Click Clack Moo Clows that Type questions

1. What is the Domain, Standard, and Objective of Click, Clack Moo Cows that Type?

Use the new Early Developmental Learning Standards to identify your domain, standard(s), and objective(s). You must have 1 – 3 standards and 1 -3 objectives.

2. How will you make this read aloud which Is Click Clack Moo Cows That Type interactive?

3. What “big questions” will you ask during the read aloud?

VIRGINIA’S EARLY LEARNING & DEVELOPMENT STANDARDS
(ELDS)
BIRTH-FIVE LEARNING GUIDELINES
VIRGINIA BOARD OF EDUCATION
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
CONTENTS
SED1.3. Becoming autonomous and independent
ACKNOWLEDGEMENTS
4
INTRODUCTION
6
THE VALUE AND NEED FOR A UNIFIED SET OF EARLY LEARNING AND
DEVELOPMENT STANDARDS IN VIRGINIA
6
GROUNDING KNOWLEDGE AND GUIDING PRINCIPLES
6
GROUNDING KNOWLEDGE
6
GUIDING PRINCIPLES
7
ABOUT CULTURALLY RESPONSIVE PRACTICE
Culturally Responsive Caregivers and Educators
HOW TO USE VIRGINIA’S UNIFIED EARLY LEARNING AND
DEVELOPMENT STANDARDS
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DESIGN OF THE VIRGINIA EARLY LEARNING AND DEVELOPMENT
STANDARDS DOCUMENT
9
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT
STANDARDS AT A GLANCE
10
ORGANIZATION OF THE STANDARDS
12
PROCESS
13
WRITING STYLE
13
AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL1. CURIOSITY AND INITIATIVE
APL1.1. Being curious learners
APL1.2. Taking initiative
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15
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APL2. CREATIVITY AND IMAGINATION
APL2.1. Showing creativity and imagination
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APL3. EXECUTIVE FUNCTIONS AND COGNITIVE
SELF-REGULATION
APL3.1. Focusing and paying attention
APL3.2. Building working memory
APL3.3. Thinking flexibly and adapting
APL3.4. Inhibiting responses
APL3.5. Persisting and problem-solving
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21
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APL4. BEHAVIORAL SELF-REGULATION
APL4.1. Managing actions and behaviors
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED1. POSITIVE SELF-CONCEPT
SED1.1. Developing self-awareness
SED1.2. Developing self-confidence
SED2. EMOTIONAL COMPETENCE
SED2.1. Seeing and naming emotions in self and others
SED2.2. Expressing emotions
SED2.3. Communicating feelings, wants, and needs
SED2.4. Regulating emotions
SED2.5. Showing care and concern for others
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SED3. INTERACTING WITH OTHERS
SED3.1. Developing relationships with adults
SED3.2. Developing relationships with other children
SED3.3. Engaging in cooperative play
SED3.4. Solving social interaction problems
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34
35
36
AREA THREE: COMMUNICATION, LANGUAGE AND
LITERACY DEVELOPMENT (CLLD)
CLLD1. COMMUNICATION
CLLD1.1. Understanding verbal and nonverbal cues
CLLD1.2. Using vocabulary and nonverbal cues to communicate
CLLD1.3. Learning and engaging in conversational interactions
CLLD2. FOUNDATIONS OF READING
CLLD2.1. Paying attention to print as meaningful
CLLD2.2. Understanding ideas, vocabulary, and
information in stories and texts
CLLD2.3. Learning spoken language is composed of
smaller segments of sound
CLLD2.4. Learning how letters and print work
to create words and meaning
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25
25
26
2
27
37
38
38
39
40
41
41
42
43
44
CLLD3. FOUNDATIONS OF WRITING
CLLD3.1. Drawing, scribbling, and writing to communicate
CLLD3.2. Developing writing habits and skills
CLLD3.3. Handling writing tools
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45
46
47
AREA FOUR: HEALTH AND PHYSICAL DEVELOPMENT (HPD)
HPD1. USING SENSES
HPD1.1. Learning through all senses
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49
49
HPD2. GROSS MOTOR
HPD2.1. Developing large muscle control
HPD2.2. Exploring the environment
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50
51
HPD3. FINE MOTOR
HPD3.1. Using eyes and hands together
HPD3.2. Developing small muscle control
52
52
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HPD4. PHYSICAL HEALTH AND SELF-CARE
HPD4.1. Taking care of daily health needs
HPD4.2. Adopting safe behaviors
HPD4.3. Eating with healthy habits
HPD4.4. Developing healthy habits for rest and sleep
AREA FIVE: COGNITIVE DEVELOPMENT (CD)
CD1. SCIENCE: THE NATURAL AND PHYSICAL WORLD
CD1.1. Paying attention to the natural world
CD1.2. Testing questions and ideas
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56
57
58
59
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60
CD2. Social Science: People, Community, and Culture
CD2.1. Learning about ways that people interact
CD2.2. Understanding relationships and connections
CD2.3. Learning about differences
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CD3. MATHEMATICS
CD3.1. Comparing numbers, counting, and recognizing quantities
CD3.2. Understanding number relationships and
solving problems using operations
CD3.3. Geometric thinking and spatial reasoning
CD3.4. Sorting, classifying, and patterning
CD3.5. Describing, comparing, and measuring
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CD4. FINE ARTS
CD4.1. Exploring and expressing ideas through movement and dance
CD4.2. Learning about and through music
CD4.3. Building understanding, empathy, and
relationship skills through drama and theatre arts
CD4.4. Using visual arts media to express thoughts and feelings
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72
GLOSSARY
73
APPENDIX A: REFERENCES AND SOURCES CONSULTED
77
APPENDIX B: STATES CONSULTED
82
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
ACKNOWLEDGEMENTS
PROJECT LEADERSHIP
LEAD DEVELOPMENT TEAM
YAOYING XU
Virginia Commonwealth University
(Co- Principal Investigator)
JOAN RHODES
Virginia Commonwealth University
(Co-Principal Investigator)
DEANA BUCK
Partnership for People Disabilities Virginia
Commonwealth University
IRENE CARNEY
Project Manager
MICHAEL BOLLING
Early, Elementary and Reading Education,
James Madison University
CHRISTINE HARRIS
Director, Office of Humanities
Young Children’s Program, James
Madison University
LEAH WALKER
TAMILAH RICHARDSON
Associate Director
Office of Early Childhood
CHERYL STROBEL
Associate Director of Early Childhood,
Retired
ANN PARTEE
HOLLY MCCARTNEY
Early, Elementary and Reading Education,
James Madison University
MARK ALLAN
Early Childhood Special Education
Coordinator
ERIN CARROLL
PAT KENNEDY
Director, Office of Equity and
Community Engagement
VIRGINIA DEPARTMENT
OF EDUCATION
Director Office of Early Childhood
*TERESA HARRIS
SAMANTHA HOLLINS
Assistant Superintendent, Department of
Special Education and Student Services
TERESA HARRIS
James Madison University
JENNA CONWAY
APPROACHES TO PLAY AND
LEARNING
Assistant Superintendent, Department of
Learning Innovation
Associate Director Pre-K Programs
Chief School Readiness Officer,
Division of School Readiness
EARLY LEARNING AND
DEVELOPMENT STANDARDS
WORK GROUPS (*CHAIR)
INTERAGENCY (VDOE)
REVIEWERS
MARYAM SHARIFIAN
Early, Elementary and Reading Education,
James Madison University
DAWN HENDRICKS
SOCIAL AND EMOTIONAL
DEVELOPMENT
JESSICA COSTA
*SANDY WILBERGER
Specialist for English Learner Instruction
VDOE Training and Technical
Assistance Center (T/TAC), Virginia
Commonwealth University
DEBRA DELOZIER
Mathematics Specialist
BONNIE GRIFA
CARMEN KUREK
Elementary English/Reading Specialist
Partnership for People with Disabilities,
Virginia Commonwealth University
BRANDI MCCRACKEN
SARA MILLER
Elementary History and Social Science
Specialist
Education and Special Education,
Longwood University
ANNE PETERSON
Science Coordinator
COMMUNICATION,
LANGUAGE AND
LITERACY DEVELOPMENT
*CHRISTINE SCHULL
Early Childhood Development,
Northern Virginia Community College
CHRISTAN COOGLE
Early Childhood Special Education,
George Mason University
LESLIE LACROIX
College of Education and Human
Development,
George Mason University
MIRA WILLIAMS
Education Foundations and
Exceptionalities,
James Madison University
Physical Development and Health
*DEANA BUCK
Partnership for People with Disabilities,
Virginia Commonwealth University
TERESA HARRIS
Early, Elementary and Reading Education,
James Madison University
BELINDA HOOPER
Department of Child Care, John Tyler
Community College
JESSICA LEE
Occupational Therapy, Virginia
Commonwealth University
CHRISTINE SPENCE
Counseling and Special Education,
Virginia Commonwealth University
Society for Research in Child
Development (SRCD) Pre-Doctoral State
Policy Fellow, Office of Early Childhood
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
COGNITIVE DEVELOPMENT
*MEG PIENKOWSKI
Smart Beginnings of Greater Richmond
IRENE CARNEY
ELDS Project Manager
KIM GREGORY
Early Childhood Development,
Virginia Western Community College
KATHY LARUE
Early Childhood Education,
J Sargeant Reynolds Community College
MISTI MUELLER
Teaching and Learning, Virginia
Commonwealth University
PROJECT PARTICIPANTS
EARLY LEARNING AND
DEVELOPMENT STANDARDS
STAKEHOLDERS
MARITSA ALGER
Norfolk Public Schools (Retired),
Norfolk, VA
ADRIA BADER
LeafSpring Schools, Richmond, VA
CHANEL BEA
Peter Paul Development Center,
Richmond, VA
EL’TANYA BROWN
KinderJam Founder, George Mason
University PhD Candidate
CAROL CLARKE
Smart Beginnings, Fredericksburg, VA
JESSICA COSTA
Virginia Department of Education
ROSALIND CUTCHINS
The Children’s Center, Suffolk, VA
TAMMY MANN
The Campagna Center, Alexandria, VA
ANITA MCGINTY
YESENIA DELACRUZ
University of Virginia (PALS)
Total Action for Progress, Roanoke, VA
CHERYL MORMON
JENNIFER EDELEN
Virginia Alliance of Family Child Care
Associations, Richmond, VA
Wolf Trap Foundation for the
Performing Arts, Vienna, VA
BERGEN NELSON
NAVINE FORTUNE
Virginia Commonwealth University
Health System, Richmond, VA
Norfolk State University
SHIKEE FRANKLIN
LELIA TYNES
Retired Birth-3 Coordinator, Norfolk
Public Schools, Norfolk, VA
AMANDA WILLIFORD
University of Virginia (VKRP)
JESSICA WHITTAKER
University of Virginia (VKRP)
KYRA WOOLEY
Norfolk Public Schools, Norfolk, VA
MYRA SAWYERS
Hampton Roads Community Action
Program, Inc., Newport News, VA
Virginia Child Care Association, Glen
Allen, VA
BONNIE GRAHAM
CHRISTINE SCHULL
New River Community College, Dublin,
VA
Northern Virginia Community College,
Alexandria, VA
PHILLIP HAWKINS
KIM SOPKO
Norfolk Public Schools, Norfolk, VA
George Mason University
DAWN HENDRICKS
KATIE SQUIBB
Virginia Department of Education
Virginia Early Childhood Foundation,
Richmond, VA
CORI HILL
Partnership for People with Disabilities,
Virginia Commonwealth University
BWEIKIA STEEN
George Mason University
DOROTHY HUGEE
AMY STUTT
Resource Early Childhood Special
Education Teacher,
Fairfax County Schools
Child Development Resources, Norge,
VA
CECILIA SUAREZ
GAIL JOHNSON
Creative Learning School, Alexandria, VA
LeafSpring Schools, Richmond, VA
LISA TERRY
ARLENE KASPER
Early Intervention Professional
Development Consultant, Virginia
Commonwealth University, Virginia
Early Intervention Professional
Development Center
Virginia Department of Education
WENDY LIPSCOMB
Blessed Sacrament Huguenot High
School, Powhatan, VA
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
INTRODUCTION
The first five years of a child’s life involve significant impact on the developing brain and early learning. The concepts and skills that children learn during their early years
also lay the groundwork for a successful transition to kindergarten and all later schooling. Virginia is committed to providing every child in the Commonwealth with the
experiences and supports that will provide a solid foundation for their learning and life.
THE VALUE AND NEED FOR A UNIFIED SET OF EARLY LEARNING AND DEVELOPMENT STANDARDS IN
VIRGINIA
Virginia is home to over 500,000 children ages birth through five. Many of the Commonwealth’s young children have access to early settings and experiences that are well
equipped to support development and learning. Others, however, lack that access for a number of reasons including geography; cost; demand that exceeds supply; and
inadequate resources or supports for quality care. Still other children have needs that require special considerations from their programs and providers.
The goal of early care and education is to help all children prepare for kindergarten, and for a good start in life, through high quality early education or early intervention
programs. Virginia elevates both care and education as important aspects of what educators attend to in their work with young children, regardless of the setting in
which the work takes place. Many factors contribute to program quality, including the provider’s understanding of how children learn and grow throughout early
childhood, and what adults can do to best support the developing child. Virginia defines an early childhood provider as any adult responsible for the early care and
education of young children, including parents/families, caregivers, educators, and program leaders as primary examples. Provider groups should not be viewed as mutually
exclusive: caregivers include parents/families and teachers, and teachers should be viewed as caregivers inclusive of parents/families. Virginia’s Unified Early Learning and
Development Standards (ELDS) provide all early childhood providers (i.e., parents/families, caregivers, educators, and program leaders) with a resource for understanding
what children should know and be able to do as they grow and change from birth until they enter kindergarten.
GROUNDING KNOWLEDGE AND GUIDING PRINCIPLES
At the core of the ELDS is the belief that all children in Virginia deserve to build on their capabilities, and deserve to start school ready to learn. Related to that conviction
is the belief that early childhood caregivers and educators need access to clear, actionable guidance that supports their understanding of how children develop and the
associated skills that emerge as they actively engage with their environment.
These ELDS intentionally start with development at birth. What infants and toddlers come to know and do is inextricably linked to the ways in which adults are able to
tune into the child’s curiosity and interest in their environment. When adults give words to feelings, name what they are seeing, ask questions and so forth, they are ever
expanding what infants and toddlers come to know about themselves and their world.
In order to highlight discrete skills and behaviors that adults should look for when interacting with and observing a young child, this document focuses on each of five
Areas of
Development. Within each area, the ELDS describe specific concepts and skills that adults should look for and support as children grow and change. All areas are grounded
in what is known about early development and learning, and beliefs about young children and early childhood education.
GROUNDING KNOWLEDGE
We know that during the years from birth through age 5, and particularly the years from birth through 3, the young child’s brain is growing and developing the
capacity for all later learning (Shonkoff & Phillips, 2000). We also know that the brain’s growth is supported or undermined as a function of the child’s environment and
experiences. Finally, and most importantly, we know that interactions and relationships with caregiving adults and teachers are of primary importance in supporting a
child’s early development and learning (Child Trends, 2015; Dougherty, 2014; Flores et al., 2016).
What happens – or what does not happen – during a child’s first five years makes an important difference that will influence the child’s life and learning well beyond the
early childhood period.
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GUIDING PRINCIPLES
Over the course of a child’s early years, we begin to know them by paying careful attention to the unique individual they are becoming. Supporting learning for all
children means understanding how we generally expect a child to develop and change. Supporting learning for an individual child means paying careful attention to
whether and how the child progresses; considering whether something is interfering with the child’s development; and learning ways to help a child whose growth is not
unfolding as we typically expect. While children bring their individuality and diversity to early childhood settings, these guiding principles reflect knowledge that will
help adults provide the best environments, experiences, and relationships for all the children in their care.
•
An available, responsive adult is the most important support to the young child’s learning. Children are born wired to learn, but learning does
not occur in a vacuum. Adults activate, motivate, guide, interpret, and support the young child’s exploration and understanding of their world. Parents
are children’s first and most important teachers. When children enter a program, or another adult’s care, their caregivers and educators partner with
parents in making the most of the early years as the foundation for lifelong learning
•
Development occurs with some predictability, but children progress through their development at their own rate and in their own way.
We can describe how development generally unfolds – which skills are likely to come before others and when. But a child may skip over some steps
altogether. They may progress in one area more quickly or slowly than others. Developmental guidelines provide a road map, but each child will have
their own, unique route for learning.
•
Learning is a dynamic phenomenon, integrated across all areas of development. As young children grow and learn, their changing abilities
reflect the interplay of many areas of development, working in concert with one another. Preschoolers’ ability to manage their impulses, for example,
enables them to persist through the challenge of building with blocks as they develop as mathematical thinkers; to quiet themselves in order to listen to
others as they grow in social skill and in collaboration; and to follow established rules of play as they become members of a group that learns and plays
together. Skills may be thought about in terms of a particular area of development, but they are very often interwoven and interdependent.
•
Early learning will require special attention, support, and strategies for children with developmental disabilities or delays. Early growth and
development for some children will be influenced by the presence of an individual difference, a disability, or a developmental delay. These differences
can include visual or hearing impairments; communication, speech or language delays; physical disabilities or motor delays; and differences affecting
a child’s social development or emotional growth. Children with disabilities may need adaptive materials and environments to support their learning
and may benefit from numerous opportunities for participation and interaction. The presence of such differences should not prevent a child from
participating in an early childhood program with peers whose development is more typical. That said, caregivers and educators may need access to
more specialized guidance, equipment, materials and methods to help these young learners to develop and demonstrate their abilities. Those additional
teaching tools and strategies are often helpful, not only for a child or children with special needs, but for other children as well.
•
A child’s home culture and language must be recognized, respected, and accommodated in the early learning processes. The ELDS describe
how we generally expect children to change and learn over time. The ELDS include indicators that refer to behaviors such as curiosity, persistence,
attention, and exploration. As caregivers and educators use these standards to understand learning and development in general, it is important to also
recognize that children bring their cultural learning to the process. That learning might have taught a child, for instance, to focus on and follow the
directives of adults, as opposed to taking initiative on their own. A young child might also have learned to inhibit their questions and comments, out
of deference to adults, and to quietly wait and observe until invited to speak. Understanding a child in the context of their culture calls on us to partner
with families who can help us learn about their culture’s practices and strengths. Language is only one aspect of culture, but language requires its own
considerations. Children who are multilingual learners, for example, need ongoing connection to, and learning in, their home language as they learn
English as their second or subsequent language. Both multilingual learners and English learners will also benefit from caregivers and educators who
give careful thought and planning to how concepts and skills will be introduced.
•
Other factors in the child’s environment will have an impact on learning. Experiences that can cause challenges to a child’s learning include
illness, poverty, and trauma. It is important that caregivers and educators know and understand each child fully in order to provide the best and most
effective care and teaching. It is also important that caregivers and educators are able to access the knowledge and develop the practices that will support
children whose circumstances present such challenges.
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
•
Young children learn through play. Play, alone or with other children, is the child’s laboratory. Playing provides children with opportunities to
imagine, question, investigate, collaborate, negotiate, practice, and discover. Playing is how young children learn. Caregivers and educators observe
and guide children in play to ensure that children continue to expand their learning as they play.
•
Technology and digital experience can have a place in early learning, but should not be the primary medium for learning. Children aged 2
and under should have little or no reliance on digital devices for their entertainment or learning. It is undeniably the case, however, that most young
children see and interact with the digital world – even if only through a parent’s cell phone – from a very young age. The imperative for adults who are
supporting young children’s experience of digital technology, is to position those media and devices as tools that enable investigation, communication,
collaboration, and creativity.
ABOUT CULTURALLY RESPONSIVE PRACTICE
Establishing expectations for culturally responsive practice among Virginia’s early childhood workforce is critical to supporting the effective delivery of care and
instruction to Virginia’s diverse early learner population. Culture strongly influences the attitudes, values, and behaviors that young children, caregivers and educators
bring to the caregiving and instructional processes, making culturally responsive caregivers and educators necessary for the equitable achievement of today’s increasingly
diverse population of children in early childhood learning spaces. Culturally responsive caregivers and educators see the diversity in their classrooms or learning spaces as
an asset and use their knowledge on children’s backgrounds to enrich care and education experiences. Caregivers and educators form a thorough understanding of the
specific cultures of the children they care for and teach, how that culture affects children’s learning behaviors, and how they can change interactions and instruction to
embrace the differences.
Culturally Responsive Caregivers and Educators:
•
See cultural differences as assets;
•
Validate the inequities impacting children’s lives;
•
Cultivate relationships beyond the classroom or learning space, anchored in affirmation, mutual respect, and validation;
•
Believe that ALL children can succeed and communicate high expectations for all children;
•
Engage in reflection of their beliefs, behaviors, and practices;
•
Utilize children’s cultures as vehicles for learning;
•
Challenge racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression;
•
Mediate power imbalances in classrooms and learning spaces based on race, culture, ethnicity, and class;
•
Communicate in linguistically and culturally responsive ways; and
•
Collaborate with families and the local community
Achieving education equity- that is eliminating the predictability of student outcomes based on race, gender, zip code, ability, socioeconomic status or languages spoken
at home- indeed requires that caregivers and educators engage in culturally responsive practice. It also requires that caregivers and educators are culturally competent, exhibit
cultural proficiency and are fully cognizant of what culturally relevant pedagogy and culturally relevant/responsive teaching entails (see glossary for specific definitions that have
been adopted by the Virginia Department of Education). To learn more about the Virginia Department of Education’s (VDOE) equity commitments (#EdEquityVA)
visit the Virginia is For Learners website. There you will find information about Future-Ready Learning, how the VDOE is supporting early learning, and learn about
#EdEquityVA initiatives.
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
HOW TO USE VIRGINIA’S UNIFIED EARLY LEARNING AND DEVELOPMENT STANDARDS
This document is designed for adults who care for and teach young children in a variety of settings including home-based child care, center-based child care, Head Start
classrooms, early intervention programs, private preschools, public early childhood programs, and Virginia Preschool Initiative (VPI) classes. Throughout this document
we refer to these adults as caregivers and educators, and in some cases will use the broader terminology of early childhood providers or simply providers.
The ELDS are a reference to help caregivers and educators understand what most children are able to know and to do, across different areas of development, by a given
age. This document describes development across six overlapping age bands. The overlap conveys the reality that children develop at different rates. Individual skills will
appear, across children, at different times. Those differences are often consistent with “expected” or “typical” development.
This document is not intended to serve as a developmental checklist, an assessment, or a curriculum. Not all children will demonstrate every skill in the same time frame
or in the same way. Indicators reflected in each focus area are examples, and not meant to be exhaustive of what we see in all children. It is critical that caregivers and
educators understand that utilizing valid and reliable screening and assessment tools is essential when concerns about a child’s development surfaces. When developmental
delays are identified early, specialized services can make a tremendous difference in getting development back on track.
The ELDS can be used by individual caregivers and educators and early childhood programs to: understand how children build skills and understanding, in
different areas of development, from birth to age 5; discern whether a particular child is learning and growing according to general expectations; identify topics for
training to help all providers continually grow and improve as early childhood providers.
The ELDS are, in short, the “bottom line” of what we should aim for each child in Virginia. A child whose development and learning generally aligns with these behaviors
and skills will have a good start on their readiness for school and their continued growth throughout life.
DESIGN OF THE VIRGINIA EARLY LEARNING AND DEVELOPMENT STANDARDS DOCUMENT
These standards organize information into five Areas of Development. While not reflective of the true, integrated nature of development, this organization aims to help
providers know what to encourage and what to look for as they support and keep watch over a child’s development and learning. The Areas of Development include:
•
Approaches to Play and Learning
•
Social and Emotional Development
•
Communication, Language and Literacy Development
•
Health and Physical Development
•
Cognitive Development
Each Area of Development is organized into Sub Areas and Focus Areas. Each Focus Area, in turn, details Indicators that describe a developmental progression of how we
expect a child to change across six overlapping age-bands, from birth to age 5. When Focus Areas include skills that develop during the later years, the developmental
progression will start at the appropriate age range leaving earlier columns blank. This organization aims to underscore the reality that, while development occurs along
a general, expected trajectory, an individual child will not necessarily conform to an exact timeline for achieving milestones. Each child will also, by virtue of individual,
environmental, and cultural differences, demonstrate a milestone in varied ways. The ELDS aim to convey some of that variability in both the design of the document and
the substance of the examples provided.
The charts on the following pages (VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS AT A GLANCE) provide the Sub Areas
(e.g., APL1) and Focus Areas (e.g., APL1.1) for each of the five Areas of Development. Each indicator is numbered according to Sub Area and Focus Area, and an alphabet
letter is added so that each one is distinct.
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VIRGINIA BOARD OF EDUCATION | doe.virginia.gov
VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS AT A GLANCE
Approaches to Play and Learning
APL1. Curiosity and Initiative
APL1.1. Being curious learners
APL1.2. Taking initiative
APL2. Creativity and Imagination
APL2.1. Showing creativity and
imagination
APL3.
Executive Functions and
Cognitive Self-Regulation
APL3.1. Focusing and paying attention
APL3.2. Building working memory
APL3.3. Thinking flexibly and adapting
APL3.4. Inhibiting responses
APL3.5. Persisting and problem-solving
APL4. Behavioral Self-Regulation
APL4.1. Managing actions and behaviors
Social and Emotional Development
SED1. Positive Self-Concept
SED1.1. Developing self-awareness
SED1.2. Developing self-confidence
SED1.3. Becoming autonomous and
independent
SED2. Emotional Competence
SED2.1. Seeing and naming emotions in self and
others
SED2.2. Expressing emotions
SED2.3. Communicating feelings, wants, and needs
SED2.4. Regulating emotions
SED2.5. Showing care and concern for others
SED3. Interacting with Others
SED3.1. Developing relationships with adults
SED3.2. Developing relationships with other children
SED3.3. Engaging in cooperative play
SED3.4. Solving social interaction problems
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Communication, Language and Literacy
Development
CLLD1. Communication
CLLD1.1. Understanding verbal and
nonverbal cues
CLLD1.2. Using vocabulary and nonverbal
cues to communicate
CLLD1.3. Learning and engaging in
conversational interactions
CLLD2. Foundations of Reading
CLLD2.1. Paying attention to print as meaningful
CLLD2.2. Understanding ideas, vocabulary, and
information in stories and texts
CLLD2.3. Learning spoken language is composed of
smaller segments of sound
CLLD2.4. Learning how letters and print work to
create words and meaning
CLLD3. Foundations of Writing
CLLD3.1. Drawing, scribbling, and writing to
communicate
CLLD3.2. Developing writing habits and skills
CLLD3.3. Handling writing tools
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Health and Physical Development
HPD1. Using Senses
HPD1.1. Learning through all senses
HPD2. Gross Motor
HPD2.1. Developing large muscle control
HPD2.2. Exploring the environment
HPD3. Fine Motor
HPD3.1. Using eyes and hands together
HPD3.2. Developing small muscle control
HPD4. Physical Health and Self-care
HPD4.1. Taking care of daily health needs
HPD4.2. Adopting safe behaviors
HPD4.3. Eating with healthy habits
HPD4.4. Developing healthy habits for rest and sleep
Cognitive Development
CD1. Science: The Natural and Physical World
CD1.1. Paying attention to the natural world
CD1.2. Testing questions and ideas
CD2. Social Science: People, Community, and Culture
CD2.1. Learning about ways that people interact
CD2.2. Understanding relationships and connections
CD2.3. Learning about differences
CD3. Mathematics
CD3.1. Comparing numbers, counting, and recognizing quantities
CD3.2. Understanding number relationships and solving problems using
operations
CD3.3. Geometric thinking and spatial reasoning
CD3.4. Sorting, classifying, and patterning
CD3.5. Describing, comparing, and measuring
CD4. Fine Arts
CD4.1. Exploring and expressing ideas through movement and dance
CD4.2. Learning about and through music
CD4.3. Building understanding, empathy, and relationship skills through drama
and theatre arts
CD4.4. Using visual arts media to express thoughts and feelings
11
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ORGANIZATION OF THE STANDARDS
Area: Approaches to Play and Learning (APL)
APL1. CURIOSITY AND INITIATIVE
APL1.1. Being curious learners
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Shows awareness of
what is going on around
them by turning head
and looking around
(APL1.1a)
· Shows interest in
new experiences such as
reaching out to touch
rain, hearing a new song,
or examining new items
(APL1.1c)
· Participates in new
experiences, begins
to ask questions, and
experiments with new
materials (APL1.1d)
· Asks questions about
materials and how they
are used (APL1.1e)
· Seeks out new
information, asks “Why?”
(APL1.1g)
· Shows curiosity by
saying things like, “I
wonder what will happen
next.” (APL1.1h)
· Shows excitement
with facial expressions,
vocalizations, or physical
movements (APL1.1b)
· Shows interest and
awareness in changes
in the environment
(APL1.1f)
· Seeks out new
information by asking,
“How does that work?”
(APL1.1i)
· Shows eagerness to
learn about a variety of
topics (APL1.1j)
Note: For some focus areas, behavior and skill development occurs more clearly later on in the developmental continuum. In these cases, a
color-coded arrow (as such
explicitly evidenced.
) directs attention to the point at which development of a particular behavior or skill is more
12
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PROCESS
Many documents, studies, and individuals were consulted in the process of developing the ELDS. Virginia’s standards have been informed by:
•
the Position Statement on Early Learning and Development (ELD) Standards from the National Association for the Education of Young Children
(NAEYC)
•
the Joint Position Statement on Early Childhood Inclusion from NAEYC and the Division for Exceptional Children (DEC) of the Council for
Exceptional Children
•
the Summary Report of the North Carolina Enhanced Assessment Grants (EAG) Consortium
•
existing Virginia Standards
o Milestones of Child Development
o Foundation Blocks of Learning
o Kindergarten Standards of Learning
•
the Head Start Early Learning Outcomes Framework
•
a review of relevant research literature
Additionally, standards from many states were consulted as part of the development of the ELDS. See Appendix B for a list of states whose standards documents were
consulted.
Drawing upon these resources, a collaborative process in which a statewide cohort of stakeholders were engaged to guide the work of teams in developing the five
sections of the ELDS document. The stakeholders, listed below, brought insights from all areas of Virginia: from a variety of service delivery models and systems, from
different cultural perspectives, and from the colleges and universities involved in preparing the early childhood workforce. Workgroup members, also listed in the
Acknowledgements section, represent numerous organizations, colleges, and universities. This broad-based participation underscores the effort to present standards that
will serve and support all of Virginia’s early childhood providers and, by extension, all of the Commonwealth’s young children.
WRITING STYLE
The ELDS are intended to be written in a clear way that is understandable to anyone who interacts with children on a regular basis. Indicators are written in an objective
and active tone with the purpose of promoting a positive skill instead of avoiding a negative behavior. Some examples are embedded within certain indicators to help
illustrate or clarify a general statement.
Guidance was followed in the Publication Manual of the American Psychological Association (APA), 7th edition (2020) whenever applicable to ensure that the writing is
professional as well as reader friendly. In addition to using person-first language, we followed APA 7th edition on the usage of the pronoun “they.” APA advocates for the
singular “they” because it is inclusive of all people and it helps readers avoid making assumptions about gender. For example, instead of “engages in an activity that interests
him or her,” the standard is “engages in an activity that interests them.” Instead of “the person is saying his or her name” the standard is “the person is saying their name.”
13
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
Approaches to Play and Learning focuses on how young children learn. Regardless of content area or subject matter, engaging in learning activities requires children
to call upon a set of habits and skills including curiosity, initiative, creativity, imagination, and cognitive and behavioral self-regulation. These habits and skills begin to
develop during infancy as children explore their environment through touching, tasting, smelling, listening, and observing. Throughout the toddler and preschool years,
children begin to develop strong interests in certain areas and pursue tasks and activities to learn more about their interests. Children also become increasingly able to
pay attention for longer periods of time; to use what they remember to learn new things; to adapt their thinking when needed; to control their actions; and to persist and
continue trying, even when they encounter challenges or frustrations. Children grow in these abilities in the context of safe and responsive relationships with adults and
by practicing these skills in authentic ways through play and other peer interactions. Children will vary in how they approach learning and demonstrate these habits and
skills. These differences may reflect the child’s temperament, home culture, or parental caregiving. For example, some children may be more likely to seek adult assistance
while others tend to try to solve a problem independently. For children with disabilities, caregivers and educators need to understand children’s attempts and intentions to
be able to support their learning, in addition to providing adaptive materials and environments. Children who are English learners or multilingual learners may develop
greater flexibility in their thinking and working memory as they learn new languages, while also needing caregivers and educators to offer alternative language support
and multiple interactions with new words. While all children play and learn, their means of engagement may differ. It is essential that caregivers and educators expect and
understand these differences so they may provide the appropriate support as they work with all children in their care.
Sub-Areas for Approaches to Play and Learning, with Focus Areas appearing in corresponding bulleted lists, include:
APL1. Curiosity and Initiative
•
•
APL1.1. Being curious learners
APL1.2. Taking initiative
APL3. Executive Functions and Cognitive
Self-Regulation
•
•
•
APL2. Creativity and Imagination
•
APL2.1. Showing creativity and
imagination
•
•
APL3.1. Focusing and paying
attention
APL3.2. Building working memory
APL3.3. Thinking flexibly and
adapting
APL3.4. Inhibiting responses
APL3.5. Persisting and problemsolving
APL4. Behavioral Self-Regulation
•
14
APL4.1. Managing actions and
behaviors
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL1. CURIOSITY AND INITIATIVE
APL1.1. Being curious learners
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Shows awareness of
what is going on around
them by turning their
head and looking around
(APL1.1a)
· Shows interest in
new experiences such as
reaching out to touch
rain, hearing a new song,
or examining new items
(APL1.1c)
· Participates in new
experiences, begins
to ask questions, and
experiments with new
materials (APL1.1d)
· Asks questions about
materials and how they
are used (APL1.1e)
· Seeks out new
information, asks “Why?”
(APL1.1g)
· Shows curiosity by
saying things like, “I
wonder what will happen
next.” (APL1.1h)
· Shows excitement
with facial expressions,
vocalizations, or physical
movements (APL1.1b)
· Shows interest and
awareness in changes
in the environment
(APL1.1f)
· Seeks out new
information by asking,
“How does that work?”
(APL1.1i)
· Shows eagerness to
learn about a variety of
topics (APL1.1j)
15
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL1. CURIOSITY AND INITIATIVE
APL1.2. Taking initiative
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
· Explores their own
body by mouthing and
clapping hands and by
kicking and touching feet
(APL1.2a)
· Explores objects using
their senses and by
manipulating them in
a variety of ways (e.g.,
bangs, shakes, throws)
(APL1.2e)
· Initiates activities of
interest and tries to get
others involved (APL1.2j)
· Reaches, stretches, or
works to crawl towards a
desired object or person
(APL1.2b
· Repeats actions to
get same reaction from
an adult (e.g., smiling,
laughing, verbalizing)
(APL1.2c
· Repeats actions on
objects to get same
reaction from the object
(e.g., kicking items on
mobile, moving arms to
sound rattle or bell noise
on wrist) (APL1.2d)
· Moves toward
interesting people,
sounds, objects, and
activities (APL1.2f)
Later Toddler
22-36 months
· Uses toys to make
things happen (e.g.,
pushes a button on a
toy to create a sound)
(APL1.2k)
· Tries out different
ways of using new
materials (APL1.2l)
Early Preschool
34-48 months
· Purposely tries different
ways of doing things
to see what happens
(e.g., builds ramps with
different blocks to make
their cars go faster and
farther) (APL1.2m)
· Makes attempts at new
and challenging activities
(e.g., climbs a new,
higher slide) (APL1.2n)
· Seeks out objects that
an adult hides (APL1.2g)
Later Preschool
44-60 months
· Chooses different
ways to explore the
environment based
on prior experiences
with tools or actions
(APL1.2o)
· Suggests new ideas
for play activities and
follows through with
self-direction and
independence (APL1.2p)
· Seeks new challenges
with familiar materials
and activities
independently (e.g.,
climbs up the slide)
(APL1.2q)
· Plays with one object
for a few minutes before
focusing on a different
object (APL1.2h)
· Initiates turn-taking
with familiar adults (e.g.,
gives parent a toy and
parent offers a new toy)
(APL1.2i)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL2. CREATIVITY AND IMAGINATION
APL2.1. Showing creativity and imagination
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Explores toys and safe
objects with hands and
mouth (APL2.1a)
· Observes other people’s
use of objects (APL2.1b)
· Uses realistic objects
in pretend play (e.g.,
pretends to fit toy
keys into a door lock)
(APL2.1e)
· Creates three
dimensional structures
using blocks and found
materials (e.g., stones or
sticks) (APL2.1i)
· Plays with stuffed
animals as though they
were real (APL2.1f)
· Incorporates props
while talking about
actions (e.g., takes
play dough to the
housekeeping area to fill
muffin tins before putting
them in the play oven)
(APL2.1j)
· Transitions between
reality and imagination
in cooperative play,
dramatic play, or during
guided drama experience
(APL2.1l)
· Represents reality
through the arts and with
art materials (e.g., by
creating stories, drawing,
or enacting experiences
in dramatic play)
(APL2.1o)
· Imitates simple
actions (e.g., claps hands
together, covers eyes
with hands) (APL2.1c)
· Uses everyday objects
for a variety of purposes
(APL2.1d)
· Shows imagination by
using objects to stand-in
for other objects (e.g.,
uses a block to represent
a phone or a car)
(APL2.1g)
· Creates new words or
rhymes (APL2.1k)
· Reenacts familiar
events using props (e.g.,
pats a doll on the back,
says, “night, night” and
puts it in the toy bed)
(APL2.1h)
17
· Begins to sequence
actions in dramatic
play (e.g., gathers pots,
spoons, and plastic
vegetables to “make
soup”) (APL2.1m)
· Connects dramatic
play to story (e.g., acts
as a familiar character)
(APL2.1n)
· Utilizes realistic and
open-ended materials
in cooperative play
(APL2.1p)
· Shows purpose and
inventiveness in play
(e.g., collects different
shapes of blocks to build
a castle) (APL2.1q)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION
APL3.1. Focusing and paying attention
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· With adult support,
starts to filter distractions
to focus on people or
objects in environment
(APL3.1a)
· Demonstrates
increasing ability to
attend to people, objects,
and activities (e.g.,
quiets motor movements
and shows intense
concentration) (APL3.1c)
· Participates in activities
with people and materials
that require attention like
listening to simple stories
as they are read (APL3.1f)
· Focuses on selfinitiated activities for a
short amount of time
(e.g., works on a puzzle)
(APL3.1g)
· With adult prompts
and support, focuses
attention on activities
like listening to stories
read to a group for
short periods of time in
spite of interruptions or
distraction (APL3.1i)
· Focuses attention
on tasks and activities
like painting or block
building for longer
periods of time with
increasing independence
(APL3.1k)
· Limits sensory input
by breaking gaze and
shifting attention
(APL3.1b)
· Sustains interest with
one or two tasks that
engage them (e.g., plays
at the sensory table for
5-10 minutes) (APL3.1h)
· Notices when
something expected does
not happen (APL3.1d)
· Kicks a toy repeatedly
and notices the
movement of the toy
(APL3.1e)
· Stays with a variety
of tasks that interest
them (e.g., plays in the
dramatic play and block
areas for 10 minutes)
(APL3.1j)
· Sustains engagement
with a task that interests
them for long periods
of time (e.g., works in
the art center creating
watercolor paintings for
30 minutes) (APL3.1l)
· Begins to attend to
adult-initiated tasks that
are not based on their
interests (e.g., participates
in a teacher-led small or
large group) (APL3.1m)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION
APL3.2. Building working memory
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Shows recognition of
familiar faces and voices
by attending to that
person (APL3.2a)
· Shows recognition and
memory of familiar faces
and objects over longer
periods of time since last
seen (APL3.2c)
· Points to and names
parents, siblings, body
parts, and familiar objects
(APL3.2e)
· Practices remembering
by recounting a story
or verbally describing a
picture no longer in view
(APL3.2h)
· Repeats a list of items
needed for self-care or
play (APL3.2j)
· Remembers several
steps in sequence to
complete multi-step
directions (e.g., complete
a puzzle, return it to the
shelf, and join the group
at the rug) (APL3.2m)
· Develops expectations
of what will happen
based on prior
experiences (e.g.,
caregiver will come
when baby cries)
(APL3.2b)
· Correctly looks and
reaches toward a toy’s
hiding place when the
place has been changed
from one location to
another (APL3.2d)
· Sings some of the
words to a favorite song
(APL3.2f)
· Follows simple 1-step
verbal directions like “put
your spare clothes in your
cubby” (APL3.2g)
19
· Remembers where
materials are kept in
familiar environments
(e.g., can retrieve spare
clothes from cubby)
(APL3.2i)
· Plays simple memory
and matching games
(APL3.2k)
· Remembers and
follows 2-step directions
to complete simple tasks
(e.g., “wash your hands
then help prepare or eat a
snack”) (APL3.2l)
· Remembers actions
that go with stories or
songs (APL3.2n)
· Teaches another child
the steps taken for a
given action (e.g., shows
a peer how to use soap to
wash hands before snack)
(APL3.2o)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION
APL3.3. Thinking flexibly and adapting
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Explores objects by
putting in the mouth and
then rattling or shaking
(APL3.3a)
· Shows ability to
shift focus to attend to
something else (APL3.3c)
· Tries a variety of
approaches to get what is
wanted (APL3.3f)
· Adjusts to changes in
routines when informed
in advance (APL3.3h)
· Participates in a new
activity or tries new ways
to solve a problem with
little protest (APL3.3d)
· Modifies actions
or behavior in social
situations, daily routines,
to problem solve
(APL3.3g)
· Identifies signals
for changes between
activities (APL.3.3i)
· Demonstrates
“cognitive flexibility” by
trying another approach,
with adult support, when
something does not work
the first time (e.g., tries a
different way to climb a
structure when the first
effort does not work or
uses a tool or another
person to get an item out
of reach) (APL3.3k)
· Adapts to new rules
in game or activity
(e.g., sorting cards by
color and then by shape)
(APL3.3m)
· Modifies expressions
and actions based on
others’ responses (e.g.,
begins to smile in
response to caregiver’s
smiling face) (APL3.3b)
· Allows caregiver to
interrupt an activity to
perform a routine as long
as the caregiver notifies
in advance (e.g., child
playing with toy allows
caregiver to wipe face)
(APL3.3e)
· Makes transitions
that are part of a daily
schedule (APL3.3j)
· Shows ability to shift
attention from one task
or activity to another
when necessary (APL3.3l)
20
· Considers ideas from
adults and other children
in finding a solution or
strategy (APL3.3n)
· Demonstrates flexibility
and adaptability with less
adult prompting (e.g.,
sharing toys or trying out
new materials) (APL3.3o)
· Responds consistently
to adult suggestions to
try out different activities
(APL3.3p)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION
APL3.4. Inhibiting responses
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Begins to take turns
and waits in line for short
periods of time with adult
support (APL3.4a)
· Seeks adult help when
distressed with behavior
of or interaction with a
peer (APL3.4b)
· Controls impulses with
more independence (e.g.,
walks instead of runs;
asks for a turn with a toy
instead of grabbing; waits
to share out instead of
calling out) (APL3.4e)
· With adult support,
begins to use words,
signs or gestures to
express distress with
peers (instead of biting or
pushing) (APL3.4c)
· Begins to inhibit
impulsive behaviors
with adult support (e.g.,
inhibits initial response
to call out an answer to
a question during story
time with educator’s
reminder) (APL3.4d)
Note: The developmental
progression of this focus
area is more explicitly
evidenced later in infancy.
21
· Uses strategies to help
control own actions
more frequently such as
creating physical distance
or finding an alternative
toy or activity (APL3.4f)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION
APL3.5. Persisting and problem-solving
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Cries persistently until
needs are met (APL3.5a)
· Repeats attempts
to communicate or
repeats actions to get
desired action or object
(APL3.5d)
· Shows increasing
ability to stay engaged
and complete task (e.g.,
putting all shapes in a
shape sorter) (APL3.5g)
· Persists in preferred
tasks that may be
challenging, with or
without adult support
(APL3.5o)
· Sometimes persists in
less preferred activities
with or without adult
support (APL3.5r)
· Persists in looking
to find things that are
hidden (APL3.5e)
· Repeats preferred
activities and gestures,
signs, or asks for “more”
(APL3.5h)
· Practices a skill or
activity many times,
even with difficulty (e.g.,
building a taller block
tower or balancing on
a log or balance beam)
(APL3.5l)
· Repeats attempts to
reach a desired object by
looking at or moving
toward the object
(APL3.5b)
· Uses more than one
strategy to get what they
want (e.g., vocalizing
as well as reaching
or moving toward)
(APL3.5c)
· Uses trial and error
to solve problems (e.g.,
pressing a lever to make
a particular toy pop up)
(APL3.5f)
· Alters approach to tasks
when initial approach
does not work (e.g.,
tries different techniques
when assembling a shape
puzzle) (APL3.5m)
· Turns puzzle pieces
different ways to
complete a puzzle
(APL3.5i)
· Responds to adult’s
verbal encouragement
to try a new object or
experience or try again
after an unsuccessful
attempt at an activity
(APL3.5n)
· Begins to use different
strategies to solve a
problem when one
approach does not work
(APL3.5j)
· Uses language to
request help (APL3.5k)
22
· Remembers solutions
discovered before and
uses them (e.g., uses a
spoon to mix flour and
water for playdough
when fingers get sticky
from using hands)
(APL3.5p)
· Figures out more than
one solution to a problem
(e.g., using packing
tape with strings to hold
cardboard pieces together
when masking tape
doesn’t work) (APL3.5s)
· Responds to adult’s
positive feedback for
effort to continue trying
or practicing a new skill
(APL3.5q)
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AREA ONE: APPROACHES TO PLAY AND LEARNING (APL)
APL4. BEHAVIORAL SELF-REGULATION
APL4.1. Managing actions and behaviors
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Responds to caregivers’
attempts at regulation
(e.g., by rocking, talking
to child) (APL4.1a)
· Looks to adult for
guidance before acting
in novel situations (e.g.,
looks at adults’ facial
cues) (APL4.1b)
· Follows simple routines
established by adults (e.g.,
eating, napping, playing)
(APL4.1c)
· Participates in simple
routines with adult
support (e.g., hand
washing before eating,
clean up after eating)
(APL4.1e)
· Follows classroom
rules and routines with
prompting and reminders
from adults (e.g., uses
visual aids to meet
behavioral expectations)
(APL4.1g)
· Follows classroom
rules and routines
more independently
(e.g., morning arrival)
(APL4.1i)
· Follows simple
instructions from
adult (e.g., puts toy in
a specified location)
(APL4.1d)
· Becomes familiar with
basic safety rules (e.g.,
hold an adult’s hand
when crossing the street)
(APL4.1f)
23
· Uses classroom
materials with adult
support (e.g., how to
handle appropriately,
how to properly store)
(APL4.1h)
· Uses classroom
materials appropriately
(APL4.1j)
· Manages actions,
words, and behavior with
increasing independence
(e.g., matches behavior to
context and expectations)
(APL4.1k)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
Early care and education settings are social places where children begin to develop ideas about themselves and how they relate to other children and adults. In these
settings, emotions also run high – from excitement and joy to frustration and sadness. Social and emotional skills allow children to successfully participate in the learning
environment and set a strong foundation for developing positive relationships with others that they will carry forward throughout their life. Through close, caring
relationships with adults, children form positive ideas of themselves and their abilities, develop emotional competence including expressing and managing emotions
in healthy ways, and learn how to interact with other children and adults. Social and emotional skills gradually become more sophisticated over time, moving from
spontaneously expressing a wide range of emotions to regulating emotions, considering the emotional states of others, and problem-solving social conflicts with greater
independence. Children develop social and emotional skills in the context of family, community, and culture, all of which shape how a child displays their emotions or
approaches interacting with others. Temperament, or children’s natural inclination for responding to people and their surroundings, is also a key factor in children’s social
and emotional development. Children with disabilities may express their emotions in different ways, need assistance in demonstrating their feelings, or express themselves
through alternative modes of communication (e.g., manual signs, pictures, or an electronic communication device). Children who are English learners or multilingual
learners may use different languages or different ways to show their understanding of emotions and interactions. Caregivers and educators who are attuned to children’s
individual needs and intentionally support them to navigate the social and emotional complexities of the early learning environment will help children learn and develop
life-long skills in the process.
Sub-Areas for Social and Emotional Development, with Focus Areas appearing in corresponding bulleted lists, include:
SED1. Positive Self-Concept
SED3.
Interacting with Others
•
SED1.1. Developing self-awareness
•
SED3.1. Developing relationships with adults
•
SED1.2. Developing self-confidence
•
•
SED1.3. Becoming autonomous and
independent
SED3.2. Developing relationships with other
children
•
SED3.3. Engaging in cooperative play
•
SED3.4. Solving social interaction problems
SED2.
Emotional Competence
•
SED2.1. Seeing and naming emotions in self
and others
•
SED2.2. Expressing emotions
•
SED2.3. Communicating feelings, wants, and
needs
•
SED2.4. Regulating emotions
•
SED2.5. Showing care and concern for others
24
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED1. POSITIVE SELF-CONCEPT
SED1.1. Developing self-awareness
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Learns about self by
exploring hands, feet,
body, and movement
(SED1.1a)
· Recognizes own name
(e.g., looks up, smiles,
or turns head toward a
person who is saying
their name) (SED1.1d)
· Shows awareness of
one’s own thoughts,
feelings, and preferences
(e.g., child hits peer,
then says, “I’m mad”)
(SED1.1f)
· Shows awareness of
being part of a family
and a larger community
(e.g., identifies siblings in
family photo) (SED1.1h)
· Demonstrates
awareness of self as a
unique individual (e.g.,
refers to favorite shirt or
boots) (SED1.1k)
· Describes themselves
(e.g., talks about self in
terms of looks, gender,
family, and interests)
(SED1.1n)
· Describes own physical
characteristics and
behaviors (SED1.1i)
· Uses own first and
family (last) name
(SED1.1l)
· Indicates likes and
dislikes when asked
(SED1.1j)
· Describes their physical
characteristics, behavior,
and abilities positively
(e.g., tells a peer,
“My hair is curly and
beautiful.”) (SED1.1m)
· Positively identifies self
as a member of a specific
culture or group that
fits into a larger world
picture (SED1.1o)
· Turns to familiar voice
(SED1.1b)
· Displays personal
preferences and
individual temperament
(SED1.1c)
· Discovers how
movement and gestures
can be used to relate to
others (e.g., reaches hand
out to grab a snack from
dad) (SED1.1e)
· Uses own first name
(SED1.1g)
· Shares other
identifying information
(e.g., parent’s name)
(SED1.1p)
· Describes a larger
range of individual
characteristics
and interests and
communicates how these
are similar or different
from those of other
people (SED1.1q)
25
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED1. POSITIVE SELF-CONCEPT
SED1.2. Developing self-confidence
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Smiles or is comforted
when a trusted caregiver
speaks to them (SED1.2a)
· Shows likes and
dislikes consistent with
the family’s cultural
expectations (e.g., happily
eats the curry mashed
vegetables and signs
“more”) (SED1.2b)
· Shows awareness of
being seen by others
such as repeating an
action when someone is
watching (SED1.2c)
· Performs the tasks
requested of them and
may initiate tasks on their
own (SED1.2e)
· Begins to experiment
with their own potential
(e.g., sees how high
they can climb on the
playground equipment
or sees how fast they
can complete a task)
(SED1.2h)
· Displays pride in
their accomplishments
(SED1.2k)
· Expresses likes and
dislikes, including
favorite foods, colors, or
activities (SED1.2f)
· Begins to recognize
own abilities; is aware of
self and own preferences
(SED1.2d)
· Demonstrates new
skills and abilities to
others (SED1.2g)
26
· Shows positive selfidentity (e.g., “I am a
smart girl”) (SED1.2i)
· Exhibits confidence in
performance (e.g., “Look
how high I jumped.”)
(SED1.2j)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED1. POSITIVE SELF-CONCEPT
SED1.3. Becoming autonomous and independent
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Uses facial expressions
and body movements
to express comfort
or discomfort (e.g.,
turns head away when
no longer hungry)
(SED1.3a)
· Becomes calm when
needs are met (SED1.3c)
· Shows anxiety upon
separation from primary
caregiver and/or familiar
adults (SED1.3e)
· Shows signs of security
and trust when separated
from familiar adults
(SED1.3g)
· Transitions into
unfamiliar settings with
assistance of familiar
adults (SED1.3j)
· Acts independently
in unfamiliar settings
with unfamiliar adults
(SED1.3l)
· Asks for help from
familiar adults but may
attempt to complete parts
of tasks independently
(SED1.3f)
· Asks for help from
familiar adults, but may
push away and refuse
help (SED1.3h)
· Asks for help from
adults when needed, but
may prefer to complete
tasks independently
(SED1.3k)
· Attempts to complete
tasks independently
(SED1.3m)
· Relies on familiar adults
to meet all basic needs
(SED1.3b)
· Relies on familiar adults
for help or assistance
(SED1.3d)
27
· Knows and states
independent thoughts
(e.g., “I do it myself.”)
(SED1.3i)
· Asks for support from
adults only when needed
(SED1.3n)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED2. EMOTIONAL COMPETENCE
SED2.1. Seeing and naming emotions in self and others
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Watches, observes, and
listens to adults and other
children (SED2.1a)
· Shows a range
of emotions (e.g.,
shares in wonders,
amazement, delight,
and disappointment)
(SED2.1c)
· Imitates emotions of
others (e.g., pats a child
or adult when upset)
(SED2.1e)
· Recognizes emotions
of others (e.g., “mama
sad,” “papa happy”)
(SED2.1g)
· Identifies complex
emotions in a book,
picture, or on a person’s
face (e.g., frustrated,
confused, excited)
(SED2.1h)
· Begins to recognize
their own emotions
before reacting (e.g.,
pauses and takes deep
breath when mad)
(SED2.1i)
· Responds to
interactions from familiar
caregiver (e.g., smiles
when caregiver smiles,
turns head when hears
familiar voice) (SED2.1b)
· Begins to have a
greater awareness of own
emotions (e.g., says or
gestures “no” to refuse,
babbles or laughs when
happy) (SED2.1d)
· Recognizes and labels
own feelings with adult
support (SED2.1f)
· Communicates how
other children or adults
may be feeling and why
(e.g., states that a peer is
sad because their toy was
taken away) (SED2.1j)
28
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED2. EMOTIONAL COMPETENCE
SED2.2. Expressing emotions
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Expresses feelings
through facial
expressions, body
movements, crying
and vocalizing, often
depending on adults
for emotional comfort
(SED2.2a)
· Begins to
spontaneously make
emotional gestures and
facial expressions that
match the situation (e.g.,
happiness, sadness, anger,
fear) (SED2.2b)
· Uses gestures and
symbolic actions to
demonstrate feelings and
needs (e.g., lays head
on caregiver’s lap when
tired) (SED2.2d)
· Demonstrates an
emotional response to a
situation (e.g., throws toy
because told to clean up;
smiles and cheers when
it is time to go outside)
(SED2.2g)
· Expresses feelings that
are appropriate to the
situation (SED2.2i)
· Recognizes appropriate
reaction to situations
(SED2.2k)
· Begins to recognize
and express own
emotions using words
or visuals rather than
actions (e.g., uses a
communication board
to point to picture of sad
face) (SED2.2j)
· Uses words and
respectful language to
express thoughts and
emotions (e.g., “I’m
frustrated because Jay
won’t let me play” or
“I’m excited to play with
my cousin Santiago
tomorrow.”) (SED2.2l)
· Recognizes and
expresses emotion
toward a familiar person
(e.g., shows emotion
by hugging a sibling)
(SED2.2c)
· Names some emotions,
(e.g., “me sad”) (SED2.2e)
· Uses movement or
facial expressions to
show an emotion (e.g.,
jumps up and down or
shows wider smiles when
excited, stomps feet when
upset, shows bigger
eyes when surprised)
(SED2.2f)
29
· Begins to express
complex emotions such
as pride, gratitude,
embarrassment, shame,
and guilt (SED2.2h)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED2. EMOTIONAL COMPETENCE
SED2.3. Communicating feelings, wants, and needs
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Signals for needs
(e.g., cries when
hungry, arches back in
discomfort) (SED2.3a)
· Communicates with a
wide range of signals as
crying diminishes (e.g.,
smiles, gestures, uses
words) (SED2.3b)
· Uses verbal
and nonverbal
communication to
signal the need for their
caregiver (e.g., calls
by name, crawls into
a familiar adult’s lap)
(SED2.3c)
· Communicates wants
and needs verbally or
through alternative
communication (e.g.,
“pick me up” or raises up
arms) (SED2.3d)
· Uses appropriate
communication skills
when expressing
needs, wants, and
feelings (e.g., uses an
appropriate method of
communication to tell
adults when they are
hungry) (SED2.3e)
· Demonstrates
confidence in meeting
own needs (SED2.3f)
30
· Seeks and accepts help
when needed (SED2.3g)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED2. EMOTIONAL COMPETENCE
SED2.4. Regulating emotions
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Uses preferred adult to
help soothe (SED2.4a)
· Self-soothes more
effectively (e.g., sucks
thumb, holds favorite
toy) (SED2.4c)
· Uses caregiver’s facial
cues, voice tones, or
other body language
to assist in novel and
uncertain situations (e.g.,
hides behind parent until
encouraged to interact
with an unfamiliar
person) (SED2.4d)
· Engages in pretend
play to manage
uncertainty and fear (e.g.,
comforts stuffed animal
and puts on Band-Aid
after a “fall” or “cut”)
(SED2.4f)
· Begins to respond to
an adult’s cues about
regulating their emotions
(e.g., “The slide looks
scary, but I think you can
do it.”) (SED2.4j)
· Increasingly uses
a variety of strategies
to self-soothe or solve
problems (e.g., goes to
a quiet area or uses a
fidget toy when upset)
(SED2.4m)
· Expresses strong
feelings without
regulation (SED2.4e)
· Accepts adult
suggestions for managing
feelings by themselves
(SED2.4h)
· Disengages when overstimulated (e.g., turns
head, pushes hand away
from body, falls asleep)
(SED2.4b)
· Uses some self-comfort
strategies (SED2.4g)
· Seeks caregiver
support when feeling
overwhelmed by
emotion; may reject
support (SED2.4i)
31
· Begins to demonstrate
acceptable reaction to
situations (e.g., does
not shout when upset)
(SED2.4k)
· Begins to understand
the impact of their
emotional behavior
(e.g., asks to join in peer
play rather than angrily
grabbing toy) (SED2.4l)
· Exhibits emotional
control with or without
adult support (e.g.,
follows group activities
although upset)
(SED2.4n)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED2. EMOTIONAL COMPETENCE
SED2.5. Showing care and concern for others
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Looks attentively when
others show they are
happy, sad, or fearful by
their facial expressions,
voices, or actions
(SED2.5a)
· Responds to others’
emotional expressions,
often by sharing an
emotional reaction
(e.g., looks sad when
another child is crying)
(SED2.5b)
· Tries to comfort
another child or an adult
who is upset (e.g., brings
a comfort object, pats
the person on the back)
(SED2.5c)
· Expresses empathy
toward other children
who are crying by
showing concerned
attention; tries to comfort
them with words or
actions (SED2.5d)
· Recognizes the needs
of others and responds
appropriately, with
support from adults (e.g.,
asks Abraham to play
after the teacher points
out he is by himself)
(SED2.5f)
· Shows care and
concern for others,
including comforting
others in distress
(SED2.5h)
· Expresses empathy
toward adults who are
sad by comforting them
with words or actions
(SED2.5e)
32
· Relates complex
emotions to self and
others (e.g., sees a friend
is sad and offers a toy to
share) (SED2.5g)
· Begins to recognize
the emotions of peers
and responds with
empathy and compassion
(SED2.5i)
· Begins to understand
the reasons for others’
emotions and responds
appropriately (e.g., a
child comforts a peer
who is upset that they
have to clean up their
toys) (SED2.5j)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED3. INTERACTING WITH OTHERS
SED3.1. Developing relationships with adults
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Responds differently to
familiar and unfamiliar
adults (SED3.1a)
· Looks to familiar adults
for emotional support
and encouragement
(SED3.1d)
· Continues to need the
security of a trusted adult;
asks for help, if needed,
in verbal and non-verbal
ways (e.g., returns to
familiar adult when at the
playground) (SED3.1g)
· Imitates and attempts
to please familiar adults
(e.g., puts plates on table
before lunch) (SED3.1i)
· Develops positive
relationships and interacts
comfortably with familiar
adults (SED3.1l)
· Engages in positive
interactions in a wide
variety of situations with
familiar adults (SED3.1j)
· Begins to interact with
less familiar adults (e.g.,
substitute educator or
neighbor) (SED3.1m)
· Shows enjoyment
in interactions with
trusted adults while also
demonstrating skills in
separating from these
adults (SED3.1n)
· Develops trust and
attachment toward
significant adults (e.g.,
stops crying when
familiar caregiver picks
child up) (SED3.1b)
· Needs additional
comforting (e.g.,
swaddling in a blanket
when being held by an
adult) (SED3.1c)
· Reacts or may become
distressed when separated
from familiar adults
(SED3.1e)
· Expresses joy and
mutual enjoyment in
interactions with familiar
adults (e.g., giggles
during peek-a-boo)
(SED3.1f)
· Uses different words
or signs to refer to self
and others (e.g., joyously
shouts “titi!” when sees
aunt) (SED3.1h)
· Looks to or seeks
familiar adults for
comfort when distressed
or tired (SED3.1k)
33
· Comfortable with
being with less familiar
adults in a safe setting
(e.g., engages with visitor
to home or classroom)
(SED3.1o)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED3. INTERACTING WITH OTHERS
SED3.2. Developing relationships with other children
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Notices peers by
looking, touching, or
making sounds directed
toward the child (e.g.,
while lying on a blanket
close to them) (SED3.2a)
· Shows interest in peers
who are playing nearby
and interacts with them
briefly (SED3.2c)
· Participates in
simple back-and-forth
interactions with another
child (SED3.2e)
· Interacts with a familiar
child in simple back-andforth exchanges (e.g.,
makes similar sounds)
(SED3.2d)
· Interacts with a few
children on a regular
basis, knows some of
their names, knows their
likes or dislikes (SED3.2f)
· Plays alongside peers
and engages in simple
turn-taking (e.g., takes
turns on the slide at the
playground) (SED3.2i)
· Builds social
relationships and becomes
more connected to other
children (e.g., has a
favorite friend at library
story time) (SED3.2m)
· Demonstrates strategies
for participating in social
play with peers (e.g., asks
to join in game or brings
new item to add to
existing play) (SED3.2r)
· Shows preference for
particular playmates, such
as greeting friends by
name (SED3.2n)
· Plays with peers in
a coordinated manner
including assigning
roles, materials, and
actions (e.g., sets up and
assigns roles in restaurant
in dramatic play area)
(SED3.2s)
· Recognizes familiar
others by making sounds,
facial expressions, or
behavior (e.g., reaches up
arms, or touches others’
face) (SED3.2b)
· Interacts with a few
children on similar
activities (e.g., runs
after a child or plays
next to other children)
(SED3.2g)
· Interacts with a few
children on shared
activities and understands
simple social interaction
rules (e.g., “your turn” or
“my turn”) (SED3.2j)
· Responds to others’
questions in social
interactions with words
or actions (SED 3.2k)
· Enjoys playful
interactions and social
exchange games
(SED3.2h)
· Begins to initiate
interactions with other
children in shared play
activities (SED3.2l)
34
· Makes friends and
is able to name friends
when asked by an adult
or others (SED3.2o)
· Expresses interest in
participating in a group
activity by initiating or
responding (SED3.2p)
· Engages in shared
activities or play with
shared toy or material
(SED3.2q)
· Maintains friendships
over time (SED3.2t)
· Responds to the needs
of others and tries to help
others with simple tasks
(SED3.2u)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED3. INTERACTING WITH OTHERS
SED3.3. Engaging in cooperative play
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Engages in unoccupied
play, practicing
movements of their arms,
hands, legs, feet, and head
(e.g., when safely situated
on the floor or in a crib)
(SED3.3a)
· Begins to engage
in solitary play with
materials, and observes
other people’s use of
objects (SED3.3d)
· Engages in solitary
play, watching other
children nearby while
continuing to play alone
(e.g., putting a puzzle
together or stacking
blocks) (SED3.3g)
· Engages in parallel
play, playing near or
beside other children
using similar materials
(e.g. playing in the sand
box using shared objects)
(SED3.3i)
· Engages in associative
play (e.g., playing in
housekeeping with each
child assuming individual
roles) (SED3.3k)
· Pretends to talk on toy
phone with familiar adult
(SED3.3h)
· Plays simple games
(e.g., Simon Says/
Follow the Leader, Hide
and Seek or the Hokey
Pokey) led by familiar
adults (SED3.3j)
· Builds on cooperative
play, communication,
and working memory
skills by engaging in
dramatic play with
several other children,
each taking on a
particular role in a shared
theme (SED3.3n)
· Engages in solitary play
when exploring toys and
safe objects in indoor
and outdoor settings
(SED3.3b)
· Plays social games
like peek-a-boo with a
familiar adult (SED3.3c)
· Imitates simple
actions (e.g., claps hands
together, covers eyes
with hands) (SED3.3e)
· Observes playful
actions of familiar
adults and imitates them
(SED3.3f)
35
· Begins to engage in
cooperative play, playing
with a few other children
to carry out familiar roles
(SED3.3l)
· Includes familiar
adults in dramatic play
(SED3.3m)
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AREA TWO: SOCIAL AND EMOTIONAL DEVELOPMENT (SED)
SED3. INTERACTING WITH OTHERS
SED3.4. Solving social interaction problems
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Begins to solve social
problems when facilitated
by an adult (SED3.4a)
· Identifies and describes
common social problems
and may suggest some
solutions (SED3.4b)
· Engages in
prosocial behavior
such as cooperating,
compromising, turntaking, and resolving
social conflict (SED3.4d)
· Uses problem-solving
strategies with adult
assistance (e.g., waits turn
after adult reminds them
how many children can
be in art area) (SED3.4c)
· Expresses feelings
and needs in conflict
situations (e.g., “I’m
feeling upset because you
have the truck I need for
my racetrack.”) (SED3.4e)
· Uses problem-solving
strategies independently
or with adult prompting
when feeling angry or
frustrated (e.g., asks peer
to trade toys because they
want the one-of-a-kind
toy) (SED3.4f)
Note: The developmental
progression of this focus
area is more explicitly
evidenced later in infancy.
36
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
All children communicate in meaningful social contexts with purpose. Children communicate using facial expressions, gestures, eye gaze, body movements, signs, and
language to initiate interactions and respond to others. It is important to remember that text is just another form of communication. Just as young children must engage
in meaningful exchanges and conversations to build language, they must engage with books, writing and drawing, and print in their everyday lives as part of building
a strong foundation. These essential experiences create opportunities for children to further explore the connections among letters, sounds, and words and how they
work together to create meaning. For this reason, emphasizing language, communication, and emergent literacy together is critical. Support to basic communication and
support to literacy can reinforce each other.
Children’s communication, language and literacy development, as seen for all areas of learning and development, varies and requires individualized learning and
development support. For example, children with disabilities or delays may need additional support or assistive technology to communicate their ideas. They may benefit
from visuals- pictures and words- to support receptive communication and/or use alternative modes for expressive communication such as a word board, an electronic
communication device, or manual signs. Children who are English learners or multilingual learners may start learning a new word or new concept in their home language
or combine English and their home language to communicate with their peers. Building from these strengths is critical for both language and literacy development.
Further, the language and literacy development of all children is enhanced through culturally and linguistically diverse materials, resources, and opportunities when they
receive instruction in an environment that invites them to express themselves in verbal and nonverbal language and while using multiple modes of communication.
Sub-Areas for Communication, Language and Literacy Development, with Focus Areas appearing in corresponding bulleted lists, include:
CLLD1. Communication
•
CLLD1.1. Understanding
verbal and nonverbal cues
•
CLLD1.2. Using
vocabulary and nonverbal
cues to communicate
•
CLLD1.3. Learning and
engaging in conversational
interactions
CLLD2. Foundations of Reading
CLLD3. Foundations of Writing
•
CLLD2.1. Paying
attention to print as
meaningful
•
CLLD3.1. Drawing,
scribbling, and writing to
communicate
•
CLLD2.2. Understanding
ideas, vocabulary, and
information in stories and
texts
•
CLLD3.2. Developing
writing habits and skills
•
CLLD3.3. Handling
writing tools
•
CLLD2.3. Learning
spoken language is
composed of smaller
segments of sound
•
CLLD2.4. Learning how
letters and print work
to create words and
meaning
37
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD1. COMMUNICATION
CLLD1.1. Understanding verbal and nonverbal cues
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
· Responds to speaker by
turning head or shifting
eye gaze (CLLD1.1a)
· Follows simple requests
paired with gestures
(CLLD1.1e)
· Responds to tone
or voice changes
(CLLD1.1b)
· Begins to respond
through sounds or
gestures to others’
questions (CLLD1.1f)
· Uses sounds or
nonverbal cues to
respond to oral reading
(CLLD1.1k)
· Listens to and attends
to spoken language
and read-aloud texts
(CLLD1.1t)
· Demonstrates
understanding by
answering questions
(CLLD1.1x)
· Responds to simple
requests (CLLD1.1l)
· Follows simple
and short directions
for routine practices
(CLLD1.1u)
· Follows two-step
unrelated directions
(CLLD1.1y)
· Directs attention to
sounds or object pointed
at/to (CLLD1.1c)
· Responds by looking
when name is called
(CLLD1.1d)
· Makes different
sounds to get attention
(CLLD1.1g)
· Understands and
responds to simple
commands and
gestures (e.g., shared
eye gaze/contact;
may be influenced by
cultural expectations)
(CLLD1.1h)
· Recognizes common
objects when named
(e.g., cup) (CLLD1.1i)
· Begins to show
understanding of
approximately 50 words
(CLLD1.1j)
· Identifies familiar
people, animals, and
objects (CLLD1.1m)
· Understands and
responds to several
hundred words or more
(CLLD1.1v)
· Begins to understand
nouns (CLLD1.1n)
· Begins to understand
action words (e.g., hop,
jump, press, go, stop)
(CLLD1.1o)
· Understands and
responds to basic
attribute word differences
such as personal (I/me/
you/it) and possessive
(my and mine) pronouns
(CLLD1.1w)
· Completes a task in
response to a request
(e.g., pick up your
cup, go find your coat)
(CLLD1.1p)
· Identifies familiar
people, animals, and
objects (using gestures,
words, or sounds)
(CLLD1.1q)
Early Preschool
34-48 months
· Understands and
responds to spatial
concepts (e.g., in/out,
under, front, behind)
(CLLD1.1z)
Later Preschool
44-60 months
· Answers questions and
adds comments relevant
to the topic (CLLD1.1aa)
· Begins to demonstrate
understanding of
implied messages based
on speaker’s tone and/
or gestures (e.g., finger
on lip and saying
“shhhh” means be quiet)
(CLLD1.1ab)
· Understands and
responds to words for
descriptive concepts
(e.g., hard, square)
(CLLD1.1ac)
· Follows 2-3 step related
directions and some
new directions related
to familiar and daily
routines (CLLD1.1ad)
· Demonstrates
understanding of
communication that
includes a variety of
complex sentences
related to familiar stories,
learning activities,
and events (e.g., After
Clifford the dog came
home, he played with
Emily Elizabeth.)
(CLLD1.1ae)
· Begins to recognize
some body parts
(CLLD1.1r)
· Understands and
responds to some
pronouns (mine, you,
me) (CLLD1.1s)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD1. COMMUNICATION
CLLD1.2. Using vocabulary and nonverbal cues to communicate
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
· Uses sound, inflection,
and gestures to
communicate needs,
desires, or emotions
(CLLD1.2a)
· Cries, coos, babbles
and makes other sounds
(CLLD1.2b)
· Reaches and points
to communicate
(CLLD1.2c)
Later Infancy
6-14 months
· Imitates actions of
others as nonverbal
communication
(CLLD1.2d)
· Makes vocal or nonvocal protests/demands
(CLLD1.2e)
· Vocalizes or gestures
(e.g., pointing or
using sign language)
to communicate or to
direct adult attention
(CLLD1.2f)
· Participates and
initiates communication
with family members
or familiar others by
using consistent sounds,
gestures, and some words
CLLD1.2g)
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Repeats words
heard in conversations
(CLLD1.2h)
· Asks short questions
and requests clarifications
(CLLD1.2l)
· Makes simple oneword requests such as
saying or signing “milk’
or “leche” when asking
for a drink) (CLLD1.2i)
· Speaks in or signs
short sentences and some
expanded sentences and
is understood by familiar
peers or adults most of
the time (CLLD1.2m)
· Begins to use complex
sentences and ask simple
questions (e.g., “After the
gingerbread man ran, he
swam on the fox’s back.”;
“What happened to the
gingerbread man?”)
(CLLD1.2o)
· Uses age-appropriate
grammar in conversations
and increasingly complex
phrases and sentences
(e.g., uses irregular past
tense verbs such as came,
ran, fell, broke, went,
told, did) (CLLD1.2s)
· Answers questions
from unfamiliar
people including some
open-ended questions
(CLLD1.2p)
· Answers open-ended
questions comfortably
(CLLD1.2t)
· Uses vocabulary
for familiar items and
events (e.g., hat, ball)
(CLLD1.2j)
· Begins to use more
diverse types of words,
such as color and
quantity words (all, some,
more, and including
numbers) (CLLD1.2n)
· Begins to combine
words, verbally or
through signing (e.g.,
making requests through
two- and multi-word
use/utterances such as
“eat- or comer-‘nana’/
banana” CLLD1.2k)
· Uses adjectives to
describe people, objects,
or environments
(CLLD1.2q)
· Retells stories and
events in sequence with
multiple details (e.g.,
retells The Three Bears
noting three chairs, three
beds, etc.) (CLLD1.2u)
· Begins to use
prepositions (e.g., in, on)
(CLLD1.2r)
39
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD1. COMMUNICATION
CLLD1.3. Learning and engaging in conversational interactions
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Responds and engages
with an adult or older
peer (CLLD1.3a)
· Takes turn in
“conversation” or
vocal play with adults
(CLLD1.3d)
· Responds with facial
expressions, vocalizations,
and/or gestures to engage
in conversation with
others (CLLD1.3g)
· Uses simple verbal
responses and nonverbal
gestures (CLLD1.3h)
· Continues a
conversation through
several exchanges with
or without adult help
(CLLD1.3k)
· Begins to match
language to contexts
(e.g., voice volume,
inflection/rise and fall of
voice in speaking, and
parting/greeting rituals)
(CLLD1.3n)
· Reacts to facial
cues and eye contact
(CLLD1.3b)
· Engages in vocal
exchanges by babbling
(CLLD1.3c)
· Turns, smiles,
and begins to speak
when name is spoken
(CLLD1.3e)
· Uses words, gestures,
signs, and phrases to
converse with others
(CLLD1.3i)
· Begins to ask and
respond to questions
(CLLD1.3j)
· Begins to follow adult
pointing or gaze to
establish joint attention
(e.g., looks across the
room when adult points
or gazes) (CLLD1.3f)
· Alternates between
speaker/listener roles
(CLLD1.3l)
· Asks and responds to
questions (CLLD1.3m)
· Engages in multiple
back-and-forth
conversations with adults
in ways that can be goal
directed (such as solving
problems) (CLLD1.3o)
· Asks and responds to
questions with accurate
information (CLLD1.4p)
40
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD2. FOUNDATIONS OF READING
CLLD2.1. Paying attention to print as meaningful
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Explores a book by
touching it, patting it,
or putting it in mouth
(CLLD2.1a)
· Holds books, turns
pages, looks at the
pictures and uses
sounds, signs, or words
to identify actions or
objects in a book or
other written material
(CLLD2.1b)
· Recognizes and
engages with print and
pictures, or braille in their
environment (e.g., points
to words and images;
touches with fingers)
(CLLD2.1c)
· Attributes meaning to
some symbols, such as a
familiar logo or design
(CLLD2.1f)
· Begins to select books
for reading enjoyment
and reading related
activities, including
pretending to read to self
or others (CLLD2.1i)
· Distinguishes among a
variety of texts and their
purposes (e.g., books,
shopping lists, etc.)
(CLLD2.1l)
· Demonstrates interest
in written forms of
language, such as print
in books or signs on
building (CLLD2.1d)
· Identifies common
words in the
environment (e.g., name,
exit, stop) (CLLD2.1g)
· Points to and names
some letters or characters
in their names when
seen in other words
(CLLD2.1h)
· Distinguishes
print from pictures
(CLLD2.1e)
41
· Demonstrates an
understanding of the
conventions of print
(e.g., directionality
of print and texts)
(CLLD2.1j)
· Begins to track
individual words in text
or braille by pointing or
touching (CLLD2.1m)
· Understands that the
print communicates the
message in stories or
other texts (CLLD2.1k)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD2. FOUNDATIONS OF READING
CLLD2.2. Understanding ideas, vocabulary, and information in stories and texts
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Looks at picture books
and listens to an adult talk
about pictures in a book
(CLLD2.2a)
· Touches or points
to pictures in response
to adult’s prompt
(CLLD2.2b)
· Begins to show specific
interest in being read to
(e.g., brings a book to an
adult or points to pictures
in the environment or a
book) CLLD2.2c)
· Identifies the feelings
of characters in a book or
story (CLLD2.2f)
· Asks or answers
questions about what is
happening in a book or
story (CLLD2.2k)
· Listens and responds
to a variety of texts and
media (e.g., audio book,
music and movement)
(CLLD2.2p)
· Engages in familiar
stories verbally (e.g.,
fills in a word when the
reader pauses) or with
motions (e.g., imitates
actions with an adult)
(CLLD2.2d)
· Makes connections to
the story through talking
about characters and
events (CLLD2.2h)
· Asks to be read to
or asks the meaning of
written text (CLLD2.2g)
· Expresses empathy for
characters and problems
in text and stories with
adult guidance and
support (CLLD2.2i)
· Listens to explanations
of words or repeats
words adults explain or
emphasize (CLLD2.2e)
· Repeats words heard
during story reading
(CLLD2.2j)
· Retells 1-2 key events
from a story (CLLD2.2l)
· Narrates a story using
pictures as a guide
(CLLD2.2m)
· Recites from memory
words, phrases, and
parts of favorite stories
(CLLD2.2n)
· Recognizes nouns
as the person, place,
or thing in a sentence
(CLLD2.2o)
· Tells fictional
or personal stories
sequentially and with
3 or more details
(CLLD2.2q)
· Begins to understand
cause and effect
relationships in fiction
and nonfiction texts
(CLLD2.2r)
· Predicts what
will happen next in
an unfamiliar story
(CLLD2.2s)
· Uses new words
learned through listening
to stories (CLLD2.2t)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD2. FOUNDATIONS OF READING
CLLD2.3. Learning spoken language is composed of smaller segments of sound
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Listens and attends
to culturally and
linguistically familiar
words or signs (including
rhymes and songs)
(CLLD2.3a)
· Begins to imitate
sounds they hear in their
everyday environment
(CLLD2.3c)
· Orally repeats a few
words of culturally and
linguistically familiar
rhymes and repetitive
refrains in stories or songs
or directions/ requests
from adults or peers
(CLLD2.3d)
· Orally produces
or reproduces simple
culturally and
linguistically familiar
rhymes or sings favorite
songs (CLLD2.3e)
· Imitates and enjoys
rhyme and alliteration
(e.g., Jalisa jumped)
(CLLD2.3g)
· Begins to rhyme and
produce rhymes of simple
words (CLLD2.3i)
· Begins to create speech
and non-speech like
sounds (e.g., babbling)
(CLLD2.3b)
· Imitates most sounds of
language using familiar
words (CLLD2.3f)
· With instructional
support, distinguishes
when two words rhyme
and when two words
begin with the same
sound (e.g., boy/toy,
dog/dad) (CLLD2.3h)
· Begins to orally
segment and combine
compound words (e.g.,
lunchbox segmented
is lunch-box; when
combined it is lunchbox)
(CLLD2.3j)
· Begins to segment and
combine syllables (e.g.,
purple segmented is purple; when combined it is
purple) (CLLD2.3k)
· Begins to identify the
initial and final sound in
words (e.g., /b/ in bat)
(CLLD2.3l)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD2. FOUNDATIONS OF READING
CLLD2.4. Learning how letters and print work to create words and meaning
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Begins to recognize
a few upper or lower
case letters (if taught)
(CLLD2.4a)
· Begins to recognize
more upper, and lower
case letters if taught
(CLLD2.4b)
· For many, with
instructional support,
matches the sound with
the corresponding letter
(CLLD2.4f)
· Identifies sounds
and recognizes letters
associated with
beginning of first
name and last name
(CLLD2.4c)
Note: The developmental
progression of this focus
area is more explicitly
evidenced later in infancy.
· Begins to connect
alphabet letters and
corresponding sounds
(e.g., connecting
letters and sounds of
common letters/words)
(CLLD2.4d)
· Can often write first
name from memory
(CLLD2.4e)
44
· For many, with
instructional support,
matches the letter with
the corresponding sound
(CLLD2.4g)
· Recognizes many
upper and lower case
letters (CLLD2.4h)
· Will use a combination
of letters and symbols
to represent words
(CLLD2.4i)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD3. FOUNDATIONS OF WRITING
CLLD3.1. Drawing, scribbling, and writing to communicate
DEVELOPMENTAL INDICATORS
Early Infancy
0-8 months
Later Infancy
6-14 months
Early Toddler
12-24 months
Later Toddler
22-36 months
Early Preschool
34-48 months
Later Preschool
44-60 months
· Makes scribbles
or marks on writing
materials (CLLD3.1a)
· Begins to use
controlled marks like
swoops, circles, and
waves to represent their
ideas (CLLD3.1d)
· Begins to use distinct
letter-like symbols and
letter formations with
curves, lines, circles, and
dots to represent words,
ideas, phrases, sentences,
and stories or events
with or without drawing
(CLLD3.1h)
· Begins to use letter
strings or a group of
letters to represent words,
ideas, phrases, sentences,
and stories or events
(CLLD3.1k)
· Begins to use initial
letter sounds to represent
a whole word (e.g., /f/ for
fish) (CLLD3.1q)
· Understands that
marks on a page can
communicate meaning
(CLLD3.1b)
· Uses writing
instruments to
make distinct marks
(CLLD3.1c)
Note: The developmental
progression of this focus
area is more explicitly
evidenced later in infancy.
· Writes in a linear
fashion and connects
marks with repetitive up/
down or looping motions
(CLLD3.1e)
· Begins to use scribbles
or intentional marks
to represent objects
(CLLD3.1f)
· Begins to draw/write
for a variety of audiences
(e.g., family members
and teachers) (CLLD3.1i)
· Begins to draw/
write for a variety of
purposes (e.g., grocery
lists, invitations, birthday
cards) (CLLD3.1j)
· Attempts to “read”
their writing or drawing
to others, including their
name (CLLD3.1g)
· Begins to use print
in the environment as
part of their writing
(e.g., attempts to copy a
sign or poster in room)
(CLLD3.1l)
· Begins to copy or
write letters or numbers
(CLLD3.1m)
· Begins to represent
all letters in their name
(CLLD3.1n)
· Begins to recognize
name as separate from
other pictures or writing
produced (CLLD3.1o)
· Begins to distinguish
print from images or
illustrations (CLLD3.1p)
45
· Begins to represent the
initial and final sounds
to represent a word (e.g.,
‘dg’ for dog) (CLLD3.1r)
· Retells or reads
their writing to others
(CLLD3.1s)
· Represents all letters
in their own name, with
sequencing, positioning,
and reversals still
evidenced (CLLD3.1t)
· Begins to produce a
correct representation of
their name using capital
letters, lowercase letters,
or a combination of both
moving from left to right
(CLLD3.1u)
· Begins to copy names
of familiar people and
objects (CLLD3.1v)
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AREA THREE: COMMUNICATION, LANGUAGE AND LITERACY DEVELOPMENT (CLLD)
CLLD3. …