ard a

n und

ersta

nding

of th

e diffe

renc

e be

twee

n wan

ts an

d nee

ds

Scien

ce, T

echn

ology

and

Socie

tySS

.48.10

Und

ersta

nd th

e use

of to

ols, in

cludin

g tec

hnolo

gy, fo

r a

varie

ty of

purp

oses

SS

.60.9

Begin

to be

awar

e of te

chno

logy a

nd ho

w it a

ffects

life

51

Soci

al S

tudi

esN

ote:

Pre

curs

ors

to th

e sk

ills

refle

cted

in s

ocia

l stu

dies

can

be

foun

d in

the

dom

ain

of S

ocia

l and

Em

otio

nal a

nd C

ogni

tion.

3 to 4

year

s4 t

o 5 ye

ars

Lear

ning

P

rogr

essi

onInd

icator

s Th

is is

evide

nt, f

or e

xam

ple, w

hen

child

ren:

Indica

tors

This

is ev

ident

, for

exa

mple

, whe

n ch

ildre

n :St

rand

A: E

arly

Lear

ning

expe

rienc

es w

ill su

ppor

t chi

ldre

n to

und

erst

and

self,

fam

ily an

d a d

ivers

e com

mun

ity.

Indivi

dual

Deve

lopme

nt an

d Ide

ntity

SS.48

.1 Ide

ntify

phys

ical c

hara

cteris

tics o

f self

(e.g.

, eye

s, ha

ir, sk

in,

etc.)

SS.60

.1 De

mons

trate

an un

derst

andin

g tha

t ther

e are

simi

laritie

s and

diffe

renc

es am

ong

peop

le an

d fam

ilies

SS.48

.2 De

mons

trate

an un

derst

andin

g of s

elf as

part

of a f

amily

(e

.g., p

aren

ts, gr

andp

aren

ts, si

bling

s, ca

regiv

ers)

Cultu

reSS

.48.3

Identi

fy cu

ltura

l cha

racte

ristic

s of s

elf, fa

mily

and c

ommu

nity

(e.g.

, hom

e lan

guag

e, foo

ds, m

odes

of tr

ansp

ortat

ion, s

helte

r, etc.

) SS

.60.2

Demo

nstra

te un

derst

andin

g tha

t ther

e are

simi

laritie

s and

diffe

renc

es am

ong t

he

cultu

ral c

hara

cteris

tics o

f peo

ple, fa

milie

s and

comm

unitie

s (e.g

., lan

guag

es, fo

ods,

art,

custo

ms, m

odes

of tr

ansp

ortat

ion an

d she

lter)

Stra

nd B

: Ear

ly Le

arni

ng ex

perie

nces

will

supp

ort c

hild

ren

to le

arn

abou

t peo

ple a

nd th

e env

ironm

ent.

Powe

r, Auth

ority

and

Gove

rnan

ceSS

.48.4

Demo

nstra

te an

unde

rstan

ding o

f som

e rea

sons

for b

asic

rules

in th

e hom

e, cu

ltura

l com

munit

y and

/or cl

assro

omSS

.60.3

Demo

nstra

te un

derst

andin

g of th

e rea

sons

for r

ules a

nd la

ws in

the h

ome,

cultu

ral c

ommu

nity a

nd/or

clas

sroom

Peop

le, P

laces

and

Envir

onme

ntsSS

.48.5

Demo

nstra

te aw

aren

ess t

hat p

eople

shar

e the

envir

onme

nt wi

th oth

er pe

ople,

anim

als an

d plan

ts an

d hav

e the

resp

onsib

ility t

o ca

re fo

r the

m

SS.60

.4 De

mons

trate

awar

enes

s tha

t peo

ple ha

ve a

resp

onsib

ility t

o tak

e car

e of th

e en

viron

ment

throu

gh ac

tive p

artic

ipatio

n in a

ctivit

ies su

ch as

recy

cling

SS.48

.6 De

scrib

e, dr

aw or

cons

truct

aspe

cts of

the g

eogr

aphy

of th

e cla

ssro

om an

d/or h

ome

SS.60

.5 De

scrib

e, dr

aw or

cons

truct

aspe

cts of

the c

lassro

om, h

ome a

nd/or

comm

unity

(in

cludin

g roa

ds, b

uildin

g, bo

dies o

f wate

r, etc.

)

Civic

Idea

ls an

d Pra

ctice

sSS

.48.7

Partic

ipate

in job

s and

resp

onsib

ilities

at ho

me, c

lassro

om or

co

mmun

itySS

.60.6

Demo

nstra

te an

unde

rstan

ding o

f why

certa

in re

spon

sibilit

ies ar

e imp

ortan

t and

pa

rticipa

te in

fulfill

ing re

spon

sibilit

ies at

home

, clas

sroom

or co

mmun

ity (e

.g., c

leanin

g up,

carin

g for

pets)

Stra

nd C

: Ear

ly Le

arni

ng ex

perie

nces

will

supp

ort c

hild

ren

to d

evelo

p an

und

erst

andi

ng o

f eco

nom

ic sy

stem

s and

reso

urce

s.Ind

ividu

als, G

roup

s and

Ins

titutio

nsSS

.48.8

Demo

nstra

te aw

aren

ess o

f a va

riety

of job

s in t

he

comm

unity

and t

he w

ork a

ssoc

iated

with

them

thro

ugh c

onve

rsatio

n an

d/or p

lay

SS.60

.7 De

mons

trate

awar

enes

s of th

e too

ls an

d tec

hnolo

gies a

ssoc

iated

with

a va

riety

of ro

les an

d job

s; ex

pres

sing i

ntere

st in

differ

ent c

aree

rs

Prod

uctio

n, Di

stribu

tion a

nd

Cons

umpti

onSS

.48.9

Demo

nstra

te be

ginnin

g und

ersta

nding

of co

mmer

ce th

roug

h ex

plorin

g the

roles

of bu

ying a

nd se

lling i

n play

SS.60

.8 De

mons

trate

unde

rstan

ding o

f the b

asic

relat

ionsh

ip of

mone

y for

the p

urch

ase

of foo

d, sh

elter,

good

s and

servi

ces,

movin

g tow

ard a

n und

ersta

nding

of th

e diffe

renc

e be

twee

n wan

ts an

d nee

ds

Scien

ce, T

echn

ology

and

Socie

tySS

.48.10

Und

ersta

nd th

e use

of to

ols, in

cludin

g tec

hnolo

gy, fo

r a

varie

ty of

purp

oses

SS

.60.9

Begin

to be

awar

e of te

chno

logy a

nd ho

w it a

ffects

life

Stra

nd D

: Ear

ly Le

arni

ng ex

perie

nces

will

supp

ort c

hild

ren

to u

nder

stan

d ch

ange

ove

r tim

e.3 t

o 4 ye

ars

4 to 5

year

sTim

e, Co

ntinu

ity an

d Cha

nge

SS.48

.11 D

emon

strate

a ba

sic un

derst

andin

g of s

eque

nce o

f eve

nts

and t

ime p

eriod

s (e.g

., usin

g ter

ms su

ch as

time o

f day

, yes

terda

y, tod

ay an

d tom

orro

w)

SS.60

.10 D

emon

strate

a be

ginnin

g und

ersta

nding

of pa

st, pr

esen

t and

futur

e as i

t rela

tes

to on

e’s se

lf, fam

ily an

d com

munit

y

SS.48

.12 D

emon

strate

a be

ginnin

g und

ersta

nding

of ch

ange

over

tim

e thr

ough

disc

ussin

g top

ics su

ch as

their

own g

rowt

h and

how

they h

ave c

hang

ed

SS.60

.11 D

emon

strate

a be

ginnin

g und

ersta

nding

of ch

ange

over

time t

hrou

gh di

scus

sing,

repr

esen

ting o

r play

ing, a

bout

expa

nding

topic

s suc

h as t

heir o

wn gr

owth

and f

amily

his

tory