modules.nceln.fpg.unc.edu€¦ · Web viewDOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE...

NC Preschool Pyramid Model: Tier II SupportsModule 6: Handout 2

DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS

SKILL PROGRESSIONS FOR ESD GOAL 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill progression A. Awareness of self through actionsSkill progression B. Awareness of self through emotional expressions and verbalizations

Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression

1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months

A. Awareness of self through actions

Watches own hands

Watches own fingers

Uses mouthing, kicking, reaching and grasping to explore objects

Aware of effects of own actions versus others

Moves body to get desired object, and uses goal-directed actions with hands and fingers

Experiments with means-ends, actions-reactions, heights and distances, generalization of solutions

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Anticipates the results of actions with familiar toys or people

Uses trial-and-error to accomplish a goal (e.g., moves, shifts, rearranges, modifies)

Searches for needed objects to accomplish a task (bottle for baby doll)

Demonstrates play preferences and seeks out desired types of play, routines, interactions, food, etc.

Experiments with putting things together and taking them apart

Engages in pretend play, knows what different characters would say or do, understands it is pretend

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Takes turns Chooses challenging tasks and shows final results

Self-initiates, plans, and organizes problem solving

Uses imagination and diverse materials to create unique

Shows someone how to do something through

Creates elaborate socio-dramatic play scenarios,

NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENTNC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING

AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

1



Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.

without assistance

art, costumes, etc.

physical modeling

songs, stories, etc.

Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression


B. Awareness of self through emotional expressions and verbalizations

Cries to express hunger, discomfort, pain or distress

Smiles at self in mirror

Imitates sounds made by adult

Responds to own name by turning to look

May kiss self in mirror

Tries to make adults laugh with antics

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Uses names of family members

Uses “my/mine”

Recognizes and names self and others in mirror

Describes self and body parts

Knows concept of and uses terms “his/hers”

Demonstrates categorical knowledge of self (age, sex, physical characteristics, good or bad behavior, skills)

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Expresses feelings such as fear, anger,

Knows own first and last name

Understands and uses terms for

Talks about rules for “do’s” and

Teaches someone how to do

Uses language to explain, justify, and



2



and affection family relationships

“don’ts” for self and others

something with verbal directions

argue own actions and beliefsUses pronouns

appropriately

SKILL PROGRESSIONS FOR ESD GOAL 2: Children express positive feelings about themselves and confidence in what they can do.

Skill progression A. Expresses and seeks out positive emotions about what they can doSkill progression B. Expresses confidence in abilities and persistence toward goals

Subdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression


A. Expresses and seeks out positive emotions about what they can do

Smiles at interesting sensory stimuli

Smiles at desired object and becomes angry when it is taken away

Smiles at own actions and results

Derives pleasure from attaining goals (smiles and laughs)

Shows anticipation and excitement when causes expected result to occur

Chooses toys and people that elicit positive emotions

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Repeats actions known to get a positive

Seeks adult’s praise when accomplishes a task

Communicates needs, wishes, feelings with words and

Displays sense of pride in accomplishment (smiles and

Talks about own body parts, functions,

Talks about what she “knows”



3



response (i.e., “Shows off”)

gestures shows others, “Me do it”)

gender, and what he can do

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Tells adult she wants to do things herself

Performs (e.g., songs, finger plays, and rhymes)

Describes what he likes about himself

Expresses own beliefs with conviction; states what she wants to “be”

Tells others how to do things, gives instructions

Believes he can do everything well

Subdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression


B. Expresses confidence and persistence

Stares at faces and surroundings for long periods of time

Repeats own pleasurable actions (kicking, waving arm)

Repeats newly learned activities

Persists to get a desired toy and explores for several minutes to learn characteristics

Becomes task-directed with objects and pokes, pushes and pulls to get a result

Persists to find the means to get the desired result and experiments with different options

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Persists in Pushes for Sets a Looks at Talks about Desires to do NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT

NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE

4



accomplishing complex tasks with support from adult

autonomy and persists with tasks of moderate difficulty

standard to evaluate success of actions for self (what is good enough)

books, plays, or performs preferred actions independently for several minutes

what she “knows” and “thinks” about the world

things by himself such as tearing, unwrapping and putting things together

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Talks about how to solve a problem while doing it (verbal mediation)

Prefers challenging tasks

Persists to combine things in unique ways to create imaginative representations

Self-initiates, plans, and organizes problem solving without assistance

Persists to create productions from clay, sand, paper, blocks, etc.

Creates own complex socio-dramatic play themes, scenarios, and props with great attention to detail

SKILL PROGRESSIONS FOR ESD GOAL 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.

Skill progression A. AttachmentSkill progression B. Separation

Subdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.



5



Skill Progression


A. Attachment

Gazes into parent’s eyes; begins to recognize family members

Shows physical excitement when parent comes into view

Calmed by familiar adult

“Woos” adult with sounds, smiles, gestures

Plays near adult

Explores face and body of adult

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Shares joint attention on an object with an adult and takes turns

Physically and verbally shows caring to an adult

Constantly demands adult’s attention, especially when the adult is busy

Desires to be held or sit on the adult’s lap, clingy at times

Actively participates in dressing and other activities of daily living with the adult

Demonstrates nurturing, caring, control in dramatic playShows

concern toward adult’s distress

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Attachment established






Subdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.



6



Skill Progression


B. Separation No observable skills

No observable skills

Differentiates self and adult in mirror by looking and patting

Cries if adult leaves or stranger appears

Demonstrates separation distress and stranger anxiety

Moves away from adult, but maintains eye contact

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Resists control, says, “No.” ”Don’t”; throws temper tantrum to get own way; moves away from adult

Separation anxiety peaks, vocalizes to an adult from a distance

Pushes for autonomy and exploration of environment, still needs to stay in touch with adult

Alternates between clinging and resistance to familiar adult

Demonstrates anger or excitement at adult separation and/or upon reunion after separation

Resists help; desires to do things independently, such as dressing, eating, etc.

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Separation may still be stressful, calms with reassurance and distractions

Dramatic play may reflect separation or conflicts with adult (punishment of doll)

Adjusts to separation through interactions with others

Demonstrates little separation distress

No separation distress

Completely independent in self-care, wants to choose all clothing and activities

May argue with adult about what he is supposed to do

Becomes demanding and resists doing chores



7



SKILL PROGRESSIONS FOR ESD GOAL 4: Children form relationships and interact positively with other children. Skill progression: Positive social interactions

Subdomain: Developing a Sense of Self with OthersESD Goal 4: Children form relationships and interact positively with other childrenSkill Progression

1-2 months 2-4 months 4-6 months 6-8 months 8-10 months

10-12 months

Positive social interactions

Responds to different facial expressions of others and imitates simple expressions

Looks at and touches others

Responds with enthusiasm to familiar social games with siblings

Attempts to get the attention of other children with vocalizations and actions

Approaches other infants

Offers a child a toy; toy play becomes the center of social interaction with peers

12-15 months 15-18 months


24-27 months

27-30 months

Demonstrates parallel object play with another child (plays with same or similar toys, but not with another child)

Spontaneously shares toys, food, etc. with others, but conflict over toys is common; imitates peers actions

Shows a preference for play with a peer over an adult; demonstrates cooperative play with large outdoor equipment

Demonstrates pretend play directed toward others (at child’s own initiation); may offer cup or pretend food

Engages in pretend parallel play; talks about how others feel

Demonstrates role of both a leader and a follower with peers; shares toys, helps others, talks to peers, cooperates in games, imitates actions



48-54 months

54-60 months

Language and actions are increasingly

Demonstrates associative play (playing

Silly boisterous play with peers; demonstrates

Preference for same sex peers;

Establishes special friendships

Carries on long conversations with friends



8



coordinated with joint discussion of actions, descriptions, and regulation of play; words begin to serve as turns in games

together with same materials, but not with same goals); imitates actions and incorporates others’ ideas in play sequences

preference for play partners

engages in cooperative play; forms attachments to specific peers; attempts to solve conflicts independently

that last over time; demonstrates cooperative, coordinated socio-dramatic play

related to a wide range of topics; plans complex activities with friends

SKILL PROGRESSIONS FOR ESD GOAL 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

Skill progression A. Social awareness and conscienceSkill progression B. Behavioral regulation

Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.A. Social

awareness and conscience


Focuses on faces and stares intently

Looks at speaker when spoken to

Aware of effects of own actions versus others’ actions

Demonstrates intentional two-way communication or turn taking

Responds differently to different people

Determines what is approved or not safe through social referencing

Vocalizes to get attention

Desires approval

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Looks to adult before doing something out-of-bounds

Shows awareness of adult’s wishes and

Beginning to respond to others feelings

Attempts to control others by telling them what to

Demonstrates roles of both a leader and a follower in

Cooperates in games with others



9



Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

expectations do different activities

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Imitates peers and involves them in activities

Seeks praise for good behavior

Participates in small group activities

Interacts with friends in a cooperative matter

Uses words to try to solve conflicts with friends

Feels the importance of being accepted by friends

Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.F. Behavioral

regulation1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12

monthsResponds positively to the quieting voiceof an adult

Demonstrates self-soothing and self-rousing behaviors

Stops crying when people talk to him

Begins to learn behavioral implications of own and

Follows simple commands(“Give me…”)

Obeys requests

Looks to adult to see if he is

Aware of own actions and



10



others’ actions in trouble implications12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Understands simple “right” and “wrong”

Uses conscience-like words (e.g., “no,” “don’t”) before doing something out of bounds

Follows single-step directions

Delays gratification for a short time

Shows remorse

Knows simple rules of the family (e.g.,” pick up toys when done playing”)

Shows guilt when reprimanded

Uses objects to calm self

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Follows rules part of the time

Tries to “right” a “wrong,” or fix a situation

Shows self-control with wrongdoing

Gains more control of intense feelings like anger, but still needs adult guidance

Recognizes rules and complies most of the time

Demonstrates a strong sense of right and wrong for self and others

SKILL PROGRESSIONS FOR ESD GOAL 6: Children identify, manage, and express their feelings.Skill progression A. Emotional expressionSkill progression B. Self-control

Subdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.A. Emotional

expression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsDemonstrates a Smiles with joy in Demonstrates Demonstrates a Emotions expand Demonstrates



11



range of basic emotions, including interest, distress, disgust

face-to-face interaction

emotions by making sounds of pleasure and displeasure combined with facial expressions

variety of emotions, including sadness, anger, disgust, worry, fear, and curiosity

to include surprise, shyness, fear of strangers, and intense concentration during problem solving

social referencing by looking to adult to see how she should feel

Objects when play is interrupted with negative vocalizations and facial expressions

Demonstrates anger and wariness

12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsDemonstrates recognition that his action was not acceptable (showing guilt)

Demonstrates exaggerated facial expression as a game to get a response from an adult

Demonstrates embarrassment and pride, smiles when engaged in a joint activity with adult

Talks about emotions (happy, mad) and states (tired, hungry)

Extensive emotional vocabulary, but still may hit or bite to express anger or frustration

Produces complex (but subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy

30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsTalks about the emotions of others and the cause of their emotions

Talks about past and future feelings as well as the causes and consequences of feelings

Full range of emotions evident including envy, pity, modesty, and shame

Exhibits jealousy and anger at others, but also shows silliness to get others to laugh

Recognizes that all feelings are acceptable, but not all behaviors are acceptable

Feelings easily “hurt” by others saying or doing something that offends him

Subdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.B. Self-control 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months

Calms with holding, rocking, and adult talking

Demonstrates self-calming by sucking on fist or thumb

Resists unwanted actions or objects with expressions

Beginning to learn meaning of “no”, stops action

Looks to adult when admonished, but

Understands “no” and obeys requests



12



softly of disgust or anger

briefly then continues

continues actions, may crawl to adult for comforting

12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsThrows temper tantrums to get own way

Seeks out adult for comfort, but beginning to self-calm

Recognizes “wrong” and engages in self-tattling (i.e. says “No, no” while doing wrong action)

Demonstrates frequent tantrums but tries to self-calm

Acts out to gain independence from adult’s rules and control, aggression and anger increase

Delays gratification for wants or for reward

30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsAsks for help or redirects self to another activity if frustrated

Talks about own needs and emotions as a means of self- control

Accepts the consequences of own actions

Internalizes rules about “do’s” and “don’ts” and “right” and “wrong”

Asks permission to use others’ possessions

Judges right and wrong by what gets punished, refrains from actions that get punished

SKILL PROGRESSIONS FOR ESD GOAL 7: Children recognize and respond to the needs and feelings of others.Skill progression: Recognizes and responds to needs and feelings of others Note: Emotional empathy (vicarious experiencing of another’s state) and cognitive empathy are not differentiated in this progression, as they are intertwined and more research is needed in this area

Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12



13



Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.progression months

Recognizes and responds to needs and feelings of others

Shows distress at the cry of another infant

Responds differently to happy and sad faces

Responds to specific facial patterns as a having a specific meaning

Understands that adults’ signals (voice and face) together convey information and emotions (behavior changes with adult signals)

Social referencing (checks adults cues) used to determine how he should respond to situations

Shows initial signs of empathyFacial expressions reflect adult’s emotions

Imitates simple expressions

Vocalizes to socialize with another

Smiles toward and may touch another child

Uses self-calming strategies when sees another in distress

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Recognizes others distress and pats, touches them

Expresses caring for another vocally and physically

Reacts to other’s feelings by commenting and offering an object to make them feel better, demonstrates a broader range of comforting

Attempts to control others’ (even strangers’) feelings through verbal, physical, or social means

Asks about others’ feelings (happy) or states (sleepy) and the causes of their feelings

Shows true empathy

Understands what adult wants and

Recognizes his actions cause feelings in

Uses words relating to mental state

Differentiates self and own feelings from



14



Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.

spontaneously offers object

others strategies for self and others (e.g., happy, sad, want, like)

others

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Recognizes and responds to needs and feelings of others

Hugs familiar playmates to show affection or to comfort

Talks about others’ emotions and understand what elicits them

Demonstrates awareness of others’ thoughts, feelings, and perceptions (Talks about how others like different things, etc.)

Discusses how and why others’ feelings, attitudes, and beliefs are different

Asks questions to understand what another person thinks or feels and asks why

Compares and negotiates ideas with others in play



15





16

DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS

Skill Progressions for HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.

A. Supine/proneB. SittingC. StandingD. Locomotion (crawling/walking/running)E. Jumping/hopping F. Ball skillsG. Motor activities

Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression


10-12 months

A. Supine/prone

Supine (on back): Turns head to both sides

Supine: Head held in midline and symmetrical

Supine: May bring feet to mouth and suck on toes

Prone: Controlled reaching with weight on one arm

Prone: Reaches from hands-and-knees position

Prone: Crawls to explore environment

Prone (on stomach):Lifts head 45°

Supine: Rolls from back to side and shortly after rolls to stomach

Supine: May lift head and shoulders

Prone: Uses arms and legs to pivot

Prone: Moves from hands and knees to sitSupine: Kicks

feet

Prone: Lifts and maintains head 90°

Prone: Increased head, hip and trunk control allows twisting and turning in all directions

Prone: May use a modified hands-and-knees position, with one foot and Prone: May Prone: Bears



17


Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.

extend legs and raise hips

weight on extended arms, may push backward

one knee on the ground

Prone: Rolls from stomach to side and shortly after rolls to back

Prone: When suspended in prone, lifts and maintains head vertically



A. Supine/prone

Supine/Prone established






30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsSupine/Prone established








18




10-12 months

B. Sitting Keeps head erect briefly in upright position, but head still bobs

Holds head in line with body when pulled to sit

Sits unsupported momentarily; may extend arms forward to catch self or prop on arms

Head leads when pulled to sit or stand

Sits without support and plays with toys

Rotates body to get into sitting position

Holds head steady in supported sitting for 10-15 minutes,

Moves head freely

Pushes up to sit from side or crawl

Moves to hands and knees from sit

Reaches for distant objects forward, up, and behind with balance

Good balance; sits alone



19



back firm and rotation when sitting onthe floor

12-15 months

15-18 months

18-21 months 21-24 months 24-27 months

27-30 months

Approaches a small, low chair, turns and sits down

Climbs into adult chair to sit or stand up

Climbs down from adult chair

Sits in a variety of floor positions and different types of chairs

Transitions easily from one position to another

Sittingestablished

30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsSitting established

Sitting established

Sitting established

Sitting established

Sitting established

Sittingestablished

Skill Progression


10-12 months

C. Standing No observable skills

When put into stand and supported under the arms, extends legs and keeps the body in the same plane from shoulders to feet

Takes full weight on legs when supported under the arms; bounces up and down

May pull to stand on a support surface

May get to stand from half kneel

May stand without support briefly

Stands with little supportSits down from standing without falling

12-15 months

15-18 months


27-30 months

Stands, squats, stoops, and

Picks up a toy from the floor while standing

Picks up a toy from the floor by bending over

Stands briefly on one foot when dancing

Plays standing, such as at a

Briefly stands on tip toes



20



then moves back to stand

by squatting down at the knees, getting the toy, then standing back up

at the waist, getting the toy, then standing back up

small table (plays and then moves away)

Rocks back-and-forth from one leg to another when dancing

Stands on one foot for several seconds

30-33 months

33-36 months

36- 42 months 42 -48 months

48-54 months

54-60 months

Standing established





Standingestablished

Skill Progression


10-12 months

D.Locomotion: Crawling/walking/running



Propels self on tummy with legs, steers with arms, goes backward or forward

Crawls, climbs, transitions through many positions

May begin to crawl on all fours

Still crawls to get somewhere fast

Begins cruising, using furniture for support

Walks with hand held

Climbs up and down from chairs

May take steps;if walking independently, uses wide base of support and uneven stepsMay walk as primary means of locomotion



21



12-15 months

15-18 months


27-30 months

Creeps up stairs on hands and knees

Walks with legs closer together

Walks upstairs while holding on

Walks downstairs while holding on

Walks upstairs and downstairs alone, both feet on a step

Walks backwards

Takes quick short steps on level surfaces

Walks sideways

Runs and dances

Runs around obstacles

Walks while pulling or pushing toys

Walks up and down stairs alternating feet with support

Walks up stairs with one hand held

Rises up onto toes and walks

Begins to run stiffly, but falls easily



22



30-33 months

33-36 months


54-60 months

D.Locomotion: Crawling/walking/running

Walks on tiptoes when dancing or sneaking up on someone

Walks and runs well, changes speed and direction

Walks downstairs with alternating feet

Walks like an adult

Begins to hop on one foot and gallop, though may be awkward

Skips with coordination (alternate step-hop pattern)

Begins walking up stairs without holding on

Runs on toes Exhibits true running with trunk rotation and arm swing

Walks on a curb or balance board without falling

Walks on a curb without falling off

Runs without falling

Skill Progression


10-12 months

E. Jumping/ hopping







12-15 months

15-18 months


27-30 months



Attempts to jump without feet leaving the floor

Jumps off floor Jumps off bottom step

Jumps down from a step or small chair

Jumps forward3 inches

Bends knees and jumps backward several inches

30-33 months

33-36 months


54-60 months

Jumps over a Jumps with Hops on one Jumps over an Jumps Jumps forward NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


23



sidewalk crack

both feet together

foot object and lands with both feet together

forward numerous times without falling

36 inchesJumps forward

8-14 inches

Sits on a hopping ball and hops

Hops on alternating feet

Jumps up and turns around180 inchesJumps over something10 inches offthe groundMay try jumping rope

Skill Progression


10-12 months

F. Ball skills No observable skills





Throws objectsRolls a ball toward an adult

12-15 months

15-18 months


27-30 months

Catches ball when rolled between his legs while sitting

Throws underhand while sitting

Throws a ball into a close box

Catches a large ball that is close with arms straight out

Throws ball overhead

Catches a large ball that is close with arms bent

Kicks ball while holding on for support

Walks into a ball to try to kick it

Tries to kick a ball, but may miss or kick a side of the ball

Flings ball toward a target

Swings leg to kick a ball

Kicks ball forward with either foot

30-33 33-36 36-42 months 42-48 months 48-54 54-60 NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


24



months months months monthsCatches medium-sized ball thrown from distance of 5 feet or more with arms straight out

Catches a medium ball thrown from distance of 5 feet or more against the body

Catches a ball with elbows bent in front of body

Begins to dribble a ball

Catches small ball by adjusting body position in line with the ball and elbows at sides

Rolls a ball in a bowling game

Throws a ball 5-7 feet

Throws a ball overhanded

Uses forward weight shift to throw ball further; throws with some directional accuracy

Throws and releases a ball smoothly with accurate directionalitySteps forward with same leg as throwing arm

Skill Progression


10-12 months

G.Motor activities







12-15 months

15-18 months


27-30 months

Pushes and pulls toys around the house or yard

Maneuvers low climbers and baby slides

Moves a ride-on toy with both feet together or alternating

Rocks back-and-forth from one leg to another when dancing

Moves up and down the slide at the park

Begins to pedal a tricycle



25



Makes rocking boat “go”

Sits and rocks on a rocking horse

30-33 months

33-36 months


54-60 months

Climbs up and through playground equipment, such as ramps and slides

Uses pedals on tricycle alternately

Jumps on mini-trampoline

Steers a tricycle around obstacles

Plays tee-ball and basketball with a low hoop

Imitates a variety of actions in a game or song

Climbs ladders and jungle gyms

Pulls and pushesa wagon

Hits a stationary ball with a small golf club toward a target

Imitates simple gymnastic moves

Skates or rides a scooter

Imitates bilateral movements like moving armsand legs together in an exerciseor dance

Drives any pedal car

Hits a large plastic ball with a large plastic bat

Completes a version of a somersault

May ride a two-wheel bike



26


Skill Progression for HPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

A. Arm movementsB. Reach/Grasp/ReleaseC. Manipulation/Tool useD. Drawing

Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.Skill Progression


A. Arm movements

Supine: Random windmill movements which stop in response to seeing object

Supine: Brings hands to midline

Supine: Initially both hands reach, elbows extended, hands open - one hand grasps other, joins in midline; later, one arm fully extends with wrist straight and fingers extended - may over reach

Prone: Reaches with one arm, with weight on other extended arm

Sitting: One arm reaches in direct approach, with wrist and fingers extended

Sitting: Rotates hand up or down to orient to object

Supine: Initially arms reach from side with elbow, wrist, and hand flexed; later, moves both arms toward object, elbows extended, hands partly open

Supine: Moves arms symmetrically

Prone: Initially, limited head control,

Prone: Initially, hands slide forward,



27


Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

unsuccessful bilateral reaching, hands flexed; later, head lifts, hands partly open, and some weight shifting takes place, so one arm is freed to reach

corralling object; later, reaches with one arm while weight is on the other forearm

Prone: Weight

on chest and flexed arms

Skill Progression

12-15 months



A. Arm movements

Arm movements: Skills combined into Reach/Grasp/Release30-33 months



Arm movements: Skills combined into Reach/Grasp/ReleaseSkill Progression


E. Reach / Grasp/ Release

Reach: Reaches with fist closed

Reach: Begins visually directed reaching; keeps object and hand in view when reaching

Grasp: Palmer grasp with fingers on top surface of object, object pressed into palm; later, fingers on far side of object press it against the thumb and side

Grasp (of tiny object): Initially, rakes object into palm with fingers, thumb bent

Grasp (of tiny object): Lateral pincer - Picks up object between thumb and side of index finger

Grasp (of tiny object): Initially, pincer grasp- with object between the pads of index finger and thumb, thumb slightly flexed - thumb is in opposition;



28



of palm later, fine pincer grasp-between fingernails and thumb, with thumb flexed

Grasp (of small object): Demonstrates grasp reflex when finger placed in infant’s palm

Grasp: If object is contacted, pulls it in and squeezes it against the body or other hand

Grasp: Radial-palmar grasp-object held using thumb, index and middle fingers pressing it against the palm; wrist is straight

Grasp: Radial-digital grasp-object moves to between thumb and fingertips

Grasp: Radial-digital grasp with wrist extended

Reach/Grasp/ Release: Stares at objects and own hands

Grasp: Three-jaw chuck grasp-object held with thumb and two fingers

Grasp: Inferior pincer grasp- between the thumb and pad of index finger; beginning thumb opposition

Skill Progression


B. Reach / Grasp/ Release

Release: No voluntary release

Release: Involuntary release after holding

Release: Two-stage transfer - one hand holds object, second hand joins hold, first hand

Release: Releases object with assist against a surface

Release: Initially, clumsy release of object above a container with wrist flexed-

Release: Controls release of object into small container



29



releases may miss; later, controlled release, wrist straightRelease (of tiny object): Transfers to other hand - initial clumsy release into large container; later becomes controlled

Release (of tiny object): Unsuccessful release into small container

Skill Progression

12-15 months



B. Reach/ Grasp/ Release

Reach: Beginning of two-handed reach, with one hand stabilizing and one hand manipulating

Reach: Reaches with lead and assist hands

Release: Releases objects according to size and shape of container

Grasp: Precise tasks use fingertip grasp

Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use

Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use

Grasp: Refined pincer grasp - between tip of thumb to tip of index finger

Reach: Alternates reach with first one hand, then the other

Grasp: Power tasks use palmer grasp



30



Release (of tiny object): Precise release into small container with wrist extended

Grasp: Holds crayon using fisted grasp

30-33 months



Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use

Grasp: Uses effective power grasp on tools, such as a screwdriver

Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use

Grasp: Uses static tripod grasp on pencil

Reach/Grasp/ Release: Hand preference established

Grasp: Draws with dexterity, using a dynamic tripod grasp (movement comes from fingers rather than arm and hands)

Release: Releases a ball with all fingers opening and thrusting

Skill Progression


C. Manipulation/Tool use


Opens and closes hand to “scratch” material or objects

Hand carries object to mouth to suck both object and hand

Drops, throws, pushes, and pulls objects

Tries to poke object with all fingers extended - may poke with thumb

Combines two objects, for example puts one object on another



31



Shakes objects, first with shoulder, then with shoulder and elbow

Bangs objects together

Puts object into a container

Pokes fingers into small holes and explores toys with index finger

Retains one object in each hand

Manipulates two objects at a time

Dumps objects out of container

Moves objects from fingers to palm

Bangs object on table

Manipulates three small toys

Imitates use of a tool (e.g., comb, stirring with spoon, etc.)Places puzzle piecePulls string to get toyPushes cars, trucks, balls

Skill Progression

12-15 months



F. Manipulation/Tool use

Uses tools such as a spoon, fork, comb, wash cloth, etc.

Small objects transferred from hand to hand, rather than palm to fingers

Beginning to string large beads or put chips in a slot

Grasps crayon in palm and turns hand thumb up or down

Lines up objects, such as blocks or dolls

Makes random snips with scissors on paper with no forward movement of scissors

Increasing Turns pages of Moves one Stacks 8-10 NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


32



strength and differentiation of use of both sides of the hand allows use of tools, such as a mallet

a book or two objects from palm to fingers

small items

Stacks small items

30-33 months



Strings beads Manipulates clay to make a snake, small balls, pancake

Strings small beads

Rotates pencil or marker into writing position

Puts key in lock and opens it

Completes 10+ interlocking piece puzzles

Snips with scissors on a line across a 1 inch strip of heavy paper

Completes simple puzzles (separate pieces or interlocking)

Uses scissors, snipping with alternating full-finger extension and flexion; holds paper and scissors in thumbs up position

Begins cutting on straight line with greater control, producing a smoother cut

Begins to cut simple curves and angles

Uses scissors to cut out shapes

Skill Progression


G. Drawing No observable skills





Tries to imitate adult marks on paper by banging dots



33



or short marks

12-15 months



Imitates adult’s scribbles

Holds crayon using fisted grasp

Uses whole arm to make marks

Makes large continuous circular scribbles, with occasional straight lines

Imitates horizontal stroke

May create separated, tight scribble marks

Makes dots on paper by banging marker

Spontaneously scribbles on paper or other surface

Makes marks on paper with no organization

Imitates a vertical stroke

Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing on computer app. with finger, etc.

Starts adding color to drawings

Makes random marks in different directions

Experiments with vertical and horizontal straight lines-- alone, next to, or on top of other lines

Explains details of drawing

Produces writing lines differently than drawing lines

Skill Progression

30-33 months





34


Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.D. Drawing Zigzag

scribbles are added to loops

Distinguishes writing from drawing

Draws a face with features in proximity and understanding of the head (enclosure)

Plans what to draw before starting to draw

Proximity of features are closer to each other than should be (i.e. facial features)

Draws stick figures with head, body, arms, and legs

Copies a circle

Uses lines and circles in drawings

Parts of objects may not be connected (toothbrush may be a stick with separate “bristle” lines)

Pictures have many parts and details

Enclosures are used to encapsulate features (circle around pupils in eyes)

Draws what is known, rather than what is actually seen (four legs on dog)

Reports drawings represent familiar things

Draws recognizable forms (e.g., face, flower)

May draw a person as a head with facial features and arms and legs coming out of the head

Parts are connected, such as body and arms, tree trunk and limbs

Draws more important things larger (e.g., person larger than the house)

Skill Progression

30-33 months



D. Drawing Imitates a cross Separation of different parts

Drawings are colorful,



35



of the picture that are not connected

rhythmic, balanced, and expressive of feelings; may represent people, objects, actions, or events and begin to tell a story

Horizontal and vertical coordinates used to display relationships (facial and body features, etc.), shows spatial understanding



36


Skill Progressions for HPD GOAL 7: Children develop independence in caring for themselves and their environment.

A. Eating/drinkingB. DressingC. Self-careD. Toileting

Note: Dressing skills are influenced by family expectations and clothing selection. For example, children who have only elastic-waist pants or pull-over shirts may not learn buttoning, snapping, and zipping as early as children who wear clothing with these fasteners.

*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull-ups may not feel wet.

The following readiness skills are documented in the literature as being important prerequisites for beginning toilet training. They do not preclude toilet training ability, but should be taken into consideration for modified expectations.

Toileting Readiness Skills: • Desire to please (likes to get gifts, enjoys praise)• Desire for independence (takes pride in new abilities, wants to “do it myself”)• Imitates adults and older children• Language skills adequate to communicate needs, and understand words about the toileting process• Motor skills adequate to walk to the toilet, pull down pants, and get on• Bowel movements occur on a fairly predictable schedule• Longer periods with a dry diaper indicates child's bladder is able to store urine. (Example: The child wakes up from

a nap dry, or stays dry for2 or more hours)



37


• Able to follow simple, one-step verbal instructions• Shows an interest in imitating other family members or friends in the bathroom• Through words, facial expressions or a change in activity, child indicates when bladder is full or when a bowel

movement is about to occur

More on readiness from the American Academy of Pediatrics.

Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Skill Progression


A. Eating/drinking

Tongue moves in and out (suckling)

Tongue flat and cupped

Opens mouth adaptively; closes lips

Helps bring bottle to mouth

No longer loses liquid when breast/bottle removed

Helps hold cup and spoon

Takes two or more sucks before swallowing or taking a breath

Jaw, tongue, and lips move together

Develops a suck- swallow pattern

Takes one or two swallows from a cup

Eats ground or junior foods and mashed table foods

Decrease in up-and-down jaw movement in cup drinking

Gums solid food

Self-feeds soft biscuit with one hand

Opens mouth as spoon approaches

Grabs spoon in fist

May lose liquid from side of mouth

Swallows some thicker pureed foods

Chewing present

Uses upper lip to remove food from spoon

Uses graded, controlled bite

Ejects food with tongue

Uses fingers to self-feed small bites

Tips bottle to drink and self-feeds whole bottle



38



12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

A. Eating/drinking

Holds and drinks from lidded cup using two hands

Uses fisted grasp on spoon

Tries to pour from small container

Unscrews a bottle lid (wrist rotation)

Demonstrates taste and texture preferences in food; makes requests

Eats the same foods as the rest of the family

Suck-swallow-breathe pattern coordinated during a long drinking sequence

Feeds self with spoon, turns in mouth, spilling

Handles cup well with two hands

Gives up bottle for travel cup with straw

Demonstrates oral motor skills to eat foods from all food groups

Grasps spoon with fingers

Feeds self with fingers

Minimal loss of food during chewing

Attempts to unwrap food

Unwraps food in simple wrapping

Uses tongue to clear area between gums and cheek

Grades mouth-opening to size of the bite

Eats coarsely chopped table foods, including chopped meats

Eats most meats and raw vegetables

Easy lip closure; no loss of food or drink

Holds spoon and keeps it upright

Dips spoon in food and brings it to mouth; turns spoon to get contents in mouth

Chews with mouth closed

Eats a variety of textures

Point of spoon enters mouth first

Uses well-coordinated

Lifts cup to mouth with

Transfers a bolus of food

Sweeps tongue to



39


Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.

diagonal rotary chew

one hand, may drop

across the midline of the tongue

clear lips

No longer drools unless teething

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

A. Eating/drinking

Wipes own hands and mouth with napkin

Transfers food from side-to-side in mouth

Holds and drinks from a cup with one hand

Pours from larger jug to cup

Holds fork in fingers rather than fist

Uses a knife to spread food items

Chews with grinding movement

Eats well with fork and spoon

Uses knife to cut soft foods

Stirs, scoops, and pours

Skill Progression

1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12onths

B. Dressing Body parts easily manipulated for dressing

Practices grasping by clutching or pulling at clothing

Becomes more active and excited while being dressed

Pulls off hat Anticipates adult’s actions and starts to offer arm

Pulls off socks

Lifts legs for diapering and dressing

Pulls off booties

Holds foot out for shoe and socksRemoves second arm from coat

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Once pants are over

Tries to put shoes on,

“Dresses up” in large size

Takes off shoes if untied

Washes self at bath time

Tries to put both feet in



40



bottom, pushes pants off in sitting

usually gets half way

clothes that are easier to get on

one leg hole

Removes mittens

Helps with taking off coat

Helps push/pull underpants and pants down/up

Pulls elastic-top pants over bottom and down

Lifts foot for adult to put on pants or shoe

Locates head hole in shirt and pulls it on

Unties shoes Locates a large sleeve hole

Skill Progression

30-33 months

33-36 months

36- 42 months

42-48 months

48-54 months

54-60 months

B. Dressing Pulls laces tight on shoes

Puts on coat independently

Puts socks on with correct heel orientation

Puts loose fitting boots on

Distinguishes front and back, inside out

Puts shoes on the correct feet

Unties laces and takes off shoes

Opens and closes snaps and Velcro closures

Puts on pull over garment

Puts on open front shirt

Orients pants correctly and puts on

Threads belt through loops

Puts on own shoes, but may be on wrong feet

Pulls a zipper up and down

Unbuckles belt or shoes

Independent with Velcro fastenings on shoes

Fastens and zips front fastening zippers

Undresses independently

Buttons several large buttons

Buckles belt or shoes

Chooses weather- appropriate clothing

Opens front buttons

Buttons and unbuttons most sizes of buttons

Puts on shirt,



41



socks, coatSkill Progression

1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12onths

C. Self-care No observable skills





Throws clothesin hamper witha promptCleans face and hands withdamp cloth

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Opens mouth for teeth to be brushed

Holds toothbrush with help

Moves toothbrush independently

Attempts to blow nose

Cleans up spills

Adequately blows and wipes nose upon request

Holds out hands to be washed and dried

Washes hands with soap with help and direction

Needs help with toothpaste

Puts trash in trash can

Turns faucet on and off

Puts pajamas and other folded clothing in a drawerWashes and

dries own hands

Holds head in position for combing

Dries hands with help

Allows wiping of nose

Brings comb to hair

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Helps make bed

Blows and wipes own

Wipes nose without

Completes all steps in

Sets table and clears own

Showers independently



42



nose with some help

request brushing teeth independently

dishes , but may need help with washing hairChooses

clothing for the weather

Washes down front of body

Brushes own hair with supervision

Washes and dries hands thoroughly

Soaps cloth for washing

Helps set the table with prompting

Thoroughly brushes teeth



43




D. Toileting No observable skills






12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Uses facial expressions, squatting to indicate need to eliminate

Indicates wetness by actions

Indicates need for toilet with actions or words, but often too late *

Practices getting on and off the toilet, pulling pants down and back up

Demonstrates a pattern of toileting needs (i.e. when and how often)

Girls ask to urinate in the toilet

Sits on toilet for one minute when placed and supervised (May like sitting on the potty chair fully clothed)

Indicates discomfort when soiled

Sits on the toilet and occasionally urinates(Note: Average age elimination muscles are mature is 18 months)

May be bladder trained during the day if adults and children are both motivated*

Girls wear training pants or underwear

Sits on the toilet for one minute alone *Visits the bathroom with adults and watches themPlays with toilet paper, flushing, and washing hands

Skill Progression

30-33 months

33-36 months

36- 42 months

42-48 months

48-54 months

54-60 months

D. Toileting Boys and girls seat themselves on the toilet with

Responds to routine bathroom times for

Boys enter bathroom and urinate and have BM

Dry at night May have occasional night bed-wetting

Completely cares for self at toilet*



44

*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull ups may not feel wet.‐



steps and toilet seat *

bowel movements

independently

Boys urinate in the toilet when sitting down

Unsuccessful at wiping self *

Boys urinate while standing up

Manages toilet seat, toilet paper, and flushes*

Boys wear training pants or underwear

Boys stay BM free during the day

Boys and girls may tell before having BM

Boys tell before having to urinate

Girls stay BM free during the day

Girls enter bathroom and urinate and have BM independently (may need help with wiping)



45

*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull ups may not feel wet.‐

DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS

SKILL PROGRESSIONS FOR LDC GOAL 1: Children understand communications from others.Skill Progression: Understand communication from others

Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.Skill Progression


Understand communication from others

Distinguishes between parents’ voices and other sounds

Discriminates between familiar and unfamiliar voices

Searches for sounds/voices with eyes

Distinguishes friendly and angry talking

Follows simple requests paired with gestures

Recognizes and responds to up to 50 words in addition to sounds and gestures

Discriminates native language from a foreign language

Responds to own name with head turn, eye contact, or smile

Understands some frequently used words

Responds to “no”Responds to “where is..?”

Skill Progression

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Searches for objects named, but not present

Identifies objects named in pictures by pointing

Understands “what” questions

Understands labels for most common objects, animals, etc.

Understands vocabulary related to familiar items, people, and routines

Follows two-step related directions

Finds objects named from a group of different objects

Points to at least 3 body parts

Understands some pronouns (my/mine, you, me)

Understands a variety of action words (e.g., sleep, play, eat, etc.)

Understands size (e.g., big, little)

Identifies objects by function



46


Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.

Understands “where” questions (e.g., “Where is the blankie?”)

Follows single step directions

Understands some emotions words (happy, sad, mad)

Responds to yes/no questions with head nod or shake (e.g., “Do you want juice?” may not nod “yes” until later)

Knows smaller body parts

Understands that a questioning intonation implies a response is needed

Knows amount words (one, all)

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Understands basic spatial words (e.g., in, on, out, off))

Understands descriptive words (e.g., hot, dirty, broken, wet)

Understands words for shapes, sizes, and position (in front of, behind, top, bottom)

Understands opposites (e.g., long/short)

Understands vocabulary related to own experiences and culture

Understands terms related to a broad range of topics, including environmental features, math and science topics, community components, cultural differences, current events, etc.

Identifies colors

Understands descriptive terms (e.g., hard, soft, rough, smooth)

Understands basic time concepts (e.g., before/after; morning/ afternoon)

Understands time concepts related to days, months, holidays, etc.

Understands spatial concepts (e.g., under, beside)

Follows two-step unrelated directions

Understands wide variety of questions, including “when” and “how” questions

Understands basic number concepts



47


Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.

Understands categories

Understands passive declarative sentences (e.g., “The cat was chased by the dog”)

Understands “what happens if…?”Understands

“why” questionsKnows gender



48


SKILL PROGRESSION FOR LDC GOAL 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.Skill Progression: Participate in conversations with peers and adults

Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.Skill Progression


Participate in conversations with peers and adults

Makes eye contact with parent and smiles

Vocalizes to initiate socializing

Responds differently to familiar and unfamiliar people

Shows desire to be included in social interactions with others

Follows point or visual gaze of another person

Moves body to engage in social interaction with others

Smiles at familiar face

Smiles and starts vocal turn taking when adult imitates the infant’s sounds

Responds to sounds by making sounds

Enjoys playing games such as peek-a-boo and pat-a-cake

Points to direct attention of adult

“Talks” with others in back and forth vocalizations

Uses voice to express pleasure and displeasure

Reacts to emotions of others

Initiates interactions by reaching for the adult’s mouth, nose, etc.

Skill Progression

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Imitates actions of others

Uses gestures and/or words for social interaction or to tell others what to do (e.g., blows kisses, fingers

Attempts to converse with jargon and real words

Takes 1-to-2 turns in conversation

Takes 2-3 turns in conversations by adding new information

Communicates about previous experiences when adults talk about them and asks questions



49


Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.

to lips for shhh, shrugging shoulders) approximately two times per minute

Makes verbal protests

Produces jargon

Responds to “what” questions

Uses 2 -word phrases to communicate

Dependent on the adult to scaffold the conversation

Conversations begin to be directed to other children, as well as self and adults

Points to request information or an action

Repeats words heard in conversations

Directs conversation primarily to self and adults

Initiates a topic with one or more words

Initiates a topic and responds with new information

Intentionally communicates five times per minute

Begins to cooperate in games, songs, and finger playsTalks about

needs, feelings, and past events with adult help

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Participates in storytelling and book reading with adult

Listens for up to 20 minutes in one-on-one situations with preferred

Follows meaning in conversation among numerous

Takes 4 turns in a true conversation on a topic

Raises hand to offer comment in a group

Communicates in group activities by taking turns most of the



50


Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.

books people time Follows a narrative and talks about it

Interrupts and talks over others to give own ideas in a group

Participates in a narrative describing an event

Directs conversation primarily to peers and responds to peers’ conversation directed toward him

Begins to understand humor; tries to tell jokes or make others laugh with stories

Talks to self but begins talking to peers rather than adults

Understands meaning, even if indirectly stated (e.g., “I need my shoe” implies “Give me my shoe”)

May interrupt in conversations, but beginning to understand taking a turn in a group

Talks about another person’s likes, dislikes, and point of view

Still seeks out adults for conversations, but prefers peers

Seeks out peers for conversations, rather than adults



51


SKILL PROGRESSIONS FOR LDC GOAL 3 Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression A: Answers questionsSkill Progression B: Asks questions

Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression


A. Answers questions

No observable skill

No observable skill

No observable skill

No observable skill

Vocalizes when asked a question

Responds to “Who’s that?” with a word or word approximation (e.g. “mama”)

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Responds to a yes/no question with head movement

Responds to requests for clarification (e.g., “huh,” “what?”)

Responds to “What is…” questions

Answers simple open-ended questions (e.g., “What do you want?”)

Points to an object when asked “Which one is…” (a cow, big, etc.)

Answers variety of simple questions asked by another accurately

Responds to “Where is…” question by pointing to a familiar object or person

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

A. Answers questions

Responds to 33% of questions

Understands questions about objects,

Understands “how many,” “whose,” and

Answers “when” and “how”

Answers open- ended questions,

Understands “What happens if...”



52


Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.

asked by adults

people and basic routines

“why” questions

questions such as “What can you tell me about...?”

questions

Understands “What…doing” questions (e.g., “What is the baby doing?”)

Responds to requests for clarification most of the time

Skill Progression


B. Asks questions

No observable skill

No observable skill

No observable skill

No observable skill

Requests actions (e.g., “Up” with arms) and/or requests objects (e.g., reaches toward adult)

Gives objects to another to request an action (e.g., hands toy to adult to activate) Asks for help from adult with gesture or vocalization

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Uses rising intonation to request information

Points to request actions or information

Occasionally requests clarification (“Huh?”)

Requests information with gestures and words (points to and uses “questioning” expression)

Asks “What that” questions for information

Starts to ask “who” and “where” questions



53


Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Uses single words with intonation to request actions (e.g., “up”)

Makes statements with rising intonation to ask a question (“Mommy go bye-bye?”)

Uses three types of sentence structure: 1) Word + intonation(e.g., “Drink?”);2) What + noun phrase (e.g., “What doggie (doing)?;” 3) Where + noun (“Where blanky?”)

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

B. Asks questions

Asks “What …doing” questions

Regularly asks for clarification

Regularly requests clarification

Asks “why” and “how”

Asks questions about how another person feels

Asks about another person’s perspective (e.g., “What do you think about…?”)

Asks a variety of questions, including “who,” “what,” “where,” “when,” “is,” and “do”

Asks what words mean



54


SKILL PROGRESSIONS FOR LDC GOAL 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression A: Articulation/sound productionSkill Progression B: Possible sound errors (considered to be developmentally appropriate)Skill Progression C: Language production

Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression


A. Articulation/ sound production

Cries to express hunger, discomfort, pain or distress

Gurgles and laughs

Nasal sounding consonants

Consonant-vowel sounds emerging (da, ma) for babbling

Produces consonants /m, n, d, b, y, w/

Produces more back vowels, central vowels, and consonants

Vocalizes with non-speech-like burps, grunts, and coughs

Coos; moves tongue throughout the mouth to make vowel-like sounds

Marginal babbling

Imitates sound sequences in one breath

Produces a wide variety of sound combinations

Imitates others coughs, laughs, funny sounds

Makes vowel sounds “ah,” “eh,” ”uh”

Vocalizes “ma” or “mu”

Babbles with some consonant-vowel sounds

Beginning of adult speech (starting to develop certain vowels, syllables, diphthongs)

Demonstrates intonation contours of the language and uses variegated babbling (non-reduplicative) babbling) (i.e. "dagedagee")

Experiments with sounds such as “raspberries,” bubbles

Produces consonants /m, n, b, p, t, d/ in babbling

Varies volume, pitch and rate of sounds



55


Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.

producedSkill Progression

12-15 months

15-18 months


24-27 months

27-30 months


Produces consonant sounds /b, m, n, t, d, w/

Attempts to combine consonants and vowels into words

Speech may be less than 50% intelligible to unfamiliar persons

Speech is at least 50% intelligible to unfamiliar persons

Combines noises to make sound effects (e.g., “zoom-zoom,” “Brrring,” “Bang”)

Speech is 60% intelligible

Produces word approximations (e.g., “muh” for milk)

Produces consonant-vowel-consonant (CVC) combinations, using consonant sounds /p, b, m, n, t, d, h, w/

85% of children correctly produce the following:Initial sounds:/b, d, h, m, n, p/Medial sounds: /b, m, n/Final sounds:/m, p/

Repeats adult’s words and intonation

Uses VC (e.g., up), CV (e.g., bye), CVC (e.g., sad), and CVCV (e.g., puppy)

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months


Conveys ideas using pitch and intonation

75% intelligible

May produce all 24 consonants (stops: /p, b, t,

80% intelligible

90% intelligible

100% intelligible, though errors



56



d, k, g/; fricatives: /f, v, s, z, h/, sh, th (as in “the” and “this”), zh; affricates: /j, ch/ liquids: /l ,r/; glides: /w, j/; nasals: /m, n, ng/

on /s, sh, r, l, z, zh, ch, j, th/ may persist

85% of children correctly produce the following:Initial sound:/t, g, k, f, w/Medial sound:/f, g, k, ng, p, t/Final sounds:/b, d, g, k, n, t/

85% of children correctly produce the following:Initial sound:/kw/Medial sound:/d/ Final sound: /f/

Emerging production of /r, l, s, ch, sh, z, j, v/

85% of children correctly produce the following:Initial sound: /ch, j, l, s, sh, y, bl/Medial sound: /ch, j, l, s, sh, z/Final sound: /l, ng ch, j, s, sh, r, v, z/

Produces all vowels

Demonstrates few omissions or substitutionsProduces

some consonant clusters (e.g., st, sp, bl, fr, sw, etc.)

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months


Produces the following syllable structures: CV, VC, CCV



57



(sky), CCVC (stop), CVCC, (dogs), and VCC (eggs)Awareness of and ability to rhyme emerges

Skill Progression


B. Possible sound errors

No observable sound errors12-15 months

15-18 months


24-27 months

27-30 months

Often repeats same syllable (“wawa” for water)

Reduces consonants (“boo” for “blue”)

Additional research needed



May delete one consonant from a consonant blend (e.g., “top”/stop)

Final consonant deletion evident (“be” for “bed”)Eliminates some initial consonants

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

B. Possible sound errors

Cluster reduction, cluster of sounds reduced (e.g.,

Simplifies words that are multisyllabic to CV or

May use stopping, or substituting a stop /b, p, d, t, g, k/ for a

75% of children:No longer substitute a front sound for

75% of children:No longer substitute non-palatal sounds

75% of children:No longer substitute non-palatal



58



peak/speak) CVCV form (e.g., banana becomes “nana”)

fricative /s, z, f, v, th, h, sh, zh/ (e.g., moud/mouse)

aback sound(e.g., tat/cat)

for palatal (tongue on palate) sound at the end of a word (e.g., dit/dish)

sounds for palatal (tongue on palate) sound at the beginning of a word (e.g., tai/shy)

Gliding may occur (substitution of glide /w/ or /y/ for liquid sounds, /r/ or /l/ (e.g., woom/room)

Produces substitutions and distortions of consonants

May use fronting, produce a consonant in the front of the mouth that should be produced in the back (tar/car)

75% of children:No longer replace an affricative with a continuant or stop (e.g., sip/chip)

75% of children:No longer substitute alveolar (made with tongue near upper teeth ridge) sounds for non- alveolar (e.g., tu/shoe)

Stopping /th/ (e.g., dis/this)

No longer substitutes a voiced consonant for

an unvoiced consonant(e.g., zun/sun)

May use cluster reduction (tuck/truck)

75% of children:No longer reduce consonant clusters(e.g., gape/grape)

75% of children:No longer substitute voiceless final consonant for a voiced consonant (e.g., bak/bag)

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

B. Possible Substitutes 75% of 75% of 75% of NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


59


Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.sound errors /f/ for

voiceless /th/ (e.g. fumb/thumb)

children:No longer delete final consonants (e.g, ba/ball)

children: No longer delete unstressed syllables

children:No longer omit /s/ in an initial position of a cluster (e.g., tep/step)

75% of children:No longer change one sound or syllable in the word to be like another (e.g., goggie/doggie)No longer repeat syllables (e.g., baba/bottle)

Skill Progression


C. Language production

Vocalizes to parent’s smile

Cries differently for pain and hunger

Imitates sounds and mouth movements needed for speech

Vocalizes to protest

“Sings” along with familiar songs

May produce first word

Says “mama”/ “dada” without meaning

Vocalizes during games

Uses social gestures (“bye-bye”)

Demonstrates pleasure and displeasure by vocalizing

Points to known people and objects

Skill 12-15 15-18 18-21 months 21-24 24-27 27-30 NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


60


Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Progression months months months months monthsC. Language production

Unintelligible except for a few words, mostly with consonant-vowel sequence

Accurately imitates some words

Produces language to express refusal; “No” is common

Names objects Produces two-and three- word phrases; makes simple statements (e.g., “More juice” “Me do”) and asks questions about objects, people or events (“What that?”)

Produces two- to four-word phrases or sentences (agent + action + object is the most common, along with agent + action + location)

Uses social greetings

Uses commands (“Stop it” “Don’t”)

Produces verbs Produces words more than gestures

Uses negative sentences for nonexistence (no cookie), rejection (no nite-nite) and denial (no break)

Modifies nouns in an object position (e.g., Daddy is a big man.)

Protects own things (“Mine”)

Produces two-word phrases or telegraphic speech (words imply a whole sentence)

Produces two-word combinations (e.g., agent-action [ball roll], action-object [roll ball], agent-object [me

Produces possessives



61



ball], action –location [ball chair], possessor-possession[my ball])

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

C. Language production

Converses about people, places, and objects that are not present

Produces declaratives, negatives, questions, and imperatives

Connected speech intelligible

Produces complex sentences with prepositional phrases (e.g., “The dog is behind his house”), “wh” clauses (e.g., “I went where the horse lives”), simple infinitives (“I want to go to bed”)

Describes how to do something in detail

Produces 4-8 word (or longer) sentences

Demonstrates awareness that sentences need noun and verb phrases

Produces complex sentences

Produces pronouns appropriately

Retells stories and events in sequence

Produces full range of sentence types

Produces utterances that describe physical characteristics (“big doggie”)

Produces spatial, comparative, and temporal concepts in discussion

Uses word order to understand communication

Creates songs and rhymes

Produces imperative implying “you”

Produces and, but, and because to combine sentences

Produces negative before a verb



62



(“no go”) as well as “no,” “not,” “can’t,” “don’t”



63


SKILL PROGRESSIONS FOR LDC GOAL 5: Children describe familiar people, places, things, and events.Skill Progression: Use of narrative skills to describe

Subdomain: Learning to CommunicateLDC Goal 5: Children describe familiar people, places, things, and events. Skill Progression


Use of narrative skills to describe






Imitates behaviors such as washing and feeding the baby

12-15 months

15-18 months


24-27 months

27-30 months

Cares for a doll or stuffed animal, covering it and taking it for a walk in a stroller; begins to vocalize toward the dollor stuffed animal or adult in dramatic play

Pretends to sleep, eat, etc. with actions directed toward self

Starts to construct actions and events by searching for needed props(e.g., spoon for bowl, driver for car)

Directs conversation in dramatic play toward self, dolls or stuffed animals, andan adult

Plays house and acts out going to bed, cooking, eating, and other daily routines

Demonstrates fantasy play, acting out a story or pretending to be an animal or a character seen on television or a movie

Incorporates familiar objects that adults have used into play (e.g., phone, comb, washcloth, etc.)

Repeats same events multiple times (cooking, serving)

Responds to adult’s suggestions for expansions of play

Produces vague stories about something that happened(“I falled”)

Skill Progression

30-33 months

33-36 months


48-54 months

54-60 months



64


Subdomain: Learning to CommunicateLDC Goal 5: Children describe familiar people, places, things, and events. Use of narrative skills to describe

Acts out multiple action sequences with dolls or action figures; talks to or for the dolls or figures

Dresses up to represent characters and uses props in dramatic play

Plays with miniatures, such as a doll-house, garage, school house, etc. to act out familiar sequences; provides a narrative to actions

Cooperates in coordinated dramatic play, creating a narrative with a complex theme or story

Creates stories with drawings, constructionsof sand, clay, blocks, etc.

Creates elaborate stories with peers for dramatic play

Talks about how characters feel

Talks about a theme, with objects or actions mentioned relating to the theme (e.g., “Baby eating. Baby likes apples.”)

Acts out several familiar events in dramatic play (feeding the baby, reading to baby, putting baby to bed) with complex commentary

Discusses what props are needed and what should happen next in the play; dialogue is interactive

Builds structures with blocks and adds props to act out stories or scenes

Negotiates roles in dramatic play and may switch roles to play different parts

Performs playsfor adults

Talks using a series of unrelated sentences

Includes peersin play

Spontaneously builds on another’s dialogue and actions

Dictates stories in appropriate narrative sequence, with characters, unorganized plot, and dialogue

Produces dialogue in narrative dramatic play, with the sentences building upon each other



65


SKILL PROGRESSIONS FOR LDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression: Use most grammatical constructions of home language well

Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression


Use most grammatical constructionsof home language well

No observable skills12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Produces primarily nouns

Omits grammatical markers, such as “a” or “the”

Produces pronouns

Produces regular possessives (e.g., mommy’s) emerge

Produces have and do as auxiliary verbs (“Do you like apples?”)

Produces holophrastic speech (i.e., one word may mean many things)

Produces two-word utterances; produces telegraphic speech, using only key words (e.g., “Car go”)

Understandsand uses:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance (e.g., all gone)

Combines 2-3 words

Produces infinitive verb phrases with hafta, wanna, gonna. (e.g.,“I wanna go.”)

Produces and between nouns (e.g., “I want juice and cookies.”)

Produces the following morphemes:Present progressive verb + -ing (adds “ing” to words)



66


Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.

Prepositions(in, on)Regular plurals (e.g. dolls, horses)

Skill Progression

30-33 months 33-36 months 36- 42 months

42 -48 months

48-54 months

54-60 months

Use most grammatical constructions of home language well

Produces the following morphemes:Irregular past tense (e.g., “came,” “went”) Regular past tense(e.g., “jumped”)

Produces the following morphemes:Uncontractible copula (“Who’s here? I am.”)

Produces the following morphemes:Articles (a, the)Third person regular verbs (“he goes”, “she eats”)Contractible copula useof is (“here’sthe ball”)Uncontractible auxiliary (“He is” in response to question, “Who is…?”)

Produces the following morphemes:ArticlesIrregular past tenseRegular past tenseThird person regular verbsContracted copulaIrregular third person singular verbs (“she has” “she does”)

Produces the following morphemes:Contractible auxiliary verbs (“they’re coming”)

Produces indefinite negatives, including nothing, nobody, and no one

Starts a sentence with and, because or so (e.g., “And I runned.”)

Produces complex sentences (combines independent clause and dependent clause) such as “I have the game that you gave me.”

Produces all types of simple and complex sentences

Uses to as a preposition to indicate direction

Produces compound sentences (two or more



67


Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.

toward (“giving it to the baby”)

independent clauses or simple sentences combined by and, but, or) such as “I ate and I went to bed.”

Skill Progression


42-48 months

48-54 months

54-60 months

Use most grammatical constructions of home language well

Produces can, will, be as auxiliary verbs + negative forms (e.g., can’t, won’t, don’t)

Produces infinitive phrase “havegot to...”



68


SKILL PROGRESSION LDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression: Respond to and use a growing vocabulary

Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression


Respond to and use a growing vocabulary

Knows familiar people

Discriminates sounds and voices

Babbles to communicate

Demonstrates recognition of names of objects by looking at them when named

Produces a variety of speech sounding patterns in jargon

Produces single, simple sounds/words for familiar objects to communicate (e.g., “ba” for ball)

Imitates sounds

Skill Progression

12-15 months

15-18 months


24-27 months

27-30 months


Uses referential naming (word refers to specific thing): (e.g., The child’s cup, blanky, “Dada,” “Mama”)

Produces mostly nouns, including different types of labels (e.g., names of objects, family members, pets, activities, etc.)

Produces the following:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance(e.g., all gone)

Asks for name of object or location of object (“What’s that?” “Where Daddy?”)

Produces number words: Knows numbers one and two, and knows “one more”

Knows first three count or number words

Uses social words:

Generalizes nouns to other

Uses relational words to relate

Names parts of objects

Understands and uses

Uses at least one color



69


Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.

(e.g., Says “Hi,” “Bye”; uses a version of“Thank you”)

similar objects one word to another object or person to something else: Existence (this, more, all gone)Action relational (up, down, bye-bye)Location relational (where object is located)Possession relational (mine)

(e.g., body parts or wheels of car)

comparative words (e.g., big, little)

description word

Produces possessive my, mine

Produces a few verbs (e.g., kiss, kick, open, sleep)

Uses categorical vocabulary (e.g., trees, animals, toys, people)

Uses pronouns (e.g., he, me) and possessives within a statement(e.g., that mine, your hat)

Uses over extension (uses one word too broadly) (e.g., all animals with four legs are dogs)

Skill Progression

12-15 months

15-18 months


24-27 months

27-30 months


Uses some descriptive words (e.g., cold, full, all gone, broken, some, more)

Produces mostly concrete nouns (i.e., defined by pointing or acting out)

Expands use of relational words(in, on, under)

Uses positional words (e.g., down, up)

Understands over 300 words (Less than 50 words at 2 years is a

Uses action/event terms (e.g., bring, take/ snack, lunch)



70



red flag for delay)

Skill Progression

30-33 months

33-36 months


48-54 months

54-60 months


Says own first and last name

Uses “wh” questions(e.g., what, where, who)

Uses descriptive vocabulary: Names shapes (circle, square, triangle); names several colors; names sizes; names textures; uses kinship words (sister, grandma)

Names all primary colors

Uses comparative terms (e.g., longer, shorter)

Uses comparative terms: Compares weight (e.g., lighter, heavier); names a broad range of colors and compares shades (e.g., lighter/darker); compares amounts (e.g., uses equal, less, fewer, more than)

Uses gender words

Knows counting words to 10 (may be inaccurate)

Infers meaningof words from illustrations ina book

Names examples in a category (e.g., animals, fruits, vegetables,jobs, etc.)

Uses terms related to time (e.g., day/night, before/after, early/late, summer/winter, etc.)

Uses complex directional and time relational words (e.g., then, first, next, forward, backward)

Knows directional words (e.g., up, down, out,

Names a circle when asked “What shape is this?”

Uses environmental context to figure out

Knows more complex relational words (e.g.,

Uses word “money” and may know a few coins

Names the category when examples are given (e.g.,



71



in); uses differently than location of object

meanings of words

in front of, behind, beside)

apple, pear, grape)

Skill Progression

30-33 months

33-36 months


48-54 months

54-60 months


Knows all possessives (yours, ours)

Uses pronouns as subjects and objects (I, you, he she, it, we, they; me, you, him, her, it, us, them)

Acquires “verbally defined” (i.e., explained by an adult) words that are more abstract (e.g., think, weather, wonderful)

Asks adult to define word meanings

Uses counting words to 20

Uses expanded number words and concepts: Knows counting words up to 100 and names coins

Uses descriptive words (e.g., bad, sleepy, heavy)

Learns 3-6 words a day depending on exposure and experiences

Knows days of the week, some names of months, and some holidays (though may be inaccurate)

Approximately 70% of vocabulary is concrete

Produces metalinguistic language (Anna begins with “A”)Infers meaning from context of sentence



72


SKILL PROGRESSIONS LDC Goal 8: Children develop interest in books and motivation to read.Skill progression: Develop interest in books and motivation to read

Subdomain: Foundations for ReadingLDC Goal 8: Children develop interest in books and motivation to read.Skill Progression


Develop interest in books and motivation to read

Examines contrasting patterns

Touches pictures

Recognizes familiar objects and people

Brings book to mouth to chew

Reaches for books to hold

Turns pages (maybe more than one ata time)Stares intently

at picturesHolds book in both hands

Examines pictures when items are pointed to

Helps adult turn pages by pushing them to the left, after the adult has separated a page

Gestures to indicate desire to read a book again

Pulls booksoff shelf

Sits on adult’s lap and attends to several books in a row

Skill Progression

12-15 months

15-18 months

18-21 months

21-24 months


Develop interest in books and motivation to read

Turns inverted book upright

Carries a book around while walking

Points to pictures and says, “What’s that?”

Engages in reading behavior by verbalizing while looking at pictures

Protests when adult misreads a word in a familiar book; offers correct word

Recites text from a familiar predictable book Sustains

interest in named pictures for 2-5 minutes

Holds a book open to look at it independently

Manipulates a variety of interactive books

Searches for Gets a book “Reads” a May use books Recites whole Requests NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


73


Subdomain: Foundations for ReadingLDC Goal 8: Children develop interest in books and motivation to read.

favorite pictures in a book

and gives it to an adult to read

book independently for several minutes

as a transitional object

phrases from favorite stories

adult read the same book repeatedlyUses “book

babble” (jargon sounds like reading)30-33 months

33-36 months

36-42 months

42-48 months


Tells what the story is about based on the pictures

Asks questions about the pictures, vocabulary, and story

Tells story when looking at a familiar book

Understands relationship between related pictures

Discusses favorite books with peers

Asks adult to buy or check out specific topics, books, or authors

Coordinates text read (words) with pictures (e.g., finds aspects of text in the pictures)

Listens to longer stories

Sequences events in stories

Asks questions and comments on a book indicating understanding and interest in a topic or event

Demonstrates preferences in types of books to read (e.g. story, humorous, nonfiction, science, poetry, etc.)

Discusses actions in pictures

SKILL PROGRESSIONS FOR LDC Goal 9: Children comprehend and use information presented in books and other print media.Skill progression: Comprehend and use information presented in books and other print media



74


Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.Skill Progression


Comprehend and use information presented in books and other print media

Stares at black and white patterns

Examines more complicated patterns and colors

Examines pictures of people

Listens to the adult while looking at pictures in a book

Vocalizes while looking at pictures in a book, catalog, newspaper, greeting card, etc.

Points to individual pictures when named by adult

Pats pictures Exhibits turn-taking - listens then vocalizes during the adult’s pause

Pats pictures and vocalizes Laughs at familiar pictures or adult’s sound effects

Skill Progression

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Relates an object in a picture to something or someone in the real world

Shows familiarity with text by saying words associated with a picture

Shows empathy for characters or situations depicted in books

Relates pictures in stories to own experiences

“Reads” to dolls, stuffed animals or self

Recites text from a familiar, predictable book

Makes animal sounds when looking at animal pictures

Chooses books for adult to read by recognizing the picture on cover

Makes associations across books

Performs an action shown or mentioned in a book

Discusses characters and events in books in ways that show understanding of the story

Answers simple questions about the pictures in the book

Names Recites parts Fills in words Recognizes NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


75


Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.

familiar objects in a book

of well-known stories, rhymes, and songs

in the text when the reader pauses, says the next word before the reader does, or reads along with the reader when a predictable, familiar book is read

and identifies almost all common objects and picturesIdentifies

objects in pictures

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Asks questions about the story and characters in the book being read

Recognizes some environmental text

Recalls 1-2 elements from an unfamiliar story that was just read

Recalls 3-4 elements of a story

Responds to a variety of questions about a story that was previously read

Tells a suitable ending to a simple story

Knows there are picture books, story books, and books about real things

Starts to memorize words, lines, or whole segments of a favorite book

Connects details, information, and events in a story to real-life experiences

Predicts what will happen next in an unknown story

Asks questions and makes comments that demonstrate understanding



76


Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.

of literal meaning of story



77


SKILL PROGRESSION FOR LDC Goal 10: Children develop book knowledge and print awareness.Skill progressions: Develop book knowledge and print awareness

Subdomain: Foundations for ReadingLDC Goal 10: Children develop book knowledge and print awareness.Skill Progression


Develop book knowledge and print awareness







12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months



Notices print rather than just pictures in a book; may point to labels under pictures

Distinguishes print from non-print (e.g., picture or drawing)

Points to and labels pictures on billboards, cereal boxes, etc. in the environment

Recognizes some familiar environmental signs or symbols

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Moves finger or hand across a line of print in a favorite book and verbalizes text exactly or accurately paraphrased

Notices print in the environment and asks what it “says”

Understands what print is

Asks what specific words are in text

Mixes print-like letters, real letters, and drawings in “writings”

Differentiates, identifies, and reproduces letters in the alphabet (at least in approximations)

Recognizes familiar print in the local environment

Asks about print conventions like spelling, spacing, and where to write

Attempts to incorporate print conventions such as spacing, alignment, and



78


punctuation (though inaccurately)

SKILL PROGRESSIONS FOR LDC Goal 11: Children develop phonological awareness.Skill progressions: Develop phonological awareness

Subdomain: Foundations for ReadingLDC Goal 11: Children develop phonological awareness.Skill Progression


Develop phonological awareness


15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Imitates animal sounds

Listens to songs and nursery rhymes and imitates words

Imitates rhyming words (loo-loo, goo-goo) and makes up nonsense words

Listens with interest to books with alliteration (uses same sounds in beginningand other partsof words)

Claps with a drumbeat

Repeats the alliterative words with these sounds more easily /w, p, b, d, t, m, n, h, y/

Understands the difference between words with similar phonemes such as “pat”



79


Subdomain: Foundations for ReadingLDC Goal 11: Children develop phonological awareness.

and “path”Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Develop phonological awareness

Identifies and imitates sounds in the environment

Recites familiar phrases of songs, books and rhymes

Indicates enjoyment when hearing alliteration stories

Identifies rhymes and rhyming sounds in familiar words

Notices words that have letters like those in own name and asks what the word “says”

Understands that letters function to represent the sounds in spoken words

Claps to syllables in two-to-three syllable names

Produces rhymes in a vocal game (e.g., fat, sat, cat, rat)

Attends to beginning sounds in familiar words

Identifies simple, high-frequency words

Identifies what letter is needed in a word by listening to the word being said, especially if there is a letter name match (e.g., OK)

Repeats alliterative words starting with /f, v, s, z, g, k/ in pairs or sequences

Tries to write own name, but does not understand that the letters represent the sounds in name

Counts syllables in names and simple words

Selects an appropriate letter to represent a sound that an adult isolates



80


SKILL PROGRESSIONS FOR LDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill progression: Develop knowledge of the alphabet and the alphabetic principle

Subdomain: Foundations for ReadingLDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill Progression


Develop knowledge of the alphabet and the alphabetic principle







12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months







30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Recognizes A-B-C song and sings it, but without knowing what letters are

Knows some letters in own name

Recognizes own name in print

Identifies initial letters and sounds of familiar names and some words

Recognizes a few sight words (e.g., words in familiar books, stores, etc.)

Points out words that rhyme in songs, poems, and predictable books

Identifies 5-10 alphabet letters, especially those in own name

Identifies parts of words that rhyme

Comments about words that have the same sounds

Matches upper case letters

Segments words into syllables Knows that

alphabet letters make words



81


Makes letter-sound matches of a few letters



82


SKILL PROGRESSIONS FOR LDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.Skill progressions: Use writing and other symbols to record information and communicate for a variety of purposes

Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.Skill Progression


Use writing and other symbols to record information and communicate for a variety of purposes






Attempts to imitate adult marks on paper by banging dots or making short marks

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months


Spontaneously scribbles on paper (or other surface)- no understanding of true writing

Makes marks on paper with no organization

Makes large continuous circular scribbles, with occasional straight lines

Imitates horizontal stroke

Creates separated, tight scribble marks

Experiments with vertical and horizontal straight lines - alone, next to, or on top of other lines

Imitates vertical strokes

Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing

Produces writing lines differently than drawing



83


Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.

line on computer app. with finger, etc.

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Use writing and other symbols to record information and communicate for a variety of purposes

Zigzag scribbles are added to loops

Distinguishes writing from drawing

Organizes messages or stories written with scribble writing with adult assistance

Memorizes the letters in own name and tries to write them

Differentiates between letters and numbers

Imitates drawing a triangle

Copies a circle Draws recognizable forms (e.g., face, flower)

Dictates words for adults to write down

Copies a square

Replaces scribbles with letter approximations and actual letters in a message or story

Demonstrates understanding of the uses and formats of writing; scribbles and calls the result a note or letter

Imitates a cross

Uses 3 fingers to hold pencil to write

Demonstrates awareness of uses for writing, and uses writing for these functions

Draws a person with a head and at least 6 features

Writing formats differ for different purposes

Engages in scribble writing

Draws circle spontaneously

Draws simple pictures to tell a story

May reverse letters when writing

Makes marks to create writing, explains what

Uses drawing to stand for writing to communicate

Attempts to write letter-like forms in a sequence to



84


Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.

the writing “says”

a message write a message

Attempts to make first letter of own name, but the appearance is unconventional



85


SKILL PROGRESSIONS FOR LDC Goal 14: Children use knowledge of letters in their attempts to write.Skill progression: Use knowledge of letters in attempts to write

Subdomain: Foundations for WritingLDC Goal 14: Children use knowledge of letters in attempts to write.Skill Progression


Use knowledge of letters in attempts to write







12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months







30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Attempts to make first letter of own name, but the appearance is unconventional

Scribbles begin to resemble letter-like designs (mock letters), uses scribbles frequently

Begins to write the letters of own name; marks begin to resemble actual letters in the child’s name

Writes letter-like forms along with scribbles to represent writing

Replaces scribbles with letter approximations and actual letters

Knows letters are made of lines and curves, combines lines and curves in creative ways to represent letters

Draws known letters in unique ways, using segments and sequences of marks

Organizes marks that serve as writing “words” in a linear fashion, and in rows

Asks about spelling, spacing of words

Writes a few words correctly from memory Writes at least the most commonly first-learned letters:B, D, S, T, O, A, H, K, M, and CWrites simple consonant-



86


vowel-consonant words



87


SKILL PROGRESSIONS FOR LDC Goal 15: Children use writing skills and writing conventions.Skill progression: Use writing skill and writing conventions

Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.Skill Progression


Use writing skills and writing conventions







12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Scribbles vigorously

Holds crayon in fist

Uses whole arm to make marks

Holds crayon with thumb and several fingers

Imitates drawing a horizontal line

Draws different strokes, dots, and circular shapes


Scribbles include horizontal and vertical movements

Scribbles without going off of the paper

Includes curved marks in writing

Explains what he has drawn and what different colors convey

Imitates drawing a vertical line

Indicates writing with small “chicken scratches”

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months


Holds crayon in writing position with fingers and thumb directed toward the paper

Imitates drawing a circle

Copies models of horizontal and vertical lines and a circle

As likely to start at the right side of a page as the left when "writing"

Holds a crayon with an adult grasp

Writes some upper and lower case letters, but may mix them together



88


Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.

Makes up and down movement needed to make a V, though shaky

Imitates drawing a cross

Traces around the edge of a basic shape template

Rotates a piece of paper and writes down the side rather than go back to the left and start a new line

Writes large letters

Writes left to right and top to bottom of page

Traces on a horizontal line without going off too much

Attempts to write one or more letters in own name

Strings letters or mock letters together, then asks what it says

Copies a square from a model

Puts spaces between some writing to represent words, but may run other words together

Skill Progression

30-33 months

33-36 months

36- 42 months

42-48 months

48-54 months

54-60 months


Makes marks that look like letter shapes

Starts to copy simple horizontal and vertical letters, like E, F, L, H, T; letters with angles (K, N, M, Y) are more difficult

Tries to imitate the letters in her name and some family member’s names

Replaces scribbles with letter approximations and actual letters

May make letters in segments, for example a line for the I

Includes a combination of letters and letter-like symbols in

Asks how to write specific words



89


Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.

in T, then two short lines emanating from each side of the top of the line

writingWrites in organized and segmented rows, though placement may not be in the correct order



90

DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS

SKILL PROGRESSIONS FOR CD GOAL 1: Children use their senses to construct knowledge about the world around them.

Skill progression: Constructs knowledge

Subdomain: Thinking and ReasoningCD Goal 1: Children use their senses to construct knowledge about the world around them

Skill Progression


Constructs knowledge

Tracks objects and faces

Uses mouthing, reaching, grasping, and kicking to explore objects

Uses fingers to explore and grasp

Examines things from different perspectives to explore size, shape, texture, sound, etc.

Uses hands and fingers to try to put things together

Uses both fine and gross motor skills to explore and experiment with dropping, throwing, and other cause-and effect actions

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Puts objects on top of each other

Uses a variety of objects together in different ways in trial-and-error

Uses real and pretend objects together functionally

Uses tools to solve a problem(a fork to stab a bite, a hammer to pound, sifter, funnel)

Experiments with putting things together and taking them apart

Investigates how to manipulate things by tearing, stretching, unwrapping, etc.

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Interconnects parts to construct a simple 4-5 piece puzzle,

Uses household objects (pillows, blankets,

Constructs enclosures of different sizes in dramatic play

Combines blocks and 8-12 puzzle pieces to make a

Attends to more than one characteristic (shape and color, color

Understands orientation of objects, letters, pictures as an



91


nest objects, etc.

boxes) to create spaces to explore

representation and size, texture andcolor, etc.)

important characteristic



92


SKILL PROGRESSIONS FOR CD GOAL 2: Children recall information and use it for new situations and problems Skill progression: Recalls and uses information for problem solving

Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 2: Children recall information and use it for new situations and problems

Skill Progression


Recallsand uses information

Stares longer at familiar faces than objects

Shows physical excitement at familiar faces and events (feeding)

Remembers how to activate familiar toys

Recognizes people and objects based on sensory characteristics (favored blanket, toy)

Remembers simple games (peek-a-boo, patty cake) and actions to apply to a toy or object

Remembers a strategy that worked on one object and tries it on anotherRemembers label for an object without the object being present

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Performs deferred imitation of actions of others (adults, siblings peers)

Recognizes and identifies familiar places and pictures of objects and people by pointing

Attempts to tell about remembered experiences using words, jargon, and gestures

Demonstrates long-term memory for experiences up to six months previous

Recognizes familiar signs, books

Fills in missing words in familiar books, songs, rhymes, etc.

Remembers action sequences with objects

Dramatizes remembered events

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Recalls Remembers Remembers Dramatizes Recalls 1-2 Recalls 3-4 Gives detailed NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


93


Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 2: Children recall information and use it for new situations and problemsand uses information

visual landmarks and anticipates the intended destination

finger plays and acts out sequences in dramatic play

favorite stories and events

characters and events in a story that was recently read

elements of a story without prompts

descriptions of past events, stories, movies, etc.

Remembers events up to 18 months in the past

Remembers one of several objects shown and then hidden

Describes familiar objects without seeing them

Determines what is missing from pictures, puzzles, and toys

Remembers sequences of words and numbers



94


SKILL PROGRESSIONS FOR CD GOAL 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions Skill progression A. Thinking and reasoningSkill progression B. Taking perspectivesSkill progression C. Making decisions

Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression


A. Thinking and reasoning

Repeats pleasurable self-directed actions

Begins play with sound toys

Displays laughter in social play, particularly with physical stimulation

Inspects objects for a long time

Sustains interest in looking at pictures

Knows how to get objects to do what he wants

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Names pictures in books

Reflects thinking in problem solving with toys

Play begins to reflect thoughts and feelings

Verbally describes basic emotions and desires

Uses the word “pretend” when doing dramatic play

Uses the words “think,” and “know” to express understanding of something

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Talks to self about how to solve a problem

Attends to key aspects of an object or situation to figure out how to work it or solve the problem

Asks about how things work and why things are done in a specific way

Describes how and why things work or are done

Describes reasons for feelings and beliefs

Describes her plan, and what she is going to do in a logical sequence



95


Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression


B. Taking perspectives

Studies faces Tries to imitate adult mouth movements

Shows interest in others’ facial expressions

Tries to get adults to laugh

Follows what someone points to

Participates in games of give-and-take and turn-taking

Shows objects to others

Imitates others actions and sounds

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Watches adults and anticipates their actions

Represents self and others in dramatic play

Follows the lead of others, doing what they do or following their directions

Knows what will make others laugh and shares humor

Dramatizes roles in familiar routines using props to remember actions performed by others in real life situations

Incorporates others into dramatic play and understands their intentions

Knows what adult wants them to do

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Ascribes thoughts and feelings to dolls and action figures

Tries alternatives if first attempt at problem solving doesn’t work; may then ask

Describes own feelings and is aware of other peoples’ feelings and perspectives

Discusses how others’ feelings, attitudes, and beliefs are different from his own

Knows what to do to please others and takes steps to do so

Compares and negotiates her ideas with others in play



96


Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions

for helpSkill Progression


C. Making decisions


Prefers studying people to objects

Enjoys shaking and banging

Shows attentional preferences when given a choice between two objects

Deliberately seeks out and attends to preferred toys

Moves from one toy to another to explore actions

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

May know an action is out-of-bounds, but decides to do it anyway

Makes decisions about activities and sequences of actions within activities

Decides what to do by what will be approved or disapproved of by adults

Decides not to do something she wants to do, but knows is wrong

Decides which role to play and what actions to perform

Decides what others should do or say in dramatic play

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Determines what he is good at; preferences begin to strengthen

Beginning to select friends

Determines dramatic play themes and leads others

Lies intentionally if she thinks the lie will keep her out of trouble

Selects a variety of materials to create play scenarios

Establishes rules for play



97


SKILL PROGRESSIONS FOR CD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill progression A. MusicSkill progression B. Art

Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill Progression


A. Music Calms to rhythmic movement, sounds, and music

Listens to sounds and begins to differentiate

Comforted by soft, rhythmic melodious sounds, music and movement (stops crying)

Reacts differently to different musical patterns

Listens attentively to sounds and words

Bounces to rhythm while standing

Watches and tries to imitate movements


18-21 months

21-24 months

24-27 months

27-30 months

Shows intense interest in speech sounds and music

Imitate sounds, words, and movements

Remembers short action sequences

Identifies preference in instrumental music

Increases activity level with fast rhythms

Attends to more than one characteristic of objects at a time (sound and movement)

Skill Progression


36-42 months

42-48 months

48-54 months

54-60 months

A. Music Remembers finger plays, dance moves, songs

Names or sings favorite songs, finger plays, etc.

Imbues music, dances with emotion

Enjoys group singing and dance

Begins to be aware of musical syntax and to understand

Capable of learning some basic musical concepts such as pitch



98


Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.

and use musical phrases

(high/low), duration (long/short), tempo (fast/slow), and loudness (soft/loud)

Attention span for listening to music increases in length and interests expand to various types of music

Sense of pitch, rhythm, and melody emerging

Skill Progression


B. Art Attends to contours and contrasts

Sees color Attends to internal aspects, not just contours

Inspects objects for a long time

Watches others draw

Looks at pictures for up to 1 minute


18-21 months

21-24 months

24-27 months

27-30 months

Sustains interest in pictures for 2 to

Pays attention to details of objects and

Moves, shifts, and combines objects in

Prefers using a tool with materials like

Experiments with materials, objects, and

Attends to more than one characteristic



99


Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.

5 minutes people different ways play dough instruments of objects at a time (visual and sensory)


36-42 months

42-48 months

48-54 months

54-60 months

Tells adults what to draw

Remembers and looks for specific photos or illustrations in books (i.e. favorite pictures)

Recognizes emotions in pictures

Examines non-realistic art and envisions what it could represent

Examines different types of art and explains why she likes or dislikes it

Examines art and sees similarities and differences across artists



100


SKILL PROGRESSIONS FOR CD GOAL 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Skill progression A. Music/DanceSkill progression B. ArtSkill progression C. Drama

Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsA. Music/dance Calms to

rhythmic movement, sounds, and music

Produces vocalizations and shakes sound toys

Makes vowel sounds and early consonants

Babbles rhythmically

Produces jargon with intonation

Vocalizes to music and tries to sing

Bangs toys Body moves to rhythm

“Dances” to music in sitting or standing

Bounces to rhythm while standing

12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsActually dances with weight-shifting, not just bouncing

Dances in different directions and in circles

Listens to music, sings and dances

Rocks and sings to dolls

Engages in “music babble” as he sings and dances

Experiments with different types of movements

Discriminates loud and soft sounds

Makes wild swings and kicks with arms and legs to tempo (fast/slow); dances on toes

Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsA. Music/dance Remembers

songs and finger plays

Pretends to be something with movements, such as falling leaf, snow flake, cloud, flower,

Dances and sings to familiar music

Creates silly songs and dances

Dances and sings for others

Dance movements are precise and coordinated

Imitates adult’s Spontaneously Tries to imitate Combines Includes music and NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


101


Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

actions and movements

etc. creates rhythms rhythms movements to create a novel dance

dance in dramatic play or performance

Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsB. Art No observable

skillsNo observable skills No observable

skillsNo observable skills

Makes marks on paper

Makes random scribbles with crayon or marker using fisted grasp

12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsMakes random scribbles with crayon or marker using fisted grasp

Makes random scribbles with crayon or marker, begins to use fingers in grasp some of the time

Makes circular marks on paper

Names scribbles as representing something

Makes circles inside of circles, radiating lines from circles, and repetitive line formations

Experiments with making marks on all different surfaces to see results (walls, table, floor)

Uses stamps to make a picture

Tries to imitate adult’s drawing strokes, but without representational intent

Combines sand, water for tactile play

Engages in sensory art such as play dough, finger paint, etc.

Squeezes, flattens, and puts chunks of play dough together and takes them apartSnips with

scissors

Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsB. Art Tries to draw

lines, angles, zigzags

Constructs structures or items for dramatic play (makes a box into a car)

Asks adults to show how to draw or create something

Uses tools with play dough (cookie cutters, rollers, scissors)

Creates representations with paper, clay, sand, etc.

Uses a variety of tools, scissors, markers and fasteners to create scenes, props, etc.



102



Draws circles to represent everything

Creates pictures with fingers in writing position

Makes collages with all kinds of materials, glues things together

Uses glue, sparkly materials to make art projects

Makes art projects with a variety of tactile materials and fasteners

Artwork shows novel ideas or methods of expression

Draws squares and rectangular shapes

Draws faces Draws people Draws whole scene

Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsC. Drama No observable

skillsNo observable skills No observable


Shows affection to dolls

Pretends to feed and bathe baby

12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsCares for doll (i.e. puts to bed, feeds, etc.)

Pretends to sleep, eat, talk on phone (Auto-symbolic play)

Uses objects symbolically in dramatic play (pretends a block is food)

Dramatizes remembered events, and directs dramatic play to self, doll, and/or adult

Dramatizes different roles in familiar routines, up to three steps

Begins fantasy dramatic play; uses dolls or action figures to “perform” sequences, talk to each other, and interact

30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsDresses up for role play

Acts out dramatic play with others playing roles (mommy, baby)

Develops a theme in dramatic play (doctor, waitress)

Begins coordinated, complex dramatic play among several peers

Acts out feelings of characters in dramatic play (fear, anger, sadness, etc.) with fantasy characters, super

Discusses and negotiates roles, actions, and dialogue with other players in dramatizations

Acts out simple



103



stories heroes, etc.



104


SKILL PROGRESSIONS FOR CD GOAL 6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.

Skill progression: Demonstrates knowledge of relationships and roles

Subdomain: Social ConnectionsCD Goal 6: Children demonstrate knowledge of relationships and roles within their own families, homes, and communities.Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months

Demonstrates knowledge of relationships and roles

Focuses on parent’s face

Responds differently to different family members

Differentiates familiar and unfamiliar faces

Calmed more easily by familiar caregiver

Plays near parent Moves away from parent, but maintains eye contact

Approaches other children

Exhibits separation distress

Recognizes friends and relatives seen frequently

Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsDemonstrates knowledge of relationships and roles

Enjoys being around other children

Parallel play with peers

Constantly demands adult’s attention

Alternates between clinging and resistance to familiar adults

Names own and others’ possessions

Shares toys, helps others, cooperates in games; shows empathetic concern

Engages in doll play, recreating nurturing of parents

Interacts with new adults and children

Imitation and turn taking increases with peers

Role plays family routines.

Shares toys, demonstrates some prosocial behavior with peers

Vocalizes to parents from a distance

Knows where to put away toys in home

Retrieves objects from different parts of the



105


Subdomain: Social ConnectionsCD Goal 6: Children demonstrate knowledge of relationships and roles within their own families, homes, and communities.

home30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsMay be hesitant or shy around new people; takes time to warm up

Beginning to form friendships

Silly boisterous humor among peers and siblings

Cooperative dramatic play with peers

Monitors the emotional state of a group and children within the group

Attempts to please peers, make friends

Play may reflect sibling or parent-child relationships

Associative socio-dramatic play among peers. (play together, but with different goals)

Frequent sibling rivalry and arguments

Shows interest in being part of a group and sits in facilitated group for 20 minutes

Maintains attention in group activities when interested

Participates well in groups; raises hand to talk, takes turns, listens to others

Aware of community helpers, recognizes and identifies

Dramatizes roles of community helpers

SKILL PROGRESSION FOR CD GOAL 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group).Skill Progression: Recognize they are members of different groups

Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).Skill Progression


Recognize they are members of different groups

Stares at faces, particularly eyes and contours

Responds differently to other family members and strangers

Distinguishes photos of family members from those of strangers

May show distress when strangers are near

Plays near familiar adult

Demonstrates separation distressDemonstrates stranger anxiety



106


Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).

Gender stereotyping not evident in toy preferences

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Participates with parent doing household routines (washing plastic dishes, wiping high chair table, etc.)

Uses words “mama” and “dada” and maybe names of family members

Moves away from parents

Demonstrates prosocial behaviors with everyone

Knows cultural expectations for behaviors within the family

Plays with others in a small group of children (even if parallel play)

Seeks play with siblings, peers, or other familiar persons

Stares longer at persons of another race (recognizes difference)

Play and toys may be gender stereotyped

Recognizes and names self, family, and friends in photos

Play may be highly gender stereotyped

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

Recognize they are members of different groups

Demonstrates preferences for play partners

Knows gender when asked

Prefers peer interactions to adult interactions

Plays group games without constant supervision

Responsible for chores within the home/school

Names special friends in the classroom

Follows classroom rules part of the time

Participates in circle time for15-20 minutes

Responds appropriately to instructions given in a small group

Converses with people outside of the family and asks them questions



107


Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).

Modifies language and interactions when playing with younger children

Preference for same sex peers

Knows the rules of the household and classroom

Demonstrates a good understanding of how to behave in different environments

Knows the rules for home, school, and community

May participate in community structured group sports or activities

Group rough and tumble play; more prevalent for boys

Plays simple board or card games with several children



108


SKILL PROGRESSIONS FOR CD GOAL 8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.

Skill Progression: Identify and demonstrate acceptance of similarities and differences

Subdomain: Social ConnectionsCD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and othersSkill Progression


Identify and demonstrate acceptance of similarities and differences

Prefers peopleto objects

Knows difference between mom, dad, and siblings

Stares longer at faces of persons from another race

Consistently makes the sounds of the parent’s language

Demonstrates separation distress, resistance to strangers

Identifies withthe same gender (recognizes similarity)

Discriminates between voices and people

Reads emotional expressions of same race better than other races

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Shares toys with family, friends, and siblings

Approaches other children (recognizes similarity in size, faces, preferences)

Recognizes own clothing, toys, and personal belongings

Girls may withdraw from rough house play of boys

Prefers play with peers to thatof adults

Notices and talks about differences in people’s size, eye color, skin color, hair, etc.

Knows all family members and friends, cautious with strangers

Dresses up like the same gender parent

Notices obvious disabilities and points or makes comments

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months



109


Subdomain: Social ConnectionsCD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and othersIdentifies and demonstrates acceptance of similarities and differences

Chooses playmates of the same race if they are present

Knows gender Demonstrates a preference for same-sex peers

Asks embarrassing questions about differences observed in people (race, weight, disability)

Tends to choose friends with like interests and personalities

Begins to understand that race is more than a difference in color; becomes aware of different cultures and begins to ask questions about them; establishing an ethnic identity

Adjusts language and play for younger playmates

Notices peers with similar interests

Begins to notice more subtle developmental concerns, such as language delays (e.g. “He talks funny”), negative emotional behaviors(e.g. “none of the kids like him”), etc. in peers



110


SKILL PROGRESSIONS FOR CD GOAL 10: Children show understanding of numbers and quantities during play and other activities.Skill progression A. CountingSkill progression B. Recognizing number and subitizingSkill progression C. Composing and decomposing number

Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.Skill Progression


10-12 months

A. Counting Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Says numbers, 1,2 but with no meaning

Knows a few random numbers

Uses one-to-one correspondence when counting two objects

Counts to two Counts first three count words

Counts 4 items in a collection

Recites numbers with no meaning

Demonstrates basic understanding of one-to-one correspondence, by putting one or more items into separate compartments

Counts using several number words, but not necessarily in order

Demonstrates one-to-one correspondence (give one to each person), but doesn’t know amountUnderstands the concept of one

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

A. Counting Verbally Counts using Keeps one-to- Counts up to Writes or Counts accurately NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


111


Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.

counts to 10 with some one-to-one correspondence, but when counting objects loses track of the one-to-one or the next number

fingers, but loses track of numbers

one correspondence of 3 to 5 items, but doesn’t know “how many in total”

10 and knows “how many” up to 5

draws to represent 1 through 10

to 10

Rote counts 1-10 consistently

Understands that the last number stated is the total

Counts structured arrangement up to 9 and knows “how many”

Recognizes errors in counting

Counts 1-5 items with one-to-one correspondence

Counts on from a number if they count up to that number first

Counts 1-30 with emphasis on the counting pattern (e.g., Twenty-one, with parallel to 1,2,3)

Counts backward from 10

“Counts on” from a given number without starting at 1

Knows the number before and the number after a number but has to count from 1 to figure it outCounts to 100 by 1’s (with emphasis on the pattern)

Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 10-12 monthsNC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


112


Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.Progression monthsB. Recognizin

g number and subitizing

Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Keeps track of quantities up to 3 (when they are moved out of sight)


Knows one more

Instantly recognizes amounts of 2 or 3 without counting (two shoes)

Gives one out of many items

Identifies first in a sequence and sometimes the second

Examines two sets of items with a large difference in amount and knows which has more

Identifies more than 3 as “many”

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

B. Recognizing number and subitizing

Instantly tells how many with groups of 1-3 items

Visually identifies “same” or “more” (may be wrong)

Compares amounts in two groups up to six items by matching with one-to-one correspondence (i.e., gives each toy animal a block for hay)

Instantly recognizes amount up to four and names the amount

Understands “same number as”

Uses counting to compare amounts in sets even if items are different sizes

Understands concept of “all” or “none”

May be confused by amount if one

Compares amounts in each of two

Recognizes the written numbers 1-9

Visually structures and verbally labels



113



relating to number of objects

set of items is physically larger

sets by counting (up to 5 items)

two visual amounts and identifies the total amount (up to 10)

Examines a small group of objects and knows which has more if there is a big discrepancy

Recognizes several written numbers

Keeps track of number counted even when not in a structured arrangement

Starts to recognize written numbers

Writes and draws to represent 1 to 10 and 20 and 30

Skill Progression


10-12 months

C. Composing and decomposing number

Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

No observable skills. 30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Examines a group of up to four items and creates another group of the same amount

Combines or takes away from a set to make a set of up to three objects

Uses graphics to add small numbers by drawing pictures, then counting up to 3 items

Adds two sets of objects up to 5

Counts all in two number sets by adding on from the first set

Breaks up a total number of objects in many different combinations to make the whole set (up to 10)

Mentally Uses graphics Adds the total of NC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


114



thinks that if you give him one more he’ll have two; and if he has two items and you take one away he’ll have one left

to add and subtract small numbers

two same or different sets of objects up to as high as the child can count

Writes numbers

Compares sets of objects to find the difference in amountSolves take-away problems by separating a set of concrete objects from the total amount and counting the remainderFinds how many objects need to be added to a set to get a specific total

SKILL PROGRESSIONS FOR CD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill progression A. Comparing and orderingSkill progression B. MeasuringSkill progression C. PatterningSkill progression D. Classifying

Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months



115


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.ProgressionA. Comparing

and Ordering

Scans eyes and contours of faces if in close proximity and within view; prefers looking at faces to objects

Discriminates people, preferred objects, tastes, smells, textures

Uses shape, size and color to tell the difference between objects

Starts differentiating between each and both; and between one and more than one (picks up the larger amount)

Matches two blocks as being the same

Nests smaller container in a larger one

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Nests 3 round containers

Stacks three or four blocks

Nests 4 nesting blocks or bowls

Examines a small group of objects and knows which has more if there is a big discrepancy in amount

Correctly nests four or more small square boxes

Uses words for a characteristic such as big/little, tall/short, heavy/light, but may not yet compare to objects based on the characteristics

Places one block on top of another

Explores and identifies objects that are big or small, heavy or light, and tall or short, with assistance

Orders several objects on the basis of one characteristic through trial and error (e.g., stacking rings ordered by size)

Stacks five circular rings in correct size order



116


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

A. Comparing and ordering

Points to smaller/ larger of two objects

Identifies more, and the same in two groups of items (1-4 items) if the groups are organized differently

Understands largest/smallest

Identifies amounts of dissimilar items (small numbers)

Talks about past, present, future

Meaningfully uses words equal, more, less, and fewer

Points to short/long

Knows empty/full; small/smaller; large/larger

Compares pictures, colors, shapes to do simple puzzles

Matches related items and determines if they are the same number

Matches unrelated items and determines if they are the same amount

Knows to count and compare regardless of the attributes in the set

Knows to count to compare small amounts if only one attribute is involved (may be confused if objects are of different sizes)

Identifies and uses ordinal numbers from 1st to 10th

Recites the days of the week

Puts items in serial order of size from one to six units

Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsNC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


117


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.ProgressionB. Measuring No observable


Distance: Aware of distance and reaches for something that moves in front of a barrier, but not behind it


Time: Shows awareness of consistent daily routines

Puts as many small objects in a cup as possible, showing interestin adding more

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Dumps and fills

Size: Compares sizes

Size: Nests objects (relates sizes)

Explores using measuring tools for emptying and filling

Size: Recognizes size differences (big, little)

Size: Knows size words (big, little), but may not be able to tell which of two things is bigger Amount: Knowsjust one

Time: Aware certain events follow each other (nap, drink)

Time: Associates objects with events thatoccur (coat onis followed by going out)

Amount: Knows more; believes that a cracker broken in several pieces is more

Time: Understands now, today, in a minute; understands and talks about sequence of events in the day

Height: Recognizes taller on the height chartWeight: Knows heavy

Time: Uses words implying



118


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.

past, present and future; uses morning, afternoon, night, tomorrow

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

B. Measuring Size: Points to smaller/larger of two objects

Length/Height: Produces labels for measuring, such as tall and long

Length/Height: Uses the terms longer/taller functionally in play or daily routines

Length: Compares length or height of three objects by placing them side-by-side

Size: Compares size (area) by placing one on another

Length: Compares lengths using another object

Length: Points to short/long

Time: Knows today, tonight, last night

Amount: Knows larger container holds more

Time: knows today/tomorrow, day/night

Weight: Compares weight (light, heavy)

Length: Compares the length of two objects using an object with standard units

Time: Knows yesterday, tomorrow

Time: Knows the time of day for daily activities

Time: Knows morning, afternoon

Size: Orders six objects from smallest to largest

Time: Knows parts of the day when specific activities take place

Time: Knows day before yesterday, day after tomorrow; learns days of the week and seasons



119


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression


C. Patterning Prefers large, bold patterns to plain pictures

Prefers patterns with finer details

Anticipates movement patterns

Recognizes objects and people based on sensory characteristics

Begins to perceive emotional expressions as meaningful patterns

Determines what the whole image is based on seeing part of the imageSensitive to

strong contrast

Begins to perceive overall pattern structure

Responds to rhythmic music

Recognizes meaning of familiar patterns (faces)

Recognizes objects by the shape pattern (bottle, cup, ball)

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Aware of time sequences or activity sequences (i.e. night followed by day; socks on before shoes)

Imitates patterns of movement and singing

Copies patterns using sounds or physical movements, with adult prompting and guidance

Notices attributes and calls them a “pattern” even if not a pattern

Tries to imitate songs and finger plays, dance moves, and rhythms with instruments

Makes up simple non-repeating patterns with blocks, beads of different shapes or colors

Notices patterns in carpets, shirts, etc. with pointing or words

Skill 30-33 33-36 36-42 42-48 48-54 54-60 monthsNC PRESCHOOL PYRAMID MODEL: TIER II SUPPORTS FOR EMOTIONAL AND SOCIAL DEVELOPMENT


120


Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Progression months months months months monthsC. Patterning Makes spatial

designs with blocks or shapes

Notices simple repeat patterns (short, long, short long) in block set

Compares shapes and makes patterns

Copies simple repeating patterns

Recognizes a simple pattern (three different attributes)

Extends a simple pattern by adding a new pattern set

Recognizes a simple pattern with one different attribute

Recognizes simple pictures made with shapes (square and triangle look like a house)

Recognizes a simple pattern (two different attributes)

Duplicates simple patterns seen at a distance

Recognizes that adding “1” is a pattern and adding “2” is a another pattern, whether with objects or numbers

Knows sequence of daily events

Duplicates an ABAB pattern, but may need to create it next to the original

Creates original patterns in art work

Fills in a missing element of a pattern

Extends a pattern (ABBAABBA)

Skill Progression


D. Classifying Scans contours

Scans internal details

Explores with hands and fingers to determine properties of objects

Uses shape, sound, color, and texture to identify object

Uses haptic (touch) exploration to determine size, hardness, shape,

Uses cross-modal (vision, taste, touch, sound, etc.) approaches to determine



121



temperature, and texture

object’s properties

Recognizes sounds of parents’ voices

Starts to categorize and distinguish objects with similar appearance

Categorizes and distinguishes objects by function or behavior

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months

Places objects into categories (blocks, animals, food)

Matches objects

Makes collections of things that are alike in some way (toys with wheels)

Demonstrates knowledge of basic-level categories (plants, animals, people)

Beginning to think about how things in the world are alike (rocks, trees, flowers, etc.)

Thinks many things are alive that are not, but beginning to understand alive and not alive

Selects, discriminates, compares and sorts by color and shape or another feature (incorrect at times)

Knows body parts

Matches familiar objects (picks out socks from shirts)

Compares and matches form, size, color

Knows clothing for different occasions

Names at least one color

Sorts objects into one group

Groups objects into two groups

Knows big and little hands on the clock and the position of the hands on the clock for specific activities (or digital

Matches animal sounds to animals



122



numbers)Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months

48-54 months

54-60 months

D. Classifying Matches pictures of similar objects

Sorts colors Classifies by shape, size, color individually (not two characteristics)

Names examples of objects, animals, foods, etc. in a class (e.g., fruits)

Classifies by characteristics of people (hair color, eye, color, etc.); classifies objects or events by abstract characteristics (transportation, holidays, etc.)

Identifies the class, when items are named (apple, banana, grape)

Matches colors (red, blue, green, yellow)

Combines new and previous experience to sort objects by size, type, color, or shape

Matches colors (orange, purple, brown, black pink gray, white)

Matches a wide range of colors

Knows penny, nickel, dime (but not their worth)

Makes inferences about which category an item fits into

Knows holidays and related weather or season

Classifies toys, tools, numbers, letters, people, objects by function

Knows how to classify, label, and sort familiar objects by a specific category (e.g., hard v. soft, large v. small, heavy v. light)



123




124


SKILL PROGRESSIONS FOR CD GOAL 12: Children identify and use common shapes and concepts about position during play and other activities.Skill progression A. Recognizes geometric shapesSkill progression B. Composes geometric shapesSkill progression C. Spatial understanding

Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.Skill Progression

1-2 months


A. Recognizes geometric shapes


15-18 months

18-21 months

21-24 months


Places circle in puzzle

Places square in a puzzle

With prompting and guidance, begins to slide, rotate, and flip objects to make them fit

Matches forms with the same size and orientation

Matches basic shapes of different sizes

Matches basic shape blocks with different orientation

Stacks rings, though may not be in right order

Places circle, square, triangle in puzzle

30-33 months

33-36 months

36-42 months

42-48 months


Stacks rings (or other objects in the correct order)

Sorts basic shapes

Matches familiar shapes of different sizes and orientation

Recognizes and names variations of the circle, square, triangle, and

Sorts a wide variety of shapes

Recreates a picture or pattern using shapes



125


Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.

rectangle

Identifies familiar objects by feel

Recognizes and names typical circle, square, triangle

Matches rectangles

Matches combinations of shapes to each other

May not differentiate sides and corners , for example in puzzles and shapes

Recognizes a wide range of rectangular shapes, with varying sizes and orientations

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months


A. Recognizes geometric shapes

Places shapes, even after puzzle board is rotated

May name rectangle, but may confuse other shapes and call them rectangles

Recognizes variations in triangles, but usually does not recognize diamonds

Counts sides of a shape to identify the geometric configuration

Recognizes and count angles to the geometric configuration

Recognizes basic shapes and typical hexagon, rhombus, and trapezoidIdentifies and describes a variety of 2-dimensional



126



shapes with mathematical names (ball/sphere, box/rectangle, can/cylinder) regardless of orientation and size

Skill Progression

1-2 months


B. Composes geometric shapes


15-18 months

18-21 months

21-24 months


Matches blocks to build a tower of 3-4 blocks

Puts together a simple inset puzzle when pieces show whole objects beneath the piece

Puts together two pieces to form a whole geometric figure

Puts together a jigsaw puzzle of 2-3 pieces, demonstrating understanding of combining segments to make a picture

Experiments with combining shapes in different configurations

Prefers whole items, does not recognize pieces make a whole (gets upset if a cookie is broken)

30-33 months

33-36 months

36-42 months

42-48 months


Manipulates individual shapes and randomly

Creates a picture using one shape

Builds three-dimensional structures using one

Combines two or more shapes to create a new

Constructs 2-D and 3-D constructions with symmetry

Completes a shape or figure puzzle requiring combining pieces



127



arranges them, but can’t combine them to make a larger shape

(snowman from circles)

type of item (e.g., a cube) and/or multiple types of items (e.g., a rectangular prism, cube and arches)

shape or to represent an object in the environment

to make a shape or figure (8-10 pieces)

Builds, copies, and describes a shape

Recreates a picture composed of shapes or tangrams

Takes shapes apart

Creates a shape from toothpicks or similar items

Breaks apart simple two-dimensional shapes that have obvious clues for breaking them apart

Decomposes or takes apart shapes to make smaller shapes

Finds shapes "hidden" in arrangements in which the shapes overlap, but are not embedded inside one another

Skill Progression

1-2 months


C. Spatial understanding

Follows moving object with eyes (within close distance)

Reacts to disappearance of moving object by staring at the place object disappeared

Recognizes objects even when seen from different perspectives

Finds a hidden object if observes it being hidden

Finds a hidden object, even if it was previously hidden elsewhere

Adjusts grasp and reach to size and distance

Distinguishes near and far objects (reaches for

Examines things upside down

Aware of vertical space, drops things

Puts things on and in/out



128



near)Finds partially hidden object

Aware of vertical space, fears heights

Unwraps and finds hidden toys under and in cloths, continues to search if not found the first try

12-15 months

15-18 months

18-21 months

21-24 months


Makes a detour to get to an object

Uses spatial concepts up/down

Knows locations (there, here) and puts things where they belong

Stacks 6 small blocks (interested in stacking many so they won’t fall)

Lines blocks up to make a train

Begins building vertically and horizontally together with blocks

Shifts body weight to walk on sloped surface

Gets an object from another room

Stacks 4 small blocks (interest in building tall tower)

Imitates drawing horizontal, vertical lines, and circular shapes in sand, etc.

Identifies where the rooms are at home

Knows words indicating spatial understanding (outdoors, upstairs)

Turns a familiar picture or book right-side-up

Knows directional words (e.g., up, down, out, in, over, under) with regard to movement

Skill Progression

30-33 months

33-36 months

36-42 months

42-48 months


C. Spatial understanding

Attempts to imitate building a

Finds objects based on

Builds with blocks in all directions

Learns a simple route from a map

Uses positional words (behind, in front of, beside) to describe

Creates a map using toy objects to recreate a



129



bridge with blocks

the location of landmarks (e.g., your hat is on the kitchen chair)

with the intent of making a representation of something

placed in direct relation to the child’s space

the location of an object

space such as the classroom

Knows near/far and uses question, “Where is…”



130


SKILL PROGRESSIONS FOR CD GOAL 14: Children observe and describe characteristics of living things and the physical world.

Skill Progression: Observe and describe characteristics of living things and the physical world

Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.Skill Progression


Observe and describe characteristics of living things and the physical world

Studies faces and objects within close visual range

Distinguishes animate (moving) from inanimate

Uses shape, size, and color to tell the difference between objects

Examines things upside downto compare perspectives

Aware of vertical space

Explores materials indoors and outside to compare characteristics

Uses body to cause things to happen such as batting at object to make it move

Anticipates what will happennext in the environment

Experiments with cause-and-effect (e.g., dropping objects)

Uses names for objects

Distinguishes near and far objects

Recognizes familiar objectsby nameShows interest and curiosity about the natural world by exploring characteristics of items in nature

Skill Progression

12-15 months

15-18 months

18-21 months

21-24 months

24-27 months

27-30 months



131


Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.Observe and describe characteristics of living things and the physical world

Shows categorization of function (object use)

Explores the characteristics of animals, plants (pets the cat)

Locates objects that are alike (rocks, flowers) and makes collections of objects that are alike in some way (leaves, grass, flowers)

Demonstrates knowledge of basic-level categories (plants, animals, people)

Observes and reacts to living things in the environment (chases butterflies) and explores surfaces (rolls in grass)

Makes simple predictions about what will happen (drop rock in water)

Places objects in categories (animals, food, plants)

Varies behaviors to see what the results will be (splashes in water)

Points to and names many body parts on self and animals

Uses tools to explore the environment (shovel in the sand)

Skill Progression

30-33 months

33-36 months

36- 42 months

42 -48 months

48-54 months

54-60 months

Observe and describe characteristics of living things and the physical world

Provides descriptions of observations in nature (e.g., squirrel is climbing the tree)

Intentionally repeats actions to see if results will differ (walking on ledge, waving bubbles)

Asks questions about nature

Notices patterns, similarities, and differences in nature (bark on trees, veins in leaves)

Demonstrates an understanding of the differences between living and nonliving things

Describes characteristics of living things

Makes observations about creatures and plants in nature

Makes simple predictions (how far a stone can be thrown)

Understands the differences between habitats for people and

Talks about the similarities and differences among different



132


Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.

animals animals, insects, and plants

Uses nature vocabulary

Differentiates between manmade and natural materials

Knows weather requires different clothing

Notes the physical properties of different aspects of the environment



133

modules.nceln.fpg.unc.edu€¦ · Web viewDOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE...

Documents

Transcript of modules.nceln.fpg.unc.edu€¦ · Web viewDOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE...