The Ounce Scale - Pearson Educationassets.pearsonschool.com/correlations/IA_Ounce_EarlyLearn.pdf ·...

The Ounce Scale™

Correlated to

Iowa Early Learning Standards: Infants and Toddlers

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Iowa Early Learning Standard: Infants and Toddlers aligned with

The Ounce Scale: Standards for the Developmental Profiles: Birth to 42 months*

'Please note: Both Iowa and the Ounce Scale have Rational Paragraphs that more fully explain the individual Iowa Standards and the individual Ounce Scale Performance Indicators. Iowa uses 2 benchmark ages: that of infant and toddler. The Ounce scale uses eight benchmark ages: four for babies, three for toddlers and one for pre-schoolers. For the purpose of this alignment, the examples selected from The Ounce Scale were chosen primarily from babies 12 and 18 months, from toddlers 36 months, and from pre-schoolers 42 months. Many additional examples could be added from the other Ounce Scale benchmark ages.

Iowa Early Learning Standards: Infants and Toddlers The Ounce Scale: Standards: Birth to 42 months

Area Standard Benchmarks Age level

Area of Development Performance Indicator Selected Performance Examples

I: Physical Well-Being & Motor Development 1.1 Healthful & Safe Living

Infants and toddlers participate in healthy and safe living practices.

The infant: 1. Sleeps on the back until he/she can roll from back to stomach.

8 mo. Physical Development VI. Movement and Coordination: Babies in Motion:

Gain control of head and body

Some babies…can flip over from front to back-p.13

I: Physical Well-Being & Motor Development 1.1 Healthful & Safe Living (continued)


2. takes in fluids from the breast or bottle, progressing to solid foods and drinking from a cup.


Make things happen, quite often unintentionally

Bring objects to their mouth-p.12


Hold things briefly before they drop from fingers

Hold their bottle for almost an entire feeding Bring objects placed in their hands to their mouth-p.14


Coordinate eyes with hands while holding and exploring objects

Pick up bits of cereal or banana slices from their tray… Drink from a cup, often needing some assistance Pick up their spoon by the handle.-p.31

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Begin to participat4e in self-help activities

Hold their own cup or plastic glass when drinking Use a spoon to feed themselves, even though awkwardly Pick up small pieces of food and put them in their mouth-p.41

I: Physical Well-Being & Motor Development 1.1 Healthful & Safe Living (continued)


The toddler: 3. participates in healthy self-care routines, such as washing hands and brushing teeth, with assistance from a familiar caregiver.

24 mo. Physical Development VI. Movement and Coordination: Toddlers in Motion

Try to manage own behavior

Insist on washing their own hands and drying them before lunch. Try to put on their own shirt or their socks-p.52



Begin to brush their teeth by themselves- Take off their own coat or jacket and try to hang it up on a hook Feed themselves with-out help and serve themselves from a serving bowl-p.64


Accomplish many self-help activities

Undress themselves with no help Dress themselves after getting help with the hard things Want to bathe themselves Feed themselves entirely… Hold a glass with one hand…-p.77



brush their teeth successfully by themselves-p.89

I. Physical Well-Being & Motor Development 1.1 Healthful & Safe Living (continued)


4. eats healthy foods at the table with other children or caregivers.


Participate in self-help activities

Toddlers are becoming very interested in managing their own self-care, especially feeding…eating healthy foods, and so on.-p.52 (taken from the rational paragraph)



Help prepare foods for salads such as tearing the lettuce or peeling a banana-p.77

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Spread peanut butter on crackers or bread Pour juice from a small pitcher and stop before the juice overflows-p.89

I. Physical Well-Being & Motor Development 1.1 Healthful & Safe Living (continued)


5. participates in safe behaviors regarding the environment, such as around stairs or hot surfaces.

24 mo. Social and Emotional Development II. Feelings About Self: Learning About Me


Stop running down the sidewalk and turn to you when you call their name climb down off the low table without asking for help when they see your frowning face-p.44 Close the drawer that contains sharp knives after being warned with words, "Keep that drawer closed!"-p.45


Express feelings through language and pretend play

walk confidently down the street until they see a dog, then run to the safety of their caregiver's arms-p.56

30 mo. Cognitive Development V. Exploration and Problem Solving: Toddler Discoveries

Use reasoning skills and imagination when planning ways to make things happen

Look outside at the newly fallen snow and run to get their boots and mittens-p.61

1. Physical well-Being & Motor Development 1.2 Large Motor Development

Infants and toddlers develop large motor skills

The infant: 1. Shows increasing balance, strength, and coordination in activities such as sitting and standing.

18 mo. Physical Development VI. Movement and Coordination: Babies in Motion

Move from place to place

Sit in a chair without support Walk upright more than they crawl Move smoothly from sitting to standing Stand with their feet wide apart and sway side to side in time to music-p.39

1. Physical well-Being & Motor Development 1.2 Large Motor Development (continued)


2. Shows increasing control in large motor skills such as reaching, rolling over, crawling, standing, and walking.



Squat down to pick up a toy or a crumb of food they discover on the rug and stand up again with little difficulty Climb up the stairs on their hands and knees Push and pull toys as they walk around-p.39

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The toddler: 3. Shows increasing control in motor skills such as catching a ball, throwing a ball underhand, kicking a ball, and jumping.

36 mo. Physical Development: VI. Movement and Coordination: Toddlers in Motion

Demonstrate increased body control and combine several movements when participating in play activities

Walk on tiptoe for a short distance-p.75 Throw the ball in an underhanded toss, although still not very directed-p.75 'Help a friend make the rocky boat go-p.75 Enjoy a group activity such as keeping the beach ball afloat, or seeing who can run to the steps the fastest-p.76



4. Shows increasing balance in activities such as running, climbing stairs, and moving a riding toy using his/her feet.



Participate in group activities that include running, galloping, crawling, rolling over, and twirling around-p.75 Become really skilled and fast in pushing the riding toys around with their feet-p.75 Use the pedals on the riding toy for locomotion-p.75 Climb up the steps on a toddler gym and slide down the short slide-p.76 Put on and take off clothes in the dress-up area-p.76 Dress the doll with more complex clothes such as socks, shoes, or a bonnet-p.88


Show coordination skills while moving around and engaging in play activities

Climb the steps on a toddler slide more skillfully and slide down with ease Climb up the bars of a small jungle gym, perhaps still needing help getting down-p.63.

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1: Physical well-Being & Motor Development 1.3. Small Motor Development

Infants and toddlers develop small motor skills

The infant: 1. Uses hand-eye coordination to perform self-help and small motor tasks, such as eating food, picking up objects, placing objects, and transferring objects from hand to hand.



Grab the spoon as you try to feed them Pick up a piece of sandwich or a toy and drop it over the edge of the high chair tray Pick up small bits of lint from the rug and place them in your hand Begin to turn the pages of a board book that you have read together a number of times, using their thumb and fingertips-p.31 'Pick up bits of cereal or banana slices from their tray… Drink from a cup, often needing some assistance Pick up their spoon by the handle.-p.31

1: Physical well-Being & Motor Development 1.3. Small Motor Development (continued)

Infants and toddlers develop small motor skills

The toddler: 2. Uses hand-eye coordination to perform self-help and small motor tasks such as eating with a fork or spoon, completing simple puzzles, stacking blocks, dressing self with assistance, scribbling with crayons or markers.



Dress themselves after getting some help with the hard things such as which hole to put their foot through in the pants-p.77


Use fingers, hands, and eyes to engage in a variety of activities

Put food coloring into the play dough and help to mix it up String large beads on a shoelace Successfully turn the key for a wind-up toy Build a connecting cube structure Tear up pieces of colored construction paper to past on a collage-p. 76


Use hands with increasing control and precision for a variety of purposes

Put on and take off clothes in the dress-up area-p.88

2: Approaches to Learning 2.1 Play

Infants and toddlers engage in play to learn.

The infant or toddler: 1. Uses sights, smells, sounds, textures, and tastes to explore and experience activities and materials.

12 mo. Cognitive Development V. Exploration and Problem Solving: Baby Discoveries

Show understanding of things in the environment during exploration

Inspect the clapper in a bell, turning the bell over and over Inspect the breadcrumb they found on the floor and then put it in their mouth-p.28

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Demonstrate memory Take the wooden spoon and stir it around in the bowl they are playing with-p.29


Gain new understanding while exploring the environment

Pull their wagon around and around in the play area, seeing how it works Pat, push, mound, squish, and pound the play dough, experiencing all the ways it feels and can be used-p.37

36 mo. Social and Emotional Development III. Relationships with Other Children: Child to Child

Show capacity to play cooperatively with other children

Watch other children playing at the water table and then try it on their own Begin to participate in simple group activities like follow the leader-p.70

36 mo. Cognitive Development V. Exploring and Problem Solving: Toddler Discoveries

Show ability to figure things out

Try to crawl through the cloth tunnel, get stuck, and figure out that they need to back up-p.75

42 mo. Personal and Social Development I. Personal Connections: It's About Trust

Reflect attitudes and behaviors of familiar adults

Ask a caregiver to look at their new "invention" or to praise them when they accomplish a new skill-p.78

2: Approaches to Learning 2.1 Play (continued)


2. Chooses and participates in a variety of play activities.



Pull out all the pots in the bottom cabinet-p.28


Show preferences, likes, and dislikes

Insist, "Me, me!" as the teacher tries to help them carry a puzzle from the shelf over to the table Shout, "Mine mine," when another child tries to play with the blocks-p.33 Show particular interest in a special music tape, or the fish in the aquarium, or special picture books-p.34



Stand at the sand table and want to have the same toys as their friend-p.70

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look for a toy telephone in the dramatic play area…-p.75

42 mo. Personal and Social Development II. Feelings About Self: Learning About Me

Show greater comfort with independence

Try a new puzzle with smaller pieces than before-p.80

2: Approaches to Learning 2.1 Play continued)


3. Imitates behaviors in play. 12 mo. Communication and Language IV. Understanding and Communicating: Baby Talk

Show understanding of gestures and words

Put their hands over their eyes when they see someone else doing it-p.26

12 Mo. Social and Emotional Development III. Relationships with Other Children: Child to Child

Demonstrate awareness of other children

Push a wheeled toy back and forth as they sit beside another child who is pushing his or her truck-p.26


Demonstrate memory Pretend to drink from the cup in the tea set and then offer a drink to you-p.29


Show increased memory skills

Imitate the way they have seen an adult turn a screwdriver using their own plastic screwdriver Imitate adult actions, such as pretending to stir sugar into a make-believe cup of coffee-p.38


Explore and understand in more detailed and abstract ways

Try out what they would do if they were a mommy as they take care of the doll-p.73

42 mo. Personal and Social Development III. Relationships With Other Children: Child to Child

Engage in cooperative play with other children

Join in games of pretend play with other children, for example, playing house and assigning roles such as, "You be the mommy and I'll be the daddy"-p.82

2. Approaches to learning 2.2

Infants and toddlers express curiosity and initiative in exploring the environment and

The infant or toddler: 1. Shows interest in people, objects, and events

12 mo. Social and Emotional Development I. Personal Connections: It's About Trust

Show preference for familiar adults

Show great delight when a caretaker plays peek-a-boo with them-p.23

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Curiosity & Initiative

learning new skills.

12 mo. Social and Emotional Development III. Relationships With Other Children: Child to Child


Touch the hair of a baby sitting near them-p.26


Rely on the presence of familiar adults to try things

Crawl through the cloth tunnel after they see a trusted face at the other end-p.32


Show cautious interest in new people

Ask the worker who comes into the classroom to change a light bulb what he's doing-p.67



Show curiosity about almost everything they see-p.73


Show comfort around new adults

Walk around the room and look at toys on a visit to a new preschool Call out a greeting to the woman sitting in her yard as they walk by-p.79

2. Approaches to learning 2.2 Curiosity & Initiative continued)

Infants and toddlers express curiosity and initiative in exploring the environment and learning new skills.

2. Chooses, explores, and manipulates a variety of objects or toys.



Reach for a squeaky toy that another child is playing with-p.26



Fiddle with all the knobs on the TV even after having been told, "No, don't touch!"-p.28


Demonstrate memory Point to appropriate pictures in a book as you read to them-p.29

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Use toys and other objects with a purpose

Roll a ball toward you and watch to see what you'll do-p.39


Plan before taking action

Put on a hat in the dress-up area and walk over to the block area to get some blocks to put in the shopping cart-p.74



Show you the space station they built with the unit blocks-p.80

2. Approaches to Learning 2.3 Engagement & Persistence

Infants and toddlers purposefully choose, engage, and persist in experiences and activities.

The infant or toddler: 1. Holds attention of familiar caregiver, for example, through eye contact or vocalizations.



Actively cling, cry, or try to follow when their parent says "good-bye" or opens the door to leave Tug on their parent's leg repeatedly while he or she is talking on the phone-p.23

12 mo. Communication and Language IV. Understanding and Communicating: Baby Talk


Look attentively toward you when you say, "No-no"



Play on the rocky boat, climb out and go over to the caregiver to touch his or her leg, then return to the rocky boat- Go to get a trusted adult and, with words or gestures, show that they want that person to be near them-p.32

18 mo. Communication and :Language IV. Understanding and Communicating: Baby Talk

Use consistent sounds, gestures, and some words to communicate

Greet family members when they return home with a sound that clearly resembles "hello" Shake their head no when they don't want any more cereal-p.37



Try to make their caregivers laugh saying silly words that they think are funny-p.66

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Ask for help from the person standing nearby when trying to open a heavy door-p.79

2. Approaches to Learning 2.3 Engagement & Persistence (continued).


2. Repeats a newly learned activity. 12 mo. Social and Emotional Development I. Personal Connections: It's About Trust


Hold a toy phone to their ear as they've seen other people do-p.23



Participate in the clapping when playing patty-cake-p.26


Show increased understanding of words and gestures

Show enjoyment and participate in f familiar finger play Pick up their spoon after being told to use the spoon instead of their fingers-p.36


Demonstrate emerging ability to manage own behavior

Proudly announce that they used the toilet all by themselves-p.68

42 mo. Communication and Language IV. Understanding and Communicating: Preschooler Talk

Use conventions of speech while expressing ideas

Repeat actual text when they retell a story using a puppet or the flannel board-p.84

2. Approaches to Learning 2.3 Engagement & Persistence (continued)


3. Engages and persists towards a goal with an activity, toy, or object.


Makes expected things happen

Splash water in the tub and close their eyes in anticipation of getting water in their face Turn the stack of rings upside down, then restack them, not necessarily in order of size-p.29

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Demonstrate beginning understanding of how to play catch as you roll the ball over to them and they learn how to roll it back to you-p.38 Pretend to cook by stirring a spoon in a pan-p.39



Say to their friends, "Let's make a band," as they bang on a pan cover and tell the others to find "instruments" so they can be part of the band too-p.74



Sit on the riding toy trying to make it go on the grass, but when it doesn't move get off and push it-p.75

42 mo. Cognitive Development V. Exploration and Problem Solving: Preschoolers Discoveries

Make a plan before taking action

Find all the felt figures they will need for the felt board in preparation for retelling 'Gingerbread Man or Ask Mr. Bear'-p.86


Think about a problem and figure out what to do

Go to the carpentry bench to get a hammer because the wheel on the wagon is broken and needs to be fixed-p.87

2. Approaches to Learning 2.4 Problem Solving

Infants and toddlers demonstrate strategies for reasoning and problem solving.

The infant or toddler: 1. Uses an object, action, or caregiver as a means to a goal, such as pulling a string to reach a toy or pushing a button to hear a sound.


Make expected things happen

Push the buttons on the toy box and wait for a clown to pop up Drop an object over the edge of the high chair and wait expectantly for someone to pick it up-p.29



Take the spoon out of the caregiver's hand and try to feed themselves -p.33



Use the string attached to a toy to pull it toward themselves, even when the toy gets stuck on something and won't move-p.38

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Look for a toy telephone in the dramatic play area and, when they can't find one, pick up a block and put it to their ear to tell Mommy about the picture they just painted-p.75



Look through a container of beads for another green bead in order to complete the pattern they started-p.86



Run over to the dramatic play area to find a cooking pan to use at the sand table because the sand pail is missing-p.87

2. Approaches to Learning 2.4 Problem Solving (continued)


2. Uses trial and error to find a solution to a problem.



Try to make the square shape go in the round space, pounding and pushing with all their might Unstack the nesting blocks and then try to pile them back together again.-p.28



Find a favorite small toy under the cup after being shown how you can hide it and then find it right where it was hidden-p.29



Explore the pegboard holes with their finger and then look around for something to fit in the holes



Place round shapes into a form board with increasing accuracy-p.39



Go from large to small with accuracy as they replace the rings on the ring cone-p.74



Find another long block for a classmate who is building an airport in the block area-p.87

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2. Approaches to Learning 2.4 Problem Solving (continued)


3. Imitates a caregiver action to solve a problem.

12 Mo.

Social and Emotional Development III. Relationship With Other Children: Child to Child


Try to make the wind-up toy go after watching someone else do it-p.26


Demonstrate memory Try to buckle the strap on the booster seat or on the car seat



Explore and experiment with new materials such as play dough when the teacher or caregiver is sitting at the table Continue to stack cardboard blocks after being given a reassuring smile or an encouraging word by a caregiver from across the room-p.32



Try to push two pop-it beads together the way they've seen a caregiver do it-p.37



Try to zip up their jacket and, when it gets stuck, go to find help-p.75



Bring over the book with the torn page and ask for tape so they can fix it-p.87

3. Social & Emotional 3.1 Self

Infants and toddlers display a positive sense of self.

The infant or toddler: 1. Explores his/her own body.


Reach toward things that capture their attention

Watch and touch their fingers as they move toward midline and meet-p.14


Change body positions Use their arms to pull their body along on the floor, often moving backward rather than forward Get up on their hands and knees and rock back and forth-p.22

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Point to several body parts when you name them-p.29


Change position and begin to move from place to place

Stand alone without support for a few seconds or minutes

3. Social & Emotional 3.1 Self (continued)


2. Shows awareness of self (for example, by responding to own image in mirror).


Express comfort and discomfort, enjoyment and unhappiness

Pay attention when spoken to or in response to smiles or frowns-p.8



Insist, "Me, me!" as the teacher tries to help them carry a puzzle from the shelf over to the table-p.33



Identify themselves in a mirror or photograph-p.38


Show comfort with independence, competence, and expressing feelings

Call someone over to show them how they can pull up their own pants after toileting by themselver-p.68



Wash their hands "by self" before meals and after toileting-p.80



3. Shows preferences for toys and activities.


Show likes and dislikes Point to the juice several times, and protest when given water instead Vocalize and try to reach for the toy or cookie they want-p.25

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Show particular interest in a special music tape, or the fish in the aquarium, or special picture books Protest when their parent tells them it's time for a bath and they're busy with the pegboard Find the CD with the picture of dancing bears on it and hand it to you to play-p.34



Proudly show off the new finger play they learned at circle time-p.68



Ask for their favorite kind of cereal when shopping with a caregiver in the market-p.80



4. Expresses enjoyment, for example, after succeeding in an activity.



Giggle even before you finish when you play "This Little Piggy" because they remember that the tickling part is coming-p.27


Begin to show awareness of other children's feelings

Clap with joy when the teacher praises another child for an accomplishment-p.35



Ask a teacher to watch as they show the way they can climb up the steps of the slide Ask a caregiver to watch as they put a new puzzle together all by themselves-p.68



Jump up and down with anticipation as they wait for the cookies they helped mix finish baking in the overn-p.80

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Express feelings, needs, and wants

Talk to their imaginary friend about things they are thinking about-p.81

3. Social & Emotional 3.2. Self-Regulation

Infants and toddlers show increasing awareness of and ability to express emotions in socially and culturally appropriate ways.

The infant or toddler: 1. indicates need for assistance by actions such as crying, gesturing, vocalizing, using words, or approaching familiar caregivers.

12 mo. Social And Emotional Development II. Feelings About Self: Learning About Me

Show likes and dislikes Vocalize and try to reach for the toy or cookie they want-p.25


Use consistent sounds, verbal expressions, and gestures to communicate

Kick their legs against the high chair when they want to get down-p.27



Continue to stack cardboard blocks after being given a reassuring smile or an encouraging word by a caregiver from across the room-p.32



Go to the teacher for help after another child pushes them off the swing-p.68





Manage own behavior with increasing skill

Try to explain a different way to play a game but get impatient and begin to yell and push when no one seems to understand Call to a parent for help when their younger brother tears the drawing they just finished-p.80

3. Social & Emotional 3.2. Self-Regulation (continued)


2. Comforts him or herself when distressed or tired by actions such as sucking, stroking blanket, or hugging a toy.


Learn to cope with familiar and unfamiliar situations

Settle easily when able to hold a favorite blanket or stuffed toy when in a strange situation-p.17

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Try to manage own behavior in different situations

Rub the satin trim of their special blanket against their cheek when upset or tired Grab and cling to their favorite teddy bear when they feel there are too many people aroung-p.25



Become angry when a friend touches their snack but calm down when he says he's sorry-p.68



Laugh as a way of hiding anxiety about a mishap on the playground-p.81


Show increasing ability to understand the feelings of other children

Gather all the blocks into a pile and tell the next child who comes into the block corner that there are no more blocks left-p.82

3. Social & Emotional 3.2. Self-Regulation (continued)


3. Responds to emotions expresses by others, for example, by comforting another child or crying in response to the cries of others.



Cry when they hear another baby crying-p.26


Begin to show awareness of other children's feelings

Look distressed when another child cries after falling on the playground Look sad or worried when they see some children fighting over a toy Attempt to comfort another child who has fallen on the playground-p.35


Respond to other children's feelings

Look concerned when a classmate falls down near where they're sitting Put their arms around a peer when he falls down during creative movement-p.70

42 mo. Personal and Social Development III. Relationships with Other Children: Child to Child


Let a friend know that she can use the marble roll now Explain to the teacher that Tanika is sad because her hamster died last night-p.82

3. Social & Emotional 3.2. Self-Regulation

Infants and toddlers show increasing awareness of and ability to express

4. Shows increasing ability to recognize own feelings, control behavior, and follow simple rules and limits.


Try to manage own behavior in different situations

Look toward their parent's face to find out if they can pick up the object on the rug-p.25

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(continued) emotions in socially and culturally appropriate ways.



Stop banging their spoon on the tray when asked to stop Catch their parent's warning look from across the room even as they continue to climb on the back of the sofa-p.34


Show awareness of social skills when expressing needs and wants

Explain with words that they don't want to come in and sit down for story time Whine when they want another cookie but stop and use words when reminded that there is a better way to get a second cookie-p.69



Spill the juice as they try to be the teacher-helper and then stamp their feet in frustration-p.81

3. Social & Emotional 3.3 Relationships with Caregivers

Infants and toddlers develop and maintain positive relationships with significant caregivers.

The infant or toddler: 1. Distinguishes between familiar and unfamiliar caregivers; for example, is comforted by the sight of the parent or the sound of the parent's voice.


React to unfamiliar adults

Stop exploring or playing in order to watch intently when an unfamiliar adult enters the room Enjoy the ride in their stroller until a new person stops to talk to them, and then they start to fuss and reach around for you to hold them-p.24


Show awareness of unfamiliar adults

Move to the other side of the room when an unfamiliar person enters the room Cry when they see a face that is different from what they are used to, such as a clown or someone with a mustache or beard-p.33



Smile and say hi to their grandmother whom they don't know very well, but pull back when she reaches for a hug-p.67




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3. Social & Emotional 3.3 Relationships with Caregivers (continued)


2. Accepts assistance and comfort from familiar caregivers.



Play comfortably in a new setting until the arrival of a new person, then need to be comforted and to sit close to a familiar adult-p.24



Hide behind their parent but peek out when a new person their parent has been talking to says hello-p.33



Go to the teacher for help after another child pushes them off the swing-p.68



Feel comfortable with the new baby-sitter as long as he or she starts an activity-p.79


Manage own behavior with increasing skill

Call to a parent for help when their younger brother tears the drawing they just finished-p.80



3. Seeks and maintains contact with familiar caregivers, for example, through looking at the caregiver, hearing his/her voice, or touching the caregiver.



Look from the stranger to the caregiver and back again as the stranger approaches-p.24



Play on the rocky boat, climb out and go over to the caregiver to touch his or her leg, then return to the rocky boat-p.32



Allow a stranger to approach them only when the stranger does something familiar, such as wave to them or start a game of peekaboo-p.33



Crawl into a caregiver's lap for comfort when pushed out of the block area-p.69

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Notice that their caregiver is frowning, and pause, but then continue to throw sand over the edge of the sandbox-p.78



4. Shows discomfort at separation from familiar caregivers.



Cry inconsolably when their parents leave them with a baby-sitter or caregiver-p.24



Stop playing when a parent leaves the room but start playing again when the parent returns-p.32



Cry when their parent leaves them at child care but slowly settle with the help of the caregiver-p.33



Not protest as much when their parent leaves, but they might still show some signs of distress and not begin to play right away-p.66



Ask their mother to stay with them when a new visitor comes to the house-p.78



5. Seeks help from familiar caregivers in uncertain situations.



Check out their caregiver's reaction before deciding if they should act hurt after they fall down-p.23



Go to get a trusted adult and, with words or gestures, show that they want that person to be near them-p.32

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Take a favorite book over to the new caregiver so they can read together-p.67



Seek the approval of adults important to them as they try new activities-p.78

3. Social & Emotional 3.4 Relationships with Children

Infants and toddlers respond to and initiate interactions with other children.

The infant or toddler: 1. Responds through gestures and vocalizations during interactions with other children.



Look toward another child who is shaking a toy and making sounds-p.26


Interact with other children

Reach out and tug another child's curly hair Hit another child when that child tries to take the ball-p.35



Play in the dramatic play area, sometimes watching and sometimes imitating Begin to participate in simple group activities like follow the leader-p.70



Say to a friend, "It's my turn, me first," as they scramble to be first to jump off the low step of the climbing structure-p.82

3. Social & Emotional Development 3.4 Relationships with Children (continued)


2. Initiates interactions with other children through gestures, vocalizations, and/or body contact.



Touch the hair of a baby sitting near them-p.26



Make silly faces with a child sitting across from them at the lunch table Offer a toy to another child-p.35

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Choose a particular activity or place to play because a special friend is there-p.70



Ask several children to play a game of chase with them but get angry when it doesn't work the way they expected-p.82

3. Social & Emotional Development 3.4 Relationships with Children (continued)


3. Accepts help from familiar caregivers in interactions with other children.



Crawl into your lap while you are reading to another child-p.26



Give another child a piece of their play dough after receiving lots of encouragement from an adult-p.35



Explain to the teacher that Tanika is sad because her hamster died last night-p.82

3. Social & Emotional Development 3.5 Sense of Community

Infants and toddlers demonstrate a sense of comfort within their family, program, community, and culture

The infant or toddler: 1. Shows enjoyment at being in a familiar setting or group.



Look at or move toward a person calling their name-p.27



Walk toward you when you open your arms for a hug-p.36

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Look through a storybook and giggle with a friend as they retell the story together-p.70



Laugh almost hysterically at the snack table when a friend makes silly faces -p.82

3. Social & Emotional 3.5 Sense of Community (continued)

Infants and toddlers demonstrate a sense of comfort within their family, program, community, and culture

2. Chooses and participates in familiar activities, including songs and stories from the home culture.






Crawl through the cloth tunnel after they see a trusted face at the other end-p.32



Read" a story to their stuffed dog from the book that their teacher or parent has been reading-p.68



Tell a friend that they should take off their shoes when they are on the sofa, using the same tone of voice that their parent uses-p.78



Plan how to act out a favorite story with a friend in the classroom-p.82

4. Communication, Language, & Literacy 4.1 Communication & Language

Infants and toddlers understand and use communication and language.

The infant or toddler: 1. Responds to the vocalizations and communications of familiar caregivers.



Follow a direction, such as, "Please give me the cup" Screech or kick their legs in protest when picked up from block building when the caregiver needs to change their diaper-p.27

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Follow a simple direction such as, "Please bring me the book from the table"-p.36

36 mo. Communication and Language IV. Understanding and Communicating: Toddler Talk

Understand questions, some abstract concepts, and simple directions

Laugh when a caregiver points to her elbow and asks, "Is this my head?"-p.71

42 mo. Communication and Language IV. Understanding and Communicating: Preschool Talk

Understand requests, directions, concept words, stories, and sequence

Go independently to find their boots or their mittens in the box by the door when told it's time to get ready to play outside-p.83

4. Communication, Language, & Literacy 4.1 Communication & Language (continued)


2. Uses vocalizations and gestures to gain attention from others.



Repeat syllables with a language like inflection while pointing to an out-of-reach toy-p.27



Shout, "Mine, mine," when another child tries to play with blocks-p.33



3. Increases both listening and speaking vocabulary.



Say "ba-ba" for bottle or "ma-ma" when they see their mommy-p.27



Use their word for milk when they want another dring-p.37

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The toddler also: 4. Uses simple sentences to communicate.


Use some conventions of speech when expressing thoughts, ideas, and commenting on observations

Use "shorthand" phrases such as "all gone" or "Daddy fix truck" Begin to add descriptive words, such as "pretty flowers" or "no more milk" Describe how play dough feels as they squish it or comment about how the water splashes up and gets them wet when they pour it into the sink or water table-p.72



Explain the rules for using the slide: "Only one person can be on the ladder" 'Express their growing understanding of time when they say, "after Daddy comes home we will _______"-p.84



5. Participates in conversations. 36 mo. Communication and Language IV. Understanding and Communicating: Toddler Talk

Participate in conversations

Ask questions as a way to keep a conversation going Look at picture books and ask questions or make comments that are intended to get people near them involved in a conversation-p.72 Talk with a friend outside on the playground about their birthday that is coming "in the next day"-p.73



Ask question in order to keep a conversation going Take turns speaking when involved in a group discussion Chatter away to the dolls sitting at the tea party, asking questions and then answering the questions as they talk for both-p.84

4. Communication, Language, & Literacy 4.2 Early Literacy

Children engage in early reading activities.

The infant: 1. Explores or shows interest in books by picking them up, mouthing them, carrying them, or going through pages.



Point to a book when they want to get someone's attention, showing that they know that reading is something familiar adults will do-p.23



Begin to turn the pages of a board book that you have read together a number of times, using their thumb and fingertips-p.31

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Pick out one of their favorite books from the pile on the shelf and turn the pages-p.39

4. Communication, Language, & Literacy 4.2 Early Literacy (continued)


2. Focuses on a book or the reader when hearing stories read.



Crawl into your lap while you are reading to another child-p.26


Uses consistent sounds, gestures, and some words to communicate

Name" several pictures in the book as they turn the pages-p.36



3. Points to or gazes at pictures in books.



Point to the appropriate picture as you read a nursery rhyme-p.27



Point to appropriate pictures in a book when asked, "Where's the _____?"-p.36



4. Responds to or engages in rhymes with the caregiver.



Babble, stop, look at you, and then smile when you repeat their sounds back



Put several words together, such as, "Da-da bye bye"-p.37

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The toddler also: 5. Points to pictures or names items in books on request.



Find the correct book on the bookshelf when the teacher asks them to get the book she was reading yesterday-p.83



Answer fairly complex questions, such as, "What is this?" or "How did you do that?"-p.84



6. Labels or talks about objects, events, or people in books.



Read" a story to their stuffed dog from the book that their teacher or parent has been reading-p.68



Describe actions in pictures in the book when you ask, "What is happening?' Correct themselves as they retell the story of 'Henny Penny' with a puppet-p.72



Look at picture books and ask questions or make comments that are intended to get people near them involved in a conversation-p.72



Add observations about details in the pictures as they look at books-p.84

4. Communication, Language, & Literacy 4.2 Early Literacy


7. Enjoys and repeats rhymes. 30 mo. Communication and Language IV. Understanding and Communicating: Toddler Talk

Use words and some conventions of speech to express thoughts and ideas

Sing simple songs-p.59

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(continued)



Tell you all the words they can say that rhyme with happy-p.80

4. Communication, Language, & Literacy 4.3 Early Writing

Infants and toddlers engage in early writing activities.

The infant or toddler: 1. Grasps a variety of objects for eating and play in his/her environment, with and without handles, such as blocks, spoons, markers, etc.



Grab the spoon as you try to feed them Put their hand over yours to move the sponge as you wipe off the tray Pick up small bits of lint from the rug and place them in your hand-p.31


Use hands to engage in a variety of activities and social games

Use their thumb and forefinger to pick up pieces of cereal Pick up two small toys in one hand Turn the pages of the book and point to pictures while you read to them hold a toy in one hand as they touch and explore it with the other hand-p.40



String large beads on a shoelace Successfully turn the key for a wind-up toy-p.76

42 mo. Physical Development VI. Movement and Coordination: Preschoolers in Motion


Fit together a wide variety of manipulatives such as connecting blocks, or pop beads-p.88

4. Communication, Language, & Literacy 4.3 Early Writing (continued)


The toddler also: 2. Uses a variety of writing tools or other manipulative objects (such as markers, bristle blocks, stringing beads, pegboards, pencils, crayons, paint brush, spoons, etc.).



Watch as lines appear, and then splotches, and then squiggles, as they carefully move a marker over the clean paper and sometimes onto the tabletop-p.76



Experiment with pencils, crayons, and markers, beginning to hold them with a more adult-like grasp-p.88

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4. Communication, Language, & Literacy 4.3 Early Writing (continued)


3. Scribbles spontaneously. 36 mo. Communication and Language IV. Understanding and Communicating: Toddler Talk


Explain that the scribbles on their paper are telling their grandma about their birthday and that they will be three yeas old-p.72



Use their crayons to make dots, small lines, and swirls, and then talk about what they see on the paper-p.76



Draw squiggles on their paper and announce it is their name Draw a series of lines and dots and tell people it's a sign, and then tell everyone what the sign says-p.88

5. Math & Science 5.1 Comparison and Number

Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting.

The infant: 1. Begins to notice characteristics of objects such as size, color, shape, or quantity.



Try to make the square shape go in the round space, pounding and pushing with all their might-p.28



Turn the stack of rings upside down, then restack them, not necessarily in order of size-p.29



Explore the pegboard holes with their finger and then look around for something to fit in the holes-p.37



Place round shapes into a form board with increasing accuracy-p.39

5. Math & Science 5.1 Comparison and Number (continued)

Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting.

The toddler also: 2. Matches and sorts objects by size, color, shape, or quantity.



Use words that show their growing understanding of size comparisons, such as bigger and smaller, or really, really little-p.73

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Go from large to small with accuracy as they replace the rings on the ring cone-p.74

42 mo. Cognitive Development V. Exploration and Problem Solving: Preschooler Discoveries

Understand new information and begin to explore more complex situations and concepts

Recognize color words and pick out the "red blocks" or the "blue paint jar"-p.85



Look over a collection of buttons and sort them so that all the big ones are in one box and the little ones are in another box Look through a container of beads for another green bead in order to complete the pattern they started-p.86

5. Math & Science 5.2 Patterns

Infants and toddlers use patterns.

The infant: 1. Demonstrates expectations for familiar sequences of events.



Giggle even before you finish when you play "This Little Piggy" because they remember that the tickling part is coming-p.27



Push the buttons on the toy box and wait for a clown to pop up Throw a toy and wait for you to tell them, "No throwing," as you put the toy out of reach-p.29



Use single words, such as "bye" when carried out to the car, or "nite-nite" when being put into their pajamas-p.37



Demonstrate beginning understanding of how to play catch as you roll the ball over to them and they learn how to roll it back to you-p.38

5. Math & Science 5.2 Patterns (continued)


The toddler: 2. Shows recognition of sequences in events or objects



Become upset when you leave out part of the story as you read Understand beginning time concepts, such as "when you get home" or "after we’re finished eating lunch"-p.71

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Describe actions in pictures in the book when you ask, "What is happening?" Correct themselves as they retell the story of 'Henny Penny' with a pupper-p.72



Put the play dough 'Cookies' on a plate and take them over to the housekeeping area to put them in the oven -p.74



Get their coat when the teacher says it's time to go home-p.83

5. Math & Science 5.2 Patterns (continued)


3. Repeats actions in sequence, such as finger plays.



React to a familiar song by doing the appropriate hand motions-p.71



Dramatize a story such as 'Ask Mr. Bear' and enlist the help of others in the class-p.74



Follow all the steps in feeding the hamster (going to the cupboard to get the food, putting it in a dish, and then delivering it to the cage) when it is their turn to take care of the class pet-p.83



Show pride in the new finger play they just taught a friend, using all the motions "all by myself"-p.85



Participate in songs and finger plays, both familiar and new ones-p.88

5. Math & Science 5.3 Spatial Relationshi

Infants and toddlers show increasing understanding of spatial relationships.

The infant: 1. takes objects apart.



Pull out all the pots in the bottom cabinet-p.28

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ps



Turn the stack of rings upside down, then restack them, not necessarily in order of size-p.29



Stack a set of cardboard boxes, knock them down with a giant kick or a swing of their arm, and then stack them up again-p.37

5. Math & Science 5.3 Spatial Relationships (continued)


2. fills and empties containers 12 mo. Cognitive Development V. Exploration and Problem Solving: Baby Discoveries


Unstack the nesting blocks and then try to pile them back together again-p.28



Mix, fill, pile, and dump sand at the sand table, sometimes naming the piles while creating them-p.37



Fit two cups together, one inside and other Drop as many as two or three wooden beads into a container before dumping them out and starting over again-p.40



The toddler also: 3. Takes objects apart and attempts to put them together.



Try to push two pop-it beads together the way they've seen a caregiver do it-p.37


Use reasoning skills and imagination when planning ways to make things happen

Know that the rectangular shape belongs in a particular spot on the form board and twist it until it fits-p.61



Build a connecting cube structure and sometimes decide it looks like something they can name-p.76



Fit together a wide variety of manipulatives such as connecting blocks, or pop beads-p.88

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4. Shows awareness of his/her own body space.



Name less-familiar body parts such as eyebrow, hip, shoulder, or waist-p.72



Ask a classmate to help them move the big rocker out of the way so they can ride the fire truck around in the block area-p.75



Enjoy a group activity such as keeping the beach ball afloat, or seeing who can run to the steps the fastest-p.76



Respond to direction words like around, backward, go forward-p.83


Participate in many play activities and use new movement skills

Walk on a balance beam for a few steps, going both forward and backward-p.87

5. Math & Science 5.4 Scientific Reasoning

Infants and toddlers observe, describe, and predict the world around them.

The infant or toddler: 1. explores and manipulates natural materials such as water and sand.



Inspect the breadcrumb they found on the floor and then put it in their mouth-p.28



Splash water in the tub and close their eyes in anticipation of getting water in their face-p.29



Mix, fill, pile, and dump sand at the sand table, sometimes naming the piles while creating them-p.37



Stand at the sand table and want to have the same toys as their friend Watch other children playing at the water table and then try it on their own-p.70

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Notice the tiny sprout just appearing above the dirt in the cup where they planted a radish seed-p.85

5. Math & Science 5.4 Scientific Reasoning (continued)


2. Shows understanding of object permanence, (that people exist when they cannot be seen, and objects exist even when hidden under a blanket) by looking for people and objects that have disappeared.



Show great delight when a caretaker plays peek-a-boo with them-p.23



Put a block in the cup, then take it out when asked, "Where did the block go?"-p.27


Demonstrate memory Unwrap their small doll after watching you hide it in a napkin-p.29



Find a favorite small toy under the cup after being shown how you can hide it and then find it right where it was hidden-p.29



Talk into their toy phone pausing as if listening to someone on the other end-p.37



Not protest as much when their parent leaves, but they might still show some signs of distress and not begin to play right away-p.66



Talk about things that are not immediately present, such as what happened at the store or what happened to Mommy's hat when the wind was blowing-p.84

5. Math & Science 5.4 Scientific


3. Notices their own individual needs (for example, hunger, thirst).


Show likes and dislikes Push the spoon away when someone tries to feed them when they aren't hungry-p.25

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Reasoning (continued)



Kick their legs against the high chair when they want to get down-p.27



Call out insistently, "Book, book," when they want a book they can't reach-p.34



Explain with words that they don't want to come in and sit down for story time Say they wish their mommy would hurry up and get here-p.69



Use words to tell another child that they don't like it when he grabs the blocks Explain what they want after someone notices they are agitated and asks them about it-p.81

5. Math & Science 5.4 Scientific Reasoning (continued)


4. Begins to notice and label objects and events in the environment.

12 mo Social and Emotional Development II. Feelings About Self: Learning About Me

Show likes and dislikes Repeat "ba-ba" when they want their bottle instead of a cup-p.25



Point to the banana on their tray when asked, "Where's your banana?"-p.27



Say "ba-ba" for bottle or "ma-ma" when they see their mommy-p.27



Point to appropriate pictures in a book when asked, "Where's the _____?"-p.36

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Use their word for milk when they want another drink Use single words, such as "bye" when carried out to the car, or "nite-nite" when being put into their pajamas-p.37



Answer simple questions such as saying their name, or where they are going-p.71



Use personal pronouns such as we, they, and us more frequently Use an increasing number of position words such as inside or between-p.72



Answer fairly complex questions, such as, "What is this?" or "How did you do that?" Describe in more detail, using their expanded vocabulary, the trip they took to visit grandma or the class trip to the library-p.84

6. Creative Arts 6.1 Art

Infants and toddlers explore art through a variety of safe two- and three-dimensional media.

The infant: 1. Gazes at a picture, photo, or mirror images.


Respond to familiar adults

Gaze into their caregiver's eyes while they are fed-p.7


Pay attention to what is happening in the environment

Gaze at their own hands as they move about-p.12



Identify themselves in a mirror or photograph-p.38

6. Creative Arts 6.1 Art (continued)


2. With supervision, experiments with a variety of art materials.


Makes things happen Drop several large beads into a cup or bowl, dump them out, and drop them back in all over again-p.21

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Continue to stack cardboard blocks after being given a reassuring smile or an encouraging word by a caregiver from across the room-p.32



3. Engages in experiences that support creative expression.



Explore and experiment with new materials such as play dough when the teacher or caregiver is sitting at the table-p.32



Pat, push, mound, squish, and pound the play dough, experiencing all the ways it feels and can be used Mix, fill, pile, and dump sand at the sand table, sometimes naming the piles while creating them Stack a set of cardboard boxes, knock them down with a giant kick or a swing or their arm, and then stack them up again-p.37



The toddler also: 4. Chooses various materials, such as play dough, crayons, water, markers, and paint, to explore and create art.



Watch other children playing at the water table and then try it on their own-p.70



Announce that they want to make a surprise for Mommy and go to the easel to paint a picture-p.75



Use an eye dropper to add color to a bowl of water in the water table or watch as the color spreads on a piece of paper toweling-p.76



Try new art media, such as chalk, with eagerness and an exploratory attitude, alternating between a whole hand grasp and a thumb and fingertips grasp Shape play dough or clay into more intricate and/or representational creations-p.88

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6. Creative Arts 6.2 Music & Rhythm

Infants and toddlers participate in a variety of rhythm, music, and movement experiences.

The infant or toddler: 1. Experiments with a variety of sound-making objects.


Make things happen Pat or hit at the rubber toy because it squeaks every time Bang a block on the floor, reveling in the sound it makes shake the rattle harder and harder, delighting in the louder noise-p.21



Inspect the clapper in a bell, turning the bell over and over-p.28



Show recognition of sounds, such as mom's footsteps, water running in the bathtub, the refrigerator door being opened-p.38



Say to their friends, "Let's make a band," as they bang on a pan cover and tell the others to find "instruments" so they can be part of the band to-p.74

6. Creative Arts 6.2 Music & Rhythm (continued)


2. Explores moving rhythmically. 12 mo. Communication and Language IV. Understanding and Communicating: Baby Talk





Stand with their feet wide apart and sway side to side in time to music-p39



Enjoy creative movement as they explore, hopping like a kangaroo or swimming like a whale-p.73



Sing "Row, Row, Row Your Boat" with a friend as they make the rocky boat go up and down-p87




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3. Enjoys exploring ways of interacting with others through touch and motion.



Babble happily as they crawl into the lap of a familiar person Reach their arms up over their head after finishing a cookie to indicate "all gone"-p.27



Reach out and tug another child's curly hair-p.35



Pat their little brother on the back while telling him that he can have a different book-p.68



Crawl into a caregiver's lap for comfort when pushed out of the block area-p.69



Plan how to act out a favorite story with a friend in the classroom-p.82



The toddler also: 4. Sings simple songs and finger plays.



Proudly show off the new finger play they learned at circle time-p.68



React to a familiar song by doing the appropriate hand motions-p.71



Participate with a small group of children as they sing "Where Is Thumbkin?"-p.76




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5. Shows interest in songs, tones, rhythms, voices, and music.



Proudly show off the new finger play they learned at circle time Sing a new song they learned in school today and ask you if you want to learn it-p.68



Participate with a small group of children as they sing "Where Is Thumbkin?"-p.76



Enjoy creative movement as they explore, hopping like a kangaroo or swimming like a whale-p.73



Sing "Row, Row, Row Your Boat" with a friend as they make the rocky boat go up and down-p87




6. Creative Arts 6.3 Dramatic play

Infants and toddlers engage in dramatic play.

The infant or toddler: 1. Imitates the sound, facial expression, or gesture of another person.



Say "ba-ba" for bottle or "ma-ma" when they see their mommy Babble, stop, look at you, and then smile when you repeat their sounds back-p.27


Developing as Expected:

Put several words together, such as, "Da-da bye bye"-p.37



Pat their stuffed animal on the back and sing a lullaby just the way their caregivers do with them Imitate social behaviors of the adults they are with most often, pretending to have a tea party with their dolls, saying "please," "thank you," "you're welcome," and other phrases they hear the people around them speak-p.66-p.66

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Talk to their toy animals with inflections that mimic what they hear in adult conversations or during discussions at the table-p.72

6. Creative Arts 6.3 Dramatic play (continued)


2. Imitates the actions and sounds of people, animals, and objects in the environment.


Engage with familiar adults

Babble and coo to gain the attention of someone nearby and then look intently at the face when the familiar person talks to them-p.15



Repeat syllables with a language like inflection while pointing to an out-of-reach toy-p.27



Use expletives they've heard from adults or children when they're playing-p.66



Show how they can crawl like a turtle and fly like a bird-p.68



Play in the dramatic play area, sometimes watching and sometimes imitating-p.70



Try to dramatize thoughts and ideas, such as pretending to be a lion in order to figure out what it might feel like to be huge and very strong-p.73

6. Creative Arts 6.3 Dramatic play (continued)


The toddler also: 3. Engages in pretend play.



Pretend to go to work in the morning the way their mommies and daddies do-p.66



read" a story to their stuffed dog from the book that their teacher or parent has been reading-P.68

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Play in the dramatic play area, sometimes watching and sometimes imitating-p.70



Try out what they would do if they were a mommy as they take care of the doll-p.73



Dramatize a story such as 'Ask Mr. Bear' and enlist the help of others in the class-p.74



Turn the dramatic play area into a grocery store and "shop" just as they have done with their parents or caregivers-p.78

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