California Desired Results Developmental Profile (Infant)
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds briefly to people, things, or sounds ReadyRosie Do You See Me? Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shifts attention frequently from one person or thing to another ReadyRosie Do You See Me? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to facial expressions or vocalizations in basic ways ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Do You See Me? Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Notices new or unexpected characteristics or actions of people or things ReadyRosie Do You See Me? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations ReadyRosie How can I get my child to listen to me? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds in basic ways to others ReadyRosie Do You See Me? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of other people ReadyRosie Do You See Me? Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of familiar people ReadyRosie Do You See Me? Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows a preference for familiar adults and tries to interact with them ReadyRosie Baby Massage Behavior is a form of communication Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close That's My Name Tips for bonding with your baby Tummy Talk Two on Me and You What Comes after Two? Which Toy? You are your child's first teacher |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Interacts in simple ways with familiar adults and tries to maintain the interactions 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? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates activities with familiar adults 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? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended interactions with familiar adults in a variety of situations (e.g., sharing ideas or experiences, solving simple problems) 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? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Takes initiative in creating cooperative activities with a familiar adult 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? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Works cooperatively with familiar adults, over sustained periods, to plan and carry out activities or to solve problems ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Supported Standing Tummy Talk Two on Me and You Which Toy? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Shows awareness of other people, including children ReadyRosie Do You See Me? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in other children ReadyRosie Do You See Me? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Plays alongside other children, rarely interacting with them ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people or objects in basic ways ReadyRosie Do You See Me? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., gaze aversion, vocalization, movements) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of a variety of single words ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of some complex vocabulary, phrases, or sentences as used in conversations, stories, or learning activities ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., eye gaze, gaze aversion, vocalization, movements) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses a few “first words,” word-like sounds, or gestures to communicate ReadyRosie Lunchtime Language |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses a variety of single words to communicate ReadyRosie Lunchtime Language |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses two words together to communicate ReadyRosie Lunchtime Language |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to sounds or movements of others in basic ways ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using simple words or conventional gestures to communicate meaning ReadyRosie Lunchtime Language |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in brief back-and-forth communication, combining words to communicate meaning ReadyRosie Lunchtime Language |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended focused conversations that involve reasoning, predicting, problem solving, or understanding ideas ReadyRosie Do You See Me? Supported Standing |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds to people or things in basic ways ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends briefly to a familiar adult reading books, singing songs, or saying rhymes 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? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Chooses to join reading, singing, or rhyming activities led by an adult 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? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult 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? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games 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? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story ReadyRosie Tips for storytelling: Using gestures |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Attends or responds as objects, people, or own body move through space ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores how self or objects fit in or fill up different spaces ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores spatial relationships (e.g., distance, position, direction), or movement of self or objects through space, trying a variety of possibilities ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends to people, objects, or events ReadyRosie Do You See Me? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts differently with familiar people and objects than with unfamiliar people and objects ReadyRosie How can I help my child with separation? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people or objects in basic ways ReadyRosie Do You See Me? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to changes in the number of objects observed or interacted with ReadyRosie Table Taps Two on Me and You |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates awareness of quantity ReadyRosie Table Taps Two on Me and You |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Identifies small quantities without counting, up to three ReadyRosie Table Taps Two on Me and You |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Counts up to five objects using one-to-one correspondence ReadyRosie Table Taps |
| DESCRIPTOR | Recites numbers in order, one through ten ReadyRosie Table Taps |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows understanding that the last number counted is the total number of objects in the group ReadyRosie Table Taps |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Solves simple everyday problems involving numbers by counting up to 10 objects using one-to-one correspondence ReadyRosie Table Taps |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds or shows anticipatory excitement to people, objects, or actions ReadyRosie Do You See Me? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Tries out different behaviors to cause effects ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Searches for possible causes of actions, events, or behaviors ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Acts on objects to cause a specific result ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Acts in ways that take into account an anticipated result ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Offers possible explanations for why certain actions or behaviors result in specific effects ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Shows understanding that variations in actions or degrees of actions with the same objects or materials cause different results ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Do You See Me? Lunchtime Language Self Talk Tummy Talk |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Attends to responses of objects and people that result from own actions ReadyRosie Do You See Me? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 11: | Knowledge of the Natural World – Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends to people, objects, or events ReadyRosie Do You See Me? |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to sensory information or input (e.g., visual, auditory, tactile) with basic movements of body parts ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to sensory information by moving body or limbs to reach for or move toward people or objects ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses sensory information to control body while exploring people, objects, or changes in the physical environment ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of major body parts by exploring their movement potential ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Adjusts, with adult guidance, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Anticipates and then adjusts, on own, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects in familiar spaces ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates and then adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms, legs, or body to move toward or reach for people or objects ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses arms, legs, or body to engage in simple, repeated actions on objects ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with limited stability ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with stability but limited coordination ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Applies a variety of manipulative skills, in combination with locomotor skills, in different physical activities ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves arms or hands in basic ways ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms or hands to make contact with objects in the environment ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Grasps objects with entire hand ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Grasps objects with fingers and thumb ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Manipulates objects with both hands doing different movements ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using hands, with strength, accuracy, and coordination ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Performs, with efficiency, a variety of tasks that require precise manipulation of small objects ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Seeks to make contact with familiar adult ReadyRosie How can I get my child to listen to me? |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in participating in the process of being fed ReadyRosie Lunchtime Language |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Prepares simple foods to serve to self or others ReadyRosie Lunchtime Language |
| California Desired Results Developmental Profile (2015) |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2015 |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds briefly to people, things, or sounds ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to facial expressions or vocalizations in basic ways ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Imitates approximations of single simple actions or sounds when interacting with others ReadyRosie Bear Bath |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Imitates actions ReadyRosie Bear Bath |
| DESCRIPTOR | Repeats familiar words or gestures by others when interacting with them ReadyRosie Bear Bath |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Imitates a few actions ReadyRosie Bear Bath |
| DESCRIPTOR | Repeats familiar actions or words experienced at an earlier time ReadyRosie Bear Bath |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Imitates multiple steps of others’ actions ReadyRosie Bear Bath |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Bear Bath |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support ReadyRosie How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed ReadyRosie How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Describes own preferences or feelings ReadyRosie Choosing Clothes Reading Emotions |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of other people ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Identifies own or others’ feelings ReadyRosie Reading Emotions |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Communicates, with adult assistance, about feelings that caused own behavior or others’ behavior ReadyRosie Reading Emotions |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 2: | Social and Emotional Understanding – Child shows developing understanding of people’s behaviors, feelings, thoughts, and individual characteristics |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Communicates ideas about why one has a feeling or what will happen as a result of a feeling ReadyRosie Reading Emotions |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to faces, voices, or actions of familiar people ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows a preference for familiar adults and tries to interact with them ReadyRosie Behavior is a form of communication Choosing Clothes How can I make music part of our day? Move to to the Music Tips for bonding with your baby You are your child's first teacher |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Interacts in simple ways with familiar adults and tries to maintain the interactions ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates activities with familiar adults ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended interactions with familiar adults in a variety of situations (e.g., sharing ideas or experiences, solving simple problems) ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Takes initiative in creating cooperative activities with a familiar adult ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Works cooperatively with familiar adults, over sustained periods, to plan and carry out activities or to solve problems ReadyRosie Build to Four Buried Treasure Can You Find Me? Choosing Clothes Dump and Pick Up How can I make music part of our day? Move to to the Music |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Plays alongside other children, rarely interacting with them ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts in simple ways with familiar peers as they play side by side ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates in brief episodes of cooperative play with one or two peers, especially those with whom child regularly plays ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Participates in extended episodes of cooperative play (including pretend play) with one or two friends ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates sustained episodes of cooperative play (including pretend play), particularly with friends ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Organizes or participates in planning cooperative play activities with several peers, particularly with friends ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences ReadyRosie Bear Bath Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in pretend play with others around a shared idea ReadyRosie Bear Bath Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in roles in pretend-play sequences with others ReadyRosie Bear Bath Tea Party |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences with others by organizing and negotiating roles or rules around a shared elaborated idea ReadyRosie Bear Bath Tea Party |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., gaze aversion, vocalization, movements) ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of a variety of single words ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of some complex vocabulary, phrases, or sentences as used in conversations, stories, or learning activities ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to voices, sounds, gestures, or facial expressions in basic ways ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to voices, gestures, or facial expressions in a variety of ways (e.g., eye gaze, gaze aversion, vocalization, movements) ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to one-step requests or questions that involve a familiar activity or routine ReadyRosie Choosing Clothes Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Carries out a one-step request that relates to a new or an unfamiliar activity or situation ReadyRosie Choosing Clothes Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Carries out multi-step requests that involve a familiar activity or situation ReadyRosie Choosing Clothes Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Carries out multi-step requests that involve a new or unfamiliar activity or situation ReadyRosie Choosing Clothes Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses a few “first words,” word-like sounds, or gestures to communicate ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses a variety of single words to communicate ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses two words together to communicate ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to sounds or movements of others in basic ways ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using simple words or conventional gestures to communicate meaning ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in brief back-and-forth communication, combining words to communicate meaning ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended focused conversations that involve reasoning, predicting, problem solving, or understanding ideas ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends or responds to people or things in basic ways ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends briefly to a familiar adult reading books, singing songs, or saying rhymes 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Chooses to join reading, singing, or rhyming activities led by an adult 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story ReadyRosie Bear Bath Tips for storytelling: Using gestures |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves body parts in basic ways ReadyRosie Baby Basketball |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Attends or responds as objects, people, or own body move through space ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores how self or objects fit in or fill up different spaces ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores spatial relationships (e.g., distance, position, direction), or movement of self or objects through space, trying a variety of possibilities ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Takes into account spatial relationships (e.g., distance, position, direction) and physical properties (e.g., size, shape) when exploring possibilities of fitting objects together or moving through space ReadyRosie Kick With Me |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts differently with familiar people and objects than with unfamiliar people and objects ReadyRosie How can I help my child with separation? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Selects some objects that are similar from a collection of objects ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into two groups based on one attribute, but not always accurately ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Sorts objects accurately into two or more groups based on one attribute ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into groups based on at least two attributes, sometimes sorting by one attribute and then subdividing those groups based on a second attribute ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Counts up to five objects using one-to-one correspondence ReadyRosie Build to Four Counting Counts |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Solves simple everyday problems involving numbers by counting up to 10 objects using one-to-one correspondence ReadyRosie Build to Four Counting Counts |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Tries out different behaviors to cause effects ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Searches for possible causes of actions, events, or behaviors ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Acts on objects to cause a specific result ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Acts in ways that take into account an anticipated result ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Offers possible explanations for why certain actions or behaviors result in specific effects ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Shows understanding that variations in actions or degrees of actions with the same objects or materials cause different results ReadyRosie Dump and Pick Up |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 11: | Knowledge of the Natural World – Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts with objects or people ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to sensory information by moving body or limbs to reach for or move toward people or objects ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses sensory information to control body while exploring people, objects, or changes in the physical environment ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of major body parts by exploring their movement potential ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Tries different ways to coordinate movements of large or small body parts ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Adjusts, with adult guidance, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Anticipates and then adjusts, on own, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects in familiar spaces ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates and then adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Moves two or more body parts together, often with intention ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates basic movements in an upright position without using support ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Coordinates movements, in an upright position, that momentarily move whole body off the ground ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Coordinates and controls individual locomotor movements, with some success ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Combines and coordinates two or more locomotor movements together in effective ways, with some success ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Combines a variety of locomotor movements and moves effectively across a range of activities ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms, legs, or body to move toward or reach for people or objects ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses arms, legs, or body to engage in simple, repeated actions on objects ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses arms, legs, or body in various ways to manipulate objects, while in positions such as sitting, moving on all fours, or upright, using support ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with limited stability ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with stability but limited coordination ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses two or more movements sequentially to manipulate objects, sometimes pausing briefly between movements ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates arms, legs, or body to manipulate objects, with connected sequential or simultaneous movements ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Applies a variety of manipulative skills, in combination with locomotor skills, in different physical activities ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves arms or hands in basic ways ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms or hands to make contact with objects in the environment ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Move While you Sing Pop Go the Bubbles Take Along Toy Tube Chute Walk the Line |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Grasps objects with entire hand ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Grasps objects with fingers and thumb ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Manipulates objects with both hands doing different movements ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using hands, with strength, accuracy, and coordination ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Performs, with efficiency, a variety of tasks that require precise manipulation of small objects ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Seeks to make contact with familiar adult ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in participating in the process of being fed ReadyRosie Snack Time Speech |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Prepares simple foods to serve to self or others ReadyRosie Snack Time Speech |
| California Desired Results Developmental Profile (2015) |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2015 |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Maintains attention, on own or with adult support, during brief activities ReadyRosie Nesting Bowls Which Lid? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Maintains attention, with adult support, during activities that last for extended periods of time ReadyRosie Nesting Bowls Which Lid? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Maintains attention on own during activities that last for extended periods of time ReadyRosie Nesting Bowls Which Lid? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 1: | Attention Maintenance – Child develops the capacity to pay attention to people, things, or the environment when interacting with others or exploring play materials |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Nesting Bowls Which Lid? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 2: | Self-Comforting – Child develops the capacity to comfort or soothe self in response to distress from internal or external stimulation |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates need for comfort and prepares self by asking questions, getting a special thing, or in other ways ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Imitates approximations of single simple actions or sounds when interacting with others ReadyRosie Banana Phonana |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Imitates actions ReadyRosie Banana Phonana |
| DESCRIPTOR | Repeats familiar words or gestures by others when interacting with them ReadyRosie Banana Phonana |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Imitates a few actions ReadyRosie Banana Phonana |
| DESCRIPTOR | Repeats familiar actions or words experienced at an earlier time ReadyRosie Banana Phonana |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Imitates multiple steps of others’ actions ReadyRosie Banana Phonana |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 3: | Imitation – Child mirrors, repeats, and practices the actions or words of others in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Banana Phonana |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Notices new or unexpected characteristics or actions of people or things ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores people or things in the immediate environment ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores new ways to use familiar things, including simple trial and error ReadyRosie Tips for helping your child love reading |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores through simple observations, or manipulations, or asking simple questions ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Explores by engaging in specific observations, manipulations, or by asking specific questions ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Carries out simple investigations using familiar strategies, tools, or sources of information ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 4: | Curiosity and Initiative in Learning – Child explores the environment in increasingly focused ways to learn about people, things, materials, and events |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Carries out multi-step investigations, using a variety of strategies, tools, or sources of information ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Relies on communication or guidance from a familiar adult to regulate emotional or behavioral reactions in moderately stressful situations ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Demonstrates capacity to regulate emotional or behavioral reactions in some moderately stressful situations, occasionally needing adult support ReadyRosie How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Expresses strong feelings through constructive forms of communication, seeking the assistance of familiar adults when needed ReadyRosie How should I handle temper tantrums? ReadyRosie - ExACT Alignment Tool How can I recognize signs of stress in my child and what can I do about it? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses simple strategies (e.g., leaving a difficult situation, offering an alternative toy to a friend) to regulate own feelings or behaviors ReadyRosie How can I stop my kids from fighting? |
| DOMAIN | ATL-REG — Approaches to Learning–Self-Regulation | |
| MEASURE-DEFINITION | ATL-REG 5: | Self-Control of Feelings and Behavior – Child increasingly develops strategies for regulating feelings and behavior, becoming less reliant on adult guidance over time |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses socially appropriate strategies (e.g., negotiation, compromise, verbal reminders to self) to regulate own feelings or behaviors ReadyRosie How can I stop my kids from fighting? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes self and familiar people ReadyRosie Family Photos I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Communicates own name and names of familiar people (e.g., “dada,” “mama,” “grandma,” or sibling’s name) ReadyRosie Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Expresses simple ideas about self and connection to others ReadyRosie Family Photos I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Describes self or others based on physical characteristics ReadyRosie Family Photos I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Describes own preferences or feelings ReadyRosie I Am Unique Tell Me About It! |
| DESCRIPTOR | Describes the feelings or desires of family members, friends, or other familiar people ReadyRosie Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 1: | Identity of Self in Relation to Others – Child shows increasing awareness of self as distinct from and also related to others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Compares own preferences or feelings to those of others ReadyRosie Family Photos I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows a preference for familiar adults and tries to interact with them ReadyRosie Behavior is a form of communication How can I make music part of our day? Tell Me About It! Tips for bonding with your baby You are your child's first teacher |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Interacts in simple ways with familiar adults and tries to maintain the interactions ReadyRosie How can I make music part of our day? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates activities with familiar adults ReadyRosie How can I make music part of our day? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended interactions with familiar adults in a variety of situations (e.g., sharing ideas or experiences, solving simple problems) ReadyRosie How can I make music part of our day? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Takes initiative in creating cooperative activities with a familiar adult ReadyRosie How can I make music part of our day? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 3: | Relationships and Social Interactions with Familiar Adults – Child develops close relationships with one or more familiar adults (including family members) and interacts in an increasingly competent and cooperative manner with familiar adults |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Works cooperatively with familiar adults, over sustained periods, to plan and carry out activities or to solve problems ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I make music part of our day? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Plays alongside other children, rarely interacting with them ReadyRosie - ExACT Alignment Tool How can boredom be a positive thing for my child? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts in simple ways with familiar peers as they play side by side ReadyRosie Catch! Ring Around the Rosie |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Participates in brief episodes of cooperative play with one or two peers, especially those with whom child regularly plays ReadyRosie Catch! Ring Around the Rosie |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Participates in extended episodes of cooperative play (including pretend play) with one or two friends ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates sustained episodes of cooperative play (including pretend play), particularly with friends ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 4: | Relationships and Social Interactions with Peers – Child becomes increasingly competent and cooperative in interactions with peers and develops friendships with several peers |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Organizes or participates in planning cooperative play activities with several peers, particularly with friends ReadyRosie Catch! Ring Around the Rosie |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores people and objects in a variety of ways ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses or combines objects in functional or meaningful ways ReadyRosie Tips for helping your child love reading |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Pretends that an object represents another object or serves a different purpose ReadyRosie Tips for helping your child love reading |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in pretend play with others around a shared idea ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in roles in pretend-play sequences with others ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DOMAIN | SED — Social and Emotional Development | |
| MEASURE-DEFINITION | SED 5: | Symbolic and Sociodramatic Play – Child develops the capacity to use objects to represent other objects or ideas and to engage in symbolic play with others |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in pretend-play sequences with others by organizing and negotiating roles or rules around a shared elaborated idea ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Recognizes a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of a variety of single words ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 1: | Understanding of Language (Receptive) – Child understands increasingly complex communication and language |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Shows understanding of some complex vocabulary, phrases, or sentences as used in conversations, stories, or learning activities ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to a few frequently used words or gestures in familiar situations ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 2: | Responsiveness to Language – Child communicates or acts in response to language and responds to increasingly complex language |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to simple comments that relate to a present situation ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses a few “first words,” word-like sounds, or gestures to communicate ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses a variety of single words to communicate ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses two words together to communicate ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses short sentences that contain nouns, verbs, and other words, such as adjectives and recently encountered vocabulary, to communicate ReadyRosie Family Photos Stuck on You Tell Me About It! Tempted to Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses phrases and sentences with a variety of word forms, including past tense, future tense, plurals, pronouns, or possessives, to communicate, sometimes with errors ReadyRosie Family Photos Stuck on You Tell Me About It! Tempted to Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 3: | Communication and Use of Language (Expressive) – Child’s communication develops from nonverbal communication to using language with increasingly complex words and sentences |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Combines phrases and sentences with a variety of word forms to communicate ideas or to describe people, objects, or events ReadyRosie Book Walk Family Photos Stuck on You Tell Me About It! Tempted to Talk |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using word approximations, vocalizations, gestures, or facial expressions ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief back-and-forth communication with a familiar adult, using simple words or conventional gestures to communicate meaning ReadyRosie Magazine Picture Walk Stuck on You Tell Me About It! Toy Sort |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in brief back-and-forth communication, combining words to communicate meaning ReadyRosie Magazine Picture Walk Stuck on You Tell Me About It! Toy Sort |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in brief back-and-forth communication, using short phrases and sentences ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Engages in brief conversations with a shared focus ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Engages in conversations with a shared focus, contributing clarifying comments or building on the other person’s ideas ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 4: | Reciprocal Communication and Conversation – Child engages in back-and-forth communication that develops into increasingly extended conversations |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Engages in extended focused conversations that involve reasoning, predicting, problem solving, or understanding ideas ReadyRosie Book Walk Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go Stuck on You Tell Me About It! What Do We Do? Which Lid? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Plays with books ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DESCRIPTOR | Responds to other literacy activities ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Attends briefly to a familiar adult reading books, singing songs, or saying rhymes 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? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Looks at books on own briefly ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DESCRIPTOR | Chooses to join reading, singing, or rhyming activities led by an adult 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? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Looks at books page by page ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DESCRIPTOR | Participates, from beginning to end, in listening to stories, singing songs, or playing rhyming games, when supported by an adult 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? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Initiates looking at and talking about books, listening to and talking about stories, singing songs, or playing rhyming games 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? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Extends literacy activities by retelling a story, drawing pictures about a story, or acting out a story ReadyRosie Banana Phonana Copy Me Family Movie Night Family Photos Recycled Play Tips for helping your child love reading Tips for storytelling: Using gestures |
| DOMAIN | LLD — Language and Literacy Development | |
| MEASURE-DEFINITION | LLD 5: | Interest in Literacy – Child shows interest in books, songs, rhymes, stories, and other literacy activities in increasingly complex ways |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Initiates literacy activities that relate to classroom experiences as well as to own experiences or interests ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Attends or responds as objects, people, or own body move through space ReadyRosie Bear Hunt |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Explores how self or objects fit in or fill up different spaces ReadyRosie Bear Hunt |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores spatial relationships (e.g., distance, position, direction), or movement of self or objects through space, trying a variety of possibilities ReadyRosie Bear Hunt Which Lid? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Takes into account spatial relationships (e.g., distance, position, direction) and physical properties (e.g., size, shape) when exploring possibilities of fitting objects together or moving through space ReadyRosie Copy Me Which Lid? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 1: | Spatial Relationships – Child increasingly shows understanding of how objects move in space or fit in different spaces |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | There are no later levels for this measure ReadyRosie Bear Hunt |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts differently with familiar people and objects than with unfamiliar people and objects ReadyRosie How can I help my child with separation? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Selects some objects that are similar from a collection of objects ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into two groups based on one attribute, but not always accurately ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Sorts objects accurately into two or more groups based on one attribute ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Sorts objects into two or more groups based on one attribute, then puts all the objects together and re-sorts the entire collection into new groups ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 2: | Classification – Child shows an increasing ability to compare, match, and sort objects into groups according to their attributes |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Sorts objects into groups based on at least two attributes, sometimes sorting by one attribute and then subdividing those groups based on a second attribute ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses number names, but not always correctly, in situations related to number or quantity ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Counts up to five objects using one-to-one correspondence ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| DESCRIPTOR | Recites numbers in order, one through ten ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows understanding that the last number counted is the total number of objects in the group ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 3: | Number Sense of Quantity – Child shows developing understanding of number and quantity |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Solves simple everyday problems involving numbers by counting up to 10 objects using one-to-one correspondence ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 8: | Cause and Effect – Child demonstrates an increasing ability to observe, anticipate, and reason about the relationship between cause and effect |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Repeats actions that have effects ReadyRosie Get Moving |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 9: | Inquiry Through Observation and Investigation – Child observes, explores, and investigates objects (living and nonliving things) and events in the environment and becomes increasingly sophisticated in pursuing knowledge about them |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds to people, things, or sounds ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN | COG — Cognition, Including Math and Science | |
| MEASURE-DEFINITION | COG 11: | Knowledge of the Natural World – Child develops the capacity to understand objects (living and nonliving things) and events in the natural world, including how they change and their characteristics |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Interacts with objects or people ReadyRosie Catch! Ring Around the Rosie |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds to sensory information by moving body or limbs to reach for or move toward people or objects ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses sensory information to control body while exploring people, objects, or changes in the physical environment ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Demonstrates awareness of major body parts by exploring their movement potential ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Tries different ways to coordinate movements of large or small body parts ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Adjusts, with adult guidance, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Anticipates and then adjusts, on own, aspects of movement (e.g., effort, spatial, directional) in relation to people and objects in familiar spaces ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 1: | Perceptual-Motor Skills and Movement Concepts – Child moves body and interacts with the environment, demonstrating increasing awareness of own physical effort, body awareness, spatial awareness, and directional awareness |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates and then adjusts aspects of movement (e.g., effort, spatial, directional) during new activities, in changed environments, or on different surfaces ReadyRosie Bear Hunt |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Moves two or more body parts together, often with intention ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates basic movements in an upright position without using support ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Coordinates movements, in an upright position, that momentarily move whole body off the ground ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Coordinates and controls individual locomotor movements, with some success ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Combines and coordinates two or more locomotor movements together in effective ways, with some success ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 2: | Gross Locomotor Movement Skills – Child shows increasing proficiency in fundamental locomotor skills (e.g., rolling, crawling, cruising, walking, running, jumping, galloping) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Combines a variety of locomotor movements and moves effectively across a range of activities ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves in basic and often involuntary ways ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms, legs, or body to move toward or reach for people or objects ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Uses arms, legs, or body to engage in simple, repeated actions on objects ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses arms, legs, or body in various ways to manipulate objects, while in positions such as sitting, moving on all fours, or upright, using support ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with limited stability ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects, using one or more body parts, with stability but limited coordination ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Uses two or more movements sequentially to manipulate objects, sometimes pausing briefly between movements ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Coordinates arms, legs, or body to manipulate objects, with connected sequential or simultaneous movements ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 3: | Gross Motor Manipulative Skills – Child shows increasing proficiency in gross motor manipulative skills (e.g., reaching, kicking, grasping, throwing, and catching) |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Applies a variety of manipulative skills, in combination with locomotor skills, in different physical activities ReadyRosie Catch! Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Moves arms or hands in basic ways ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Uses arms or hands to make contact with objects in the environment ReadyRosie Bear Hunt Drum Patterns Get Moving Ring Around the Rosie Stop and Go Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Grasps objects with entire hand ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Grasps objects with fingers and thumb ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Explores ways to use one hand, or to use both hands doing the same movements, to manipulate objects ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Manipulates objects with one hand while stabilizing the objects with other hand or with another part of body ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Manipulates objects with both hands doing different movements ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Manipulates objects, using hands, with strength, accuracy, and coordination ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 4: | Fine Motor Manipulative Skills – Child demonstrates increasing precision, strength, coordination, and efficiency when using muscles of the hand for play and functional task |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Performs, with efficiency, a variety of tasks that require precise manipulation of small objects ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 5: | Safety – Child shows awareness of safety and increasingly demonstrates knowledge of safety skills when participating in daily activities |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Seeks to make contact with familiar adult ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds in basic ways during personal care routines that involve hygiene ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds in ways that demonstrate awareness of a hygiene routine ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates one or two steps of a hygiene routine ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Participates in own hygiene routines, with an adult ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Carries out some steps of own hygiene routines, with specific adult guidance or demonstration ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Middle | |
| DESCRIPTOR | Carries out most steps of familiar hygiene routines, with occasional reminders of when or how to do them ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Initiates and carries out most steps of familiar hygiene routines on own ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 6: | Personal Care Routines: Hygiene – Child increasingly responds to and initiates personal care routines that support hygiene |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Initiates and completes familiar hygiene routines on own ReadyRosie I Can Do It All By Myself |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Shows interest in participating in the process of being fed ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 7: | Personal Care Routines: Feeding – Child responds to feeding and feeds self with increasing proficiency |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Prepares simple foods to serve to self or others ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Responds in basic ways during dressing ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Responding | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Responds in ways that demonstrate awareness of a dressing routine ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Anticipates one or two steps of a dressing routine ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Exploring | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Participates with adult in dressing self ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Puts on clothing that is simple to manipulate, sometimes with adult assistance ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Building | |
| DEVELOPMENTAL LEVEL | Later | |
| DESCRIPTOR | Dresses self, but still needs assistance with parts of clothing that are particularly challenging (e.g., buttons, fasteners, zippers) ReadyRosie T-Shirt Talk |
| DOMAIN | PD-HLTH — Physical Development–Health | |
| MEASURE-DEFINITION | PD-HLTH 8: | Personal Care Routines: Dressing – Child develops and refines ability to participate in and take responsibility for dressing self |
| CATEGORY | Integrating | |
| DEVELOPMENTAL LEVEL | Earlier | |
| DESCRIPTOR | Dresses self, including clothing with parts that are particularly challenging (e.g., buttons, fasteners, zippers) ReadyRosie T-Shirt Talk |