The Vine Assessment
System™
by LifeCubby
A Fully Integrated Platform for Observation,
Daily Reporting, Communications and Assessment
For Early Childhood Professionals and the Families that they Serve
Alignment Document for:
Vermont Early Learning Standards
References
Vermont Agency of Education and Vermont Department for Children and Families. (2015). Vermont early learning
standards. VT: Author. Retrieved from http://education.vermont.gov/sites/aoe/files/documents/edu-earlyeducation-early-learning-standards.pdf
©Copyright LifeCubby. All rights reserved.
Page 1
Vermont Early Learning Standards
Approaches to Learning
Element 1: Play and Exploration
Goal 1: Children engage in play to
understand the world around them.
Infants (By 12 months)
1. Play independently (solitary play)
Vine Assessments by LifeCubby
Vine Indicators
ATL 1-6 Thinks with Creativity & Flexibility
8-12 mos: Able to participate in new activities; uses
classroom toys in creative ways, such as using a wooden
block as a car or a bucket as a hat
2. Respond to play activities (e.g.
peek-a-boo)
SED 5-1 Bonds with Adults
3. Use senses to explore objects and
toys (e.g., chews on toy)
CS 13-1 Explores Objects
4. Relate objects to each other (e.g.
banging 2 blocks)
CS 13-1 Explores Objects
5. Engage in simple turn-taking
games
SED 6-2 Bonds with Peers
Younger Toddlers (By 18 months)
1. Engage in solitary and parallel play
(e.g., children building blocks next to
each other, but not interacting with
each other).
2. Engage in intended use of toy
(e.g., running car along the floor)
1-3 mos: Enjoys interactions with familiar adults; smiles and
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
4-7 mos: Enjoys social play; may reach, touch, or make
sounds toward other children
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
SED 6-2 Bonds with Peers
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
CS 13-1 Explores Objects
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
©Copyright LifeCubby. All rights reserved.
Page 2
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
3. Engage in simple pretend play with ATL 1-6 Thinks with Creativity & Flexibility
8-12 mos: Able to participate in new activities; uses
actual objects (e.g., puts phone to
classroom toys in creative ways, such as using a wooden
ear, or doll to bed)
block as a car or a bucket as a hat
1-Year Old: Able to shift focus; participates in new activities;
demonstrates imagination in using materials to create
something new
4. Play outside engaging with the
natural environment (e.g., feeling
leaves, digging in sand)
Older Toddlers (By 36 months)
1. Engage in constructive play (e.g.,
use blocks to build a tower)
2. Engage in representational play
(e.g., use a gourd as a hammer or a
block as a phone)
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
CS 13-1 Explores Objects
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
3. Experiment with the outdoor
CS 15-1 Explores the Natural Environment
environment (e.g., climb on rocks, roll 1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
down hills)
processes
2-Year Old: Uses objects of the natural environment in art,
sensory, and play
3-Year Old: Examines objects of the natural environment;
observes objects with magnifying glass; understands the
difference between living and non-living things
4. Build friendships through play
SED 6-2 Bonds with Peers
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Younger Preschoolers (By 48
months)
©Copyright LifeCubby. All rights reserved.
Page 3
1. Engage in associative play (e.g.,
play without planning and
negotiation) with other children for
short periods of time
SED 6-3 Cooperates with Peers
2. Primarily engage in basic
constructive play activities (e.g.,
building road with rocks) and
dramatic play activities by taking on a
role
CCA 21-4 Participates in Dramatic Play
3. Build knowledge through play
(e.g., blocks/math, dramatic
play/literacy, water table/problem
solving, outdoor play/science)
ATL 1-6 Thinks with Creativity & Flexibility
Older Preschoolers (By 60 months)
1. Engage solidly in “solitary”,
“parallel”, “associative” and
“cooperative play” (e.g., play that
involves engagement, negotiation
and pre-planning)
2. Engage in sustained play episodes
(e.g., stays in a dramatic play role
like “the baby”)
3. Practice concepts through play
(e.g., emergent writing: restaurant
menu, geometry: naming the block
shapes used in building a garage)
4. Play basic games with rules
3-Year Old: Cooperates with other children in play and daily
activities and routines; may attempt a compromise to resolve
conflict; is beginning to role-play in games; is learning to take
turns
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
3-Year Old: Accepts changes in routines or usual activities;
accepts a twist or change in rules of a typical game; applies
knowledge to a new situation
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
SED 6-3 Cooperates with Peers
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
CCA 21-4 Participates in Dramatic Play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
CCA 21-4 Participates in Dramatic Play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
SED 6-3 Cooperates with Peers
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
Element 2: Initiative
Goal 1: Children show curiosity about
the world around them and take
action to interact with it and learn.
Infants (0-12 months)
1. Use senses to explore the
immediate environment
CS 13-1 Explores Objects
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
©Copyright LifeCubby. All rights reserved.
Page 4
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
2. Show interest in themselves (e.g.,
play with own feet)
SED 4-1 Develops Awareness of Self
3. Seek, initiate and respond to
interactions with people and objects
ATL 1-5 Shows Initiative
Younger Toddlers (9-18 months)
1. Experiment with object to see how
it reacts to different actions (e.g.
bang, shake and roll pinecone)
1-3 mos: Shows interest in self, such as watching own hands
or playing with feet
4-7 mos: Learns about self by exploring hands, feet, body,
and movement
8-12 mos: Enjoys watching self in mirror
4-7 mos: Accepts, reaches for, grasps, or handles familiar
toys
8-12 mos: Initiates activities, such as getting a toy
independently from a low shelf or basket
CS 13-1 Explores Objects
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2. Experiment with multiple objects to
gain information (e.g. rolls car, ball
and stuffed animal down a ramp)
CS 13-1 Explores Objects
3. Engage in simple cause and effect
(e.g., jack-in-the-box, placing hand
under faucet and getting sprayed with
water)
CS 14-2 Makes Predictions
4. Indicate preferences or dislikes for
activities, people and experiences
ATL 1-5 Shows Initiative
5. Use memory as a foundation for
more complex play, actions and
ideas
ATL 1-2 Develops Memory
Older Toddlers (18-36 months)
1. Watch others and imitate or
participate
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
8-12 mos: Interacts purposefully with objects to cause an
expected result, such as pushing a button on a toy to make a
sound
1-Year Old: Observes and experiments with cause and
effect, such as pushing over a block tower
8-12 mos: Initiates activities, such as getting a toy
independently from a low shelf or basket
1-Year Old: Points to desired people, objects or places;
initiates activities (e.g., looking for a favorite toy, bringing a
book to an adult to read)
8-12 mos: Looks for someone or something that is missing
1-Year Old: Finds hidden or missing people or objects; looks
in multiple locations for missing objects
SED 5-2 Learns from Adults
1-Year Old: Demonstrates interest in adult behavior, such as
by saying "hello" and "goodbye" when coming and going
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3-Year Old: Imitates behaviors demonstrated by familiar
adults; may say words or phrases often said by familiar
adults
2. Apply knowledge in new situations. ATL 1-6 Thinks with Creativity & Flexibility
©Copyright LifeCubby. All rights reserved.
Page 5
1-Year Old: Able to shift focus; participates in new activities;
demonstrates imagination in using materials to create
something new
2-Year Old: Accepts changes in routines or usual activities
when informed ahead of time by adults; shows creativity,
flexibility, and inventiveness in play experiences
3-Year Old: Accepts changes in routines or usual activities;
accepts a twist or change in rules of a typical game; applies
knowledge to a new situation
3. Ask questions to get new
information
ATL 1-4 Is Curious
4. Initiate play with one peer
SED 6-2 Bonds with Peers
1-Year Old: Shows interest in learning about new objects or
experiences
2-Year Old: Shows interest in new objects or activities; tries
different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Younger Preschoolers (36-48
months)
1. Observe others to enter play
SED 6-2 Bonds with Peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
2. Initiate play with one or more peers SED 6-2 Bonds with Peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
3. Show interest in how things work
ATL 1-4 Is Curious
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
4. Explore and discuss a range of
topics
Older Preschoolers (48-60 months)
1. Demonstrate flexibility, imagination
and inventiveness in approaching
task and activities through play
ATL 1-4 Is Curious
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
ATL 1-6 Thinks with Creativity & Flexibility
©Copyright LifeCubby. All rights reserved.
Page 6
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
2. Explore and discuss a range of
topics, ideas and tasks
ATL 1-4 Is Curious
3. Attempt to master new skills (e.g.,
riding a bike)
SED 4-2 Becomes Confident
4. Ask questions to find out about
future events
ATL 1-4 Is Curious
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
Pre-K: Shows pride in accomplishments; develops positive
self-image: awareness of self as having certain abilities,
preferences, characteristics
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
Element 3: Problem Solving
Goal 1: Children display an interest in
novel situations and demonstrate
flexibility, creativity and innovation in
solving challenging tasks.
Infants (0-12 months)
1. Use hands, mouth, and eyes in a
CS 13-1 Explores Objects
coordinated manner to explore body, 1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
objects and surroundings
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
2. React to new voices or sounds by
turning in the direction of the sound
or changing facial expression
LC 7-1 Develops Receptive Communication
3. Demonstrate creativity by
exploring objects in multiple ways
(e.g. pushes a chair to maintain
balance)
4. Watch and imitate the actions of
others.
ATL 1-6 Thinks with Creativity & Flexibility
5. Use actions to solve simple
problems (e.g., rolling to side to
reach object)
CS 14-1 Solves Problems
Younger Toddlers (9-18 months)
1. Make discoveries about self,
others, and the environment through
1-3 mos: Turns head in the direction of a familiar voice
4-7 mos: Listens and responds with interest to verbal and
nonverbal communication of others
8-12 mos: Begins to understand gestures, words, questions,
or routines
8-12 mos: Able to participate in new activities; uses
classroom toys in creative ways, such as using a wooden
block as a car or a bucket as a hat
SED 5-2 Learns from Adults
1-3 mos: Imitates some facial expressions
4-7 mos: Participates in reciprocal imitation games; copies
adult sounds, movements, or facial expressions
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
4-7 mos: Engages in simple repeated actions to reach a
goal, such as trying to get whole hand in mouth
8-12 mos: Acts intentionally to achieve a goal (e.g., trying
different ways to reach a toy under a table)
SED 4-1 Develops Awareness of Self
8-12 mos: Enjoys watching self in mirror
©Copyright LifeCubby. All rights reserved.
Page 7
a variety of multisensory/motor
interactions
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2. Experiment and practice to expand
skill level
SED 4-2 Becomes Confident
3. Use creative role playing to solve
problems and to communicate needs
CCA 21-4 Participates in Dramatic Play
1-Year Old: Shows confidence in own abilities; is proud to
demonstrate abilities
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
4. Try solutions to everyday problems CS 14-1 Solves Problems
8-12 mos: Acts intentionally to achieve a goal (e.g., trying
until discovers one that works
different ways to reach a toy under a table)
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
Older Toddlers (18-36 months)
1. Ask questions to gain information
ATL 1-4 Is Curious
1-Year Old: Shows interest in learning about new objects or
experiences
2-Year Old: Shows interest in new objects or activities; tries
different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
2. Experiment with the environment,
toys, and peers with purpose.
CS 13-1 Explores Objects
3. Demonstrate a willingness to try
new activities and experiences
ATL 1-4 Is Curious
4. Experiment with the effect of own
actions on things and people
CS 13-1 Explores Objects
5. Use simple problem-solving skills
to figure out solutions to everyday
problems
CS 14-1 Solves Problems
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
1-Year Old: Shows interest in learning about new objects or
experiences
2-Year Old: Shows interest in new objects or activities; tries
different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
2-Year Old: Able to solve problems by trying more than one
approach; continues efforts to complete a challenging task
3-Year Old: Explores objects in the classroom to conduct
experiments (e.g., testing objects in the water table to see if
they will sink or float)
©Copyright LifeCubby. All rights reserved.
Page 8
Younger Preschoolers (36-48
months)
1. Invent new ways to use everyday
items
ATL 1-6 Thinks with Creativity & Flexibility
3-Year Old: Accepts changes in routines or usual activities;
accepts a twist or change in rules of a typical game; applies
knowledge to a new situation
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
2. Investigate new objects, scenarios, ATL 1-4 Is Curious
3-Year Old: Shows interest in new toys or experiences; asks
and problem situations
questions about new opportunities
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
3. Seek to understand cause and
effect (“If I do this, why does that
happen?”)
CS 14-2 Makes Predictions
4. During play, problem-solve with
others
CS 14-1 Solves Problems
Older Preschoolers (48-60 months)
1. Use imagination and creativity to
interact with objects and materials
3-Year Old: Makes simple predictions about what will
happen next, such as during activities or when hearing a
story
Pre-K: Able to make and test predictions (e.g., what color will
we get if we mix the yellow dye and the blue dye?)
3-Year Old: Explores objects in the classroom to conduct
experiments (e.g., testing objects in the water table to see if
they will sink or float)
Pre-K: Uses creative solutions to reach goals; experiments
with objects such as puzzles or blocks to build structures to
solve problems
ATL 1-6 Thinks with Creativity & Flexibility
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
2. Uses a new skill in a variety of
contexts
ATL 1-6 Thinks with Creativity & Flexibility
3. Engage in learning through
attempting, repeating, experimenting,
refining, and elaborating on
experiences and activities
CS 13-1 Explores Objects
4. Demonstrate appropriate solutions
to simple problems
CS 14-1 Solves Problems
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
Pre-K: Uses creative solutions to reach goals; experiments
with objects such as puzzles or blocks to build structures to
solve problems
Social and Emotional Learning and
Development
Element 1: Emotions and SelfRegulation
©Copyright LifeCubby. All rights reserved.
Page 9
Goal 1: Children express a range of
emotions and regulate their
emotional and social responses
Infants (0-12 months)
1. Express emotions in many ways
including e.g., gestures and
vocalizations
SED 3-1 Expresses Emotion
1-3 mos: Begins to show emotions with face and body; may
begin to smile
4-7 mos: Becomes more assertive in conveying likes and
dislikes
8-12 mos: Expresses a variety of emotions through facial
expressions, sounds, and gestures
2. Regulate emotions and impulses
e.g., soothes self
SED 3-2 Manages Feelings & Demonstrates Self-Control
3. Show some regulated daily
routines e.g., sleeping and feeding
ATL 2-1 Understands Routines
1-3 mos: Calms when held, gently rocked or talked to by
familiar adults; brings objects to mouth to calm self
4-7 mos: Can briefly calm self; brings hands to mouth; is
able to be calmed by familiar adults
8-12 mos: Regulates feelings through behaviors, such as
sucking thumb or carrying a favorite blanket or toy; looks to
familiar adults for help with strong emotions
1-3 mos: Is sleeping and eating on a developmentallyappropriate schedule (for questions, consult pediatric guides)
4-7 mos: Demonstrates awareness of daily routines with
behavior; may open mouth for feeding or lift arms to be
picked up
8-12 mos: Remembers daily routines; knows how to use
familiar objects
4. Develop some ability to attend to
ATL 1-1 Is Attentive
primary caregiver or toys with support 1-3 mos: Watches faces
4-7 mos: Pays attention to people, objects, and sounds
8-12 mos: Pays attention to a task or activity for a few
minutes
5. Show ability to continue interaction
with familiar adults or toys for more
than just a brief time
Younger Toddlers (9-18 months)
1. Express a variety of emotions e.g.,
happy, sad, mad
2. Respond with intent to adult
speech, facial expressions, touch
and/or movement
ATL 1-1 Is Attentive
1-3 mos: Watches faces
4-7 mos: Pays attention to people, objects, and sounds
8-12 mos: Pays attention to a task or activity for a few
minutes
SED 3-1 Expresses Emotion
8-12 mos: Expresses a variety of emotions through facial
expressions, sounds, and gestures
1-Year Old: Expresses a range of emotions, including
surprise, joy or pride; notices the effects of emotions on
others
SED 5-1 Bonds with Adults
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
©Copyright LifeCubby. All rights reserved.
Page 10
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
3. Take action to meet own needs
e.g., pointing, stating, “more”, or
giving hugs
PMP 19-2 Develops Self-Care Skills
4. Follow simple routines e.g., goes
to sink when an adult mentions hand
washing
ATL 2-1 Understands Routines
5. Go to familiar adults for
reassurance
SED 3-2 Manages Feelings & Demonstrates Self-Control
6. Show ability to attend to people,
objects and activities to extend an
activity or join others in a common
focus
ATL 1-1 Is Attentive
8-12 mos: Helps with daily routines, such as washing hands
and getting dressed
1-Year Old: Shows increasing independence, such as
dressing with help
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
8-12 mos: Regulates feelings through behaviors, such as
sucking thumb or carrying a favorite blanket or toy; looks to
familiar adults for help with strong emotions
1-Year Old: Begins to cope with strong emotions with help
from familiar adults
8-12 mos: Pays attention to a task or activity for a few
minutes
1-Year Old: Pays attention to a task or activity for a few
minutes; repeats actions to complete a goal
7. Persist in attempts to communicate ATL 1-3 Is Persistent
8-12 mos: Repeats actions to achieve a goal
need
1-Year Old: Works to complete a task
Older Toddlers (18-36 months)
1. Imitate different emotions or
feelings through gestures and/or
words
SED 5-2 Learns from Adults
1-Year Old: Demonstrates interest in adult behavior, such as
by saying "hello" and "goodbye" when coming and going
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3-Year Old: Imitates behaviors demonstrated by familiar
adults; may say words or phrases often said by familiar
adults
2. Identify common emotions in self
and others e.g., happy, sad, mad
SED 3-1 Expresses Emotion
3. Use simple strategies to cope with
own emotions e.g., appropriate
gestures, actions and words
SED 3-2 Manages Feelings & Demonstrates Self-Control
1-Year Old: Expresses a range of emotions, including
surprise, joy or pride; notices the effects of emotions on
others
2-Year Old: Expresses a variety of emotions; modifies
expression according to reactions of familiar adults
3-Year Old: Displays a range of emotions; can say how
he/she is feeling (e.g., glad, sad, or mad); explores emotions
through play, art, music, dance
1-Year Old: Begins to cope with strong emotions with help
from familiar adults
2-Year Old: Able to use routines, favorite objects, or familiar
adults to help in coping with strong feelings and emotions
3-Year Old: Able to cope with frustration (may need adult
assistance with intense situations); is learning to control
impulsive behaviors and outbursts; takes turns, such as in
games
©Copyright LifeCubby. All rights reserved.
Page 11
4. Engage self in pretend play for
short periods of time
CCA 21-4 Participates in Dramatic Play
5. Participate in activities and
experiences with people, objects or
materials that require attention and
common focus
ATL 1-1 Is Attentive
6. Show increased ability to stay
engaged when working toward a goal
or solving a problem
ATL 1-1 Is Attentive
7. Persist in attempts with different
strategies until successful
ATL 1-3 Is Persistent
Younger Preschoolers (36-48
months)
1. Express a range of emotions and
feelings through appropriate
gestures, actions and words
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
1-Year Old: Pays attention to a task or activity for a few
minutes; repeats actions to complete a goal
2-Year Old: Maintains focus and attention on a simple task
or activity for a short period of time; focuses on an activity for
5 or more minutes
3-Year Old: Pays attention during story time; focuses on an
activity for 10 or more minutes
1-Year Old: Pays attention to a task or activity for a few
minutes; repeats actions to complete a goal
2-Year Old: Maintains focus and attention on a simple task
or activity for a short period of time; focuses on an activity for
5 or more minutes
3-Year Old: Pays attention during story time; focuses on an
activity for 10 or more minutes
1-Year Old: Works to complete a task
2-Year Old: Finishes self-selected tasks, such as completing
a puzzle or listening to a storybook
3-Year Old: Continues efforts to finish a challenging activity
or task, even when frustrated, with or without adult support
SED 3-1 Expresses Emotion
3-Year Old: Displays a range of emotions; can say how
he/she is feeling (e.g., glad, sad, or mad); explores emotions
through play, art, music, dance
Pre-K: Expresses a range of emotions; says how he/she is
feeling and why; identifies emotions in photos (e.g., happy,
sad, or confused)
2. Identify and expresses needs of
self and stands up for own rights
SED 3-1 Expresses Emotion
3. Make choice based on own likes
and dislikes
ATL 1-5 Shows Initiative
4. Adapt behavior to fit different
expectations and situations with adult
SED 3-2 Manages Feelings & Demonstrates Self-Control
3-Year Old: Displays a range of emotions; can say how
he/she is feeling (e.g., glad, sad, or mad); explores emotions
through play, art, music, dance
Pre-K: Expresses a range of emotions; says how he/she is
feeling and why; identifies emotions in photos (e.g., happy,
sad, or confused)
3-Year Old: Enjoys new experiences; works independently
for brief periods of time without adult prompting
Pre-K: Makes and conveys choices to friends and teachers
©Copyright LifeCubby. All rights reserved.
Page 12
support e.g., following daily routine,
family culture
3-Year Old: Able to cope with frustration (may need adult
assistance with intense situations); is learning to control
impulsive behaviors and outbursts; takes turns, such as in
games
Pre-K: Has methods for coping with intense feelings (getting
a comfort item; using words; counting to 5); seeks adult
assistance in intense situations; is learning to control
impulses and emotions; is able to wait turn
5. Start and stop activities based on
external cues
ATL 1-1 Is Attentive
6. Engage self and others in play
including back and forth interactions
SED 6-2 Bonds with Peers
7. Express empathy and sympathy to
peers e.g., gives hug to friend when
crying, bring
SED 6-1 Builds Empathy
Older Preschoolers (48-60 months)
1. Express needs of self and others
and stands up for rights of self and
others
3-Year Old: Pays attention during story time; focuses on an
activity for 10 or more minutes
Pre-K: Pays attention during story time and other teacher-led
activities such as circle time; focuses on an activity for 15 or
more minutes
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
3-Year Old: Recognizes the feelings of others; asks an adult
for help when another child is in distress
Pre-K: Shares in the joy of others; expresses sadness when
another adult or child is sad
SED 3-1 Expresses Emotion
Pre-K: Expresses a range of emotions; says how he/she is
feeling and why; identifies emotions in photos (e.g., happy,
sad, or confused)
2. Make choices and shows
understanding of consequences
3. Independently adapt behavior to fit
different expectations and situations
ATL 1-5 Shows Initiative
4. Participate in small and large
group peer selected and adult led
activities
SED 6-2 Bonds with Peers
5. Use problem solving skills to
compromise and resolve conflicts
e.g., offers to trade toy for another,
takes turn with another child
SED 6-3 Cooperates with Peers
6. Focus on a self-selected activity or
task to completion with adult help
ATL 1-1 Is Attentive
7. Manage transitions with minimal
direction from adults
ATL 2-1 Understands Routines
Pre-K: Makes and conveys choices to friends and teachers
ATL 1-6 Thinks with Creativity & Flexibility
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
Pre-K: Pays attention during story time and other teacher-led
activities such as circle time; focuses on an activity for 15 or
more minutes
Pre-K: Anticipates daily routines, such as meal time, cleanup time, etc.; transitions smoothly when instructed it is time to
do something else
©Copyright LifeCubby. All rights reserved.
Page 13
Element 2: Self-Awareness
Goal 1: Children demonstrate an
awareness of own personal
characteristics, skills and abilities
Infants (0-12 months)
1. Show awareness of own body
SED 4-1 Develops Awareness of Self
1-3 mos: Shows interest in self, such as watching own hands
or playing with feet
4-7 mos: Learns about self by exploring hands, feet, body,
and movement
8-12 mos: Enjoys watching self in mirror
2. Recognize physical attributes of
self and familiar people e.g., baby’s
toes, gramma’s glasses, daddy vs
mommy
SED 4-1 Develops Awareness of Self
3. Show beginning awareness of own
skills e.g., uses finger to push button
on toy
4. Attend with interest when others
show they are happy, sad, or fearful
by their facial expressions, voices, or
actions
SED 4-2 Becomes Confident
5. Show awareness of familiar
routines by behaviors (e.g., opening
mouth for feeding or lifting arms to be
picked up)
ATL 2-1 Understands Routines
Younger Toddlers (9-18 months)
1. Express self as individual through
gestures, actions, and language e.g.,
me/mine
1-3 mos: Shows interest in self, such as watching own hands
or playing with feet
4-7 mos: Learns about self by exploring hands, feet, body,
and movement
8-12 mos: Enjoys watching self in mirror
1-Year Old: Shows confidence in own abilities; is proud to
demonstrate abilities
SED 6-1 Builds Empathy
1-3 mos: May cry when someone seems upset or when
another child cries
4-7 mos: Shows interest in the emotions of others; may copy
others (e.g., crying when another child cries)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
1-3 mos: Is sleeping and eating on a developmentallyappropriate schedule (for questions, consult pediatric guides)
4-7 mos: Demonstrates awareness of daily routines with
behavior; may open mouth for feeding or lift arms to be
picked up
8-12 mos: Remembers daily routines; knows how to use
familiar objects
SED 4-1 Develops Awareness of Self
8-12 mos: Enjoys watching self in mirror
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2. Recognize own skills and abilities
e.g., if I blow on this wand bubbles
will come out
3. Use skills and abilities to meet own
needs e.g., picks up book and brings
to daddy
SED 4-2 Becomes Confident
4. Respond to others’ emotional
expressions, often by sharing an
SED 6-1 Builds Empathy
1-Year Old: Shows confidence in own abilities; is proud to
demonstrate abilities
PMP 19-2 Develops Self-Care Skills
8-12 mos: Helps with daily routines, such as washing hands
and getting dressed
1-Year Old: Shows increasing independence, such as
dressing with help
©Copyright LifeCubby. All rights reserved.
Page 14
emotional reaction (e.g., showing
excitement when other children are
excited)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects until
one is accepted
5. Anticipate familiar routines or
activities (e.g., getting shoes when
it’s time to go or looking for parent
when it’s time to go home)
ATL 2-1 Understands Routines
Older Toddlers (18-36 months)
1. Demonstrate behaviors that reflect
self-concept e.g., practices building
block tower
2. Show increased awareness of own
abilities and demonstrates selfconfidence
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
SED 4-1 Develops Awareness of Self
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2-Year Old: Identifies some physical characteristics of self,
such as hair color, age, gender or size; identifies self as a
member of a family
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
SED 4-2 Becomes Confident
1-Year Old: Shows confidence in own abilities; is proud to
demonstrate abilities
2-Year Old: Shows confidence in increasing abilities; enjoys
showing others what he/she can do
3-Year Old: Is pleased to complete daily routines and learn
new skills
3. Display assertiveness e.g., “Let me SED 4-2 Becomes Confident
1-Year Old: Shows confidence in own abilities; is proud to
do it!”
demonstrate abilities
2-Year Old: Shows confidence in increasing abilities; enjoys
showing others what he/she can do
3-Year Old: Is pleased to complete daily routines and learn
new skills
4. Show understanding of some
emotional expressions of others by
labeling the emotions, asking
questions, or responding in
appropriate nonverbal ways.
SED 6-1 Builds Empathy
5. Refer to personal or family
experiences that have happened in
recent past (e.g., grandparent visit or
family celebration)
SED 4-1 Develops Awareness of Self
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects until
one is accepted
2-Year Old: Begins to care for the feelings and needs of
others
3-Year Old: Recognizes the feelings of others; asks an adult
for help when another child is in distress
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2-Year Old: Identifies some physical characteristics of self,
such as hair color, age, gender or size; identifies self as a
member of a family
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
©Copyright LifeCubby. All rights reserved.
Page 15
Younger Preschoolers (36-48
months)
1. Identify personal characteristics,
preferences, thoughts, and feelings
2. Stand up for own rights
SED 4-1 Develops Awareness of Self
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
ATL 1-5 Shows Initiative
3-Year Old: Enjoys new experiences; works independently
for brief periods of time without adult prompting
Pre-K: Makes and conveys choices to friends and teachers
3. Make choice based on their own
likes and dislikes
ATL 1-5 Shows Initiative
4. Identify own gender, family
members roles, and home culture
SED 4-1 Develops Awareness of Self
5. Demonstrate growing
independence in a range of activities,
routines, and tasks.
SED 4-2 Becomes Confident
Older Preschoolers (48-60 months)
1. Express needs of self and others
3-Year Old: Enjoys new experiences; works independently
for brief periods of time without adult prompting
Pre-K: Makes and conveys choices to friends and teachers
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
3-Year Old: Is pleased to complete daily routines and learn
new skills
Pre-K: Shows pride in accomplishments; develops positive
self-image: awareness of self as having certain abilities,
preferences, characteristics
SED 4-1 Develops Awareness of Self
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
2. Stand up for rights of self and
others
SED 4-1 Develops Awareness of Self
3. Make choices and understand
consequences
ATL 2-2 Shows Responsibility
4. Show confidence in range of
abilities and in the capacity to
accomplish tasks and take on new
tasks
SED 4-2 Becomes Confident
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Shows pride in accomplishments; develops positive
self-image: awareness of self as having certain abilities,
preferences, characteristics
©Copyright LifeCubby. All rights reserved.
Page 16
5. Express cultural influences from
home, neighborhood and community
e.g., celebrating traditions
6. Demonstrate an understanding
and acceptance of similarities and
differences among people e.g.,
gender, race, special needs, culture,
language and family
Element 3: Relationships with Adults
and Peers
Goal 1: Children develop healthy
positive relationships with adults and
peers
Infants (0-12 months)
1. Respond to adult through actions
or vocalization e.g., repeat ‘ooo’ or
‘baba from adult
SS 16-1 Explores Cultures
2. Engage in simple back and forth
(1-2) playful interactions with adults
e.g., cooing, peek-a-boo, ball play
SED 5-2 Learns from Adults
3. Show enjoyment in interaction with
other children e.g., smiling, reaching
out, giggling
SED 6-2 Bonds with Peers
4. May cry when another child cries
SED 6-1 Builds Empathy
Pre-K: Is learning that there are many different cultures and
that people express culture in their dress, food, art, and work
SS 16-1 Explores Cultures
Pre-K: Is learning that there are many different cultures and
that people express culture in their dress, food, art, and work
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles and
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-3 mos: Imitates some facial expressions
4-7 mos: Participates in reciprocal imitation games; copies
adult sounds, movements, or facial expressions
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
4-7 mos: Enjoys social play; may reach, touch, or make
sounds toward other children
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-3 mos: May cry when someone seems upset or when
another child cries
4-7 mos: Shows interest in the emotions of others; may copy
others (e.g., crying when another child cries)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
Younger Toddlers (9-18 months)
1. React to familiar and unfamiliar
adults e.g., reaching out to mother,
hiding behind dad’s legs
SED 5-1 Bonds with Adults
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
©Copyright LifeCubby. All rights reserved.
Page 17
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
2. Engage in more complex back and
forth playful interactions with others
e.g., hide n seek, finger-plays
SED 6-2 Bonds with Peers
3. Demonstrate simple prosocial
behavior e.g., waving goodbye,
saying “thank you”, hugging
SED 6-2 Bonds with Peers
4. Show sadness or concern when
another child is crying or upset (e.g.,
may seek adult help or offer blanket,
food or soft toy)
SED 6-1 Builds Empathy
Older Toddlers (18-36 months)
1. Develop trust and interacts
comfortably with familiar adults
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects until
one is accepted
SED 5-1 Bonds with Adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
2. Take turns during simple games
and in conversation
SED 6-2 Bonds with Peers
3. Demonstrate increased interest as
well as frustration with other children
SED 6-2 Bonds with Peers
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
1-Year Old: Participates in simple back and forth interactions
with children; participates in simple imitation games, such as
making similar sounds; plays next to other children (parallel
play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
©Copyright LifeCubby. All rights reserved.
Page 18
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
4. Begin to imitate roles and
relationship through play e.g., feeding
baby doll, driving daddy’s car,
dancing like a ballerina
SED 5-2 Learns from Adults
5. Use words in play with peers e.g.,
giving simple direction
SED 6-3 Cooperates with Peers
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3-Year Old: Imitates behaviors demonstrated by familiar
adults; may say words or phrases often said by familiar
adults
1-Year Old: May begin to play with other children (e.g.,
passing a toy back and forth)
2-Year Old: Begins to cooperate with others (e.g. shares
toys, works toward a common goal, such as building a block
tower); is learning to take turns; is learning to use words with
peers
3-Year Old: Cooperates with other children in play and daily
activities and routines; may attempt a compromise to resolve
conflict; is beginning to role-play in games; is learning to take
turns
6. Use words in interaction with
SED 5-1 Bonds with Adults
adults e.g., “I’ll be the mommy you be 1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
the baby”
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
7. Use words or gestures to express
empathy toward another child or
adult who is hurt or crying (e.g., “are
you ok?”, “don’t cry”, or helps to pick
up spilled crackers)
Younger Preschoolers (36-48
months)
1. Play with other children sharing
objects, talking back and forth for
several minutes
2. Establish secure and trusting
relationships with familiar adults
SED 6-1 Builds Empathy
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects until
one is accepted
2-Year Old: Begins to care for the feelings and needs of
others
3-Year Old: Recognizes the feelings of others; asks an adult
for help when another child is in distress
SED 6-2 Bonds with Peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
SED 5-1 Bonds with Adults
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
Pre-K: Establishes secure relationships with adults; offers to
help adult with a task; seeks guidance from trusted adults
©Copyright LifeCubby. All rights reserved.
Page 19
3. Begin to respect the rights of
others
SED 6-3 Cooperates with Peers
4. Communicate with familiar adults
and accepts some guidance and
direction
SED 5-1 Bonds with Adults
5. Cooperate with others during play
and in daily routines
SED 6-3 Cooperates with Peers
6. Develops friendships with peers
SED 6-2 Bonds with Peers
3-Year Old: Cooperates with other children in play and daily
activities and routines; may attempt a compromise to resolve
conflict; is beginning to role-play in games; is learning to take
turns
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
Pre-K: Establishes secure relationships with adults; offers to
help adult with a task; seeks guidance from trusted adults
3-Year Old: Cooperates with other children in play and daily
activities and routines; may attempt a compromise to resolve
conflict; is beginning to role-play in games; is learning to take
turns
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Pre-K: Shows affection for friends; may have a favorite
friend; knows some likes or dislikes of peers; participates in
group song, dance, acting/role-play
7. Uses socially appropriate behavior
with peers and adults
Older Preschoolers (48-60 months)
1. Play and cooperate with other
children sharing objects,
conversations, and ideas
ATL 2-2 Shows Responsibility
3-Year Old: Follows adult directives; follows class rules;
does not damage materials intentionally; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
SED 6-3 Cooperates with Peers
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
2. Respect the rights of others
recognizing their feelings and
responding with courtesy and
kindness
SED 6-3 Cooperates with Peers
3. Accept guidance and direction
from familiar adults and seeks their
support when needed
SED 5-1 Bonds with Adults
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
Pre-K: Establishes secure relationships with adults; offers to
help adult with a task; seeks guidance from trusted adults
©Copyright LifeCubby. All rights reserved.
Page 20
4. Suggest solutions to social
problems
Growing, Moving and Being
Healthy
Element 1: Motor Development and
Coordination
Goal 1: Children develop strength,
coordination, and control of their
large muscles.
Infants (0-12 months)
1. Maintain upright posture when
sitting or standing
SED 6-3 Cooperates with Peers
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
PMP 17-1 Develops Perception & Balance
1-3 mos: From stomach position is able to lift head; follows
moving objects with eyes
4-7 mos: Reaches for objects; sits with and then without
support of hands
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
2. Move to explore immediate
environment (e.g. scoots, creeps,
crawls)
PMP 17-2 Develops Lower Body Strength
3. Pull to stand, cruise, then walk a
few steps independently
PMP 17-3 Develops Upper Body Strength
1-3 mos: Stretches and kicks legs when lying down; pushes
down on legs when feet are placed on a firm surface
4-7 mos: Explores new body positions; rolls over; crawls;
supports weight on legs; kicks at objects
8-12 mos: Progresses from rolling to sitting to crawling to
pulling up to cruising; stands; takes first steps; may begin
walking
8-12 mos: Pulls self up
PMP 17-2 Develops Lower Body Strength
8-12 mos: Progresses from rolling to sitting to crawling to
pulling up to cruising; stands; takes first steps; may begin
walking
4. Balance while exploring immediate
environment (e.g., sit and reach for
toys without toppling over)
Younger Toddlers (9-18 months)
1. Move hands and legs together to
push, pull, and climb (e.g., carry
objects while walking, pull a toy on a
string behind them, push a toy
shopping cart, climb on the coffee
table)
PMP 17-1 Develops Perception & Balance
1-3 mos: From stomach position is able to lift head; follows
moving objects with eyes
4-7 mos: Reaches for objects; sits with and then without
support of hands
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
PMP 17-5 Develops Large Motor Coordination Skills
1-Year Old: Climbs on furniture and crawls up and down
stairs unassisted; can easily change body positions
©Copyright LifeCubby. All rights reserved.
Page 21
2. Demonstrate emerging balance
and coordination (e.g., stoop and
squat to explore objects on the
ground, crawl up stairs and down
them backwards)
3. Sustain balance during simple
movements (e.g., walk
independently, stand legs apart and
swat to music)
Older Toddlers (18-36 months)
1. Walk and run with increasing skill
demonstrating the ability to change
speeds and direction
PMP 17-1 Develops Perception & Balance
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
1-Year Old: Increasingly gains balance, going from sitting to
standing to running and even jumping
PMP 17-1 Develops Perception & Balance
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
1-Year Old: Increasingly gains balance, going from sitting to
standing to running and even jumping
PMP 17-2 Develops Lower Body Strength
1-Year Old: Begins to run before second year
2-Year Old: Able to adjust speed and direction while walking
or running
3-Year Old: Runs; jumps; hops; balances on 1 foot for up to
3 seconds
2. Coordinate moving arms and legs
to complete a task (e.g., catch a large
ball against body, climb on play
equipment, kick a stationary ball)
PMP 17-5 Develops Large Motor Coordination Skills
3. Sustain balance during simple
movements (e.g., jump off low step
landing with both feet; walk up and
down stairs one at a time with both
feet; walk backwards)
PMP 17-1 Develops Perception & Balance
Younger Preschoolers (36-48
months)
1. Sustain balance during more
complex movements (e.g., balance
on one foot for a few moments, walk
along a straight line or low beam;
jump over obstacles landing on two
feet)
2. Coordinate moving arms and legs
to complete a task more complex
task (e.g., pedal a tricycle)
3. Move through space with good
coordination and show body
1-Year Old: Climbs on furniture and crawls up and down
stairs unassisted; can easily change body positions
2-Year Old: Walks up and down stairs with help; participates
in physical activities indoors and outdoors
3-Year Old: Goes upstairs and downstairs without help; can
pedal a tricycle; participates in increasingly strenuous
physical activities indoors and outdoors
1-Year Old: Increasingly gains balance, going from sitting to
standing to running and even jumping
2-Year Old: Adjusts sitting or standing position based on
situation; maintains good posture and balance; avoids
obstacles when in motion
3-Year Old: Stands on 1 foot for about 3 seconds; jumps
with two feet
PMP 17-1 Develops Perception & Balance
3-Year Old: Stands on 1 foot for about 3 seconds; jumps
with two feet
Pre-K: Stands on 1 foot for about 6 seconds; does a front roll
(somersault); walks backwards without losing balance; walks
heel-to-toe, on tiptoe, and on a straight line; can walk on a
balance board; hops on one foot
PMP 17-5 Develops Large Motor Coordination Skills
3-Year Old: Goes upstairs and downstairs without help; can
pedal a tricycle; participates in increasingly strenuous
physical activities indoors and outdoors
Pre-K: Walks up and down stairs with alternating feet; can
pedal a tricycle, climb a ladder, and or swing without
assistance; can kick, throw, bounce or catch a ball; skips or
claps
PMP 17-1 Develops Perception & Balance
©Copyright LifeCubby. All rights reserved.
Page 22
awareness to stop and start with
control
3-Year Old: Stands on 1 foot for about 3 seconds; jumps
with two feet
Pre-K: Stands on 1 foot for about 6 seconds; does a front roll
(somersault); walks backwards without losing balance; walks
heel-to-toe, on tiptoe, and on a straight line; can walk on a
balance board; hops on one foot
4. Manipulate balls or similar objects
with flexible body movements (e.g.,
catch a ball by trapping it against
body, kick stationary ball by running
or stepping up to it, throw a ball)
PMP 17-5 Develops Large Motor Coordination Skills
Older Preschoolers (48-60 months)
1. Exhibit motor control and balance
when moving the whole body in a
range of physical activities (e.g.,
alternate feet walking up and down
stairs, propelling a wheelchair or
mobility device, skipping, running,
climbing and hopping)
2. Demonstrate motor control and
coordination when using objects for a
range of physical activities (e.g.,
pulling, throwing, catching, kicking,
bouncing or hitting balls, pedaling a
tricycle)
3. Move through space showing
awareness of own body in relation to
other people and objects
4. Manipulate balls or similar objects
with flexible body movements (e.g.,
bounce and catch a ball
Goal 2: Children develop strength,
eye-hand coordination, and control of
their small or fine motor muscles.
Infants (0-12 months)
1. Transfer objects from one hand to
another
2. Use both hands to hold, reach for
and let go of objects
3-Year Old: Goes upstairs and downstairs without help; can
pedal a tricycle; participates in increasingly strenuous
physical activities indoors and outdoors
Pre-K: Walks up and down stairs with alternating feet; can
pedal a tricycle, climb a ladder, and or swing without
assistance; can kick, throw, bounce or catch a ball; skips or
claps
PMP 17-1 Develops Perception & Balance
Pre-K: Stands on 1 foot for about 6 seconds; does a front roll
(somersault); walks backwards without losing balance; walks
heel-to-toe, on tiptoe, and on a straight line; can walk on a
balance board; hops on one foot
PMP 17-5 Develops Large Motor Coordination Skills
Pre-K: Walks up and down stairs with alternating feet; can
pedal a tricycle, climb a ladder, and or swing without
assistance; can kick, throw, bounce or catch a ball; skips or
claps
PMP 17-1 Develops Perception & Balance
Pre-K: Stands on 1 foot for about 6 seconds; does a front roll
(somersault); walks backwards without losing balance; walks
heel-to-toe, on tiptoe, and on a straight line; can walk on a
balance board; hops on one foot
PMP 17-5 Develops Large Motor Coordination Skills
Pre-K: Walks up and down stairs with alternating feet; can
pedal a tricycle, climb a ladder, and or swing without
assistance; can kick, throw, bounce or catch a ball; skips or
claps
PMP 17-4 Develops Gross Hand-Eye Coordination
1-3 mos: Starts to use hands and eyes together
4-7 mos: Transfers objects from hand to hand
8-12 mos: Bangs objects together; transfers objects from
hand to hand
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
1-3 mos: Opens and shuts hands
©Copyright LifeCubby. All rights reserved.
Page 23
4-7 mos: Turns objects in hands; uses hands or feet to make
contact with objects or people
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
3. Coordinate movements using eyes
and hands (e.g., bring hands
together, stack rings)
PMP 18-2 Develops Fine Hand-Eye Coordination
1-3 mos: Grasps objects
4-7 mos: Grasps and releases objects from grasp
8-12 mos: Uses pincer grasp (thumb and forefinger) to pick
up food or objects
Younger Toddlers (9-18 months)
1. Demonstrate control of hands and
fingers (e.g., pick up a ball, hold a
large crayon and make marks)
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
2. Move fingers independent of other
fingers (e.g., point to objects)
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
3. Demonstrate eye-hand
coordination (e.g., feed themselves
finger foods, fill container with smaller
objects)
Older Toddlers (18-36 months)
1. Feed themselves using utensils
and hands
PMP 18-2 Develops Fine Hand-Eye Coordination
2. Coordinate use of hands and
fingers to accomplish more complex
actions (e.g., put together knob
puzzles, turn pages of a book)
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
3. Perform simple fine motor skills
(e.g., use play dough, string large
beads)
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
4-7 mos: Grasps and releases objects from grasp
8-12 mos: Uses pincer grasp (thumb and forefinger) to pick
up food or objects
PMP 19-1 Develops Meal Time Independence
1-Year Old: Begins to feed self with spoon or drink from a
sippy cup
2-Year Old: Uses spoon or fork for feeding; drinks from cup
without lid
3-Year Old: Is independent with eating and drinking at meal
times; uses utensils; uses cup
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as building
a block tower or removing a lid; works with clay; uses thumbs
and fingers to manipulate objects
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as building
a block tower or removing a lid; works with clay; uses thumbs
and fingers to manipulate objects
©Copyright LifeCubby. All rights reserved.
Page 24
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
4. Use tools that require finger and
hand coordination (e.g., string large
beads)
Younger Preschoolers (36-48
months)
1. Feed themselves using utensils
independently
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as building
a block tower or removing a lid; works with clay; uses thumbs
and fingers to manipulate objects
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
PMP 19-1 Develops Meal Time Independence
3-Year Old: Is independent with eating and drinking at meal
times; uses utensils; uses cup
Pre-K: Able to serve portions to self; uses utensils; adds own
condiments, cuts food with table knife
2. Refine grasp to manipulate tools
that require strength, control and
dexterity (e.g., pressing down with
pencils or crayons to make a clear
mark, cut paper, joining snap beads)
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
3. Demonstrate more complex eyehand coordination (e.g., complete
puzzles with smaller pieces, use
tongs to grasp objects)
PMP 18-2 Develops Fine Hand-Eye Coordination
Older Preschoolers (48-60 months)
1. Demonstrate fine motor skills
requiring greater strength and control
(e.g., use a paper punch, stapler,
spray bottle)
2. Use eye-hand coordination to
accomplish more complex tasks
(e.g., button or zip clothes, eat with a
fork, cut out simple shapes staying
close to lines, use writing tools, fit
pegs into pegboard)
Element 2: Health and Safety
Practices
Goal 1: Children develop healthy
eating habits and knowledge of good
nutrition.
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
Pre-K: Holds a crayon or marker using a tripod grasp; strings
beads; cuts with scissors; has established right- or lefthandedness
3-Year Old: Demonstrates increasing ability to complete fine
motor activities, such as putting jumbo puzzles together or
stringing beads
Pre-K: Works with fine motor manipulatives, such as jigsaw
puzzles or beads; ties knots and loops; uses a keyboard
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
Pre-K: Holds a crayon or marker using a tripod grasp; strings
beads; cuts with scissors; has established right- or lefthandedness
PMP 18-2 Develops Fine Hand-Eye Coordination
Pre-K: Works with fine motor manipulatives, such as jigsaw
puzzles or beads; ties knots and loops; uses a keyboard
©Copyright LifeCubby. All rights reserved.
Page 25
Infants (0-12 months)
1. Communicate feelings of hunger
and fullness (e.g., cry or search for
food, turn away when full)
2. Show food preferences
PMP 19-1 Develops Meal Time Independence
1-3 mos: Cries when hungry
4-7 mos: Starts to eat solid food
8-12 mos: Shows interest in new foods; begins to finger-feed
self; holds own bottle or cup; responds well when physical
needs are met
PMP 19-1 Develops Meal Time Independence
1-3 mos: Cries when hungry
4-7 mos: Starts to eat solid food
8-12 mos: Shows interest in new foods; begins to finger-feed
self; holds own bottle or cup; responds well when physical
needs are met
3. Eat different kinds of foods (e.g.,
liquids, pureed or soft foods, finely
chopped food)
Younger Toddlers (9-18 months)
1. Try new foods
PMP 20-1 Learns about Nutrition
1-3 mos: Is receiving a nutritious, age-appropriate diet of
breastmilk and/or formula on an appropriate schedule
4-7 mos: Diet includes some cereals and healthy baby food
on an appropriate schedule
8-12 mos: Diet includes healthy, nutritionally balanced solid
food on an appropriate schedule
PMP 20-1 Learns about Nutrition
8-12 mos: Diet includes healthy, nutritionally balanced solid
food on an appropriate schedule
1-Year Old: Is on a consistent schedule of three healthy
meals per day, and may include a light, nutritious snack
2. Eat a variety of nutritious foods
from all food groups
PMP 20-1 Learns about Nutrition
3. Eat finger foods (e.g., Cheerios)
PMP 19-1 Develops Meal Time Independence
8-12 mos: Diet includes healthy, nutritionally balanced solid
food on an appropriate schedule
1-Year Old: Is on a consistent schedule of three healthy
meals per day, and may include a light, nutritious snack
8-12 mos: Shows interest in new foods; begins to finger-feed
self; holds own bottle or cup; responds well when physical
needs are met
1-Year Old: Begins to feed self with spoon or drink from a
sippy cup
Older Toddlers (18-36 months)
1. Try new foods
PMP 20-1 Learns about Nutrition
1-Year Old: Is on a consistent schedule of three healthy
meals per day, and may include a light, nutritious snack
2-Year Old: Is on a consistent schedule of three healthy
meals-per-day, and may include a light, nutritious snack
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
2. Show interest in and communicate
about food, textures, tastes (e.g.,
crunchy, warm, sweet)
PMP 20-1 Learns about Nutrition
1-Year Old: Is on a consistent schedule of three healthy
meals per day, and may include a light, nutritious snack
2-Year Old: Is on a consistent schedule of three healthy
meals-per-day, and may include a light, nutritious snack
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
©Copyright LifeCubby. All rights reserved.
Page 26
3. Consume age nutritious beverages PMP 20-1 Learns about Nutrition
1-Year Old: Is on a consistent schedule of three healthy
(e.g., water, milk)
meals per day, and may include a light, nutritious snack
2-Year Old: Is on a consistent schedule of three healthy
meals-per-day, and may include a light, nutritious snack
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
Younger Preschoolers (36-48
months)
1. Try new foods
PMP 20-1 Learns about Nutrition
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
2. Eat a variety of nutritious foods
and communicate that some foods
and beverages are good for them
(e.g., milk, fruit, vegetables) and
some are not (e.g., soda, snack
chips)
3. Choose to eat foods that are better
for the body than others, with
assistance
Older Preschoolers (48-60 months)
1. Eat a variety of nutritious foods
PMP 20-1 Learns about Nutrition
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
PMP 20-1 Learns about Nutrition
3-Year Old: Is learning the role of food and nutrition in daily
routines; tries different kinds of nutritious foods
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
PMP 20-1 Learns about Nutrition
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
2. Distinguish food on a continuum
from most healthy to less healthy
PMP 20-1 Learns about Nutrition
3. Assist adults to prepare healthy
snacks and meals
PMP 20-1 Learns about Nutrition
4. Communicate food preferences
PMP 20-1 Learns about Nutrition
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
5. Sort food into food groups and
communicate benefits of healthy
foods
PMP 20-1 Learns about Nutrition
Pre-K: Understands the difference between healthy and
unhealthy food; eats a variety of nutritious foods; is willing to
try foods with various tastes, colors, and textures
Goal 2: Children develop personal
health and self-care habits, and
become increasingly independent.
©Copyright LifeCubby. All rights reserved.
Page 27
Infants (0-12 months)
1. Sleep well and show alertness
during waking periods
2. Develop a personal sleep routine
or pattern
3. Indicate, in a variety of ways, own
personal health and self-care needs
and wants (e.g., cry/vocalize when
need changing or hungry)
PMP 19-4 Develops Naptime Independence
1-Year Old: Can put self to sleep at naptime
PMP 19-4 Develops Naptime Independence
1-Year Old: Can put self to sleep at naptime
PMP 19-2 Develops Self-Care Skills
1-3 mos: Lets caregivers know when there is a need, such
as crying when awake or needing to be changed
4-7 mos: Uses different cries for different needs, such as
when tired or when needing to be changed
8-12 mos: Helps with daily routines, such as washing hands
and getting dressed
4. Tolerate, show interest, and assist
in care routines (hand washing, raise
arms for dressing)
Younger Toddlers (9-18 months)
1. Participate and cooperate with
sleep routines (e.g., choose a book,
get preferred sleep ‘object’)
2. Use objects and follow routines
that are comforting (e.g., pick out
favorite book to be read before
nap/bedtime)
PMP 19-2 Develops Self-Care Skills
3. Cooperate and may assist with
care routines (mouth care, hand
washing, dressing, bathing)
PMP 19-2 Develops Self-Care Skills
Older Toddlers (18-36 months)
1. Fall asleep on own and sleep well,
waking rested and ready to be active
8-12 mos: Helps with daily routines, such as washing hands
and getting dressed
PMP 19-4 Develops Naptime Independence
1-Year Old: Can put self to sleep at naptime
ATL 2-1 Understands Routines
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
8-12 mos: Helps with daily routines, such as washing hands
and getting dressed
1-Year Old: Shows increasing independence, such as
dressing with help
PMP 19-4 Develops Naptime Independence
1-Year Old: Can put self to sleep at naptime
2-Year Old: Puts self to sleep at naptime
3-Year Old: Puts self to sleep at naptime
2. Communicate to request things
they need (e.g., food when hungry,
drink when thirsty)
PMP 19-2 Develops Self-Care Skills
3. Show some independence in
personal care routines
PMP 19-2 Develops Self-Care Skills
1-Year Old: Shows increasing independence, such as
dressing with help
2-Year Old: Shows increasing independence with self-care,
such as helping wash hands or brush teeth
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
1-Year Old: Shows increasing independence, such as
dressing with help
2-Year Old: Shows increasing independence with self-care,
such as helping wash hands or brush teeth
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
©Copyright LifeCubby. All rights reserved.
Page 28
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
4. Initiate and complete some
personal health routines and selfcare
needs with assistance (e.g., wash
hands, brush teeth, dress/undress)
PMP 19-2 Develops Self-Care Skills
5. Use personal care objects (e.g.,
face cloth, brush) with assistance
PMP 19-2 Develops Self-Care Skills
6. Participate in bathroom routine,
show interest in toilet training, and
use the toilet with help
PMP 19-3 Becomes Toilet Trained
7. Communicate with caregiver when
not feeling well
LC 7-2 Develops Expressive Communication
8. Name people who help children
stay healthy (nurse, doctor, dentist)
Younger Preschoolers (36-48
months)
1. Stay awake except during nap time
and initiate and participate in sleep
routines with increasing
independence
2. Participate easily and know what
to do in routine activities (such as
meal time, nap time)
SS 16-4 Learns about Community Roles and Jobs
1-Year Old: Shows increasing independence, such as
dressing with help
2-Year Old: Shows increasing independence with self-care,
such as helping wash hands or brush teeth
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
1-Year Old: Shows increasing independence, such as
dressing with help
2-Year Old: Shows increasing independence with self-care,
such as helping wash hands or brush teeth
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
1-Year Old: Shows interest in the process of toileting
2-Year Old: Toilet training is underway
3-Year Old: Is fully or nearly toilet trained
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
3-Year Old: Learns about family roles and relationships
PMP 19-4 Develops Naptime Independence
3-Year Old: Puts self to sleep at naptime
Pre-K: Puts self to sleep at naptime; may not nap every
afternoon; likely not napping by age 5 (note current level)
PMP 19-2 Develops Self-Care Skills
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
and undress self; able to zip, button, and snap; may be able
to tie shoes
©Copyright LifeCubby. All rights reserved.
Page 29
3. Take care of own toileting needs
with little assistance
PMP 19-3 Becomes Toilet Trained
4. Attend to personal health needs
and self-care needs independently
(e.g., dress and undress with limited
assistance)
PMP 19-2 Develops Self-Care Skills
5. Follow basic hygiene practices
with reminders and limited assistance
(e.g., brush teeth, wash hands, use
toilet, cough into elbow)
PMP 19-2 Develops Self-Care Skills
6. Gain independence in hygiene
practices (e.g., cough into elbow,
wash hands, flush toilet)
PMP 19-2 Develops Self-Care Skills
Older Preschoolers (48-60 months)
1. Communicate with words or sign
language to ask adults or peers
specifically for the kind of help
needed in a particular situation
2. Independently start and participate
in sleep routines
3-Year Old: Is fully or nearly toilet trained
Pre-K: Is completely independent with toileting
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
and undress self; able to zip, button, and snap; may be able
to tie shoes
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
and undress self; able to zip, button, and snap; may be able
to tie shoes
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up pants,
putting on shoes, and putting on coat
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
and undress self; able to zip, button, and snap; may be able
to tie shoes
SED 5-2 Learns from Adults
Pre-K: Mirrors adult behavior in daily routines; seeks help or
information when needed from adults
PMP 19-4 Develops Naptime Independence
Pre-K: Puts self to sleep at naptime; may not nap every
afternoon; likely not napping by age 5 (note current level)
3. Communicate ways sleep keeps
us healthy and makes us feel good
PMP 19-4 Develops Naptime Independence
4. Communicate how daily activity
and healthy behavior promote overall
personal health with some support
PMP 17-6 Develops Stamina for Extended Awake Periods
and Play Times
5. Independently complete personal
care tasks (e.g., brushing teeth,
toileting, washing hands)
PMP 19-2 Develops Self-Care Skills
Pre-K: Puts self to sleep at naptime; may not nap every
afternoon; likely not napping by age 5 (note current level)
Pre-K: Can play for up to an hour of gross motor activity; is
graduating off afternoon nap; understands the importance of
exercise
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
©Copyright LifeCubby. All rights reserved.
Page 30
and undress self; able to zip, button, and snap; may be able
to tie shoes
6. Explain the importance of doctor
and dentist visits and cooperate
during these visits and with health
and developmental screenings
PMP 19-2 Develops Self-Care Skills
Pre-K: Knows to wash hands with soap before eating, after
toileting, and after wiping nose; independently brushes teeth;
shows preference for certain clothing and prefers to dress
and undress self; able to zip, button, and snap; may be able
to tie shoes
7. Recognize and communicate when PMP 17-6 Develops Stamina for Extended Awake Periods
experiencing pain or symptoms of
and Play Times
Pre-K: Can play for up to an hour of gross motor activity; is
illness
graduating off afternoon nap; understands the importance of
exercise
8. Participate in structured and
unstructured physical activities
PMP 17-6 Develops Stamina for Extended Awake Periods
and Play Times
Pre-K: Can play for up to an hour of gross motor activity; is
graduating off afternoon nap; understands the importance of
exercise
Goal 3: Children develop the ability to
identify unsafe situations, and use
safe practices.
Infants (0-12 months)
1. Show preference for and trust in
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles and
familiar caregivers
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
2. Notice and imitate adults’ reactions PMP 20-2 Learns Safety Rules
1-7 mos: Is learning in a safe environment where caregivers
to new people and situations
are modeling safe behaviors
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
3. Express discomfort or anxiety in
stressful situations
Younger Toddlers (9-18 months)
1. React to simple verbal or
nonverbal warnings of danger (e.g.,
‘Stop! Wait! Hot!)
PMP 20-2 Learns Safety Rules
1-7 mos: Is learning in a safe environment where caregivers
are modeling safe behaviors
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
PMP 20-2 Learns Safety Rules
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
©Copyright LifeCubby. All rights reserved.
Page 31
2. Watch familiar adults for
appropriate reactions to unfamiliar
things or situations
PMP 20-2 Learns Safety Rules
3. Show some caution about
unfamiliar and/or unsafe situations
PMP 20-2 Learns Safety Rules
Older Toddlers (18-36 months)
1. Respond appropriately to
redirection by adults in order to avoid
unsafe situations (e.g., stop before
crossing street)
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
PMP 20-2 Learns Safety Rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
2-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands safety
rules; follows teacher’s instructions with assistance
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
2. Identify harmful or unsafe objects
or situations with assistance
PMP 20-2 Learns Safety Rules
3. Increase self-control over impulses
(e.g., wait for adult to cross street
and not run into street)
SED 3-2 Manages Feelings & Demonstrates Self-Control
4. Seek an adult’s help when in an
unsafe or dangerous situation
PMP 20-2 Learns Safety Rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
2-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands safety
rules; follows teacher’s instructions with assistance
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
3-Year Old: Able to cope with frustration (may need adult
assistance with intense situations); is learning to control
impulsive behaviors and outbursts; takes turns, such as in
games
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
2-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands safety
rules; follows teacher’s instructions with assistance
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
©Copyright LifeCubby. All rights reserved.
Page 32
5. State and follow simple safety
rules with adult support
Younger Preschoolers (36-48
months)
1. Independently identify and avoid
situations and objects that might
cause harm
PMP 20-2 Learns Safety Rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
2-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands safety
rules; follows teacher’s instructions with assistance
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
PMP 20-2 Learns Safety Rules
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
2. Follow basic safety rules with
occasional reminders
PMP 20-2 Learns Safety Rules
3. Demonstrate safety awareness
when using objects (e.g., carry
scissors with points down to avoid
accidents)
PMP 20-2 Learns Safety Rules
4. Seek an adult’s help when another
child is in an unsafe or dangerous
situation
PMP 20-2 Learns Safety Rules
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
5. Understand the difference between PMP 20-2 Learns Safety Rules
3-Year Old: Is learning in a safe environment where
safe and unsafe touch
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
Older Preschoolers (48-60 months)
©Copyright LifeCubby. All rights reserved.
Page 33
1. Avoid potentially dangerous
behaviors (e.g., do not take medicine
or cross road without adult
assistance)
2. Follow basic safety rules and show
safe behavior for self and others by
applying established rules,
procedures and safe practices with
adult guidance
3. Identify adults in their communities
who can keep them safe (e.g., police,
firefighter)
PMP 20-2 Learns Safety Rules
4. Communicate an understanding of
the importance of health and safety
routines and rules
PMP 20-2 Learns Safety Rules
5. Follow basic health and safety
rules and respond appropriately to
harmful or unsafe situations
PMP 20-2 Learns Safety Rules
Communication and Expression
Language Development
Element 1: Receptive Language
(Listening)
Goal 1: Young children attend to,
comprehend, and respond to
increasingly complex language.
Infants (0-12 months)
1. Turn towards voices and focus on
speech directed towards them
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
PMP 20-2 Learns Safety Rules
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
SS 16-4 Learns about Community Roles and Jobs
Pre-K: Learns about community helpers; studies different
types of careers and jobs; understands the need for various
roles in a society; learns about important contributions of
historical figures
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
Pre-K: Is learning in a safe environment where caregivers
are modeling safe behaviors; understands & follows safety
rules; follows teacher’s instructions
LC 7-1 Develops Receptive Communication
1-3 mos: Turns head in the direction of a familiar voice
4-7 mos: Listens and responds with interest to verbal and
nonverbal communication of others
8-12 mos: Begins to understand gestures, words, questions,
or routines
2. Show excitement when hear
familiar voices or familiar words (e.g.,
mama)
LC 7-1 Develops Receptive Communication
3. Briefly look at the same object that
an adult is looking at and talking
about
SED 5-2 Learns from Adults
1-3 mos: Turns head in the direction of a familiar voice
4-7 mos: Listens and responds with interest to verbal and
nonverbal communication of others
8-12 mos: Begins to understand gestures, words, questions,
or routines
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
Younger Toddlers (9-18 months)
©Copyright LifeCubby. All rights reserved.
Page 34
1. Respond to simple requests when
accompanied by gestures
LC 7-1 Develops Receptive Communication
2. Respond to own name
LC 7-1 Develops Receptive Communication
8-12 mos: Begins to understand gestures, words, questions,
or routines
1-Year Old: Responds to simple instructions such as “come
here” or “bring me a book”
8-12 mos: Begins to understand gestures, words, questions,
or routines
1-Year Old: Responds to simple instructions such as “come
here” or “bring me a book”
3. Identify familiar people or objects
when asked to do so
LC 7-4 Expands Vocabulary
4. Demonstrate receptive vocabulary
of 50 or more words in home
language
LC 7-4 Expands Vocabulary
8-12 mos: Points to body parts when prompted; uses or
signs an increasing number of words
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
8-12 mos: Points to body parts when prompted; uses or
signs an increasing number of words
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
Older Toddlers (18-36 months)
1. Respond to simple requests when
not accompanied by gestures
LC 7-1 Develops Receptive Communication
2. Follow one step directions
LC 7-1 Develops Receptive Communication
1-Year Old: Responds to simple instructions such as “come
here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
1-Year Old: Responds to simple instructions such as “come
here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
3. Listen to familiar stories and show
comprehension by reacting to them
LKS 8-1 Develops Early Literacy
4. Respond to action words by doing
the action
LC 7-1 Develops Receptive Communication
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
1-Year Old: Responds to simple instructions such as “come
here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
©Copyright LifeCubby. All rights reserved.
Page 35
Younger Preschoolers (36-48
months)
1. Follow two step directions
LC 7-1 Develops Receptive Communication
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
2. Demonstrate understanding of
increasingly longer sentences (e.g.,
compound sentences) in responds or
actions
LC 7-1 Develops Receptive Communication
3. Show evidence of a receptive
vocabulary of several hundred words
LC 7-4 Expands Vocabulary
4. Demonstrate in responses or
actions an understanding of new
vocabulary in stories, activities, and
conversations
LC 7-1 Develops Receptive Communication
Older Preschoolers (48-60 months)
1. Follow multistep directions
especially when these are familiar
activities (e.g., steps in getting ready
to play outdoors)
2. Demonstrate an understanding of
complex statements having 1 or 2
phrases (e.g., Please put the
toothbrush in the box under the sink)
3. Demonstrate an understanding of
different language forms such as
questions and exclamations
4. Demonstrate through conversation
comprehension of more complex
vocabulary (i.e., abstract concepts
and words beyond everyday
vocabulary)
Element 2: Expressive Language
(Speaking)
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
3-Year Old: Correctly names common objects used in the
classroom, such as colors, shapes, animals in photos, etc.;
shows continuous growth in number of words or signs used
in conversation with others; asks meanings of words
Pre-K: Asks questions about new words; uses new words on
a regular basis; shows growth in number of words or signs
used in conversation with others; asks meanings of words;
understands that some words mean the same thing and
some words are opposites (e.g., house/home and big/little)
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
LC 7-1 Develops Receptive Communication
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
LC 7-1 Develops Receptive Communication
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
LC 7-1 Develops Receptive Communication
Pre-K: Follows class rules and routines; can follow multi-step
directions of increasing complexity; listens to stories,
directions, and conversations
LC 7-4 Expands Vocabulary
Pre-K: Asks questions about new words; uses new words on
a regular basis; shows growth in number of words or signs
used in conversation with others; asks meanings of words;
understands that some words mean the same thing and
some words are opposites (e.g., house/home and big/little)
©Copyright LifeCubby. All rights reserved.
Page 36
Goal 1: Young children use
increasingly complex vocabulary and
grammar to express their thoughts,
feelings, and ideas.
Infants (0-12 months)
1. Vocalize and use gestures to
communicate (e.g., wave hi/bye)
LC 7-2 Develops Expressive Communication
1-3 mos: Alerts caregivers when there is a need, such as
crying when awake or needing to be changed; begins to
babble, coo or gurgle; may imitate some sounds
4-7 mos: Imitates sounds or gestures; uses different cries for
different needs, such as when tired or when needing to be
changed; uses vocal tone to express joy and displeasure
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
2. Babble (e.g., bah bah, ma ma) and
jabber (e.g., bada)
LC 7-2 Develops Expressive Communication
3. Mimic the intonation of adult
speech (e.g., rise to question)
LC 7-2 Develops Expressive Communication
Younger Toddlers (9-18 months)
1. Combine gestures and words to
communicate thoughts, feelings,
needs (e.g., shake head ‘no’ with a
vocal ‘no’)
2. Name familiar people, objects and
animals (e.g., says mama when see
her)
1-3 mos: Alerts caregivers when there is a need, such as
crying when awake or needing to be changed; begins to
babble, coo or gurgle; may imitate some sounds
4-7 mos: Imitates sounds or gestures; uses different cries for
different needs, such as when tired or when needing to be
changed; uses vocal tone to express joy and displeasure
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
1-3 mos: Alerts caregivers when there is a need, such as
crying when awake or needing to be changed; begins to
babble, coo or gurgle; may imitate some sounds
4-7 mos: Imitates sounds or gestures; uses different cries for
different needs, such as when tired or when needing to be
changed; uses vocal tone to express joy and displeasure
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
LC 7-2 Develops Expressive Communication
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
LC 7-4 Expands Vocabulary
8-12 mos: Points to body parts when prompted; uses or
signs an increasing number of words
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
©Copyright LifeCubby. All rights reserved.
Page 37
3. Speak clearly enough to be
understood by people who are close
and familiar
LC 7-2 Develops Expressive Communication
4. Say at least 25 meaningful words
(consistent and recognizable to
caregivers)
LC 7-4 Expands Vocabulary
Older Toddlers (18-36 months)
1. Speak in 2-5 word sentences (e.g.,
I go home)
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
8-12 mos: Points to body parts when prompted; uses or
signs an increasing number of words
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
LC 7-2 Develops Expressive Communication
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
2. Omit some words in a sentence
(e.g., “the”, “is”)
LC 7-2 Develops Expressive Communication
3. Overgeneralize saying some
irregular verbs or plural incorrectly
(e.g., “goed” rather than “went”)
LC 7-5 Expands Grammar and Pronunciation
4. Use negatives and add descriptive
words when speaking
LC 7-2 Develops Expressive Communication
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
1-Year Old: Begins to use inflection properly, usually to
convey likes or dislikes (e.g., No! Yes! Give me! Mine!
Please!)
2-Year Old: Begins to apply grammar in speech (e.g.,
plurals, prepositions, tense); can use pronouns such as “he”
or “she” correctly
3-Year Old: Can rhyme words (e.g., cat, sat); uses verbs in
correct tense (e.g., she walks vs. she walked); may
overcorrect grammar (e.g. “goed,” “mouses,” etc.)
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
©Copyright LifeCubby. All rights reserved.
Page 38
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
5. Say 50 or more words in home
language
LC 7-4 Expands Vocabulary
6. Ask simple questions
LC 7-6 Learns Conversation Structure
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
2-Year Old: Begins to recognize and possibly name
classmates, familiar objects, body parts, colors, and animals;
shows rapid growth in number of words or signs used in
conversation with others
3-Year Old: Correctly names common objects used in the
classroom, such as colors, shapes, animals in photos, etc.;
shows continuous growth in number of words or signs used
in conversation with others; asks meanings of words
2-Year Old: Asks questions frequently; engages in back-andforths; learns to take turns in conversations; makes eye
contact
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
7. Speak clearly enough to be
understood by strangers but some
speech sound errors are still heard
(e.g. ‘My fumb (thumb) hurts”)
LC 7-5 Expands Grammar and Pronunciation
8. Respond to questions
LC 7-6 Learns Conversation Structure
1-Year Old: Begins to use inflection properly, usually to
convey likes or dislikes (e.g., No! Yes! Give me! Mine!
Please!)
2-Year Old: Begins to apply grammar in speech (e.g.,
plurals, prepositions, tense); can use pronouns such as “he”
or “she” correctly
3-Year Old: Can rhyme words (e.g., cat, sat); uses verbs in
correct tense (e.g., she walks vs. she walked); may
overcorrect grammar (e.g. “goed,” “mouses,” etc.)
2-Year Old: Asks questions frequently; engages in back-andforths; learns to take turns in conversations; makes eye
contact
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
Younger Preschoolers (36-48
months)
1. Use details when describing
activities and experiences
2. Speak in complete 4-6 word
sentences
LC 7-2 Develops Expressive Communication
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
LC 7-2 Develops Expressive Communication
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
©Copyright LifeCubby. All rights reserved.
Page 39
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
3. Use correct forms of common
irregular verbs and plurals (e.g.,
“went”, “saw”, “men”)
Older Preschoolers (48-60 months)
1. Use sentences with more complex
grammatical structures when
speaking (e.g., embedded clauses,
such as “My teacher, who likes dogs,
is nice”
2. Engage in storytelling
LC 7-5 Expands Grammar and Pronunciation
3-Year Old: Can rhyme words (e.g., cat, sat); uses verbs in
correct tense (e.g., she walks vs. she walked); may
overcorrect grammar (e.g. “goed,” “mouses,” etc.)
Pre-K: Speaks with proper pronunciation; can be understood
by adults and peers; speaks in sentences using grammar that
is age-appropriate
LC 7-2 Develops Expressive Communication
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
LC 7-2 Develops Expressive Communication
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
3. Combine 5-8 words into
sentences.
LC 7-2 Develops Expressive Communication
4. Use different forms of language for
different purposes
LC 7-2 Develops Expressive Communication
5. Use abstract and increasingly
detailed and varied vocabulary when
speaking (e.g., use “turquoise” rather
than” blue” or “I want to fly into space
when I grow up”)
Element 4: Social Rules of Language
Goal 1: Young children initiate and
maintain conversations with others
while developing knowledge and use
of the social rules of language.
Infants (0-12 months)
1. Initiate and engage in simple turn
taking interactions with others by
using gestures, vocalizations, or
facial expressions
LC 7-4 Expands Vocabulary
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
Pre-K: Asks questions and communicates information using
increasing detail and more complex words; uses multiple
clauses in sentences (e.g., if/then, what/then); connects
phrases and sentences to build ideas
Pre-K: Asks questions about new words; uses new words on
a regular basis; shows growth in number of words or signs
used in conversation with others; asks meanings of words;
understands that some words mean the same thing and
some words are opposites (e.g., house/home and big/little)
LC 7-6 Learns Conversation Structure
1-Year Old: May participate in back-and-forths; may make
eye contact
©Copyright LifeCubby. All rights reserved.
Page 40
2. Respond differently to different
tones of voice and facial expressions
LC 7-6 Learns Conversation Structure
3. Use appropriate eye contact and
engage in joint attention
LC 7-6 Learns Conversation Structure
Younger Toddlers (9-18 months)
1. Watch for signs of being
understood by others and repeat
efforts if not initially successful
2. Continue to initiate and engage in
communications with others through
gestures, words, and facial
expressions
Older Toddlers (18-36 months)
1. Ask “why” questions to gain
information
2. Use pauses and simple prompts to
maintain a conversation
Younger Preschoolers (36-48
months)
1. Use nonverbal cues during
conversations according to personal
cultural norms (e.g., eye contact,
physical distance from conversational
partner)
2. Engage in brief conversations and
stay on topic
1-Year Old: May participate in back-and-forths; may make
eye contact
1-Year Old: May participate in back-and-forths; may make
eye contact
LC 7-6 Learns Conversation Structure
1-Year Old: May participate in back-and-forths; may make
eye contact
LC 7-6 Learns Conversation Structure
1-Year Old: May participate in back-and-forths; may make
eye contact
LC 7-6 Learns Conversation Structure
1-Year Old: May participate in back-and-forths; may make
eye contact
2-Year Old: Asks questions frequently; engages in back-andforths; learns to take turns in conversations; makes eye
contact
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
LC 7-6 Learns Conversation Structure
1-Year Old: May participate in back-and-forths; may make
eye contact
2-Year Old: Asks questions frequently; engages in back-andforths; learns to take turns in conversations; makes eye
contact
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
LC 7-6 Learns Conversation Structure
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
LC 7-6 Learns Conversation Structure
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
©Copyright LifeCubby. All rights reserved.
Page 41
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
3. Use culturally acceptable social
rules when communicating with
others (e.g., vocal tone and volume,
turn taking)
Older Preschoolers (48-60 months)
1. Listen and respond on topic during
longer conversations with others and
in group discussions
LC 7-6 Learns Conversation Structure
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to 3
back-and-forths; takes turns talking; makes eye contact
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
LC 7-6 Learns Conversation Structure
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
2. Use simpler language when talking LC 7-6 Learns Conversation Structure
Pre-K: Participates in multi-turn conversations with friends
with younger children
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
3. Initiate conversations with others
and maintain topic of conversation 24 turns
LC 7-6 Learns Conversation Structure
4. If misunderstood may simply
repeat the same sentence rather than
trying a different way of conveying
the message
LC 7-6 Learns Conversation Structure
Element 6: Dual Language
Learners—Receptive and Expressive
English Language Skills
Goal 1: Young children whose home
language is not English, demonstrate
the ability to listen, understand, and
respond to increasing more complex
spoken English.
Home Language Use
Uses home language to
communicate
Attends when others speak English
Engages in activities by imitating
others’ behaviors
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
Pre-K: Participates in multi-turn conversations with friends
and adults; mirrors tone, volume and tense; uses verbal and
nonverbal conversational rules (e.g., takes turns, eye contact,
loud and soft voice as appropriate, etc.); connects phrases
and sentences to build ideas
LC 7-2 Develops Expressive Communication
LC 7-1 Develops Receptive Communication
SED 5-2 Learns from Adults
©Copyright LifeCubby. All rights reserved.
Page 42
Decreases use of home language as
she becomes aware that others are
speaking another language and that
they cannot understand her.
Nonverbal Period
Enters into a nonverbal period and
relies on gestures, context, and
nonverbal cues to understand and
communicate
Acknowledges or responds
nonverbally to common words or
phrases (e.g., hi, snack time, come
play) when accompanied by gestures
May repeat sounds and words in
English to self to try it out
Observes others using English to
learn about the new language
Telegraphic and Formulaic Speech
Uses one or two word sentences to
communicate ideas, needs, and
feelings (e.g., “Play cars.”)
Memorize and say frequently heard
phrases (e.g., “I like pizza.” “How are
you?”)
Productive English Language Use
Begins to construct sentences in
English
Demonstrates comprehension and
use of a larger and more varied age
appropriate vocabulary
Uses more complex English
grammar, although contain some
grammatical errors or omissions
Becomes aware of her errors and
uses this understanding to learn new
vocabulary and grammar
Literacy Development
Element 1: Foundational Reading
Skills
Goal 1: Children develop the
foundational skills needed for
engaging with print, reading and
writing.
Infants (0-12 months)
1. Show interest in looking at books
and in adult initiated literacy activities
LC 7-2 Develops Expressive Communication
LC 7-2 Develops Expressive Communication
LC 7-1 Develops Receptive Communication
LC 7-3 Develops Phonemic Awareness
LC 7-1 Develops Receptive Communication
LC 7-2 Develops Expressive Communication
LC 7-4 Expands Vocabulary
LC 7-5 Expands Grammar and Pronunciation
LC 7-4 Expands Vocabulary
LC 7-5 Expands Grammar and Pronunciation
LC 7-4 Expands Vocabulary
LC 7-5 Expands Grammar and Pronunciation
LKS 8-1 Develops Early Literacy
1-3 mos: Experiences stories by being read to by caregivers
©Copyright LifeCubby. All rights reserved.
Page 43
4-7 mos: Explores books with caregivers; enjoys being read
to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
2. Imitate and take turns with others
making sounds
LC 7-3 Develops Phonemic Awareness
3. Experiment and play with sounds
LC 7-3 Develops Phonemic Awareness
4-7 mos: Pays attention during songs and chanted rhymes
8-12 mos: Listens and responds to rhymes and rhythms,
including songs and chanted rhymes
4-7 mos: Pays attention during songs and chanted rhymes
8-12 mos: Listens and responds to rhymes and rhythms,
including songs and chanted rhymes
4. Respond differently to different
sounds
Younger Toddlers (9-18 months)
1. Point to pictures in a book
LC 7-1 Develops Receptive Communication
1-3 mos: Turns head in the direction of a familiar voice
4-7 mos: Listens and responds with interest to verbal and
nonverbal communication of others
8-12 mos: Begins to understand gestures, words, questions,
or routines
LKS 8-1 Develops Early Literacy
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2. Turn pages
LKS 8-1 Develops Early Literacy
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
3. Notice environmental print
LKS 8-3 Develops Emergent Reading
2-Year Old: Identifies some of the letters in own name;
begins to recognize and understand that pictures or symbols
can be “read” by others and have meaning
4. Listen to and participate in familiar
songs, rhymes, and stories
LC 7-3 Develops Phonemic Awareness
5. Play with different sounds
LC 7-3 Develops Phonemic Awareness
8-12 mos: Listens and responds to rhymes and rhythms,
including songs and chanted rhymes
1-Year Old: Participates in group time with songs and
chanted rhymes
8-12 mos: Listens and responds to rhymes and rhythms,
including songs and chanted rhymes
1-Year Old: Participates in group time with songs and
chanted rhymes
Older Toddlers (18-36 months)
1. Demonstrate that print represents
words (e.g., pretend to read text)
LKS 8-3 Develops Emergent Reading
2-Year Old: Identifies some of the letters in own name;
begins to recognize and understand that pictures or symbols
can be “read” by others and have meaning
3-Year Old: Recognizes own name in print; understands left
to right, top to bottom process of reading
©Copyright LifeCubby. All rights reserved.
Page 44
2. Notice sounds that are the same
and different
LC 7-3 Develops Phonemic Awareness
3. Fill-in words of familiar songs,
stories, or finger plays
LC 7-3 Develops Phonemic Awareness
4. Imitate tempo and speed of sound
LC 7-3 Develops Phonemic Awareness
1-Year Old: Participates in group time with songs and
chanted rhymes
2-Year Old: Follows along or repeats parts of songs or
nursery rhymes
3-Year Old: Can say rhymes; can give a rhyming word when
prompted
1-Year Old: Participates in group time with songs and
chanted rhymes
2-Year Old: Follows along or repeats parts of songs or
nursery rhymes
3-Year Old: Can say rhymes; can give a rhyming word when
prompted
1-Year Old: Participates in group time with songs and
chanted rhymes
2-Year Old: Follows along or repeats parts of songs or
nursery rhymes
3-Year Old: Can say rhymes; can give a rhyming word when
prompted
5. With modeling and assistance,
recognize that letters of the alphabet
are a special category of symbols
LKS 8-2 Develops Alphabetic Knowledge
6. Identify simple, familiar
environmental print
LKS 8-3 Develops Emergent Reading
7. Pretend to read a familiar book
LKS 8-1 Develops Early Literacy
1-Year Old: Attempts to sing the ABC song
2-Year Old: Partially sings ABCs
3-Year Old: Says or sings ABCs
2-Year Old: Identifies some of the letters in own name;
begins to recognize and understand that pictures or symbols
can be “read” by others and have meaning
3-Year Old: Recognizes own name in print; understands left
to right, top to bottom process of reading
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
8. With modeling and assistance, use
pictures to “read” text
LKS 8-1 Develops Early Literacy
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Younger Preschoolers (36-48
months)
©Copyright LifeCubby. All rights reserved.
Page 45
1. Identify letters of the alphabet as a
specific type of symbol that can be
named
LKS 8-2 Develops Alphabetic Knowledge
2. Display some book handling skills
(e.g., orient book right side up and
turn pages)
LKS 8-1 Develops Early Literacy
3. Identify words as separate units in
a sentence
LKS 8-3 Develops Emergent Reading
4. Fill-in words in a familiar rhyme
LC 7-3 Develops Phonemic Awareness
3-Year Old: Says or sings ABCs
Pre-K: Sings, says, or signs ABCs as a memorized chant;
knows the names or sounds of most letters; begins to
recognize letters in print
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
3-Year Old: Recognizes own name in print; understands left
to right, top to bottom process of reading
Pre-K: Recognizes a few common sight words; understands
structure: beginning, middle, end of a story; shows
awareness of the uses and functions of environmental print,
symbols, and other forms of print to convey meaning and
recognizes that different text forms are used for different
purposes
3-Year Old: Can say rhymes; can give a rhyming word when
prompted
Pre-K: Can “clap” syllables in words; recognizes words that
rhyme, associates sounds with letters and words; recognizes
alliteration (words that start with the same sound)
5. Segment spoken compound words
with modeling and assistance
LC 7-3 Develops Phonemic Awareness
6. Point out own name in print
LKS 8-3 Develops Emergent Reading
3-Year Old: Can say rhymes; can give a rhyming word when
prompted
Pre-K: Can “clap” syllables in words; recognizes words that
rhyme, associates sounds with letters and words; recognizes
alliteration (words that start with the same sound)
3-Year Old: Recognizes own name in print; understands left
to right, top to bottom process of reading
Pre-K: Recognizes a few common sight words; understands
structure: beginning, middle, end of a story; shows
awareness of the uses and functions of environmental print,
symbols, and other forms of print to convey meaning and
recognizes that different text forms are used for different
purposes
7. Name some of the letters of the
alphabet, especially those in their
names
LKS 8-2 Develops Alphabetic Knowledge
8. Use pictures to “read” text
LKS 8-1 Develops Early Literacy
3-Year Old: Says or sings ABCs
Pre-K: Sings, says, or signs ABCs as a memorized chant;
knows the names or sounds of most letters; begins to
recognize letters in print
©Copyright LifeCubby. All rights reserved.
Page 46
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
Older Preschoolers (48-60 months)
1. Indicate where to start reading on
a page and how to move across and
down a page.
LKS 8-1 Develops Early Literacy
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
2. Demonstrate knowledge of the
association between written words
and spoken words
LKS 8-3 Develops Emergent Reading
3. Display book handling skills
LKS 8-1 Develops Early Literacy
Pre-K: Recognizes a few common sight words; understands
structure: beginning, middle, end of a story; shows
awareness of the uses and functions of environmental print,
symbols, and other forms of print to convey meaning and
recognizes that different text forms are used for different
purposes
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
4. Segment syllables in spoken
words with modeling and assistance
LC 7-3 Develops Phonemic Awareness
5. Determine if two words rhyme
LC 7-3 Develops Phonemic Awareness
Pre-K: Can “clap” syllables in words; recognizes words that
rhyme, associates sounds with letters and words; recognizes
alliteration (words that start with the same sound)
Pre-K: Can “clap” syllables in words; recognizes words that
rhyme, associates sounds with letters and words; recognizes
alliteration (words that start with the same sound)
6. With modeling and assistance,
segment onsets and rimes of singlesyllable spoken words
LC 7-3 Develops Phonemic Awareness
7. Associate some letters of the
alphabet with their specific sounds
LKS 8-2 Develops Alphabetic Knowledge
8. Identify words that start with the
same letter as their name
LKS 8-2 Develops Alphabetic Knowledge
Pre-K: Can “clap” syllables in words; recognizes words that
rhyme, associates sounds with letters and words; recognizes
alliteration (words that start with the same sound)
Pre-K: Sings, says, or signs ABCs as a memorized chant;
knows the names or sounds of most letters; begins to
recognize letters in print
©Copyright LifeCubby. All rights reserved.
Page 47
Pre-K: Sings, says, or signs ABCs as a memorized chant;
knows the names or sounds of most letters; begins to
recognize letters in print
9. Pretend to read a familiar book
using language from the text and
reading-like intonation
Element 2: Reading
Element 2a: Engagement with
Literature and Informational Text
Goal 1: Children develop “book
language” and demonstrate
comprehension.
Infants (0-12 months)
1. Show interest in shared reading
activities and looking at books
2. Explore book through sight, touch,
and by using their mouths
Younger Toddlers (9-18 months)
1. Focus attention for short periods of
time when read to
LKS 8-1 Develops Early Literacy
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
LKS 8-1 Develops Early Literacy
1-3 mos: Experiences stories by being read to by caregivers
4-7 mos: Explores books with caregivers; enjoys being read
to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
LKS 8-1 Develops Early Literacy
1-3 mos: Experiences stories by being read to by caregivers
4-7 mos: Explores books with caregivers; enjoys being read
to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
LKS 8-1 Develops Early Literacy
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2. Use “book babble” when holding a
book to mimic sound of reading
LKS 8-1 Develops Early Literacy
3. Demonstrate preference for
favorite books
LKS 8-1 Develops Early Literacy
4. Pretend to read and write the way
they see parents and others do
LKS 8-1 Develops Early Literacy
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
©Copyright LifeCubby. All rights reserved.
Page 48
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
5. Request adults to read a favorite
book
Older Toddlers (18-36 months)
1. Provide particular language from a
book at appropriate times during
shared reading experiences
2. Request adults to read a book
LKS 8-1 Develops Early Literacy
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
LKS 8-1 Develops Early Literacy
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
LKS 8-1 Develops Early Literacy
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
3. Answer simple questions about the LKS 8-1 Develops Early Literacy
1-Year Old: Holds books; turns pages; pretends to read;
story with modeling and assistance
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
4. Actively participate in shared
reading experiences by asking
questions and making comments
LKS 8-1 Develops Early Literacy
5. Retell some events in a familiar
story with modeling and assistance
ATL 1-2 Develops Memory
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
3-Year Old: Recalls some elements of a story
©Copyright LifeCubby. All rights reserved.
Page 49
Younger Preschoolers (36-48
months)
1. Use pictures to predict book
content
CS 14-2 Makes Predictions
3-Year Old: Makes simple predictions about what will
happen next, such as during activities or when hearing a
story
2. With modeling, assistance, and
props, retell or re-enact a familiar
story.
CCA 21-4 Participates in Dramatic Play
3. Use storybook language, forms
and conventions (e.g., once upon a
time, the end) when telling stories
LKS 8-1 Develops Early Literacy
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
4. Have and share an opinion about
LKS 8-1 Develops Early Literacy
what they liked and didn’t like about a 3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
story or book
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
5. Demonstrate appreciation for a
variety of literary genres (e.g.,
fantasy, informational texts, nonfiction, fiction)
LKS 8-1 Develops Early Literacy
6. Listen to and discuss informational
text and literature
LKS 8-1 Develops Early Literacy
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
©Copyright LifeCubby. All rights reserved.
Page 50
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
7. Point to print illustrating that print
carries a message
Older Preschoolers (48-60 months)
1. Identify characters and setting in a
story read aloud
LKS 8-1 Develops Early Literacy
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
LKS 8-1 Develops Early Literacy
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
2. Use story title, pictures, content
and prior knowledge to predict story
content
LKS 8-1 Develops Early Literacy
3. Make connections between stories
and real-life experiences
LKS 8-1 Develops Early Literacy
4. Retell or re-enact a familiar story in
the correct sequence of a familiar
story’s major events with prompting
and support
LKS 8-1 Develops Early Literacy
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
©Copyright LifeCubby. All rights reserved.
Page 51
5. Ask and answer questions about
the characters and major events of a
story with prompting and support
Element 3: Writing
Goal 1: Children demonstrate the
understanding that writing is a means
for communication. With increasing
fine motor skills and experiences with
literacy, children begin to use writing
conventions.
Infants (0-12 months)
1. Make random marks
LKS 8-1 Develops Early Literacy
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
LKS 9-1 Develops Emergent Writing
8-12 mos: Can use a fat paint brush or celery stalk to “paint”
2. With adult assistance, hold writing
tools
Younger Toddlers (9-18 months)
1. Make random marks and some
scribbling
LKS 9-1 Develops Emergent Writing
2. Use simple writing tools without
adult assistance
LKS 9-1 Develops Emergent Writing
Older Toddlers (18-36 months)
1. Scribbles with more control and
sometimes purpose
2. Tell others what the scribbles or
drawings represent
8-12 mos: Can use a fat paint brush or celery stalk to “paint”
LKS 9-1 Develops Emergent Writing
8-12 mos: Can use a fat paint brush or celery stalk to “paint”
1-Year Old: Makes marks on paper with large crayon or
marker
8-12 mos: Can use a fat paint brush or celery stalk to “paint”
1-Year Old: Makes marks on paper with large crayon or
marker
LKS 9-1 Develops Emergent Writing
1-Year Old: Makes marks on paper with large crayon or
marker
2-Year Old: Draws pictures using scribbles; makes or copies
lines and curves, including letter-like marks with pencil or
crayon; understands that people use writing to communicate
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
LKS 9-1 Develops Emergent Writing
1-Year Old: Makes marks on paper with large crayon or
marker
2-Year Old: Draws pictures using scribbles; makes or copies
lines and curves, including letter-like marks with pencil or
crayon; understands that people use writing to communicate
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
©Copyright LifeCubby. All rights reserved.
Page 52
3. Use dictating, scribbles, or
drawings to communicate a message
LKS 9-1 Develops Emergent Writing
4. Use a variety of writing tools
LKS 9-1 Develops Emergent Writing
1-Year Old: Makes marks on paper with large crayon or
marker
2-Year Old: Draws pictures using scribbles; makes or copies
lines and curves, including letter-like marks with pencil or
crayon; understands that people use writing to communicate
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
1-Year Old: Makes marks on paper with large crayon or
marker
2-Year Old: Draws pictures using scribbles; makes or copies
lines and curves, including letter-like marks with pencil or
crayon; understands that people use writing to communicate
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
Younger Preschoolers (36-48
months)
1. Use scribbles, mock letters,
shapes and pictures to purposefully
represent experiences, ideas,
objects, lists, labels or stories
LKS 9-1 Develops Emergent Writing
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
2. Experiment with a variety of writing
tools and surfaces
LKS 9-1 Develops Emergent Writing
3. Write some letters with assistance
and modeling
LKS 9-1 Develops Emergent Writing
4. Dictate a story or event for adult to
write
LC 7-2 Develops Expressive Communication
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
3-Year Old: Draws simple shapes, such as circles and
squares; copies letters and designs; can trace dot letters;
shows interest in written expression through scribbling and
describing what was “written”
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
1-Year Old: Says or signs several single words; from 18-24
months, begins to say 2-3 word phrases, such as "my book,"
"more juice," or "I want down"
©Copyright LifeCubby. All rights reserved.
Page 53
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
3-Year Old: Expresses needs, wants, and ideas verbally and
nonverbally (is exposed to sign language); is progressing to
verbal cues in English or home language; is able to convey 23 pieces of information on a single topic
Older Preschoolers (48-60 months)
1. Use writing and drawing for
various purposes, such as giving
information, narrating stories, or
giving an opinion
LKS 9-1 Develops Emergent Writing
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
2. Copy, trace, or independently write
letters or words
LKS 9-1 Develops Emergent Writing
3. Print or copy own name and
identify some of the letters
LKS 9-1 Develops Emergent Writing
4. Use “sound spelling” (use initial
sound of word and other letters to
represent sounds heard in the word)
LKS 9-1 Develops Emergent Writing
5. Participate in shared writing
experiences (e.g., contributing ideas
to a story)
LKS 9-1 Develops Emergent Writing
Element 4: Dual Language
Learners—Literacy in English
Goal 1: Young children, whose home
language is not English, demonstrate
an increasing ability to engage in
literacy experiences in English.
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
Pre-K: Prints own name, either through tracing, copying, or
writing independently and may make mistakes; attempts to
copy simple words from classroom labels and other
materials; shows awareness that a word is made up of letters
LKS 8-1 Develops Early Literacy
1-3 mos: Experiences stories by being read to by caregivers
4-7 mos: Explores books with caregivers; enjoys being read
to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar pictures
3-Year Old: Holds book properly; engages in picture reading;
begins to understand that print is read by others; follows
along as a book is read; asks what printed words say; may
request a particular book
Pre-K: Shows interest in printed materials; looks at books
independently; understands how print is organized (letters
make words, words tell a story, etc.); understands that
English is printed left-to-right and that pages turn right-to-left;
©Copyright LifeCubby. All rights reserved.
Page 54
identifies title and author; asks questions about stories; may
connect a story to a personal experience; may predict the
outcome of a story
Creative Arts and Expression
Element 1: Visual Art
Goal 1: Children create art using a
variety of tools and art media to
express their ideas, feelings,
creativity; and develop appreciation
of the art created by others.
Infants (0-12 months)
1. Gaze at pictures, photographs
CCA 21-1 Explores Art Media
1-3 mos: Is learning in a creative environment with
opportunity to study colors and shapes
4-7 mos: Uses age-appropriate art materials, such as “edible
art” or other safe materials
2. Show preference for bright colors
and contrasting shapes
CCA 21-1 Explores Art Media
3. Hold, touch, and experience
different textures of objects
CCA 21-1 Explores Art Media
Younger Toddlers (9-18 months)
1. Make marks with crayons,
markers, and paints
1-3 mos: Is learning in a creative environment with
opportunity to study colors and shapes
4-7 mos: Uses age-appropriate art materials, such as “edible
art” or other safe materials
1-3 mos: Is learning in a creative environment with
opportunity to study colors and shapes
4-7 mos: Uses age-appropriate art materials, such as “edible
art” or other safe materials
CCA 21-1 Explores Art Media
8-12 mos: Uses age-appropriate art materials, such as
“edible art” or other safe materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2. Explore all types of art materials
and processes (e.g., paints, modeling
clay, or play dough, collage,
stamping)
CCA 21-1 Explores Art Media
3. Express creativity using simple art
materials (e.g., chalk, finger paints,
shaving cream)
CCA 21-1 Explores Art Media
4. Respond to visual arts (e.g.,
pictures in books, paintings,
photographs) and communicate
preferences
CCA 21-1 Explores Art Media
8-12 mos: Uses age-appropriate art materials, such as
“edible art” or other safe materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
8-12 mos: Uses age-appropriate art materials, such as
“edible art” or other safe materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
8-12 mos: Uses age-appropriate art materials, such as
“edible art” or other safe materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
Older Toddlers (18-36 months)
©Copyright LifeCubby. All rights reserved.
Page 55
1. Create 2D and 3D art by
experimenting with a variety of art
materials (e.g., paint, clay)
CCA 21-1 Explores Art Media
2. Create representations of real
objects in child-initiated art work
(e.g., labels scribbles and shapes
“mom”)
CCA 21-1 Explores Art Media
3. Demonstrate preference for
favorite colors
CCA 21-1 Explores Art Media
4. Use shape of marks or object
created to label ideas or movement
CCA 21-1 Explores Art Media
5. Communicate preference of one
piece of art over another
CCA 21-1 Explores Art Media
Younger Preschoolers (36-48
months)
1. Create art that expresses
individual creativity by using various
materials and techniques
2. Build 3D shapes with clay and
other materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2-Year Old: Uses a variety of art materials to create artwork
or other inventions
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2-Year Old: Uses a variety of art materials to create artwork
or other inventions
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2-Year Old: Uses a variety of art materials to create artwork
or other inventions
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2-Year Old: Uses a variety of art materials to create artwork
or other inventions
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
2-Year Old: Uses a variety of art materials to create artwork
or other inventions
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
CCA 21-1 Explores Art Media
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
CCA 21-1 Explores Art Media
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
©Copyright LifeCubby. All rights reserved.
Page 56
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
3. Explore the properties of art
materials and use them purposefully
to create an idea or object
CCA 21-1 Explores Art Media
4. Discuss own artistic creations
CCA 21-1 Explores Art Media
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
3-Year Old: Uses a variety of art materials and media to
convey an idea; creates something different from what other
children create
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
Older Preschoolers (48-60 months)
1. Create artistic works through an
open-ended process that reflect
thoughts, feelings, experiences, or
knowledge
2. Independently plan and complete
artistic creations such as drawings,
paintings, collages
CCA 21-1 Explores Art Media
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
CCA 21-1 Explores Art Media
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
3. Discuss own artistic creations and
those of others
CCA 21-1 Explores Art Media
4. Show appreciation for different art
forms and the creative work of others
CCA 21-1 Explores Art Media
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
Element 2: Music
Goal 1: Children engage in making
and listening to music as a vehicle for
expression and learning.
Infants (0-12 months)
1. Imitate sounds by babbling and
CCA 21-2 Explores Music
other vocalizations during or after an 1-3 mos: Listens and responds to singing and music
4-7 mos: Explores musical instruments; bangs toy piano;
adult sings or chants
rattles maracas
8-12 mos: Plays with musical toys; may show preference for
different sounds
2. Attend to and make eye contact
with caregivers who are singing
CCA 21-2 Explores Music
1-3 mos: Listens and responds to singing and music
4-7 mos: Explores musical instruments; bangs toy piano;
rattles maracas
8-12 mos: Plays with musical toys; may show preference for
different sounds
©Copyright LifeCubby. All rights reserved.
Page 57
3. Use toys and objects as
instruments to make sounds (e.g.,
bang pot with a wooden spoon)
Younger Toddlers (9-18 months)
1. Recognize and associate a
particular song or sound with a
particular meaning (e.g., clean-up
song)
CCA 21-2 Explores Music
1-3 mos: Listens and responds to singing and music
4-7 mos: Explores musical instruments; bangs toy piano;
rattles maracas
8-12 mos: Plays with musical toys; may show preference for
different sounds
CCA 21-2 Explores Music
8-12 mos: Plays with musical toys; may show preference for
different sounds
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
ATL 1-2 Develops Memory
8-12 mos: Looks for someone or something that is missing
1-Year Old: Finds hidden or missing people or objects; looks
in multiple locations for missing objects
2. Use toys and objects to
intentionally make sounds
CCA 21-2 Explores Music
3. Experiment with objects to change
sound
CCA 21-2 Explores Music
4. Imitate sounds heard (e.g., repeat
“moo” when prompted)
CCA 21-2 Explores Music
Older Toddlers (18-36 months)
1. Explore and use rhythm
instruments to make music
2. Use objects or instruments to
experiment with rhythms
8-12 mos: Plays with musical toys; may show preference for
different sounds
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
8-12 mos: Plays with musical toys; may show preference for
different sounds
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
8-12 mos: Plays with musical toys; may show preference for
different sounds
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
CCA 21-2 Explores Music
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
2-Year Old: Joins in class exploration of musical
instruments; may try to join in singing songs; may play with
instruments or props during music time
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
CCA 21-2 Explores Music
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
2-Year Old: Joins in class exploration of musical
instruments; may try to join in singing songs; may play with
instruments or props during music time
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
©Copyright LifeCubby. All rights reserved.
Page 58
3. Sing and clap during individual or
group activities
CCA 21-2 Explores Music
4. Demonstrate enjoyment in making
music through participation and
repetition
CCA 21-2 Explores Music
5. Make up simple and often
nonsense songs
CCA 21-2 Explores Music
Younger Preschoolers (36-48
months)
1. Use simple musical instruments to
produce rhythms and tones
2. Repeat a short melody
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
2-Year Old: Joins in class exploration of musical
instruments; may try to join in singing songs; may play with
instruments or props during music time
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
2-Year Old: Joins in class exploration of musical
instruments; may try to join in singing songs; may play with
instruments or props during music time
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
1-Year Old: Shows interest in and participates in a wide
variety of music and songs
2-Year Old: Joins in class exploration of musical
instruments; may try to join in singing songs; may play with
instruments or props during music time
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
CCA 21-2 Explores Music
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
CCA 21-2 Explores Music
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
3. Show awareness of different
musical tempos, beats and rhythms
by clapping or playing simple
instruments
CCA 21-2 Explores Music
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
©Copyright LifeCubby. All rights reserved.
Page 59
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
4. Identify different musical
instruments
CCA 21-2 Explores Music
5. Participate willingly in music
activities
CCA 21-2 Explores Music
6. Describe musical experiences they
have participated in or observed
CCA 21-2 Explores Music
Older Preschoolers (48-60 months)
1. Experiment with musical
instruments
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
3-Year Old: Joins in class exploration of musical
instruments; knows and sings songs; uses music across
learning domains; explores with sound, melody, tone, rhythm,
beat
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
CCA 21-2 Explores Music
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
2. Recall and imitate different musical CCA 21-2 Explores Music
Pre-K: Joins in class exploration of musical instruments;
tones, rhythms, as they make music
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
3. Express creativity through music
CCA 21-2 Explores Music
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
4. Participate in music activities such
as clapping, stomping, listening or
singing
CCA 21-2 Explores Music
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
Element 3: Theatre (Dramatic Play)
Goal 1: Children engage in dramatic
play and theatre as a way to
represent real-life experiences,
communicate their ideas and
feelings, learn, and use their
imaginations.
Infants (0-12 months)
©Copyright LifeCubby. All rights reserved.
Page 60
1. Imitate familiar actions (e.g.,
stirring using a spoon)
Younger Toddlers (9-18 months)
1. Engage in “pretending” by
themselves (e.g., feeds herself bottle,
places phone to ear and vocalizes)
2. Role play familiar, every day
events and routines (e.g., feed a doll,
go shopping)
3. Use hats, pocketbooks, clothes for
dress-up and simple role playing
4. Use object for intended purpose
during play
Older Toddlers (18-36 months)
1. Participate in pretend play with
other children
SED 5-2 Learns from Adults
1-3 mos: Imitates some facial expressions
4-7 mos: Participates in reciprocal imitation games; copies
adult sounds, movements, or facial expressions
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
2. Recreate familiar everyday scenes
and routines using props and
costumes
CCA 21-4 Participates in Dramatic Play
3. Pretend to be a person or an
animal through movement, language,
and/or sounds
CCA 21-4 Participates in Dramatic Play
4. Use random objects to represent
other objects during play (e.g., block
becomes a cell phone)
CCA 21-4 Participates in Dramatic Play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
©Copyright LifeCubby. All rights reserved.
Page 61
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
7. Link together a sequence of
pretend play behaviors (e.g., put on
hat, grab bag to go shopping)
CCA 21-4 Participates in Dramatic Play
8. Use pretend play to depict real-life
experiences
CCA 21-4 Participates in Dramatic Play
Younger Preschoolers (36-48
months)
1. Use creativity and imagination to
manipulate materials and assume
roles in dramatic play situations
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
CCA 21-4 Participates in Dramatic Play
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
2. Identify real and make believe
situations through dramatic play
CCA 21-4 Participates in Dramatic Play
3. Create own dramatic play
scenarios
CCA 21-4 Participates in Dramatic Play
5. Create various facial expressions
and voice inflections when in
character
CCA 21-4 Participates in Dramatic Play
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
©Copyright LifeCubby. All rights reserved.
Page 62
6. Demonstrate an awareness of
audience (e.g., ask others to watch
performance)
Older Preschoolers (48-60 months)
1. Initiate role-playing experiences
and playing with props and costumes
CCA 21-4 Participates in Dramatic Play
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
CCA 21-4 Participates in Dramatic Play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
2. Use dialogue, actions, and objects
to tell a story or express thoughts and
feelings of themselves or of a
character
3. Use various facial expressions and
voice inflections when playing a
character
CCA 21-4 Participates in Dramatic Play
4. Use creativity and imagination to
manipulate materials and assume
roles in dramatic play situations
CCA 21-4 Participates in Dramatic Play
5. Experience perspective of others
through sociodramatic play
CCA 21-4 Participates in Dramatic Play
Element 4: Dance
Goal 1: Children use movement to
creatively express their ideas and
feelings and to learn.
Infants (0-12 months)
1. Move head, legs, and arms in
response to music and other rhythmic
sounds
2. Express basic feelings (e.g.,
excitement, joy) through movement
Younger Toddlers (9-18 months)
1. Make movements (e.g., stands
with feet apart swaying) when music
plays
2. Clap when hear music or singing
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
CCA 21-4 Participates in Dramatic Play
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
Pre-K: Learns about social roles and relationships through
role-play; expands ideas in creative ways; communicates
creative ideas to friends and teachers
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
1-Year Old: May move when music is playing and “bounce”
to the music
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
1-Year Old: May move when music is playing and “bounce”
to the music
3. Dance to music in their own way
(e.g., run around waving arms)
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
©Copyright LifeCubby. All rights reserved.
Page 63
1-Year Old: May move when music is playing and “bounce”
to the music
Older Toddlers (18-36 months)
1. Make up simple dances or patterns CCA 21-3 Explores Movement and Dance
1-Year Old: May move when music is playing and “bounce”
of movement
to the music
2-Year Old: Moves when music is playing; begins to move in
time to music
3-Year Old: Participates in dance or creative movement
activities
2. Express excitement during
movement and dance
CCA 21-3 Explores Movement and Dance
3. Respond to music with
increasingly coordinated movements
(e.g., moves to the tempo of the
music)
CCA 21-3 Explores Movement and Dance
4. Follows simple movements to
songs
CCA 21-3 Explores Movement and Dance
Younger Preschoolers (36-48
months)
1. Show awareness of various
patterns of beat, rhythm and
movement through dance
1-Year Old: May move when music is playing and “bounce”
to the music
2-Year Old: Moves when music is playing; begins to move in
time to music
3-Year Old: Participates in dance or creative movement
activities
1-Year Old: May move when music is playing and “bounce”
to the music
2-Year Old: Moves when music is playing; begins to move in
time to music
3-Year Old: Participates in dance or creative movement
activities
1-Year Old: May move when music is playing and “bounce”
to the music
2-Year Old: Moves when music is playing; begins to move in
time to music
3-Year Old: Participates in dance or creative movement
activities
CCA 21-3 Explores Movement and Dance
3-Year Old: Participates in dance or creative movement
activities
Pre-K: Begins to show individual expression in creative
movement activities
2. Participate in open-ended, creative
movement activities
CCA 21-3 Explores Movement and Dance
3. Indicate preferences for certain
dances and songs with movement
(e.g., Head, Shoulders, Knees &
Toes)
CCA 21-3 Explores Movement and Dance
4. Use creative movement to express
feelings
CCA 21-3 Explores Movement and Dance
3-Year Old: Participates in dance or creative movement
activities
Pre-K: Begins to show individual expression in creative
movement activities
3-Year Old: Participates in dance or creative movement
activities
Pre-K: Begins to show individual expression in creative
movement activities
3-Year Old: Participates in dance or creative movement
activities
Pre-K: Begins to show individual expression in creative
movement activities
©Copyright LifeCubby. All rights reserved.
Page 64
Older Preschoolers (48-60 months)
1. Move to different patterns of beat
and rhythm in music
CCA 21-3 Explores Movement and Dance
3-Year Old: Participates in dance or creative movement
activities
Pre-K: Begins to show individual expression in creative
movement activities
2. Express what is felt and heard in
various musical tempos and styles
CCA 21-2 Explores Music
3. Use creative movement to express
concepts, ideas, or feelings
CCA 21-3 Explores Movement and Dance
4. Repeat choreographed
movements and begin to create own
movements
CCA 21-3 Explores Movement and Dance
Learning About Our World
Mathematics
Element 1: Number Sense, Quantity,
and Counting
Element 1a: Number Sense and
Quantity
Goal 1: Children count in sequence,
recognize numerals, connect
numerals with quantities, and
compare quantities.
Infants (0-12 months)
1. Use words, signs or gestures to
request “more”
2. Attend to songs, finger plays, and
books that include numbers and
numerals
Pre-K: Joins in class exploration of musical instruments;
knows some musical concepts such as volume, speed,
melody, tone, rhythm, notes, etc.
Pre-K: Begins to show individual expression in creative
movement activities
Pre-K: Begins to show individual expression in creative
movement activities
CM 11-1 Learns Measurement and Quantities
4-7 mos: Plays with more than one object at a time
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
CM 10-1 Begins Counting
1-3 mos: Experiences counting as caregivers count 1-2-3 in
play time
4-7 mos: Pays attention as an adult counts
8-12 mos: Babbles while an adult counts
Younger Toddlers (9-18 months)
1. Use a few number words without
understanding quantity
CM 10-1 Begins Counting
2. Imitate rote counting
CM 10-1 Begins Counting
8-12 mos: Babbles while an adult counts
1-Year Old: Can say numbers 1-3 with help; shows interest
in and awareness of numbers and counting during daily
routines and activities
8-12 mos: Babbles while an adult counts
1-Year Old: Can say numbers 1-3 with help; shows interest
in and awareness of numbers and counting during daily
routines and activities
©Copyright LifeCubby. All rights reserved.
Page 65
3. Participate in simple songs and
activities that include numbers (e.g.
Five Little Monkeys)
CM 10-1 Begins Counting
4. Demonstrate an awareness of
early concepts related to amount
(e.g., more, one or two)
CM 11-1 Learns Measurement and Quantities
Older Toddlers (18-36 months)
1. Recite numbers to 5 in sequence
with few errors
8-12 mos: Babbles while an adult counts
1-Year Old: Can say numbers 1-3 with help; shows interest
in and awareness of numbers and counting during daily
routines and activities
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
CM 10-1 Begins Counting
2-Year Old: Can count up to 5
3-Year Old: Counts by rote to 10; counts sets of objects up to
10; may be able to count into the teens; understands and
uses 1-1 correspondence
2. Count up to 5 objects using one
number for each object with
assistance and support
CM 10-1 Begins Counting
3. Recognize some numerals in the
environment
CM 10-4 Reads and Writes Numbers
4. Use the word more to identify the
larger of two groups, and less for
smaller groups.
CM 10-2 Builds and Observes Sets
Younger Preschoolers (36-48
months)
1. Recite numbers to 10 in correct
sequence
2-Year Old: Can count up to 5
3-Year Old: Counts by rote to 10; counts sets of objects up to
10; may be able to count into the teens; understands and
uses 1-1 correspondence
3-Year Old: Can trace numbers: recognizes a few numbers
in written form
2-Year Old: Counts sets of objects (2-3); may count the
same object twice or use numbers out of order
3-Year Old: Begins to see groups of 2 or 3 objects and
knows the amount without counting (subitizing); counts and
builds sets
CM 10-1 Begins Counting
3-Year Old: Counts by rote to 10; counts sets of objects up to
10; may be able to count into the teens; understands and
uses 1-1 correspondence
Pre-K: Counts by rote to 20; can count objects up to 20;
understands and uses ordinal terms (1st, 2nd, 3rd); may be
able to skip count by 2, 5, or 10
2. Count up to 5 objects using one
number for each object
independently
CM 10-1 Begins Counting
3. Quickly identify number of 1-3
objects without counting
CM 10-2 Builds and Observes Sets
3-Year Old: Counts by rote to 10; counts sets of objects up to
10; may be able to count into the teens; understands and
uses 1-1 correspondence
Pre-K: Counts by rote to 20; can count objects up to 20;
understands and uses ordinal terms (1st, 2nd, 3rd); may be
able to skip count by 2, 5, or 10
3-Year Old: Begins to see groups of 2 or 3 objects and
knows the amount without counting (subitizing); counts and
builds sets
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
©Copyright LifeCubby. All rights reserved.
Page 66
quantities in sets and uses appropriate vocabulary: equal,
more, less
4. Read numerals up to 5 and
connect them to the quantities they
represent
Older Preschoolers (48-60 months)
1. Recite numbers to 20 in sequence
with only occasional errors
CM 10-4 Reads and Writes Numbers
3-Year Old: Can trace numbers: recognizes a few numbers
in written form
Pre-K: Can write some numbers up to 10; recognizes a few
numbers in written form; recognizes both numerals and
number names
CM 10-1 Begins Counting
Pre-K: Counts by rote to 20; can count objects up to 20;
understands and uses ordinal terms (1st, 2nd, 3rd); may be
able to skip count by 2, 5, or 10
2. Say the next number that comes
before or after in a sequence of 1-10
CM 10-1 Begins Counting
3. Count a group of up to 10 objects
and understand that the last number
represents the number of objects in
the group
4. Quickly identify number of 1-5
objects without counting
CM 10-3 Learns Addition, Subtraction and Division
5. Read numerals up to 10 and
connect them to the quantities they
represent
CM 10-4 Reads and Writes Numbers
6. Compare groups of up to 10
objects and identify which group has
more or less, or if they are the same
(equal)
CM 10-2 Builds and Observes Sets
Pre-K: Counts by rote to 20; can count objects up to 20;
understands and uses ordinal terms (1st, 2nd, 3rd); may be
able to skip count by 2, 5, or 10
3-Year Old: When counting objects, understands that the
last number counted represents the total
CM 10-2 Builds and Observes Sets
3-Year Old: Begins to see groups of 2 or 3 objects and
knows the amount without counting (subitizing); counts and
builds sets
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
quantities in sets and uses appropriate vocabulary: equal,
more, less
3-Year Old: Can trace numbers: recognizes a few numbers
in written form
Pre-K: Can write some numbers up to 10; recognizes a few
numbers in written form; recognizes both numerals and
number names
3-Year Old: Begins to see groups of 2 or 3 objects and
knows the amount without counting (subitizing); counts and
builds sets
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
quantities in sets and uses appropriate vocabulary: equal,
more, less
Element 2a: Number Relationships
and Operations
Goal 1: Children increasingly use
numbers to describe relationships
and to solve mathematical problems.
Infants (0-12 months)
Emerging
Younger Toddlers (9-18 months)
©Copyright LifeCubby. All rights reserved.
Page 67
1. Use word, sign or gesture to
indicate adding “more” to what
already have
CM 11-1 Learns Measurement and Quantities
2. Demonstrate early one-to-one
correspondence (e.g., dropping
objects one by one into a bucket)
CM 11-1 Learns Measurement and Quantities
Older Toddlers (18-36 months)
1. Use mathematical thinking in daily
situations (e.g., hold up 2 fingers
when asked how old, ask for and
take 2 cookies)
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
CM 10-3 Learns Addition, Subtraction and Division
2-Year Old: Knows own age and can hold up the correct
number of fingers
3-Year Old: When counting objects, understands that the
last number counted represents the total
2. Add more objects to a group to
make a bigger set (e.g., add more
model cars to a pile to have more
cars)
CM 10-3 Learns Addition, Subtraction and Division
3. Subtract objects from a set and
realize have fewer objects (e.g.,
shares model cars with friend and
notices has fewer)
CM 10-3 Learns Addition, Subtraction and Division
Younger Preschoolers (36-48
months)
1. Use various strategies (e.g.,
counting, matching) to compare
groups as having more or fewer
objects
2-Year Old: Knows own age and can hold up the correct
number of fingers
3-Year Old: When counting objects, understands that the
last number counted represents the total
2-Year Old: Knows own age and can hold up the correct
number of fingers
3-Year Old: When counting objects, understands that the
last number counted represents the total
CM 10-2 Builds and Observes Sets
3-Year Old: Begins to see groups of 2 or 3 objects and
knows the amount without counting (subitizing); counts and
builds sets
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
quantities in sets and uses appropriate vocabulary: equal,
more, less
2. Demonstrate knowledge that
objects or sets can be combined or
separated
CM 10-3 Learns Addition, Subtraction and Division
3. Use emerging reasoning skills to
determine a solution to a
mathematical problem
CM 10-3 Learns Addition, Subtraction and Division
Older Preschoolers (48-60 months)
1. Use simple strategies to solve
mathematical problems and
3-Year Old: When counting objects, understands that the
last number counted represents the total
Pre-K: Can add “1” to a set of objects and know that it is 1
more; can subtract 1 from a set of objects and know that it is
1 less; can split a set of objects equally to divide by 2
3-Year Old: When counting objects, understands that the
last number counted represents the total
Pre-K: Can add “1” to a set of objects and know that it is 1
more; can subtract 1 from a set of objects and know that it is
1 less; can split a set of objects equally to divide by 2
CM 10-3 Learns Addition, Subtraction and Division
Pre-K: Can add “1” to a set of objects and know that it is 1
more; can subtract 1 from a set of objects and know that it is
1 less; can split a set of objects equally to divide by 2
©Copyright LifeCubby. All rights reserved.
Page 68
communicate how they solved the
problems
2. Combine and separate small
groups of objects to make new
groupings, and identify the resulting
number in the group
3. Match two equal sets using one-toone correspondence and understand
they are the same
CM 10-3 Learns Addition, Subtraction and Division
Pre-K: Can add “1” to a set of objects and know that it is 1
more; can subtract 1 from a set of objects and know that it is
1 less; can split a set of objects equally to divide by 2
CM 10-2 Builds and Observes Sets
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
quantities in sets and uses appropriate vocabulary: equal,
more, less
4. Use a range of strategies such as
counting, matching to compare
quantity in two sets of objects and
describe the relationship with
comparative terms (e.g., more, less,
fewer, equal)
Element 3a: Measurement,
Comparison, Classification, and Time
Goal 1: Children develop awareness
of the differences of the objects and
learn to sort, compare and classify
objects by their attributes and
properties. They also develop a
rudimentary sense of time based
mostly on common routines.
Infants (0-12 months)
1. Explore the size and shapes of
objects by various means (e.g.,
holding, mouthing, banging)
2. Show awareness of basic daily
routines (e.g., wake up, diaper
change, fed)
CM 10-2 Builds and Observes Sets
3. Use body in a way that
corresponds to size of object (e.g.
pincer grasp with small objects)
PMP 18-2 Develops Fine Hand-Eye Coordination
4. Show rudimentary understanding
of height, depth, near, far
CM 11-1 Learns Measurement and Quantities
Pre-K: Can look at groups of objects up to 5 and indicate
how many items without having to count them; compares
quantities in sets and uses appropriate vocabulary: equal,
more, less
CM 12-1 Learns Shapes & Sizes
8-12 mos: Works with shape sorter or size stacker
ATL 2-1 Understands Routines
1-3 mos: Is sleeping and eating on a developmentallyappropriate schedule (for questions, consult pediatric guides)
4-7 mos: Demonstrates awareness of daily routines with
behavior; may open mouth for feeding or lift arms to be
picked up
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-3 mos: Grasps objects
4-7 mos: Grasps and releases objects from grasp
8-12 mos: Uses pincer grasp (thumb and forefinger) to pick
up food or objects
4-7 mos: Plays with more than one object at a time
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
Younger Toddlers (9-18 months)
©Copyright LifeCubby. All rights reserved.
Page 69
1. Demonstrate awareness of
similarities and differences of objects
CS 13-2 Classifies or Sorts Objects
2. Make simple comparisons
between two objects when the
differences are clear (e.g., select the
big soccer ball and not the small
tennis ball)
CM 11-1 Learns Measurement and Quantities
3. Identify difference between objects
based on one variable (i.e. size or
quantity)
CM 11-1 Learns Measurement and Quantities
4. Explore volume through
participation in filling and dumping
objects in containers using the
concepts of full and empty
CM 11-1 Learns Measurement and Quantities
5. Experiment with object
relationships (e.g. what fits in
openings to containers or tubes?)
CM 11-1 Learns Measurement and Quantities
Older Toddlers (18-36 months)
1. Sort objects by one attribute (e.g.,
color)
2. Use language to describe
attributes (e.g., big/little, heavy/light)
1-Year Old: Helps with cleanup; begins to group objects,
such as blocks in one pile and stuffed animals in another
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
CS 13-2 Classifies or Sorts Objects
1-Year Old: Helps with cleanup; begins to group objects,
such as blocks in one pile and stuffed animals in another
2-Year Old: Recognizes similarities or differences between
familiar and unfamiliar people, objects or events
3-Year Old: Sorts or matches objects based on simple
attributes, such as color, size, weight, texture or function
CM 11-1 Learns Measurement and Quantities
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
©Copyright LifeCubby. All rights reserved.
Page 70
3. Compare and order a small set of
objects
CM 11-1 Learns Measurement and Quantities
4. Identify daily routines and what
comes next
ATL 2-1 Understands Routines
5. Use simple terms related to time
(e.g., now, tomorrow, yesterday,
later)
SS 16-2 Understands Time
Younger Preschoolers (36-48
months)
1. Sort objects by one attribute such
as color, length, weight or size
2. Match objects of similar size
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
2-Year Old: Able to follow daily routines; easily makes
common transitions that are part of a daily schedule
3-Year Old: Follows daily routines, such as sitting for circle
time; adjusts to changes in routines or usual activities when
informed ahead of time
1-Year Old: Is learning that the day follows a routine of time,
such as “time for snack”
2-Year Old: Understands that the day is separated into
different segments, such as snack time, naptime, bed time,
morning, and evening
3-Year Old: Understands the concept of different days of the
week (e.g., school days, non-school days, music class day,
the day dad picks up from school)
CS 13-2 Classifies or Sorts Objects
3-Year Old: Sorts or matches objects based on simple
attributes, such as color, size, weight, texture or function
Pre-K: Compares objects based on attributes, such as
weight, odor, color, texture, function or sound
CM 11-1 Learns Measurement and Quantities
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
3. Use language to label objects
according to an attribute (e.g.,
big/little, tall/short)
CM 11-1 Learns Measurement and Quantities
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
©Copyright LifeCubby. All rights reserved.
Page 71
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
4. Classify familiar objects into
categories (e.g., fruits or vegetables)
with modeling and assistance
CS 13-2 Classifies or Sorts Objects
5. Use Standard and non-Standard
ways and tools to measure and
compare (e.g., 3 hands long) with
modeling and assistance
CM 11-1 Learns Measurement and Quantities
6. Predict upcoming events based on
prior knowledge (e.g., pick up toys
and then sit on rug for story time)
ATL 2-2 Shows Responsibility
7. Show an understanding of
variations of full (e.g. a little full, very
full, just a little, etc.)
CM 11-1 Learns Measurement and Quantities
Older Preschoolers (48-60 months)
1. Compare and group objects using
attributes of length, weight, and size,
and explain reasoning (e.g., “I put all
the big black buttons in this pile and
the small black ones there.”)
2. Sort objects using two or more
attributes (e.g., sets of large blue
bears, small blue bears, large red
bears, small red bears) and compare
number of objects in each set
3. Classify familiar objects into
categories (e.g., fruits or vegetables)
3-Year Old: Sorts or matches objects based on simple
attributes, such as color, size, weight, texture or function
Pre-K: Compares objects based on attributes, such as
weight, odor, color, texture, function or sound
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
3-Year Old: Follows adult directives; follows class rules;
does not damage materials intentionally; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
CM 11-1 Learns Measurement and Quantities
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
CS 13-2 Classifies or Sorts Objects
Pre-K: Compares objects based on attributes, such as
weight, odor, color, texture, function or sound
CS 13-2 Classifies or Sorts Objects
Pre-K: Compares objects based on attributes, such as
weight, odor, color, texture, function or sound
©Copyright LifeCubby. All rights reserved.
Page 72
4. Order objects by size or length
(i.e., seriation)
CM 11-1 Learns Measurement and Quantities
5. Use Standard and non-Standard
ways and tools to measure and
compare (e.g., 3 hands long)
CM 11-1 Learns Measurement and Quantities
6. Use terms such as before, after,
now, later, tomorrow, and yesterday
accurately
SS 16-2 Understands Time
Element 4a: Geometry and Spatial
Sense
Goal 1: Children increasingly
recognize two- and three-dimensional
objects and use spatial reasoning.
Infants (0-12 months)
1. Explore objects of different shapes
using different senses
2. Continue to look for an object
when it is completely hidden
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
Pre-K: Explores and observes ways to use tools to measure
objects (e.g., erasers, paper clips, ruler, scale, thermometer,
measuring cups, etc.); develops growing abilities to collect,
describe, and record measurement in different ways, such as
charting results or measuring distance on a map
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
CM 12-1 Learns Shapes & Sizes
8-12 mos: Works with shape sorter or size stacker
ATL 1-2 Develops Memory
1-3 mos: Recognizes familiar objects and people
4-7 mos: Begins to develop object permanence (the
understanding that people and objects out of sight still exist)
8-12 mos: Looks for someone or something that is missing
3. Attend to how objects move in
space by tracking objects with their
eyes and head
4. Explore relationships between
objects through different actions
(e.g., banging, rubbing, tapping
together)
CM 12-2 Develops Spatial Awareness
5. Put objects into other objects (e.g.,
rattle into bowl)
CM 12-2 Develops Spatial Awareness
Younger Toddlers (9-18 months)
1. Experiment with body’s
relationship to objects (e.g. move
body to see the front of doll)
2. Manipulate objects of different
sizes and shapes and how they fit
8-12 mos: Explores ways objects and people move and fit in
space
CS 13-1 Explores Objects
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
8-12 mos: Explores ways objects and people move and fit in
space
CM 12-2 Develops Spatial Awareness
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
CM 12-2 Develops Spatial Awareness
©Copyright LifeCubby. All rights reserved.
Page 73
together (e.g., nesting cups, or any
object perceived to fit in container or
tube)
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
3. Explore space with entire body
(e.g., crawl under table, climb into a
box)
CM 12-2 Develops Spatial Awareness
4. Complete simple knob nonconnecting puzzles by turning shapes
and fitting shape into place using trial
and error
CM 12-2 Develops Spatial Awareness
5. Follow simple directions related to
position (e.g., in, on, up) with
modeling and assistance
CM 12-2 Develops Spatial Awareness
Older Toddlers (18-36 months)
1. Follow simple directions related to
position (e.g., in, on, up) and
proximity (e.g., next to, between)
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
CM 12-2 Develops Spatial Awareness
2-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
2. Match basic two-dimensional
shapes of same size
CM 12-1 Learns Shapes & Sizes
3. Create pictures using simple
shapes (e.g., using pattern blocks or
parquetry blocks)
CM 12-1 Learns Shapes & Sizes
4. Put together and take apart
shapes to form new shapes
CM 12-1 Learns Shapes & Sizes
5. Build simple three-dimensional
structures (e.g., stacking blocks)
CM 12-1 Learns Shapes & Sizes
6. Complete 9-12 piece nonconnecting puzzles by matching
pictures or shapes
CM 12-2 Develops Spatial Awareness
1-Year Old: Identifies shapes; begins to sort by size
2-Year Old: Sorts objects by shape, size, and/or weight
3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
rotated
1-Year Old: Identifies shapes; begins to sort by size
2-Year Old: Sorts objects by shape, size, and/or weight
3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
rotated
1-Year Old: Identifies shapes; begins to sort by size
2-Year Old: Sorts objects by shape, size, and/or weight
3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
rotated
1-Year Old: Identifies shapes; begins to sort by size
2-Year Old: Sorts objects by shape, size, and/or weight
3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
rotated
2-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
©Copyright LifeCubby. All rights reserved.
Page 74
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
Younger Preschoolers (36-48
months)
1. Name common two-dimensional
CM 12-1 Learns Shapes & Sizes
shapes (e.g. square, rectangle, circle, 3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
triangle) regardless of orientation
rotated
Pre-K: Names and describes shapes; understands that two
of the same shape can have different sizes; understands
symmetry
2. Use position words such as
behind, in, on accurately
CM 12-2 Develops Spatial Awareness
3. Use two- and three-dimensional
shapes to create pictures and
structures
CM 12-1 Learns Shapes & Sizes
4. Complete a 5-7 piece connecting
puzzle by looking at the picture
and/or shapes
CM 12-2 Develops Spatial Awareness
Older Preschoolers (48-60 months)
1. Name common two- and threedimensional shapes, and their parts
and attributes (e.g., “A triangle has 3
points.”)
2. Combine (i.e., compose) and
separate (i.e., decompose) shapes to
make other shapes
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
3-Year Old: Identifies and names simple shapes;
understands that shapes remain the same when flipped or
rotated
Pre-K: Names and describes shapes; understands that two
of the same shape can have different sizes; understands
symmetry
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
CM 12-1 Learns Shapes & Sizes
Pre-K: Names and describes shapes; understands that two
of the same shape can have different sizes; understands
symmetry
CM 12-1 Learns Shapes & Sizes
Pre-K: Names and describes shapes; understands that two
of the same shape can have different sizes; understands
symmetry
3. Use terms such as on top of,
beside, in front, etc. to communicate
ideas about the relative position of
objects
CM 12-2 Develops Spatial Awareness
4. Follow simple directions related to
relative position (beside, between,
next to, etc.)
CM 12-2 Develops Spatial Awareness
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
©Copyright LifeCubby. All rights reserved.
Page 75
height, capacity of a container, such as how many scoops
are needed to fill a bucket
5. Complete a 9-12 piece jigsaw
puzzle by looking at the picture
and/or shapes
Science
Element 1: Physical Sciences
Goal 1: Children construct concepts
of the properties of matter, sound,
motion and energy through inquiry,
exploration and investigations.
Infants (0-12 months)
1. Attend to and demonstrate interest
in objects in their environment, using
all of their senses to explore
2. Move and handle objects to learn
more about them (e.g., drop food
from high chair to see what happens)
3. Explore ways to make different
sounds with their bodies and objects
(e.g., vocal sounds, clapping)
CM 12-2 Develops Spatial Awareness
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
CS 13-1 Explores Objects
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
LC 7-2 Develops Expressive Communication
1-3 mos: Alerts caregivers when there is a need, such as
crying when awake or needing to be changed; begins to
babble, coo or gurgle; may imitate some sounds
4-7 mos: Imitates sounds or gestures; uses different cries for
different needs, such as when tired or when needing to be
changed; uses vocal tone to express joy and displeasure
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
4. Attend to objects that emit light
CS 13-1 Explores Objects
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
5. Looks for an object that is hidden
out of sight
ATL 1-2 Develops Memory
1-3 mos: Recognizes familiar objects and people
4-7 mos: Begins to develop object permanence (the
understanding that people and objects out of sight still exist)
8-12 mos: Looks for someone or something that is missing
Younger Toddlers (9-18 months)
©Copyright LifeCubby. All rights reserved.
Page 76
1. Repeat actions and observe
results
CS 14-2 Makes Predictions
2. Demonstrate ability to push and
pull objects
PMP 17-3 Develops Upper Body Strength
3. Act upon objects to make them
move in different ways
CS 13-1 Explores Objects
4. Explore properties of liquids and
solids (e.g., dumping water or blocks
from a container, roll play dough)
CS 13-1 Explores Objects
Older Toddlers (18-36 months)
1. Use objects in more than one way
(e.g., use a bucket as a stool)
2. Label physical properties of
objects (e.g., big, heavy)
8-12 mos: Interacts purposefully with objects to cause an
expected result, such as pushing a button on a toy to make a
sound
1-Year Old: Observes and experiments with cause and
effect, such as pushing over a block tower
8-12 mos: Pulls self up
1-Year Old: Carries objects
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
ATL 1-6 Thinks with Creativity & Flexibility
1-Year Old: Able to shift focus; participates in new activities;
demonstrates imagination in using materials to create
something new
2-Year Old: Accepts changes in routines or usual activities
when informed ahead of time by adults; shows creativity,
flexibility, and inventiveness in play experiences
3-Year Old: Accepts changes in routines or usual activities;
accepts a twist or change in rules of a typical game; applies
knowledge to a new situation
CM 11-1 Learns Measurement and Quantities
2-Year Old: Begins to notice differences in size, quantity,
and distance (more, all gone, big, little, near, far, long, short,
etc.)
3-Year Old: Understands quantities of length, height, weight,
time, or compares amounts between two or more groups (by
pointing to pictures or using words depicting little/big,
short/tall, slow/fast, thin/fat, less/more, empty/full, few/many,
heavy/light, shallow/deep, narrow/wide)
3. Use basic words to describe speed LC 7-4 Expands Vocabulary
2-Year Old: Begins to recognize and possibly name
of motion (e.g., “My car go fast.”)
classmates, familiar objects, body parts, colors, and animals;
shows rapid growth in number of words or signs used in
conversation with others
3-Year Old: Correctly names common objects used in the
classroom, such as colors, shapes, animals in photos, etc.;
shows continuous growth in number of words or signs used
in conversation with others; asks meanings of words
4. Ask questions about motion and
sound (e.g., Why?)
CS 13-1 Explores Objects
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
©Copyright LifeCubby. All rights reserved.
Page 77
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Younger Preschoolers (36-48
months)
1. Investigate and describe different
types or speeds of motion
CS 13-1 Explores Objects
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
2. Use objects to effect motion (e.g.,
build ramp with blocks so cars go
faster)
CS 13-1 Explores Objects
3. Investigate and identify solids and
liquids
CS 13-1 Explores Objects
Older Preschoolers (48-60 months)
1. Use evidence to discuss what
makes something move the way it
does and how some movements can
be con trolled
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
CS 14-4 Draws Conclusions and Sorts Results
3-Year Old: Is able to draw conclusions about experiments
(e.g., since the wood block floated, other wood blocks will
float)
Pre-K: Can explain the results of an experiment and plan
next steps; can sort experiment results into groups (e.g.,
works/doesn’t work, sinks/floats); uses “if/then” and
“cause/effect” reasoning, with or without adult help
2. Describe objects by their physical
properties and states of matter
CS 13-1 Explores Objects
3. Investigate the differences
between liquids and solids and
explore how liquids can become
solids, and solids become liquids
CS 13-1 Explores Objects
4. Use objects to make different
sounds (e.g., put beans in a can to
CS 13-1 Explores Objects
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
©Copyright LifeCubby. All rights reserved.
Page 78
make 1 type of sound and in a plastic
tub to make another type of sound)
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
5. Demonstrate the relationship
between shadows, the objects that
make them, and the light source
CS 13-1 Explores Objects
Element 2: Life Sciences
Goal 1: Children construct concepts
about the characteristics of living
organisms, their biology and
ecosystems through exploration and
investigations.
Infants (0-12 months)
1. Demonstrate interest in people,
plants and animals
2. Use senses to explore and get
information about the natural world
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
Younger Toddlers (9-18 months)
1. Explore the characteristics of living
things
CS 15-1 Explores the Natural Environment
2. Interact with plants and animals
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
3. Point to basic body parts (e .g.,
eyes, nose, mouth)
Older Toddlers (18-36 months)
1. Ask questions about the natural
world
LC 7-4 Expands Vocabulary
8-12 mos: Points to body parts when prompted; uses or
signs an increasing number of words
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
CS 15-1 Explores the Natural Environment
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
2-Year Old: Uses objects of the natural environment in art,
sensory, and play
©Copyright LifeCubby. All rights reserved.
Page 79
3-Year Old: Examines objects of the natural environment;
observes objects with magnifying glass; understands the
difference between living and non-living things
2. Name basic body parts and point
to more complex body parts (e.g.,
foot, knees)
LC 7-4 Expands Vocabulary
3. Identify familiar animals and match
them to their babies
CS 15-2 Develops an Understanding of and Care for the
Natural World
1-Year Old: Locates body parts or colors when prompted;
begins to use the names of objects, body parts and familiar
people; begins to ask questions, such as "what's that?"
2-Year Old: Begins to recognize and possibly name
classmates, familiar objects, body parts, colors, and animals;
shows rapid growth in number of words or signs used in
conversation with others
3-Year Old: Can name different types of plants and animals;
helps in school garden; shows respect for living things
Younger Preschoolers (36-48
months)
1. Identify living from non-living things CS 15-1 Explores the Natural Environment
3-Year Old: Examines objects of the natural environment;
observes objects with magnifying glass; understands the
difference between living and non-living things
Pre-K: Investigates how the natural environment works, such
as growing plants, having an ant farm, having a butterfly
garden, etc.
2. Identify and describe the functions CS 15-2 Develops an Understanding of and Care for the
of some body parts (e.g., use my legs Natural World
3-Year Old: Can name different types of plants and animals;
to run)
helps in school garden; show respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
3. Categorize common living things
as either plants or animals
CS 15-2 Develops an Understanding of and Care for the
Natural World
3-Year Old: Can name different types of plants and animals;
helps in school garden; show respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
Older Preschoolers (48-60 months)
1. Describe how plants and animals,
including people, grow and change
over time.
2. Explain how animals including
people use their senses to gather
information (e.g., noses are for
smelling)
CS 15-2 Develops an Understanding of and Care for the
Natural World
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
CS 15-2 Develops an Understanding of and Care for the
Natural World
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
©Copyright LifeCubby. All rights reserved.
Page 80
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
3. Describe how baby animals are
similar yet different from their parents
CS 15-2 Develops an Understanding of and Care for the
Natural World
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
4. Discuss how animals meet their
needs for shelter (e.g., birds build
nests)
CS 15-2 Develops an Understanding of and Care for the
Natural World
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
Element 3: Earth and Space
Sciences
Goal 1: Children construct concepts
about Earth’s systems, the impacts of
human activity on these systems, and
Earth’s place in the universe through
observations, exploration, and
investigations.
Infants (0-12 months)
1. Explore water, soil, sand and rocks CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
with adult guidance and support
through the senses by touching, mouthing, watching
Younger Toddlers (9-18 months)
1. Use senses and simple tools to
explore earth materials (e.g., digging
soil, tapping rocks, pouring sand)
CS 15-1 Explores the Natural Environment
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
2. Match basic weather to types of
clothing needed for weather (e.g.,
raincoat for rain, boots for snow)
CS 15-1 Explores the Natural Environment
3. Point or attend to the objects in the
sky during daytime and nighttime
(e.g., moon, sun, stars, clouds)
CS 15-1 Explores the Natural Environment
Older Toddlers (18-36 months)
1. Explore properties of water, soil,
rocks and sand independently
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
8-12 mos: Observes objects of the natural environment
through the senses by touching, mouthing, watching
1-Year Old: Explores objects of the natural environment
through the senses; shows interest in natural objects or
processes
CS 15-1 Explores the Natural Environment
2-Year Old: Uses objects of the natural environment in art,
sensory, and play
©Copyright LifeCubby. All rights reserved.
Page 81
3-Year Old: Examines objects of the natural environment;
observes objects with magnifying glass; understands the
difference between living and non-living things
2. Observe and discuss weather
using basic terms (e.g., sunny, rainy)
CS 15-2 Develops an Understanding of and Care for the
Natural World
3-Year Old: Can name different types of plants and animals;
helps in school garden; shows respect for living things
3. Name the objects in the sky during
daytime and nighttime (i.e., moon,
sun, stars, clouds)
Younger Preschoolers (36-48
months)
1. Observe and discuss changes in
weather from day to day
CS 15-2 Develops an Understanding of and Care for the
Natural World
3-Year Old: Can name different types of plants and animals;
helps in school garden; shows respect for living things
CS 15-2 Develops an Understanding of and Care for the
Natural World
3-Year Old: Can name different types of plants and animals;
helps in school garden; show respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
2. Compare and describe texture of
different earth materials.
Older Preschoolers (48-60 months)
1. Record daily weather (e.g., sunny,
rainy, snowy)
CS 15-1 Explores the Natural Environment
3-Year Old: Examines objects of the natural environment;
observes objects with magnifying glass; understands the
difference between living and non-living things
Pre-K: Investigates how the natural environment works, such
as growing plants, having an ant farm, having a butterfly
garden, etc.
CS 15-1 Explores the Natural Environment
Pre-K: Investigates how the natural environment works, such
as growing plants, having an ant farm, having a butterfly
garden, etc.
2. Describe patterns of weather over
time (e.g., in the winter it is cold and
snowy)
CS 15-2 Develops an Understanding of and Care for the
Natural World
3. Recycle materials appropriately
(e.g., compost food scraps)
CS 15-2 Develops an Understanding of and Care for the
Natural World
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
4. Investigate and ask questions
about the properties of earth
materials including water, soil, rocks,
and sand.
Element 4: Engineering Design
CS 15-1 Explores the Natural Environment
Pre-K: Investigates how the natural environment works, such
as growing plants, having an ant farm, having a butterfly
garden, etc.
©Copyright LifeCubby. All rights reserved.
Page 82
Goal 1: Children design, experiment,
construct, alter, and problem solve to
modify the natural world and meet
their needs and wants.
Infants (0-12 months)
1. Demonstrate interest in people and ATL 1-4 Is Curious
1-3 mos: Turns head toward the sound of a familiar voice
objects in the environment
4-7 mos: Explores with hands; finds objects that are partially
hidden
8-12 mos: Shows interest in new toys; explores surroundings
2. Experiment with body movement
CCA 21-3 Explores Movement and Dance
8-12 mos: May move when music is playing
3. Track movement with eyes
PMP 17-1 Develops Perception & Balance
1-3 mos: From stomach position is able to lift head; follows
moving objects with eyes
4. Use all senses to explore the
properties of objects in environment
to gain knowledge
CS 13-1 Explores Objects
5. Use body to account for size when
interacting with objects (e.g., opens
arms wide to grasp a large ball)
6. Carrying objects, putting into
containers and dumping
CM 12-2 Develops Spatial Awareness
Younger Toddlers (9-18 months)
1. Coordinate body movement for
purposeful actions
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
8-12 mos: Explores ways objects and people move and fit in
space
CM 12-2 Develops Spatial Awareness
8-12 mos: Explores ways objects and people move and fit in
space
PMP 17-5 Develops Large Motor Coordination Skills
1-Year Old: Climbs on furniture and crawls up and down
stairs unassisted; can easily change body positions
2. Act on objects in different ways to
make them move, ex. pushing vs
kicking ball
CS 13-1 Explores Objects
3. Repeat actions purposefully,
observing results
CS 14-2 Makes Predictions
4. Push and pull objects to observe
results
CS 14-2 Makes Predictions
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
8-12 mos: Interacts purposefully with objects to cause an
expected result, such as pushing a button on a toy to make a
sound
1-Year Old: Observes and experiments with cause and
effect, such as pushing over a block tower
8-12 mos: Interacts purposefully with objects to cause an
expected result, such as pushing a button on a toy to make a
sound
1-Year Old: Observes and experiments with cause and
effect, such as pushing over a block tower
©Copyright LifeCubby. All rights reserved.
Page 83
5. Use simple tools to explore
functions (e.g., a hammer is for
pounding, a crayon is for paper)
CS 13-1 Explores Objects
6. Use a tool to get to an out of reach
object
CS 14-1 Solves Problems
7. Experiment with materials (ex.
crayons, markers, play dough)
CCA 21-1 Explores Art Media
8. Experiments in multiple ways with
objects to achieve goal
CS 14-1 Solves Problems
9. Asks, “What’s that?”
ATL 1-4 Is Curious
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
8-12 mos: Acts intentionally to achieve a goal (e.g., trying
different ways to reach a toy under a table)
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
8-12 mos: Uses age-appropriate art materials, such as
“edible art” or other safe materials
1-Year Old: Uses art materials; makes marks with a crayon;
finger paints
8-12 mos: Acts intentionally to achieve a goal (e.g., trying
different ways to reach a toy under a table)
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
8-12 mos: Shows interest in new toys; explores surroundings
1-Year Old: Shows interest in learning about new objects or
experiences
10. Experiment with arranging
objects horizontally and vertically
Older Toddlers (18-36 months)
1. Use two toys together purposefully
(e.g., use toy wrench to fix toy car)
2. Experiment with everyday objects
in novel ways.
CM 12-2 Develops Spatial Awareness
8-12 mos: Explores ways objects and people move and fit in
space
1-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
CS 14-1 Solves Problems
2-Year Old: Able to solve problems by trying more than one
approach; continues efforts to complete a challenging task
3-Year Old: Explores objects in the classroom to conduct
experiments (e.g., testing objects in the water table to see if
they will sink or float)
ATL 1-6 Thinks with Creativity & Flexibility
1-Year Old: Able to shift focus; participates in new activities;
demonstrates imagination in using materials to create
something new
2-Year Old: Accepts changes in routines or usual activities
when informed ahead of time by adults; shows creativity,
flexibility, and inventiveness in play experiences
3-Year Old: Accepts changes in routines or usual activities;
accepts a twist or change in rules of a typical game; applies
knowledge to a new situation
3. Build structures experimenting with CM 12-2 Develops Spatial Awareness
2-Year Old: Is learning how shapes fit together, such as
height and breadth
working with shape sorters or knob puzzles
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
©Copyright LifeCubby. All rights reserved.
Page 84
4. Ask questions about how objects
work
ATL 1-4 Is Curious
5. Makes observations, experiments,
and adjusts actions to gather
information needed to solve physical
problems
CS 13-1 Explores Objects
1-Year Old: Shows interest in learning about new objects or
experiences
2-Year Old: Shows interest in new objects or activities; tries
different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
6. Use simple tools as props for play CCA 21-4 Participates in Dramatic Play
(e.g., uses paper towel tube as tunnel 1-Year Old: Uses imitation or pretend play to express
creativity and imagination
for matchbox car or small balls)
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
7. Stack objects to build structures,
including connecting blocks/units
CM 12-2 Develops Spatial Awareness
2-Year Old: Is learning how shapes fit together, such as
working with shape sorters or knob puzzles
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
CS 13-1 Explores Objects
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Younger Preschoolers (36-48
months)
1. Investigate properties of
movement through ramps, pulleys,
tracks, etc.
2. Understand cause & effect (e.g., if
I do this then that will happen)
CS 13-1 Explores Objects
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
CS 14-2 Makes Predictions
3-Year Old: Makes simple predictions about what will
happen next, such as during activities or when hearing a
story
Pre-K: Able to make and test predictions (e.g., what color will
we get if we mix the yellow dye and the blue dye?)
CS 14-3 Makes Plans
©Copyright LifeCubby. All rights reserved.
Page 85
3. Build and rebuild elaborate
structures out of a variety of materials
experimenting with substance,
height, breadth, and balance
3-Year Old: Has own ideas for play time and makes plans to
carry out ideas; makes choices during free time
Pre-K: Has own ideas on what to do during free choice time
or free play, and carries out steps to follow the plan
CS 13-1 Explores Objects
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
4. Use simple tools to experiment
and observe functions
CS 13-1 Explores Objects
5. Investigate objects that require
positioning and movement
CS 13-1 Explores Objects
Older Preschoolers (48-60 months)
1. Draw pictures that represent
physical structures
2. Follow a simple visual plan to
construct a structure
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
CCA 21-1 Explores Art Media
Pre-K: Uses a variety of art materials independently to
create original artwork; appreciates artistic creations of others
and art events; shares opinions, likes, and dislikes
CM 12-2 Develops Spatial Awareness
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
CS 13-1 Explores Objects
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
3. Ask why and how questions to
figure out how objects work
CS 13-1 Explores Objects
4. Use simple tools to construct
solutions to problems
CS 14-1 Solves Problems
5. Use classroom objects in novel
ways to enhance child-directed play
ATL 1-6 Thinks with Creativity & Flexibility
Pre-K: Identifies all 5 senses (smell, sight, sound, touch,
taste) and uses them to explore objects in the environment;
observes objects using tools such as color paddles, prisms
and magnifying glasses
Pre-K: Uses creative solutions to reach goals; experiments
with objects such as puzzles or blocks to build structures to
solve problems
©Copyright LifeCubby. All rights reserved.
Page 86
Pre-K: Able to transition thinking and behavior, such as
during group play in response to a friend's suggestion or
idea; generates creative ideas, suggestions
Social Studies
Element 1: Inquiry
Goal 1: Children make sense of the
world around them by actively
gathering and interpreting
information.
Infants (0-12 months)
1. Indicate awareness of what is
ATL 1-1 Is Attentive
happening in immediate surroundings 1-3 mos: Watches faces
4-7 mos: Pays attention to people, objects, and sounds
8-12 mos: Pays attention to a task or activity for a few
minutes
2. Explore objects in a variety of
ways
CS 13-1 Explores Objects
1-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
Younger Toddlers (9-18 months)
1. Use senses to investigate
immediate surroundings
CS 13-1 Explores Objects
Older Toddlers (18-36 months)
1. Ask “why” and other questions
frequently
ATL 1-4 Is Curious
2. Seek information through
observation, exploration, and
investigation
Younger Preschoolers (36-48
months)
1. Ask “why” and other questions to
gain information, and attend to
responses given
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
1-Year Old: Shows interest in learning about new objects or
experiences
2-Year Old: Shows interest in new objects or activities; tries
different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
CS 13-1 Explores Objects
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
ATL 1-4 Is Curious
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
©Copyright LifeCubby. All rights reserved.
Page 87
Older Preschoolers (48-60 months)
1. Ask questions and participate in
simple investigations to form
hypotheses, gather observations,
draw conclusions, and form
generalizations
2. Collect, describe and record
information through discussions,
simple drawings, maps and charts
3. Describe and discuss predictions,
explanations and generalizations
based on past experience
ATL 1-4 Is Curious
3-Year Old: Shows interest in new toys or experiences; asks
questions about new opportunities
Pre-K: Shows interest in new experiences; demonstrates
eagerness to learn
CS 14-4 Draws Conclusions and Sorts Results
Pre-K: Can explain the results of an experiment and plan
next steps; can sort experiment results into groups (e.g.,
works/doesn’t work, sinks/floats); uses “if/then” and
“cause/effect” reasoning, with or without adult help
CS 14-2 Makes Predictions
Pre-K: Able to make and test predictions (e.g., what color will
we get if we mix the yellow dye and the blue dye?)
CS 14-4 Draws Conclusions and Sorts Results
Pre-K: Can explain the results of an experiment and plan
next steps; can sort experiment results into groups (e.g.,
works/doesn’t work, sinks/floats); uses “if/then” and
“cause/effect” reasoning, with or without adult help
Element 2: Family and Community;
Civics, Government & Society
Goal 1: Children identify themselves
initially as belonging to a family, a
group and a community; eventually
they develop awareness of
themselves as members of
increasingly wider circles of society
and learn the skills needed to be a
contributing member of society.
Infants (0-12 months)
1. Demonstrate recognition of family
members and caretakers by smiling,
vocalizing, or crawling in their
direction
2. Show a preference for familiar
versus unfamiliar adults
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles and
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles and
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
ATL 1-1 Is Attentive
©Copyright LifeCubby. All rights reserved.
Page 88
3. Explore the similarities and
differences among people (e.g.,
touching their faces or hair, watching
others’ facial expressions)
1-3 mos: Watches faces
4-7 mos: Pays attention to people, objects, and sounds
4. Seek family members and other
familiar adults for play and meeting
their needs
SED 5-1 Bonds with Adults
Younger Toddlers (9-18 months)
1. Use simple words to show
recognition of family members (e.g.,
Dada)
SED 6-2 Bonds with Peers
4-7 mos: Enjoys social play; may reach, touch, or make
sounds toward other children
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-3 mos: Enjoys interactions with familiar adults; smiles and
laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
SED 5-1 Bonds with Adults
8-12 mos: Looks to familiar adults for emotional support and
encouragement; sits with or hugs familiar adults; reacts when
separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
2. Observe and imitate routine
SED 5-2 Learns from Adults
actions of family members and others 8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
whom child feels comfortable with
where the caregiver is pointing
1-Year Old: Demonstrates interest in adult behavior, such as
by saying "hello" and "goodbye" when coming and going
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3. Show comfort of being in familiar
settings, routines
Older Toddlers (18-36 months)
1. Demonstrate ability to point out
and name family members and
caregivers
2. Respond accurately when asked
for first and last name
ATL 2-1 Understands Routines
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
SED 5-1 Bonds with Adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults for
comfort when distressed or tired; seeks help from trusted
adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
SED 4-1 Develops Awareness of Self
©Copyright LifeCubby. All rights reserved.
Page 89
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2-Year Old: Identifies some physical characteristics of self,
such as hair color, age, gender or size; identifies self as a
member of a family
3. Identify some community workers
by uniforms or equipment (e.g.,
become fireman when put on fireman
hat, role play teacher)
SS 16-4 Learns about Community Roles and Jobs
4. Follow simple rules at home or in
the classroom
ATL 2-2 Shows Responsibility
5. Use play to communicate what
they know about their community
(e.g., pretend to go to a restaurant)
CCA 21-4 Participates in Dramatic Play
6. Help with daily routines (e.g.,
passing out cups and napkins at
snack time)
ATL 2-1 Understands Routines
Younger Preschoolers (36-48
months)
1. Talk about close family members
and their relationships to each other
2. Contribute to their class
community (e.g., help clean up area
didn’t play in)
3-Year Old: Learns about family roles and relationships
Pre-K: Learns about community helpers; studies different
types of careers and jobs; understands the need for various
roles in a society; learns about important contributions of
historical figures
1-Year Old: Accepts adult redirection; begins to respond to
directives
2-Year Old: Follows adult directives; follows basic rules with
the help of caregivers; helps pick up toys at cleanup time; is
able to be redirected
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or interaction
with others
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
2-Year Old: Able to follow daily routines; easily makes
common transitions that are part of a daily schedule
SS 16-4 Learns about Community Roles and Jobs
3-Year Old: Learns about family roles and relationships
ATL 2-2 Shows Responsibility
3-Year Old: Follows adult directives; follows class rules;
does not damage materials intentionally; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
3. Identify self as part of a specific
group (e.g., family, class)
SED 4-1 Develops Awareness of Self
4. Demonstrate knowledge of a
group’s rules and outcomes of
choices they make
ATL 2-2 Shows Responsibility
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
3-Year Old: Follows adult directives; follows class rules;
does not damage materials intentionally; is able to handle
©Copyright LifeCubby. All rights reserved.
Page 90
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
5. Take part in the responsibilities of
being in a family or group (e.g.,
participate in clean-up)
ATL 2-2 Shows Responsibility
3-Year Old: Follows adult directives; follows class rules;
does not damage materials intentionally; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Older Preschoolers (48-60 months)
1. Identify various groups they belong SED 4-1 Develops Awareness of Self
to (e.g., family, class, neighborhood) Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
2. Define group membership
according to different contexts (e.g.,
class member, family members, Tball team)
SED 4-1 Develops Awareness of Self
3. Describe their own family structure
and family roles
SED 4-1 Develops Awareness of Self
4. Act as citizens by demonstrating
positive interactions with group
members
SED 6-3 Cooperates with Peers
5. Explain the need for rules in a
variety of settings (e.g., home,
classroom, playground), and for laws
in the community
ATL 2-2 Shows Responsibility
6. Describe roles and responsibilities
of various occupations in their
community (e.g., policeman,
teachers, librarians)
SS 16-4 Learns about Community Roles and Jobs
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
Pre-K: Engages in play that requires cooperation with other
children, including games with rules; recognizes negative
behaviors in self, others or stories; is able to compromise in a
group setting to resolve conflict; uses constructive language
Pre-K: Follows class rules; treats classroom property
appropriately; puts objects away properly; is able to handle
consequences from own actions, such as a re-direction,
removal of an object, or revocation of a privilege
Pre-K: Learns about community helpers; studies different
types of careers and jobs; understands the need for various
roles in a society; learns about important contributions of
historical figures
Element 3: Physical & Cultural
Geography
Goal 1: Children construct concepts
about the physical characteristics and
locations of familiar to more distant
places, and the impacts of people on
©Copyright LifeCubby. All rights reserved.
Page 91
the environment. They also construct
concepts about their own cultural
identity and learn to appreciate
others’ cultures.
Infants (0-12 months)
1. Explore similarities and differences
of familiar people by touching faces,
feeling their hair, etc.
Younger Toddlers (9-18 months)
1. Explore places in home
environment, as well as in other
familiar places
2. Locate where favorite objects are
kept
Older Toddlers (18-36 months)
1. Identify usual locations of familiar
objects and people (e.g., points out
own cubby)
2. Point out places in the community
where they have had experiences
(e.g., library, store)
3. Identify similarities and differences
between self and others
Younger Preschoolers (36-48
months)
1. Use simple positional terms to
describe location of familiar objects
and people
ATL 1-4 Is Curious
1-3 mos: Turns head toward the sound of a familiar voice
4-7 mos: Explores with hands; finds objects that are partially
hidden
8-12 mos: Shows interest in new toys; explores surroundings
ATL 1-4 Is Curious
8-12 mos: Shows interest in new toys; explores surroundings
1-Year Old: Shows interest in learning about new objects or
experiences
ATL 1-2 Develops Memory
8-12 mos: Looks for someone or something that is missing
1-Year Old: Finds hidden or missing people or objects; looks
in multiple locations for missing objects
ATL 1-2 Develops Memory
2-Year Old: Remembers actions and locations of familiar
adults, objects and routines; notices and responds to things
that are different
SS 16-3 Explores Geography
3-Year Old: Learns about community places, such as home,
school, park, etc.
SED 4-1 Develops Awareness of Self
2-Year Old: Identifies some physical characteristics of self,
such as hair color, age, gender or size; identifies self as a
member of a family
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
CM 12-2 Develops Spatial Awareness
3-Year Old: Understands conditional locations such as
over/under, inside/outside, in front/behind
Pre-K: Uses location words (in, on, under, etc.); uses
standard or nonstandard units of measurement to determine
length, height, capacity etc. of object(s); compares length,
height, capacity of a container, such as how many scoops
are needed to fill a bucket
2. Work to help care for their
CS 15-2 Develops an Understanding of and Care for the
environment (e.g., recycle paper, pick Natural World
3-Year Old: Can name different types of plants and animals;
up litter on walk)
helps in school garden; show respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
©Copyright LifeCubby. All rights reserved.
Page 92
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
3. Describe own family traditions and
cultural celebrations
SED 4-1 Develops Awareness of Self
4. Ask simple questions about others’
cultural traditions and celebrations
SS 16-1 Explores Cultures
Older Preschoolers (48-60 months)
1. Identify features of the physical
environment around them (e.g.,
roads, buildings, bodies of water)
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
Pre-K: Recognizes similarities and differences between self
and others (e.g., gender, physical characteristics,
likes/dislikes); identifies self as part of a group, (e.g., family,
community, culture, faith, class)
3-Year Old: Learns about cultural differences, including
clothing, food, art, and work
Pre-K: Is learning that there are many different cultures and
that people express culture in their dress, food, art, and work
SS 16-3 Explores Geography
Pre-K: Learns about how the local community is a part of a
broader world, such as state and country; may study maps to
learn about far-away cultures
2. Describe or draw features of the
geography of their classroom, home,
and community
SS 16-3 Explores Geography
3. Explain that people share the
environment with other people,
animals, and plants
CS 15-2 Develops an Understanding of and Care for the
Natural World
4. Describe ways people can help
take care of the environment (e.g.,
recycle)
CS 15-2 Develops an Understanding of and Care for the
Natural World
5. Point out own physical and family
characteristics and those of others
SS 16-3 Explores Geography
6. Respect physical and cultural
differences of others
SS 16-1 Explores Cultures
Element 4: History
Goal 1: Children develop concepts
about the passage of time, how the
past has been interpreted, and the
ability to connect the past with the
present.
Infants (0-12 months)
1. Notice daily routines
Pre-K: Learns about how the local community is a part of a
broader world, such as state and country; may study maps to
learn about far-away cultures
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
Pre-K: Can name different types of plants and animals; helps
in school garden or with school pet; knows about natural
phenomena such as weather and seasons; understands that
people affect the environment; shows respect for living things
Pre-K: Learns about how the local community is a part of a
broader world, such as state and country; may study maps to
learn about far-away cultures
Pre-K: Is learning that there are many different cultures and
that people express culture in their dress, food, art, and work
SS 16-2 Understands Time
©Copyright LifeCubby. All rights reserved.
Page 93
8-12 mos: Is on a daily schedule that regulates feeding and
sleeping
2. Respond to changes in daily
routines
Younger Toddlers (9-18 months)
1. Adapt to some changes in daily
routines
2. Participate in imitative play of
simple actions observed in the recent
past (e.g., feeding doll)
Older Toddlers (18-36 months)
1. Demonstrate through imitative play
events observed in the past (e.g.,
going shopping)
2. Follow routines with simple
sequence of events practiced in the
past (e.g., wash hands before snack)
Younger Preschoolers (36-48
months)
1. Relate a personal story from the
past with assistance (e.g., When I
was a baby…”
SS 16-2 Understands Time
8-12 mos: Is on a daily schedule that regulates feeding and
sleeping
ATL 2-1 Understands Routines
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
SED 5-2 Learns from Adults
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
1-Year Old: Demonstrates interest in adult behavior, such as
by saying "hello" and "goodbye" when coming and going
2-Year Old: Uses role play to imitate behaviors by familiar
adults
SED 5-2 Learns from Adults
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3-Year Old: Imitates behaviors demonstrated by familiar
adults; may say words or phrases often said by familiar
adults
ATL 2-1 Understands Routines
1-Year Old: Anticipates daily routines based on actions (e.g.,
putting on my bib means we are going to eat)
2-Year Old: Able to follow daily routines; easily makes
common transitions that are part of a daily schedule
ATL 1-2 Develops Memory
3-Year Old: Recalls some elements of a story
Pre-K: Recalls part or all of a story, including characters and
main events
2. Use concepts of yesterday,
tomorrow, a long time ago with
assistance
SS 16-2 Understands Time
3. Describe sequence of simple
routines (e.g., flush toilet then wash
hands) with reminders
ATL 2-1 Understands Routines
3-Year Old: Understands the concept of different days of the
week (e.g., school days, non-school days, music class day,
the day dad picks up from school)
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
3-Year Old: Follows daily routines, such as sitting for circle
time; adjusts to changes in routines or usual activities when
informed ahead of time
Pre-K: Anticipates daily routines, such as meal time, cleanup time, etc.; transitions smoothly when instructed it is time to
do something else
Older Preschoolers (48-60 months)
©Copyright LifeCubby. All rights reserved.
Page 94
1. Differentiate between past,
present, and future
SS 16-2 Understands Time
2. Describe events that happened in
the past (e.g., family or personal
history)
SS 16-2 Understands Time
3. Explain how people live and what
they do changes over time
SS 16-2 Understands Time
4. Use concepts of before, after,
yesterday, tomorrow with good
accuracy
SS 16-2 Understands Time
5. Describe sequence of routines
(e.g., getting ready to go outside)
practiced in the past with good
accuracy
Element 5: Economics
Goal 1: Children describe how people
interact economically and the
occupations that people do to support
themselves and society. They also
learn about the economic
interdependent relationships among
people in our society.
Infants (0-12 months)
N/A
Younger Toddlers (9-18 months)
1. Use concept of “more” (e.g., sign,
verbalizes or indicates “more”)
ATL 2-1 Understands Routines
Older Toddlers (18-36 months)
1. Use basic concept of trading with
others to get a desired object
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
Pre-K: Understands basic concepts of time including pastpresent-future; may understand basic units of time, including
hours-minutes-days; learns about calendars, including weekmonth-year
Pre-K: Anticipates daily routines, such as meal time, cleanup time, etc.; transitions smoothly when instructed it is time to
do something else
CM 11-1 Learns Measurement and Quantities
8-12 mos: Uses words to identify amounts, such as asking for
"more" or saying "all gone"
1-Year Old: Begins to say numbers for amounts; begins to
use quantity phrases (e.g., "more")
SED 6-3 Cooperates with Peers
1-Year Old: May begin to play with other children (e.g.,
passing a toy back and forth)
2-Year Old: Begins to cooperate with others (e.g. shares
toys, works toward a common goal, such as building a block
tower); is learning to take turns; is learning to use words with
peers
©Copyright LifeCubby. All rights reserved.
Page 95
2. Identify occupations familiar
people have (e.g., Mommy is a
teacher.)
Younger Preschoolers (36-48
months)
1. Explain reasons why people work
(e.g., to buy food)
SS 16-4 Learns about Community Roles and Jobs
2. Use pretend money during
dramatic play to purchase goods and
services
SS 16-5 Learns about Government and Economics
3. Describe some occupations and
the work people in those occupations
do (e.g., firefighter, teacher)
SS 16-4 Learns about Community Roles and Jobs
Older Preschoolers (48-60 months)
1. Describe how people interact
economically (e.g., use money to
purchase things or services)
3-Year Old: Learns about family roles and relationships
SS 16-5 Learns about Government and Economics
3-Year Old: Uses pretend money in games and play;
pretends societal roles in play
Pre-K: Demonstrates a growing awareness of community
rules and types of governance; learns about how money is
used to obtain goods or services; learns about different types
of money, including coins, paper bills, checks, credit cards,
and digital transactions
3-Year Old: Uses pretend money in games and play;
pretends societal roles in play
Pre-K: Demonstrates a growing awareness of community
rules and types of governance; learns about how money is
used to obtain goods or services; learns about different types
of money, including coins, paper bills, checks, credit cards,
and digital transactions
3-Year Old: Learns about family roles and relationships
Pre-K: Learns about community helpers; studies different
types of careers and jobs; understands the need for various
roles in a society; learns about important contributions of
historical figures
SS 16-5 Learns about Government and Economics
Pre-K: Demonstrates a growing awareness of community
rules and types of governance; learns about how money is
used to obtain goods or services; learns about different types
of money, including coins, paper bills, checks, credit cards,
and digital transactions
2. Describe roles and responsibilities
of several occupations, especially
those the child is familiar with (e.g.,
dentist, janitor, farmer)
SS 16-4 Learns about Community Roles and Jobs
3. Identify basic needs people have
(e.g., food, clothing)
SS 16-5 Learns about Government and Economics
Pre-K: Learns about community helpers; studies different
types of careers and jobs; understands the need for various
roles in a society; learns about important contributions of
historical figures
Pre-K: Demonstrates a growing awareness of community
rules and types of governance; learns about how money is
used to obtain goods or services; learns about different types
of money, including coins, paper bills, checks, credit cards,
and digital transactions
DISCLAIMER:
This Alignment Document provides information that is current as of the publication date, pursuant to the state information available at that
time. If this document is out-of-date, please be aware that we are likely working on an updated version. Should you like to alert us to the
need to update this alignment document pursuant to any new rules/regulations or updates, please contact us at:
[email protected]
©Copyright LifeCubby. All rights reserved.
Page 96