Approaches to Play and Learning: An area of children’s development that includes a set of skills and behaviors that help a child tap into the rich potential of play and playful exploration. Some of those skills contribute to the development of important cognitive controls, or executive functions, that are critical to later learning

APL1. CURIOSITY AND INITIATIVE

APL1.1. Being curious learners

• Shows curiosity by saying things like, “I wonder what will happen next.” (APL1.1h)

• Seeks out new information by asking, “How does that work?” (APL1.1i)

• Shows eagerness to learn about a variety of topics (APL1.1j)

APL1.2. Taking initiative

• Chooses different ways to explore the environment based on prior experiences with tools or actions (APL1.2o)

• Suggests new ideas for play activities and follows through with self-direction and independence (APL1.2p)

• Seeks new challenges with familiar materials and activities independently (e.g., climbs up the slide) (APL1.2q)

APL2. CREATIVITY AND IMAGINATION

APL2.1. Showing creativity and imagination

• Represents reality through the arts and with art materials (e.g., by creating stories, drawing, or enacting experiences in dramatic play) (APL2.1o)

• Utilizes realistic and open-ended materials in cooperative play (APL2.1p)

• Shows purpose and inventiveness in play (e.g., collects different shapes of blocks to build a castle) (APL2.1q)

APL3. EXECUTIVE FUNCTIONS AND COGNITIVE SELF-REGULATION

APL3.1. Focusing and paying attention

• Focuses attention on tasks and activities like painting or block building for longer periods of time with increasing independence (APL3.1k)

• Sustains engagement with a task that interests them for long periods of time (e.g., works in the art center creating watercolor paintings for 30 minutes) (APL3.1l)

• Begins to attend to adult-initiated tasks that are not based on their interests (e.g., participates in a teacher-led small or large group) (APL3.1m)

APL3.2. Building working memory

• Remembers several steps in sequence to complete multi-step directions (e.g., complete a puzzle, return it to the shelf, and join the group at the rug) (APL3.2m)

• Remembers actions that go with stories or songs (APL3.2n)

• Teaches another child the steps taken for a given action (e.g., shows a peer how to use soap to wash hands before snack) (APL3.2o)

APL3.3. Thinking flexibly and adapting

• Adapts to new rules in game or activity (e.g., sorting cards by color and then by shape) (APL3.3m)

• Considers ideas from adults and other children in finding a solution or strategy (APL3.3n)

• Demonstrates flexibility and adaptability with less adult prompting (e.g., sharing toys or trying out new materials) (APL3.3o)

• Responds consistently to adult suggestions to try out different activities (APL3.3p)

APL3.4. Inhibiting responses

• Controls impulses with more independence (e.g., walks instead of runs; asks for a turn with a toy instead of grabbing; waits to share out instead of calling out) (APL3.4e)

• Uses strategies to help control own actions more frequently such as creating physical distance or finding an alternative toy or activity (APL3.4f)

APL3.5. Persisting and problem-solving

• Sometimes persists in less preferred activities with or without adult support (APL3.5r)

• Figures out more than one solution to a problem (e.g., using packing tape with strings to hold cardboard pieces together when masking tape doesn’t work) (APL3.5s)

APL4. BEHAVIORAL SELF-REGULATION

APL4.1. Managing actions and behaviors

• Follows classroom rules and routines more independently (e.g., morning arrival) (APL4.1i)

• Uses classroom materials appropriately (APL4.1j)

• Manages actions, words, and behavior with increasing independence (e.g., matches behavior to context and expectations) (APL4.1k)

Social and Emotional Development: An area of the children’s development that includes the development of social skills and emotional competence. Emotional competence enables a child to adopt strategies and skills for identifying, expressing, and managing the full range of their feelings. Social skills help a child connect with other children and adults. Together, they enable children to explore, take risks, and learn.

SED1. POSITIVE SELF-CONCEPT

SED1.1. Developing self-awareness

• Describes themselves (e.g., talks about self in terms of looks, gender, family, and interests) (SED1.1n)

• Positively identifies self as a member of a specific culture or group that fits into a larger world picture (SED1.1o)

• Shares other identifying information (e.g., parent’s name) (SED1.1p)

• Describes a larger range of individual characteristics and interests and communicates how these are similar or different from those of other people (SED1.1q)

SED1.2. Developing self-confidence

• Displays pride in their accomplishments (SED1.2k)

SED1.3. Becoming autonomous and independent

• Acts independently in unfamiliar settings with unfamiliar adults (SED1.3l)

• Attempts to complete tasks independently (SED1.3m)

• Asks for support from adults only when needed (SED1.3n)

SED2. EMOTIONAL COMPETENCE

SED2.1. Seeing and naming emotions in self and others

• Begins to recognize their own emotions before reacting (e.g., pauses and takes deep breath when mad) (SED2.1i)

• Communicates how other children or adults may be feeling and why (e.g., states that a peer is sad because their toy was taken away) (SED2.1j)

SED2.2. Expressing emotions

• Recognizes appropriate reaction to situations (SED2.2k)

• Uses words and respectful language to express thoughts and emotions (e.g., “I’m frustrated because Jay won’t let me play” or “I’m excited to play with my cousin Santiago tomorrow.”) (SED2.2l)

SED2.3. Communicating feelings, wants, and needs

• Demonstrates confidence in meeting own needs (SED2.3f)

• Seeks and accepts help when needed (SED2.3g)

SED2.4. Regulating emotions

• Increasingly uses a variety of strategies to self-soothe or solve problems (e.g., goes to a quiet area or uses a fidget toy when upset) (SED2.4m)

• Exhibits emotional control with or without adult support (e.g., follows group activities although upset) (SED2.4n)

SED2.5. Showing care and concern for others

• Shows care and concern for others, including comforting others in distress (SED2.5h)

• Begins to recognize the emotions of peers and responds with empathy and compassion (SED2.5i)

• Begins to understand the reasons for others’ emotions and responds appropriately (e.g., a child comforts a peer who is upset that they have to clean up their toys) (SED2.5j)

SED3. INTERACTING WITH OTHERS

SED3.1. Developing relationships with adults

• Shows enjoyment in interactions with trusted adults while also demonstrating skills in separating from these adults (SED3.1n)

• Comfortable with being with less familiar adults in a safe setting (e.g., engages with visitor to home or classroom) (SED3.1o)

SED3. INTERACTING WITH OTHERS

SED3.2. Developing relationships with other children

• Demonstrates strategies for participating in social play with peers (e.g., asks to join in game or brings new item to add to existing play) (SED3.2r)

• Plays with peers in a coordinated manner including assigning roles, materials, and actions (e.g., sets up and assigns roles in restaurant in dramatic play area) (SED3.2s)

• Maintains friendships over time (SED3.2t)

• Responds to the needs of others and tries to help others with simple tasks (SED3.2u)

SED3. INTERACTING WITH OTHERS

SED3.3. Engaging in cooperative play

Builds on cooperative play, communication, and working memory skills by engaging in dramatic play with several other children, each taking on a particular role in a shared theme (SED3.3n)

SED3. INTERACTING WITH OTHERS

SED3.4. Solving social interaction problems

• Engages in prosocial behavior such as cooperating, compromising, turntaking, and resolving social conflict (SED3.4d)

• Expresses feelings and needs in conflict situations (e.g., “I’m feeling upset because you have the truck I need for my racetrack.”) (SED3.4e)

• Uses problem-solving strategies independently or with adult prompting when feeling angry or frustrated (e.g., asks peer to trade toys because they want the one-of-a-kind toy) (SED3.4f)

Communication, Language and Literacy Development: An area of children’s development that includes a set of skills and behaviors through which a child learns to communicate. This developmental area details the foundational skills of mastering letters, sounds and words, and using these skills to read and write.

CLLD1. COMMUNICATION

CLLD1.1. Understanding verbal and nonverbal cues

• Answers questions and adds comments relevant to the topic (CLLD1.1aa)

• Begins to demonstrate understanding of implied messages based on speaker’s tone and/ or gestures (e.g., finger on lip and saying “shhhh” means be quiet) (CLLD1.1ab)

• Understands and responds to words for descriptive concepts (e.g., hard, square) (CLLD1.1ac)

• Follows 2-3 step related directions and some new directions related to familiar and daily routines (CLLD1.1ad)

• Demonstrates understanding of communication that includes a variety of complex sentences related to familiar stories, learning activities, and events (e.g., After Clifford the dog came home, he played with Emily Elizabeth.) (CLLD1.1ae)

CLLD1.2. Using vocabulary and nonverbal cues to communicate

• Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences (e.g., uses irregular past tense verbs such as came, ran, fell, broke, went, told, did) (CLLD1.2s)

• Answers open-ended questions comfortably (CLLD1.2t)

• Retells stories and events in sequence with multiple details (e.g., retells The Three Bears noting three chairs, three beds, etc.) (CLLD1.2u)

CLLD1.3. Learning and engaging in conversational interactions

• Begins to match language to contexts (e.g., voice volume, inflection/rise and fall of voice in speaking, and parting/greeting rituals) (CLLD1.3n)

• Engages in multiple back-and-forth conversations with adults in ways that can be goal directed (such as solving problems) (CLLD1.3o)

• Asks and responds to questions with accurate information (CLLD1.4p)

CLLD2. FOUNDATIONS OF READING

CLLD2.1. Paying attention to print as meaningful

• Distinguishes among a variety of texts and their purposes (e.g., books, shopping lists, etc.) (CLLD2.1l)

• Begins to track individual words in text or braille by pointing or touching (CLLD2.1m)

CLLD2.2. Understanding ideas, vocabulary, and information in stories and texts

• Listens and responds to a variety of texts and media (e.g., audio book, music and movement) (CLLD2.2p)

• Tells fictional or personal stories sequentially and with 3 or more details (CLLD2.2q)

• Begins to understand cause and effect relationships in fiction and nonfiction texts (CLLD2.2r)

• Predicts what will happen next in an unfamiliar story (CLLD2.2s)

• Uses new words learned through listening to stories (CLLD2.2t)

CLLD2.3. Learning spoken language is composed of smaller segments of sound

• Begins to rhyme and produce rhymes of simple words (CLLD2.3i)

• Begins to orally segment and combine compound words (e.g., lunchbox segmented is lunch-box; when combined it is lunchbox) (CLLD2.3j)

• Begins to segment and combine syllables (e.g., purple segmented is purple; when combined it is purple) (CLLD2.3k)

• Begins to identify the initial and final sound in words (e.g., /b/ in bat) (CLLD2.3l)

CLLD2.4. Learning how letters and print work to create words and meaning

• For many, with instructional support, matches the sound with the corresponding letter (CLLD2.4f)

• For many, with instructional support, matches the letter with the corresponding sound (CLLD2.4g)

• Recognizes many upper and lower case letters (CLLD2.4h)

• Will use a combination of letters and symbols to represent words (CLLD2.4i)

CLLD3. FOUNDATIONS OF WRITING

CLLD3.1. Drawing, scribbling, and writing to communicate

• Begins to use initial letter sounds to represent a whole word (e.g., /f/ for fish) (CLLD3.1q)

• Begins to represent the initial and final sounds to represent a word (e.g., ‘dg’ for dog) (CLLD3.1r)

• Retells or reads their writing to others (CLLD3.1s)

• Represents all letters in their own name, with sequencing, positioning, and reversals still evidenced (CLLD3.1t)

• Begins to produce a correct representation of their name using capital letters, lowercase letters, or a combination of both moving from left to right (CLLD3.1u)

• Begins to copy names of familiar people and objects (CLLD3.1v)

CLLD3. FOUNDATIONS OF WRITING

CLLD3.2. Developing writing habits and skills

• Continues to revise writing in the moment based on interactions with peers and adults (CLLD3.2f)

• Begins to revise by adding details to drawings/writings to express their ideas (CLLD3.2g)

• Begins to make a plan for the writing they will produce (e.g., creates picture to tell story and then writes) (CLLD3.2h)

CLLD3.3. Handling writing tools

• Begins to use a comfortable and efficient three-finger grip to control a variety of writing tools (CLLD3.3g)

• Uses a variety of digital tools to write or draw (CLLD3.3h)

HPD1. USING SENSES

HPD1.1. Learning through all senses

• Uses sensory information to guide motions and interactions with objects and other people (e.g., plays games like tag with other children) (HPD1.1q)

• Shows increasing awareness of body, space, and relationship to other objects to allow more coordinated movements, actions, and interactions with others (e.g., shows the ability to get in line with other children and walk in line) (HPD1.1r)

HPD2. GROSS MOTOR

HPD2.1. Developing large muscle control

• Demonstrates more coordinated movement when jumping for height and distance, hopping, and running (HPD2.1o)

• Carries out activities that combine and coordinate large muscle movements, including swinging on a swing, climbing a ladder, dancing to music, or balancing on one leg for longer periods of time (HPD2.1p)

• Shows awareness of one's own body in relation to other people and objects while moving or dancing through space and at varying speeds and levels (HPD2.1q)

HPD2.2. Exploring the environment

• Develops strength and stamina by spending extended periods of time playing and participating in activities that build strength, speed, flexibility, and coordination (e.g., tag, red light - green light) (HPD2.2f)

HPD3. FINE MOTOR

HPD3.1. Using eyes and hands together

• Uses objects with ease (e.g., fork, spoon, and sometimes a table knife) (HPD3.1j)

• Draws smaller figures and includes more detail (e.g., faces with features) (HPD3.1k)

HPD3.2. Developing small muscle control

• Draws with crayons and markers and cuts with scissors, with moderate levels of precision and control (e.g., cuts along a line or circle) (HPD3.2j)

• Manages self-help routines such as dressing self (e.g., zipping, buttoning, snapping) (HPD3.2k)

HPD4. PHYSICAL HEALTH AND SELF-CARE

HPD4.1. Taking care of daily health needs

• Takes more responsibility for personal hygiene and self-care skills (e.g., washing hands independently) (HPD4.1r)

• Uses language to ask adults or peers for the help needed in a particular situation, including acting out stories or in play scenes (HPD4.1s)

• Consistently uses strategies to calm themselves when needed (HPD4.1t)

HPD4.2. Adopting safe behaviors

• Follows basic safety rules, signs, and labels consistently and anticipates consequences of not following rules (HPD4.2o)

• Participates in safety practices by helping to use car seat restraints and helmets (HPD4.2p)

• Identifies people in the community who can help them (e.g., firefighter, nurse) (HPD4.2q)

• Identifies emergency and non-emergency situations (HPD4.2r)

HPD4.3. Eating with healthy habits

• Makes healthy eating choices both independently and with support (HPD4.3m)

• Follows picture recipes to prepare a simple snack (HPD4.3n)

• Demonstrates an increasing understanding of the ways in which healthy food helps the body grow, like saying, “Milk makes my bones strong.” (HPD4.3o)

HPD4.4. Developing healthy habits for rest and sleep

• Independently starts and participates in sleep routines (HPD4.4m)

• Can describe why sleep keeps us healthy (HPD4.4n)

Cognitive Development: An area of children’s development that includes the processes through which a child explores and comes to understand more about their world and people.

CD1. SCIENCE: THE NATURAL AND PHYSICAL WORLD

CD1.1. Paying attention to the natural world

• Compares and categorizes observable phenomena (e.g., by collecting, organizing, and describing materials according to their physical characteristics) (CD1.1j)

• Imitates and uses adults’ words and ideas when talking about the physical and natural worlds (CD1.1k)

• Shows detail in drawings, constructions, demonstrations to show thinking (CD1.1l)

CD1.2. Testing questions and ideas

• Uses many sources (e.g., pictures, books) to gather information (CD1.2n)

• With adult guidance, plans and conducts investigations (CD1.2o)

• Analyzes results, draws conclusions, and communicates results (CD1.2p)

• Collaborates with others to conduct investigations (CD1.2q)

CD2. Social Science: People, Community, and Culture

CD2.1. Learning about ways that people interact

• Communicates about the roles of people in the community encountered directly (caregiver or educator) and roles introduced through pictures, books and other media (artists, cooks, cashiers, construction workers) (CD2.1n)

• Uses props and dramatic play to show growing awareness of things and events in the larger world (using a computer, driving a bus) (CD2.1o)

• Shows more detail in drawings, buildings, models, and performances, reflecting their thinking and understanding about social connections (CD2.1p)

CD2. Social Science: People, Community, and Culture

CD2.2. Understanding relationships and connections

• Communicates about self as member of many different groups, such as within a family, classroom, faith community, or sport team (CD2.2g)

• Uses positive social behaviors (taking turns, sharing, helping with jobs) to help meet needs of the group (CD2.2h)

• With adult help, participates with peers in solving problems, settling conflicts, and negotiating plans and decisions (CD2.2i)

CD2.3. Learning about differences

• Learns simple vocabulary of other languages spoken in home, classroom, or school community (CD2.3g)

• Represents self and others in drawing with increasing detail and accuracy, including distinguishing features related to physical, racial, and cultural differences (CD2.3h).

• With adult help, notices and communicates about different family structures represented in the group (CD2.3i)

• Communicates about own family’s culture and traditions and accepts that children and families are different (CD2.3j).

CD3. MATHEMATICS

CD3.1. Comparing numbers, counting, and recognizing quantities

• Counts forward to 20 by memory (CD3.1q)

• Counts backwards from 5 (CD3.1r)

• Shows accuracy in demonstrating one-to-one correspondence for up to 10 objects (CD3.1s)

• Counts up to 10 objects in a line (CD3.1t)

• Answers the question “How many?” for up to 10 objects (CD3.1u)

• Counts out 10-20 objects in a line from a larger group (CD3.1v)

• Instantly recognizes a collection of up to 10 objects (i.e. subitizes) (CD3.1w)

• Uses words that mean zero such as “nothing” or “none” (CD3.1x)

• Shows a quantity to match a numeral by making marks, drawing items, or placing actual objects (CD3.1y)

• Compares sets of objects that range in size from 1-10, as having “more”, “fewer” or “same” (CD3.1z).

• Arranges images with 3 or more different quantities of objects in correct order (CD3.1aa)

CD3.2. Understanding number relationships and solving problems using operations

• Solves addition (joining) problems using manipulatives (e.g., fingers, objects, tally marks) (CD3.2c)

• Solves subtraction (separating) problems using manipulatives (e.g., fingers, objects, tally marks) (CD3.2d)

• With adult help, uses “counting on” as a strategy to solve addition (joining) problems (e.g., “I have 3 and 2 more gives me 4, 5”) (CD3.2e)

• With adult help, uses “counting back from” as a strategy to solve subtraction (separating) problems (e.g., To take away 3 from 5, “5,4,3...leaves 2”) (CD3.2f)

CD3.3. Geometric thinking and spatial reasoning

• Uses smaller shapes to compose larger and different shapes (e.g., two triangles make one square) (CD3.3s)

• Correctly names squares, rectangles and triangles regardless of size or orientation (CD3.3t)

• Describes attributes of two and three dimensional shapes (e.g., “A square has four corners/angles”, “a triangle has three straight sides”) (CD3.3u)

• Draws and describes pictures that show relative locations and uses terms like “near to” or “closer to” (CD3.3v)

CD3.4. Sorting, classifying, and patterning

• Identifies, duplicates, extends, and creates simple repeating patterns (CD3.4l)

• Fills in missing elements of simple, repeating patterns (CD3.4m)

• Recognizes, names, and extends simple repeating patterns (CD3.4n)

• Describes quantitative changes (e.g., “I am two years older than when I started school.”) (CD3.4o)

CD3.5. Describing, comparing, and measuring

• Directly compares the length or volume of two objects (CD3.5g)

• Uses comparative language to describe and compare objects using attributes (e.g., longer, shorter, lighter, heavier, etc.) (CD3.5h)

• With adult support, measures using the same non-standard unit, such as putting together snap cubes to see how tall a book is (CD3.5i)

• With adult support, compares or orders up to 5 objects based on their measurable attributes, such as height or weight (CD3.5j)

• With adult support, recognizes that different attributes such as weight, height, and volume require different tools to measure (CD3.5k)

• With adult support, demonstrates “size seriation” by comparing and ordering objects according to measured attribute/ characteristic (e.g., places books on shelf according to measured size) (CD3.5l)

• With adult support, explores tools of measurement such as rulers, scales, and measuring cup, using the appropriate tool for the attribute/characteristic being measured (CD3.5m)

• With instruction, shows an awareness of time by talking about events with words such as before, after, and later (CD3.5n)

CD4. FINE ARTS

CD4.1. Exploring and expressing ideas through movement and dance

• Imitates adult model of walking in a circle or circular fashion, walking on tiptoe and balancing on one foot during guided movement experiences (CD4.1p)

• Follows directions or demonstrations of moving forward, backwards, sideways, or in a turning motion (CD4.1q)

• Changes tempo of movements in response to changes in tempo or beat of music (CD4.1r)

• Follows directions or example to stop moving on cue (CD4.1s)

• Reproduces dance steps or movements several times (CD4.1t)

• Uses dance to communicate ideas or feelings (CD4.1u)

CD4.2. Learning about and through music

• Creates original lyrics and songs (CD4.2s)

• Keeps a steady beat for 8-16 counts by patting body parts or using small instruments (CD4.2t)

• Draws to represent patterns in sound (e.g., “clap, clap, stomp, stomp” drawn as “dot, dot, dash, dash”) (CD4.2u)

• Uses songs, simple instruments and found materials to create music that expresses mood, story, or relationships (CD4.2v)

CD4.3. Building understanding, empathy, and relationship skills through drama and theatre arts

• Uses props and dramatic play to explore roles and events in the larger community and world (CD4.3n)

• Negotiates roles and dialogue with peers and adapts to the needs of the group in dramatic play (CD4.3o)

CD4.4. Using visual arts media to express thoughts and feelings

• Begins to draw with planning and purpose to show or tell a story about something in their experience (CD4.4k)

• Draws the human form with more accuracy and detail (CD4.4l)

• Begins to describe art and the story it tells (CD4.4m)

• With adult help, chooses media to match the intention of the art (e.g., clay vs. paint vs. 3-D vs. collage) (CD4.4n)