CTELDS PDF - Connecticut Early Learning and Development Standards

What children, birth to five, should know and be able to do Connecticut’s Early Learning and Development Standards were developed to help families, communities and schools work together to support children’s early learning and growth. 1 ...

What children, birth to five, should know and be able to do Connecticut’s Early Learning and Development Standards were developed to help families, communities and schools work together to support children’s early learning and growth. 1  April 2014 Photos taken at the Connecticut Early Childhood Block Party in Hartford’s Bushnell Park on August 24, 2013, courtesy of Leah Grenier (cover photo and pages 4, 5, 6 and 10) CT ELDS logo design by Andrea Wadowski, Connecticut State Department of Education. Document design and layout by EASTCONN Communications, Hampton, Connecticut. 2 I am pleased to introduce the Connecticut Early Learning and Development Standards (CT ELDS) which serve as the foundation for supporting ALL young children in Connecticut, no matter where they live, play and learn. The CT ELDS are statements of what children from birth to age five should know and be able to do across the earliest years of development. The learning progressions within the Connecticut Early Learning and Development Standards promote: Equity for all children, through the setting of high, but appropriate, expectations; High-quality early learning experiences, by providing clear goals and trajectories of learning; Provision of individual support, based on each child’s growth and development; Families’ understanding of what their children are learning and how they can support them; Teachers’ understanding of age-appropriate content and approaches to children’s learning; and, Communication across sectors, based upon these common goals for children. The CT ELDS were developed through the work of the Connecticut Early Childhood Education Cabinet and its Learning Standards Workgroup. In addition, over 100 state and national experts participated in some way during the development process, helping to ensure a strong and comprehensive set of learning standards. ALL CHILDREN, IN ALL SETTINGS, EVERY YEAR Connecticut’s vision is that all young children will have high-quality learning experiences, across all types of settings, and that children’s growth and development will be supported across every year of their lives. The CT ELDS serve as a foundation for achieving this vision as they provide the basis for planning learning environments, supporting individual children and communicating around common goals. Myra Jones-Taylor, Ph.D. Executive Director, Connecticut Office of Early Childhood 3  Table of Contents Guiding Principles.....................................................................................................pages 5-6 Organization of the Document...................................................................................pages 7-9 Fostering Competent Learners — Essential Dispositions.........................................page 10 Domain Wheel...........................................................................................................page 11 Action Guides: What Can I Do to Support Early Learning and Development?........pages 12-20 The Early Learning and Development Standards Cognition..............................................................................................................pages 22-25 Social and Emotional Development.....................................................................pages 26-30 Physical Development and Health........................................................................pages 31-34 Language and Literacy.........................................................................................pages 35-40 Creative Arts.........................................................................................................pages 41-43 Mathematics..........................................................................................................pages 44-46 Science..................................................................................................................pages 47-49 Social Studies.......................................................................................................pages 50-51 Dual Language Development Framework.................................................................pages 52-54 Appendix A: CT ELDS to Common Core State Standards Alignment — ELA.................pages 55-58 B: CT ELDS to Common Core State Standards Alignment — Mathematics....pages 59-61 C: Connecticut Early Learning & Development Standards (CT ELDS) Development Process.....................................................................................pages 62-64 D: CT Early Childhood Education Cabinet: Early Learning Standards Workgroup............................................................page 65 E: Alignment, Drafting and Revision Process Participants................................pages 66-67 F: References......................................................................................................pages 68-71 4  Guiding Principles All children benefit from rich learning environments range at any point in time. All children within in homes, communities and early care and an age range should not be expected to gain education settings. Connecticut’s Early Learning a particular skill at the same time. Variation and Development Standards provide the basis for in the growth and development of skills and supporting children’s growth and development across competencies applies to all young children settings. The following principles guided the work on regardless of age, ability, developmental status the early learning and development standards. or special health care needs. Respect and support for individual differences in achieving The guiding principles are grouped into four broad learning outcomes should be a cornerstone of categories: Young Children, Families, Early Learning early learning. Environments and Communities. The first category, g Develop and learn within the context of Young Children, addresses what is known about their family and culture. Each child’s family young children’s learning and development. The and culture lays the foundation of who they other categories address the roles and responsibilities are and how they learn and grow. of families, early childhood environments and communities in supporting children’s health, learning and development. These principles must be considered when this document is used to support children in any early learning environment. Although this document articulates learning standards for children from birth to age 5, these same principles apply throughout the early elementary years. Young Children: g Are capable and competent. All children are capable of achieving positive early learning Families: g Are the primary caregivers and educators and developmental outcomes. There should be high expectations for all young children, of young children. Families lay the regardless of their background, experience, foundation for their children’s success, language or developmental status. through their relationship with their children and by providing experiences that are critical g Learn best when their basic needs are met. for their children’s growth and development. Basic needs of young children include health (physical, mental and oral), safe and nurturing g Are critical partners in all early learning environments, positive social relationships, environments. It is important for families to a sense of belonging and sound nutrition. If be actively engaged with their child’s early these basic needs are not met, a child’s growth care and education. Ongoing communication and development will be affected. and an active partnership are necessary to ensure positive outcomes; therefore, families g Are unique in their growth and must be supported as partners in all early development. Each child will demonstrate learning environments. knowledge, skills and abilities within a broad 5  g Provide experiences that are relevant and integrated across domains of development. Developmental domains and content areas are highly interrelated. Children learn best when experiences incorporate multiple domains. Children with special health care needs, delays or disabilities should be provided the individualized supports needed to promote positive developmental outcomes in all areas. g Intentionally promote the development of skills and knowledge. Planning and decision- making should be based upon research and Early Learning Environments: best practices related to how young children g Support young children to learn in the grow and develop. context of relationships. Positive interactions g Provide opportunities for children to and sustained relationships with family benefit from diversity. Diversity (e.g., members, caregivers, teachers and other culture, ability, socioeconomic status, family children provide the foundation for learning. constellation) provides opportunities for Every child, including those with social, children to learn about the broader world. emotional or behavioral challenges, should be g Support children’s language development provided the supports and services necessary in their primary language. Children’s to promote ongoing positive relationships success in their primary language supports with peers and adults. their growth and development across all g Reinforce the importance of the cultural domains, including acquisition of a second context of young children, families language. Early learning environments may and communities. Cultural context provide opportunities for children to use their influences behavioral expectations, personal primary language and should support families preferences, relationships and sense of self. in speaking and reading to their children in It is imperative that each child’s culture be the language(s) they prefer. respected and honored. g Provide opportunities for active Communities: exploration. Young children construct their g Believe that all children deserve high- own understanding of the world around quality early learning experiences. They them through exploration and engagement value families and invest in systems that with a variety of materials, experiences and support young children, families and early interactions with both peers and adults. Every learning environments. child should be provided the opportunity g Offer a variety of resources that support to actively explore, engage and interact by early growth and development. Thriving providing the supports necessary to ensure a communities provide supports for children child’s full and active participation within an and families, including medical, social environment. and educational opportunities for children, g Provide meaningful inclusion of children families and caregivers. with special needs. Participation in these g Strategically plan to meet the needs of inclusive settings may require individualized children and families. They plan together modifications, adaptations and/or support using information relevant to the unique services designed to provide each child with circumstances in their community. This opportunities to benefit from inclusion in an includes facilitating smooth transitions within early learning environment. and between programs and settings. 6  Organization of the Document Connecticut’s Early Learning and Development Numbering: Each strand is assigned a letter Standards are statements of what children should designation within a domain. The indicators are know and be able to do from birth to age 5. These numbered, using an abbreviation for the domain guidelines are intended to inform families, teachers, name, the number corresponding to the age in caregivers and other professionals about common months at the end of the age range and the number developmental and learning progressions, so that they of the indicators in sequence for that age range. can work together to better support children’s early For example, L.24.3 refers to 3rd indicator for the learning and growth. These standards are intended 18-24-month range in the Language and Literacy to serve as a guide for considering the steps in Domain. children’s development and to plan ways to support children in continued growth. Age Ranges The CT ELDS are grouped into age ranges, with Domain Action Pages: What Can I Do to the examples representing skills, dispositions or Support Early Learning and Development knowledge typical for the end of the age range for For each area of development (domain) there is each domain. However, children develop at varying a general information page that includes a brief rates and may not demonstrate every example description of the domain and strategies to support included in the CT ELDS or may demonstrate them infants and toddlers as well as preschoolers. with some variation in timing. While a pattern of skills that is not consistent with a child’s age The Standards may raise some questions, the CT ELDS is not The CT ELDS are organized by domain. There are a screening or assessment tool. Concerns about eight domains in the document: Social and Emotional a child’s development may suggest a referral for Development, Physical Health and Development, further assessment or possible support services; Language and Literacy, Creative Arts, Mathematics, however, this document is not designed as a tool for Science, Cognition and Social Studies. identifying children for referrals, services, or to make decisions about appropriate programs or placements. Domain: A general area of growth and development Instead, this tool is designed to support caregivers and professionals as they consider precursors and Strand: Sub-categories within each domain next steps, and to determine the environmental supports, activities and adult strategies that will help Learning Progressions: A series of skills and children to grow and learn. abilities that build upon each other as children grow and learn Indicators: Examples of what children should know or be able to do at the end of each of the age ranges along the learning progression 7  Domain Name Creative Arts Age Range 0-6 months 6-12 months 12-18 Months 18-24 Months Learning Indicators Indicators Indicators Indicators Progression This is evident, This is evident, This is evident, for This is evident, for for example, for example, example, when example, when Strand when children: when children: children: children: Learning Progression Strand: Early learning experiences will support children to engage in and enjoy the arts. Music CA.6.1 React to CA.12.1 Show CA.18.1 Use CA.24.1 React to music by turning interest in instruments to explore changes in music to a sound singing, moving, rhythm and melody by joining in with source, cooing and dancing, more extended in response, using their body segments of familiar wiggling or music, using voice, moving, soothing physical gestures one’s self, etc. and/or instruments Indicator Integrated Learning Supplemental Dual Language Development The domains and strands within the CT ELDS reflect Framework common areas of research and evidence-based In addition to the information for each domain, this practices. Although you may see other documents document includes a Supplemental Dual Language or resources that break down what children should Development Framework for use in supporting know and be able to do into categories different from children who are learning multiple languages. This the CT ELDS, the structure and content of these supplement is not applicable to all children, but rather standards are consistent with what is known about is designed to raise awareness of the typical stages of child development. acquiring a second language. Children do not learn skills in these domains, strands Intentionally Supporting Growth and or learning progressions in isolation, but it is helpful Development to think about growth across these areas to make sure The CT ELDS provide the basis for planning learning that support is provided for the wide variety of skills environments, supporting individual children and children are learning. When planning early learning communicating around common goals. They do not experiences, families and early care and education exist in isolation and must be used in conjunction professionals should consider what is meaningful and with guidance on effective strategies and/or engaging for young children and how skills from a appropriate assessment tools. A cycle of intentional variety of areas can be integrated into children’s play. teaching is composed of planning experiences to support children’s development, gathering information about how they are progressing and adjusting what is being done to support them based upon this information. 8  The Cycle of Intentional Teaching All adults who support young children are “teachers,” Formative Assessments are tools designed although their planning, observation and assessment to determine how children are progressing may involve differing levels of detail. Teachers in in the development of certain abilities, so a classroom environment might develop detailed that further support can be planned (e.g., learning experience plans and use formal assessment curriculum, instruction, family activities and tools. A family is also engaging in a cycle of adult support). intentional teaching when they take their child to the The CT ELDS are not a screening or assessment tool. playground to develop gross-motor skills, observe that she cannot yet climb the stairs to the slide and then help her learn this skill. By being intentional, Communication adults can make sure that they are supporting children Communication between all of the adults supporting in meaningful ways. children is critical. The CT ELDS provide a common language to communicate about children’s skills and Assessment progress and to plan supports. The Action Guides An assessment tool aligned to the CT ELDS should include general information about each area of be used to determine how children are progressing development and evidence-based strategies to support across these domains of development. Two types of infants and toddlers and preschoolers. The more tools, with different purposes, are appropriate for use detailed strands and learning progressions for each in conjunction with the CT ELDS: domain will support more in-depth discussion and planning. Developmental Screenings are tools designed to be brief surveys of children’s By using these CT ELDS as part of a thoughtful abilities and are used to determine if further process, families and early care and education assessment is necessary. (Note: The Ages and professionals can work together to ensure that Stages Child Monitoring Program offers a children are eager and ready to learn and grow. developmental screening process that can be accessed by calling the Child Development Infoline at 1-800-505-7000.) 9  Fostering Competent Learners: Essential Dispositions in new and unusual ways. Those supporting young children’s growth and development should create safe environments in which children can explore and experiment. g Be flexible Foster children’s ability to adapt to new situations, to be flexible in their responses and to actively engage in new environments. Exposure to new ideas, environments and situations in meaningful ways can promote resilience. g Be critical thinkers Encourage children to use critical thinking skills to help them organize and use the great amount of information available today. Those supporting young children’s growth and development should promote an understanding of the concepts behind specific skills (e.g., understanding quantity as well as learning the sequence of counting), provide opportunities to engage in higher-order thinking skills and encourage children to question the accuracy of information they receive. g Be purposeful and reflective Across all ages and domains, early learning Promote children’s engagement in purposeful experiences will support children to: action. Very young children should be actively involved in play and will benefit from reminders g Be creative of the results of their actions. Three- and four- Support young children’s growth and year-olds should play an active role in planning development by encouraging creative thinking experiences, setting goals and celebrating and novel approaches to solving problems. accomplishments. They should be encouraged to Children should have opportunities to create, be reflective and to learn from mistakes. express themselves in a variety of ways and approach problems from new perspectives. The g Be social learners focus of early learning experiences should be Social interactions form the basis for children’s on the process instead of the product, promoting learning. Encourage children to interact with learning, exploring and thinking over achieving a adults and peers, ask questions and jointly solve specific result or answer. problems. Those supporting young children’s growth and development should provide g Be inquisitive opportunities to learn through cooperative Encourage children to explore, seek new experiences with adults and children. information and ask questions. Children should feel comfortable questioning information, testing out new ideas and simply playing with materials 10  Domain Wheel ing   ced  Liv h y  &  Balan ework   Healt ram ulum  F Curric men t  &   a l   D evelop Phys ic Health   * al   * Physic nt  and   e lopm Deve ealth   H Connec>cut’s     Birth  to  Five     Early  Learning  and   ts   Standa oals  &   Social  Studies   Social  Studies   ve  Ar e  Arts   Framework   Development  Domains   rds    G Crea> Crea>v with  Alignment  to  K-­‐3   ts  K-­‐12 Standards   CT’s  Ar Early  S cien>fi Inquiry c       Scienc e     Birth 0-­‐3  to 3 years PK-­‐8  S cien Asses ce  Curr.  St smen a 33-­‐5   to 5 years t  Expe ndards  &   cta>o ns   Kindergarten K-­‐3   to grade 3 *The supplemental Dual Language Development Framework applies to children learning multiple languages. Early learning environments must respect family language preference and honor children’s development in their primary language and promote continued bi-lingual development. 11  Action Guides: What Can I Do To Support Early Learning and Development? 12  Cognition Making sense of the world, staying with something and working hard to solve problems What adults can do... Encourage Exploring Asking Questions and Making Choices Pretending and Having Fun Remembering Trying New and Difficult Things Infants and Toddlers Preschoolers Pretend with your child. Pretend a Use everyday routines to notice patterns. banana is a phone or feed a doll. Point out familiar routines (first we wash hands, then we eat). Give your child choices. Let your child choose a snack or what to wear. Sort and categorize throughout the day. Picking up toys and laundry are great Give your child lots of different sorting activities. experiences. Explore your neighborhood parks, libraries and Wonder with your child. “I wonder if it’s museums. Play with things that are going to rain today.” Encourage your used in different ways (to make child to ask questions. sounds, build, etc.) Point out and use symbols. Encourage Show your baby how things work. your child to recognize and name signs “Look at how the car rolls.” and symbols. Play games that involve back-and- Support your child to finish things they forth. As your child gets older, help start. Help them plan and stick with them wait for a short time. things for longer periods of time. 13  Social & Emotional Development Understanding yourself, your feelings and how to play with other people What adults can do... Encourage Caring Affection Relationships Safety and Security Infants and Toddlers Preschoolers Spend time holding, talking and Let your child do some things on their playing with your baby. Caring own. Support them to do new things contact builds a strong relationship. and solve problems. Comfort your baby when he cries. Talk to your child about feelings. This helps your baby feel secure and Help them find ways to calm learn how to calm down. themselves. Talk about your baby’s actions, Help your child understand routines. feelings and body. This will help Be sure to say goodbye when you leave your baby learn about themselves. your child. Have family routines. Routines help Make time to play with other children. babies feel safe. Go to the park, have playdates or join a playgroup. 14  Physical Health & Development Learning to take care of yourself and to do things with your body and hands so that you grow strong and healthy What adults can do... Encourage Healthy Eating Physical Activity Helping with Self-care Infants and Toddlers Preschoolers Lay your baby on their tummy while Find a time and place for your child to they are awake. “Tummy time” run and play. Running, jumping and helps build strong muscles. climbing help build strong muscles and bones. Talk while you take care of them. Have them be a part of healthy Have your child take part in self-care. routines such as waking up, eating Talk to them about why being clean and dressing. is important; show them how to use buttons and zippers, etc. Encourage exploring objects with their hands. Give them small, but Offer your child healthy food choices. safe, items to use with their hands. Talk about healthy food and eating a variety of good things. Make sure they are healthy. Children who get enough rest and healthy Make sure they get enough rest. food learn better. Preschoolers need 11-13 hours of sleep each day to stay healthy and learn. 15  Language & Literacy Communicating using your body, language, signs and written communication What adults can do... Encourage Interacting with people Gesturing, making noise and talking Enjoying books, songs and writing Expressing ideas, needs and feelings Writing Infants and Toddlers Preschoolers Share books everyday. Read stories at Show interest in what your child is bedtime or when riding on the bus. saying. Look at them when they talk and comment on what they’re saying. Talk and sing with your baby. Encourage them to “sing” and “talk” Ask questions that make them think. too. When reading a story ask, “What do you think will happen next?” Respond to your baby’s noises. Repeat the noises they make or Talk to your child about what happens comment, “You sound happy.” during the day. Talk about what you do together and ask about what happens Help them learn new words by when you are apart. naming and describing what you see. “I see a shiny, silver mirror.” Let them practice “writing.” Ask them to draw a picture or make a list, even if Read books to your child they use shapes instead of letters. EVERY DAY! Read books to your child EVERY DAY! 16  Creative Arts Enjoying music, dance and art and expressing yourself in these ways What adults can do... Encourage Listening and dancing to music Describing art and music Looking at pictures Being creative Making music and art Infants and Toddlers Preschoolers Play music for your child. Describe Display your child’s art work. Talk about the music and how it makes you what they did to make it. feel. Give your child space to move to music. Sing to your child. Move to the music Play music with different beats and while you’re singing. styles. Show your child pictures. Talk about Encourage your child to be creative. the picture, what’s in it, its colors, Don’t worry about what the project the shapes... looks like. Encourage your child to create. Expose them to the arts. Watch dancing, Give children art supplies that are look at paintings, listen to music, read appropriate and safe. books about art, theater and music. 17  Mathematics Understanding numbers and how to use them, counting, patterns, measuring and shapes What adults can do... Encourage Counting Measuring Comparing Infants and Toddlers Preschoolers Use words that describe how much. Count things. Count how many steps it Talk about wanting more or having takes to get somewhere, how many one or two of something. pieces of fruit you buy at the store, etc. Talk about shapes. Describe everyday Cook together. Let your child help things such as food, toys, or measure and count what goes into the household items, saying things like, recipe. “Your plate is a circle.” Sort and match. Match clothes, sort Compare sizes. Use words such as big, silverware, play with shape sorters. little, long and short. Compare size, shape and position. Talk Use math words. Talk about adding to your child about where things are, one, taking away, dividing measure and compare sizes and talk something. about the shape of everyday items. 18  Science Understanding the world around us, including living things, the earth and space and energy What adults can do... Encourage Exploring Experimenting Investigating Learning about Living Things Infants and Toddlers Preschoolers Be excited about their discoveries. Give them toys that they can use to Point out the things they see, hear explore. Boxes, balls, ramps, bubbles, or feel. “You saw the bird fly down magnets, containers, magnifying from the nest to get food for its glasses, etc. babies! Wasn’t that exciting?” Grow things. Plant seeds and talk about Answer their questions. Encourage what will happen and what seeds need them to ask about things they want to grow. to know. Go outside. Look at the sky, trees, plants, Make sure they have many different animals...collect things and talk about kinds of experiences. Find them. opportunities to explore new places, see nature and investigate. Ask questions. “What do you think will happen next?” “What do you see?” 19  Social Studies Understanding the world and knowing about the people in it. This starts with knowing about your family, then the community and world. What adults can do... Encourage Understanding family Hearing stories about the past Recognizing how people are the same and different Infants and Toddlers Preschoolers Help them learn about themselves. Point out where things are in the Children need to learn about their community. Draw maps of your home own bodies, their family and their or school. feelings so they can learn about others. Talk about how people are the same and different. Help your child to appreciate Talk about family. Talk about who is a people who are different from them. part of your family and about other people’s families. Talk about when you were little. Children love to hear stories and can begin to Talk about the places you go. Children learn about time and history. will learn about the community when you talk about the store,the Play “store.” Children can learn about library, the park, etc. buying and selling through play. 20 Early Learning & Development Standards 21  Cognition 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Learning Indicators: Indicators: Indicators: Indicators: Indicators: Indicators: Indicators: Progression This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, for example, for example, for example, for example, for example, for example, for example, when children: when children: when children: when children: when children: when children: when children: Strand A: Early learning experiences will support children to develop effective approaches to learning. Curiosity and C.6.1 Use C.12.1 Seek C.18.1 Use C.24.1 Explore C.36.1 Ask questions C.48.1 Explore and investigate C.60.1 Investigate ways to Initiative senses to explore familiar people senses to actively objects, activities and seek answers from a a variety of experiences and make something happen immediate and/or objects that investigate and and environments variety of sources topics using different materials environment are not there explore the effects of new actions on objects Engagement C.6.2 Orient to C.12.2 Show C.18.2 Focus C.24.2 Engage C.36.2 Maintain interest C.48.2 Maintain interest in C.60.2 Express interest in with source of sound interest in a wider attention on in interactions in self-selected activities exploring specific topics over learning about a specific Environment, or movement variety of sights interesting sights and self-selected and may seek to engage time topic over time People and and vocalize in and sounds with or sounds, often in activities for others or ask questions C.60.3 Engage in preferred Objects response to sights greater purpose, shared experiences increasing lengths and some non-preferred and sounds in often in shared with adults of time activities for longer periods 22 the immediate experiences with of time. Remain with some environment adults high interest activities 15 minutes or longer Eagerness to C.6.3 Laugh, C.12.3 Seek out C.18.3 Explore new C.24.3 Demonstrate C.36.3 Demonstrate C.48.3 Seek out new C.60.4 Show pride in Learn babble, increase new materials and ways to use objects a desire to enthusiasm for new challenges and novel accomplishment when movement, experiences and observe results accomplish a new learning (may be within experiences reaching mastery of a skill and engage in skill. May look to familiar contexts) and share experiences with repetition of a others for approval others learning activity and congratulations Cooperation C.48.4 Engage in and C.60.5 Plan and complete with Peers complete learning activities learning activity with a peer in Learning with peers Experiences C.48.5 Help and cooperate in C.60.6 Model or teach peers group how to use materials or complete a task  Strand B: Early learning experiences will support children to use logic and reasoning. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Cause and C.6.4 Show C.12.4 Recognize C.18.4 Learn C.24.4 Repeat actions over C.36.4 Vary actions to C.48.6 Manipulate C.60.7 Try multiple uses Effect interest in the effect of actions by observing or and over and notice results observe different results materials and of same materials and results of their on object - cause listening to others (e.g., hit lever harder to communicate about observe differing results actions and and effect (e.g., and repeating see if result changes) the impact of own “accidental” shake a rattle and it their actions or actions discoveries makes a sound) verbalizations Attributes, C.6.5 Recognize C.12.5 Respond C.18.5 Match objects C.24.5 Sort objects by type C.36.5 Identify differences C.48.7 Identify C.60.8 Compare relative Sorting and familiar people to new or that are the same (e.g., cars and blocks) and between objects across similarities and attributes of objects, people, Patterns or objects in novel objects (simple categorizing) put some objects in order multiple characteristics differences in objects, events, sounds (e.g., the immediate with interest, (e.g., lines up three objects (e.g., texture, color, people, events, louder, more, less) environment (e.g., recognizing from smallest to biggest) shape, size) sounds based on one notice differences differences attribute (e.g., same between various or different colors, people and loud or soft sound) objects) C.48.8 Recognize C.60.9 Use familiar patterns patterns in routines, to solve problems and 23 objects and/or reason (e.g., if we go to the sounds and replicate library every other day and sequence using we went yesterday, today objects or language we will...) C.60.10 Begin to question accuracy of information and sources as evidenced by sharing conflicting information from another source (e.g., when the teacher shares information with class, says, “But my dad says…”)  Strand B: Early learning experiences will support children to use logic and reasoning (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Problem C.6.6 Sometimes C.12.6 Use a variety C.18.6 C.24.6 Try a successful C.36.6 Use objects in C.48.9 Think of and C.60.11 Try multiple Solving will show they of actions to obtain Purposefully strategy in a new situation new and unexpected try an alternative strategies to solve a problem can solve desired objects experiment with (e.g., tugging or prying on ways to solve problems strategy when a and draw on multiple problems by the effects of something that is stuck) through trial and error first attempt at resources (e.g., look at what reaching for new actions upon solving a problem is a peer is doing for ideas) desired toys or objects unsuccessful blanket C.12.7 Solve C.18.7 Utilize C.24.7 Take things apart and C.36.7 Use spatial simple manipulative shapes and try to put them back together relationships to solve challenges through sorting boxes. problems (e.g., fit pieces observation and May use trial and into puzzle) imitation (e.g., putting error to fit objects something “into a together bucket”) Symbolic C.18.8 Use C.24.8 Play with dolls or C.36.8 Use a similar C.48.10 Use or make C.60.12 Use dissimilar Representation dolls and stuffed stuffed animals and realistic object to represent a prop to represent objects to represent other animals as if they props together (e.g., use a another object in play an object (e.g., build objects in play or perform were real (e.g., play spoon to feed a doll) (e.g., pretend a pencil is a telephone) an action with an imaginary 24 rocks doll, pets a spoon) object (e.g., use stirring stuffed dog) action without anything in hand) C.18.9 Engage in C.24.9 Act out familiar C.36.9 Act out relational C.48.11 Act out C.60.13 Engage in extended pretend play with functions in play (e.g., roles in play (e.g., mom actions or scenarios pretend play scenarios and realistic objects sweeping floor, pouring milk) or dad with baby) involving familiar display recognition of the (e.g., uses a play roles (e.g., teacher, difference between pretend phone to pretend doctor, firefighter) or fantasy situations and to make a phone reality call) C.48.12 Represent C.60.14 Represent people, people, places places or things through or things through drawings, movements simple drawings, and/or three-dimensional movements and constructions that are three-dimensional increasingly abstract (e.g., construction may draw a map that includes an “X” that marks the location of the treasure)  Strand C: Early learning experiences will support children to strengthen executive function. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Choosing and C.12.8 Indicate C.18.10 Indicate C.24.10 Indicate preferences C.36.10 Make choices C.48.13 With adult C.60.15 Make a plan, follow Planning preferences preferences by using simple language based on preferences assistance, choose through and review plan nonverbally pointing and using activities and plan based on what they actually one or two words what to do did. Indicate reasons for choice, set goals and follow plan Task C.6.7 Repeat C.12.9 Practice an C.18.11 Complete C.24.11 Complete simple C.36.11 Complete self- C.48.14 Continue C.60.16 Complete longer Persistence actions to obtain activity many times simple activities activities despite frustration selected short-term working through term and more complex similar results until successful activities many times to moderately difficult tasks with a focus on the gain mastery activities, despite goal, despite frustration some frustration Cognitive C.18.12 Use C.24.12 Purposefully try C.36.12 Realize when C.48.15 With adult C.60.17 Generate or seek Flexibility objects in new and multiple ways of using the something is not working assistance, stop and out multiple solutions to a unexpected ways same objects and with adult assistance consider alternatives problem can try another approach when encountering a problem Working C.24.13 Hold in mind a C.36.13 Remember C.48.16 Engage in LR.60.18 Hold in mind the Memory simple task long enough to where recently used games that involve topic of group discussion 25 complete it (e.g., wiping a objects were placed remembering (e.g., and contribute personal table, walking across the memory) experience (e.g., when room to throw something in talking about something that the garbage) is broken says, “My mom used a screwdriver to fix our shelf.”) Regulation of C.24.14 Engage in C.36.14 Maintain focus C.48.17 Maintain C.60.19 Engage in preferred Attention and interactions and self-selected on high-interest activities focus on high-interest and some non-preferred Impulses activities for increasing in the face of routine activities in the face activities for longer periods length of time distractions of minor social or of time. Remain with some sensory distractions high-interest activities 15 minutes or longer C.36.15 With adult C.48.18 With adult C.60.20 Typically resists support, resist impulses reminders can briefly impulses and can wait in structured settings inhibit initial response longer to respond in more for brief, but increasing (e.g., stop imitating structured settings (e.g., at periods of time inappropriate a restaurant, in circle time in behaviors of peers, preschool) wait turn to respond to question or prompt in group setting)  Social and Emotional Development 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Learning Indicators Indicators Indicators Indicators Indicators Indicators Indicators Progression This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, This is evident, for example, for example, for example, for example, for example, for example, for example, when children: when children: when children: when children: when children: when children: when children: Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. Trusting SE.6.1 Attend and SE.12.1 SE.18.1 Look to SE.24.1 Use familiar SE.36.1 Approach SE.48.1 Engage in SE.60.1 Seek help and Relationships respond to familiar Prefer primary trusted caregivers adults as secure base caregivers for interactions with less approval from a wider adults and are able caregiver(s) for cues about how through behaviors such support and familiar adults array of adults in trusted to be soothed when to others and to respond to their as glancing back at comfort, particularly roles distressed usually accept environment for caregiver while playing during stressful or guidance from comfort and support frustrating situations trusted adults Managing SE.6.2 Show SE.12.2 Display SE.18.2 Display SE.24.2 Manage SE.36.2 Manage SE.48.2 Manage most SE.60.2 Through Separation recognition of preference attachment to trusted routine separations from most separations separations without expanding relationships familiar faces for trusted adults and feelings caregivers with little without distress distress and adjust with adults (e.g., teacher, and awareness adults which of security which distress and calm quickly and adjust to new to new settings in the play group leader, friends’ if someone is a may include may include a fear of after a separation settings with support presence of trusted adult caregivers), exhibit comfort stranger exhibiting fear strangers and new and from a trusted adult in exploring more new 26 and protesting at unfamiliar places settings, although they separation may need to periodically check-in with a familiar adult Strand B: Early learning experiences will support children to develop self-regulation. Regulation of SE.6.3 In addition SE.12.3 Have SE.18.3 Show SE.24.3 With adult SE.36.3 With adult SE.48.3 Use strategies SE.60.3 Use strategies Emotions and to being comforted ways to comfort increasing regulation assistance, find comfort in support, use self- to self-soothe with to self-soothe across Behavior by familiar adult, self, which may through daily routines, rituals and routines. May soothing techniques limited adult support situations with minimal can also get comfort involve items activities and familiar use special comfort object to calm prompting and share from sucking thumb, such as a stuffed adults to self-soothe (especially strategies with peers or fist, or pacifier animal or a at nap time) family special blanket SE 60.4 Demonstrate that help them increased ability to consider feel safe and the social standards of secure the environment when responding to their emotional state  Strand B: Early learning experiences will support children to develop self-regulation (continued) 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Regulation of SE.6.4 Respond to SE.12.4 SE.18.4 Respond SE. 24.4 Accept some SE.36.4 Begin to control SE.48.4 With adult SE.60.5 Tolerate small Impulses and having needs met Respond to adult to adult guidance redirection from adults behavior by responding guidance and support, levels of frustration and Behavior (e.g., is comforted interactions, to accept an to choice and limits wait for short period of disappointment, displaying by being picked up including tone of alternative to initial provided by an adult time to get something appropriate behavior with or fed) voice, expression desire or impulse wanted (e.g., waiting adult prompting and support and gestures (e.g., a truck from for turn with a toy or (e.g., shaking the shelf vs. one waiting for next step in head and another child has, daily routine) frowning) food choices) SE.12.5 Show SE.18.5 Within SE.24.5 Is aware SE.36.5 Make SE.48.5 Make SE.60.6 Initiate previously anticipation the context of a of typical routine transitions and follow transitions and follow taught strategies to help and respond to responsive adult and shows some basic routines and rules basic schedule, delay gratification (e.g., sets familiar routines relationship, will understanding of rules, with adult supervision routines and rules with up turn-taking with a peer, in their lives begin to tolerate a but may need adult occasional reminders finds a book to read while brief wait for needs support waiting for a special activity) to be met SE.18.6 Show SE.60.7 Recall and follow anticipation of next daily routines with little 27 step in daily routine support, including adapting (e.g., reaches or to changes in rules and signs for bib when routines placed in high chair) Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. Emotional SE.6.5 Display varied SE.12.6 Express SE.18.7 Express SE.24.6 Express more SE.36.6 Begin to SE.48.6 Express SE.60.8 Describe emotions Expression responses (e.g., will basic emotions emotions through complex emotions communicate about emotions experienced and feelings to trusted adults smile or kick when a (e.g., sadness, physical means (e.g., excitement, feelings, including the in typical daily routines and peers caregiver interacts frustration, such as hugging, embarrassment, pride, cause and reaction to (e.g., frustration at with them. May stiffen anger) throwing. May be sadness) and begin to these feelings (e.g., “I waiting, excitement when something through facial cooperative or communicate feelings miss my mommy. I sad,” about a favored displeases them, expressions, uncooperative and (although this remains “He mad you took his activity, pride) through or may turn away movements, look to adult for an emerging skill toy.” “I sad so Papa hug language and gesturing from something they crying, smiling, reaction which is only partially me.”) rather than physical dislike) laughing effective) ways  Strand: Early learning experiences will support children to develop, express, recognize and respond to emotions. Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions (cotinued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Recognition SE.6.6 React to SE.12.7 Notice SE.18.8 Recognize SE.24.7 Recognize SE.36.7 Label a SE.48.7 Recognize, label SE.60.9 Recognize and and different emotions and react to basic feelings in self and respond to basic variety of emotions in and respond to a wide show acknowledgement Response to of familiar adults feelings of and others feelings in others pictures and others’ variety of emotions in of the feelings, needs and Emotions in (e.g., smile and coo others. (e.g., (e.g., gives item to expressions others rights of others through Others at smiling faces, may frown when SE.18.9 Begin to peer who is upset) SE 36.8 Show behavior (e.g., say “thank turn away from sad another baby respond to others’ awareness of you,” share with others, faces) is crying or be feelings and show appropriate responses notice issues of fairness) upset if hears interest in them. to the emotional state SE.48.8 Make connections SE.60.10 Begin to yelling) Show awareness of others (e.g., may between emotional understand that different of when an adult is occasionally comfort reaction of others and own people may have different pleased or upset someone who is upset emotional experiences emotional reactions with behavior or may nurture a doll during dramatic play) Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. Sense of self SE.6.7 React when SE.12.8 SE.18.10 SE.24.8 Identify SE.36.9 Identify self, SE.48.9 Refer to SE.60.11 Identify hearing their own Consistently Demonstrates self- own family family members, themselves by first and themselves as an individual name through respond to their awareness though members by teacher and some last name and identify and a part of a group movement or name response to name relationship and/or peers by name some characteristics (e.g., by sharing individual expressions and use of “me” and name gender, hair color, etc.) and characteristics and roles 28 “mine” skills within the group (e.g., name SE.6.8 Begin to SE.12.9 Show SE.18.11 Recognize family members and roles, realize their hands awareness of self in mirror name team members or and feet belong to body parts of classmates) them and explore self and others them as well as face, eyes and mouth Personal SE 6.9 Express SE.12.10 SE.18.12 Begin to SE.24.9 Use words SE.36.10 May want to SE.48.10 Recognize and SE.60.12 Describe self by Preferences preferences for Develop communicate own and/or gestures to keep what belongs to describe themselves in referring to preferences, familiar people and preferences for likes and dislikes express interests them close by and often terms of basic preferences thoughts and feelings some objects. (e.g., food, objects, (e.g., points and will not want to share stop crying more textures. May says, “Look, quickly with a familiar reject non- airplane.”) person; move their preferred items legs, arms and smile (e.g., pushing at a familiar person) them away)  Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Self- SE.12.11 SE.18.13 Show SE.24.10 SE.36.11 Regularly SE.48.11 Demonstrate SE.60.13 Demonstrate Concept and Demonstrate confidence when Complete simple engage in familiar confidence in a range of increased confidence and Competency anticipation of supported to familiar tasks with tasks. Begin to show activities, routines and a willingness to take risks results from complete familiar confidence (e.g., independence by tasks and take initiative in when attempting new tasks own actions tasks and will puts on article of frequently attempting to attempting unfamiliar tasks and making decisions (e.g., drops attempt new tasks clothing). Engage do things on their own regarding activities and toy so adult with adult support in new experiences even when tasks are materials will pick it up, with support from a difficult for them repeats action familiar adult that makes loud noise) SE.12.12 SE.18.14 React SE. 36.12 Express SE.60.14 Show pride in Respond to own positively (e.g., feeling of pleasure over accomplishments and actions with smiles, claps) to accomplishment and abilities pleasure (e.g., accomplishments share this with others coos, laughs) (e.g., “Look what I made.”) Strand E: Early learning experiences will support children to develop social relationships. Adult SE.6.10 Respond SE.12.13 SE.18.15 Show SE.24.11 Enjoy SE.36.13 Enjoy sharing SE.48.12 Communicate SE.60.15 Typically use 29 Relationships differently to different Engage affection or games and other new experiences with with familiar adults and socially appropriate behavior (see note people. Respond to in social shared atte