California Content Standards (Infant)
| Main Criteria: California Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| California Content Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around eight months of age, children purposefully engage in reciprocal interactions and try to influence the behavior of others. Children may be both interested in and cautious of unfamiliar adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.1.1.1. | Attend to an unfamiliar adult with interest but show wariness or become anxious when that adult comes too close. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.8m.1.1.2. | Take the infant care teacher’s hands and rock forward and backwards as a way of asking her to sing a favorite song. ReadyRosie Grasp and Grab How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Me in the Mirror Piggy Toes Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | SED.8m.1.1.3. | Engage in games such as pat-a-cake and peek-a-boo. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.1.1.4. | Make eye contact with a family member. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.1.1.5. | Vocalize to get an infant care teacher’s attention. ReadyRosie Behavior is a form of communication That's My Name |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around eight months of age, children purposefully engage in reciprocal interactions and try to influence the behavior of others. Children may be both interested in and cautious of unfamiliar adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.1.2. | Interactions with Adults: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.1.2.1. | Engage in playful, face-to-face interactions with an adult, such as taking turns vocalizing and then smiling or laughing. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.1.2.2. | Begin to protest separations from significant adults. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around eight months of age, children seek a special relationship with one (or a few) familiar adult(s) by initiating interactions and seeking proximity, especially when distressed. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.2.1.1. | Seek comfort from the infant care teacher by crying and looking for him. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.2.1.2. | Cry out or follow after a parent when dropped off at the child care program. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.8m.2.1.3. | Lift her arms to be picked up by the special infant care teacher. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.2.1.4. | Crawl toward a parent when startled by a loud noise. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.2.1.5. | Turn excitedly and raise his arms to greet a family member at pick-up time. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around eight months of age, children seek a special relationship with one (or a few) familiar adult(s) by initiating interactions and seeking proximity, especially when distressed. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.2.2. | Relationships with Adults: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.2.2.1. | Hold on to a parent’s sweater when being held. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.2.2.3. | Be more likely to smile when approached by the infant care teacher than a stranger. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.2.2.4. | Cry when an unfamiliar adult gets too close. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.3. | Foundation: Interactions with Peers – The developing ability to respond to and engage with other children |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show interest in familiar and unfamiliar peers. Children may stare at another child, explore another child’s face and body, and respond to siblings and older peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.3.1.1. | Watch other children with interest. ReadyRosie Do You See Me? |
| GRADE LEVEL EXPECTATION | SED.8m.3.1.2. | Touch the eyes or hair of a peer. ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.3. | Foundation: Interactions with Peers – The developing ability to respond to and engage with other children |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show interest in familiar and unfamiliar peers. Children may stare at another child, explore another child’s face and body, and respond to siblings and older peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.3.2. | Interactions with Peers: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.3.2.1. | Notice other infants and children while sitting on a parent’s or infant care teacher’s lap. ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show interest in familiar and unfamiliar children. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.4.1.1. | Watch other children with interest. ReadyRosie Do You See Me? |
| GRADE LEVEL EXPECTATION | SED.8m.4.1.2. | Touch the eyes or hair of a peer. ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show interest in familiar and unfamiliar children. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.4.2. | Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.4.2.1. | Look at another child who is lying on the blanket nearby. ReadyRosie Do You See Me? |
| GRADE LEVEL EXPECTATION | SED.8m.4.2.2. | Turn toward the voice of a parent or older sibling. ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.5. | Foundation: Identity of Self in Relation to Others – The developing concept that the child is an individual operating within social relationships |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show clear awareness of being a separate person and of being connected with other people. Children identify others as both distinct from and connected to themselves. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.5.1.3. | Look at an unfamiliar adult with interest but show wariness or become anxious when that adult comes too close. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.8m.5.1.4. | Wave arms and kick legs when a parent enters the room. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.5.1.5. | Cry when the favorite infant care teacher leaves the room. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.5. | Foundation: Identity of Self in Relation to Others – The developing concept that the child is an individual operating within social relationships |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show clear awareness of being a separate person and of being connected with other people. Children identify others as both distinct from and connected to themselves. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.5.2. | Identity of Self in Relation to Others: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.5.2.3. | Watch or listen for the infant care teacher to come to meet the child’s needs. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around eight months of age, children understand that they are able to make things happen. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.6.1.1. | Pat a musical toy to try to make the music come on again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | SED.8m.6.1.2. | Raise arms to be picked up by the infant care teacher. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.6.1.3. | Initiate a favorite game; for example, hold out a foot to a parent to start a game of “This Little Piggy.” ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.6.1.4. | Gesture at a book and smile with satisfaction after the infant care teacher gets it down from the shelf. ReadyRosie That's My Name |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around eight months of age, children understand that they are able to make things happen. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.6.2. | Recognition of Ability: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.6.2.1. | Try again and again to roll over, even though not yet able to roll completely over. ReadyRosie Roll Over |
| GRADE LEVEL EXPECTATION | SED.8m.6.2.3. | Shake a toy, hear it make noise, and shake it again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | SED.8m.6.2.4. | Stop crying upon seeing the infant care teacher approach with a bottle. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.7. | Foundation: Expression of Emotion – The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| EXPECTATION / SUBSTRAND | At around eight months of age, children express a variety of primary emotions such as contentment, distress, joy, sadness, interest, surprise, disgust, anger, and fear. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.7.1.1. | Exhibit wariness, cry, or turn away when a stranger approaches. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.8m.7.1.3. | Express fear of unfamiliar people by moving near a familiar infant care teacher. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.8m.7.1.4. | Stop crying and snuggle after being picked up by a parent. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.8. | Foundation: Empathy – The developing ability to share in the emotional experiences of others |
| EXPECTATION / SUBSTRAND | At around eight months of age, children demonstrate awareness of others’ feelings by reacting to their emotional expressions. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.8.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.8.1.2. | Laugh when an older sibling or peer makes a funny face. ReadyRosie That's My Name |
| GRADE LEVEL EXPECTATION | SED.8m.8.1.3. | Return the smile of the infant care teacher. ReadyRosie That's My Name |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.9. | Foundation: Emotion Regulation – The developing ability to manage emotional responses, with assistance from others and independently |
| EXPECTATION / SUBSTRAND | At around eight months of age, children use simple behaviors to comfort themselves and begin to communicate the need for help to alleviate discomfort or distress. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.2. | Vocalize to get a parent’s attention. ReadyRosie Behavior is a form of communication That's My Name |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.3. | Lift arms to the infant care teacher to communicate a desire to be held. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.4. | Turn toward the infant care teacher for assistance when crying. ReadyRosie How can I get my child to listen to me? |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.5. | Cry after her hand was accidentally stepped on by a peer and then hold the hand up to the infant care teacher to look at it. ReadyRosie How can I get my child to listen to me? |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.6. | Reach toward a bottle that is up on the counter and vocalize when hungry. ReadyRosie Lunchtime Language |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.7. | Make a face of disgust to tell the infant care teacher that he does not want any more food. ReadyRosie Lunchtime Language |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.8. | Bump head, cry, and look to infant care teacher for comfort. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.8m.9.1.10. | Look at the infant care teacher when an unfamiliar person enters the room. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.10. | Foundation: Impulse Control – The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| EXPECTATION / SUBSTRAND | At around eight months of age, children act on impulses. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.10.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.10.1.1. | Explore the feel of hair by pulling it. ReadyRosie How can I get my child to listen to me? |
| GRADE LEVEL EXPECTATION | SED.8m.10.1.3. | Reach for another child’s bottle that was just set down nearby. ReadyRosie How can I get my child to listen to me? |
| GRADE LEVEL EXPECTATION | SED.8m.10.1.4. | Turn the head away or push the bottle away when finished eating. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around eight months of age, children have learned what to expect from familiar people, understand what to do to get another’s attention, engage in back-and-forth interactions with others, and imitate the simple actions or facial expressions of others. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.11.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.11.1.1. | Smile when the infant care teacher pauses, to get her to continue playing peek-a-boo or pat-a-cake. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.11.1.3. | Learn simple behaviors by imitating a parent’s facial expressions, gestures, or sounds. ReadyRosie Snuggle Close |
| GRADE LEVEL EXPECTATION | SED.8m.11.1.4. | Try to get a familiar game or routine started by prompting the infant care teacher. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | SED.8m.11.1.5. | Quiet crying upon realizing that the infant care teacher is approaching. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | SED.8m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around eight months of age, children have learned what to expect from familiar people, understand what to do to get another’s attention, engage in back-and-forth interactions with others, and imitate the simple actions or facial expressions of others. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.8m.11.2. | Social Understanding: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.8m.11.2.1. | Make imperative vocal sounds to attract the infant care teacher’s attention. ReadyRosie That's My Name |
| GRADE LEVEL EXPECTATION | SED.8m.11.2.2. | Participate in playful, face-to-face interactions with an adult, such as taking turns vocalizing. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.1. | Foundation: Receptive Language – The developing ability to understand words and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around eight months of age, children show understanding of a small number of familiar words and react to the infant care teacher’s overall tone of voice. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.1.2. | Receptive Language: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.1.2.2. | Quiet down when hearing the infant care teacher’s voice. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around eight months of age, children experiment with sounds, practice making sounds, and use sounds or gestures to communicate needs, wants, or interests. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.2.1.1. | Vocalize to get the infant care teacher’s attention. ReadyRosie That's My Name |
| GRADE LEVEL EXPECTATION | LD.8m.2.1.4. | Lift arms to the infant care teacher to communicate a desire to be held. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around eight months of age, children experiment with sounds, practice making sounds, and use sounds or gestures to communicate needs, wants, or interests. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.2.2. | Expressive Language: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.2.2.3. | Make a face of disgust to tell the infant care teacher that she does not want any more food. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around eight months of age, children participate in back-and-forth communication and games. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.3.1.4. | Try to clap hands to get the infant care teacher to continue playing pat-a-cake. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | LD.8m.3.1.5. | Make sounds when the infant care teacher is singing a song. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | LD.8m.3.1.6. | Interact with the infant care teacher while singing a song with actions or while doing finger plays. ReadyRosie Grasp and Grab How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Me in the Mirror Piggy Toes Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around eight months of age, children participate in back-and-forth communication and games. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.3.2. | Communication Skills and Knowledge: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.3.2.2. | Laugh when a parent nuzzles her face in the child’s belly, vocalizes expectantly when she pulls back, and laugh when she nuzzles again. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| GRADE LEVEL EXPECTATION | LD.8m.3.2.3. | Move body in a rocking motion to get the infant care teacher to continue rocking. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | LD.8m.4. | Foundation: Interest in Print – The developing interest in engaging with print in books and in the environment |
| EXPECTATION / SUBSTRAND | At around eight months of age, children explore books and show interest in adult-initiated literacy activities, such as looking at photos and exploring books together with an adult. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.8m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.8m.4.1.1. | Point to or indicate an object that he would like the infant care teacher to pay attention to. ReadyRosie That's My Name |
| GRADE LEVEL EXPECTATION | LD.8m.4.1.2. | Look intently at photographs of classmates when the infant care teacher talks about the pictures. ReadyRosie Animal Noises |
| GRADE LEVEL EXPECTATION | LD.8m.4.1.3. | Look at pictures that a parent points to while reading a storybook. ReadyRosie Animal Noises |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around eight months of age, children perform simple actions to make things happen, notice the relationships between events, and notice the effects of others on the immediate environment. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.1. | Shake a toy, hear the sound it makes, and then shake it again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.2. | Loudly bang a spoon on the table, notice the loud sound, and do it again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.3. | Watch the infant care teacher wind up a music box and, when the music stops, touch her hand to get her to make it start again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.4. | Splash hands in water and notice how his face gets wet. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.5. | Push a button on the push-button toy and watch the figure pop up. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.6. | Put objects into a clear container, turn it over and watch the objects fall out, and then fill it up again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.1.7. | Clap hands and then look at a parent to get her to play pat-a-cake. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around eight months of age, children perform simple actions to make things happen, notice the relationships between events, and notice the effects of others on the immediate environment. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.1.2. | Cause-and-Effect: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.1.2.1. | Hear a loud noise and turn head in the direction of the noise. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.2.2. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| GRADE LEVEL EXPECTATION | CD.8m.1.2.3. | Move body in a rocking motion to get the infant care teacher to continue rocking. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.1.2.4. | Kick legs in the crib and notice that the mobile up above jiggles with the kicking movements. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.2. | Foundation: Spatial Relationships – The developing understanding of how things move and fit in space |
| EXPECTATION / SUBSTRAND | At around eight months of age, children move their bodies, explore the size and shape of objects, and observe people and objects as they move through space. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.2.2. | Spatial Relationships: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.2.2.1. | Look at her own hand. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| GRADE LEVEL EXPECTATION | CD.8m.2.2.3. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around eight months of age, children use simple actions to try to solve problems involving objects, their bodies, or other people. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.3.1.1. | Shake, bang, and squeeze toys repeatedly to make the sounds happen again and again. ReadyRosie Bath Time Fun Kicking Paper |
| GRADE LEVEL EXPECTATION | CD.8m.3.1.3. | Vocalize to get the infant care teacher’s attention. ReadyRosie Behavior is a form of communication |
| GRADE LEVEL EXPECTATION | CD.8m.3.1.4. | Pull the string on a toy to make it come closer. ReadyRosie Do You See Me? Supported Standing |
| GRADE LEVEL EXPECTATION | CD.8m.3.1.6. | Turn the bottle over to get the nipple in his mouth. ReadyRosie Lunchtime Language |
| GRADE LEVEL EXPECTATION | CD.8m.3.1.7. | Lift up a scarf to search for a toy that is hidden underneath. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around eight months of age, children use simple actions to try to solve problems involving objects, their bodies, or other people. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.3.2. | Problem Solving: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.3.2.1. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.5. | Foundation: Memory – The developing ability to store and later retrieve information about past experiences |
| EXPECTATION / SUBSTRAND | At around 8 months of age, children recognize familiar people, objects, and routines in the environment and show awareness that familiar people still exist even when they are no longer physically present. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.5.1.2. | Look for the father after he briefly steps out of the child care room during drop-off in the morning. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.5. | Foundation: Memory – The developing ability to store and later retrieve information about past experiences |
| EXPECTATION / SUBSTRAND | At around 8 months of age, children recognize familiar people, objects, and routines in the environment and show awareness that familiar people still exist even when they are no longer physically present. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.5.2. | Memory: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.5.2.1. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.6. | Foundation: Number Sense – The developing understanding of number and quantity |
| EXPECTATION / SUBSTRAND | At around eight months of age, children usually focus on one object or person at a time, yet they may at times hold two objects, one in each hand. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.6.1.1. | Hold one block in each hand, then drop one of them when the infant care teacher holds out a third block for the child to hold. ReadyRosie Table Taps Two on Me and You |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.6. | Foundation: Number Sense – The developing understanding of number and quantity |
| EXPECTATION / SUBSTRAND | At around eight months of age, children usually focus on one object or person at a time, yet they may at times hold two objects, one in each hand. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.6.2. | Number Sense: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.6.2.1. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around eight months of age, children distinguish between familiar and unfamiliar people, places, and objects, and explore the differences between them. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.7.1.1. | Explore how one toy feels and then explore how another toy feels. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| GRADE LEVEL EXPECTATION | CD.8m.7.1.2. | Stare at an unfamiliar person and move toward a familiar person. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around eight months of age, children distinguish between familiar and unfamiliar people, places, and objects, and explore the differences between them. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.7.2. | Classification: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.7.2.1. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| GRADE LEVEL EXPECTATION | CD.8m.7.2.3. | Touch different objects (e.g., hard or soft) differently. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.8. | Foundation: Symbolic Play – The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas |
| EXPECTATION / SUBSTRAND | At around 8 months of age, children become familiar with objects and actions through active exploration. Children also build knowledge of people, action, objects, and ideas through observation. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.8.2. | Symbolic Play: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.8.2.1. | Explore toys with hands and mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around eight months of age, children pay attention to different things and people in the environment in specific, distinct ways. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.9.1.6. | Stop moving, to focus on the infant care teacher when she starts to interact with the child. ReadyRosie That's My Name |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around eight months of age, children pay attention to different things and people in the environment in specific, distinct ways. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.9.2. | Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.9.2.2. | Explore a toy by banging, mouthing, or looking at it. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | CD.8m.10. | Foundation: Understanding of Personal Care Routines – The developing ability to understand and participate in personal care routines |
| EXPECTATION / SUBSTRAND | At around eight months of age, children are responsive during the steps of personal care routines. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.8m.10.2. | Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.8m.10.2.1. | Anticipate being fed upon seeing the infant care teacher approach with a bottle. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around eight months of age, children use the senses to explore objects and people in the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.1.1.1. | Look at an object in her hand, mouth it, and then take it out to look at it again. ReadyRosie Bath Time Fun |
| GRADE LEVEL EXPECTATION | PMD.8m.1.1.3. | Show excitement upon recognizing the color of a favorite food that is offered on a spoon. ReadyRosie Lunchtime Language |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around eight months of age, children use the senses to explore objects and people in the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.1.2. | Perceptual Development: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.1.2.2. | Experience the sensation of being touched, and then search for the object or person. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| GRADE LEVEL EXPECTATION | PMD.8m.1.2.5. | Kick feet while lying in the crib, feel the crib shake, and then kick feet again. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| GRADE LEVEL EXPECTATION | PMD.8m.1.2.7. | Notice the difference between different songs that the infant care teacher sings. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | PMD.8m.1.2.9. | Explore objects with the mouth. ReadyRosie Bath Time Fun |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | At around eight months of age, children demonstrate the ability to maintain their posture in a sitting position and to shift between sitting and other positions. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.2.1.1. | Sit on the floor, legs bent, with one leg closer to the body than the other. ReadyRosie Supported Sitting |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | At around eight months of age, children demonstrate the ability to maintain their posture in a sitting position and to shift between sitting and other positions. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.2.2. | Gross Motor: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.2.2.1. | Hold onto a foot while lying on her back. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| GRADE LEVEL EXPECTATION | PMD.8m.2.2.2. | Roll from back to stomach. ReadyRosie Roll Over |
| GRADE LEVEL EXPECTATION | PMD.8m.2.2.3. | Roll from stomach to back. ReadyRosie Roll Over |
| GRADE LEVEL EXPECTATION | PMD.8m.2.2.4. | Bring both hands to the midline while lying on his back. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| GRADE LEVEL EXPECTATION | PMD.8m.2.2.5. | Sit without support and turn to the left or right to reach an object. ReadyRosie Supported Sitting |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around eight months of age, children easily reach for and grasp things and use eyes and hands to explore objects actively. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.3.1.1. | Reach for and grasp an object, using one hand. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (8 months) |
| PERFORMANCE STANDARD / MODE | PMD.8m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around eight months of age, children easily reach for and grasp things and use eyes and hands to explore objects actively. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.8m.3.2. | Fine Motor: Behaviors leading up to the foundation (4 to 7 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.8m.3.2.6. | Have the hands in an open position when relaxed. ReadyRosie Grasp and Grab Touch and Taste |
| California Content Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children may participate in routines and games that involve complex back-and-forth interaction and may follow the gaze of the infant care teacher to an object or person. Children may also check with a familiar infant care teacher when uncertain about something or someone. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.1.1.1. | Move close to the infant care teacher and hold his hand when a visitor enters the classroom but watch the visitor with interest. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.1.1.2. | Bring a familiar object to an adult when asked. ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | SED.18m.1.1.3. | Allow an unfamiliar adult to get close only after the adult uses an object to bridge the interaction, such as showing interest in a toy that is also interesting to the child. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.1.1.5. | Seek reassurance from the infant care teacher when unsure if something is safe. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children may participate in routines and games that involve complex back-and-forth interaction and may follow the gaze of the infant care teacher to an object or person. Children may also check with a familiar infant care teacher when uncertain about something or someone. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.1.2. | Interactions with Adults: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.1.2.1. | Engage in back-and-forth interaction by handing a parent an object, then reaching to receive the object when it is handed back. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children feel secure exploring the environment in the presence of important adults with whom they have developed a relationship over an extended period of time. When distressed, children seek to be physically close to these adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.2.1.1. | Run in wide circles around the outdoor play area, circling back each time and hug the legs of the infant care teacher before running off again. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.2.1.2. | Snuggle with the special infant care teacher when feeling tired or grumpy. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.2.1.3. | Wave at the special infant care teacher from the top of the slide to make sure he is watching. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.2.1.4. | Follow a parent physically around the room. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.2.1.5. | Play away from the infant care teacher and then move close to him from time to time to check in. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children feel secure exploring the environment in the presence of important adults with whom they have developed a relationship over an extended period of time. When distressed, children seek to be physically close to these adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.2.2. | Relationships with Adults: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.2.2.1. | Cry and ask for a parent after being dropped off in the morning. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.2.2.2. | Look for a smile from the infant care teacher when unsure if something is safe. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.2.2.3. | Cling to a parent when feeling ill. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.3. | Foundation: Interactions with Peers – The developing ability to respond to and engage with other children |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children engage in simple back-and-forth interactions with peers for short periods of time. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.3.1.1. | Hit another child who takes a toy. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.3.1.2. | Offer a book to another child, perhaps with encouragement from the infant care teacher. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.3.1.3. | Tickle another child, get tickled back, and tickle him again. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.3.1.4. | Engage in reciprocal play, such as run-and-chase or offer-and-receive. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.3.1.5. | Play ball with a peer by rolling the ball back and forth to each other. ReadyRosie Baby Basketball Kick With Me |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children prefer to interact with one or two familiar children in the group and usually engage in the same kind of back-and-forth play when interacting with those children. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.4.1.1. | Play the same kind of game, such as run-and-chase, with the same peer almost every day. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.4.1.2. | Choose to play in the same area as a friend. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children prefer to interact with one or two familiar children in the group and usually engage in the same kind of back-and-forth play when interacting with those children. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.4.2. | Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.4.2.1. | Watch an older sibling play nearby. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.4.2.2. | Bang blocks together next to a child who is doing the same thing. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.4.2.3. | Imitate the simple actions of a peer. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.5. | Foundation: Identity of Self in Relation to Others – The developing concept that the child is an individual operating within social relationships |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children demonstrate awareness of their characteristics and express themselves as distinct persons with thoughts and feelings. Children also demonstrate expectations of others’ behaviors, responses, and characteristics on the basis of previous experiences with them. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.5.1.2. | Express thoughts and feelings by saying “no!” ReadyRosie Reading Emotions |
| GRADE LEVEL EXPECTATION | SED.18m.5.1.3. | Move excitedly when approached by an infant care teacher who usually engages in active play. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children experiment with different ways of making things happen, persist in trying to do things even when faced with difficulty, and show a sense of satisfaction with what they can do. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.6.1.2. | Clap and bounce with joy after making a handprint with paint. ReadyRosie Happy Birthday to You Point and Learn This or That |
| GRADE LEVEL EXPECTATION | SED.18m.6.1.3. | Squeeze a toy in different ways to hear the sounds it makes. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | SED.18m.6.1.4. | Smile after walking up a steep incline without falling or carrying a bucket full of sand from one place to another without spilling. ReadyRosie Happy Birthday to You Point and Learn This or That |
| GRADE LEVEL EXPECTATION | SED.18m.6.1.5. | Proudly hold up a book hidden in a stack after being asked by the infant care teacher to find it. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children experiment with different ways of making things happen, persist in trying to do things even when faced with difficulty, and show a sense of satisfaction with what they can do. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.6.2. | Recognition of Ability: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.6.2.1. | Drop a blanket over the side of the crib and wait for the infant care teacher to pick it up. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | SED.18m.6.2.2. | Drop a toy truck in the water table and blink in anticipation of the big splash. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | SED.18m.6.2.3. | Look over a shoulder, smile at the mother, and giggle in a playful way while crawling past her, to entice her to play a game of run-and-chase. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | SED.18m.6.2.4. | Turn light switch on and off repeatedly. ReadyRosie Dump and Pick Up |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.7. | Foundation: Expression of Emotion – The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children express emotions in a clear and intentional way, and begin to express some complex emotions, such as pride. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.7.1.2. | Express jealousy by trying to crowd onto the infant care teacher’s lap when another child is already sitting there. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.7.1.3. | Express anger at having a toy taken away by taking it back out of the other child’s hands or hitting her. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.7.1.4. | Smile directly at other children when interacting with them. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.7. | Foundation: Expression of Emotion – The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children express emotions in a clear and intentional way, and begin to express some complex emotions, such as pride. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.7.2. | Expression of Emotion: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.1. | Become anxious when a parent leaves the room. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.2. | Knock a shape-sorter toy away when it gets to be too frustrating. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.3. | Show anger, when another child takes a toy, by taking it back. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.4. | Express fear by crying upon hearing a dog bark loudly or seeing someone dressed in a costume. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.5. | Express sadness by frowning after losing or misplacing a favorite toy. ReadyRosie Reading Emotions |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.6. | Smile with affection as a sibling approaches. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.7.2.7. | Push an unwanted object away. ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.8. | Foundation: Empathy – The developing ability to share in the emotional experiences of others |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children change their behavior in response to the feelings of others even though their actions may not always make the other person feel better. Children show an increased understanding of the reason for another’s distress and may become distressed by the other’s distress. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.8.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.8.1.6. | Hit a child who is crying loudly. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.18m.8.1.8. | Move quickly away from a child who is crying loudly. ReadyRosie How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.8. | Foundation: Empathy – The developing ability to share in the emotional experiences of others |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children change their behavior in response to the feelings of others even though their actions may not always make the other person feel better. Children show an increased understanding of the reason for another’s distress and may become distressed by the other’s distress. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.8.2. | Empathy: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.8.2.2. | Exhibit social referencing by looking for emotional indicators in others’ faces, voices, or gestures to decide what to do when uncertain. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.9. | Foundation: Emotion Regulation – The developing ability to manage emotional responses, with assistance from others and independently |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children demonstrate a variety of responses to comfort themselves and actively avoid or ignore situations that cause discomfort. Children can also communicate needs and wants through the use of a few words and gestures. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.9.1.1. | Use gestures and simple words to express distress and seek specific kinds of assistance from the infant care teacher in order to calm self. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.9.1.3. | Seek to be close to a parent when upset. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.9.1.4. | Play with a toy as a way to distract self from discomfort. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.9.1.5. | Communicate, “I’m okay” after falling down. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.9.1.6. | Indicate her knee and say “boo boo” after falling down and gesture or ask for a bandage. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.9. | Foundation: Emotion Regulation – The developing ability to manage emotional responses, with assistance from others and independently |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children demonstrate a variety of responses to comfort themselves and actively avoid or ignore situations that cause discomfort. Children can also communicate needs and wants through the use of a few words and gestures. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.9.2. | Emotion Regulation: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.9.2.1. | Move away from something that is bothersome and move toward the infant care teacher for comfort. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.9.2.2. | Fight back tears when a parent leaves for the day. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.18m.9.2.3. | Look for a cue from the infant care teacher when unsure if something is safe. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.18m.9.2.4. | Fuss to communicate needs or wants; begin to cry if the infant care teacher does not respond soon enough. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Snack Time Speech |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.10. | Foundation: Impulse Control – The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children respond positively to choices and limits set by an adult to help control their behavior. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.10.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.10.1.2. | Choose one toy when the infant care teacher asks, “Which one do you want?” even though the child really wants both. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.18m.10.1.3. | Express “no no” while approaching something the child knows she should not touch, because the infant care teacher has communicated “no no” in the past when the child tried to do this. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.10.1.4. | Look to the infant care teacher to see his reaction when the child reaches toward the light switch. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.10.1.5. | Stop reaching for the eyeglasses on the infant care teacher’s face when she gently says, “no no.” ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.10. | Foundation: Impulse Control – The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children respond positively to choices and limits set by an adult to help control their behavior. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.10.2. | Impulse Control: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.10.2.1. | Crawl too close to a younger infant lying nearby. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.18m.10.2.2. | Refrain from exploring another baby’s hair when reminded to be gentle. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.18m.10.2.3. | Look at the infant care teacher’s face to determine whether it is all right to play with a toy on the table. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.10.2.4. | Bite another child who takes a toy. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.18m.10.2.5. | Reach for food on a plate before the infant care teacher offers it. ReadyRosie Snack Time Speech |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children know how to get the infant care teacher to respond in a specific way through gestures, vocalizations, and shared attention; use another’s emotional expressions to guide their own responses to unfamiliar events; and learn more complex behavior through imitation. Children also engage in more complex social interactions and have developed expectations for a greater number of familiar people. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.11.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.1. | Gesture toward a desired toy or food while reaching, making imperative vocal sounds, and looking toward the infant care teacher. ReadyRosie Behavior is a form of communication Snack Time Speech |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.2. | Seek reassurance from the infant care teacher when unsure about something. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.3. | Vary response to different infant care teachers depending on their play styles, even before they have started playing; for example, get very excited upon seeing an infant care teacher who regularly plays in an exciting, vigorous manner. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.4. | Engage in back-and-forth play that involves turn-taking, such as rolling a ball back and forth. ReadyRosie Baby Basketball Kick With Me Little Hands, Big Plans Tea Party |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.5. | Look in the direction of the infant care teacher’s gesturing or pointing. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.18m.11.1.6. | Learn more complex behaviors through imitation, such as watching an older child put toys together and then doing it. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | SED.18m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children know how to get the infant care teacher to respond in a specific way through gestures, vocalizations, and shared attention; use another’s emotional expressions to guide their own responses to unfamiliar events; and learn more complex behavior through imitation. Children also engage in more complex social interactions and have developed expectations for a greater number of familiar people. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.18m.11.2. | Social Understanding: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.18m.11.2.1. | Follow the infant care teacher’s gaze to look at a toy. ReadyRosie Bear Bath Choosing Clothes How can I make music part of our day? Move to to the Music Tea Party This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.1. | Foundation: Receptive Language – The developing ability to understand words and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children show understanding of one-step requests that have to do with the current situation. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.1.1.1. | Go to the cubby when the infant care teacher says that it is time to put on coats to go outside. ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.1.1.2. | Cover up the doll when the infant care teacher says, “Cover the baby with the blanket.” ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.1.1.3. | Go to the sink when the infant care teacher says that it is time to wash hands. ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.1.1.4. | Get a tissue when the infant care teacher says, “Please go get a tissue. We need to wipe your nose.” ReadyRosie Choosing Clothes Talk and Play |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.1. | Foundation: Receptive Language – The developing ability to understand words and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children show understanding of one-step requests that have to do with the current situation. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.1.2. | Receptive Language: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.1.2.1. | Follow one-step simple requests if the infant care teacher also uses a gesture to match the verbal request, such as pointing to the blanket when asking the child to get it. ReadyRosie Choosing Clothes Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.1.2.2. | Look up and momentarily stop reaching into the mother’s purse when she says “no no.” ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children say a few words and use conventional gestures to tell others about their needs, wants, and interests. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.2.1.1. | Look at a plate of crackers, then at the infant care teacher, and communicate “more.” ReadyRosie Behavior is a form of communication Snack Time Speech |
| GRADE LEVEL EXPECTATION | LD.18m.2.1.3. | Use the same word to refer to similar things, such as “milk” while indicating the pitcher, even though it is filled with juice. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.2.1.5. | Shake head “no” when offered more food. ReadyRosie Snack Time Speech |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children say a few words and use conventional gestures to tell others about their needs, wants, and interests. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.2.2. | Expressive Language: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.2.2.4. | Say a first word clearly enough that the infant care teacher can understand the word within the context; for example, “gih” for give, “see,” “dis” for this, “cookie,” “doggie,” “uh oh” and “no.” ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.2.2.5. | Name a few familiar favorite objects. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.2.2.7. | Use expressions; for example, “uh oh” when milk spills or when something falls off the table. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| GRADE LEVEL EXPECTATION | LD.18m.2.2.8. | Say “up” and lift arms to be picked up by the infant care teacher. ReadyRosie Behavior is a form of communication Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use conventional gestures and words to communicate meaning in short back-and-forth interactions and use the basic rules of conversational turn-taking when communicating. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.3.1.2. | Initiate interactions with the infant care teacher by touching, vocalizing, or offering a toy. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | LD.18m.3.1.3. | Jabber into a toy phone and then pause, as if to listen to someone on the other end. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | LD.18m.3.1.5. | Respond to the infant care teacher’s comment about a toy with an additional, but related, action or comment about the same toy; for example, make a barking sound when the infant care teacher pats a toy dog and says, “Nice doggie.” ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use conventional gestures and words to communicate meaning in short back-and-forth interactions and use the basic rules of conversational turn-taking when communicating. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.3.2. | Communication Skills and Knowledge: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.3.2.2. | Purse lips after hearing and seeing the infant care teacher make a sputtering sound with her lips. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | LD.18m.3.2.4. | Respond with “yes” or “no” when asked a simple question. ReadyRosie Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.18m.3.2.5. | Hold out a toy for the infant care teacher to take and then reach out to accept it when the infant care teacher offers it back. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GRADE LEVEL EXPECTATION | LD.18m.3.2.7. | Initiate back-and-forth interaction with the infant care teacher by babbling and then waiting for the infant care teacher to respond before babbling again. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.4. | Foundation: Interest in Print – The developing interest in engaging with print in books and in the environment |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children listen to the adult and participate while being read to by pointing, turning pages, or making one- or two-word comments. Children actively notice print in the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.4.1.1. | Attempt to turn the pages of a paper book, sometimes turning more than one page at a time. ReadyRosie Look at the Book |
| GRADE LEVEL EXPECTATION | LD.18m.4.1.4. | Pull the infant care teacher by the hand to the bookshelf, point, and express “book” to get the infant care teacher to read a story. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.18m.4.1.5. | Point to or indicate a familiar sign in the neighborhood. ReadyRosie Check the Mail |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | LD.18m.4. | Foundation: Interest in Print – The developing interest in engaging with print in books and in the environment |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children listen to the adult and participate while being read to by pointing, turning pages, or making one- or two-word comments. Children actively notice print in the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.18m.4.2. | Interest in Print: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.18m.4.2.1. | Try to turn the pages of a paper book, turning several pages at one time. ReadyRosie Look at the Book |
| GRADE LEVEL EXPECTATION | LD.18m.4.2.2. | Scribble with a crayon. ReadyRosie Color with Me |
| GRADE LEVEL EXPECTATION | LD.18m.4.2.3. | Smile and point to or indicate pictures of favorite animals in a book. ReadyRosie Reading Emotions |
| GRADE LEVEL EXPECTATION | LD.18m.4.2.4. | Help the infant care teacher turn a page of a book. ReadyRosie Look at the Book |
| GRADE LEVEL EXPECTATION | LD.18m.4.2.5. | Use an open hand to pat a picture while reading with a family member. ReadyRosie Reading Emotions |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children combine simple actions to cause things to happen or change the way they interact with objects and people in order to see how it changes the outcome. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.1.1.1. | Try to wind the handle of a popup toy after not being able to open the top. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.1.1.2. | Drop different objects from various heights to see how they fall and to hear the noise they make when they land. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.1.1.4. | Use a wooden spoon to bang on different pots and pans, and notice how the infant care teacher responds when the child hits the pans harder and makes a louder noise. ReadyRosie Dump and Pick Up |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children combine simple actions to cause things to happen or change the way they interact with objects and people in order to see how it changes the outcome. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.1.2. | Cause-and-Effect: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.1.2.1. | Hold a block in each hand and bang the blocks together. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.1.2.4. | Drop an object repeatedly from the chair to hear it clang on the floor or to get the infant care teacher to come pick it up. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.1.2.5. | Watch the infant care teacher squeeze the toy in the water table to make water squirt out, then try the same action. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.1.2.6. | Hand a toy car to a family member after it stops moving and the child cannot figure out how to make it move again. ReadyRosie Bear Bath Dump and Pick Up Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.1.2.8. | Continue to push the button on a toy that is broken and appear confused or frustrated when nothing happens. ReadyRosie Bear Bath Dump and Pick Up Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.2. | Foundation: Spatial Relationships – The developing understanding of how things move and fit in space |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use trial and error to discover how things move and fit in space. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.2.1.1. | Go around the back of a chair to get the toy car that rolled behind it instead of trying to follow the car’s path by squeezing underneath the chair. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| GRADE LEVEL EXPECTATION | CD.18m.2.1.2. | Use two hands to pick up a big truck, but only one hand to pick up a small one. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| GRADE LEVEL EXPECTATION | CD.18m.2.1.8. | Roll a ball back and forth with the infant care teacher. ReadyRosie Baby Basketball Kick With Me |
| GRADE LEVEL EXPECTATION | CD.18m.2.1.10. | Try to fit a piece into the shape sorter and, when it does not fit, turn it until it fits. ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.2. | Foundation: Spatial Relationships – The developing understanding of how things move and fit in space |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use trial and error to discover how things move and fit in space. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.2.2. | Spatial Relationships: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.2. | Dump toys out of a container. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.3. | Turn a toy to explore all sides to figure out how it works. ReadyRosie Bear Bath Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tea Party Tube Chute Walk the Line |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.4. | Throw or drop a spoon or cup from the table and watch as it falls. ReadyRosie Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.5. | Take rings off a stacking ring toy. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.6. | Move over and between cushions and pillows on the floor. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.8. | See a ball roll under the couch and then reach under the couch. ReadyRosie Baby Basketball Kick With Me |
| GRADE LEVEL EXPECTATION | CD.18m.2.2.10. | Put one or two rings back onto the post of a stacking ring toy. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use a number of ways to solve problems: physically trying out possible solutions before finding one that works; using objects as tools; watching someone else solve the problem and then applying the same solution; or gesturing or vocalizing to someone else for help. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.3.1.1. | Pull the string of a pull toy to get it closer even when the toy gets momentarily stuck on something. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.1.2. | Use the handle of a toy broom to dislodge a ball under the bookshelf. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.1.3. | Bring a small stool over to reach a toy on top of a shelf, having observed the infant care teacher do it. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.1.4. | Look at a plate of crackers that is out of reach and then at the infant care teacher, and communicate “more.” ReadyRosie Behavior is a form of communication Snack Time Speech |
| GRADE LEVEL EXPECTATION | CD.18m.3.1.5. | Hand the infant care teacher a puzzle piece that the child is having trouble with. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use a number of ways to solve problems: physically trying out possible solutions before finding one that works; using objects as tools; watching someone else solve the problem and then applying the same solution; or gesturing or vocalizing to someone else for help. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.3.2. | Problem Solving: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.1. | Crawl over a pile of soft blocks to get to the big red ball. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.2. | Figure out how toys work by repeating the same actions over and over again. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.3. | Pull the blanket in order to obtain the toy that is lying out of reach on top of the blanket. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.4. | Crawl around the legs of a chair to get to the ball that rolled behind it. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.6. | Try to hold on to two toys with one hand while reaching for a third desired toy, even if not successful. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.3.2.7. | Unscrew the lid of a plastic jar to get items out of it. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.4. | Foundation: Imitation – The developing ability to mirror, repeat, and practice the actions of others, either immediately or later |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children imitate others’ actions that have more than one step and imitate simple actions that they have observed others doing at an earlier time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.4.1.1. | Imitate simple actions that she has observed adults doing; for example, take a toy phone out of a purse and say hello as a parent does. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.1.2. | Pretend to sweep with a child-sized broom, just as a family member does at home. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.1.3. | Rock the baby doll to sleep, just as a parent does with the new baby. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.1.4. | Imitate using the toy hammer as a parent did. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.4. | Foundation: Imitation – The developing ability to mirror, repeat, and practice the actions of others, either immediately or later |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children imitate others’ actions that have more than one step and imitate simple actions that they have observed others doing at an earlier time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.4.2. | Imitation: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.1. | Shrug shoulders after the infant care teacher does it. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.2. | Imitate sounds or words immediately after the infant care teacher makes them. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.3. | Copy the infant care teacher in waving “bye-bye” to a parent as he leaves the room. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.4. | Copy an adult’s action that is unfamiliar but that the child can see herself do, such as wiggling toes, even though it may take some practice before doing it exactly as the adult does. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.5. | Watch the infant care teacher squeeze the toy in the water table to make water squirt out, then try the same action. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.6. | Imitate the hand motion of the infant care teacher. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.4.2.7. | Point to or indicate an object, pay attention as the infant care teacher labels the object, and then try to repeat the label. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.5. | Foundation: Memory – The developing ability to store and later retrieve information about past experiences |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children remember typical actions of people, the location of objects, and steps of routines. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.5.1.1. | Get a blanket from the doll cradle because that is where baby blankets are usually stored, after the infant care teacher says, “The baby is tired. Where’s her blanket?” ReadyRosie Big and Little Buried Treasure Shoe Search |
| GRADE LEVEL EXPECTATION | CD.18m.5.1.3. | Watch the infant care teacher placing a toy inside one of three pots with lids and reach for the correct lid when the teacher asks where the toy went. ReadyRosie Big and Little Buried Treasure Shoe Search |
| GRADE LEVEL EXPECTATION | CD.18m.5.1.5. | See a photo of a close family member and say his name or hug the photo. ReadyRosie Big and Little Buried Treasure Shoe Search |
| GRADE LEVEL EXPECTATION | CD.18m.5.1.6. | Go to the cubby to get his blanket that is inside the diaper bag. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.5. | Foundation: Memory – The developing ability to store and later retrieve information about past experiences |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children remember typical actions of people, the location of objects, and steps of routines. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.5.2. | Memory: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.5.2.1. | Ask for a parent after morning drop-off. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | CD.18m.5.2.2. | Reach in the infant care teacher’s pocket after watching him hide a toy there. ReadyRosie Big and Little Buried Treasure Shoe Search |
| GRADE LEVEL EXPECTATION | CD.18m.5.2.3. | Look or reach inside a container of small toys after seeing the infant care teacher take the toys off the table and put them in the container. ReadyRosie Bear Bath Big and Little Buried Treasure Shoe Search Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.5.2.4. | Lift a scarf to search for a toy after seeing the infant care teacher hide it under the scarf. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.6. | Foundation: Number Sense – The developing understanding of number and quantity |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children demonstrate understanding that there are different amounts of things. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.6.1.1. | Communicate “more” and point to a bowl of apple slices. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| GRADE LEVEL EXPECTATION | CD.18m.6.1.2. | Shake head “no” when offered more pasta. ReadyRosie Snack Time Speech |
| GRADE LEVEL EXPECTATION | CD.18m.6.1.3. | Make a big pile of trucks and a little pile of trucks. ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | CD.18m.6.1.4. | Use hand motions or words to indicate “All gone” when finished eating. ReadyRosie Snack Time Speech |
| GRADE LEVEL EXPECTATION | CD.18m.6.1.5. | Put three cars in a row. ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.6. | Foundation: Number Sense – The developing understanding of number and quantity |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children demonstrate understanding that there are different amounts of things. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.6.2. | Number Sense: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.6.2.1. | Try to hold onto two toys with one hand while reaching for a third desired toy, even if not successful. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children show awareness when objects are in some way connected to each other, match two objects that are the same, and separate a pile of objects into two groups based on one attribute. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.7.1.1. | Look at the crayons before choosing a color. ReadyRosie Find a Match |
| GRADE LEVEL EXPECTATION | CD.18m.7.1.2. | Choose usually to play with the blue ball even though there is a red one just like it. ReadyRosie Baby Basketball Find a Match Kick With Me |
| GRADE LEVEL EXPECTATION | CD.18m.7.1.4. | Pack the baby doll’s blanket, brush, bottle, and clothes into a backpack. ReadyRosie Big and Little Color Toys Find a Match Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.7.1.5. | Match two identical toys; for example, find another fire truck when the infant care teacher asks, “Can you find a truck just like that one?” ReadyRosie Bear Bath Big and Little Color Toys Find a Match Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.7.1.6. | Place all toy cars on one side of the rug and all blocks on the other side. ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children show awareness when objects are in some way connected to each other, match two objects that are the same, and separate a pile of objects into two groups based on one attribute. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.7.2. | Classification: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.7.2.1. | Roll a car back and forth on the floor, then roll a ball. ReadyRosie Baby Basketball Kick With Me |
| GRADE LEVEL EXPECTATION | CD.18m.7.2.2. | Use two items that go together; for example, brush a doll’s hair with a brush, put a spoon in a bowl, or use a hammer to pound an object. ReadyRosie Big and Little Color Toys Find a Match |
| GRADE LEVEL EXPECTATION | CD.18m.7.2.3. | Put the red blocks together when the infant care teacher asks, “Which blocks go together?” ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.8. | Foundation: Symbolic Play – The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use one object to represent another object and engage in one or two simple actions of pretend play. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.8.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.8.1.1. | Pretend to drink from an empty cup by making slurping noises and saying “ah” when finished. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.8. | Foundation: Symbolic Play – The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use one object to represent another object and engage in one or two simple actions of pretend play. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.8.2. | Symbolic Play: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.8.2.1. | Use two items that go together; for example, brush a doll’s hair with brush, put a spoon in a bowl, or use a hammer to pound an object through a hole. ReadyRosie Bear Bath Big and Little Color Toys Find a Match Tea Party |
| GRADE LEVEL EXPECTATION | CD.18m.8.2.2. | Use objects in pretend play the way they were intended to be used; for example, pretend to drink coffee or tea from play coffee cup. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children rely on order and predictability in the environment to help organize their thoughts and focus attention. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.9.1.1. | Expect favorite songs to be sung the same way each time and protest if the infant care teacher changes the words. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | CD.18m.9.1.3. | Nod and take the infant care teacher’s hand when the teacher says, “I know you are sad because Shanti is using the book right now, and you would like a turn. Shall we go to the book basket and find another one to read together?” ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | CD.18m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children rely on order and predictability in the environment to help organize their thoughts and focus attention. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.18m.9.2. | Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.18m.9.2.2. | Focus on one toy or activity for a while when really interested. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use the information received from the senses to change the way they interact with the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.1.1.1. | Adjust the way he is walking depending on the type of surface; for example, walking slowly on rocks and faster on pavement. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.1.1.2. | Choose to sit on her bottom and slide down a steep hill rather than walk down it. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.1.1.3. | Sway back and forth to the beat of a song while standing up. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children use the information received from the senses to change the way they interact with the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.1.2. | Perceptual Development: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.1.2.4. | Explore pegboard holes with a finger, then look around for something to fit in the holes. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.1.2.5. | Enjoy messy activities or show a dislike for messy activities. ReadyRosie Choosing Clothes This or That |
| GRADE LEVEL EXPECTATION | PMD.18m.1.2.9. | Be able to remember where toys are stored in the classroom because she has crawled by them before. ReadyRosie Bear Bath Tea Party |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | Around 18 months of age, children move from one place to another by walking and running with basic control and coordination. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.2.1.1. | Stand on one foot, alone or with support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.1.2. | Walk sideways. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.1.5. | Run. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | Around 18 months of age, children move from one place to another by walking and running with basic control and coordination. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.2.2. | Gross Motor: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.1. | Creep on hands and knees or hands and feet. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.3. | Cruise while holding onto furniture. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.4. | Sit down from a standing position. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.5. | Walk without support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.6. | Throw a ball, underhand or overhand, to the infant care teacher. ReadyRosie Baby Basketball Kick With Me |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.7. | Squat to explore a toy on the ground and then stand up. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GRADE LEVEL EXPECTATION | PMD.18m.2.2.9. | Get into a standing position without support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.3.1.4. | Hold a toy with one hand and use the fingers of the other hand to explore it. ReadyRosie Bear Bath Tea Party |
| GRADE LEVEL EXPECTATION | PMD.18m.3.1.8. | Use the wrists to rotate objects in order to explore all sides. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| GRADE LEVEL EXPECTATION | PMD.18m.3.1.9. | Use one hand in opposition to the other. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (18 months) |
| PERFORMANCE STANDARD / MODE | PMD.18m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around 18 months of age, children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.18m.3.2. | Fine Motor: Behaviors leading up to the foundation (9 to 17 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.18m.3.2.4. | Turn the pages of a board book. ReadyRosie Look at the Book |
| GRADE LEVEL EXPECTATION | PMD.18m.3.2.5. | Use hands to follow along with some motions of a song, chant, or finger play. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| GRADE LEVEL EXPECTATION | PMD.18m.3.2.6. | Grasp onto and pull the string of a pull toy. ReadyRosie Bear Bath Tea Party |
| California Content Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2009 |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children interact with adults to solve problems or communicate about experiences or ideas. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.1.1.2. | Tell a teacher from the classroom next door about an upcoming birthday party. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | SED.36m.1.1.4. | Ask a classroom visitor her name. ReadyRosie How can I make music part of our day? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.1. | Foundation: Interactions with Adults – The developing ability to respond to and engage with adults |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children interact with adults to solve problems or communicate about experiences or ideas. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.1.2. | Interactions with Adults: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.1.2.1. | Practice being a grown-up during pretend play by dressing up or using a play stove. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around 36 months of age, when exploring the environment, from time to time children reconnect, in a variety of ways, with the adult(s) with whom they have developed a special relationship: through eye contact; facial expressions; shared feelings; or conversations about feelings, shared activities, or plans. When distressed, children may still seek to be physically close to these adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.1. | Feel comfortable playing on the other side of the play yard away from the infant care teacher, but cry to be picked up after falling down. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.2. | Call “Mama!” from across the room while playing with dolls to make sure that the mother is paying attention. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.3. | Call for a family member and look out the window for him after being dropped off at school. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.4. | Communicate, “This is our favorite part” when reading a funny story with the infant care teacher. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.5. | Bring the grandmother’s favorite book to her and express, “One more?” to see if she will read one more book, even though she has just said, “We’re all done reading. Now it’s time for nap.” ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.6. | Cry and look for the special infant care teacher after falling. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.2.1.7. | Seek the attention of the special infant care teacher and communicate, “Watch me!” before proudly displaying a new skill. ReadyRosie Tell Me About It! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.2. | Foundation: Relationships with Adults – The development of close relationships with certain adults who provide consistent nurturance |
| EXPECTATION / SUBSTRAND | At around 36 months of age, when exploring the environment, from time to time children reconnect, in a variety of ways, with the adult(s) with whom they have developed a special relationship: through eye contact; facial expressions; shared feelings; or conversations about feelings, shared activities, or plans. When distressed, children may still seek to be physically close to these adults. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.2.2. | Relationships with Adults: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.2.2.1. | Say, “I go to school. Mama goes to work,” after being dropped off in the morning. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.36m.2.2.2. | Gesture for one more hug as a parent is leaving for work. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.3. | Foundation: Interactions with Peers – The developing ability to respond to and engage with other children |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in simple cooperative play with peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.3.1.1. | Communicate with peers while digging in the sandbox together. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.3.1.2. | Act out different roles with peers, sometimes switching in and out of her role. ReadyRosie Banana Phonana Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | SED.36m.3.1.3. | Build a tall tower with one or two other children. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.3.1.4. | Hand a peer a block or piece of railroad track when building. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.3. | Foundation: Interactions with Peers – The developing ability to respond to and engage with other children |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in simple cooperative play with peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.3.2. | Interactions with Peers: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.3.2.1. | Use gestures to communicate a desire to play with a peer. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.3.2.2. | Refuse to let a peer have a turn on the swing. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.3.2.3. | Push or bite when another child takes a toy. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.3.2.4. | Engage in complementary interactions, such as feeding a stuffed animal that another child is holding or pulling a friend in the wagon. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.3.2.5. | Join a group of children who are together in one play space and follow them as they move outside. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children have developed friendships with a small number of children in the group and engage in more complex play with those friends than with other peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.4.1.1. | Choose to play with a sibling instead of a less familiar child. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.4.1.2. | Exhibit sadness when the favorite friend is not at school one day. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.4.1.3. | Seek one friend for running games and another for building with blocks. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.4.1.4. | Play “train” with one or two friends for an extended period of time by pretending that one is driving the train and the rest are riding. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.4. | Foundation: Relationships with Peers – The development of relationships with certain peers through interactions over time |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children have developed friendships with a small number of children in the group and engage in more complex play with those friends than with other peers. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.4.2. | Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.4.2.1. | Engage in social pretend play with one or two friends; for example, pretend to be a dog while a friend pretends to be the owner. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | SED.36m.4.2.2. | Express an interest in playing with a particular child. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.5. | Foundation: Identity of Self in Relation to Others – The developing concept that the child is an individual operating within social relationships |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children identify their feelings, needs, and interests, and identify themselves and others as members of one or more groups by referring to categories. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.5.1.2. | Say own name. ReadyRosie Paint your Name |
| GRADE LEVEL EXPECTATION | SED.36m.5.1.3. | Begin to make comparisons between self and others; for example, communicate, “_____ is a boy/girl like me.” ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.1.4. | Name people in the family. ReadyRosie Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.1.5. | Point to pictures of friends and say their names. ReadyRosie Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.1.6. | Communicate, “Do it myself!” when the infant care teacher tries to help. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.5. | Foundation: Identity of Self in Relation to Others – The developing concept that the child is an individual operating within social relationships |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children identify their feelings, needs, and interests, and identify themselves and others as members of one or more groups by referring to categories. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.5.2. | Identity of Self in Relation to Others: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.5.2.2. | Know the names of familiar people, such as a neighbor. ReadyRosie Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.2.4. | Use name or other family label (e.g., nickname, birth order, “little sister”) when referring to self. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.2.6. | Point to or indicate self in a photograph. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| GRADE LEVEL EXPECTATION | SED.36m.5.2.7. | Proudly show the infant care teacher a new possession. ReadyRosie Tell Me About It! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children show an understanding of their own abilities and may refer to those abilities when describing themselves. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.6.1.3. | Complete a difficult puzzle for the first time and clap or express, “I’m good at puzzles.” ReadyRosie Nesting Bowls |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.6. | Foundation: Recognition of Ability – The developing understanding that the child can take action to influence the environment |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children show an understanding of their own abilities and may refer to those abilities when describing themselves. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.6.2. | Recognition of Ability: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.6.2.1. | Insist on zipping up a jacket when the infant care teacher tries to help. ReadyRosie T-Shirt Talk |
| GRADE LEVEL EXPECTATION | SED.36m.6.2.4. | Say, “I climb high” when telling the infant care teacher about what happened during outside play time, then run outside to show him how. ReadyRosie Bear Hunt |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.7. | Foundation: Expression of Emotion – The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children express complex, self-conscious emotions such as pride, embarrassment, shame, and guilt. Children demonstrate awareness of their feelings by using words to describe feelings to others or acting them out in pretend play. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.7.1.3. | Communicate, “I miss Grandma,” after talking on the phone with her. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.36m.7.1.4. | Act out different emotions during pretend play by “crying” when pretending to be sad and “cooing” when pretending to be happy. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.7. | Foundation: Expression of Emotion – The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children express complex, self-conscious emotions such as pride, embarrassment, shame, and guilt. Children demonstrate awareness of their feelings by using words to describe feelings to others or acting them out in pretend play. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.7.2. | Expression of Emotion: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.7.2.1. | Communicate, “Mama mad” after being told by the mother to stop an action. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.7.2.3. | Express frustration through tantrums. ReadyRosie How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.9. | Foundation: Emotion Regulation – The developing ability to manage emotional responses, with assistance from others and independently |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children anticipate the need for comfort and try to prepare themselves for changes in routine. Children have many self-comforting behaviors to choose from, depending on the situation, and can communicate specific needs and wants. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.9.1.1. | Reach for the mother’s hand just before she pulls a bandage off the child’s knee. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.9.1.2. | Ask the infant care teacher to hold him up to the window to wave good-bye before the parent leaves in the morning. ReadyRosie How can I help my child with separation? |
| GRADE LEVEL EXPECTATION | SED.36m.9.1.3. | Show the substitute teacher that she likes a back rub during naptime by patting own back while lying on the mat. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.9.1.5. | Ask the infant care teacher to explain what’s going to happen at the child’s dental appointment later in the day. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GRADE LEVEL EXPECTATION | SED.36m.9.1.6. | Communicate, “Daddy always comes back” after saying good-bye to him in the morning. ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.9. | Foundation: Emotion Regulation – The developing ability to manage emotional responses, with assistance from others and independently |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children anticipate the need for comfort and try to prepare themselves for changes in routine. Children have many self-comforting behaviors to choose from, depending on the situation, and can communicate specific needs and wants. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.9.2. | Emotion Regulation: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.9.2.1. | Continue to rely on adults for reassurance and help in controlling feelings and behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.36m.9.2.2. | Reenact emotional events in play to try to gain mastery over these feelings. ReadyRosie Banana Phonana Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | SED.36m.9.2.3. | Use words to ask for specific help with regulating emotions. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tempted to Talk |
| GRADE LEVEL EXPECTATION | SED.36m.9.2.4. | Express wants and needs verbally; for example, say, “hold me” to the infant care teacher when feeling tired or overwhelmed. ReadyRosie Behavior is a form of communication Tempted to Talk |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.10. | Foundation: Impulse Control – The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children may sometimes exercise voluntary control over actions and emotional expressions. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.10.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.10.1.1. | Jump up and down on the couch but stop jumping and climb down when a parent enters the room. ReadyRosie Bear Hunt Get Moving |
| GRADE LEVEL EXPECTATION | SED.36m.10.1.2. | Experience difficulty (e.g., cry, whine, pout) with transitions. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | SED.36m.10.1.3. | Begin to share. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.10.1.5. | Touch a pet gently without needing to be reminded. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.10.1.6. | Wait to start eating until others at the table are also ready. ReadyRosie Hooray Parfait How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Little Chef Packing our Lunch |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.10. | Foundation: Impulse Control – The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children may sometimes exercise voluntary control over actions and emotional expressions. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.10.2. | Impulse Control: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.10.2.1. | Begin to use words and dramatic play to describe, understand, and control impulses and feelings. ReadyRosie Banana Phonana How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | SED.36m.10.2.3. | Throw a puzzle piece on the floor after having trouble fitting it in the opening. ReadyRosie How should I handle temper tantrums? Nesting Bowls |
| GRADE LEVEL EXPECTATION | SED.36m.10.2.4. | Open the playground door and run out, even after being asked by the infant care teacher to wait. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.10.2.5. | Start to take another child’s toy, then stop after catching the eye of the infant care teacher. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GRADE LEVEL EXPECTATION | SED.36m.10.2.7. | Understand and carry out simple commands or rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can talk about their own wants and feelings and those of other people, describe familiar routines, participate in coordinated episodes of pretend play with peers, and interact with adults in more complex ways. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.11.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.11.1.3. | Move into and out of pretend play roles, tell other children what they should do in their roles, or extend the sequence (such as by asking “Wanna drink?” after bringing a pretend hamburger to the table as a waiter). ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.SED. | SOCIAL-EMOTIONAL DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | SED.36m.11. | Foundation: Social Understanding – The developing understanding of the responses, communication, emotional expressions, and actions of other people |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can talk about their own wants and feelings and those of other people, describe familiar routines, participate in coordinated episodes of pretend play with peers, and interact with adults in more complex ways. | |
| FOUNDATION / PROFICIENCY LEVEL | SED.36m.11.2. | Social Understanding: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | SED.36m.11.2.1. | Vary play with different peers depending on their preferred play activities. ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | SED.36m.11.2.2. | Imitate the behavior of peers as well as adults. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.1. | Foundation: Receptive Language – The developing ability to understand words and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children demonstrate understanding of the meaning of others’ comments, questions, requests, or stories. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.1.1.7. | Show understanding of the meaning of a story by laughing at the funny parts or by asking questions. ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.1. | Foundation: Receptive Language – The developing ability to understand words and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children demonstrate understanding of the meaning of others’ comments, questions, requests, or stories. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.1.2. | Receptive Language: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.1.2.3. | Answer adults’ questions; for example, communicate “apple” when a parent asks what the child had for snack. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children communicate in a way that is understandable to most adults who speak the same language they do. Children combine words into simple sentences and demonstrate the ability to follow some grammatical rules of the home language. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.2.1.5. | Use 300–1000 words. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.2. | Foundation: Expressive Language – The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children communicate in a way that is understandable to most adults who speak the same language they do. Children combine words into simple sentences and demonstrate the ability to follow some grammatical rules of the home language. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.2.2. | Expressive Language: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.2. | Use some words to refer to more than one thing; for example, “night-night” to refer to bedtime or to describe darkness. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.3. | Use many new words each day. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.4. | Begin to combine a few words into mini-sentences to express wants, needs, or interests; for example, “more milk,” “big doggie,” “no night-night” or “go bye-bye.” ReadyRosie Behavior is a form of communication Tempted to Talk |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.5. | Have a vocabulary of about 80 words. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.7. | Use own name when referring to self. ReadyRosie Paint your Name |
| GRADE LEVEL EXPECTATION | LD.36m.2.2.8. | Ask questions with raised intonations at the end, such as “Doggy go?” ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in back-and-forth conversations that contain a number of turns, with each turn building upon what was said in the previous turn. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.3.1.4. | Answer adults’ questions, such as “What’s that?” and “Where did it go?” ReadyRosie T-Shirt Talk Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.36m.3.1.6. | Sometimes get frustrated if the infant care teacher does not understand what the child is trying to communicate. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | LD.36m.3.1.7. | Participate in back-and-forth interaction with the infant care teacher by speaking, giving feedback, and adding to what was originally said. ReadyRosie How can I make music part of our day? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.3. | Foundation: Communication Skills and Knowledge – The developing ability to communicate nonverbally and verbally |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in back-and-forth conversations that contain a number of turns, with each turn building upon what was said in the previous turn. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.3.2. | Communication Skills and Knowledge: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.1. | Ask and answer simple questions, such as “What’s that?” ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.2. | Say, “huh?” when interacting with the infant care teacher to keep interaction going. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.4. | Engage in short back-and-forth interactions with a family member by responding to comments, questions, and prompts. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.5. | Respond almost immediately after a parent finishes talking in order to continue the interaction. ReadyRosie How can I make music part of our day? |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.6. | Get frustrated if the infant care teacher does not understand what the child is trying to communicate. ReadyRosie How should I handle temper tantrums? |
| GRADE LEVEL EXPECTATION | LD.36m.3.2.9. | Respond verbally to adults’ questions or comments. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.4. | Foundation: Interest in Print – The developing interest in engaging with print in books and in the environment |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children show appreciation for books and initiate literacy activities: listening, asking questions, or making comments while being read to; looking at books on their own; or making scribble marks on paper and pretending to read what is written. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.4.1.1. | Enjoy both being read to and looking at books by himself. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.36m.4.1.2. | Pretend to read books to stuffed animals by telling a story that is related to the pictures and turning the book around to show the picture to the stuffed animals, just as the infant care teacher does when reading to a small group of children. ReadyRosie Banana Phonana Book Chats Book Walk Drum Patterns Magazine Picture Walk Recycled Play Stop and Go Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.LD. | LANGUAGE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | LD.36m.4. | Foundation: Interest in Print – The developing interest in engaging with print in books and in the environment |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children show appreciation for books and initiate literacy activities: listening, asking questions, or making comments while being read to; looking at books on their own; or making scribble marks on paper and pretending to read what is written. | |
| FOUNDATION / PROFICIENCY LEVEL | LD.36m.4.2. | Interest in Print: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | LD.36m.4.2.3. | Listen as a family member reads short picture books aloud. ReadyRosie Why should we tell family stories? |
| GRADE LEVEL EXPECTATION | LD.36m.4.2.4. | Ask a question about a story; for example, “Bear go?” while turning from one page to the next. ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children demonstrate an understanding of cause and effect by making predictions about what could happen and reflect upon what caused something to happen. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.1.1.2. | Make a prediction about what will happen next in the story when the infant care teacher asks, “What do you think will happen next?” ReadyRosie Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | CD.36m.1.1.3. | Answer the infant care teacher when she asks, “What do you think your mom’s going to say when you give her your picture?” ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.1. | Foundation: Cause-and-Effect – The developing understanding that one event brings about another |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children demonstrate an understanding of cause and effect by making predictions about what could happen and reflect upon what caused something to happen. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.1.2. | Cause-and-Effect: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.1.2.1. | Roll cars of different sizes down the slide. ReadyRosie Recycled Play Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.2. | Foundation: Spatial Relationships – The developing understanding of how things move and fit in space |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can predict how things will fit and move in space without having to try out every possible solution, and show understanding of words used to describe size and locations in space. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.2.1.3. | Put together a puzzle with three to four separate pieces. ReadyRosie Nesting Bowls |
| GRADE LEVEL EXPECTATION | CD.36m.2.1.8. | Move around an obstacle when going from one place to another. ReadyRosie Bear Hunt |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.2. | Foundation: Spatial Relationships – The developing understanding of how things move and fit in space |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can predict how things will fit and move in space without having to try out every possible solution, and show understanding of words used to describe size and locations in space. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.2.2. | Spatial Relationships: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.2.2.1. | Complete a puzzle of three separate cut-out pieces, such as a circle, square, and triangle. ReadyRosie Copy Me Nesting Bowls |
| GRADE LEVEL EXPECTATION | CD.36m.2.2.5. | Assemble a two-piece puzzle; for example, a picture of a flower cut into two pieces. ReadyRosie Nesting Bowls |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children solve some problems without having to physically try out every possible solution and may ask for help when needed. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.3.1.1. | Ignore the stick that is much too short to reach a desired object and choose a stick that looks as if it may be long enough. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.1.3. | Place the triangle piece into the puzzle without first needing to try it in the round or square hole. ReadyRosie Copy Me Nesting Bowls |
| GRADE LEVEL EXPECTATION | CD.36m.3.1.4. | Ask the infant care teacher for help with the lid of a jar of paint. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.1.6. | Ask or gesture for the infant care teacher to help tie the child’s shoelace. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I get my child to listen to me? How should I handle temper tantrums? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.3. | Foundation: Problem Solving – The developing ability to engage in a purposeful effort to reach a goal or figure out how something works |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children solve some problems without having to physically try out every possible solution and may ask for help when needed. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.3.2. | Problem Solving: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.1. | Use a stick to dig in the sandbox when unable to find a shovel. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.2. | Use a tool to solve a problem, such as using the toy broom to get a car out from under the couch, using a wooden puzzle base as a tray to carry all the puzzle pieces to another place, or using the toy shopping cart to pick up the wooden blocks and move them to the shelf to be put away. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.3. | Move to the door and try to turn the knob after a parent leaves for work in the morning. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.4. | Imitate a problem-solving method that the child has observed someone else do before. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.5. | Tug on shoelaces in order to untie them. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GRADE LEVEL EXPECTATION | CD.36m.3.2.6. | Complete a puzzle with three separate cut-out pieces, such as a circle, square, and triangle, even though the child may try to put the triangle into the square hole before fitting it in the triangle opening. ReadyRosie Copy Me Nesting Bowls |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.4. | Foundation: Imitation – The developing ability to mirror, repeat, and practice the actions of others, either immediately or later |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children reenact multiple steps of others’ actions that they have observed at an earlier time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.4.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.4.1.1. | Reenact the steps of a family celebration that the child attended last weekend. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.4.1.2. | Pretend to get ready for work or school by making breakfast, packing lunch, grabbing a purse, and communicating good-bye before heading out the door. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.4. | Foundation: Imitation – The developing ability to mirror, repeat, and practice the actions of others, either immediately or later |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children reenact multiple steps of others’ actions that they have observed at an earlier time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.4.2. | Imitation: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.4.2.3. | Copy several actions that the child cannot see himself doing, such as wrinkling the nose. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.4.2.4. | Say, “beep, beep, beep, beep” after hearing the garbage truck back up outside. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.4.2.5. | Act out a few steps of a familiar routine, such as pretend to fill the tub, bathe a baby doll, and dry the doll. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.4.2.7. | Imitate two new actions of the infant care teacher; for example, put one hand on head and point with the other hand. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.4.2.8. | Imitate the way a family member communicates by using the same gestures, unique words, and intonation. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.5. | Foundation: Memory – The developing ability to store and later retrieve information about past experiences |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children anticipate the series of steps in familiar activities, events, or routines; remember characteristics of the environment or people in it; and may briefly describe recent past events or act them out. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.5.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.5.1.2. | Tell a parent, “Today we jumped in the puddles” when picked up from school. ReadyRosie Bear Hunt Get Moving |
| GRADE LEVEL EXPECTATION | CD.36m.5.1.5. | Act out a trip to the grocery store by getting a cart, putting food in it, and paying for the food. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.5.1.6. | Get her pillow out of the cubby, in anticipation of naptime as soon as lunch is finished. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.6. | Foundation: Number Sense – The developing understanding of number and quantity |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children show some understanding that numbers represent how many and demonstrate understanding of words that identify how much. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.6.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.6.1.3. | Start counting with one, sometimes pointing to the same item twice when counting, or using numbers out of order; for example, “one, two, three, five, eight.” ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| GRADE LEVEL EXPECTATION | CD.36m.6.1.4. | Use fingers to count a small number of items. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| GRADE LEVEL EXPECTATION | CD.36m.6.1.6. | Hold up two fingers when asked, “Show me two” or “How old are you?” ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children group objects into multiple piles based on one attribute at a time, put things that are similar but not identical into one group, and may label each grouping, even though sometimes these labels are overgeneralized. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.7.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.1. | Identify a few colors when they are named; for example, get a red ball from the bin of multicolored balls when the infant care teacher asks for the red one. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.2. | Make three piles of tangrams in various shapes, such as a circle, square, and triangle. ReadyRosie Copy Me Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.3. | Pick two big bears from a bowl containing two big bears and two small bears, even if the big bears are different colors. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.4. | Sort primary-colored blocks into three piles: a red pile, a yellow pile, and a blue one. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.5. | Point to different pictures of houses in a book even though all of the houses look different. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.6. | Put all the soft stuffed animals in one pile and all the hard plastic toy animals in another pile and label the piles “soft animals” and “hard animals.” ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.1.7. | Call all four-legged animals at the farm “cows,” even though some are actually sheep and others horses. ReadyRosie Nature Walk and Talk Toy Sort |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.7. | Foundation: Classification – The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children group objects into multiple piles based on one attribute at a time, put things that are similar but not identical into one group, and may label each grouping, even though sometimes these labels are overgeneralized. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.7.2. | Classification: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.1. | Point to or indicate the realistic-looking plastic cow when the infant care teacher holds up a few toy animals and says, “Who says, ‘moo’?” ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.2. | Sort three different kinds of toys; for example, put the puzzle pieces in the puzzle box, the blocks in the block bin, and the toy animals in the basket during clean-up time. ReadyRosie Nature Walk and Talk Nesting Bowls Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.3. | Show understanding of what familiar objects are supposed to be used for, such as knowing that a hat is for wearing or a tricycle is for riding. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.4. | Pick a matching card from a pile of cards. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.5. | Point to or indicate all the green cups at the lunch table. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.6. | Call the big animals “mama” and the small animals “baby.” ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.8. | Put the red marker back in the red can, the blue marker back in the blue can, and the yellow marker back in the yellow can when finished coloring. ReadyRosie Nature Walk and Talk Toy Sort |
| GRADE LEVEL EXPECTATION | CD.36m.7.2.9. | Match one shape to another shape. ReadyRosie Copy Me Nature Walk and Talk Toy Sort |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.8. | Foundation: Symbolic Play – The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in make-believe play involving several sequenced steps, assigned roles, and an overall plan and sometimes pretend by imagining an object without needing the concrete object present. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.8.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.1. | Assign roles to self and others when playing in the dramatic play area (for example, “I’ll be the daddy, you be the baby”), even though the child may not stay in her role throughout the play sequence. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.4. | Stir “cake batter” while holding an imaginary spoon or serve an invisible burrito on a plate. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.5. | Communicate with self during pretend play to describe actions to self; for example, “Now I stir the soup.” ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.6. | Plan with other children what they are going to pretend before starting to play; for example, “Let’s play doggies!” ReadyRosie Catch! Ring Around the Rosie |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.7. | Pretend to be a baby during dramatic play because there is a new baby at home. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.8.1.8. | Build a small town with blocks and then use the toy fire truck to pretend to put out a fire in the town. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.8. | Foundation: Symbolic Play – The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children engage in make-believe play involving several sequenced steps, assigned roles, and an overall plan and sometimes pretend by imagining an object without needing the concrete object present. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.8.2. | Symbolic Play: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.8.2.3. | Complete three or more actions in a sequence of pretend play so the actions have a beginning, middle, and end, such as giving the baby doll a bath, putting his pajamas on, and putting him to sleep. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| GRADE LEVEL EXPECTATION | CD.36m.8.2.6. | Engage in extended pretend play that has a theme, such as birthday party or doctor. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children sometimes demonstrate the ability to pay attention to more than one thing at a time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.9.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.9.1.2. | Search for and find a favorite book and ask the infant care teacher to read it. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| GRADE LEVEL EXPECTATION | CD.36m.9.1.3. | Pound the play dough with a hammer while talking with a peer. ReadyRosie Nesting Bowls Playdough Lengths Which Lid? |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.9. | Foundation: Attention Maintenance – The developing ability to attend to people and things while interacting with others and exploring the environment and play materials |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children sometimes demonstrate the ability to pay attention to more than one thing at a time. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.9.2. | Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.9.2.2. | Sit in a parent’s lap to read a book together. ReadyRosie Book Chats Bring Me the Book Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.10. | Foundation: Understanding of Personal Care Routines – The developing ability to understand and participate in personal care routines |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children initiate and follow through with some personal care routines. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.10.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.10.1.3. | Take a wet shirt off when needing to put on a dry one. ReadyRosie T-Shirt Talk |
| CONTENT STANDARD / DOMAIN / PART | CA.CD. | COGNITIVE DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | CD.36m.10. | Foundation: Understanding of Personal Care Routines – The developing ability to understand and participate in personal care routines |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children initiate and follow through with some personal care routines. | |
| FOUNDATION / PROFICIENCY LEVEL | CD.36m.10.2. | Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | CD.36m.10.2.2. | Try to put on own socks. ReadyRosie T-Shirt Talk |
| GRADE LEVEL EXPECTATION | CD.36m.10.2.3. | Pull her shoes off at naptime. ReadyRosie T-Shirt Talk |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can quickly and easily combine the information received from the senses to inform the way they interact with the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.1.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.1.1.3. | Watch the lines that she makes with a marker on the paper. ReadyRosie Copy Me Recycled Play |
| GRADE LEVEL EXPECTATION | PMD.36m.1.1.5. | Press harder on a clump of clay than on play dough. ReadyRosie Playdough Lengths Torn Paper Art |
| GRADE LEVEL EXPECTATION | PMD.36m.1.1.6. | Watch a family member draw a circle and then try to do it. ReadyRosie Copy Me Recycled Play |
| GRADE LEVEL EXPECTATION | PMD.36m.1.1.7. | Walk more slowly and carefully when carrying an open cup of milk than when carrying a cup with a lid. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.1. | Foundation: Perceptual Development – The developing ability to become aware of the social and physical environment through the senses |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children can quickly and easily combine the information received from the senses to inform the way they interact with the environment. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.1.2. | Perceptual Development: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.1.2.1. | Enjoy rough-and-tumble play. ReadyRosie Bear Hunt Get Moving |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children move with ease, coordinating movements and performing a variety of movements. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.2.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.1. | Walk and run with skill, changing speed and direction. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.2. | Kick and throw a ball, but with little control of direction or speed. ReadyRosie Catch! |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.3. | Bend over to pick up a toy and stand up without trouble. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.6. | Walk backward a few feet. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.7. | Jump up with both feet at the same time. ReadyRosie Bear Hunt Get Moving |
| GRADE LEVEL EXPECTATION | PMD.36m.2.1.8. | Catch a medium-size ball. ReadyRosie Catch! |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.2. | Foundation: Gross Motor – The developing ability to move the large muscles |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children move with ease, coordinating movements and performing a variety of movements. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.2.2. | Gross Motor: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.1. | Jump off the bottom step. ReadyRosie Bear Hunt Get Moving |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.2. | Kick a ball. ReadyRosie Catch! |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.3. | Ride a ride-on toy without pedals, pushing her feet on the ground to move. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.5. | Catch a big ball using two arms. ReadyRosie Catch! |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.6. | Jump forward a few inches. ReadyRosie Bear Hunt Get Moving |
| GRADE LEVEL EXPECTATION | PMD.36m.2.2.7. | Walk on tiptoes. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children coordinate the fine movements of the fingers, wrists, and hands to skillfully manipulate a wide range of objects and materials in intricate ways. Children often use one hand to stabilize an object while manipulating it. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.3.1. | For example, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.3.1.8. | Place a wooden puzzle piece in the correct place in the puzzle. ReadyRosie Nesting Bowls |
| GRADE LEVEL EXPECTATION | PMD.36m.3.1.9. | Use thumb, index, and middle fingers to draw or write with a crayon, marker, or pencil. ReadyRosie Copy Me Recycled Play Secret Message |
| CONTENT STANDARD / DOMAIN / PART | CA.PMD. | PERCEPTUAL MOTOR DEVELOPMENT (36 months) |
| PERFORMANCE STANDARD / MODE | PMD.36m.3. | Foundation: Fine Motor – The developing ability to move the small muscles |
| EXPECTATION / SUBSTRAND | At around 36 months of age, children coordinate the fine movements of the fingers, wrists, and hands to skillfully manipulate a wide range of objects and materials in intricate ways. Children often use one hand to stabilize an object while manipulating it. | |
| FOUNDATION / PROFICIENCY LEVEL | PMD.36m.3.2. | Fine Motor: Behaviors leading up to the foundation (19 to 35 months). During this period, the child may: |
| GRADE LEVEL EXPECTATION | PMD.36m.3.2.3. | Use a crayon to draw lines and circles on a piece of paper. ReadyRosie Copy Me Recycled Play Secret Message |