AEPS 3 DE Early Learning Foundations Alignment FINAL.pdf
aeps3
aeps3
ALIGNMENT
Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3)
WITH Delaware Early Learning Foundations: Infant/Toddler and Preschool
Alignment of Assessment, Evaluation, and Programming System for Infants and Children, Third ® Edition (AEPS -3) with the Delaware Early Learning Foundations
This document aligns the Delaware Early Learning Foundations: Infant/Toddler and Preschool [2010] with the areas, strands, goals, and objectives of Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3).
References
Bricker, D., Dionne, C., Grisham, J., Johnson, J.J., Macy, M., Slentz, K., & Waddell, M. (2022). Assessment, Evaluation, and Programming System for Infants and Children, Third Edition (AEPS®-3). Brookes Publishing Co. Delaware Department of Education. (2010). Delaware Early Learning Foundations: Infant/Toddler. Retrieved from: https://dieecpd.org/static/uploads/files/elfinfanttoddler9-10.pdf Delaware Department of Education. (2010). Delaware Early Learning Foundations: Preschool. Retrieved from: https://dieecpd.org/static/uploads/files/elfpreschool9-10.pdf
AEPS-3 products can be purchased online at www.brookespublishing.com/aeps or by calling 1-800-638-3775.
AEPS® is a registered trademark of and the AEPS logo is owned by Paul H. Brookes Publishing, Co., Inc.
Created July 2023
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Infant/Toddler Foundations | ||||
| Social Emotional | ||||
| Self-Awareness | ||||
| SE1 Express feelings, emotions, and needs in a responsive environment | ||||
| SE2 Discover own body | ||||
| SE3 Recognize and respond to name | ||||
| SE4 Begin to develop independence | ||||
| SE5 Begin to develop a sense of accomplishment | ||||
| Young Infant (0-6 months) | Cry, smile, coo | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Use a variety of facial expressions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Begin to communicate needs through cries and gestures | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Show distress by crying and/or kicking legs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Move hands and feet, begin to look at fingers | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Turn head toward caregiver when hears name | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Cry to get needs met | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (0-6 months) | Use sounds, body movements, and eye contact to promote interaction | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young Infant (0-6 months) | Stop crying when needs met | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Self-Regulation | ||||
| SE6 Begin to develop calming and coping skills | ||||
| SE7 Develop self-control | ||||
| Young Infant (0-6 months) | Stop crying when adult gently rocks or talks to baby | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Close eyes, suck on fist, turn head away from distractions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Calm self by sucking thumb, fingers, pacifier, or toy | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Cry to be picked up | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (0-6 months) | Stop crying when picked up or hears caregiver's voice | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Attachments/Social Relationships | ||||
| SE8 Express feelings through facial expressions, gestures, and sound | ||||
| SE9 Build a trusting relationship with a caring adult | ||||
| SE10 Engage with other children | ||||
| SE11 Respond to emotions of others | ||||
| Young Infant (0-6 months) | Cry, grimace | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Coo, begin to smile, move arms, and legs excitedly | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Look at caregiver's face | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Turn toward sound of familiar caregiver's voice | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Imitate gestures, facial expressions, and sounds | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Infant (0-6 months) | Express own needs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Begin to look at other babies | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Language and Literacy | ||||
|---|---|---|---|---|
| Receptive Language | ||||
| LL1 Show interest in sounds | ||||
| LL2 Show interest in language of others | ||||
| LL3 Begin to understand gestures, words, routines, communication | ||||
| LL4 Respond to communication of others | ||||
| Young Infant (0-6 months) | Startle or cry to loud sounds | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Quiet down and turn head towards familiar voice | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Young Infant (0-6 months) | Smile when spoken to or greeted by smiling face | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Smile, kick, move arms and legs while listening to caregiver's voice | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Gaze at face | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Watch speaker intently | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Look at object or picture caregiver indicates with gestures and words | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Look to caregiver when name is spoken | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Lift arms when caregiver gestures or says "Up" while picking up baby | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Expressive Language | ||||
| LL5 Use sounds, gestures or actions to communicate wants and needs | ||||
| LL6 Imitate sounds, words, signs, facial expressions, and gestures | ||||
| LL7 Communicate using words, sounds, and/or signs leading to communicating using phrases and short sentences | ||||
| LL8 Use sounds, words or signs for a variety of purposes, including expressing emotions and physical states | ||||
| LL9 Engage in turn-taking, back-and-forth exchanges leading to conversation | ||||
| Young Infant (0-6 months) | Respond to speaker/signer by smiling | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Will quiet his/her body when spoken/signed to | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Laugh | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young Infant (0-6 months) | Raise arms to familiar adult | Social-Emotional | A. Interactions with Adults | 1.1 Initiates positive social behavior toward familiar adult |
| Young Infant (0-6 months) | Kick and coo to show excitement | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Imitate pointing | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Infant (0-6 months) | Imitate some movements or gestures | Cognitive | B. Imitation and Memory | 1.2 Imitates familiar simple motor action |
| Young Infant (0-6 months) | Use meaningful gestures | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Vocalize pleasure and displeasure sounds | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Young Infant (0-6 months) | Vocalize pleasure and displeasure sounds | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (0-6 months) | Vocalize when talked to while moving limbs | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Young Infant (0-6 months) | Cry to communicate different meanings | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Respond to names of familiar objects in primary language by moving body or making sounds | Cognitive | A. Sensory Exploration | 1.1 Orients to events or stimulation |
| Young Infant (0-6 months) | Gurgle | Social-Communication | A. Early Social Communication | 2.1 Coos and gurgles |
| Young Infant (0-6 months) | Use different types of cries to signal hunger, discomfort, fear, or pain | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Smile at adult to invite interaction | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infant (0-6 months) | Laugh aloud | Social-Emotional | A. Interactions with Adults | 1.2 Responds to familiar adult's positive social behavior |
| Young Infant (0-6 months) | Raise arms to familiar adult | Social-Emotional | A. Interactions with Adults | 1.1 Initiates positive social behavior toward familiar adult |
| Young Infant (0-6 months) | Move arms and legs when looking at someone | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Cry if another baby cries | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Emergent Literacy | ||||
| LL10 Show interest in rhymes, books, stories, and songs | ||||
| LL11 Actively participate and show appreciation for book reading, story sharing, and singing | ||||
| LL12 Interact with books appropriately | ||||
| Young Infant (0-6 months) | Explore books using senses (Ex: taste, feel, sight, smell) | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Reach for pages of books | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Look at caregiver's face when being read to | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Demonstrate enjoyment through facial/body movements to sound of words in books | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Follow caregiver's gaze to pictures | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Emergent Writing | ||||
| LL13 Use and experiment with different writing materials | ||||
| LL14 Notice and show interest in signs and words in the classroom environment | ||||
| Young Infant (0-6 months) | Move both hands when he/she sees an exciting object | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Grasp object, lets go, and attempts to grasp it again | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Discoveries | ||||
|---|---|---|---|---|
| Sensory Awareness | ||||
| DS1 Use vision to respond to light and focus on details such as faces, movement, and color | ||||
| DS2 Use taste and smell to learn about foods, people, and objects | ||||
| DS3 Explore people and objects through touch | ||||
| DS4 Use hearing to gain information about people, places, language, and things | ||||
| DS5 Use all senses to learn about cultures and ways of doing things | ||||
| Young Infant (0-6 months) | Play with own hands and feet | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Gaze at faces and objects | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Gather information about people, objects, and themselves using multiple senses | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Spatial Awareness | ||||
| DS6 Discover how their own bodies fit into spaces | ||||
| DS7 Explore how objects can fit into a variety of spaces as they build, stack, fill, and dump | ||||
| Young Infant (0-6 months) | Find mouth to explore self and objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Explore environment by rolling, inching, or crawling | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Reach for and grasp objects | Fine Motor | A. Reach, Grasp, and Release | All |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Memory | ||||
| DS8 Focus on people in their immediate world | ||||
| DS9 Focus on objects in their immediate world and when they disappear, they no longer exist for the infant | ||||
| DS10 Realize that people and objects that have disappeared still remain in the infant's memory | ||||
| Young Infant (0-6 months) | Explore objects only in immediate world | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Does not search for a person or object that has disappeared | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Cause and Effect | ||||
| DS11 Realize that a specific action (Ex: cry) is caused either through their own body or their own actions | ||||
| DS12 Recognize that people and specific parts of objects can cause things to happen | ||||
| DS13 Use their own body to get what they want or need (Ex: hands for feeding or reaching out, voice for crying to get attention) | ||||
| DS14 Watch people and see how they can be used to get what they want | ||||
| DS15 Use objects as a way to get what they want | ||||
| Young Infant (0-6 months) | Grasp objects and bring to mouth to explore | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Young Infant (0-6 months) | Repeat behaviors such as kicking, shaking, or batting | Social-Emotional | A. Interactions with Adults | 2.3 Responds to familiar game or action |
| Young Infant (0-6 months) | Use cries or sounds to express needs for food, attention, and comfort | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Attention and Persistence | ||||
| DS16 Notice and pay attention to objects and people of interest | ||||
| DS17 Choose to stay with an activity that interests them | ||||
| Young Infant (0-6 months) | Become quiet when caregiver responds to basic needs | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Focus on patterns in carpet or on mobile | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Curiosity and Problem Solving | ||||
| DS18 Explore objects to see how they work, using trial and error to meet challenges | ||||
| DS19 Make connections with people and use what they know from other situations to solve a problem | ||||
| DS20 Try a variety of approaches in problem solving using own body and objects | ||||
| Young Infant (0-6 months) | Physically, emotionally, or verbally react to environment | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Put objects in mouth, bang objects against materials, shake, or hit objects | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline |
| Play | ||||
| DS21 Play with hands | ||||
| DS22 Imitate and practice what happens in their life as they watch people and events | ||||
| DS23 Use props and people as they engage in make believe play and act out simple themes | ||||
| Young Infant (0-6 months) | Watch what is happening in environment | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Reach for and explore real objects | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Physical Health and Development | ||||
|---|---|---|---|---|
| Sensory | ||||
| PD1 Experience different sensory activities (touch, smell, see, hear, taste, etc.) | ||||
| PD2 Organize and discriminate sensory experiences | ||||
| PD3 Engage in sensory activities and play | ||||
| Young Infant (0-6 months) | Startle to unexpected sounds | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Quiet to soothing sounds | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Turn head toward sounds | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Respond to faces and touch with smile | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Follow moving object with eyes | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Young Infant (0-6 months) | Reach out to grasp and hold object | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Explore objects with mouth and hands | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Fine Motor | ||||
| PD4 Develop strength, small motor control, and coordination through daily activities | ||||
| PD5 Touch, grasp, reach, and explore people and objects | ||||
| PD6 Develop and use eye-hand coordination to perform a variety of tasks | ||||
| PD7 Use and manipulate objects purposefully | ||||
| PD8 Use two hands in a coordinated, purposeful fashion | ||||
| Young Infant (0-6 months) | Begin with hands tightly fisted and gradually open and move them | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Grasp what is put in hands | Fine Motor | A. Reach, Grasp, and Release | 2.4 Grasps hand-size object using whole hand | |
| Mouth hands | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects | |
| Bring hands to midline | Fine Motor | A. Reach, Grasp, and Release | 1.1 Brings hands together near midline | |
| Consistently use hands for object exploration | Fine Motor | A. Reach, Grasp, and Release | All | |
| Put toys in mouth | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects | |
| Shake toys while holding | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Gross Motor | ||||
|---|---|---|---|---|
| PD9 Move freely as they begin to control their own bodies starting with the head and back and progressing to the arms and legs | ||||
| PD10 Increase the strength, balance, and coordination of their bodies | ||||
| PD11 Ability to coordinate their bodies to perform increasingly complex movements | ||||
| PD12 Interact with people and environment through movement and body awareness | ||||
| Young Infant (0-6 months) | Move arms and legs randomly | Gross Motor | A. Body Control and Weight Transfer | 1.1 Kicks legs |
| Young Infant (0-6 months) | Move arms and legs randomly | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| Young Infant (0-6 months) | Turn head side to side | Gross Motor | A. Body Control and Weight Transfer | 1.3 Turns head side to side |
| Young Infant (0-6 months) | Lift head when on stomach | Gross Motor | A. Body Control and Weight Transfer | 2.2 Remains propped on nonextended forearms with head lifted |
| Young Infant (0-6 months) | Hold head without bobbing when held | Gross Motor | A. Body Control and Weight Transfer | 4.6 Holds head in midline when sitting supported |
| Young Infant (0-6 months) | Reach up while on back | Gross Motor | A. Body Control and Weight Transfer | 1.2 Waves arms |
| Young Infant (0-6 months) | Begin to have control of arm movements | Gross Motor | A. Body Control and Weight Transfer | 1. Turns head, moves arms, and kicks legs independently of each other |
| Young Infant (0-6 months) | Begin to reach for and hold objects | Fine Motor | A. Reach, Grasp, and Release | 1. Makes directed batting or swiping movements with each hand |
| Young Infant (0-6 months) | Roll back and forth | Gross Motor | A. Body Control and Weight Transfer | 3 (all) |
| Young Infant (0-6 months) | Push up from belly on straight arms | Gross Motor | A. Body Control and Weight Transfer | 2.1 Remains propped on extended arms with head lifted |
| Health Awareness and Practice | ||||
|---|---|---|---|---|
| PD13 Learn about and respect their bodies | ||||
| PD14 Engage in daily physical activity, both indoors and outdoors | ||||
| PD15 Experience and learn about hygiene routines | ||||
| PD16 Experience and learn about healthy lifestyle practices | ||||
| PD17 Learn about and demonstrate safe behaviors and accident prevention | ||||
| Young Infant (0-6 months) | Cry when hungry or uncomfortable | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Young Infant (0-6 months) | Enjoy warm baths | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Relax when rocked | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Infant (0-6 months) | Interact with caregivers when content and secure | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Infant (0-6 months) | Explore indoors and outdoors, free of confining equipment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Infant (0-6 months) | Show interest in solid food | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Social Emotional | ||||
| Self-Awareness | ||||
| SE1 Express feelings, emotions, and needs in a responsive environment | ||||
| SE2 Discover own body | ||||
| SE3 Recognize and respond to name | ||||
| SE4 Begin to develop independence | ||||
| SE5 Begin to develop a sense of accomplishment | ||||
| Older Infant (6-12 months) | Cry, gesture, coo, and make other sounds | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Cry, gesture, coo, and make other sounds | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Older Infant (6-12 months) | Signal for adult attention or request help by crying, gesturing, or moving | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Express emotions including happiness and anger (when frustrated) | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Express emotions including happiness and anger (when frustrated) | Social-Communication | A. Early Social Communication | 3.2 Vocalizes to another person expressing negative affective state |
| Older Infant (6-12 months) | Express fear of unfamiliar people by moving toward caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Express needs such as pointing to bottle when hungry | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Spit out things that are “icky” | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Infant (6-12 months) | Move body with purpose such as picking up a toy | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Infant (6-12 months) | Point to body parts while looking at books or pictures with adult prompt | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Infant (6-12 months) | Smile, make eye contact when hears name | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Older Infant (6-12 months) | Entertain self for short periods of time | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Physically move away from caregiver to play and explore environment | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Begin to feed self with fingers | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Older Infant (6-12 months) | Begin to remove clothing – pull off socks and shoes | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Infant (6-12 months) | Begin to participate in dressing by holding out arm or leg | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Older Infant (6-12 months) | Smile, laugh, clap, repeat gestures to cheer for self after trying new things such a crawling or walking | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Repeat action such as Pat-a-Cake or Bye-bye | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Self-Regulation | ||||
| SE6 Begin to develop calming and coping skills | ||||
| SE7 Develop self-control | ||||
| Older Infant (6-12 months) | Cry and cling to parents when they are leaving, but calm down after a short time | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Infant (6-12 months) | Calmly adapt to small transitions during the day | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Infant (6-12 months) | Cling to primary caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Begin to comfort self by sucking on pacifier or snuggling with favorite toy | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Attachments/Social Relationships | ||||
| SE8 Express feelings through facial expressions, gestures, and sound | ||||
| SE9 Build a trusting relationship with a caring adult | ||||
| SE10 Engage with other children | ||||
| SE11 Respond to emotions of others | ||||
| Older Infant (6-12 months) | Express joy | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Get angry when frustrated | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Infant (6-12 months) | Spit out things that are “icky” | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Infant (6-12 months) | Express fear of unfamiliar people by looking at or moving toward caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Begin to cry when another baby cries | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infant (6-12 months) | Smile, laugh when in presence of familiar caregiver | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Infant (6-12 months) | Show affection for familiar adults | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older Infant (6-12 months) | Vocalize to call for caregiver | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older Infant (6-12 months) | Begin to engage in turn-taking or two-way “conversations” | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Older Infant (6-12 months) | Crawl away but checks back visually, call/gesture to ensure adult contact | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Act anxious around strangers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Point to photos of family members | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Older Infant (6-12 months) | Look to caregiver for approval when completing task | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Infant (6-12 months) | Look at others | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Take toys from other babies | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Older Infant (6-12 months) | Not share toys | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Scream when baby takes their toy | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Language and Literacy | ||||
| Receptive Language | ||||
| LL1 Show interest in sounds | ||||
| LL2 Show interest in language of others | ||||
| LL3 Begin to understand gestures, words, routines, communication | ||||
| LL4 Respond to communication of others | ||||
| Older Infant (6-12 months) | Smile and laugh during interactions | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Actively search for source of sound that is not visible | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infant (6-12 months) | Move body to song or music | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infant (6-12 months) | Respond to safety words such as “Stop!” or “Hot!” (Ex: pause, eye contact) | Social-Communication | B. Communicative Understanding | 2.2 Responds to single-word directive |
| Expressive Language | ||||
| LL5 Use sounds, gestures, or actions to communicate wants and needs | ||||
| LL6 Imitate sounds, words, signs, facial expressions, and gestures | ||||
| LL7 Communicate using words, sounds, and/or signs leading to communicating using phrases and short sentences | ||||
| LL8 Use sounds, words, or signs for a variety of purposes, including expressing emotions and physical states | ||||
| LL9 Engage in turn-taking, back-and-forth exchanges leading to conversation | ||||
| Older Infant (6-12 months) | Protest by gesturing or shake head | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Infant (6-12 months) | Wave bye-bye | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | May point to request an item | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older Infant (6-12 months) | Reach to touch another person's body part | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infant (6-12 months) | Reach for object person is holding | Fine Motor | A. Reach, Grasp, and Release | 1.2 Makes directed movements with arms |
| Older Infant (6-12 months) | Imitate facial expressions | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infant (6-12 months) | Imitate sounds/signs of primary language | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Older Infant (6-12 months) | Imitate environmental sounds (Ex: car sounds, animal sounds) | Cognitive | B. Imitation and Memory | 2.2 Imitates familiar vocalizations |
| Older Infant (6-12 months) | Listen to and try to show participation with fingerplays | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older Infant (6-12 months) | Produce different sorts of consonant vowel sounds (Ex: ma ma ma ma ma, da da da da, de de de de) | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Older Infant (6-12 months) | Chuckle and laugh | Social-Communication | A. Early Social Communication | 3.1 Vocalizes to another person expressing positive affective state |
| Older Infant (6-12 months) | Use sounds to get and keep an adult's attention | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Older Infant (6-12 months) | Look at specific item upon hearing/seeing word in primary language | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Older Infant (6-12 months) | Use same sounds, intonations, signs, and facial expressions as parents do | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Produce strings of babble with intermixed, occasional words | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Older Infant (6-12 months) | Combine vocalizations with gestures | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Point to ask for out-of-reach toy | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Older Infant (6-12 months) | Babble by self and in response to others | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Emergent Literacy | ||||
| LL10 Show interest in rhymes, books, stories, and songs | ||||
| LL11 Actively participate and show appreciation for book reading, story sharing, and singing | ||||
| LL12 Interact with books appropriately | ||||
| Older Infant (6-12 months) | Independently pick up a book and flip the pages | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Infant (6-12 months) | Listen and/or look at books for a short period of time when read to | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| Older Infant (6-12 months) | Babble while looking at book as if reading | Social-Communication | A. Early Social Communication | 2. Produces speech sounds |
| Older Infant (6-12 months) | Show enjoyment while looking at pictures | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Emergent Writing | ||||
| LL13 Use and experiment with different writing materials | ||||
| LL14 Notice and show interest in signs and words in the classroom environment | ||||
| Older Infant (6-12 months) | Transfer and manipulate an object with hands | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Older Infant (6-12 months) | Pick up a small toy with thumb and fingers (pincher grasp) | Fine Motor | A. Reach, Grasp, and Release | 2.1 Grasps hand-size object |
| Older Infant (6-12 months) | Show interest when adults write | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Older Infant (6-12 months) | Use crayons to make marks | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older Infant (6-12 months) | Make marks with finger in paint | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Discoveries | ||||
|---|---|---|---|---|
| Sensory Awareness | ||||
| DS1 Use vision to respond to light and focus on details such as faces, movement, and color | ||||
| DS2 Use taste and smell to learn about foods, people, and objects | ||||
| DS3 Explore people and objects through touch | ||||
| DS4 Use hearing to gain information about people, places, language, and things | ||||
| DS5 Use all senses to learn about cultures and ways of doing things | ||||
| Older Infant (6-12 months) | Shake rattle or use voice to make sounds | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Reach out, touch and explore nurturing caregivers | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Focus on details, color, and movements of people and objects | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Spatial Awareness | ||||
| DS6 Discover how their own bodies fit into spaces | ||||
| DS7 Explore how objects can fit into a variety of spaces as they build, stack, fill and dump | ||||
| Older Infant (6-12 months) | Stack, sort, dump, push, and pull objects to see how they fit | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Older Infant (6-12 months) | Explore the world from a new view by sitting up, creeping, and crawling | Gross Motor | A. Body Control and Weight Transfer | 4 (all) |
| Older Infant (6-12 months) | Explore the world from a new view by sitting up, creeping, and crawling | Gross Motor | B. Movement and Coordination | 1 (all) |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Memory | ||||
| DS8 Focus on people in their immediate world and when they disappear, they no longer exist for the infant | ||||
| DS9 Focus on objects in their immediate world and when they disappear, they no longer exist for the infant | ||||
| DS10 Realize that people and objects that have disappeared still remain in the infant's memory | ||||
| Older Infant (6-12 months) | Continue to play though notices caregiver is out of sight | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Search actively for an object that is hidden | Cognitive | C. Conceptual Knowledge | 1.2 Locates hidden object |
| Older Infant (6-12 months) | Repeatedly drop objects and look to see where they have gone | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Cause and Effect | ||||
| DS11 Realize that a specific action (Ex: cry) is caused either through their own body or their own actions | ||||
| DS12 Recognize that people and specific parts of objects can cause things to happen | ||||
| DS13 Use their own body to get what they want or need (Ex: hands for feeding or reaching out, voice for crying to get attention) | ||||
| DS14 Watch people and see how they can be used to get what they want | ||||
| DS15 Use objects as a way to get what they want | ||||
| Older Infant (6-12 months) | Use hands or objects to cause actions like music or movement | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infant (6-12 months) | Use fingers to feed self | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Older Infant (6-12 months) | Point or vocalize to obtain wants or needs | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Attention and Persistence | ||||
| DS16 Notice and pay attention to objects and people of interest | ||||
| DS17 Choose to stay with an activity that interests them | ||||
| Older Infant (6-12 months) | Change behaviors when routines or rituals are changed | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Infant (6-12 months) | Turn away from intense interactions or sounds | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Older Infant (6-12 months) | Look back and forth between people and objects | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Curiosity and Problem Solving | ||||
| DS18 Explore objects to see how they work, using trial and error to meet challenges | ||||
| DS19 Make connections with people and use what they know from other situations to solve a problem | ||||
| DS20 Try a variety of approaches in problem solving using own body and objects | ||||
| Older Infant (6-12 months) | Use own body to taste, feel, touch, or smell objects and materials in their world | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Discover properties of objects by using them over and over again in multiple ways | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Play | ||||
| DS21 Play with hands, feet, and objects in their immediate world | ||||
| DS22 Imitate and practice what happens in their life as they watch people and events | ||||
| DS23 Use props and people as they engage in make believe play and act out simple themes | ||||
| Older Infant (6-12 months) | Roll, inch, or crawl to different areas of the room to experience and explore real objects | Gross Motor | A. Body Control and Weight Transfer | 3 (all) |
| Older Infant (6-12 months) | Roll, inch, or crawl to different areas of the room to experience and explore real objects | Gross Motor | B. Movement and Coordination | 1 (all) |
| Physical Health and Development | ||||
| Sensory | ||||
| PD1 Experience different sensory activities (touch, smell, see, hear, taste, etc.) | ||||
| PD2 Organize and discriminate sensory experiences | ||||
| PD3 Engage in sensory activities and play | ||||
| Older Infant (6-12 months) | Begin some imitation of handplay such as waving bye-bye and clapping hands | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Older Infant (6-12 months) | Calm with comfort from a familiar adult when upset | Social-Communication | A. Early Social Communication | 1.1 Quiets to familiar voice |
| Older Infant (6-12 months) | Respond to familiar books and songs | Social-Emotional | A. Interactions with Adults | 2. Maintains social interaction with familiar adult |
| Older Infant (6-12 months) | Respond to different textures | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Fine Motor | ||||
| PD4 Develop strength, small motor control, and coordination through daily activities. | ||||
| PD5 Touch, grasp, reach, and explore people and objects. | ||||
| PD6 Develop and use eye-hand coordination to perform a variety of tasks | ||||
| PD7 Use and manipulate objects purposefully | ||||
| PD8 Use two hands in a coordinated, purposeful fashion | ||||
| Older Infant (6-12 months) | Transfer objects from one hand to another | Fine Motor | B. Functional Skill Use | 3.5 Transfers object from hand to hand |
| Older Infant (6-12 months) | Control grasp and release of single objects | Fine Motor | A. Reach, Grasp, and Release | 3.1 Releases object into targeted space |
| Older Infant (6-12 months) | Control grasp and release of single objects | Fine Motor | A. Reach, Grasp, and Release | 3.2 Releases object into nondefined space |
| Older Infant (6-12 months) | Hold a toy in each hand simultaneously | Cognitive | D. Reasoning | 1.2 Retains one object when second object is obtained |
| Older Infant (6-12 months) | Begin to finger-feed self | Adaptive | A. Eating and Drinking | 3.2 Eats with fingers |
| Gross Motor | ||||
| PD9 Move freely as they begin to control their own bodies starting with the head and back and progressing to the arms and legs | ||||
| PD10 Increase the strength, balance, and coordination of their bodies | ||||
| PD11 Ability to coordinate their bodies to perform increasingly complex movements | ||||
| PD12 Interact with people and environment through movement and body awareness | ||||
| Older Infant (6-12 months) | Gradually sit independently | Gross Motor | A. Body Control and Weight Transfer | 4.4 Sits balanced without support |
| Older Infant (6-12 months) | Get to hands and knees and rock back and forth | Gross Motor | B. Movement and Coordination | 1.1 Rocks while in creeping position |
| Older Infant (6-12 months) | Move from one location to another by rolling, crawling on belly, and crawling on hands and knees | Gross Motor | A. Body Control and Weight Transfer | 3 (all) |
| Older Infant (6-12 months) | Move from one location to another by rolling, crawling on belly, and crawling on hands and knees | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Older Infant (6-12 months) | Move from one location to another by rolling, crawling on belly, and crawling on hands and knees | Gross Motor | B. Movement and Coordination | 1.3 Crawls forward on stomach |
| Older Infant (6-12 months) | Pull to standing position | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Older Infant (6-12 months) | Begin to take steps sideways while holding onto something (cruising) | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| Health Awareness and Practice | ||||
|---|---|---|---|---|
| PD13 Learn about and respect their bodies | ||||
| PD14 Engage in daily physical activity, both indoors and outdoors | ||||
| PD15 Experience and learn about hygiene routines | ||||
| PD16 Experience and learn about healthy lifestyle practices | ||||
| PD17 Learn about and demonstrate safe behaviors and accident prevention | ||||
| Older Infant (6-12 months) | Indicate when hungry, full, thirsty, uncomfortable, tired | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Older Infant (6-12 months) | Develop consistent sleep/wake patterns and daily routines | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Infant (6-12 months) | Cooperate during care routines: may hold bottle, feed themselves, help wash hands, pull at diapers when wet | Social-Emotional | A. Interactions with Adults | 3.2 Follows familiar social routines with familiar adults |
| Older Infant (6-12 months) | Spend longer periods of time exploring the environment and playing with favorite toys | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Older Infant (6-12 months) | Bat, grab, drop, or shake simple toys: rattles, soft balls, dolls, and cause and effect toys | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Older Infant (6-12 months) | Use solid furniture to pulling up, standing, and cruising | Gross Motor | B. Movement and Coordination | 2.3 Pulls to standing position |
| Older Infant (6-12 months) | Use solid furniture to pulling up, standing, and cruising | Gross Motor | B. Movement and Coordination | 3.4 Cruises |
| Older Infant (6-12 months) | Eat a variety of fruits and vegetables | Adaptive | A. Eating and Drinking | 2.3 Eats soft and dissolvable foods |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Social Emotional | ||||
| Self-Awareness | ||||
| SE1 Express feelings, emotions, and needs in a responsive environment | ||||
| SE2 Discover own body | ||||
| SE3 Recognize and respond to name | ||||
| SE4 Begin to develop independence | ||||
| SE5 Begin to develop a sense of accomplishment | ||||
| Young Toddler (12-24 Months) | Express his/her own feelings and range of emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Young Toddler (12-24 Months) | Express emotions to get reaction from others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Young Toddler (12-24 Months) | Express jealousy when caregiver holds another child | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler (12-24 Months) | Identify simple body parts such as head, leg, arm | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler (12-24 Months) | Recognize reflection in mirror and say name | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler (12-24 Months) | Begin to identify self by name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Toddler (12-24 Months) | Begin to say/sign name when prompted | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Toddler (12-24 Months) | Show preferences for favorite toys, books, and objects | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler (12-24 Months) | Say “Mine” to things he/she wants | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler (12-24 Months) | Begin to feed self with utensils | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Young Toddler (12-24 Months) | Display preference to complete tasks by himself/herself and voice displeasure when caregiver tries to help | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler (12-24 Months) | Begin to communicate to get adult help (Ex: point to where a ball has rolled under a shelf) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Toddler (12-24 Months) | Watch for reaction from others after action or doing something | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Self-Regulation | ||||
| SE6 Begin to develop calming and coping skills | ||||
| SE7 Develop self-control | ||||
| Young Toddler (12-24 Months) | Cling to blanket or stuffed toy at arrival time when family tries to leave | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Young Toddler (12-24 Months) | Want to be picked up by caregiver at arrival time | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler (12-24 Months) | Begin to develop understanding of right and wrong (Ex: says "No" after throwing food on floor then looks to caregiver for reaction) | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler (12-24 Months) | Demonstrate difficulty sharing | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Toddler (12-24 Months) | Understand connection between own behavior and reaction of others | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Young Toddler (12-24 Months) | Continue to have difficulty sharing | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Toddler (12-24 Months) | Cry when does not get what he/she wants | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Attachments/Social Relationships | ||||
| SE8 Express feelings through facial expressions, gestures, and sound | ||||
| SE9 Build a trusting relationship with a caring adult | ||||
| SE10 Engage with other children | ||||
| SE11 Respond to emotions of others | ||||
| Young Toddler (12-24 Months) | Express jealousy when caregiver holds another child | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Try to comfort another child who is upset | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Young Toddler (12-24 Months) | Cling to parent or caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler (12-24 Months) | Express sadness when parent leaves | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Identify photos of self and family members | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Young Toddler (12-24 Months) | Act anxious around strangers | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Young Toddler (12-24 Months) | Enjoy helping by working side by side with adult | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler (12-24 Months) | Try new things with favorite caregiver close by | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Young Toddler (12-24 Months) | Comfort peer by offering them own blanket or patting them on back | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Young Toddler (12-24 Months) | Play side-by-side with other toddlers (parallel play) | Social-Emotional | C. Interactions with Adults | 1.3 Plays near one or two peers |
| Young Toddler (12-24 Months) | Push, hit, or bite when another child takes toy | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Young Toddler (12-24 Months) | Begin to say other child’s name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Young Toddler (12-24 Months) | Match facial expressions; interpret facial cues as emotional expressions | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult’s affective tone |
| Young Toddler (12-24 Months) | Begin to respond to feelings of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Language and Literacy | ||||
| Receptive Language | ||||
| LL1 Show interest in sounds | ||||
| LL2 Show interest in language of others | ||||
| LL3 Begin to understand gestures, words, routines, communication | ||||
| LL4 Respond to communication of others | ||||
| Young Toddler (12-24 Months) | Combine objects in play and notice new sounds it makes (Ex: bang blocks together, place items in container) | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Young Toddler (12-24 Months) | Participate in fingerplays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Young Toddler (12-24 Months) | Laugh at silly language | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddler (12-24 Months) | Point to common objects when named | Social-Communication | B. Communicative Understanding | 2. Locates common objects, people, or events |
| Young Toddler (12-24 Months) | Listen and respond to peer when speaking | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Young Toddler (12-24 Months) | Share and show items of interest | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Expressive Language | ||||
| LL5 Use sounds, gestures or actions to communicate wants and needs | ||||
| LL6 Imitate sounds, words, signs, facial expressions, and gestures | ||||
| LL7 Communicate using words, sounds, and/or signs leading to communicating using phrases and short sentences | ||||
| LL8 Use sounds, words or signs for a variety of purposes, including expressing emotions and physical states | ||||
| LL9 Engage in turn-taking, back-and-forth exchanges leading to conversation | ||||
| Young Toddler (12-24 Months) | Use simple gesture (Ex: nod head for yes) | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Use facial expressions to show excitement or distress | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Pull caregiver to object he/she wants to play with | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler (12-24 Months) | Imitate new words or signs | Cognitive | B. Imitation and Memory | 1.1 Initiates novel simple motor action not already in repertoire |
| Young Toddler (12-24 Months) | Imitate new words or signs | Cognitive | B. Imitation and Memory | 2.1 Initiates novel vocalizations |
| Young Toddler (12-24 Months) | Imitate adult movements when doing rhymes/finger plays (Ex: Pat-a-Cake) | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Young Toddler (12-24 Months) | Imitate simple expressions (Ex: smile, frown, surprised look) | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Young Toddler (12-24 Months) | Produce few words/signs that are understandable and consistent (Ex: ba ba for bottle, ma ma or da da) | Social-Communication | C. Communicative Expression | 1.4 Uses consistent consonant-vowel combinations |
| Young Toddler (12-24 Months) | Say more words/signs every month | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Young Toddler (12-24 Months) | Combine gestures with vocalizations | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Use strings of different sounds sounding like he/she is having a conversation | Social-Communication | A. Early Social Communication | 3. Engages in vocal exchanges |
| Young Toddler (12-24 Months) | Begin to combine words/signs | Social-Communication | C. Communicative Expression | 1.3 Uses consistent approximations for words or signs |
| Young Toddler (12-24 Months) | May become frustrated if meaning of communication attempt is not readily understood | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Young Toddler (12-24 Months) | Begin to use words/signs to describe physical needs and wants (Ex: hungry) | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Toddler (12-24 Months) | Respond to yes/no questions | Social-Communication | A. Early Social Communication | 4. Uses intentional gestures, vocalizations, and objects to communicate |
| Young Toddler (12-24 Months) | Initiate conversations | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler (12-24 Months) | Name pictures | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Young Toddler (12-24 Months) | Match emotions of peers | Social-Emotional | C. Interactions with Peers | 1.2 Responds appropriately to peer social behavior |
| Young Toddler (12-24 Months) | Initiate play with peers | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Young Toddler (12-24 Months) | Begin to combine words | Social-Communication | C. Communicative Expression | 1.1 Uses two-word utterances |
| Emergent Literacy | ||||
| LL10 Show interest in rhymes, books, stories, and songs | ||||
| LL11 Actively participate and show appreciation for book reading, story sharing, and singing | ||||
| LL12 Interact with books appropriately | ||||
| Young Toddler (12-24 Months) | Recognize familiar signs, labels, or logos in home or community | Literacy | A. Awareness of Print Concepts | 3.2 Recognizes common signs and logos |
| Young Toddler (12-24 Months) | Finish repetitive lines in familiar books | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Young Toddler (12-24 Months) | Hold book correctly for reading | Literacy | A. Awareness of Print Concepts | 2.2 Holds book or other printed material with pictures correctly oriented |
| Young Toddler (12-24 Months) | See picture of flower and pretends to smell it | Cognitive | C. Conceptual Knowledge | 2. Recognizes symbols |
| Young Toddler (12-24 Months) | Point to pictures upon request | Literacy | D. Vocabulary and Story Comprehension | 1.2 Locates familiar objects, people, events, and actions in picture books |
| Young Toddler (12-24 Months) | Enjoy being read to | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Emergent Writing | ||||
| LL13 Use and experiment with different writing materials | ||||
| LL14 Notice and show interest in signs and words in the classroom environment | ||||
| Young Toddler (12-24 Months) | Pretend to write by scribbling | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Young Toddler (12-24 Months) | Choose to use markers or crayons during playtime | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Young Toddler (12-24 Months) | Imitate marks on paper | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Young Toddler (12-24 Months) | Imitate marks on paper | Fine Motor | C. Mechanics of Writing | 1.2 Writes or draws using curved lines |
| Young Toddler (12-24 Months) | Imitate marks on paper | Fine Motor | C. Mechanics of Writing | 1.3 Writes or draws using straight lines |
| Young Toddler (12-24 Months) | Notice letters and words on paper | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Memory | ||||
| DS8 Focus on people in their immediate world and when they disappear, they no longer exist | ||||
| DS9 Focus on objects in their immediate world and when they disappear, they no longer exist | ||||
| DS10 Realize that people and objects that have disappeared still remain in the toddler's memory | ||||
| Young Toddler (12-24 Months) | Search for items in specific sequences or places | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Young Toddler (12-24 Months) | Look for caregiver or parent after they leave room | Cognitive | A. Sensory Exploration | 1. Orients to events or stimulation |
| Cause and Effect | ||||
| DS11 Realize that a specific action (Ex: cry) is caused either through their own body or their own actions | ||||
| DS12 Recognize that people and specific parts of objects can cause things to happen | ||||
| DS13 Use their own body to get what they want or need (Ex: hands for feeding or reaching out, voice for crying to get attention) | ||||
| DS14 Watch people and see how they can be used to get what they want | ||||
| DS15 Use objects as a way to get what they want | ||||
| Young Toddler (12-24 Months) | Begin to use spoon or fork to feed self | Adaptive | A. Eating and Drinking | 3.1 Brings food to mouth with eating utensil |
| Young Toddler (12-24 Months) | Push, poke, or prod buttons or knobs to make things happen | Cognitive | D. Reasoning | 2.2 Uses simple actions on objects |
| Young Toddler (12-24 Months) | Empty and fill different size cups with materials | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Attention and Persistence | ||||
| DS16 Notice and pay attention to objects and people of interest | ||||
| DS17 Choose to stay with an activity that interests them | ||||
| Young Toddler (12-24 Months) | Expect favorite song or book to be presented the same way every time | Social-Communication | A. Early Social Communication | 4.1 Makes requests of others |
| Young Toddler (12-24 Months) | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Young Toddler (12-24 Months) | Can often stay with activity to completion depending on temperament | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Curiosity and Problem Solving | ||||
| DS18 Explore objects to see how they work, using trial and error to meet challenges | ||||
| DS19 Make connections with people and use what they know from other situations to solve a problem | ||||
| DS20 Try a variety of approaches in problem solving using own body and objects | ||||
| Young Toddler (12-24 Months) | Imitate caregiver | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler (12-24 Months) | Move object around to see it in different ways | Cognitive | A. Sensory Exploration | 2. Combines simple actions to examine people, animals, and objects |
| Young Toddler (12-24 Months) | Develop basic concepts, patterns, shapes, and textures of things in environment | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Play | ||||
| DS21 Play with hands, feet, and objects in their immediate world | ||||
| DS22 Imitate and practice what happens in their life as they watch people and events | ||||
| DS23 Use props and people as they engage in make believe play and act out simple themes | ||||
| Young Toddler (12-24 Months) | Pretend to talk on telephone, cook meals, or care for baby | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Young Toddler (12-24 Months) | Use real tools to act out simple tasks | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Physical Health and Development | ||||
| Sensory | ||||
| PD1 Experience different sensory activities (touch, smell, see, hear, taste, etc.) | ||||
| PD2 Organize and discriminate sensory experiences | ||||
| PD3 Engage in sensory activities and play | ||||
| Young Toddler (12-24 Months) | React to surprise happenings | Cognitive | A. Sensory Exploration | 1.1 Reacts to events or stimulation |
| Young Toddler (12-24 Months) | Develop preferences for tastes, textures, sounds, scents, and sights | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Young Toddler (12-24 Months) | Touch and explore objects with hands and fingers | Cognitive | A. Sensory Exploration | 2.1 Uses sensory means to explore people, animals, and objects |
| Young Toddler (12-24 Months) | Begin to notice and repeat different sounds | Cognitive | B. Imitation and Memory | 2.1 Imitates novel vocalizations |
| Young Toddler (12-24 Months) | Respond to own name and familiar words | Social-Communication | B. Communicative Understanding | 2.1 Recognizes own and familiar names |
| Young Toddler (12-24 Months) | Enjoy movement activities like walking, dancing, swinging | Social-Emotional | A. Interactions with Adults | 2.2 Repeats part of interactive game or action in order to continue game or action |
| Fine Motor | ||||
| PD4 Develop strength, small motor control, and coordination through daily activities | ||||
| PD5 Touch, grasp, reach, and explore people and objects | ||||
| PD6 Develop and use eye-hand coordination to perform a variety of tasks | ||||
| PD7 Use and manipulate objects purposefully | ||||
| PD8 Use two hands in a coordinated, purposeful fashion | ||||
| Young Toddler (12-24 Months) | Begin to hold cup | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Young Toddler (12-24 Months) | Begin to pinch thumb and finger | Fine Motor | A. Reach, Grasp, and Release | 2. Grasps pea-size object |
| Young Toddler (12-24 Months) | Begin to manipulate small objects | Fine Motor | B. Functional Skill Use | 1.2 Uses hand to activate object |
| Young Toddler (12-24 Months) | Begin to turn pages in sturdy board book | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| Young Toddler (12-24 Months) | Fold, crush, and change shapes of blankets, paper, and foods | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Young Toddler (12-24 Months) | Add and empty objects from containers | Fine Motor | B. Functional Skill Use | 2.1 Turns object using either hand |
| Gross Motor | ||||
| PD9 Move freely as they begin to control their own bodies starting with the head and back and progressing to the arms and legs | ||||
| PD10 Increase the strength, balance, and coordination of their bodies | ||||
| PD11 Ability to coordinate their bodies to perform increasingly complex movements | ||||
| PD12 Interact with people and environment through movement and body awareness | ||||
| Young Toddler (12-24 Months) | Begin to roll and toss objects | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Young Toddler (12-24 Months) | Walk short distances with both hands held, then with one hand | Gross Motor | B. Movement and Coordination | 3.2 Walks with one-hand support |
| Young Toddler (12-24 Months) | Walk independently | Gross Motor | B. Movement and Coordination | 3.3 Walks with two-hand support |
| Young Toddler (12-24 Months) | Climb into an adult lap, on furniture, up and down stairs, or out of crib | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler (12-24 Months) | Climb into an adult lap, on furniture, up and down stairs, or out of crib | Gross Motor | B. Movement and Coordination | 4.2 Moves up and down stairs |
| Young Toddler (12-24 Months) | Climb into an adult lap, on furniture, up and down stairs, or out of crib | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Young Toddler (12-24 Months) | Kick balls short distances | Gross Motor | C. Active Play | 1.4 Kicks ball |
| Young Toddler (12-24 Months) | Begin to run, but may be awkward and have difficulty stopping | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Young Toddler (12-24 Months) | Squat | Gross Motor | B. Movement and Coordination | 2. Stoops and regains balanced standing position |
| Health Awareness and Practice | ||||
| PD13 Learn about and respect their bodies | ||||
| PD14 Engage in daily physical activity, both indoors and outdoors | ||||
| PD15 Experience and learn about hygiene routines | ||||
| PD16 Experience and learn about healthy lifestyle practices | ||||
| PD17 Learn about and demonstrate safe behaviors and accident prevention | ||||
| Young Toddler (12-24 Months) | Cooperate during physical care: dressing, eating, hand washing, bathing, tooth brushing, nose blowing, and diapering | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Young Toddler (12-24 Months) | Engage in active play: pushing carts, loading wagons, rolling balls, walking, climbing, dancing, riding wheel toys | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Young Toddler (12-24 Months) | Engage in active play: pushing carts, loading wagons, rolling balls, walking, climbing, dancing, riding wheel toys | Gross Motor | B. Movement and Coordination | 4.3 Gets up and down from low structure |
| Young Toddler (12-24 Months) | Engage in active play: pushing carts, loading wagons, rolling balls, walking, climbing, dancing, riding wheel toys | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Young Toddler (12-24 Months) | Engage in active play: pushing carts, loading wagons, rolling balls, walking, climbing, dancing, riding wheel toys | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Young Toddler (12-24 Months) | Engage in active play: pushing carts, loading wagons, rolling balls, walking, climbing, dancing, riding wheel toys | Gross Motor | C. Active Play | 3.4 Sits on riding toy or in wagon while in motion |
| Young Toddler (12-24 Months) | Eat a variety of healthy foods, including fruits and vegetables | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Young Toddler (12-24 Months) | Show interest in preparing and serving food | Social-Emotional | A. Interactions with Adults | 3.1 Initiates next step of familiar social routine |
| Young Toddler (12-24 Months) | Interact with others at mealtimes | Social-Emotional | A. Interactions with Adults | 2.1 Initiates simple social interaction with familiar adult |
| Young Toddler (12-24 Months) | Respond to verbal warnings of danger from trusted adult | Social-Emotional | A. Interactions with Adults | 1.1 Responds appropriately to familiar adult's affective tone |
| Social Emotional | ||||
| Self-Awareness | ||||
| SE1 Express feelings, emotions, and needs in a responsive environment | ||||
| SE2 Discover own body | ||||
| SE3 Recognize and respond to name | ||||
| SE4 Begin to develop independence | ||||
| SE5 Begin to develop a sense of accomplishment | ||||
| Older Toddler (24-36 months) | Begin to recognize his/her own feelings and range of emotions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Toddler (24-36 months) | Act out different emotions during pretend play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler (24-36 months) | Use one or two words to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Toddler (24-36 months) | Begin to recognize and react to feelings of others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Older Toddler (24-36 months) | Express frustration through tantrums | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Toddler (24-36 months) | Identify body parts including elbow, ankle, neck | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Older Toddler (24-36 months) | Begin to identify name in print | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Older Toddler (24-36 months) | Begin to ask for help when unable to complete tasks independently | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Use words, gestures or signs to celebrate success | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Older Toddler (24-36 months) | Request praise after completing difficult activity (Ex: putting puzzle together) | Social-Emotional | B. Social-Emotional Expression and Regulation | 3.2 Shares accomplishment with familiar caregiver |
| Self-Regulation | ||||
| SE6 Begin to develop calming and coping skills | ||||
| SE7 Develop self-control | ||||
| Older Toddler (24-36 months) | Carry around favorite stuffed animal when afraid | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Toddler (24-36 months) | Go off by himself/herself | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Older Toddler (24-36 months) | Continue to need adult support when in conflict with another child | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler (24-36 months) | Begin to follow and repeat simple rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Older Toddler (24-36 months) | Understand the connection between own behavior and the reaction of others | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Older Toddler (24-36 months) | Begin to make careful choices to avoid danger and conflict | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Attachments/Social Relationships | ||||
| SE8 Express feelings through facial expressions, gestures, and sound | ||||
| SE9 Build a trusting relationship with a caring adult | ||||
| SE10 Engage with other children | ||||
| SE11 Respond to emotions of others | ||||
| Older Toddler (24-36 months) | Use one or two words to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Toddler (24-36 months) | Express frustration through tantrums | Social-Communication | A. Early Social Communication | 4.4 Expresses negation or protests |
| Older Toddler (24-36 months) | Ask/sign/gesture to get attention | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler (24-36 months) | Show affection by hugging | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler (24-36 months) | Search out favorite caregiver for comfort | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler (24-36 months) | Follow around favorite caregiver | Social-Emotional | B. Social-Emotional Expression and Regulation | 2.2 Seeks comfort, closeness, or physical contact from familiar adult |
| Older Toddler (24-36 months) | Develop friendship with one or two peers | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Toddler (24-36 months) | Have preferences for some children | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler (24-36 months) | Say friend's name | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Toddler (24-36 months) | Begin to think of solutions for social conflicts with assistance | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Older Toddler (24-36 months) | Use one to two word sentences to express feelings | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Toddler (24-36 months) | Share favorite toy with child who is sad | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Older Toddler (24-36 months) | Ask others about how they are feeling | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Get caregiver to help another child in need | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Language and Literacy | ||||
| Receptive Language | ||||
| LL1 Show interest in sounds | ||||
| LL2 Show interest in language of others | ||||
| LL3 Begin to understand gestures, words, routines, communication | ||||
| LL4 Respond to communication of others | ||||
| Older Toddler (24-36 months) | Join in fingerplay with actions and words | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler (24-36 months) | Actively seek to participate in ongoing activities | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Older Toddler (24-36 months) | Interact in play with peers | Social-Emotional | C. Interactions with Peers | 1. Maintains interaction with peer |
| Older Toddler (24-36 months) | Try to repeat sounds in environment, including words that peers say | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Expressive Language | ||||
| LL5 Use sounds, gestures, or actions to communicate wants and needs | ||||
| LL6 Imitate sounds, words, signs, facial expressions, and gestures | ||||
| LL7 Communicate using words, sounds, and/or signs leading to communicating using phrases and short sentences | ||||
| LL8 Use sound, words, or signs for a variety of purposes, including expressing emotions and physical states | ||||
| LL9 Engage in turn taking back and forth exchanges leading to conversation | ||||
| Older Toddler (24-36 months) | Move/gesture to indicate toileting needs (Ex: wet or soiled diaper, tug on pants indicating a need to use bathroom) | Adaptive | B. Personal Care Routines | 1.3 Indicates awareness of soiled and wet pants or diapers |
| Older Toddler (24-36 months) | Repeat simple rhymes and songs | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler (24-36 months) | Imitate two and three-word phrases | Cognitive | B. Imitation and Memory | 2. Imitates novel words |
| Older Toddler (24-36 months) | Initiate fingerplays | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Older Toddler (24-36 months) | Use words for many objects (Ex: nouns) | Social-Communication | C. Communicative Expression | 2.2 Uses regular plural nouns |
| Older Toddler (24-36 months) | Use name to refer to self | Social-Emotional | E. Meeting Social Expectations | 4.3 Provides given name or nickname of self and others |
| Older Toddler (24-36 months) | Name some body parts | Social-Communication | C. Communicative Expression | 1.2 Uses 50 single words, signs, or symbols |
| Older Toddler (24-36 months) | Use one word questions with intonation | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Use some two-word question approximations (Ex: “what?”) | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Ask for help | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Ask questions | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Older Toddler (24-36 months) | Talk/sign to self | Social-Communication | D. Social Use of Language | 3.2 Varies voice to impart meaning and recognize social or environmental conditions |
| Older Toddler (24-36 months) | Begin to describe personal experiences | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Older Toddler (24-36 months) | Converse in primary language, one or two responses | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Older Toddler (24-36 months) | Recognize stories and songs that he/she hears frequently | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler (24-36 months) | Use three-word sentences | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddler (24-36 months) | Learn and use new words | Social-Communication | C. Communicative Expression | 1. Produces multiple-word sentences to communicate |
| Older Toddler (24-36 months) | Use feeling words and facial expressions appropriately | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Older Toddler (24-36 months) | Talk to other children | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler (24-36 months) | Answer simple questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Older Toddler (24-36 months) | Answer questions with accurate “yes” or “no” answer | Social-Communication | D. Social Use of Language | 3.5 Responds to contingent questions from others |
| Older Toddler (24-36 months) | Use language or gestures that are increasingly understandable | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Older Toddler (24-36 months) | Use language in dramatic and/or symbolic play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Older Toddler (24-36 months) | Begin to use language to describe own pictures/artwork | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| Older Toddler (24-36 months) | Participate taking turn in conversation | Social-Communication | D. Social Use of Language | 3.4 Alternates between speaker and listener roles during conversations with others |
| Emergent Literacy | ||||
| LL10 Show interest in rhymes, books, stories, and songs | ||||
| LL11 Actively participate and show appreciation for book reading, story sharing, and singing | ||||
| LL12 Interact with books appropriately | ||||
| Older Toddler (24-36 months) | Label or make accompanying noises when sees picture | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Older Toddler (24-36 months) | Participate in book reading by making noises (Ex: says tweet, tweet when pointing at birds | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler (24-36 months) | Recognize book by cover | Literacy | D. Vocabulary and Story Comprehension | 1. Demonstrates understanding that pictures represent text |
| Older Toddler (24-36 months) | Pretend to “read” independently | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Older Toddler (24-36 months) | Recognize name in print | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Older Toddler (24-36 months) | Open book and flip pages in order | Literacy | D. Vocabulary and Story Comprehension | 2.3 Tells story associated with series of pictures |
| Older Toddler (24-36 months) | Pick out/request story book for teacher/caregiver to read | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler (24-36 months) | Choose to look at books as free choice activity | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Emergent Writing | ||||
| LL13 Use and experiment with different writing materials | ||||
| LL14 Notice and show interest in signs and words in the classroom environment | ||||
| Older Toddler (24-36 months) | Hold crayon with thumb and fingers of one hand | Fine Motor | A. Reach, Grasp, and Release | 2.2 Grasps small cylindrical object |
| Older Toddler (24-36 months) | Try to imitate symbols and pictures | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Older Toddler (24-36 months) | “Writing” and “drawing” begin to look different | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Older Toddler (24-36 months) | Try to describe his/her writing/artwork through his/her own words and interpretations (Ex: show scribble and say, “It’s a dinosaur.”) | Literacy | E. Writing | 1.3 Verbally labels nonrepresentational drawings |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Memory | ||||
| DS8 Focus on people in their immediate world and when they disappear, they no longer exist for the infant | ||||
| DS9 Focus on objects in their immediate world and when they disappear, they no longer exist for the infant | ||||
| DS10 Realize that people and objects that have disappeared still remain in the infant's memory | ||||
| Older Toddler (24-36 months) | Identify objects or people by name, sound, or facial expression | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler (24-36 months) | Look for favorite book or toy where it belongs | Cognitive | C. Conceptual Knowledge | 1. Maintains search for object not in its usual location |
| Cause and Effect | ||||
| DS11 Realize that a specific action (Ex: cry) is caused either through their own body or their own actions | ||||
| DS12 Recognize that people and specific parts of objects can cause things to happen | ||||
| DS13 Use their own body to get what they want or need (Ex: hands for feeding or reaching out, voice for crying to get attention) | ||||
| DS14 Watch people and see how they can be used to get what they want | ||||
| DS15 Use objects as a way to get what they want | ||||
| Older Toddler (24-36 months) | Engage caregiver or peer to make things happen and expect response | Social-Emotional | A. Interactions with Adults | 1. Initiates positive social behavior toward familiar adult |
| Older Toddler (24-36 months) | Engage caregiver or peer to make things happen and expect response | Social-Emotional | C. Interactions with Peers | 1.1 Initiates social behavior toward peer |
| Older Toddler (24-36 months) | Use objects to obtain out of reach items | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Attention and Persistence | ||||
| DS16 Notice and pay attention to objects and people of interest | ||||
| DS17 Choose to stay with an activity that interests them | ||||
| Older Toddler (24-36 months) | Expect favorite song or book to be presented same way every time | Literacy | A. Awareness of Print Concepts | 1.1 Participates in shared one-on-one reading |
| Older Toddler (24-36 months) | Engage in solitary play | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Older Toddler (24-36 months) | Can often stay with activity to completion depending on temperament | Social-Emotional | D. Independent and Group Participation | 1.3 Remains with group during small-group activities |
| Curiosity and Problem Solving | ||||
| DS18 Explore objects to see how they work, using trial and error to meet challenges | ||||
| DS19 Make connections with people and uses what they know from other situations to solve a problem | ||||
| DS20 Try a variety of approaches in problem solving using own body and objects | ||||
| Older Toddler (24-36 months) | Try several ways to reach an object that is stuck | Cognitive | D. Reasoning | 1. Uses object to obtain another object |
| Older Toddler (24-36 months) | Try several ways to reach an object that is stuck | Cognitive | D. Reasoning | 1.1 Uses part of object or support to obtain another object |
| Older Toddler (24-36 months) | Use body, objects, or instruments to clap, pat, or make other sounds | Cognitive | D. Reasoning | 2. Coordinates actions with objects to achieve new outcomes |
| Older Toddler (24-36 months) | Twist or turn objects to figure out how they work | Cognitive | D. Reasoning | 2.1 Tries different simple actions to achieve goal |
| Play | ||||
| DS21 Play with hands, feet, and objects in their immediate world | ||||
| DS22 Imitate and practice what happens in their life as they watch people and events | ||||
| DS23 Use props and people as they engage in make believe play and act out simple themes | ||||
| Older Toddler (24-36 months) | Use real objects in imaginative ways to engage in role play activities such as talking on shoe or using block for bottle | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Older Toddler (24-36 months) | Play different roles in pretend play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Physical Health and Development | ||||
| Sensory | ||||
| PD1 Experience different sensory activities (touch, smell, see, hear, taste, etc.) | ||||
| PD2 Organize and discriminate sensory experiences | ||||
| PD3 Engage in sensory activities and play | ||||
| Older Toddler (24-36 months) | Play with different textures – solid and liquid materials | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler (24-36 months) | Use senses to experience nature and weather | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Older Toddler (24-36 months) | Eat a variety of foods with different tastes and textures | Adaptive | A. Eating and Drinking | 2. Eats foods from variety of food groups with variety of textures |
| Older Toddler (24-36 months) | Recognize and repeat familiar songs and rhythms | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Fine Motor | ||||
| PD4 Develop strength, small motor control, and coordination through daily activities | ||||
| PD5 Touch, grasp, reach, and explore people and objects | ||||
| PD6 Develop and use eye-hand coordination to perform a variety of tasks | ||||
| PD7 Use and manipulate objects purposefully | ||||
| PD8 Use two hands in a coordinated, purposeful fashion | ||||
| Older Toddler (24-36 months) | Begin to hold writing tools | Fine Motor | C. Mechanics of Writing | 1.4 Scribbles |
| Older Toddler (24-36 months) | Begin to remove loose clothing and shoes | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler (24-36 months) | Keep one hand stable and use other to perform tasks | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Older Toddler (24-36 months) | Push objects along window sills, carpeted areas, and lined places | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Gross Motor | ||||
| PD9 Move freely as they begin to control their own bodies starting with the head and back and progressing to the arms and legs | ||||
| PD10 Increase the strength, balance, and coordination of their bodies | ||||
| PD11 Ability to coordinate their bodies to perform increasingly complex movements | ||||
| PD12 Interact with people and environment through movement and body awareness | ||||
| Older Toddler (24-36 months) | Begin to jump | Gross Motor | B. Movement and Coordination | 6.1 Jumps up and down in place |
| Older Toddler (24-36 months) | Begin to throw objects with aim | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Older Toddler (24-36 months) | Begin to put on own shirt, pants, shoes, or jacket | Adaptive | C. Dressing and Undressing | 2.2 Puts on front-opening clothing |
| Older Toddler (24-36 months) | Begin to put on own shirt, pants, shoes, or jacket | Adaptive | C. Dressing and Undressing | 2.3 Puts on pullover clothing |
| Older Toddler (24-36 months) | Begin to put on own shirt, pants, shoes, or jacket | Adaptive | C. Dressing and Undressing | 2.4 Puts on pull-up clothing |
| Older Toddler (24-36 months) | Begin to put on own shirt, pants, shoes, or jacket | Adaptive | C. Dressing and Undressing | 2.5 Puts on socks |
| Older Toddler (24-36 months) | Begin to put on own shirt, pants, shoes, or jacket | Adaptive | C. Dressing and Undressing | 2.6 Puts on shoes |
| Older Toddler (24-36 months) | Move with increased coordination: change direction, stop, hold position | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler (24-36 months) | Move easily across variety of surfaces, increasing balance | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Older Toddler (24-36 months) | Begin to experiment with riding toys, using feet to move forward | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Older Toddler (24-36 months) | Walk backward | Gross Motor | B. Movement and Coordination | 3.1 Walks without support |
| Health Awareness and Practice | ||||
| PD13 Learn about and respect their bodies | ||||
| PD14 Engage in daily physical activity, both indoors and outdoors | ||||
| PD15 Experience and learn about hygiene routines | ||||
| PD16 Experience and learn about healthy lifestyle practices | ||||
| PD17 Learn about and demonstrate safe behaviors and accident prevention | ||||
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | B. Movement and Coordination | 1. Creeps forward using alternating arm and leg movements |
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | C. Active Play | 1.5 Throws ball overhand at target with one hand |
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | C. Active Play | 1.6 Throws or rolls ball at target with two hands |
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Older Toddler (24-36 months) | Enjoy and initiate active play: dancing, climbing, playing with push or pull toys, crawling through tunnels, throwing balls, running | Gross Motor | C. Active Play | 3.3 Pushes riding toy with feet while steering |
| Older Toddler (24-36 months) | May indicate toilet needs | Adaptive | B. Personal Care Routines | 1.1 Indicates need to use toilet |
| Older Toddler (24-36 months) | Decide what and how much to eat when offered healthy food choices | Adaptive | A. Eating and Drinking | 5.1 Puts appropriate amount of food in mouth, chews, and swallows before taking another bite⑦ |
| Older Toddler (24-36 months) | Decide what and how much to eat when offered healthy food choices | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Older Toddler (24-36 months) | Prepare for sleep with bedtime comfort items and a familiar routine | Social-Emotional | A. Interactions with Adults | 3. Participates in familiar social routines with caregivers |
| Older Toddler (24-36 months) | Begin to initiate appropriate action at signs of danger: offers hand to adult near a parking lot or street | Social-Emotional | E. Meeting Social Expectations | 3. Follows context-specific rules |
| Preschool Foundations | ||||
|---|---|---|---|---|
| Social and Emotional Development | ||||
| Self-Concept | ||||
| SE31 Be with adults who are consistent, responsive, and caring | ||||
| SE32 Make meaningful choices and experience the outcomes of those choices in a safe and supportive environment | ||||
| SE33 Participate in activities that are challenging but within their reach | ||||
| SE34 Assume a role in determining how they will learn | ||||
| SE35 Participate in meaningful responsibilities | ||||
| SE36 Explore and participate in activities and materials designed to build understanding of individual characteristics and of diversity in culture, family structure, ability, language, age, and gender in non-stereotypical ways | ||||
| SE37 Be a part of the classroom community so that each child feels accepted and gains a sense of belonging | ||||
| Preschooler | Show pride in achievements | Social-Emotional | B. Social-Emotional Expression and Regulation | 3. Makes positive statements about self or accomplishments |
| Preschooler | Describe self using several basic characteristics (Ex: gender, age, ethnicity, hair color, eye color, etc.) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Show ability to adjust to new situations | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Preschooler | Use materials in self-directed manner | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Preschooler | Demonstrate appropriate trust in adults | Social-Emotional | E. Meeting Social Expectations | 3.1 Seeks adult permission when appropriate |
| Preschooler | Stand up for rights | Social-Emotional | D. Independent and Group Participation | 4.2 Claims and defends possessions |
| Preschooler | Make appropriate eye contact | Social-Communication | D. Social Use of Language | 3.1 Uses socially appropriate physical orientation |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Preschooler | Identify likes and dislikes | Social-Communication | A. Early Social Communication | 4.2 Makes choices to express preferences |
| Self-Regulation | ||||
| SE38 Recognize, label and express a range of feelings and needs appropriately (Ex: happy, sad, frustrated, angry, fearful, etc.) | ||||
| SE39 Begin to understand that feelings are separate from actions and that it is acceptable to have a range of feelings (Ex: from frustrated to really mad) | ||||
| SE40 Express feelings through play and artistic representation | ||||
| SE41 Begin to understand that actions have consequences | ||||
| SE42 Follow simple rules and routines with minimal help | ||||
| SE43 Experience logical and natural consequences | ||||
| SE44 Complete activities that he/she has started | ||||
| SE45 Use materials purposefully, safely, and respectfully | ||||
| SE46 Attempt to solve problems in a positive manner | ||||
| Preschooler | Recognize and label feelings in self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.1 Identifies/labels emotions in others |
| Preschooler | Recognize and label feelings in self and others | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Preschooler | Increasingly express feelings through appropriate gestures, actions, and language | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Preschooler | Avoid common dangers | Adaptive | D. Personal Safety | 3. Takes independent action when faced with dangerous conditions or substances |
| Preschooler | Demonstrate appropriate use of toys | Social-Emotional | D. Independent and Group Participation | 3.3 Entertains self by playing with toys |
| Preschooler | Show some creativity in the use of toys | Cognitive | C. Conceptual Knowledge | 2.1 Uses object to represent another object |
| Preschooler | Follow routines | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Adapt to changes in daily routines | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Preschooler | Answer questions related to safety | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Preschooler | Use thinking skills to resolve conflicts | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Preschooler | Respect and care for environment and materials | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Demonstrate some self direction and independence | Social-Emotional | E. Meeting Social Expectations | 2.1 Meets behavioral expectations in familiar environments |
| Preschooler | Follow rules | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Associate emotions with words and facial expressions | Social-Emotional | B. Social-Emotional Expression and Regulation | 1.2 Identifies/labels own emotions |
| Preschooler | Stop actions when necessary | Social-Emotional | E. Meeting Social Expectations | 2.2 Adjusts behavior based on feedback from others or environment |
| Social Relationships and Cooperation | ||||
| SE47 Develop trust in familiar adults and close peers | ||||
| SE48 Receive guidance, support and directions from a range of familiar adults | ||||
| SE49 Develop and maintain friendships with peers | ||||
| SE50 Develop awareness of other’s perspectives and gain an understanding of how their actions impact those around them | ||||
| SE51 Develop and demonstrate positive social skills (Ex: please, thank you, helping a friend, sharing, etc.) | ||||
| SE52 Develop ability to initiate and sustain play with peers | ||||
| SE53 Be a helpful member of a group or household through sharing tasks or chores | ||||
| SE54 Develop turn taking and negotiation skills | ||||
| Preschooler | Play well with other children | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Preschooler | Recognize feelings of others and respond appropriately | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others’ emotions |
| Preschooler | Share and respect rights of others | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Preschooler | Work collaboratively toward goals with peers | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Preschooler | Enjoy interacting with peers as well as with adults | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Preschooler | Label feelings of peers and respond to them | Social-Emotional | B. Social-Emotional Expression and Regulation | 1. Responds appropriately to others' emotions |
| Preschooler | Play group games with other children without constant adult supervision | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Preschooler | Listen to peers and discuss ideas or observations, including verbalizing solutions to problems | Social-Communication | D. Social Use of Language | 2. Provides and seeks information while conversing using words, phrases, or sentences |
| Preschooler | Demonstrate understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend play | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Preschooler | Begin to use compromise, negotiation, and discussion in working, playing, and resolving conflicts at first with adult support | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Preschooler | Begin to demonstrate ability to give and take during peer interactions by helping, sharing, and discussing with peers | Social-Emotional | C. Interactions with Peers | 3. Maintains cooperative activity |
| Preschooler | Demonstrate ability to take turns in games or using materials | Social-Emotional | C. Interactions with Peers | 4.1 Knows and follows game rules |
| Preschooler | Manage emotions during conflicts | Social-Emotional | B. Social-Emotional Expression and Regulation | 2. Uses appropriate strategies to manage emotional states |
| Preschooler | Assert self in socially acceptable ways | Social-Emotional | D. Independent and Group Participation | 4.1 Uses strategies to resolve conflicts |
| Approaches to Learning | ||||
| Initiative and Curiosity | ||||
| AL31 Participate in a variety of tasks and activities using all five senses | ||||
| AL32 Make independent choices during play and throughout the daily routine | ||||
| AL33 Approach tasks and activities with flexibility, imagination, inventiveness, and confidence | ||||
| AL34 Show eagerness and curiosity to learn about and discuss a variety of topics, ideas, and tasks | ||||
| Preschooler | Independently choose to participate and play in available centers | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Preschooler | Select new and different materials | Social-Emotional | D. Independent and Group Participation | 1.1 Interacts appropriately with materials during small-group activities |
| Preschooler | Volunteer to share new ideas and experiences | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Preschooler | Initiate movement and play | Social-Emotional | C. Interactions with Peers | 3.1 Initiates cooperative activity |
| Engagement and Persistence | ||||
| AL35 Begin to develop the ability to focus and complete a variety of tasks, activities, projects, and experiences | ||||
| AL36 Begin to develop and follow through with plan for play and other activities | ||||
| AL37 Begin to demonstrate the ability to follow a sequence of steps to create a finished project | ||||
| Preschooler | Initiate, follow through, and complete activities and projects | Social-Emotional | D. Independent and Group Participation | 3. Initiates and completes independent activities |
| Preschooler | Assign roles when engaged in dramatic play scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschooler | Participate in activities that encourage following directions and steps to complete tasks | Social-Emotional | D. Independent and Group Participation | 1.2 Responds appropriately to directions during small-group activities |
| Reasoning and Problem Solving | ||||
| AL38 Develop the ability to recognize and solve problems through active exploration, including trial and error, interactions and discussions with peers and adults | ||||
| AL39 Develop the ability to classify, compare, and contrast objects, events, and experiences | ||||
| AL40 Demonstrate the ability to sequence events | ||||
| AL41 Begin to develop the ability to explain and demonstrate strategies to solve problems | ||||
| Preschooler | Make predictions of outcomes in stories and answer “What if?” questions | Literacy | D. Vocabulary and Story Comprehension | 2.1 Makes predictions about what will happen next in story |
| Preschooler | Engage in problem solving in variety of developmental areas | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | Describe and explain different ways to solve problems | Cognitive | D. Reasoning | 3.1 Evaluates common solutions to solve problems or reach goals |
| Preschooler | Demonstrate awareness of ways to get help in solving problems | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Language and Literacy | ||||
|---|---|---|---|---|
| Receptive Communication | ||||
| LL31 Respond to their names, requests for action, or information | ||||
| LL32 Develop listening, watching, attention, and comprehension skills | ||||
| LL33 Follow two or three-step directions | ||||
| LL34 Identify particular sounds in the environment through different media | ||||
| LL35 Respond to questions | ||||
| LL36 Increase vocabulary to include prepositions and basic concepts | ||||
| Preschooler | Look at or point to objects when named | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Preschooler | Go to a specific center area and explore a specific item, when asked | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Preschooler | Follow directions to string red-colored beads, blue-colored beads, and yellow-colored beads in sequence | Social-Communication | B. Communicative Understanding | 3.1 Follows multistep directions with contextual cues |
| Preschooler | Act out characters in story read aloud or signed | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschooler | Listen to a story and respond to questions (Ex: “What color was the wagon? What might the farmer be thinking?”) | Literacy | D. Vocabulary and Story Comprehension | 2.2 Answers and asks questions related to story |
| Preschooler | Sit and attend to activity or story | Literacy | A. Awareness of Print Concepts | 1. Participates in shared group reading |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Expressive Communication | ||||
| LL37 Be aware that people communicate in a variety of ways (verbal and non-verbal) | ||||
| LL38 Communicate so they will be understood by peers and adults | ||||
| LL39 Play with language such as rhyming | ||||
| LL40 Use language to enter play situation | ||||
| LL41 Participate in turn taking conversations | ||||
| LL42 Dictate a story to an adult | ||||
| LL43 Communicate using multiple words/phrases including nouns, verbs, descriptive phrases, prepositions, and/or American Sign Language (ASL) grammatical features | ||||
| LL44 Use volume and tone or ASL facial grammar appropriate to the situation | ||||
| LL45 Respond appropriately to messages in conversation | ||||
| LL46 Express emotions through language | ||||
| LL47 Use language appropriately during play situations | ||||
| LL48 Experiment with patterns in words | ||||
| Preschooler | Ask to join play group or share materials | Social-Emotional | C. Interactions with Peers | 3.2 Joins others in cooperative activity |
| Preschooler | Make up nonsense words | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Preschooler | Play with ASL signs and hand shapes | Cognitive | B. Imitation and Memory | 1. Imitates novel coordinated motor actions |
| Preschooler | Identify objects, people, and actions from pictures | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Preschooler | Respond to questions | Social-Communication | B. Communicative Understanding | 4. Responds to comprehension questions related to why, how, and when |
| Preschooler | Respond to questions | Social-Communication | B. Communicative Understanding | 4.1 Answers who, what, and where questions |
| Preschooler | Describe what he/she did during the previous day | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Preschooler | Describe ideas | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Express feelings, needs, and wants | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Recall details in a story | Literacy | D. Vocabulary and Story Comprehension | 3.1 Demonstrates understanding of key vocabulary in picture books |
| Preschooler | Use new vocabulary words | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Communicate when information is not understood | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Preschooler | Describe daily events and experiences | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Engage in extended and meaningful verbal and nonverbal exchange with others | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Preschooler | Ask questions what when, where, why, and who | Social-Communication | C. Communicative Expression | 4.1 Asks wh- questions |
| Emergent Reading | ||||
| LL49 Show an interest in rhymes, songs, books, stories, writings, and other literacy or reading-related activities | ||||
| LL50 Show increasing awareness of print, familiar signs, labels, and symbols | ||||
| LL51 Identify and name letters of the alphabet | ||||
| LL52 Recognize their first name in print written with the first letter in upper case followed by lower-case letters | ||||
| LL53 Recognize common letter sounds at the beginning, middle, and end of words | ||||
| LL54 Know the difference between upper and lower-case letters | ||||
| LL55 Show comprehension by answering questions related to an age-appropriate story that has been read or told | ||||
| LL56 Understand the parts of a book and how it is used | ||||
| LL57 Hold a book upright, turn the pages starting at the front of the book, and scan pages left to right and top to bottom | ||||
| LL58 Explore different types of literature such as narrative (story) and informative (non-fiction) | ||||
| LL59 Demonstrate that print represents someone’s thoughts and ideas | ||||
| LL60 Interpret pictures | ||||
| LL61 Hear words in a sentence and syllables in words | ||||
| LL62 Know that print is read and pictures are not | ||||
| Preschooler | Pick up a book and look through it | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Preschooler | Say aloud/sign names of pictures seen on classroom wall, books, or other media | Literacy | D. Vocabulary and Story Comprehension | 1.1 Labels familiar people, actions, objects, and events in picture books |
| Preschooler | Request favorite stories or books | Social-Communication | D. Social Use of Language | 2.1 Asks questions to obtain information |
| Preschooler | Recognize own name in various places | Literacy | A. Awareness of Print Concepts | 3.1 Recognizes own first name in print |
| Preschooler | Open book and flip through pages front to back | Literacy | A. Awareness of Print Concepts | 2.1 Turns pages of book from beginning toward end |
| Preschooler | Identify pictures or objects with same beginning sounds or letters | Literacy | B. Phonological Awareness | 4.4 Identifies beginning sounds in CVC words |
| Preschooler | Point to an upper-case letter | Literacy | C. Alphabet Knowledge | 1.5 Recognizes three letters in own first name |
| Preschooler | Name some upper-case letters | Literacy | C. Alphabet Knowledge | 1.3 Recognizes five frequently occurring letters not in first name |
| Preschooler | Recognize and say words that begin with same sounds | Literacy | B. Phonological Awareness | 4.5 Produces words that begin with specified sound |
| Preschooler | Stomp words in a sentence | Literacy | B. Phonological Awareness | 2.2 Claps for words in sentences |
| Preschooler | Clap syllables in words | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Emergent Writing | ||||
| LL63 Use scribbles, symbols, or drawings to share experiences | ||||
| LL64 Use a variety of writing tools and materials | ||||
| LL65 Trace and copy shapes and letters | ||||
| LL66 Begin to print the letters of their first name | ||||
| LL67 Express self through pretend writing | ||||
| LL68 Write in a variety of formats | ||||
| LL69 Practice writing left to right and top to bottom | ||||
| LL70 Use inventive spelling | ||||
| LL71 Develop strength, dexterity, and control needed to use writing tools and materials | ||||
| LL72 Develop hand-eye coordination required for written communication | ||||
| Preschooler | Write on paper with crayon or pencil | Literacy | E. Writing | 3.4 Writes using “scribble writing” |
| Preschooler | Draw pictures to describe experiences | Literacy | E. Writing | 2.1 Makes representational drawings |
| Preschooler | Write his/her name | Literacy | E. Writing | 3.2 Prints first name |
| Preschooler | Trace letters or shapes | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschooler | Copy letters or shapes | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschooler | Write and/or draw letters or shapes | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschooler | Use pretend writing to make shopping list during dramatic play | Literacy | E. Writing | 2. Writes and draws for a variety of purposes |
| Mathematics | ||||
| Number and Operations | ||||
| MA31 Develop an awareness of numbers and counting as a means for understanding quantity | ||||
| MA32 Recite numbers in sequence | ||||
| MA33 Recognize numbers | ||||
| MA34 Use one-to-one correspondence when counting | ||||
| MA35 Use language to compare numbers of objects (Ex: more, less, same) | ||||
| MA36 Determine quantity or “how many” | ||||
| MA37 Understand numbers and number concepts as they relate to everyday life | ||||
| MA38 Use ordinal number words to describe the position of objects (Ex: “first,” “second,” “third,” etc.) | ||||
| MA39 Understand the concept of how numbers relate to quantity | ||||
| Preschooler | Count blocks in the correct sequence in block area | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Preschooler | State which child (or object) is first, second, or third | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschooler | Count 6 objects and say, “I have 6.” | Math | A. Counting | 2.1 Counts 10 items to determine “How many?” |
| Preschooler | Give each child one napkin or cracker or straw during snack | Math | A. Counting | 2. Counts out 10 items |
| Preschooler | Correctly identify numbers seen in environment | Math | C. Reading and Writing Numbers | 1.2 Labels numerals 1–5 |
| Preschooler | Correctly identify numbers seen in environment | Math | C. Reading and Writing Numbers | 2.2 Labels numerals 6–10 |
| Geometry and Spatial Sense | ||||
| MA40 Begin to recognize, name, describe, build, and draw two and three-dimensional shapes | ||||
| MA41 Put together and take apart increasingly more difficult puzzles | ||||
| MA42 Describe how shapes are the same or different (Ex: size, shape, color) | ||||
| MA43 Demonstrate and describe positions of objects | ||||
| Preschooler | Build with blocks and describe structures | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschooler | Recognize and name shapes in their environment | Cognitive | C. Conceptual Knowledge | 4.2 Identifies concrete concepts |
| Preschooler | Draw shapes to create pictures | Fine Motor | C. Mechanics of Writing | 1.1 Writes or draws using mixed strokes |
| Preschooler | Put together and take apart puzzles | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Preschooler | Create designs using pattern blocks | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschooler | Describe shapes in the environment using the words “same” and “different” | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschooler | Use words such as “in,” “on,” and “under” to describe where an object is | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Preschooler | Sort objects by size, shape, or color | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Patterns | ||||
| MA44 Recognize, copy, and extend simple patterns with a variety of materials | ||||
| MA45 Arrange objects in a series according to one attribute (Ex: shape, size, text, etc.) | ||||
| MA46 Develop an awareness of concepts of time as it relates to daily lives (Ex: snack, circle, bedtime) | ||||
| MA47 Sort and match a variety of concrete objects according to attributes (Ex: color, size, shape) | ||||
| Preschooler | Predict and create what comes next in a pattern made with blocks | Cognitive | C. Conceptual Knowledge | 3.3 Discriminates between objects or people using common attributes |
| Preschooler | Notice patterns in stories and music | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschooler | Sort objects by color, shape, size | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Preschooler | Talk about what comes next in daily schedule | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Measurement | ||||
| MA48 Use non-standard (feet, hands, shoes, blocks, yarn) and standard (ruler, yardstick, measuring tape) measures | ||||
| MA49 Explore concepts of measurable attributes (Ex: weight, volume, length, time, and temperature) | ||||
| MA50 Begin to compare and sort according to measurement attributes (length, size, weight) | ||||
| Preschooler | Measure objects such as a carpet using his/her feet, hands, yarn, blocks | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | Measure objects such as a table with a ruler, yardstick, tape measure | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Preschooler | Use words such as shorter, taller, bigger, smaller, heavier, lighter to compare and sort objects | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschooler | Fill and empty different size containers with sand and/or water | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschooler | Use smaller containers to fill up larger containers | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Data Analysis | ||||
| MA51 Begin to represent data using concrete objects, pictures, and simple graphs | ||||
| MA52 Begin to compare and interpret data collected | ||||
| Preschooler | Participate in recording specific information about self (Ex: favorite color, ice cream, or other topic of interest) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Display information collected on simple graph (Ex: collect leaves, sort leaves by color on graph or pie chart) | Cognitive | E. Scientific Discovery | 4.1 Communicates results of investigations |
| Preschooler | Engage in task that involves collecting information and creating strategy to show the data (Ex: ask group of children their favorite color, graphing responses - 5 like orange, 3 like purple, etc.) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | Participate in group task that involves children identifying which graph represents “more” or “less” or “the same” | Math | B. Quantitative Relations | 1.3 Uses quantity comparison words |
| Preschooler | Make inferences from graphic examples (Ex: “Nobody likes broccoli and a lot of us like carrots.”) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Science | ||||
| Sensory Awareness | ||||
| SC31 Use senses in purposeful ways to gather information and explore the environment | ||||
| SC32 Begin to identify and recognize the differences among the senses, their functions, and the kinds of information they get from each sense | ||||
| Preschooler | Use senses to explore how things in the environment look, feel, sound, taste, and smell | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschooler | Describe what he/she sees, feels, hears, tastes, or smells | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Compare and contrast features of different objects; describe which senses are used (Ex: shell is rough, pickle is sour, kiwi is green inside) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Scientific Exploration | ||||
| SC33 Express their curiosity and investigate questions of interest through play and exploration | ||||
| SC34 Use materials and tools appropriate for problem solving and exploration | ||||
| Preschooler | Look at, feel, and describe a variety of objects (Ex: shells, pebbles, smooth sea glass, and egg cases from the beach) | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Preschooler | Use tools such as shovels, rakes, spoons, measuring cups, and spoons for dirt or sand | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschooler | Explore objects that attract and repel magnets | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Preschooler | Use magnifiers to carefully observe details of insects, leaves, shells, and other small objects | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Preschooler | Explore funnels, sieves, and tubing during water and sand play | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Scientific Inquiry | ||||
| SC35 Ask scientific questions | ||||
| SC36 Investigate and explore their questions using observations and previous experience to make predictions | ||||
| SC37 Provide their own explanations for “how” and “why” things happen | ||||
| SC38 Use data from an investigation or exploration to draw conclusions and communicate results | ||||
| Preschooler | Ask “how” or “why” an event or phenomenon occurred | Cognitive | E. Scientific Discovery | 2.1 Generates specific questions for investigation |
| Preschooler | Observe and describe changes that happen to materials in the environment (Ex: when food coloring is added to liquids, water is added to dirt, or apples are cooked to become applesauce) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Preschooler | Make predictions about the color change when a new food color is added to a substance, about changes that occur when water is added to sand or dirt, or how heat changes foods during cooking | Cognitive | E. Scientific Discovery | 2. Anticipates outcome of investigation |
| Preschooler | Describe changes that occur and communicate an understanding of results verbally and/or through drawing | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Scientific Knowledge – Living Things | ||||
| SC39 Observe, describe, and discuss the natural world of people, animals, and plants | ||||
| SC40 Recognize categories of people, plants, and animals; describe similarities and differences among them | ||||
| SC41 Recognize people, plants, and animals grow and change over time and need certain things to survive | ||||
| SC42 Demonstrate respect for living things | ||||
| Preschooler | Share observations about living things | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschooler | Distinguish farm animals from wild animals or desert plants from forest plants | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschooler | Identify adult animals and their offspring | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Preschooler | Handle animals and plants gently and approach carefully | Cognitive | E. Scientific Discovery | 1. Expands simple observations and explorations into further inquiry |
| Preschooler | Recognize pet's need for food and water or plant's need for water and sun | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Scientific Knowledge – Non-Living Things | ||||
| SC43 Observe, describe, and discuss physical properties of non-living things, both natural and human-made | ||||
| SC44 Recognize categories of non-living things and describe similarities and differences among them | ||||
| SC45 Explore objects, machines, technology, and structures | ||||
| SC46 Experiment with effects of their own actions on objects | ||||
| Preschooler | Share observations about non-living things such as rocks are hard, ice is cold | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschooler | Sort objects by properties such as heavy vs. light, cold vs. hot | Cognitive | C. Conceptual Knowledge | 3.2 Classifies according to physical attribute |
| Preschooler | Show curiosity and manipulate objects and machines such as blocks and LEGOs, flashlights, and battery toys; tricycles and wagons; telephones and computers | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Preschooler | Observe how their actions create change: switches turn lights on and off, changing the height of ramps effects how fast objects roll or slide, placing a large heavy block on a tower of small ones causes a collapse | Cognitive | E. Scientific Discovery | 3.2 Manipulates materials to cause change |
| Scientific Knowledge – Earth and Sky | ||||
| SC47 Observe, describe, and discuss changes in the seasons and the weather | ||||
| SC48 Observe, describe and discuss landforms, bodies of water, and the properties of earth’s materials (Ex: rocks, dirt, sand, and water) | ||||
| SC49 Observe, describe, and discuss the characteristics of the sun, moon, stars, and sky | ||||
| Preschooler | Observe that it is raining or note that trees are turning colors in the fall | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschooler | Mix dirt and water to make mud; describe how sand and dirt feel different; discuss how oceans are different from ponds | Cognitive | E. Scientific Discovery | 3. Investigates to test hypotheses |
| Preschooler | Observe stars and moon can be seen best at night and that the sun goes down as it becomes night; notice that the moon isn't always the same shape | Cognitive | E. Scientific Discovery | 2.2 Demonstrates knowledge about natural happenings |
| Scientific Knowledge – Environment | ||||
| SC50 Explore how the environment is affected by what people do | ||||
| SC51 Describe and engage in activities that preserve the environment | ||||
| Preschooler | Observe trash or litter where it does not belong and suggest picking it up | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Preschooler | Pick up trash on playground; use both sides of paper; turn off water when brushing teeth; use recycling bins | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| My Family, My Community, My World | ||||
| My Family and My Community Culture | ||||
| MM31 Understand the concept of belonging to a family | ||||
| MM32 Begin to develop an awareness of their family’s culture | ||||
| MM33 Begin to develop an awareness of the cultures of other children and adults in their group and community | ||||
| MM34 Build an awareness and respect for differences in people (Ex: language, skin tone, race, abilities/disabilities, family structure, age, clothing) | ||||
| MM35 Understand the concept of belonging to different groups (Ex: family, early childhood group, friends, community) | ||||
| Preschooler | Draw family picture | Literacy | E. Writing | 2.1 Makes representational drawings |
| Preschooler | Communicate information about family and events | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Pretend to build structures to represent different types of homes during block play | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | Pretend to make various types of food during dramatic play | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschooler | Respond to similarities or differences of others in a respectful way | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Use positive words to describe characteristics of children (Ex: hair, skin tone, clothes, language) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Talk about his/her friends | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Past, Present, and Future History | ||||
|---|---|---|---|---|
| MM36 Develop emerging concept of time through daily schedule and routines | ||||
| MM37 Share their personal history including people, places, and events that take place in the past and the present | ||||
| MM38 Talk about events that may happen in the near future | ||||
| MM39 Begin to understand that things, people, and places change over time | ||||
| Preschooler | Communicate using terms to describe time (Ex: yesterday, today, tomorrow; and morning, afternoon; and before nap, after nap) | Cognitive | C. Conceptual Knowledge | 4.1 Identifies common concepts |
| Preschooler | Convey information about personal history and/or family heritage from birth to present | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Talk about current events in his/her family and community | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Recall information about past events | Cognitive | B. Imitation and Memory | 3. Relates past events |
| Preschooler | Make predictions about future events (Ex: what will happen next) | Cognitive | D. Reasoning | 4. Draws plausible conclusions about events beyond personal experience |
| Preschooler | Sequence events in order that they occurred | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Places and Spaces – Geography | ||||
| MM40 Be familiar with information about where they live, including their address | ||||
| MM41 Develop concepts and describe location, directionality, and spatial relationships (Ex: on top of/ under, inside/outside, next to, beside, up/down, left/right) | ||||
| MM42 Understand the world around them by using tools such as maps and globes, GPS (Global Positioning Satellite) | ||||
| MM43 Develop an awareness of the natural environment surrounding them outdoors | ||||
| MM44 Begin to understand the relationship between humans and the natural environment | ||||
| Preschooler | Name street address | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Preschooler | Name city and state in which he/she lives | Social-Emotional | E. Meeting Social Expectations | 4. Relates identifying information about self |
| Preschooler | Describe directionality and location (Ex: up, down, inside, outside, left, right) | Cognitive | C. Conceptual Knowledge | 4. Uses early conceptual comparisons |
| Preschooler | Describe some features of environment in which he/she lives (Ex: house, apartment) | Social-Communication | D. Social Use of Language | 2.2 Describes objects, people, and events as part of social exchange |
| Preschooler | Describe features of earth (Ex: rocks, soil, air) | Cognitive | E. Scientific Discovery | 2.3 Makes observations |
| Preschooler | Explore natural resources (Ex: rocks, soil, plants, etc.) | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschooler | Place trash in trash can rather than littering indoor or outdoor environment | Social-Emotional | E. Meeting Social Expectations | 2. Meets accepted social norms in community settings |
| Preschooler | Participate in activities to pick up or reduce amount of trash, including reusing and recycling materials | Cognitive | E. Scientific Discovery | 4.3 Shows awareness that manipulation of materials or processes prompted change in those materials or processes |
| Preschooler | Use blocks, clay, and other materials to represent the natural environment | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Working Together – Government and Communities | ||||
| MM45 Develop awareness of community people, including the services and products they provide, and the skills needed to perform their jobs | ||||
| MM46 With support begin to develop problem solving skills | ||||
| MM47 Help to create rules | ||||
| MM48 Develop an awareness that people living in a family, early childhood group, or community have roles, responsibilities, and rules to help each other | ||||
| MM49 Perform simple tasks within the home, early childhood group, or community | ||||
| MM50 Participate in group decision making | ||||
| Preschooler | Pretend to be different community helpers in the dramatic play center (dress up) | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Preschooler | Help set table before snack | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Assist another child, clean up toys | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Help to develop classroom/early childhood group rules | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | With support begin to problem solve solutions to problems that happen in the early childhood group (Ex: take turns or work out simple agreements using words instead of hands) | Social-Emotional | D. Independent and Group Participation | 4. Resolves conflicts using negotiation |
| Preschooler | Help with simple chores (Ex: prepare for snack by placing napkins on the table, or replace blocks on the shelf) | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Money and Resources – Economics | ||||
| MM51 Explore the concept of money, including what it is and how it is used | ||||
| MM52 Develop an awareness that people work for money in order to provide for basic necessities, including the concept that people can trade and barter to get goods and services | ||||
| MM53 Begin to understand how people make and consume goods and services | ||||
| MM54 Begin to understand wants versus basic necessities | ||||
| Preschooler | Use pretend money in dramatic play area to buy pretend food | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschooler | Trade toys while playing | Social-Emotional | C. Interactions with Peers | 3.3 Shares or exchanges objects |
| Preschooler | Discuss where things come from (Ex: milk comes from the grocery store; the grocery store gets the milk from the cow that lives on the farm) | Cognitive | E. Scientific Discovery | 4. Transfers knowledge |
| Creative Expression | ||||
| Music | ||||
| CE31 Develop awareness of different musical instruments, tones patterns/rhythms, and tempos | ||||
| CE32 Initiate and recall patterns, songs, rhythms, and rhymes | ||||
| CE33 Be exposed to music from other cultures | ||||
| CE34 Sing a variety of simple songs in various keys | ||||
| Preschooler | Sing songs, finger-plays, and rhymes | Literacy | B. Phonological Awareness | 1.2 Participates in repetitive verbal play |
| Preschooler | Play rhythm instruments | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Listen to variety of CDs, include CDs from other cultures | Cognitive | E. Scientific Discovery | 1.2 Uses senses to explore |
| Preschooler | Compose and recite rhymes | Literacy | B. Phonological Awareness | 1. Produces rhyming words given oral prompt |
| Preschooler | Clap, stomp, snap in patterns or to rhythm of music | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Sing and move to “If You’re Happy and You Know It” | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Movement and Dance | ||||
| CE35 Express through movement what is felt and heard in various rhythmic patterns | ||||
| CE36 Demonstrate an awareness of different musical tempos, patterns, and beats through movement | ||||
| CE37 Gain awareness of different cultures through experiences with a variety of music and movement activities | ||||
| CE38 Experience and use movement to reinforce learning in other curricular areas | ||||
| Preschooler | Use rhythm sticks and rhythm instruments | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Dance to CDs with music from variety of cultures | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Clap, stomp, and sway to music | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Clap syllables for his/her name | Literacy | B. Phonological Awareness | 3.2 Claps for each syllable in two- and three-syllable words |
| Visual Arts | ||||
| CE39 Show interest using different art media and materials in a variety of ways for creative expression and representation | ||||
| CE40 Plan and create original drawings, paintings, models, and other art creations using a variety of media | ||||
| CE41 Share experiences, ideas, and thoughts about artistic creations | ||||
| CE42 Use a variety of art materials and activities for sensory experiences | ||||
| CE43 Express interest in and show respect for the creative work of others | ||||
| CE44 Express experiences and feelings through a variety of artistic processes and creations | ||||
| Preschooler | Paint with different materials (Ex: paint brush, tooth brush, feather, leaf) | Cognitive | E. Scientific Discovery | 1.1 Uses simple tools to gather information |
| Preschooler | Sculpt with variety of materials (Ex: play dough, clay, pipe cleaners) | Cognitive | D. Reasoning | 3. Solves problems using multiple strategies |
| Preschooler | View examples of classic works of art | Social-Emotional | D. Independent and Group Participation | 3.2 Responds to request to begin activity |
| Preschooler | Respond to prompts (Ex: “How does this picture make you feel?”) | Social-Communication | D. Social Use of Language | 3.3 Responds to topic initiations from others |
| Dramatic Play | ||||
| CE45 Represent fantasy and real-life experiences through pretend play | ||||
| CE46 Show imagination and creativity in play | ||||
| CE47 Participate in adult-guided dramatic activities | ||||
| CE48 Engage in cooperative pretend play with another child | ||||
| Preschooler | Take restaurant orders | Social-Emotional | C. Interactions with Peers | 2.1 Enacts roles or identities in imaginary play |
| Preschooler | Converse with other adults and children | Social-Communication | D. Social Use of Language | 1. Uses language to initiate and sustain social interaction |
| Preschooler | Engage in pretend play by acting out stories or real-life scenarios | Social-Emotional | C. Interactions with Peers | 2. Plans and acts out recognizable event, theme, or storyline in imaginary play |
| Preschooler | Dress-up and engage in imaginative play | Social-Emotional | C. Interactions with Peers | 2.2 Uses imaginary props in play |
| Physical Health and Development | ||||
|---|---|---|---|---|
| Fine Motor | ||||
| PD31 Develop strength, small-motor control, and coordination through daily activities | ||||
| PD32 Develop and use eye-hand coordination to perform a variety of tasks | ||||
| PD33 Explore and experiment with a variety of tools | ||||
| Preschooler | Shaping clay, hammering wood, using a paper punch, fingerpainting, stapling, cutting, using tableware, buttoning, and snapping | Fine Motor | B. Functional Skill Use | 1.3 Uses fingers to explore object |
| Preschooler | Shaping clay, hammering wood, using a paper punch, fingerpainting, stapling, cutting, using tableware, buttoning, and snapping | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Preschooler | Building with blocks, putting together puzzles, making collages, stinging beads, reproducing shapes and patterns, using scissors, and developing dressing skills (Ex: buttons, snaps, zippers, buckles) | Fine Motor | B. Functional Skill Use | 3.1 Assembles toy |
| Preschooler | Building with blocks, putting together puzzles, making collages, stinging beads, reproducing shapes and patterns, using scissors, and developing dressing skills (Ex: buttons, snaps, zippers, buckles) | Fine Motor | B. Functional Skill Use | 3.4 Holds object with one hand and manipulates object or produces action with other hand |
| Preschooler | Using crayons, pencils, markers, chalk, pencils, paintbrushes, keyboard and mouse | Fine Motor | C. Mechanics of Writing | 1. Holds writing tool using three-finger grasp to write or draw |
| Preschooler | Using crayons, pencils, markers, chalk, pencils, paintbrushes, keyboard and mouse | Fine Motor | D. Use of Electronic Devices | 1. Uses finger to interact with electronic device |
| DE Standards | AEPS-3 Area | AEPS-3 Strand | AEPS-3 Items | |
|---|---|---|---|---|
| Gross Motor | ||||
| PD34 Increase strength, balance, coordination, flexibility, stamina, and control in motor activities | ||||
| PD35 Demonstrate body and space awareness, to move and stop with control over speed and direction | ||||
| PD36 Develop the ability to coordinate increasingly complex movements | ||||
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | B. Movement and Coordination | 5 (all) |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | B. Movement and Coordination | 6 (all) |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | B. Movement and Coordination | 7 (all) |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | C. Active Play | 2.2 Climbs play equipment |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | C. Active Play | 3.1 Pedals and steers bicycle with training wheels |
| Preschooler | Walking, climbing, running, jumping, hopping, galloping, pedaling, skipping, marching, and lying on stomach while doing fine motor activities | Gross Motor | C. Active Play | 3.2 Pedals and steers tricycle |
| Preschooler | Moving smoothly between different surfaces, such as moving from carpet to tile or concrete to grass on playground; navigating obstacle courses; playing freeze tag or follow the leader | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Preschooler | Moving smoothly between different surfaces, such as moving from carpet to tile or concrete to grass on playground; navigating obstacle courses; playing freeze tag or follow the leader | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Preschooler | Moving smoothly between different surfaces, such as moving from carpet to tile or concrete to grass on playground; navigating obstacle courses; playing freeze tag or follow the leader | Social-Emotional | C. Interactions with Peers | 4.2 Participates in game |
| Preschooler | Navigate person space with peers | Gross Motor | B. Movement and Coordination | 3. Walks avoiding people, furniture, or objects |
| Preschooler | Navigate person space with peers | Gross Motor | B. Movement and Coordination | 5. Runs while avoiding people, furniture, or other objects |
| Preschooler | Participate in throwing, catching, kicking, bouncing balls, riding a tricycle, using slide and swings | Gross Motor | C. Active Play | All |
| Health Awareness and Practice | ||||
| PD37 Expand knowledge and respect for their bodies | ||||
| PD38 Engage in daily physical activity, both indoors and outdoors | ||||
| PD39 Learn about and practice health and hygiene routines | ||||
| PD40 Experience and learn about healthy lifestyle practices | ||||
| PD41 Learn about and demonstrate safe behaviors and accident prevention | ||||
| Preschooler | Play simple games like “Head, Shoulders, Knees and Toes,” listen to body signals of fullness and hunger in order to choose how much to eat, care for his/her body in daily routines, and learn about body parts, systems, and functions | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Play simple games like “Head, Shoulders, Knees and Toes,” listen to body signals of fullness and hunger in order to choose how much to eat, care for his/her body in daily routines, and learn about body parts, systems, and functions | Social-Emotional | E. Meeting Social Expectations | 1. Meets observable physical needs in socially appropriate ways |
| Preschooler | Play simple games like “Head, Shoulders, Knees and Toes,” listen to body signals of fullness and hunger in order to choose how much to eat, care for his/her body in daily routines, and learn about body parts, systems, and functions | Social-Emotional | E. Meeting Social Expectations | 1.1 Meets internal physical needs of hunger and thirst |
| Preschooler | Actively play, dance to music, run, ride tricycles, climb on playground equipment, or activities that increase his/her pulse and cause breathe deeply | Gross Motor | B. Movement and Coordination | 5.1 Runs |
| Preschooler | Actively play, dance to music, run, ride tricycles, climb on playground equipment, or activities that increase his/her pulse and cause breathe deeply | Gross Motor | C. Active Play | 2.2, 3.2 |
| Preschooler | Actively play, dance to music, run, ride tricycles, climb on playground equipment, or activities that increase his/her pulse and cause breathe deeply | Social-Emotional | D. Independent and Group Participation | 2.2 Responds appropriately to directions during large-group activities |
| Preschooler | Independently blow nose, using the toilet, washing their hands, brushing their teeth, and coughing and sneezing into their elbows | Adaptive | B. Personal Care Routines | 1. Carries out all toileting functions |
| Preschooler | Independently blow nose, using the toilet, washing their hands, brushing their teeth, and coughing and sneezing into their elbows | Adaptive | B. Personal Care Routines | 2.2 Washes and dries hands |
| Preschooler | Independently blow nose, using the toilet, washing their hands, brushing their teeth, and coughing and sneezing into their elbows | Adaptive | B. Personal Care Routines | 3. Completes all steps for personal hygiene, including brushing teeth, combing hair, and wiping nose |
| Preschooler | Choosing fruits and vegetables, engaging in physical activities to build strong and healthy bodies, identifying the purpose of advertising, and beginning to cooperate with limited screen time and rest time | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |
| Preschooler | Choosing fruits and vegetables, engaging in physical activities to build strong and healthy bodies, identifying the purpose of advertising, and beginning to cooperate with limited screen time and rest time | Cognitive | C. Conceptual Knowledge | 3.1 Classifies according to function |
| Preschooler | Wash hands before eating and after using the toilet; stay safe distance from swings; be aware of traffic when crossing streets and in parking lots; know when and how to call 911; grow increasingly aware of potential risks and ways to keep self and others safe | Adaptive | D. Personal Safety | 2. Complies with common home and community safety rules |
| Preschooler | Wash hands before eating and after using the toilet; stay safe distance from swings; be aware of traffic when crossing streets and in parking lots; know when and how to call 911; grow increasingly aware of potential risks and ways to keep self and others safe | Adaptive | D. Personal Safety | 4. Recognizes and reports information regarding safety |
| Preschooler | Wash hands before eating and after using the toilet; stay safe distance from swings; be aware of traffic when crossing streets and in parking lots; know when and how to call 911; grow increasingly aware of potential risks and ways to keep self and others safe | Social-Emotional | E. Meeting Social Expectations | 3.2 Follows established social rules in familiar environments |