Connecticut Early Learning and Development Standards - · PDF file3 I am pleased to introduce the Connecticut Early Learning and Development Standards (CT ELDS) which serve as the

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What children, birth to five, should know and be able to do

Connecticut’s Early Learning and Development Standards were developed to help families, communities and schools

work together to support children’s early learning and growth.

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April 2014 Photos taken at the Connecticut Early Childhood Block Party in Hartford’s Bushnell Park on August 24, 2013, courtesy of Leah Grenier (cover photo and pages 4, 5, 6 and 10) CT ELDS logo design by Andrea Wadowski, Connecticut State Department of Education.Document design and layout by EASTCONN Communications, Hampton, Connecticut.

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I am pleased to introduce the Connecticut Early Learning and Development Standards (CT ELDS) which serve as the foundation for supporting ALL young children in Connecticut, no matter where they live, play and learn. The CT ELDS are statements of what children from birth to age five should know and be able to do across the earliest years of development.

The learning progressions within the Connecticut Early Learning and Development Standards promote:

• Equity for all children, through the setting of high, but appropriate, expectations;• High-quality early learning experiences, by providing clear goals and trajectories of

learning;• Provision of individual support, based on each child’s growth and development;• Families’ understanding of what their children are learning and how they can support them;• Teachers’ understanding of age-appropriate content and approaches to children’s learning;

and,• Communication across sectors, based upon these common goals for children.

The CT ELDS were developed through the work of the Connecticut Early Childhood Education Cabinet and its Learning Standards Workgroup. In addition, over 100 state and national experts participated in some way during the development process, helping to ensure a strong and comprehensive set of learning standards.

ALL CHILDREN,IN ALL SETTINGS,EVERY YEAR

Connecticut’s vision is that all young children will have high-quality learning experiences, across all types of settings, and that children’s growth and development will be supported across every year of their lives. The CT ELDS serve as a foundation for achieving this vision as they provide the basis for planning learning environments, supporting individual children and communicating around common goals.

Myra Jones-Taylor, Ph.D.Executive Director, Connecticut Office of Early Childhood

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Table of Contents

Guiding Principles ....................................................................................................pages 5-6

Organization of the Document ..................................................................................pages 7-9

Fostering Competent Learners — Essential Dispositions ........................................page 10

Domain Wheel ..........................................................................................................page 11

Action Guides: What Can I Do to Support Early Learning and Development? .......pages 12-20

The Early Learning and Development StandardsCognition .............................................................................................................pages 22-25Social and Emotional Development ....................................................................pages 26-30Physical Development and Health .......................................................................pages 31-34Language and Literacy ........................................................................................pages 35-40Creative Arts ........................................................................................................pages 41-43Mathematics .........................................................................................................pages 44-46Science .................................................................................................................pages 47-49Social Studies ......................................................................................................pages 50-51

Dual Language Development Framework ................................................................pages 52-54

AppendixA: CT ELDS to Common Core State Standards Alignment — ELA.................pages 55-58B: CT ELDS to Common Core State Standards Alignment — Mathematics ...pages 59-61 C: Connecticut Early Learning & Development Standards (CT ELDS)

Development Process ....................................................................................pages 62-64D: CT Early Childhood Education Cabinet: Early Learning Standards Workgroup ...........................................................page 65E: Alignment, Drafting and Revision Process Participants ...............................pages 66-67F: References .....................................................................................................pages 68-71

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range at any point in time. All children within an age range should not be expected to gain a particular skill at the same time. Variation in the growth and development of skills and competencies applies to all young children regardless of age, ability, developmental status or special health care needs. Respect and support for individual differences in achieving learning outcomes should be a cornerstone of early learning.

g Develop and learn within the context of their family and culture. Each child’s family and culture lays the foundation of who they are and how they learn and grow.

Families:g Are the primary caregivers and educators

of young children. Families lay the foundation for their children’s success, through their relationship with their children and by providing experiences that are critical for their children’s growth and development.

g Are critical partners in all early learning environments. It is important for families to be actively engaged with their child’s early care and education. Ongoing communication and an active partnership are necessary to ensure positive outcomes; therefore, families must be supported as partners in all early learning environments.

Guiding Principles

All children benefit from rich learning environments in homes, communities and early care and education settings. Connecticut’s Early Learning and Development Standards provide the basis for supporting children’s growth and development across settings. The following principles guided the work on the early learning and development standards.

The guiding principles are grouped into four broad categories: Young Children, Families, Early Learning Environments and Communities. The first category, Young Children, addresses what is known about young children’s learning and development. The other categories address the roles and responsibilities of families, early childhood environments and communities in supporting children’s health, learning and development.

These principles must be considered when this document is used to support children in any early learning environment. Although this document articulates learning standards for children from birth to age 5, these same principles apply throughout the early elementary years.

Young Children: g Are capable and competent. All children are

capable of achieving positive early learning and developmental outcomes. There should be high expectations for all young children, regardless of their background, experience, language or developmental status.

g Learn best when their basic needs are met. Basic needs of young children include health (physical, mental and oral), safe and nurturing environments, positive social relationships, a sense of belonging and sound nutrition. If these basic needs are not met, a child’s growth and development will be affected.

g Are unique in their growth and development. Each child will demonstrate knowledge, skills and abilities within a broad

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Early Learning Environments: g Support young children to learn in the

context of relationships. Positive interactions and sustained relationships with family members, caregivers, teachers and other children provide the foundation for learning. Every child, including those with social, emotional or behavioral challenges, should be provided the supports and services necessary to promote ongoing positive relationships with peers and adults.

g Reinforce the importance of the cultural context of young children, families and communities. Cultural context influences behavioral expectations, personal preferences, relationships and sense of self. It is imperative that each child’s culture be respected and honored.

g Provide opportunities for active exploration. Young children construct their own understanding of the world around them through exploration and engagement with a variety of materials, experiences and interactions with both peers and adults. Every child should be provided the opportunity to actively explore, engage and interact by providing the supports necessary to ensure a child’s full and active participation within an environment.

g Provide meaningful inclusion of children with special needs. Participation in these inclusive settings may require individualized modifications, adaptations and/or support services designed to provide each child with opportunities to benefit from inclusion in an early learning environment.

g Provide experiences that are relevant and integrated across domains of development. Developmental domains and content areas are highly interrelated. Children learn best when experiences incorporate multiple domains. Children with special health care needs, delays or disabilities should be provided the individualized supports needed to promote positive developmental outcomes in all areas.

g Intentionally promote the development of skills and knowledge. Planning and decision-making should be based upon research and best practices related to how young children grow and develop.

g Provide opportunities for children to benefit from diversity. Diversity (e.g., culture, ability, socioeconomic status, family constellation) provides opportunities for children to learn about the broader world.

g Support children’s language development in their primary language. Children’s success in their primary language supports their growth and development across all domains, including acquisition of a second language. Early learning environments may provide opportunities for children to use their primary language and should support families in speaking and reading to their children in the language(s) they prefer.

Communities:g Believe that all children deserve high-

quality early learning experiences. They value families and invest in systems that support young children, families and early learning environments.

g Offer a variety of resources that support early growth and development. Thriving communities provide supports for children and families, including medical, social and educational opportunities for children, families and caregivers.

g Strategically plan to meet the needs of children and families. They plan together using information relevant to the unique circumstances in their community. This includes facilitating smooth transitions within and between programs and settings.

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Organization of the Document

Connecticut’s Early Learning and Development Standards are statements of what children should know and be able to do from birth to age 5. These guidelines are intended to inform families, teachers, caregivers and other professionals about common developmental and learning progressions, so that they can work together to better support children’s early learning and growth. These standards are intended to serve as a guide for considering the steps in children’s development and to plan ways to support children in continued growth.

Domain Action Pages: What Can I Do to Support Early Learning and DevelopmentFor each area of development (domain) there is a general information page that includes a brief description of the domain and strategies to support infants and toddlers as well as preschoolers.

The StandardsThe CT ELDS are organized by domain. There are eight domains in the document: Social and Emotional Development, Physical Health and Development, Language and Literacy, Creative Arts, Mathematics, Science, Cognition and Social Studies.

Domain: A general area of growth and development

Strand: Sub-categories within each domain

Learning Progressions: A series of skills and abilities that build upon each other as children grow and learn

Indicators: Examples of what children should know or be able to do at the end of each of the age ranges along the learning progression

Numbering: Each strand is assigned a letter designation within a domain. The indicators are numbered, using an abbreviation for the domain name, the number corresponding to the age in months at the end of the age range and the number of the indicators in sequence for that age range. For example, L.24.3 refers to 3rd indicator for the 18-24-month range in the Language and Literacy Domain.

Age RangesThe CT ELDS are grouped into age ranges, with the examples representing skills, dispositions or knowledge typical for the end of the age range for each domain. However, children develop at varying rates and may not demonstrate every example included in the CT ELDS or may demonstrate them with some variation in timing. While a pattern of skills that is not consistent with a child’s age may raise some questions, the CT ELDS is not a screening or assessment tool. Concerns about a child’s development may suggest a referral for further assessment or possible support services; however, this document is not designed as a tool for identifying children for referrals, services, or to make decisions about appropriate programs or placements. Instead, this tool is designed to support caregivers and professionals as they consider precursors and next steps, and to determine the environmental supports, activities and adult strategies that will help children to grow and learn.

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Integrated LearningThe domains and strands within the CT ELDS reflect common areas of research and evidence-based practices. Although you may see other documents or resources that break down what children should know and be able to do into categories different from the CT ELDS, the structure and content of these standards are consistent with what is known about child development.

Children do not learn skills in these domains, strands or learning progressions in isolation, but it is helpful to think about growth across these areas to make sure that support is provided for the wide variety of skills children are learning. When planning early learning experiences, families and early care and education professionals should consider what is meaningful and engaging for young children and how skills from a variety of areas can be integrated into children’s play.

Creative Arts

0-6 months 6-12 months 12-18 Months 18-24 MonthsLearning Progression

IndicatorsThis is evident, for example, when children:




Strand: Early learning experiences will support children to engage in and enjoy the arts.

Music CA.6.1 React to music by turning to a sound source, cooing in response, wiggling or moving, soothing one’s self, etc.

CA.12.1 Show interest in singing, moving, and dancing, using their body

CA.18.1 Use instruments to explore rhythm and melody

CA.24.1 React to changes in music by joining in with more extended segments of familiar music, using voice, physical gestures and/or instruments

Domain Name

Age Range

Strand

Indicator

LearningProgression

Supplemental Dual Language Development FrameworkIn addition to the information for each domain, this document includes a Supplemental Dual Language Development Framework for use in supporting children who are learning multiple languages. This supplement is not applicable to all children, but rather is designed to raise awareness of the typical stages of acquiring a second language.

Intentionally Supporting Growth and Development The CT ELDS provide the basis for planning learning environments, supporting individual children and communicating around common goals. They do not exist in isolation and must be used in conjunction with guidance on effective strategies and/or appropriate assessment tools. A cycle of intentional teaching is composed of planning experiences to support children’s development, gathering information about how they are progressing and adjusting what is being done to support them based upon this information.

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Creative Arts

0-6 months 6-12 months 12-18 Months 18-24 MonthsLearning Progression





Strand: Early learning experiences will support children to engage in and enjoy the arts.

Music CA.6.1 React to music by turning to a sound source, cooing in response, wiggling or moving, soothing one’s self, etc.

CA.12.1 Show interest in singing, moving, and dancing, using their body

CA.18.1 Use instruments to explore rhythm and melody

CA.24.1 React to changes in music by joining in with more extended segments of familiar music, using voice, physical gestures and/or instruments All adults who support young children are “teachers,”

although their planning, observation and assessment may involve differing levels of detail. Teachers in a classroom environment might develop detailed learning experience plans and use formal assessment tools. A family is also engaging in a cycle of intentional teaching when they take their child to the playground to develop gross-motor skills, observe that she cannot yet climb the stairs to the slide and then help her learn this skill. By being intentional, adults can make sure that they are supporting children in meaningful ways.

Assessment An assessment tool aligned to the CT ELDS should be used to determine how children are progressing across these domains of development. Two types of tools, with different purposes, are appropriate for use in conjunction with the CT ELDS:

Developmental Screenings are tools designed to be brief surveys of children’s abilities and are used to determine if further assessment is necessary. (Note: The Ages and Stages Child Monitoring Program offers a developmental screening process that can be accessed by calling the Child Development Infoline at 1-800-505-7000.)

The Cycle of Intentional Teaching

Formative Assessments are tools designed to determine how children are progressing in the development of certain abilities, so that further support can be planned (e.g., curriculum, instruction, family activities and adult support).

The CT ELDS are not a screening or assessment tool.

CommunicationCommunication between all of the adults supporting children is critical. The CT ELDS provide a common language to communicate about children’s skills and progress and to plan supports. The Action Guides include general information about each area of development and evidence-based strategies to support infants and toddlers and preschoolers. The more detailed strands and learning progressions for each domain will support more in-depth discussion and planning.

By using these CT ELDS as part of a thoughtful process, families and early care and education professionals can work together to ensure that children are eager and ready to learn and grow.

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Fostering Competent Learners: Essential Dispositions

Across all ages and domains, early learning experiences will support children to:

g Be creative Support young children’s growth and development by encouraging creative thinking and novel approaches to solving problems. Children should have opportunities to create, express themselves in a variety of ways and approach problems from new perspectives. The focus of early learning experiences should be on the process instead of the product, promoting learning, exploring and thinking over achieving a specific result or answer.

g Be inquisitive Encourage children to explore, seek new information and ask questions. Children should feel comfortable questioning information, testing out new ideas and simply playing with materials

in new and unusual ways. Those supporting young children’s growth and development should create safe environments in which children can explore and experiment.

g Be flexible Foster children’s ability to adapt to new situations, to be flexible in their responses and to actively engage in new environments. Exposure to new ideas, environments and situations in meaningful ways can promote resilience.

g Be critical thinkers Encourage children to use critical thinking skills to help them organize and use the great amount of information available today. Those supporting young children’s growth and development should promote an understanding of the concepts behind specific skills (e.g., understanding quantity as well as learning the sequence of counting), provide opportunities to engage in higher-order thinking skills and encourage children to question the accuracy of information they receive.

g Be purposeful and reflective Promote children’s engagement in purposeful action. Very young children should be actively involved in play and will benefit from reminders of the results of their actions. Three- and four-year-olds should play an active role in planning experiences, setting goals and celebrating accomplishments. They should be encouraged to be reflective and to learn from mistakes.

g Be social learners Social interactions form the basis for children’s learning. Encourage children to interact with adults and peers, ask questions and jointly solve problems. Those supporting young children’s growth and development should provide opportunities to learn through cooperative experiences with adults and children.

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Domain Wheel

Birth to 3 years

3 to 5 years

Kindergarten to grade 3

Healthy & Balance

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Early Scien>fic Inquiry

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Early Learning and Development Domains with Alignment to K-‐3

Standards

0-‐3

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K-‐3

* The supplemental Dual Language Development Framework applies to children learning mul9ple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote con9nued bi-‐lingual development.

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*The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development.

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Action Guides: What Can I Do

To SupportEarly Learning

and Development?

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CognitionMaking sense of the world, staying with something

and working hard to solve problems

What adults can do...

Infants and Toddlers

Pretend with your child. Pretend a banana is a phone or feed a doll.

Give your child choices. Let your child choose a snack or what to wear.

Give your child lots of different experiences. Explore your neighborhood parks, libraries and museums. Play with things that are used in different ways (to make sounds, build, etc.)

Show your baby how things work. “Look at how the car rolls.”

Play games that involve back-and-forth. As your child gets older, help them wait for a short time.

Preschoolers

Use everyday routines to notice patterns. Point out familiar routines (first we wash hands, then we eat).

Sort and categorize throughout the day. Picking up toys and laundry are great sorting activities.

Wonder with your child. “I wonder if it’s going to rain today.” Encourage your child to ask questions.

Point out and use symbols. Encourage your child to recognize and name signs and symbols.

Support your child to finish things they start. Help them plan and stick with things for longer periods of time.

Encourage• Exploring

• Asking Questions and Making Choices• Pretending and Having Fun

• Remembering • Trying New and Difficult Things

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Social & Emotional DevelopmentUnderstanding yourself, your feelings and how to play with other people



Spend time holding, talking and playing with your baby. Caring contact builds a strong relationship.

Comfort your baby when he cries. This helps your baby feel secure and learn how to calm down.

Talk about your baby’s actions, feelings and body. This will help your baby learn about themselves.

Have family routines. Routines help babies feel safe.

Preschoolers

Let your child do some things on their own. Support them to do new things and solve problems.

Talk to your child about feelings. Help them find ways to calm themselves.

Help your child understand routines. Be sure to say goodbye when you leave

your child.

Make time to play with other children. Go to the park, have playdates or join a playgroup.

Encourage• Caring

• Affection• Relationships

• Safety and Security

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Physical Health & DevelopmentLearning to take care of yourself and to do things with your

body and hands so that you grow strong and healthy



Lay your baby on their tummy while they are awake. “Tummy time” helps build strong muscles.

Talk while you take care of them. Have them be a part of healthy routines such as waking up, eating and dressing.

Encourage exploring objects with their hands. Give them small, but safe, items to use with their hands.

Make sure they are healthy. Children who get enough rest and healthy food learn better.

Preschoolers

Find a time and place for your child to run and play. Running, jumping and climbing help build strong muscles and bones.

Have your child take part in self-care. Talk to them about why being clean is important; show them how to use buttons and zippers, etc.

Offer your child healthy food choices. Talk about healthy food and eating a variety of good things.

Make sure they get enough rest. Preschoolers need 11-13 hours of sleep each day to stay healthy and learn.

Encourage• Healthy Eating

• Physical Activity• Helping with Self-care

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Language & LiteracyCommunicating using your body, language, signs and written communication



Share books everyday. Read stories at bedtime or when riding on the bus.

Talk and sing with your baby. Encourage them to “sing” and “talk” too.

Respond to your baby’s noises. Repeat the noises they make or comment, “You sound happy.”

Help them learn new words by naming and describing what you see. “I see a shiny, silver mirror.”

Read books to your childEVERY DAY!

Preschoolers

Show interest in what your child is saying. Look at them when they talk and comment on what they’re saying.

Ask questions that make them think. When reading a story ask, “What do you think will happen next?”

Talk to your child about what happens during the day. Talk about what you do together and ask about what happens when you are apart.

Let them practice “writing.” Ask them to draw a picture or make a list, even if they use shapes instead of letters.

Read books to your childEVERY DAY!

Encourage• Interacting with people

• Gesturing, making noise and talking• Enjoying books, songs and writing

• Expressing ideas, needs and feelings• Writing

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Creative ArtsEnjoying music, dance and art and expressing yourself in these ways



Play music for your child. Describe the music and how it makes you feel.

Sing to your child. Move to the music while you’re singing.

Show your child pictures. Talk about the picture, what’s in it, its colors, the shapes...

Encourage your child to create. Give children art supplies that are appropriate and safe.

Preschoolers

Display your child’s art work. Talk about what they did to make it.

Give your child space to move to music. Play music with different beats and styles.

Encourage your child to be creative. Don’t worry about what the project looks like.

Expose them to the arts. Watch dancing, look at paintings, listen to music, read books about art, theater and music.

Encourage• Listening and dancing to music

• Describing art and music• Looking at pictures

• Being creative• Making music and art

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MathematicsUnderstanding numbers and how to use them,

counting, patterns, measuring and shapes



Use words that describe how much. Talk about wanting more or having one or two of something.

Talk about shapes. Describe everyday things such as food, toys, or household items, saying things like, “Your plate is a circle.”

Compare sizes. Use words such as big, little, long and short.

Use math words. Talk about adding one, taking away, dividing something.

Preschoolers

Count things. Count how many steps it takes to get somewhere, how many pieces of fruit you buy at the store, etc.

Cook together. Let your child help measure and count what goes into the recipe.

Sort and match. Match clothes, sort silverware, play with shape sorters.

Compare size, shape and position. Talk to your child about where things are, measure and compare sizes and talk about the shape of everyday items.

Encourage• Counting

• Measuring• Comparing

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ScienceUnderstanding the world around us,

including living things, the earth and space and energy



Be excited about their discoveries. Point out the things they see, hear or feel. “You saw the bird fly down from the nest to get food for its babies! Wasn’t that exciting?”

Answer their questions. Encourage them to ask about things they want to know.

Make sure they have many different kinds of experiences. Find opportunities to explore new places, see nature and investigate.

Preschoolers

Give them toys that they can use to explore. Boxes, balls, ramps, bubbles, magnets, containers, magnifying glasses, etc.

Grow things. Plant seeds and talk about what will happen and what seeds need to grow.

Go outside. Look at the sky, trees, plants, animals...collect things and talk about them.

Ask questions. “What do you think will happen next?” “What do you see?”

Encourage• Exploring

• Experimenting• Investigating

• Learning about Living Things

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Social StudiesUnderstanding the world and knowing about the people in it.

This starts with knowing about your family, then the community and world.



Help them learn about themselves. Children need to learn about their own bodies, their family and their feelings so they can learn about others.

Talk about family. Talk about who is a part of your family and about other people’s families.

Talk about the places you go. Children will learn about the community when you talk about the store,the library, the park, etc.

Preschoolers

Point out where things are in the community. Draw maps of your home or school.

Talk about how people are the same and different. Help your child to appreciate people who are different from them.

Talk about when you were little. Children love to hear stories and can begin to learn about time and history.

Play “store.” Children can learn about buying and selling through play.

Encourage• Understanding family

• Hearing stories about the past• Recognizing how people are the

same and different

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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 B

: 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 C

: 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 C

: 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 D

: 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 D

: 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 E

: 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 E

: 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

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52

Dual Language Development Framework: Learning Progressions for Second Language Acquisition

This is a basic framework for considering development of second language learning and was developed as a supplement to the Connecticut Early Learning and Development Standards. It is necessary to consider informa-tion about children’s language development in all languages they are learning when looking at their skills and progress in other developmental domains and content areas. The Language and Literacy domain applies to all students and reflects what children should know and be able to do in their first or primary language(s). Although learning multiple languages may impact the timing of some development in the Language and Literacy domain, the learning progressions in that domain are considered the primary language and literacy acquisition standards. This section is not applicable to all students, but rather is designed to raise awareness of the typical stages of acquiring a second language. It shows a general progression of skills, loosely based on a child with some initial experiences in a first language (L1), who is receiving continued support of language and academic development in L1 at the same time he/she is learning a second language (L2). The general progression in the document is shown below.

BeginningHome language and first

experiences with second language

Middle Beginning use of

second language

LaterIncreasing use of second language

There is wide variation in the experiences and skills of children who are learning a second language. The degree to which children’s use of their first or second language is supported at home and in other environments has a great impact on their language development, as does the age at which they begin to learn a second language. Children with different experiences and varying exposure to languages may vary from the developmental pro-gression indicated in this document. Some examples are:

• Children who learn two languages at home on a continuing basis from birth may develop similar skills in both languages at the same time.

• Children with strong verbal skills in L1 may move from the beginning stages to later stages more quickly than a child who is very young or who has not had strong language models in L1.

• Children whose school experiences are provided in L2 may begin to demonstrate stronger skills in L2 than in L1 if their academic knowledge, vocabulary and expression of higher order thinking are not supported in L1.

All of these variables should be considered when looking at children’s language and literacy development. This document can serve as a basis for considering a child’s skills when they are learning a second language or when their home language is different from that learned at school.

Research widely supports the advantages of learning multiple languages and shows that greater skills in a first language support the development of skills in a second language. Therefore, this document promotes continu-ing support for children’s language development in their first language. While the supports for first and second language development may not occur in the same settings, communication and coordination to ensure common goals across settings will help to ensure the best outcomes for children.

53

Dual Language Development Framework

Learning Progression

Beginning Home Language and first experi-

ences with second language

MiddleBeginning use of second language

LaterIncreasing use of second Language

Strand A: Early learning experiences will support children to develop listening skills.Comprehension of Information Presented Orally

DLL.B.1 Demonstrate an under-standing of words related to basic and advanced concepts in L1 that are appropriate for their age. May understand a few words in L2

DLL.M.1 Demonstrate listening com-prehension of familiar information and concepts in L2, especially with visual and verbal supports (e.g., repetition of information, clarification)

DLL.L.1 Demonstrate listening comprehension of familiar and unfamiliar content and concepts in L2 with continued and appropriate support (including the use of contextual clues, real expe-riences, concrete objects, visual/films, etc.)

Comprehension of Oral Instruc-tions, Questions and Prompts

DLL.B.2 Respond to directions, prompts and questions in L1 and acknowledge or respond nonver-bally to common words or phrases in L2 when accompanied by gestures and contextual cues

DLL.M.2 Begin to respond to age ap-propriate routine directions, prompts and familiar questions in L2, especial-ly when there are contextual clues

DLL.L.2 Respond to age appropriate directions, prompts and questions in L2, including multi-step directions with continued and appropriate support (including the use of contextual clues, real experiences, concrete objects, visual/films, etc.)

Vocabulary DLL.B.3 Demonstrate growing vocabulary in L1 while beginning to attend to L2 language, relying on simplified speech and visual or nonverbal cues or the actual objects

DLL.M.3 Demonstrate understanding of familiar words and simple phrases in L2, especially objects, actions and basic common social vocabulary

DLL.L.3 Comprehend and respond to increas-ingly complex and varied L2 vocabulary with continued and appropriate support (including the use of contextual clues, real experiences, concrete objects, visual/films, etc.)

Pronunciation and Intonation Patterns

DLL.B.4 Demonstrate an age-ap-propriate understanding of intona-tion patterns in L1 and recognize a couple of basic patterns in L2 (e.g., intonation used for question versus statement in English)

DLL.M.4 Respond appropriately to an increasing number of basic intona-tions patterns in L2 (e.g., can follow and use intonation of songs with or without the correct words)

DLL.L.4 Distinguish intonation patterns and word stress that affect meaning in questions, state-ments, exclamations and commands in L2; May still demonstrate difficulty hearing some sounds

Conversations and Discussions

DLL.B.5 Demonstrate active listening strategies about personal topics by attending to the speaker nonverbally, making eye contact (if culturally relevant) and attending to gestures

DLL.M.5 Use age-appropriate listen-ing strategies during conversations and discussions, asking on-topic questions with support

DLL.L.5 Attend to speaker during conversation and discussion in L2, responding appropriately with continued and appropriate support (includ-ing the use of contextual clues, real experiences, concrete objects, visual/films, etc.)

Strand B: Early learning experiences will support children to develop speaking skills.Communication of Needs

DLL.B.6 May use L1 or L2 to attempt to communicate. In L2 dominant environments may rely on nonverbal communication, such as gestures or behaviors, to seek attention, request objects or initiate a response from others

DLL.M.6 Combine nonverbal and some verbal communication in L2 to be understood by others (may use L1 and L2 in combination or may use imitative, telegraphic and/or formulaic speech); Request items in L2. May use social greetings and common phrases (e.g., “I don’t know”) in L2

DLL.L.6 Show increasing ability to use verbal communication in L2 to be understood by others. Demonstrate increased participation in conver-sations with peers and adults

Conversation and Discussion

DLL.B.7 Use L1 during language exchanges and use basic non-verbal communication techniques such as gestures, etc. May occa-sionally use single words in L2 to communicate

DLL.M.7 Use both L1 and L2 to engage with peers/adults, request or respond. May use L1 and L2 interchangeably (code-switching) and engage in age-appropriate social discussions

DLL.L.7 Demonstrate ability to engage in age-appropriate conversations in L2 on a variety of topics

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Pronunciation and Intonation

DLL.B.8 Produce age-appropriate sounds and phonemic structures in L1. May apply L1 patterns when using single words or short phrases in L2

DLL.M.8 Use approximations of sounds and some age-appropriate sounds in L2 but may still carry pronunciation patterns from L1. May add or omit sounds in L2 even when repeating after a model

DLL.L.8 Generally use age-appropriate pronun-ciation, enunciation, intonation and fluency in L2 but may still carry pronunciation patterns from L1

DLL.M.9 Use age-appropriate pronunciation, enunciation, intonation and fluency using words, phrases and simple sentences when repeating after a model

Grammar and Syntax

DLL.B.9 Use age-appropriate grammar in L1 (e.g., plurals, simple past tense, etc.). May apply L1 patterns when using single words or short phrases in L2

DLL.M.10 Begin to use some L2 grammatical structures but may still apply rules from L1 to L2

DLL.L.9 Increasingly use age-appropriate forms of grammar in L2, (e.g., plurals, simple past tense, subject-verb agreement)

Social Conventions

DLL.B.10 Use age-appropriate social communication skills in L1. May apply L1 conventions when using single words or short phrases in L2

DLL.M.11 Show a beginning under-standing of social conventions in L2

DLL.L.10 Use age-appropriate verbal and non-verbal social conventions in L2

Vocabulary Production

DLL.B.11 Use age-appropriate vocabulary in L1 and begin to use and demonstrate understanding of (through nonverbal communication or gestures) basic, concrete labels in L2

DLL.M.12 Begin to use L2 vocabu-lary, especially concrete objects and routine verbs. Also begin to use social greetings and common phrases/words and appropriate nonverbal actions that indicated understanding of com-mon phrases/words

DLL.L.11 Use age-appropriate and varied vocabulary in a variety of contexts with contin-ued and appropriate support (including the use of contextual clues, real experiences, concrete objects, visual/films, etc.)

Utterance Length and Complexity

DLL.B.12 Use age-appropriate range of utterance length in L1 and may use isolated words in L2

DLL.M.13 Use two and three word utterances in L2 while continuing to expand utterance length and com-plexity in L1

DLL.L.12 Use age-appropriate utterance length in L2 with increasing use of more complex grammat-ical structures and a wider variety of elements of speech (e.g., descriptors, pronouns, etc.)

Academic Information (in-quiry, narrative development)

DLL.B.13 Prefer use of L1 to engage in learning and exploration across developmental domains or content areas (e.g., ask and answer age appropriate questions related to science and math, identi-fies emotions, retells stories, etc.)

DLL.M.14 Begin to use L2 to engage in inquiry and learning experiences; may rely on students that share common L2 for understanding and learning. Need concrete experiences to acquire understanding and make connections to L1, prior experiences and known concepts

DLL.L.13 Are able to use L1 or L2 in a range of learning and exploratory contexts with continued ongoing support in L1 and L2

Strand C: Early learning experiences will support children to develop early literacy skills. Note: These progressions apply to children approximately3-5 years of age.Vocabulary, Symbols and Environmental Print

DLL.B.14 Begin to recognize that symbols (classroom, home or com-munity) in the environment carry a consistent meaning in L1 or L2

DLL.M.15 Recognize in the environ-ment (classroom, home or communi-ty) some familiar symbols, words and print labels in L1 or L2

DLL.L.14 Recognize in the environment (classroom, home or community) an increasing number of familiar symbols, words and print labels in L2

Connect written text and spoken language

DLL.B.15 Begin to recognize the first letter in their own name or the character for their own name in L1 or L2

DLL.M.16 Identify some letters or characters in L1 and L2 and the sounds associated with them

DLL.L.15 Begin to demonstrate that the letters or characters of the L2 alphabet or system are symbols that make up or represent words

Phonemic awareness

DLL.B.16 Attend to and experiment with different sounds or tone in words in L1

DLL.M.17 Attend to and experiment with different sounds or tone in words in L1 and L2 with support

DLL.L.16 Experiment with and vary sounds in words in L1 and L2 (e.g., manipulating onsets, rimes and phonemes to create rhymes, allitera-tion, etc.)

Written language DLL.B.17 Begin to demonstrate an awareness that written language can be in L1 or L2

DLL.M.18 Begin to use marks or sym-bols to represent spoken language in L1 or L2

DLL.L.17 Continue to develop beginning writing skills by using letters or symbols from L2 to represent their ideas

55

Language and Literacy Early Learning and Development Standards Common Core State Standards in English Language Arts3 to 4 years 4 to 5 years Kindergarten

Strand A: Understand Language (Receptive Language)Word Comprehension

L.48.1 Understand words or signs for objects, actions and visible attributes found frequently in both real & symbolic contexts

L.60.1 Understand an increasing variety and specificity of words for objections, actions and attributes en-countered in both real and symbolic contexts

CC.K.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content CC.K.L.4.a Identify new meanings for familiar words and

apply them accurately (e.g., knowing duck is a bird and learning the verb to duck)

CC.K.L.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word

CC.K.L.5 With guidance and support from adults, explore word relationships and nuances in word meanings CC.K.L.5.a Sort common objects into categories (e.g.,

shapes, foods) to gain a sense of the concepts the cate-gories represent

CC.K.L.5.b Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms)

CC.K.L.5.c Identify real-life connections between words and their use (e.g., note places at school that are colorful)

CC.K.L.6 Use words and phrases acquired through conver-sations, reading and being read to, and responding to texts

L. 60.2 Determine the meanings of unknown words/concepts using the context of conversations, pictures or concrete objects

Language Comprehension

L.48.2 Understand increasingly complex sentences that include 2 to 3 concepts (e.g., “Put the blue paper under the box.”)

L.60.3 Understand increasingly complex sentences that include 2 to 3 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”)

Strand B: Use language (Expressive language)Vocabulary L.48.3 Use accepted

words for objects, actions and attributes encountered frequent-ly in both real and symbolic contexts

L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes en-countered in both real and symbolic contexts

L.48.4 Use simple pronouns (I, me, you, mine, he, she)

L.48.5 Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transporta-tion, race or jog)

L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs)

Expressing Ideas, Feelings and Needs

L.48.6 Communicate about current or removed events and/or objects

L.60.6 Use more complex words to describe the relationships between objects and ideas (e.g., position words such as under, beside and comparative words such as bigger or longer)

CC.K.SL.4 Describe familiar people, places, things and events and, with prompting and support, provide additional detailCC.K.SL.5 Add drawings or other visual displays to de-scriptions as desired to provide additional detailCC.K.SL.6 Speak audibly and express thoughts, feelings and ideas clearly

L.48.7 Use increas-ingly longer, complex sentences that combine phrases or concepts to communi-cate ideas

Appendix A: CT ELDS to Common Core State Standards Alignment — English Language Arts

56

Language Structure

L.48.8 Use basic grammar rules includ-ing irregular past tense and questions

Note: Variations in ap-plying grammar rules may be due to dual language learning and/or alternative grammar usage in home or community

L.60.7 Use basic grammar rules including subject-verb agreement, tenses, regular & irregular past tense, irregular plurals

Note: Variations in applying grammar rules may be due to dual language learning and/or alterna-tive grammar usage in home or community

CC.K.L.1 Demonstrate command of the conventions of standard English grammar and usage when speaking

CC.K.L.1.a Print many upper- and lowercase letters CC.K.L.1.b Use frequently occurring nouns and verbs CC.K.L.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes)CC.K.L.1.d Understand and use question words (inter-rogatives) (e.g., who, what, where, when, why, how)CC.K.L.1.e Use the most frequently occurring preposi-tions (e.g., to, from, in, out, on, off, for, of, by, with)CC.K.L.1.f Produce and expand complete sentences in shared language activities

L.60.8 Use an increasing variety and specificity of accepted words for objects, actions and attributes en-countered in both real and symbolic contexts

L.48.9 Use speech that is mostly intelli-gible to familiar and unfamiliar adults

Strand C: Use language for social interactionConventions of Conversation

L.48.10 Maintain a topic of conversation over the course of several turns

L.60.9 Initiate, maintain and end conversations by repeating what other person says and/or asking questions

CC.K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups

CC.K.SL.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion)CC.K.SL.1.b Continue a conversation through multiple exchanges

CC.K.SL.2 Confirm understanding of a text read aloud or in-formation presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understoodCC.K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood

Language for Interaction

L.48.11 Answer simple who, what, where and why questions

L.60.10 Use language to share ideas and gain information

Strand D: Book Appreciation and KnowledgeShow Interest and Engagement with Books

L.48.12 Select fiction and non-fiction books to be read and attend with interest

L.60.11 Independently choose to ‘read’ books and select a variety of texts, including fiction and nonfiction

CC.K.R.F.4 Read emergent-reader texts with purpose and understandingCC.K.R.I.10 Actively engage in group reading activities with purpose and understandingCC.K.R.L.10 Actively engage in group activities with purpose and understanding

Understands Stories or Information (Stories or information may be shared through oral storytelling, sharing of pictures and/or books)

L.48.13 Demonstrate comprehension through retelling with use of pictures and props, acting out main events or share infor-mation learned from nonfiction text

L.60.12 With prompting and support, retell familiar stories, including story elements (e.g., setting, characters, events) and/or shares key details from informational text

CC.K.R.I.1 With prompting and support, ask and answer questions about key details in a textCC.K.R.I.2 With prompting and support, identify the main topic and retell key details of a textCC.K.RL.1 With prompting and support, ask and answer questions about key details in a textCC.K.RL. 2 With prompting and support, retell familiar stories, including key detailsCC.K.R.L.3 With prompting and support, identify characters, setting and major events in a story

57

L.48.13 Ask and answer simple who, what, where and why questions related to story or text

L.60.13 Identify main components of a story or text (the major plot points of a story or the main topic of an informational text)

CC.K.R.I.3 With prompting and support, describe the con-nection between two individuals, events, ideas, or pieces of information in a text

L.48.15 Make pre-dictions and/or ask questions about the text by examining the title, cover, pictures

L.60.14 Use connections between self and character experience and emotions to increase comprehension

Strand E: Knowledge of Print and Its UsesBook Concepts L.48.16 Looks at pag-

es of a book from left to right (or according to conventions of home language)

L.60.15 Know how print is read (left to right, top to bottom, front to back or according to convention of home language)

CC.K.R.F.1 Demonstrate understanding of the organization and basic features of print CC.K.R.F.1.a Follow words from left to right, top to bot-

tom, and page by pageCC.K.R.I.4 With prompting and support, ask and answer questions about unknown words in a textCC.K.R.I.5 Identify the front cover, back cover, and title page of a bookCC.K.R.I.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a textCC.K.R.L.4 Ask and answer questions about unknown words in a textCC.K.R.L.5 Recognize common types of texts (e.g., story-books, poems)CC.K.R.L.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the storyCC.K.R.I.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts)CC.K.R.I.8 With prompting and support, identify the reasons an author gives to support points in a textCC.K.R.I.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures)CC.K.R.L.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts) CC.K.R.L.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories

L.48.17 Recognizes that print represents spoken words (i.e., first name in print, environmental labels)

L.60.16 Know that books have titles, authors, illustrators or photographers

L.60.17 Recognize words as a unit of print and that letters are grouped to form words

Print Concepts

L.48.16 Identify some printed words and/or common symbols (e.g., bathroom signs) in the context of the environment

L.60.18 Identify some familiar print-ed words out of context

CC.K.R.F.3 Know and apply grade-level phonics and word analysis skills in decoding words

CC.K.R.F.3.a Demonstrate basic knowledge of let-ter-sound correspondences by producing the primary or most frequent sound for each consonant CC.K.R.F.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowelsCC.K.R.F.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does)CC.K.R.F.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ

L.60.19 Begin to use awareness of letter sounds along with pictures to read words in text

58

LetterRecognition

L.48.19 Recognize some letters especially those in one’s own name

L.60.2 Recognize and names known letters of the alphabet in familiar and unfamiliar words

CC.K.R.F.1.b Recognize that spoken words are rep-resented in written language by specific sequences of letters

CC.K.R.F.1.c Understand that words are separated by spaces in print

CC.K.R.F.1.d Recognize and name all upper- and lower-case letters of the alphabet

L.60.21 Make some letter-sound connections

Strand F: Phonological Awareness:Phonological Awareness

L.48.20 Recognize rhyming words in songs, chants or poems

L.60.22 Produce rhyming words or words that have same initial sound

CC.K.R.F.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

CC.K.R.F.2.a Recognize and produce rhyming wordsCC.K.R.F.2.b Count, pronounce, blend, and segment syllables in spoken wordsCC.K.R.F.2.c Blend and segment onsets and rhymes of single-syllable spoken wordsCC.K.R.F.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words* (This does not include CVCs ending with /l/, /r/,or /x/.) CC.K.R.F.2.e Add or substitute individual sounds (pho-nemes) in simple, one-syllable words to make new words

L.48.21 Identify when initial sounds in words are the same

L.60.23 Recognize which words in a set of words begin with the same sound

L. 48.22 Distinguish individual words in a sentence

L.60.24 Distinguish syllables in words

Strand G: Conveying meaning through drawing, letters and wordsConveying meaning through drawing, letters and words

L.48.23 Draw or “writes” to convey an idea, event or story. “Writing” involves scribbles, letters and/or letter-like shapes (e.g., make pretend list or use their words to dictate a message to communicate with others)

L.60.25 Draw original stories with a beginning, middle and end

CC.K.W.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .)CC.K.W.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topicCC.K.W.3 Use a combination of drawing, dictating, and writ-ing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened CC.K.W.5 Production and Distribution of Writing: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as neededCC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collabora-tion with peersCC.K.W.7 Participate in shared research and writing proj-ects (e.g., explore a number of books by a favorite author and express opinions about them)CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question

L.48.24 Write in a manner that is distinct from drawing. Com-bine scribbles with letter-like forms

L.60.26 Use early developmental spelling. May use one letter for the initial or final sound

CC.K.L.2 Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing CC.K.L.2.a Capitalize the first word in a sentence and the

pronoun I CC.K.L.2.b Recognize and name end punctuation CC.K.L.2.c Write a letter or letters for most consonant

and short-vowel sounds (phonemes)

59

Mathematics Early Learning and Development Standards Common Core State Standards in Mathematics

3 to 4 years 4 to 5 years Kindergarten

Strand A: Understand Counting and Cardinality

Number Names

M.48.1 Say or sign the number sequence up to at least 10

M.60.1 Say or sign the number sequence up to at least 20

K.CC.1. Count to 100 by ones and by tens.K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Cardinality M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set

M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set

K.CC.4. Understand the relationship between numbers and quantities; connect counting to cardinality

a. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one objectb. Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were countedc. Understand that each successive number name refers to a quantity that is one larger

M.48.3 Count out a set of objects up to 4

M.60.3 Count out a set of objects up to 5

K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects

Written Numerals

M.48.4 Recognize written numerals up to at least five

M.60.4 Recognize written numerals up to at least 10

K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects)

Recognizing Quantities

M.48.5 Recognize and name, without counting, the number of objects in small groups of at least 3 or 4 objects

M.60.5 Quickly recognize and name, without counting, the number of objects in collections of up to at least five items

K.Introduction. Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or count-ing the number of objects that remain in a set after some are taken away

Comparison M.48.6 Compare sets of 1-5 objects using a visual matching or counting strategy and describing the comparison as more, less than or the same

M.60.6 Compare sets of up to 10 objects using a visual matching or counting strategy and describing the comparison as more, less than or the same

K.CC.6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies* (* Include groups with up to ten objects)K.CC.7. Compare two numbers between 1 and 10 presented as written numerals

Appendix B: CT ELDS to Common Core State Standards Alignment — Mathematics

60

Strand B: Understand and describe relationships to solve problems (operations and algebraic thinking)

Number Operations

M.48.7 Understand that adding to (or taking away) one or more objects from a group will increase or decrease the objects in the group

M.60.7 Use real-world situations and concrete objects to model and solve addition (e.g., putting together) and subtraction (e.g., taking away) problems up through 5

K.NBT.1. Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed by ten ones and one, two, three, four, five, six, seven, eight, or nine onesK.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings*, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations* Drawings need not show details, but should show the mathematics in the problem (This applies wherever drawings are mentioned in the Standards.)K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problemK.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equationK.OA.5. Fluently add and subtract within 5

M.60.8 Recognize and describe parts contained in larger numbers by composing number combinations up to at least five (e.g., recognize how many have been secretly taken away from a group of five objects)

Strand C: Understand the attributes and relative properties of objects (measurement and data)

Measurement M.48.8 Recognize measurable attribute of an object such as length, weight or capacity

M.60.9 Compare the measurable attributes of two or more objects (e.g., length, weight and capacity) and describe the comparison using appropriate vocabulary (e.g., longer, shorter, same length, heavier, lighter, same weight, holds more, holds less, holds the same amount)

K.MD.1. Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single objectK.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter

M.60.10 Begin to use strategies to determine measurable attributes (length or capacity of objects). May use comparison, standard or non-standard measurement tools

Data M.48.9 Sort objects into two groups, counts and compares the quantity of the groups formed (e.g., indicates which is more)

M. 60.11 Represent data using a concrete object or picture graph according to one attribute

Sorting and Classifying

M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape)

M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute

K.MD.3. Classify objects into given categories; count the numbers of objects in each category and sort the categories by\ count **** Limit category counts to be less than or equal to 10

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Strand D: Understand shapes and spatial relationships (geometry and spatial sense)

Spatial Relationships

M.48.11 Use positional vocabulary (e.g., up/down, in/out, on/off, under) to identify and describe the location of an object

M.60.13 Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object

K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next toK.G.2. Correctly name shapes regardless of their orientations or overall sizeK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length)

Identifying Shapes

M.48.12 Identify 2- dimensional shapes (starting with familiar shapes such as circle and triangle) in different orientations and sizes

M.60.14 Identify and describe a variety of 2- dimensional and 3- dimensional shapes with mathematical names (e.g., ball/sphere, box/rectangular prism, can/cylinder) regardless of orientation and size

Composing Shapes

M.48.13 Combine two or more shapes to create a new shape or to represent an object in the environment

M.60.15 Complete a shape puzzle or a new figure by putting multiple shapes together with purpose

K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapesK.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

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Development Process

Early learning and development standards are statements of what children from birth to age five should know and be able to do at various ages across their earliest years of development. These learning progressions serve as guides for the adults who support children’s growth and development over time, providing a basis for planning experiences and providing support through the early childhood years. The Connecticut Early Learning and Development Standards (CT ELDS) will serve as the foundation for supporting ALL young children, no matter where they live, play and learn.

The Governor’s Early Childhood Education Cabinet, along with the Connecticut State Department of Education (CSDE) and the newly formed Office of Early Childhood, has devoted significant fiscal and human resources to creating rigorous and developmentally appropriate early learning and development standards. This process has taken place over the course of 2 ½ years, with development completed in October 2013.

Background Work As a part of Connecticut’s 2009 application for American Recovery and Reinvestment Act funds for Head Start State Advisory Councils, early learning standards were identified as a priority area. The goal for this priority area was: By September 2013, Connecticut will adopt comprehensive and multi-domain early learning standards that reflect a progression of skills, birth through age five, aligned with kindergarten through grade 12 standards. A workgroup to address this goal was selected with the intention of ensuring wide, cross-sector input. The first meeting of the Learning Standards Workgroup was convened on June 22, 2011, and included representatives from the Connecticut Early Childhood Education Cabinet, the Connecticut

Appendix C: Connecticut Early Learning and Development Standards (CT ELDS)

Department of Education, Head Start, higher education, early intervention, the Regional Education Service Centers, home care provider networks, public schools and the state chapter of the National Association for the Education of Young Children. A full list of workgroup members and their affiliations can be found in Appendix D.

The Learning Standards Workgroup relied heavily upon two guiding documents to inform the process of standards development:

• The Joint Position Statement of the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE): Early Learning Standards: Creating the Conditions for Success (NAEYC, 2012)

• Early Learning Guidelines Resource: Recommendations and Issues for Consideration When Writing or Revising Early Learning Guidelines (Scott-Little, Kagan, & Frelow, 2010)

In order to provide a strong background for members, the workgroup reviewed both current Connecticut documents and other state and national sets of early learning standards. After members had an opportunity to explore specific characteristics of these valuable documents, the group began addressing the various issues set forth by Scott-Little, Kagan & Frelow (2010) including: guiding principles, age ranges and groupings, domains and subject areas and the structure of the standards.

In the fall of 2011, shortly after the workgroup began this process, the United States Department of Education released its Race to the Top Early Learning Challenge application. Connecticut opted to address early learning and development standards as a key strategy under Focused Investment Area C of the Early Learning Challenge. The efforts of the

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Standards Workgroup were coordinated with the Connecticut Leadership Team for the Race to the Top application and a detailed plan was developed for the learning standards work. Although funding was not granted to Connecticut, the plan outlined in the application served as a guide for the continued work of the Standards Workgroup.

The specific steps in the development process are outlined below. These efforts involved many local and national experts, in addition to the contribution of the Standards Workgroup members. A full listing of those who contributed to the various stages of this work is included in Appendix E.

Alignment and Gap Analysis The first critical step in creating new learning standards was a detailed and thorough alignment and gap analysis of Connecticut’s current learning standards. The workgroup chose to draw upon existing documents as much as possible, both in an effort to ease the transition to new learning standards and to effectively capitalize on previous investments and resources used in creating standards documents. Determining the existing alignments of standards and identifying gaps involves intensive consideration of documents, which often have very different structure and language. Below is a list of the various alignment

projects conducted. The information gathered through this work was integral to the development of the first draft of the CT ELDS.

• Comparison of Common Core State Standards and Connecticut’s preschool standards (the Connecticut Preschool Curriculum Framework): this process involved CSDE consultants as well as outside local experts in the area of Mathematics and English Language Arts. The alignment between documents was examined and a crosswalk document, including guidance for practice, was issued.

• Comparison of Connecticut’s preschool standards (the Connecticut Preschool Curriculum Framework) and the Head Start Child Development and Early Learning Framework: the CSDE and the Connecticut Head Start Association engaged in an intensive and collaborative process to determine the alignments and gaps between these two documents. This process involved rating the degree of matches found, a cross check for agreement on the matches and the reconciliation of any discrepancies. The completion of this work resulted in the report: Crosswalk between the Head Start Child Development and Early Learning Framework

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and the Connecticut Preschool Curriculum and Assessment Frameworks (Connecticut Head Start Association, 2012).

• SRI International’s Standards Alignment Study. This study included the following documents: Connecticut’s Preschool Curriculum Framework, Connecticut’s Kindergarten Science Curriculum Standards, Connecticut’s Kindergarten Social Studies Framework and the Connecticut Guidelines for the Development of Infant and Toddler Early Learning. A full report dated May 30, 2012, detailed the process and outcomes of this study (Hebbeler and Taylor, 2012).

Drafting New Standards On June 25 and 26, 2013, groups of experts in each of the identified domains were gathered to create a first draft based upon the structure outlined by the Learning Standards Workgroup. Each group utilized the information from the alignment and gap analysis studies, additional resources and research (including other state standards documents, K-12 standards and research) and crafted an initial draft of new birth-to-five standards across seven age bands.

This initial draft was reviewed by multiple experts throughout the state for further refinement in July and August of 2012. These reviewers considered the initial draft of the CT ELDS from one of several perspectives:

• Domain-specific feedback, including: – Breadth, depth and relative difficulty of

skills addressed – The age appropriateness of the indicators – The placement of the indicators within the

domain – The wording of the indicators• The cultural relevancy of the indicators for

diverse populations

• The appropriateness of the indicators for children who are dual-language learners

• The appropriateness of the indicators for children with special needs

Finally, EASTCONN, the acting fiduciary of the Connecticut Early Childhood Education Cabinet, worked with CSDE to synthesize the input and make revisions based upon the expert input. This resulted in the draft CT ELDS.

Content Validation The Standards Workgroup decided to adhere to the recommended practices for standards development set forth by Scott-Little, Kagan & Frelow (2010). Requests for Proposal were issued for both a Content Validation Study and an Age Validation Study. The review of the proposals submitted resulted in the recognition that additional funding would be necessary to support a methodologically sound age validation study. However, as a result of the RFP process, the Connecticut Early Childhood Education Cabinet entered into a contract with the National Association for the Education of Young Children to conduct a Content Validation Study. This study involved gathering feedback from national experts as to whether the skills, knowledge and dispositions in the Connecticut Early Learning and Development Standards reflect critical, comprehensive goals and a continuum of growth and development. This study was completed in September 2013 and revisions to the draft standards were made as a result of this report (Snow, 2013). The Content Validation Study contributed greatly to the robust and thorough process Connecticut engaged in to create the Connecticut Early Learning and Development Standards, thereby ensuring that our efforts to support All Children, In All Settings, Every Year, are based on the strongest of foundations: sound early learning and development standards.

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Appendix D: Connecticut Early Childhood Education Cabinet: Early Learning Standards Workgroup

Co-Chair: Harriet Feldlaufer ...................Chief, Bureau of Teaching & Learning, Connecticut State Department of Education

Co-Chair: Dina Anselmi ............................Co-director, Trinity College Center for Teaching & Learning and Associate Professor of Psychology

Elizabeth Ann Aschenbrenner ..................Director of Early Childhood Initiatives, EASTCONN

Andrea Brinnel ...........................................Consultant, Connecticut State Department of Education

Marcia Elliott..............................................Principal, West Stafford School

Amparo Garcia ..........................................Lead Planning Analyst, Department of Education

Kristi Leutjen ............................................Teacher, Whiting Lane School, West Hartford

Michelle Levy .............................................Consultant, Connecticut State Department of Education

Sherry Linton-Massiah .............................Project Director, Early Childhood Education Cabinet

David Morgan.............................................Chair, CT Head Start Association & Director, TEAM, Inc.

Kathryn O’Connor ....................................Director, Connecticut College Children’s Program

Karen Rainville ..........................................Executive Director, CAEYC & Co-Chair, EC Alliance

Jane Rothschild ..........................................SLC, HARC Stepping Stones

Carmelita Valencia-Daye ..........................Professor, Gateway Community College

Janna Wagner ............................................Chief Knowledge & Learning Officer, All Our Kin

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Dawn Abrahamson ....................Middletown Public SchoolsSaud Anwar ..............................Independent ConsultantLauriston Avery .........................Five Mile River Nursery SchoolAtique Azam Mirza ..................Central Connecticut Cardiologists, L.L.C., St. FrancisJean Bach ..................................Scotland SchoolKari Baransky ...........................Meriden BOEAmanda Bartone .......................Ansonia Public SchoolsKatherine Benard ......................Branford Public SchoolsEllen Benham ............................Bristol Public SchoolsElizabeth Bicio .........................Early Childhood Consultation Partnership (Advanced Behavioral Health,Inc.)Nancy Blackwell-Todd .............New Haven Public SchoolsLori Blake ................................Goodwin CollegeRebecca Breen ..........................East Hartford Public Schools Birth-To-Three ProgramColleen Brower .........................Connecticut Charts-a-CourseMary Budrawich .......................Early Childhood ConsultantLiz Buttner ................................Connecticut State Department of Education Marilyn Calderon ......................Connecticut Parent PowerShaleighne Fahey Cantner ........Hartford Area Childcare Collaborative/Middlesex County Early Head Start PartnershipsSuzanne Clement ......................Cooperative Educational Services, Julie Coakley .............................Cooperative Educational Services Kristen Cool ..............................Windsor Locks Public SchoolsJane Crowell ..............................City of HartfordAngela Crowley ........................Yale University School of NursingJoanne Cunard ...........................University of St. JosephAnne Marie Davidson ...............The A.J. Pappanikou Center for Excellence in Developmental Disabilities Michelle DellaCamera ..............Accreditation Facilitation ProjectAnita Deschenes-Desmond .......Capital Region Education Council (CREC) Shawn Marie-Dummond ...........Education ConnectionJen Fagan ..................................Bloomfield Public SchoolsKaren Feder ...............................Abilis, Inc. Sandy Fowler ............................Accreditation Facilitation ProjectIrene Garneau ...........................Wintonbury Early Childhood Magnet SchoolKathy Gavin ..............................Goodwin CollegeAnne Giordiano ........................Education ConnectionErica Gittleman .........................Easter SealsAnne Gobes ..............................Bristol Public SchoolsMary Hincks .............................Annie Fisher S.T.E.M. Magnet School, HartfordMui Mui Hin-Mccormick .........Connecticut General AssemblyMargaret Holmberg ...................Connecticut Association for Infant Mental HealthCindy Jackson ...........................Children’s Therapy ServicesMary Ann Kasperson ...............Reach Out, Inc. Koleen Kerski ...........................Connecticut Department of Developmental Services, Birth to Three Kristi Laverty ............................West Hartford Public SchoolsJenny Levinson .........................Bloomfield Public SchoolsJune R. Levy, Ph.D. ..................Independent Consultant

Appendix E: Standards Alignment, Drafting and Revision Process Participants

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Tannis Longmore ......................Stafford Public SchoolsTalhaht Mannan ........................Early Learning Program, Inc. at Central Connecticut State UniversityRachael Manzer ........................Annie Fisher STEM Magnet School, HartfordConnie Mazzetta ......................Enfield Public SchoolsAnne Messecar .........................Manchester Head Start (retired)Teresa Messervy ........................Thames Valley Council for Community Action (TVCCA)Linda Miklos .............................Education ConnectionDiane Morton ............................The School for Young Children at University of St. JosephLinda Page Neelly, Ph.D. .........University of ConnecticutLaurie Noe ...............................Housatonic Community CollegeCatherine O’Brien .....................LEARNJoan Parris .................................Norwalk Community CollegeMary Penniston .........................Child Health and Development Institute of Connecticut, Inc.Barbara Perrone ........................CRECAnn Perzan ................................Middletown Public SchoolsBeth Purcell ..............................Five Mile River Nursery SchoolAmy Radikas .............................Connecticut State Department of Education Pat Reinhardt .............................Independent ConsultantMelissa Repko ...........................UMASS Donahue InstituteNiloufar Rezai ...........................Eastern Connecticut State UniversityIris Rich .....................................Women’s League Child Development CenterEvelyn Rodriguez ......................Wellmore Behavioral Health, ECCP ProgramDonna Rooney .........................CRECJane Rothschild ........................HARC, Stepping StonesMichele Sabia ............................Stamford Public SchoolsKatherine Sandgren ...................TVCCA Head StartKim Sandor ...............................Independent ConsultantAnn Schenk ...............................Regional Multicultural Magnet School, New London, CTSarah Schlegel, MD ..................Connecticut Children’s Medical CenterAmy Sevell-Nelson ...................Independent ConsultantAnne Sousa ...............................Manchester Preschool CenterAnne Marie Spinelli ..................Bristol Public SchoolsSusan Sponheimer .....................New England Head Start Training and Technical Assistance NetworkDebra Stipe ...............................EASTCONNRachael Sunny .........................Connecticut Department of Energy and Environmental ProtectionCheryl Swett ..............................INPLC Preschool, Boys and Girls Club, Bristol, CTHeidi W Szobota .......................Housatonic Community CollegeCharlene Tate-Nichols ...............CSDEElisabeth Teller ........................SARAH, Inc. KIDSTEPSSue Tenorio ...............................University of Massachusetts, AmherstShelley S. Tomey ......................Housatonic Community CollegeKim Traverso ............................Connecticut State Department of Education Carmelita Valencia-Daye ..........Gateway Community CollegeJaclyn Valley .............................Enfield Public SchoolsEvie Velazquez ..........................Parkville Community SchoolSue Vivian ...............................Education ConnectionKenneth Weiss ...........................Central Connecticut State UniversityYotisse Williams........................State of ConnecticutCarolyn Woodman ....................Bloomfield Public Schools

Standards Alignment, Drafting and Revision Process Participants (continued)

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Appendix F: References

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Bedrova, E, Leong, D J. 2007. Tools of the Mind: The Vygotskian Approach to Early Childhood Education. Columbus, OH: Pearson Merrill Prentice Hall.

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Clay, M. 2000. Concepts About Print: What Have Children Learned About the Way We Print Language? Portsmouth, NH: Heinemann.

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Connecticut State Department of Education. 2000. Connecticut’s Blue Print for Reading Achievement: The Report of the Early Reading Success Panel. Hartford, CT: Connecticut State Department of Education.

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References (continued)

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https://wvde.state.wv.us/policies/p2520.15.pdf

www.wida.us/standards/eeld.aspx

http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-guides/age-based-handouts.html

http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-guides/age-based-handouts.html

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To download this document, request copies or access additional resources,

please visit: www.ct.gov/oec/elds

http://www.ct.gov/oec/elds

Connecticut Early Learning and Development Standards - · PDF file3 I am pleased to introduce the Connecticut Early Learning and Development Standards (CT ELDS) which serve as the

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