Idaho Content Standards (Infant)
| Main Criteria: Idaho Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Idaho Content Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2018 |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.1. | CURIOSITY, MOTIVATION, EXPLORATION, AND EXPERIMENTATION – CHILDREN SHOW CURIOSITY AND INTEREST IN LEARNING AND EXPERIMENTING. |
| OBJECTIVE | Seek, initiate, and respond to interactions with people and objects. | |
| OBJECTIVE | B-8.1.1. | Shows interest in people by kicking legs, smiling, reaching, and looking at the person. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.1.2. | Reacts to new voices or sounds by turning in the direction of sound, becoming more quiet or active, or changing facial expressions. ReadyRosie Snuggle Close |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.2. | CREATIVITY AND INVENTIVENESS – CHILDREN ARE ABLE TO GENERATE NEW IDEAS, APPROACHES, AND ACTIVITIES IN DAILY ROUTINES. |
| OBJECTIVE | Using all of their senses, actively explore themselves and their immediate surroundings. | |
| OBJECTIVE | B-8.2.1. | Inspects own hands and feet, by mouthing. ReadyRosie Bath Time Fun |
| OBJECTIVE | B-8.2.2. | Mouths, shakes, bangs, drops, or throws objects. ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE | B-8.2.4. | Turns and responds to familiar voices and/or new sounds. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.2.6. | Startles easily around new sounds, smells, textures. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.3. | CONFIDENCE AND INITIATIVE – CHILDREN ARE CONFIDENT TO INITIATE AND COMPLETE ACTIVITIES USING A VARIETY OF APPROACHES. |
| OBJECTIVE | Engage in interactions with familiar people, and explore people and objects around them. | |
| OBJECTIVE | B-8.3.2. | Directs attention towards objects by reaching, grasping, or staring at them. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.4. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION) – CHILDREN SUSTAIN ATTENTION TO TASKS EVEN WHEN FACED WITH CHALLENGES AND FRUSTRATION. |
| OBJECTIVE | Briefly sustain attention to caregiver’s actions and objects in the environment. | |
| OBJECTIVE | B-8.4.3. | Directs attention towards objects or people by reaching for, grasping, or staring at them. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.5. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION/ATTENTION, CONTROL) – CHILDREN DEMONSTRATE AN EXPANDING ABILITY TO DEVELOP AND CARRY OUT PLANS. |
| OBJECTIVE | Will respond to pleasurable experiences and repeat actions that stimulate pleasure. | |
| OBJECTIVE | B-8.5.1. | Seeks out and acquires desirable objects within reach. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.5.2. | Wiggles, rolls, or crawls to get to a desired visible object. ReadyRosie Roll Over |
| OBJECTIVE | B-8.5.4. | Shows interest in facial expressions and people (laughing, talking, crying). ReadyRosie Do You See Me? Snuggle Close |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.6. | REFLECTION AND INTERPRETATION – CHILDREN SHOW ABILITY TO CHANGE OR ADAPT THOUGHT PROCESSES, APPLYING PREVIOUSLY LEARNED CONCEPTS AND SKILLS TO NEW SITUATIONS. |
| OBJECTIVE | Interact with people and objects that are in their immediate range of motion. | |
| OBJECTIVE | B-8.6.1. | Repeats simple motions or activities (mouths objects, bangs things). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.6.2. | Notices objects and people in their environment. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| OBJECTIVE | B-8.6.3. | Tracks people and objects by moving head. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | B-8.7. | REFLECTION AND INTERPRETATION – MEDIATED BY INDIVIDUAL TEMPERAMENT, CHILDREN LEARN TO UNDERSTAND AND APPRECIATE INDIVIDUAL STYLE IN APPROACHING AND INTERACTING WITH THE WORLD. |
| OBJECTIVE | Respond to and adapt to trusted people in their environment. | |
| OBJECTIVE | B-8.7.1. | Seeks responses from others. 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? |
| OBJECTIVE | B-8.7.3. | Seeks and displays comfort with family members. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.7.4. | Expresses temperamental indicators of regularity, intensity, persistence, sensitivity, adaptability, activity level, approaches to newness, mood, and distractibility. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.8. | REASONING AND LOGIC – CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT RELATIONSHIPS. |
| OBJECTIVE | Increasingly aware of self and primary caregivers. | |
| OBJECTIVE | B-8.8.2. | Uses sounds, gestures, and movements to impact the environment and 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? |
| OBJECTIVE | B-8.8.5. | Sustains brief interactions, with caregiver support. 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? |
| OBJECTIVE | B-8.8.6. | When mobile, seeks caregiver for support. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.9. | CONCEPT FORMATION/MEMORY – CHILDREN USE PRIOR RELATIONSHIPS, EXPERIENCES, AND KNOWLEDGE TO EXPAND UNDERSTANDING. |
| OBJECTIVE | Begin to anticipate routines through relationships with people and objects. | |
| OBJECTIVE | B-8.9.1. | Tracks people and objects by moving head as an adult or object moves. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.9.2. | Turns to familiar adult’s voice. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.9.3. | Prefers familiar adults to strangers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.9.4. | Anticipates familiar events or routines (feel of changing pad means a diaper change, cradled near breast means feeding). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.9.5. | Smiles and wiggles to engage and respond to family members. 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? |
| OBJECTIVE | B-8.9.8. | Shows surprise and delight by games such as Peek-a-Boo, holding and examining objects, or pushing and pulling objects. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.10. | IMITATION – CHILDREN SHOW EMERGING ABILITY TO IMITATE BEHAVIORS THAT THEY HAVE OBSERVED. |
| OBJECTIVE | Initiate, sustain, and replicate brief interactions and expressions. | |
| OBJECTIVE | B-8.10.1. | Looks at objects and faces. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.10.2. | Responds to adult facial expressions with same expression (sticking out tongue, pursing lips). ReadyRosie Do You See Me? Snuggle Close |
| OBJECTIVE | B-8.10.4. | Stares, smiles at, or shows concern or puzzlement to a caregiver. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.10.5. | Wiggles, kicks, increases rate of breathing in response to observation. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.11. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES, INCLUDING TRIAL AND ERROR. |
| OBJECTIVE | Use all senses to explore environment and relationships. | |
| OBJECTIVE | B-8.11.1. | Reaches for a toy or object that has rolled away. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.11.2. | Seeks assistance from caregiver using vocalizations, facial expressions, or gestures. ReadyRosie How can I get my child to listen to me? Snuggle Close |
| OBJECTIVE | B-8.11.3. | Experiments with different ways of sucking (bottle vs. breast vs. thumb). ReadyRosie Bath Time Fun |
| OBJECTIVE | B-8.11.4. | Responds to caregiver’s voice when upset. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.11.5. | Accepts or resists new tastes/textures. ReadyRosie Lunchtime Language |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.12. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN EXPAND ABILITIES FOR CONJECTURE, HYPOTHESIZING, AND GUESSING. |
| OBJECTIVE | Use all senses to explore environment and relationships. | |
| OBJECTIVE | B-8.12.1. | Displays curiosity using senses (vision, hearing, taste, touch, smell). ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| OBJECTIVE | B-8.12.4. | Uses sounds, gestures, and movements to impact the environment and 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? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.13. | REASONING AND LOGIC/CRITICAL AND ANALYTIC THINKING – CHILDREN COMPARE, CONTRAST, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS BUILDING ON PRIOR KNOWLEDGE. |
| OBJECTIVE | Interacts with and observes people and objects in their environment. | |
| OBJECTIVE | B-8.13.2. | Watches separate body parts, their movement, and experiments with control of their movements. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.13.4. | Explores objects in many different ways. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.14. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN EXPLORATORY PLAY. |
| OBJECTIVE | Use sensory exploration. | |
| OBJECTIVE | B-8.14.1. | Gathers information through the senses (mouthing, grasping, reaching). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.14.2. | Uses more than one sense at a time (uses sight, touch, taste, and hearing by examining and shaking a toy). ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE | B-8.14.4. | Initiates familiar play scheme (banging objects, grabbing spoon). ReadyRosie Bath Time Fun Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Table Taps Touch and Taste Tummy Talk Two on Me and You Which Toy? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.15. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN PRETEND OR SYMBOLIC PLAY. |
| OBJECTIVE | Sustain brief interactions with caregiver support. | |
| OBJECTIVE | B-8.15.1. | Coordinates body and visual cues with caregiver. 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? |
| OBJECTIVE | B-8.15.4. | Smiles, coos, relax muscles in reciprocal play with caregiver. 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? |
| STANDARD / COURSE | ID.EC1.1.B-8. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | B-8.16. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN REPRESENT EXPERIENCES AND THOUGHT THROUGH SYMBOLIC REPRESENTATION SUCH AS MOVEMENT, DRAWING, SINGING/VOCALIZING, AND PLAY. |
| OBJECTIVE | Due to neurological immaturity, very young children are just developing sensory awareness that will later lead to intentional symbolic representation. | |
| OBJECTIVE | B-8.16.5. | Responds to variation in temperature or taste of food. ReadyRosie Bath Time Fun Lunchtime Language |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | B-8.17. | GROSS MOTOR SKILLS: BALANCE, MOVEMENT, AND COORDINATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES. |
| OBJECTIVE | Gain control of head, trunk, arms, and legs. | |
| OBJECTIVE | B-8.17.3. | Lifts head and chest while lying on tummy. ReadyRosie Tummy Talk |
| OBJECTIVE | B-8.17.4. | Extends legs and kicks when lying on tummy or back. ReadyRosie Tummy Talk |
| OBJECTIVE | B-8.17.5. | Supports upper body with arms when lying on tummy. ReadyRosie Tummy Talk |
| OBJECTIVE | B-8.17.8. | Rolls from side to back, then from back to front. ReadyRosie Roll Over |
| OBJECTIVE | B-8.17.11. | Sits with support. ReadyRosie Supported Sitting |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | B-8.18. | FINE-MOTOR SKILLS: PREHENSION, REACHING, AND MANIPULATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES. |
| OBJECTIVE | Bring hands and objects to mouth. Purposefully manipulate objects. | |
| OBJECTIVE | B-8.18.2. | Brings hands into visual space and moves them. ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE | B-8.18.3. | Reaches and swipes at a dangled object. ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE | B-8.18.4. | Reaches for a toy, mouth open, and brings object to mouth for exploration. ReadyRosie Bath Time Fun |
| OBJECTIVE | B-8.18.5. | Watches hands while reaching, making some spatial corrections. ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE | B-8.18.6. | Grasps and releases an object. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| OBJECTIVE | B-8.18.10. | When relaxed or playing, uses mostly open hands, ready to grasp. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | B-8.19. | SENSORY MOTOR SKILLS – CHILDREN USE THEIR SENSES (SIGHT, HEARING, SMELL, TASTE, AND TOUCH) TO GUIDE AND INTEGRATE THEIR INTERACTIONS. |
| OBJECTIVE | Respond to sensory input. | |
| OBJECTIVE | B-8.19.4. | Explores the environment with mouth and hands. ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE | B-8.19.6. | Distinguishes and responds to differences in sound and intonation. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.20. | PHYSICAL FITNESS – CHILDREN DEMONSTRATE THE STAMINA AND ENERGY TO PARTICIPATE IN DAILY ACTIVITIES. |
| OBJECTIVE | Develop nerves and muscles to sustain movement. | |
| OBJECTIVE | B-8.20.2. | Moves from requiring full head and trunk support to supported sitting and rolling. ReadyRosie Roll Over Supported Sitting |
| OBJECTIVE | B-8.20.3. | Pushes up on elbows, then straightens elbows while on tummy. ReadyRosie Tummy Talk |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.21. | PHYSICAL FITNESS – CHILDREN ENGAGE IN A VARIETY OF PHYSICAL ACTIVITIES. |
| OBJECTIVE | Child moves reflexively, then with intentionality. | |
| OBJECTIVE | B-8.21.2. | Child’s body responds as reflexes are stimulated (grasping, rooting, and sucking reflexes). ReadyRosie Bath Time Fun |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | HEALTH AND PERSONAL CARE | |
| GLE / BIG IDEA | B-8.22. | DAILY LIVING SKILLS – CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES. |
| OBJECTIVE | Begin to develop an awareness of basic physical needs related to personal care. | |
| OBJECTIVE | B-8.22.1. | Indicates needs and wants such as sleep or discomfort from heat or cold. ReadyRosie Behavior is a form of communication |
| OBJECTIVE | B-8.22.4. | Shows feelings of hunger and fullness in feeding routines. ReadyRosie Lunchtime Language |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | HEALTH AND PERSONAL CARE | |
| GLE / BIG IDEA | B-8.23. | DAILY LIVING SKILLS – CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENE SKILLS. |
| OBJECTIVE | Infant reacts and responds to an adult performing hygiene care giving. | |
| OBJECTIVE | B-8.23.1. | Responds to vocalizations during routines including diaper changing, eating, and dressing. ReadyRosie Lunchtime Language |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | NUTRITION AND FEEDING | |
| GLE / BIG IDEA | B-8.24. | NUTRITION – CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS. |
| OBJECTIVE | Self-regulate food intake, and indicate hunger and fullness. | |
| OBJECTIVE | B-8.24.1. | Breastfeeds, if appropriate for family preferences and circumstances. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.24.2. | Regulates the speed and intensity with which they eat. ReadyRosie Lunchtime Language |
| OBJECTIVE | B-8.24.3. | Uses facial expressions and body movements to indicate feelings of hunger and fullness. ReadyRosie Lunchtime Language |
| OBJECTIVE | B-8.24.4. | May experiment with tastes of pureed foods beginning at 6 months, with approval of the physician. ReadyRosie Lunchtime Language |
| OBJECTIVE | B-8.24.5. | Explores food with fingers. ReadyRosie Bath Time Fun |
| STANDARD / COURSE | ID.EC1.2.B-8. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SAFETY | |
| GLE / BIG IDEA | B-8.25. | SAFE PRACTICES – CHILDREN DEMONSTRATE KNOWLEDGE ABOUT AND AVOID HARMFUL OBJECTS AND SITUATIONS. |
| OBJECTIVE | Show discomfort or anxiousness in stressful situations. | |
| OBJECTIVE | B-8.25.1. | Shows recognition of the differences between primary caregivers and strangers. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | B-8.25.3. | Shows anxiety of the difference between primary caregivers and strangers. ReadyRosie How can I help my child with separation? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.27. | INTERACTION WITH ADULTS – CHILDREN TRUST, INTERACT WITH, AND SEEK ASSISTANCE FROM ADULTS. |
| OBJECTIVE | Develop secure primary attachments. | |
| OBJECTIVE | B-8.27.1. | Responds to the caregiver’s attempts to interact. 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? |
| OBJECTIVE | B-8.27.2. | Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or the need for comfort. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.27.3. | Turns toward sight, sound, and smell of mother as opposed to an unfamiliar adult. ReadyRosie That's My Name |
| OBJECTIVE | B-8.27.4. | Shows preference for primary caregivers. ReadyRosie That's My Name |
| OBJECTIVE | B-8.27.5. | Establishes an attachment with the primary caregiver and other consistent adults in the child’s life. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.27.6. | Is quieted by or seeks comfort by an attachment figure when crying. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.27.7. | Lifts arms to be picked up by an adult. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.27.8. | Establishes and maintains interactions with caregivers. 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? |
| OBJECTIVE | B-8.27.9. | Shows preference for familiar adults through smiling and gestures. ReadyRosie That's My Name |
| OBJECTIVE | B-8.27.11. | Uses body movements to initiate social interactions (pats adult’s face). 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? |
| OBJECTIVE | B-8.27.12. | Looks for caregivers’ response in uncertain situations. ReadyRosie That's My Name |
| OBJECTIVE | B-8.27.13. | Follows caregiver’s gaze to look at toy. 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? |
| OBJECTIVE | B-8.27.14. | Gives cues to initiate and maintain interaction with the caregiver by the end of the period. 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? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.28. | INTERACTIONS WITH PEERS – CHILDREN DEVELOP FRIENDSHIPS WITH PEERS. |
| OBJECTIVE | Shows interest in babies and other children. | |
| OBJECTIVE | B-8.28.1. | Initially responds and prefers caregiver’s face and voice. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.28.2. | Gazes and smiles spontaneously at other children. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.28.3. | Shows enjoyment in interactions with other children by kicking and reaching, and using gestures, facial expressions, and vocalizations. ReadyRosie Do You See Me? Snuggle Close |
| OBJECTIVE | B-8.28.4. | Responds verbally when interacting with peers (laughing or babbling). ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.28.5. | Shows interest in other children and visually tracks their actions. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.28.8. | Begins to show awareness of feelings displayed by others by matching facial expressions and smiling responsively. ReadyRosie Do You See Me? Snuggle Close |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.29. | INTERACTIONS WITH PEERS – CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS. |
| OBJECTIVE | Initiate and respond to caregiver’s attempts to interact. | |
| OBJECTIVE | B-8.29.1. | Communicates needs through crying, vocalizations, and movements. ReadyRosie Behavior is a form of communication |
| OBJECTIVE | B-8.29.3. | Reaches out to touch adults, other children, or others’ toys. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.29.5. | Mimics facial expressions and simple movements. 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? |
| OBJECTIVE | B-8.29.6. | Gives eye contact and follows movement in the room. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| OBJECTIVE | B-8.29.7. | Gives or takes toys from 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? |
| OBJECTIVE | B-8.29.8. | Gives cues to initiate interaction with caregiver, by the end of the period. 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? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.30. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS ON OTHERS. |
| OBJECTIVE | Become aware that their actions may be linked to another’s response. | |
| OBJECTIVE | B-8.30.2. | Recognizes that certain adult actions are associated with expected behavior (“When my caregiver puts me in my crib … I am supposed to go to sleep.”). ReadyRosie Bath Time Fun Kicking Paper |
| OBJECTIVE | B-8.30.3. | Repeats vocal sounds or screeching to gain caregiver’s attention. ReadyRosie That's My Name |
| OBJECTIVE | B-8.30.4. | Pushes or drops items off highchair and looks to caregiver for reaction. ReadyRosie Bath Time Fun Kicking Paper That's My Name |
| OBJECTIVE | B-8.30.5. | Repeatedly bangs or waves object and looks to caregiver for response. ReadyRosie Bath Time Fun Kicking Paper That's My Name |
| OBJECTIVE | B-8.30.6. | Anticipates specific reactions to their actions, by the end of the period. ReadyRosie How can I get my child to listen to me? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.31. | PRAGMATIC BEHAVIOR – CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES. |
| OBJECTIVE | Begin to develop awareness of self and others. | |
| OBJECTIVE | B-8.31.1. | Reaches out to touch other children or grabs their toys. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.31.3. | Expresses contentment or joy when with other children, or when a familiar adult is present. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.31.4. | Participates in simple give-and-take with adults, by the end of the period. 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? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.32. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE SYMPATHY AND EMPATHY. |
| OBJECTIVE | Learn about their world through observation. | |
| OBJECTIVE | B-8.32.1. | Watches and observes adults and other children’s reactions and behaviors. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.32.2. | Smiles when seeing a smiling face. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.32.4. | Responds to others by vocalizing or cooing. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.32.5. | May reach out to others to touch. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.32.6. | Reacts to human face more than to objects. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.33. | PRAGMATIC BEHAVIOR – CHILDREN DEVELOP A SENSE OF HUMOR. |
| OBJECTIVE | Laugh with pleasure, often in response to primary caregiver. | |
| OBJECTIVE | B-8.33.2. | Starts to differentiate familiar from unfamiliar. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| OBJECTIVE | B-8.33.3. | Reacts to small surprises such as sounds, faces, and Peek-a-Boo. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| OBJECTIVE | B-8.33.6. | Begins to initiate interactions with caregivers or other children. 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 Tummy Talk Two on Me and You Which Toy? |
| OBJECTIVE | B-8.33.7. | Watches and observes the environment and the people in it. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.34. | APPRECIATING DIVERSITY – CHILDREN ADAPT TO DIVERSE SETTINGS. |
| OBJECTIVE | React differently to different settings and people. | |
| OBJECTIVE | B-8.34.4. | May show different reactions to familiar and unfamiliar people, by the end of the period. ReadyRosie Baby Massage Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.35. | APPRECIATING DIVERSITY – CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE. |
| OBJECTIVE | Become aware of the differences between primary caregiver and strangers. | |
| OBJECTIVE | B-8.35.2. | Focuses attention on others. ReadyRosie Snuggle Close |
| OBJECTIVE | B-8.35.3. | Notices others’ physical characteristics (pats another person’s hair). ReadyRosie How can I communicate with my baby? Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.35.4. | Will respond more to a familiar face than a stranger’s face. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.35.5. | Can distinguish primary caregivers from others, by the end of this period. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.36. | SELF-CONCEPT – CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS. |
| OBJECTIVE | Attach to primary caregivers. | |
| OBJECTIVE | B-8.36.1. | Explores own body (observes hands, reaches for toes). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.36.2. | Explores the face and other body parts of others (touches caregivers’ ears, hair, hands). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.36.3. | Shows awareness of self in voice and body. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.36.4. | Responds with gestures or vocalization to sounds, movement, or the facial expressions of others. ReadyRosie Do You See Me? Snuggle Close |
| OBJECTIVE | B-8.36.5. | Shows interest in and may reach for others. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.37. | SELF EFFICACY – CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES. |
| OBJECTIVE | Begin to calm self for very brief periods. | |
| OBJECTIVE | B-8.37.3. | Recognizes that adults respond to cues. 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? |
| OBJECTIVE | B-8.37.5. | Looks to caregiver when accomplishing new tasks (sitting, pulling up). ReadyRosie Supported Sitting Supported Standing Up, Down |
| STANDARD / COURSE | ID.EC1.3.B-8. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | B-8.38. | SELF-CONTROL – CHILDREN REGULATE THEIR FEELINGS AND IMPULSES. |
| OBJECTIVE | Begin to calm and soothe self for brief periods of time. | |
| OBJECTIVE | B-8.38.1. | Signals needs with sounds or motions (cries when hungry or reaches for wanted object of comfort). ReadyRosie Behavior is a form of communication |
| OBJECTIVE | B-8.38.2. | Relaxes or stops crying when comforted (when swaddled or spoken to softly). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.38.4. | Cries or uses other vocalizations, facial expressions, or body language to express emotions and to get needs met. ReadyRosie Behavior is a form of communication Snuggle Close |
| OBJECTIVE | B-8.38.5. | Communicates need for support or help from adults (holds out arms when tired). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.38.6. | Anticipates routine interactions (lifts arms toward caregiver to be picked up). 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? |
| OBJECTIVE | B-8.38.7. | Develops increasing consistency in sleeping, waking, and eating patterns. ReadyRosie Lunchtime Language |
| OBJECTIVE | B-8.38.8. | Shows awareness of change and routine; may object to changes. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | B-8.39. | NUMBER SENSE AND OPERATIONS – CHILDREN DEMONSTRATE UNDERSTANDING OF NUMBERS, WAYS OF REPRESENTING NUMBERS, RELATIONSHIPS AMONG NUMBERS, AND NUMBER SYSTEMS. |
| OBJECTIVE | Begin to develop awareness of quantity. | |
| OBJECTIVE | B-8.39.2. | Begins to show awareness of small quantity differences; looking at or reaching for two or more people or objects. ReadyRosie Table Taps Two on Me and You |
| OBJECTIVE | B-8.39.4. | Shows cues of hunger and fullness. ReadyRosie Lunchtime Language |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | B-8.40. | MEASUREMENT – CHILDREN DEMONSTRATE UNDERSTANDING OF MEASURABLE ATTRIBUTES OF OBJECTS AND THE UNITS, SYSTEMS, AND PROCESSES OF MEASUREMENT (INCLUDING SIZE, VOLUME, HEIGHT, WEIGHT, LENGTH, AREA, AND TIME). |
| OBJECTIVE | Show awareness of spatial relationships. | |
| OBJECTIVE | B-8.40.1. | Begins to show awareness of own body space. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| OBJECTIVE | B-8.40.2. | Holds, handles, and plays with toys and objects (different sizes and shapes). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | B-8.41. | PROPERTIES OF ORDERING – CHILDREN DEMONSTRATE UNDERSTANDING OF PATTERNS, RELATIONS, AND FUNCTIONS USED TO ORGANIZE THEIR WORLD AND FACILITATE PROBLEM SOLVING. |
| OBJECTIVE | Develop awareness of sounds, sights, or motor activities that occur regularly in daily routines. | |
| OBJECTIVE | B-8.41.3. | Feel, handle, and explore objects with a variety of textures, shapes, and sizes. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.41.4. | Responds to variations in sounds, smells, tastes, and touch. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SCIENCE | |
| GLE / BIG IDEA | B-8.42. | SCIENTIFIC INQUIRY – CHILDREN OBSERVE, DESCRIBE, AND COLLECT INFORMATION BY EXPLORING THE WORLD AROUND THEM. |
| OBJECTIVE | Show interest in familiar people, objects, and events in their immediate environment. | |
| OBJECTIVE | B-8.42.1. | Observes physical relationships using the senses (turns head toward sounds, mouthing, grasping, reaching). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SCIENCE | |
| GLE / BIG IDEA | B-8.43. | SCIENTIFIC INQUIRY—THINKING, ASKING, ACTING, AND SOLVING PROBLEMS – CHILDREN FURTHER ENGAGE IN EXPLORING AND MAKING SENSE OF THE NATURAL WORLD BY ASKING QUESTIONS AND MAKING PREDICTIONS ABOUT CAUSE AND EFFECT RELATIONS THAT CAN LEAD TO GENERALIZATIONS. |
| OBJECTIVE | Sensory awareness. | |
| OBJECTIVE | B-8.43.1. | Uses senses to begin understanding cause and effect during daily experiences and routines. ReadyRosie Bath Time Fun How do I get my child to______? Two on Me and You |
| OBJECTIVE | B-8.43.3. | Begins to observe and predict the people, objects, and events in the world around them. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | B-8.44. | SOCIAL STUDIES – CHILDREN DIFFERENTIATE BETWEEN PEOPLE, PLACES, ACTIVITIES, AND EVENTS IN THE PAST AND PRESENT THAT RELATE TO SELF, GROUP IDENTITY, AND A SENSE OF THEIR COMMUNITY. |
| OBJECTIVE | Demonstrate a sense of comfort with the familiar. | |
| OBJECTIVE | B-8.44.1. | Recognizes and responds to familiar people, places, activities, and events (smiles when dad enters the room). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.44.2. | Begins to anticipate a familiar setting, group, or routines with trusted primary caregivers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.44.4. | Begins to demonstrate awareness and response to familiar activities (songs, stories, lullaby) from the home culture. ReadyRosie How can I communicate with my baby? Piggy Toes |
| OBJECTIVE | B-8.44.5. | Shows trust in a relationship dependent on wants and needs satisfied by caregivers. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| OBJECTIVE | B-8.44.6. | Looks to where things are located in the environment. ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE | B-8.44.8. | Shows preferences for one adult over another. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | B-8.45. | SOCIAL STUDIES – CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF INDIVIDUAL FAIRNESS, GROUP RIGHTS, AND RESPONSIBILITIES (DEMOCRATIC IDEALS) FOR MEMBERSHIP AND PARTICIPATION IN GROUP ACTIVITIES (SUCCESSFUL CITIZENSHIP). |
| OBJECTIVE | Show range of emotions. | |
| OBJECTIVE | B-8.45.2. | Watches familiar people and responds in relation to their emotions. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.45.3. | Begins to indicate the need for assistance (crying, vocalizing, gesturing) to adults and caregivers. ReadyRosie How can I get my child to listen to me? |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | B-8.46. | EXPRESSION AND REPRESENTATION – CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL. |
| OBJECTIVE | Responds to light, color, sound, texture, and motion. | |
| OBJECTIVE | B-8.46.1. | Gazes at pictures, photographs, and mirror images. ReadyRosie Animal Noises |
| OBJECTIVE | B-8.46.4. | Imitates sounds, facial expressions, and gestures of another person. ReadyRosie Snuggle Close |
| OBJECTIVE | B-8.46.5. | Responds to music and dancing in caregiver’s arms. ReadyRosie I can't sing. How can I sing to my baby? |
| STANDARD / COURSE | ID.EC1.4.B-8. | DOMAIN 4: GENERAL KNOWLEDGE (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | B-8.47. | UNDERSTANDING AND APPRECIATION – CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS. |
| OBJECTIVE | Sensory exploration. | |
| OBJECTIVE | B-8.47.2. | Interacts with others through touch and motion. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| OBJECTIVE | B-8.47.3. | Reacts to sensory aspects of light, sound, color, texture, and movement. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | B-8.48. | LISTENING – CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING. |
| OBJECTIVE | Respond to environmental sounds and recognize familiar voices. | |
| OBJECTIVE | B-8.48.2. | Orients to speaker in response to communication. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.48.3. | Visually attends to familiar object with verbal cue. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| OBJECTIVE | B-8.48.4. | Reaches for familiar objects with verbal cue. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| OBJECTIVE | B-8.48.6. | Vocalizes or gestures in response to another person’s voice or gesture. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.48.7. | Recognizes familiar sounds and voices. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | B-8.49. | ORAL COMMUNICATION – CHILDREN COMMUNICATE EFFECTIVELY. |
| OBJECTIVE | Begin communication with facial expressions and vocal play to interact with others. | |
| OBJECTIVE | B-8.49.1. | Initiates communication by smiling and eye contact. ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | B-8.50. | CONVENTIONS OF SOCIAL COMMUNICATION – CHILDREN COMPREHEND AND USE CONVENTIONS OF SOCIAL COMMUNICATION. |
| OBJECTIVE | Initiate and respond to social interaction from caregiver. | |
| OBJECTIVE | B-8.50.1. | Turns head in reaction to human sound. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.50.2. | Tracks items of interest (especially people) with eyes. ReadyRosie Do You See Me? |
| OBJECTIVE | B-8.50.4. | Responds to the environment (smiles, cries, grimaces, etc.). ReadyRosie Bath Time Fun Two on Me and You |
| OBJECTIVE | B-8.50.5. | Seeks and maintains eye contact. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| OBJECTIVE | B-8.50.6. | Responds positively to physical touch and contact. 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? |
| OBJECTIVE | B-8.50.7. | Imitates facial expressions. 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? |
| OBJECTIVE | B-8.50.8. | Initiates communication by smiling and eye contact. ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | B-8.51. | VOCABULARY – CHILDREN USE RECEPTIVE VOCABULARY. |
| OBJECTIVE | Respond to environmental sounds and recognize familiar voices. | |
| OBJECTIVE | B-8.51.1. | Moves in response to a voice. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.51.2. | Responds to a caregiver’s voice and mouth. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.51.3. | Responds differently to varied voices (angry versus friendly). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.51.5. | Responds to his/her name. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | B-8.52. | VOCABULARY – CHILDREN USE EXPRESSIVE VOCABULARY. |
| OBJECTIVE | Initiate sounds and facial expressions. | |
| OBJECTIVE | B-8.52.1. | Makes sounds to indicate pleasure, discomfort, wants, or pain. ReadyRosie Behavior is a form of communication |
| OBJECTIVE | B-8.52.5. | Imitates facial expressions and reaching. ReadyRosie Snuggle Close |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | B-8.53. | GRAMMAR AND SYNTAX – CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX. |
| OBJECTIVE | Initiate and respond to change and variety in sounds. | |
| OBJECTIVE | B-8.53.1. | Makes sounds to indicate pleasure, discomfort, wants, or pain. ReadyRosie Behavior is a form of communication |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | B-8.54. | COMPREHENSION – CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE. |
| OBJECTIVE | Demonstrate awareness and attention to sounds and human voices. | |
| OBJECTIVE | B-8.54.1. | Looks at familiar objects when named. ReadyRosie Animal Noises Bath Time Fun Self Talk |
| OBJECTIVE | B-8.54.3. | Recognizes own name. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.54.4. | Attends to speaking. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.54.5. | Reacts to loud, angry, and friendly voices. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | B-8.55. | EXPRESSIVE/ORAL LANGUAGE – CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Use a variety of vocalizations. | |
| OBJECTIVE | B-8.55.1. | Vocalizes to get attention (cries to get needs met). ReadyRosie Behavior is a form of communication |
| OBJECTIVE | B-8.55.2. | Experiments with and uses sounds and facial expressions. ReadyRosie Snuggle Close |
| OBJECTIVE | B-8.55.4. | Shows more interest in people than objects. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.56. | READING – CHILDREN DEVELOP PHONOLOGICAL AWARENESS. |
| OBJECTIVE | Respond differentially to sounds. | |
| OBJECTIVE | B-8.56.3. | Recognizes mother’s and father’s voice before he/she sees them. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.56.4. | Calms when he/she hears a repeated lullaby. 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? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.57. | READING – CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS. |
| OBJECTIVE | Respond to visual stimuli in the environment. | |
| OBJECTIVE | B-8.57.4. | Starts patting a picture. ReadyRosie Animal Noises |
| OBJECTIVE | B-8.57.5. | Prefers pictures of faces. ReadyRosie Animal Noises |
| OBJECTIVE | B-8.57.6. | Demonstrates awareness of familiar people and objects. ReadyRosie Animal Noises Baby Massage Bath Time Fun Behavior is a form of communication Self Talk Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.59. | READING – CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIALS AND ORAL STORIES. |
| OBJECTIVE | Build foundational experiences for later concept development. | |
| OBJECTIVE | B-8.59.1. | Quiets to a familiar story, song, or nursery rhyme. 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? |
| OBJECTIVE | B-8.59.2. | Smiles or expresses pleasure when viewing pictures of familiar objects or people. ReadyRosie Do You See Me? |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.60. | READING – CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Build foundational experiences for later concept development. | |
| OBJECTIVE | B-8.60.1. | Uses senses to explore books with different textures. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.61. | WRITING – CHILDREN DEMONSTRATE KNOWLEDGE AND USE OF LETTERS AND SYMBOLS. |
| OBJECTIVE | Build foundational experiences for later concept development. | |
| OBJECTIVE | B-8.61.1. | Uses senses to explore the environment. ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.62. | WRITING – CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS. |
| OBJECTIVE | Move from reflexive to intentional hand and finger skills. | |
| OBJECTIVE | B-8.62.1. | Grasps objects. ReadyRosie Grasp and Grab Touch and Taste |
| OBJECTIVE | B-8.62.2. | Begins to use both hands together. ReadyRosie Grasp and Grab Touch and Taste |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | B-8.63. | WRITING – CHILDREN USE WRITING FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Initiate and respond to sensory experiences. | |
| OBJECTIVE | B-8.63.1. | Explores and experiences environment using all senses. ReadyRosie Bath Time Fun Two on Me and You |
| STANDARD / COURSE | ID.EC1.5.B-8. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (Birth-8 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | ENGLISH LANGUAGE LEARNERS | |
| GLE / BIG IDEA | B-8.64. | DUAL LANGUAGE ACQUISITION – CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH. |
| OBJECTIVE | Initiate and respond to differences in sounds including intonation. | |
| OBJECTIVE | B-8.64.1. | Attends to spoken sounds. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| OBJECTIVE | B-8.64.2. | Communicates needs through vocalization, gestures, facial expressions, and actions. ReadyRosie Behavior is a form of communication Snuggle Close |
| Idaho Content Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2018 |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.1. | CURIOSITY, MOTIVATION, EXPLORATION, AND EXPERIMENTATION – CHILDREN SHOW CURIOSITY AND INTEREST IN LEARNING AND EXPERIMENTING. |
| OBJECTIVE | Respond with verbalizations and curiosity to objects, people, and their traits. | |
| OBJECTIVE | 6-18.1.1. | Shows interest, explores, manipulates, or stares at objects in the environment. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.1.2. | Shows interest by pointing, gesturing, or verbalizing. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.1.3. | Explores objects through mouthing, banging, dumping, moving, and throwing. ReadyRosie Baby Basketball Flying with Mom Kick With Me Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.1.4. | Uses senses to explore the environment (tasting, touching, hearing, smelling, looking). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.1.5. | Experiments with objects and actions. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.2. | CREATIVITY AND INVENTIVENESS – CHILDREN ARE ABLE TO GENERATE NEW IDEAS, APPROACHES, AND ACTIVITIES IN DAILY ROUTINES. |
| OBJECTIVE | Use sensory exploration of objects and sounds by trying different things and making different noises or movements. | |
| OBJECTIVE | 6-18.2.3. | Looks to caregiver for assurance when trying something new or risky. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.3. | CONFIDENCE AND INITIATIVE – CHILDREN ARE CONFIDENT TO INITIATE AND COMPLETE ACTIVITIES USING A VARIETY OF APPROACHES. |
| OBJECTIVE | Seek out familiar people and objects to engage in pleasurable activities. | |
| OBJECTIVE | 6-18.3.1. | Remembers where favorite items are stored. ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE | 6-18.3.2. | Focuses on the reader or storyteller for brief periods of time. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| OBJECTIVE | 6-18.3.3. | Tries different ways of doing things. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.3.4. | Shows willingness to try a new activity or a familiar activity in a new setting. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.3.6. | Engages in and actively explores new surroundings. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.3.7. | Selects a book, toy, or item from several options. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.3.9. | Shows preferences and dislikes for activities, experiences, and interactions. ReadyRosie Choosing Clothes This or That |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.4. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION) – CHILDREN SUSTAIN ATTENTION TO TASKS EVEN WHEN FACED WITH CHALLENGES AND FRUSTRATION. |
| OBJECTIVE | Focus on stimulating activities and return to them after distractions. | |
| OBJECTIVE | 6-18.4.1. | Persists with a task or challenge (pulling up to a low table). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.4.2. | Returns to a desired task even when distracted, (banging a toy, dumping a container, pulling up, or trying to walk). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.4.3. | Remembers where favorite toys are stored. ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE | 6-18.4.4. | Focuses on the reader or storyteller for brief periods of time. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.5. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION/ATTENTION, CONTROL) – CHILDREN DEMONSTRATE AN EXPANDING ABILITY TO DEVELOP AND CARRY OUT PLANS. |
| OBJECTIVE | Carry out simple goals to obtain a desired object or activity. | |
| OBJECTIVE | 6-18.5.1. | Uses two to three steps to solve a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE | 6-18.5.2. | Uses several trial and error attempts to solve a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE | 6-18.5.3. | Starts to use objects to solve problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.6. | REFLECTION AND INTERPRETATION – CHILDREN SHOW ABILITY TO CHANGE OR ADAPT THOUGHT PROCESSES, APPLYING PREVIOUSLY LEARNED CONCEPTS AND SKILLS TO NEW SITUATIONS. |
| OBJECTIVE | Sustain play with objects. Use trial and error experimentation. | |
| OBJECTIVE | 6-18.6.1. | Throws, empties, dumps, gestures. ReadyRosie Baby Basketball Kick With Me |
| OBJECTIVE | 6-18.6.2. | Recognizes similarities and differences. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.6.4. | Seeks person or object which moves out of sight. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE | 6-18.6.5. | Experiments to see if similar objects will cause a similar response (shakes stuffed animal in the same way as a rattle to hear noise). ReadyRosie Dump and Pick Up |
| OBJECTIVE | 6-18.6.6. | Displays recognition and excitement about a toy or game from a previous day. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.6.8. | Shows preference for specific objects. ReadyRosie Choosing Clothes This or That |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 6-18.7. | REFLECTION AND INTERPRETATION – MEDIATED BY INDIVIDUAL TEMPERAMENT, CHILDREN LEARN TO UNDERSTAND AND APPRECIATE INDIVIDUAL STYLE IN APPROACHING AND INTERACTING WITH THE WORLD. |
| OBJECTIVE | Explore familiar people, objects, and situations with varying levels of adult influence and assistance. | |
| OBJECTIVE | 6-18.7.1. | Responds to modeling (can copy hand-clapping). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.7.2. | Demonstrates responses to interactions; is engaged in trusting relationships. ReadyRosie Behavior is a form of communication Kick With Me Little Hands, Big Plans Tea Party Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.7.4. | Uses self-calming strategies and seeks trusted adult for coping. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.7.5. | May test limits of safety-seeking information by looking toward caregiver. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.8. | REASONING AND LOGIC – CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT RELATIONSHIPS. |
| OBJECTIVE | Use goal-oriented exploration. Actively explore self, others, and objects; recognize the effect of actions on the environment. | |
| OBJECTIVE | 6-18.8.5. | Experiments with effects of own actions on objects and people. ReadyRosie Dump and Pick Up |
| OBJECTIVE | 6-18.8.6. | Looks to others for understanding and response (social referencing with caregivers). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.8.7. | Begins to express an understanding of cause and effect. ReadyRosie Dump and Pick Up |
| OBJECTIVE | 6-18.8.8. | Understands “no,” but may not inhibit actions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 6-18.8.9. | Begins to understand that meaning and language are linked to actions. ReadyRosie Dump and Pick Up |
| OBJECTIVE | 6-18.8.10. | Does not understand impact of actions on others (biting, pushing). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.9. | CONCEPT FORMATION/MEMORY – CHILDREN USE PRIOR RELATIONSHIPS, EXPERIENCES, AND KNOWLEDGE TO EXPAND UNDERSTANDING. |
| OBJECTIVE | Build on experiences and emotions to expand memory through routines and relationships. | |
| OBJECTIVE | 6-18.9.2. | Object memory is short term and based on what is visible and accessible. ReadyRosie Big and Little Buried Treasure Shoe Search |
| OBJECTIVE | 6-18.9.3. | Experiments to see if similar objects cause similar responses (shakes stuffed animal in the same way as a rattle to hear noise). ReadyRosie Dump and Pick Up |
| OBJECTIVE | 6-18.9.4. | Displays recognition and excitement about games or toys from the previous day. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.9.6. | Recognizes differences between familiar people and strangers. ReadyRosie Behavior is a form of communication How can I help my child with separation? Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.9.8. | Anticipates the return of a face when playing Peek-a-Boo and the trajectory of a moving object. ReadyRosie Baby Basketball Kick With Me |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.10. | IMITATION – CHILDREN SHOW EMERGING ABILITY TO IMITATE BEHAVIORS THAT THEY HAVE OBSERVED. |
| OBJECTIVE | Initiate, sustain, and replicate interactions and expressions. | |
| OBJECTIVE | 6-18.10.2. | Plays imitation games (clapping and marching, jumping to music). ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.10.3. | Prefers objects frequently used by caregiver (keys, cell phone). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.10.4. | Offers objects to others (though they may quickly take the object back). ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.10.5. | Imitates actions from daily routines of the family or early childhood program (rocks a baby doll, puts on a hat, feed the caregiver). ReadyRosie Bear Bath Tea Party |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.11. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES, INCLUDING TRIAL AND ERROR. |
| OBJECTIVE | Explore familiar people, objects, and settings to observe outcomes. Use goal-oriented exploration. | |
| OBJECTIVE | 6-18.11.1. | Uses active exploration and trial and error to figure out how things work. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.12. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN EXPAND ABILITIES FOR CONJECTURE, HYPOTHESIZING, AND GUESSING. |
| OBJECTIVE | Actively explore and act on familiar people, objects, and settings to achieve familiar and pleasant outcomes. | |
| OBJECTIVE | 6-18.12.2. | Bases problem solving in exploration and trial and error with objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE | 6-18.12.4. | Uses a variety of strategies to explore unfamiliar objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.12.5. | May resist unfamiliar foods. ReadyRosie Snack Time Speech |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.13. | REASONING AND LOGIC/CRITICAL AND ANALYTIC THINKING – CHILDREN COMPARE, CONTRAST, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS BUILDING ON PRIOR KNOWLEDGE. |
| OBJECTIVE | Explore familiar people, objects, and settings to experience new outcomes. | |
| OBJECTIVE | 6-18.13.1. | Uses objects as intended. ReadyRosie Big, Little Helper Take Along Toy |
| OBJECTIVE | 6-18.13.2. | Understands how familiar objects are used in combination (spoon in bowl, socks on feet). ReadyRosie Big, Little Helper Take Along Toy |
| OBJECTIVE | 6-18.13.4. | Follows the edges of objects in a space (blanket, bed, or room). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE | 6-18.13.9. | Places objects around or carries them around. ReadyRosie Big, Little Helper Take Along Toy |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.14. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN EXPLORATORY PLAY. |
| OBJECTIVE | Use sensory motor skills with some imitation; not goal directed. Refine movement using large and small muscles. | |
| OBJECTIVE | 6-18.14.2. | Enjoys movement and motor play. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.14.5. | Engages in reciprocal play with balls or throwing toys. ReadyRosie Baby Basketball Kick With Me |
| OBJECTIVE | 6-18.14.6. | Enjoys filling and dumping or pushing and pulling activities. ReadyRosie Baby Basketball |
| OBJECTIVE | 6-18.14.8. | Seeks objects child sees caregivers use (keys, phones). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.15. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN PRETEND OR SYMBOLIC PLAY. |
| OBJECTIVE | Use senses and mobility to explore functionally, and evolve into using sensory motor objects symbolically. | |
| OBJECTIVE | 6-18.15.1. | Uses objects functionally. ReadyRosie Big, Little Helper Take Along Toy |
| OBJECTIVE | 6-18.15.2. | Uses objects symbolically. Use simple abstraction (a stick for a spoon, a tissue for a blanket). ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.15.4. | Uses make-believe play (rocking or feeding a baby doll). ReadyRosie Bear Bath Tea Party |
| STANDARD / COURSE | ID.EC2.1.6-18. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 6-18.16. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN REPRESENT EXPERIENCES AND THOUGHT THROUGH SYMBOLIC REPRESENTATION SUCH AS MOVEMENT, DRAWING, SINGING/VOCALIZING, AND PLAY. |
| OBJECTIVE | Engages in pre-symbolic play. | |
| OBJECTIVE | 6-18.16.2. | Experiments with new uses for familiar objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| OBJECTIVE | 6-18.16.5. | Reacts to mental images of objects or events (claps hands when told that a favorite person is coming to visit). ReadyRosie Big and Little Buried Treasure Shoe Search |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.17. | GROSS MOTOR SKILLS: BALANCE, MOVEMENT, AND COORDINATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES. |
| OBJECTIVE | Develop strength, balance, and coordination to change the position of the body from lying to sitting, to standing, and then to walking, with or without support. | |
| OBJECTIVE | 6-18.17.2. | Rocks back and forth on hands and knees and, later, crawl. ReadyRosie Baby Basketball |
| OBJECTIVE | 6-18.17.6. | Walks two or three steps, without support. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.17.7. | Walks holding on to furniture, then, later as the primary means of moving around. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.17.8. | Stoops over to explore things on the ground; first without, and then with balance. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.17.10. | Carries toys or objects while walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.18. | FINE-MOTOR SKILLS: PREHENSION, REACHING, AND MANIPULATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES. |
| OBJECTIVE | Demonstrate development and precision of eye-hand coordination by grasping and manipulating objects in exploration, and including both hands in accomplishing a task. | |
| OBJECTIVE | 6-18.18.1. | Turns pages with adult help. ReadyRosie Look at the Book |
| OBJECTIVE | 6-18.18.3. | Transfers small object from hand to hand. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.18.4. | Pushes an object off highchair tray. ReadyRosie Baby Basketball |
| OBJECTIVE | 6-18.18.5. | Picks up small objects with thumb and forefinger. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.18.6. | Bangs objects together. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.18.10. | Turns pages of a board book independently. ReadyRosie Look at the Book |
| OBJECTIVE | 6-18.18.11. | Points at object that is out of reach. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.18.12. | Holds fat crayon with a full-hand grasp and scribbles on large paper. ReadyRosie Color with Me |
| OBJECTIVE | 6-18.18.13. | Fits two cups together, one inside the other. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.18.14. | Holds toys in one hand and explores it with the other. ReadyRosie Bear Bath Tea Party |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.19. | SENSORY MOTOR SKILLS – CHILDREN USE THEIR SENSES (SIGHT, HEARING, SMELL, TASTE, AND TOUCH) TO GUIDE AND INTEGRATE THEIR INTERACTIONS. |
| OBJECTIVE | Intentionally respond to sensory input and to coordinate actions based on input. | |
| OBJECTIVE | 6-18.19.2. | Coordinates eye and hand movements (puts objects into large container). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.19.4. | Moves body in response to music and sounds. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| OBJECTIVE | 6-18.19.6. | Moves body in rhythm to music and sounds. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| OBJECTIVE | 6-18.19.8. | May respond with surprise or resistance to moved sensory input. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.20. | PHYSICAL FITNESS – CHILDREN DEMONSTRATE THE STAMINA AND ENERGY TO PARTICIPATE IN DAILY ACTIVITIES. |
| OBJECTIVE | Sustain strength for purposeful movement. | |
| OBJECTIVE | 6-18.20.1. | Walks, runs, climbs, jumps in place, crawls, squats, and rolls throughout the day. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.21. | PHYSICAL FITNESS – CHILDREN ENGAGE IN A VARIETY OF PHYSICAL ACTIVITIES. |
| OBJECTIVE | Participate in a variety of age appropriate movement and physical daily activities. | |
| OBJECTIVE | 6-18.21.1. | Shows excitement when toys and objects are used in play. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.21.2. | Runs, climbs, jumps in place, crawls, squats, and rolls throughout the day. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.21.4. | Demonstrates willingness to try new games and toys. ReadyRosie Bear Bath Tea Party |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | HEALTH AND PERSONAL CARE | |
| GLE / BIG IDEA | 6-18.23. | DAILY LIVING SKILLS – CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENE SKILLS. |
| OBJECTIVE | Anticipate, respond, and participate in basic hygiene tasks, with assistance. | |
| OBJECTIVE | 6-18.23.4. | Vocalizes needs and wants such as hunger, fatigue, a soiled diaper, or discomfort. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.23.6. | Begins to brush gums and teeth, with assistance. ReadyRosie Brush, Baby, Brush |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | NUTRITION AND FEEDING | |
| GLE / BIG IDEA | 6-18.24. | NUTRITION – CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS. |
| OBJECTIVE | Begin eating soft and semi-solid foods; feed self different foods including finger foods; and indicate likes and dislikes of flavors and textures, hunger, and fullness with words and actions. | |
| OBJECTIVE | 6-18.24.4. | Uses facial expressions and body movements to indicate feelings of hunger and fullness. ReadyRosie Snack Time Speech |
| OBJECTIVE | 6-18.24.5. | Shows personal preferences. ReadyRosie Choosing Clothes This or That |
| OBJECTIVE | 6-18.24.7. | Increases food vocabulary. ReadyRosie Snack Time Speech |
| STANDARD / COURSE | ID.EC2.2.6-18. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SAFETY | |
| GLE / BIG IDEA | 6-18.26. | RULES AND REGULATIONS – CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES. |
| OBJECTIVE | (no Level 4 text ) | |
| OBJECTIVE | 6-18.26.2. | Follows some consistently set rules and routines. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.27. | INTERACTION WITH ADULTS – CHILDREN TRUST, INTERACT WITH, AND SEEK ASSISTANCE FROM ADULTS. |
| OBJECTIVE | Develop sense of self in relation to familiar adults. | |
| OBJECTIVE | 6-18.27.1. | Gives cues to initiate and maintain interaction with the caregiver. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.27.4. | Distinguishes between familiar and unfamiliar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.27.5. | Seeks support and security with familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.27.6. | May exhibit separation reaction by crying when caregiver is not in sight or clinging to caregiver in the presence of strangers (separation anxiety increases over time and then diminishes). ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.27.7. | Cries out or follows caregiver when he/she leaves the room. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.27.9. | Turns excitedly and lifts arms to a favored adult on reunion after an absence. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.27.11. | May display anxiety when an unfamiliar adult gets too close. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.27.13. | Plays confidently when caregiver is in the room, but runs or crawls to him/her when frightened. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.27.16. | Cooperates with caregivers in dressing, eating, and playing. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.27.17. | Looks for caregivers’ response in uncertain situations or with inappropriate behavior. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.27.20. | Tests abilities and boundaries with familiar adults by the end of the period. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.28. | INTERACTIONS WITH PEERS – CHILDREN DEVELOP FRIENDSHIPS WITH PEERS. |
| OBJECTIVE | Begins to show interest in peers. | |
| OBJECTIVE | 6-18.28.9. | Babble, make sounds toward, and respond to other babies and older children (talking, smiling, babbling). ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.29. | INTERACTIONS WITH PEERS – CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS. |
| OBJECTIVE | Give cues to initiate interaction with caregiver and peers. | |
| OBJECTIVE | 6-18.29.1. | Uses others’ facial expressions, gestures, or voices to guide behavior. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.29.4. | Takes or leads others toward desired toy or activity to play (takes caregiver’s hand and leads them to a toy). ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| OBJECTIVE | 6-18.29.5. | Initiates an interaction by pointing. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.29.7. | Asks for help through sign language, crying, or simple speech. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.29.11. | Engages in a series of actions with caregiver and peers by the end of the period. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.30. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS ON OTHERS. |
| OBJECTIVE | Begin to anticipate reactions to their actions. | |
| OBJECTIVE | 6-18.30.2. | Begins to respond to words and tone of voice for redirection. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Tips for storytelling: Using your voice |
| OBJECTIVE | 6-18.30.3. | May repeat behaviors despite negative consequences. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 6-18.30.5. | Uses simple gestures or signs to indicate needs or wants. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.30.10. | Modifies behavior in an effort to solicit others’ actions or responses, by the end of the period. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.31. | PRAGMATIC BEHAVIOR – CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES. |
| OBJECTIVE | Begin to make connections and associations with other people, places, and regular routines. | |
| OBJECTIVE | 6-18.31.2. | Begins to watch simple associative play of other children, with adult support. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.31.3. | Begins to participate in simple parallel play with other children (same toys but no playing together). ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.31.4. | Sits together briefly during some activities (snack, story time, lap time). ReadyRosie Build to Four |
| OBJECTIVE | 6-18.31.5. | Imitates others’ behaviors in the group. ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.31.6. | Begins to take turns with simple activities, with assistance. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.31.9. | Becomes familiar with routines and rituals within the group or family. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.32. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE SYMPATHY AND EMPATHY. |
| OBJECTIVE | Explore relationships through observation and interaction. | |
| OBJECTIVE | 6-18.32.1. | Explores plants, flowers, and other living things with multiple senses. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| OBJECTIVE | 6-18.32.5. | Increasingly uses social referencing (others’ reaction) and emotions to guide behavior. ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| OBJECTIVE | 6-18.32.8. | May become upset when others are hurt. ReadyRosie How can I help my child with separation? |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.33. | PRAGMATIC BEHAVIOR – CHILDREN DEVELOP A SENSE OF HUMOR. |
| OBJECTIVE | Initiate and respond to caregiver with laughter. Begin to understand abstraction and absurdity. | |
| OBJECTIVE | 6-18.33.2. | Anticipates favorite routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.34. | APPRECIATING DIVERSITY – CHILDREN ADAPT TO DIVERSE SETTINGS. |
| OBJECTIVE | Initially become aware and are anxious when their primary caregiver leaves. By the end of the period can become very upset and cling. | |
| OBJECTIVE | 6-18.34.2. | Demonstrates awareness of different settings by clinging or staying close to caregiver. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.34.3. | May become anxious when separated from primary caregiver, if not routine. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.34.4. | May refuse to look at or respond to unfamiliar people. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.34.5. | May show irritability when routines are disrupted. ReadyRosie How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.35. | APPRECIATING DIVERSITY – CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE. |
| OBJECTIVE | Recognize primary caregiver and strangers. | |
| OBJECTIVE | 6-18.35.1. | May express curiosity about others who are of different ethnic and cultural backgrounds, of a different gender, who speak other languages, or have special needs; if they have the opportunity to regularly interact with others. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| OBJECTIVE | 6-18.35.4. | Seeks primary caregiver if stranger approaches too quickly. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.35.5. | Approaches and is curious about other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.35.7. | Can play near others who are different than them, by the end of the period. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.36. | SELF-CONCEPT – CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS. |
| OBJECTIVE | Develop awareness of self as separate from primary caregiver. | |
| OBJECTIVE | 6-18.36.1. | May express curiosity about signal caregivers for assistance, attention, or the need for comfort. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 6-18.36.2. | May become upset when separated from parent. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 6-18.36.3. | Points to at least two body parts when asked. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE | 6-18.36.4. | Responds with gestures or vocalizations when name is spoken. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.36.6. | Protests when preferred activity is stopped. ReadyRosie How should I handle temper tantrums? |
| OBJECTIVE | 6-18.36.8. | Increases independence in playing with toys. ReadyRosie Bear Bath Tea Party |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.37. | SELF EFFICACY – CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES. |
| OBJECTIVE | Begin to view self as capable of influencing their environment. | |
| OBJECTIVE | 6-18.37.1. | Gives objects or toys to others (picks up a rock then reaches to give it to caregiver). ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| OBJECTIVE | 6-18.37.2. | Smiles when succeeding in a task/activity. ReadyRosie Happy Birthday to You Point and Learn This or That |
| OBJECTIVE | 6-18.37.3. | Monitors caregiver’s emotional expressions in situations of uncertainty. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STANDARD / COURSE | ID.EC2.3.6-18. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 6-18.38. | SELF-CONTROL – CHILDREN REGULATE THEIR FEELINGS AND IMPULSES. |
| OBJECTIVE | Begin to recognize and respond to the emotional cues of others. | |
| OBJECTIVE | 6-18.38.1. | Seeks caregiver’s support and attention when feeling strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 6-18.38.2. | Begins to control impulses (says “no” when reaching for forbidden object; restrains self from stepping on a book on the floor). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 6-18.38.3. | Engages in some regular behaviors (sings or babbles self to sleep, goes to high chair to be fed). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| OBJECTIVE | 6-18.38.4. | Participates in routine interactions (quiets body when picked up; cooperates in dressing). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.38.5. | Follows some consistently set rules and routines. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| OBJECTIVE | 6-18.38.6. | Smiles, waves, or laughs in response to positive adult interaction. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.38.7. | Shakes head or gestures to indicate wants and needs. ReadyRosie Behavior is a form of communication Snack Time Speech |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 6-18.39. | NUMBER SENSE AND OPERATIONS – CHILDREN DEMONSTRATE UNDERSTANDING OF NUMBERS, WAYS OF REPRESENTING NUMBERS, RELATIONSHIPS AMONG NUMBERS, AND NUMBER SYSTEMS. |
| OBJECTIVE | Manipulate objects with a variety of attributes and quantities. | |
| OBJECTIVE | 6-18.39.1. | Notices characteristics of objects (size, color, shape, or quantity). ReadyRosie Find a Match |
| OBJECTIVE | 6-18.39.2. | Shows interest in real-life mathematical concepts (matching objects, lining up objects, enjoying books with numbers and counting). ReadyRosie Big and Little Color Toys Find a Match |
| OBJECTIVE | 6-18.39.3. | Begins to use symbols, signs, and language to show wanting “more” and “all gone”. ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| OBJECTIVE | 6-18.39.5. | Searches for objects that are out of sight. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| OBJECTIVE | 6-18.39.6. | Drops objects; then looks for the object. ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 6-18.40. | MEASUREMENT – CHILDREN DEMONSTRATE UNDERSTANDING OF MEASURABLE ATTRIBUTES OF OBJECTS AND THE UNITS, SYSTEMS, AND PROCESSES OF MEASUREMENT (INCLUDING SIZE, VOLUME, HEIGHT, WEIGHT, LENGTH, AREA, AND TIME). |
| OBJECTIVE | Compare spatial relationships among objects. | |
| OBJECTIVE | 6-18.40.1. | Increases awareness of body space in relation to people and objects. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE | 6-18.40.4. | Nests two to three sequential cups or blocks. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.40.5. | Takes objects apart and attempts to put them together. ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 6-18.41. | PROPERTIES OF ORDERING – CHILDREN DEMONSTRATE UNDERSTANDING OF PATTERNS, RELATIONS, AND FUNCTIONS USED TO ORGANIZE THEIR WORLD AND FACILITATE PROBLEM SOLVING. |
| OBJECTIVE | Notice and respond to patterns in daily routines. | |
| OBJECTIVE | 6-18.41.2. | Groups a few objects by color, shape, or size; with assistance. ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SCIENCE | |
| GLE / BIG IDEA | 6-18.42. | SCIENTIFIC INQUIRY – CHILDREN OBSERVE, DESCRIBE, AND COLLECT INFORMATION BY EXPLORING THE WORLD AROUND THEM. |
| OBJECTIVE | By observing, begins to describe new or unfamiliar toys, objects, people, and events. | |
| OBJECTIVE | 6-18.42.2. | Notices and begins to express individual wants and needs. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.42.9. | Uses senses to explore characteristics of certain living things (scent of flower, rough texture of tree bark). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | 6-18.44. | SOCIAL STUDIES – CHILDREN DIFFERENTIATE BETWEEN PEOPLE, PLACES, ACTIVITIES, AND EVENTS IN THE PAST AND PRESENT THAT RELATE TO SELF, GROUP IDENTITY, AND A SENSE OF THEIR COMMUNITY. |
| OBJECTIVE | Engage and respond to familiar people, places, activities, and events within their family, program, community, and culture. | |
| OBJECTIVE | 6-18.44.3. | Anticipates, demonstrates, and begins to express enjoyment in response to a familiar setting, group, or routines with trusted primary caregivers. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.44.5. | Demonstrates awareness and responds to familiar activities (songs and stories) from the home culture. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| OBJECTIVE | 6-18.44.6. | Develops and maintains trusting relationships with primary caregivers and family members. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.44.7. | Begins to engage in cooperative pretend play with peers around familiar activities and routines (cooking, cleaning, yard work). ReadyRosie Bear Bath Tea Party |
| OBJECTIVE | 6-18.44.12. | May show interest in daily community routines (lawn mowers, road construction, garbage trucks, trains, plains). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | 6-18.45. | SOCIAL STUDIES – CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF INDIVIDUAL FAIRNESS, GROUP RIGHTS, AND RESPONSIBILITIES (DEMOCRATIC IDEALS) FOR MEMBERSHIP AND PARTICIPATION IN GROUP ACTIVITIES (SUCCESSFUL CITIZENSHIP). |
| OBJECTIVE | Show awareness of emotions for self and others. | |
| OBJECTIVE | 6-18.45.1. | Indicates the need for assistance (crying, vocalizing, gesturing) to adults and caregivers. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 6-18.45.4. | Follows simple directions or requests made by caregivers. ReadyRosie Choosing Clothes Talk and Play |
| OBJECTIVE | 6-18.45.5. | Looks to caregivers for assistance and guidance, when needed. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 6-18.45.6. | Begins to become aware of boundaries for people, objects, activities, and settings (must sit in stroller; dog walks on a leash). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| OBJECTIVE | 6-18.45.8. | May show interest in helping with household and classroom chores like clearing their spot, feeding the dog, sweeping, and cleaning dishes. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | 6-18.46. | EXPRESSION AND REPRESENTATION – CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL. |
| OBJECTIVE | Responds to visual, auditory, tactile stimulation with kinesthetic and sensory exploration. | |
| OBJECTIVE | 6-18.46.3. | Exhibits an increased variety of movements to express self using different body parts. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| OBJECTIVE | 6-18.46.4. | Dances or moves to music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| OBJECTIVE | 6-18.46.7. | Shows preference for colors, textures, shapes, and sizes. ReadyRosie Find a Match |
| OBJECTIVE | 6-18.46.8. | Tries on dress-ups and simple costumes for play, dancing, or just for the sake of trying on the item. ReadyRosie Bear Bath I can't sing. How can I sing to my baby? Move While you Sing Tea Party |
| STANDARD / COURSE | ID.EC2.4.6-18. | DOMAIN 4: GENERAL KNOWLEDGE (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | 6-18.47. | UNDERSTANDING AND APPRECIATION – CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS. |
| OBJECTIVE | Respond to visual, auditory, tactile stimulation with kinesthetic and sensory exploration. | |
| OBJECTIVE | 6-18.47.1. | May enjoy looking at children’s books of dance, music, theatre, and visual arts. ReadyRosie Bear Bath Reading Emotions |
| OBJECTIVE | 6-18.47.2. | May enjoy rhythms and songs. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| OBJECTIVE | 6-18.47.3. | Prefers repetition of familiar songs and rhythmic patterns. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| OBJECTIVE | 6-18.47.4. | Responds to light, color, patterns, and textures. ReadyRosie Find a Match |
| OBJECTIVE | 6-18.47.6. | May show interest in art materials (crayons, markers, pens, paper, notebooks). ReadyRosie Color with Me |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 6-18.48. | LISTENING – CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING. |
| OBJECTIVE | Recognize names for familiar people and objects. Respond to simple requests. | |
| OBJECTIVE | 6-18.48.1. | Reaches for familiar objects with verbal cue. ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Talk and Play |
| OBJECTIVE | 6-18.48.2. | Shows understanding of words by appropriate behavior or gesture (pointing to, hugging, smiling, crawling towards, reaching). ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.48.3. | Imitates adult actions that go along with simple songs, rhymes, and traditional songs (“Row, Row, Row Your Boat,” “Pinpon,” “Eensy Weensy Spider”). ReadyRosie Choosing Clothes Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song This or That Where is Thumbkin? Why should I sing to my baby? |
| OBJECTIVE | 6-18.48.4. | Follows single-step directions (e.g., “Please bring me the ball.”). ReadyRosie Choosing Clothes Talk and Play |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 6-18.49. | ORAL COMMUNICATION – CHILDREN COMMUNICATE EFFECTIVELY. |
| OBJECTIVE | Progress to more structured sounds, words, and gestures to interact with others. | |
| OBJECTIVE | 6-18.49.5. | Babbles using intonation and tone to convey meaning. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.49.7. | Initiates communication using words, signs, and gestures. ReadyRosie Snack Time Speech |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 6-18.50. | CONVENTIONS OF SOCIAL COMMUNICATION – CHILDREN COMPREHEND AND USE CONVENTIONS OF SOCIAL COMMUNICATION. |
| OBJECTIVE | Sustain shared interactions. | |
| OBJECTIVE | 6-18.50.2. | Expresses preference for familiar people. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 6-18.50.5. | Initiates communication using words, signs, and gestures. ReadyRosie Snack Time Speech |
| OBJECTIVE | 6-18.50.7. | Uses object to initiate play with another. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| OBJECTIVE | 6-18.50.8. | May respond when name is called or signed. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 6-18.51. | VOCABULARY – CHILDREN USE RECEPTIVE VOCABULARY. |
| OBJECTIVE | Respond in meaningful, purposeful ways. | |
| OBJECTIVE | 6-18.51.1. | Begins to recognize words (Mama, blankie). ReadyRosie How can I help my child learn new words? |
| OBJECTIVE | 6-18.51.2. | Understands simple phrases (wave bye-bye, up). ReadyRosie How can I help my child learn new words? |
| OBJECTIVE | 6-18.51.4. | Responds to the context of “no.” ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.51.7. | May look to familiar objects and people when named. ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Talk and Play |
| OBJECTIVE | 6-18.51.8. | Understands and responds to simple questions (e.g., “Where is the doggie?”). ReadyRosie Why should we tell family stories? |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 6-18.52. | VOCABULARY – CHILDREN USE EXPRESSIVE VOCABULARY. |
| OBJECTIVE | Use meaningful vocalizations and gestures. Use words with intent. | |
| OBJECTIVE | 6-18.52.6. | May use eight to ten understandable words (“daddy,” “bottle,” “up”) and/or “baby signs” (“more,” “nursing/bottle,” “all done”). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.52.7. | Has a vocabulary of 1 to 50 words. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.52.8. | Uses single words to communicate. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.52.10. | Pairs gestures with words. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 6-18.54. | COMPREHENSION – CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE. |
| OBJECTIVE | Respond and attend to verbal and nonverbal communication. | |
| OBJECTIVE | 6-18.54.1. | Looks at familiar objects when named. ReadyRosie Big and Little Choosing Clothes Find a Match Point and Learn Talk and Play |
| OBJECTIVE | 6-18.54.2. | Responds to simple directions (e.g., “Wave bye-bye.”). ReadyRosie Choosing Clothes Talk and Play |
| OBJECTIVE | 6-18.54.3. | Turns and looks at new sounds. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.54.4. | Recognizes own name. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.54.6. | Reacts to loud, angry, and friendly voices. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 6-18.55. | EXPRESSIVE/ORAL LANGUAGE – CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Use vocalizations and words for a variety of purposes. | |
| OBJECTIVE | 6-18.55.1. | Produces different cries for different reasons. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.55.5. | Whines with a purpose. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.55.6. | Replaces most gestures with words. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.55.7. | Plays simple games with an adult (peek-a-boo, patty cake). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| OBJECTIVE | 6-18.55.8. | Responds to peer vocalizations and words. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.56. | READING – CHILDREN DEVELOP PHONOLOGICAL AWARENESS. |
| OBJECTIVE | Use sounds for a variety of purposes. | |
| OBJECTIVE | 6-18.56.3. | Begins to label objects, pictures, and body parts. ReadyRosie Big and Little Big, Little Helper Choosing Clothes Find a Match Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Look at the Book Point and Learn Pop Go the Bubbles Reading Emotions Take Along Toy Talk and Play Walk the Line |
| OBJECTIVE | 6-18.56.5. | Vocalizes familiar words when read to. ReadyRosie How can I help my child learn new words? Look at the Book Reading Emotions Why should we tell family stories? |
| OBJECTIVE | 6-18.56.6. | Recites last word of familiar rhymes, with assistance. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.57. | READING – CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS. |
| OBJECTIVE | Recognize visual representations of spoken language. | |
| OBJECTIVE | 6-18.57.3. | Can begin to point to pictures when named. ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.57.4. | Looks at books and turns pages. ReadyRosie Look at the Book |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.58. | READING – CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS. |
| OBJECTIVE | Attend to visual features of a book. | |
| OBJECTIVE | 6-18.58.1. | Pays attention to pictures in books. ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.58.2. | Holds cloth, plastic, or board book. ReadyRosie Look at the Book |
| OBJECTIVE | 6-18.58.3. | Turns pages of a board book. ReadyRosie Look at the Book |
| OBJECTIVE | 6-18.58.5. | Recognizes a picture when named from a book. ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.58.6. | Begins to position book right side up. ReadyRosie Look at the Book |
| OBJECTIVE | 6-18.58.7. | Shows increasing ability to handle books, without assistance. ReadyRosie Look at the Book |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.59. | READING – CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIALS AND ORAL STORIES. |
| OBJECTIVE | Engage actively with stories and pictures. | |
| OBJECTIVE | 6-18.59.1. | Participates in word games and finger play. ReadyRosie Itsy Bitsy Spider Motions |
| OBJECTIVE | 6-18.59.3. | Makes sounds to represent parts of a story. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| OBJECTIVE | 6-18.59.4. | Anticipates action that accompanies parts of a story, song, or interactive play activities. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| OBJECTIVE | 6-18.59.5. | Responds to pictures, characters, or objects in books (points, vocalizes, or gestures). ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.59.6. | Points or makes sounds when looking at picture books. ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.59.7. | Points to familiar pictures, characters, and objects in books. ReadyRosie Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.59.8. | Identifies familiar people and objects in photographs. ReadyRosie Reading Emotions |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.60. | READING – CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Participate actively in looking at picture books and written materials with caregiver. | |
| OBJECTIVE | 6-18.60.2. | Recognizes pictures that represent real objects. ReadyRosie Big and Little Choosing Clothes Find a Match Look at the Book Point and Learn Reading Emotions Talk and Play |
| OBJECTIVE | 6-18.60.3. | Shows preference for familiar food labels, clothing, graphics, and characters. ReadyRosie Check the Mail Look at the Book Reading Emotions |
| OBJECTIVE | 6-18.60.4. | Enjoys books with clear pictures or photos about daily routines (eating, toileting). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Emotions Reading Routines for Early Readers Shoe Search |
| OBJECTIVE | 6-18.60.5. | Finds comfort and enjoyment in being read to. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.62. | WRITING – CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS. |
| OBJECTIVE | Pick up objects with increasing control. | |
| OBJECTIVE | 6-18.62.1. | Uses palmer grasp (fist) to hold writing tools. ReadyRosie Color with Me |
| OBJECTIVE | 6-18.62.2. | Picks up small items using pincer grasp. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.62.3. | Crosses midline with hands. ReadyRosie Baby Basketball |
| OBJECTIVE | 6-18.62.4. | Passes objects from one hand to the other. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 6-18.63. | WRITING – CHILDREN USE WRITING FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Experiment with cause and effect in their environment. | |
| OBJECTIVE | 6-18.63.2. | Makes marks on paper and shows them to others. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| OBJECTIVE | 6-18.63.3. | Makes marks with fingers (in food, dirt, or sand). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STANDARD / COURSE | ID.EC2.5.6-18. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (6-18 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | ENGLISH LANGUAGE LEARNERS | |
| GLE / BIG IDEA | 6-18.64. | DUAL LANGUAGE ACQUISITION – CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH. |
| OBJECTIVE | Demonstrate varying competency in learning English depending on age, onset, and amount of language exposure. Continues to develop communication skills in home language. | |
| OBJECTIVE | 6-18.64.1. | Responds to familiar words in home language. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.64.2. | Responds to simple voice commands and labeling in two languages. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| OBJECTIVE | 6-18.64.3. | Communicates needs in one- to two-word phrases in home language. ReadyRosie Behavior is a form of communication Snack Time Speech |
| OBJECTIVE | 6-18.64.4. | Uses eight to ten understandable words in home language and may not possess any words in the English vocabulary. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| OBJECTIVE | 6-18.64.5. | Communicates needs through single-word speech in home language and through facial expression, gestures, or actions (points to desired object) if attempting to communicate in English. ReadyRosie Behavior is a form of communication Snack Time Speech |
| Idaho Content Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2018 |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.1. | CURIOSITY, MOTIVATION, EXPLORATION, AND EXPERIMENTATION – CHILDREN SHOW CURIOSITY AND INTEREST IN LEARNING AND EXPERIMENTING. |
| OBJECTIVE | Display curiosity with deliberate exploration and experimentation with people and objects. | |
| OBJECTIVE | 16-38.1.1. | Explores immediate environment (asks about a new object, actively searches through a collection of toys). ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.1.2. | Shows interest in new activities and others’ activities. ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.1.3. | Asks simple “wh” questions (why, who, what, where, and when). ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.2. | CREATIVITY AND INVENTIVENESS – CHILDREN ARE ABLE TO GENERATE NEW IDEAS, APPROACHES, AND ACTIVITIES IN DAILY ROUTINES. |
| OBJECTIVE | Use imagination and pretend play to plan experimentation with objects and roles. | |
| OBJECTIVE | 16-38.2.1. | Invents new uses for everyday materials (bangs on pots and pans). ReadyRosie Banana Phonana Drum Patterns Hooray Parfait Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.2.2. | Approaches tasks experimentally; adapting the use of objects as the play evolves. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.2.3. | Displays understanding of how objects work together (gets the dustpan when an adult is sweeping the floor). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.2.4. | Enjoys opportunities for pretend play and creating things. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.2.5. | Uses creative language to describe events, sometimes with made-up sounds. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.2.6. | Builds with blocks and other manipulatives. ReadyRosie Banana Phonana Drum Patterns Recycled Play Torn Paper Art Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.2.7. | Plays with dolls, costumes, and acts out roles. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.3. | CONFIDENCE AND INITIATIVE – CHILDREN ARE CONFIDENT TO INITIATE AND COMPLETE ACTIVITIES USING A VARIETY OF APPROACHES. |
| OBJECTIVE | Take initiative in selecting activities and seeking out new experiences with familiar people, objects, and settings. | |
| OBJECTIVE | 16-38.3.1. | Initiates play with others. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.3.3. | Chooses one activity over another and pursues it for a brief period of time. ReadyRosie I Am Unique Tell Me About It! |
| OBJECTIVE | 16-38.3.4. | Proposes an idea for how to spend time. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.3.5. | Shows interest in wanting to take care of themselves (dressing). ReadyRosie T-Shirt Talk |
| OBJECTIVE | 16-38.3.6. | Initiates activities at their caregivers’ suggestions. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| OBJECTIVE | 16-38.3.7. | Seeks and takes pleasure in both new and familiar skills and experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.3.8. | Pretends to be in new and familiar places with new and familiar roles. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.3.9. | Shows willingness to try less familiar environments and situations; depending on temperament. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.4. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION) – CHILDREN SUSTAIN ATTENTION TO TASKS EVEN WHEN FACED WITH CHALLENGES AND FRUSTRATION. |
| OBJECTIVE | Maintain attention and extend favorite activities by repeating them frequently. | |
| OBJECTIVE | 16-38.4.1. | Shows interest in favorite activities over and over again. ReadyRosie Get Moving |
| OBJECTIVE | 16-38.4.2. | Persists in the face of difficulty and seeks assistance to complete difficult tasks. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.4.3. | Completes simple projects (three-to-five piece puzzles, can stack blocks on top of one another). ReadyRosie Nesting Bowls |
| OBJECTIVE | 16-38.4.4. | Continues to try a difficult task for a brief period of time (can build a block structure for 3 to 5 minutes). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.4.6. | Seeks and accepts assistance when encountering a problem. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.4.7. | Listens and participates in story time (turning pages of book or using hand motions, such as claps). ReadyRosie Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.5. | PERSISTENCE AND ATTENTIVENESS (MASTERY, MOTIVATION, CONCENTRATION/ATTENTION, CONTROL) – CHILDREN DEMONSTRATE AN EXPANDING ABILITY TO DEVELOP AND CARRY OUT PLANS. |
| OBJECTIVE | Carries out more complex goals using multiple strategies and pursues a larger range of activities with assistance. | |
| OBJECTIVE | 16-38.5.1. | Uses many trial and error attempts at problem solving. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.5.2. | Starts to transfer problem-solving strategies across situations. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.5.4. | Sees the world primarily from their own perspective. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.6. | REFLECTION AND INTERPRETATION – CHILDREN SHOW ABILITY TO CHANGE OR ADAPT THOUGHT PROCESSES, APPLYING PREVIOUSLY LEARNED CONCEPTS AND SKILLS TO NEW SITUATIONS. |
| OBJECTIVE | Expand on previous learning to evoke new experiences with people and objects in their familiar environment. | |
| OBJECTIVE | 16-38.6.1. | Enjoys repetition, stories, scripts, rhymes, and songs. 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? |
| OBJECTIVE | 16-38.6.5. | Alters behavior based on a past event and builds on it (this didn’t work; I’ll try this instead). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LEARNING APPROACHES | |
| GLE / BIG IDEA | 16-38.7. | REFLECTION AND INTERPRETATION – MEDIATED BY INDIVIDUAL TEMPERAMENT, CHILDREN LEARN TO UNDERSTAND AND APPRECIATE INDIVIDUAL STYLE IN APPROACHING AND INTERACTING WITH THE WORLD. |
| OBJECTIVE | Begin to take some risks exploring familiar people, objects, and situations with differing needs for adult assistance. Are more capable of coping with stressful situations. | |
| OBJECTIVE | 16-38.7.2. | Develops a relaxed rhythm with caregivers in daily routines. ReadyRosie How can I make music part of our day? |
| OBJECTIVE | 16-38.7.3. | Responds to externally-driven interactions, relationships, and inhibitions. ReadyRosie Catch! How can I make music part of our day? Ring Around the Rosie |
| OBJECTIVE | 16-38.7.4. | Seeks information from others through observation and relationships. ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.7.5. | Begins to regulate strong emotional expression (tantrums, acting impulsively). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.7.6. | Demonstrates some coping skills in the face of adversity. ReadyRosie Nesting Bowls |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.8. | REASONING AND LOGIC – CHILDREN DEMONSTRATE AWARENESS OF CAUSE AND EFFECT RELATIONSHIPS. |
| OBJECTIVE | Generalize understanding of cause and effect to new people, objects, and settings expanding exploration. | |
| OBJECTIVE | 16-38.8.3. | Learns to anticipate an adult’s response to an action. ReadyRosie How can I make music part of our day? |
| OBJECTIVE | 16-38.8.4. | Understands “no,” but can control actions at times. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.8.5. | Predominantly uses “Why?” to ask questions even though the child may actually be asking “Who?” “What?” “Where?” “How?” or “When?” ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.9. | CONCEPT FORMATION/MEMORY – CHILDREN USE PRIOR RELATIONSHIPS, EXPERIENCES, AND KNOWLEDGE TO EXPAND UNDERSTANDING. |
| OBJECTIVE | Begin to use prior relationships and experiences to expand understanding and problem solving. | |
| OBJECTIVE | 16-38.9.3. | Anticipates separation and reunion. ReadyRosie How can I help my child with separation? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.10. | IMITATION – CHILDREN SHOW EMERGING ABILITY TO IMITATE BEHAVIORS THAT THEY HAVE OBSERVED. |
| OBJECTIVE | Sustain and replicate interactions and expressions with more sequences and complexity. Begin foundational symbolic play. | |
| OBJECTIVE | 16-38.10.1. | Imitates a single action from a finger play or dance movement. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| OBJECTIVE | 16-38.10.2. | Demonstrates a sequence of behavior after observing another child or adult. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.10.3. | Imitates parent or caregiver’s familiar behavior or gestures (pulls clothes from dryer, puts hands on hips, strikes a familiar pose). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.10.4. | Uses imitation, which leads to functional play (pouring water in the bathtub or pretending to hammer nails in the sandbox). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.11. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN FIND MULTIPLE SOLUTIONS TO QUESTIONS, TASKS, PROBLEMS, AND CHALLENGES, INCLUDING TRIAL AND ERROR. |
| OBJECTIVE | Try new things with familiar people, objects, and settings to see what the consequences will be. | |
| OBJECTIVE | 16-38.11.1. | Tries several methods to solve a problem before asking for assistance. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.11.2. | Communicates to request assistance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.11.3. | Uses solutions that are often not reality based. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.11.4. | Uses solutions that tend to reflect the child’s own personal experience and perspective. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.11.5. | Becomes more persistent in trying to solve tasks on their own. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| OBJECTIVE | 16-38.11.6. | May become frustrated when outcomes are different than expected. ReadyRosie How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.12. | REASONING AND LOGIC/PROBLEM SOLVING – CHILDREN EXPAND ABILITIES FOR CONJECTURE, HYPOTHESIZING, AND GUESSING. |
| OBJECTIVE | Initiates action, lengthens exploration, and responds to familiar people, objects, and settings. | |
| OBJECTIVE | 16-38.12.4. | Uses repetition in practicing behaviors and seeing consequences. ReadyRosie Get Moving |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.13. | REASONING AND LOGIC/CRITICAL AND ANALYTIC THINKING – CHILDREN COMPARE, CONTRAST, AND EVALUATE EXPERIENCES, TASKS, AND EVENTS BUILDING ON PRIOR KNOWLEDGE. |
| OBJECTIVE | Begin to take some risks and actively explore new ways of doing things with familiar people, objects, and settings to achieve additional positive consequences. | |
| OBJECTIVE | 16-38.13.1. | Generalizes ideas based on past experiences (watches caregiver blow on hot food before eating, then blows on food, hot or cold, at next meal). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.13.2. | Connects objects and ideas (broom for sweeping, swimsuit for swimming). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.13.3. | Labels that a person’s apparel is based on the weather outside (wearing a sweater means it is cold outside). ReadyRosie T-Shirt Talk |
| OBJECTIVE | 16-38.13.4. | Imitates behavior seen in another place and time. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.13.5. | Notices and describes how items are the same or different. ReadyRosie Book Walk Stuck on You |
| OBJECTIVE | 16-38.13.8. | Articulates changes noticed in familiar places and people. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.14. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN EXPLORATORY PLAY. |
| OBJECTIVE | Use sensory motor play to extend the use of materials in functional ways. | |
| OBJECTIVE | 16-38.14.1. | Uses sorting and classifying. ReadyRosie Nature Walk and Talk Toy Sort |
| OBJECTIVE | 16-38.14.3. | Uses simple tools (scoops, funnels, shovels, buckets). ReadyRosie Copy Me Drum Patterns Hooray Parfait Secret Message Toy Car Wash |
| OBJECTIVE | 16-38.14.4. | Explores and plays with sand, mud, and water. ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.14.6. | Enjoys jumping, climbing, and chase games. ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.14.9. | Plays with malleable materials (play dough, clay, art materials). ReadyRosie Playdough Lengths Torn Paper Art |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.15. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN PARTICIPATE IN PRETEND OR SYMBOLIC PLAY. |
| OBJECTIVE | Uses objects symbolically and creates symbolic play. | |
| OBJECTIVE | 16-38.15.1. | Uses one object as a symbol for another (holds blocks to ear to represent a cell phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.15.4. | Uses props in pretend play (dolls, animals, trucks, objects). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.15.5. | May have an imaginary friend. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.15.6. | Reacts to people in costume as if they are the characters they portray. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.15.7. | Reacts to puppets as if they are real and not extensions of an adult or another child. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.15.8. | May use play to address some fears. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 16-38.15.11. | Initiates favorite play themes with peer or adult. ReadyRosie How can I make music part of our day? |
| OBJECTIVE | 16-38.15.12. | Starts giving emotions and language to dolls and other play characters. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / COURSE | ID.EC3.1.16-38. | DOMAIN 1: APPROACHES TO LEARNING AND COGNITIVE DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COGNITION AND COGNITIVE PROCESSES | |
| GLE / BIG IDEA | 16-38.16. | REPRESENTATIONAL THOUGHT AND PLAY – CHILDREN REPRESENT EXPERIENCES AND THOUGHT THROUGH SYMBOLIC REPRESENTATION SUCH AS MOVEMENT, DRAWING, SINGING/VOCALIZING, AND PLAY. |
| OBJECTIVE | Begin to use symbolic expression in dramatic play and creative expression. | |
| OBJECTIVE | 16-38.16.1. | Offers brief explanations of drawings. ReadyRosie Copy Me Recycled Play |
| OBJECTIVE | 16-38.16.2. | Expresses emotion and experiences through movement, drawing, music, or singing. ReadyRosie Copy Me 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? Recycled Play Ring Around the Rosie Why should I sing to my baby? |
| OBJECTIVE | 16-38.16.3. | May use self-talk in play or painting/drawing. ReadyRosie Banana Phonana Copy Me Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.16.5. | May scribble and call it writing. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.16.6. | Makes animal noises and looks to caregiver for recognition. ReadyRosie Tell Me About It! |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.17. | GROSS MOTOR SKILLS: BALANCE, MOVEMENT, AND COORDINATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF LARGE MOTOR MUSCLES. |
| OBJECTIVE | Coordinate whole body to make complex movements for moving from place to place (walk, run, hop, climb). | |
| OBJECTIVE | 16-38.17.1. | Walks and runs with skill; changing both speed and direction. ReadyRosie Bear Hunt |
| OBJECTIVE | 16-38.17.2. | Walks backwards. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE | 16-38.17.4. | Pounds object with intent and precision (hammers peg with accuracy). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.17.5. | Kicks and throws a ball, but with little control of direction or speed. ReadyRosie Catch! |
| OBJECTIVE | 16-38.17.6. | Jumps in place. ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.17.7. | Balances on one foot briefly. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE | 16-38.17.8. | Bends over easily at the waist without falling. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE | 16-38.17.9. | Walks in a straight line. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.18. | FINE-MOTOR SKILLS: PREHENSION, REACHING, AND MANIPULATION – CHILDREN DEMONSTRATE STRENGTH AND COORDINATION OF SMALL MOTOR MUSCLES. |
| OBJECTIVE | Coordinate arms, hands, and fingers to accomplish purposeful fine-motor tasks. | |
| OBJECTIVE | 16-38.18.1. | Turns book pages, one page at a time, most of the time. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE | 16-38.18.2. | Scribbles with crayons and begins to imitate marks (a circle). ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.18.3. | Uses a paintbrush. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE | 16-38.18.4. | Folds blanket, cloth diaper, or paper, with assistance. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| OBJECTIVE | 16-38.18.9. | Completes simple insert puzzles (uses shape sorter box or puts pegs into peg board). ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MOTOR DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.19. | SENSORY MOTOR SKILLS – CHILDREN USE THEIR SENSES (SIGHT, HEARING, SMELL, TASTE, AND TOUCH) TO GUIDE AND INTEGRATE THEIR INTERACTIONS. |
| OBJECTIVE | Regulate actions and responses based on sensory input. | |
| OBJECTIVE | 16-38.19.1. | Demonstrates awareness of own body in space (walks around table without bumping into it). ReadyRosie Bear Hunt |
| OBJECTIVE | 16-38.19.2. | Performs basic creative movements, with adult guidance or alone (dances to music or rhythm). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| OBJECTIVE | 16-38.19.3. | Eats food with a variety of textures, tastes, and temperatures. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.19.4. | Exhibits eye-hand coordination (builds with blocks, completes simple puzzles, or strings large beads). ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.20. | PHYSICAL FITNESS – CHILDREN DEMONSTRATE THE STAMINA AND ENERGY TO PARTICIPATE IN DAILY ACTIVITIES. |
| OBJECTIVE | Sustain strength for increased periods of time. | |
| OBJECTIVE | 16-38.20.1. | Participates actively in simple games, and uses simple, active play materials and toys. ReadyRosie Bear Hunt Catch! Get Moving |
| OBJECTIVE | 16-38.20.2. | Runs spontaneously on sturdy surfaces. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| OBJECTIVE | 16-38.20.3. | Engages in unstructured physical activities (playing on slides, swings, or tricycles; climbing and running games, dancing, and marching). ReadyRosie Bear Hunt Get Moving |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | PHYSICAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.21. | PHYSICAL FITNESS – CHILDREN ENGAGE IN A VARIETY OF PHYSICAL ACTIVITIES. |
| OBJECTIVE | Participate in a variety of age appropriate movement and physical daily activities. | |
| OBJECTIVE | 16-38.21.1. | Attempts new activities that require physical movement, with or without adult assistance. ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.21.3. | Initiates physical activities. ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.21.4. | Develops a sense of games, and starting play in games like “chase,” or being active characters (firefighter or hero figures). ReadyRosie Bear Hunt Get Moving |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | HEALTH AND PERSONAL CARE | |
| GLE / BIG IDEA | 16-38.22. | DAILY LIVING SKILLS – CHILDREN PRACTICE BASIC PERSONAL CARE ROUTINES. |
| OBJECTIVE | Participate in meeting personal care needs. | |
| OBJECTIVE | 16-38.22.4. | Demonstrates interest in changing clothes when wet or muddy. ReadyRosie T-Shirt Talk |
| OBJECTIVE | 16-38.22.5. | Participates in putting on shoes and socks. ReadyRosie T-Shirt Talk |
| OBJECTIVE | 16-38.22.6. | Dresses and undresses completely, with assistance. ReadyRosie T-Shirt Talk |
| OBJECTIVE | 16-38.22.7. | Uses personal care objects correctly and regularly, sometimes with assistance (drinks from open cup, brushes hair, brushes teeth). ReadyRosie I Can Do It All By Myself |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | HEALTH AND PERSONAL CARE | |
| GLE / BIG IDEA | 16-38.23. | DAILY LIVING SKILLS – CHILDREN DEMONSTRATE PERSONAL HEALTH AND HYGIENE SKILLS. |
| OBJECTIVE | Show limited awareness of personal health and hygiene skills. | |
| OBJECTIVE | 16-38.23.5. | Uses tissue to wipe nose, with assistance. ReadyRosie I Can Do It All By Myself |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | NUTRITION AND FEEDING | |
| GLE / BIG IDEA | 16-38.24. | NUTRITION – CHILDREN EAT A VARIETY OF NUTRITIOUS FOODS. |
| OBJECTIVE | Choose how much food to eat. Participate in mealtime routines, with support. | |
| OBJECTIVE | 16-38.24.1. | Expands recognition and eats a variety of foods. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.24.2. | Distinguishes between food and non-food items. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.24.3. | Makes personal food choices among options. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.24.4. | Explores new foods when offered. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.24.5. | Talks about being hungry or full. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| OBJECTIVE | 16-38.24.6. | Uses cup to drink beverages. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SAFETY | |
| GLE / BIG IDEA | 16-38.25. | SAFE PRACTICES – CHILDREN DEMONSTRATE KNOWLEDGE ABOUT AND AVOID HARMFUL OBJECTS AND SITUATIONS. |
| OBJECTIVE | Begin to develop an awareness of harmful objects and situations and respond, with assistance. | |
| OBJECTIVE | 16-38.25.2. | Knows to hold caregiver’s hand when walking in public places. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.25.3. | Communicates to adult when someone hurts or makes them feel bad. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tempted to Talk |
| STANDARD / COURSE | ID.EC3.2.16-38. | DOMAIN 2: PHYSICAL WELL-BEING, HEALTH, AND MOTOR DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SAFETY | |
| GLE / BIG IDEA | 16-38.26. | RULES AND REGULATIONS – CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF SAFETY RULES. |
| OBJECTIVE | Develop an awareness of safety rules and respond to safety rules, with assistance. | |
| OBJECTIVE | 16-38.26.1. | Displays recognition of the rules, though may not always follow them. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.26.2. | Anticipates consequences for not following rules. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.26.4. | Verbally offers simple rules (hot, no-no, no running inside). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.27. | INTERACTION WITH ADULTS – CHILDREN TRUST, INTERACT WITH, AND SEEK ASSISTANCE FROM ADULTS. |
| OBJECTIVE | Develop a growing sense of autonomy from familiar adults. | |
| OBJECTIVE | 16-38.27.1. | Calls to caregiver from across the room to make sure he/she is paying attention. ReadyRosie Tell Me About It! |
| OBJECTIVE | 16-38.27.2. | Feels comfortable when playing away from primary caregiver, but cries out or seeks familiar adult when they fall down. ReadyRosie Behavior is a form of communication Tempted to Talk Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 16-38.27.4. | Shows skillful ways to keep parent/caregiver with them (gestures for one more hug when parent is leaving for work, or asks parent to help with one more task). ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 16-38.27.6. | Imitates adult activities (pretends to cook or read next to an adult who is reading). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.27.7. | Initiates interactions and plays with adults. ReadyRosie How can I make music part of our day? |
| OBJECTIVE | 16-38.27.8. | Responds appropriately to adults’ verbal greetings. ReadyRosie How can I make music part of our day? |
| OBJECTIVE | 16-38.27.11. | May insist on dressing, eating or fixing a toy without help; even if the child struggles. ReadyRosie Hooray Parfait Little Chef Packing our Lunch T-Shirt Talk |
| OBJECTIVE | 16-38.27.12. | Checks periodically with caregiver for help or reassurance when playing by self or with peers. ReadyRosie Tell Me About It! |
| OBJECTIVE | 16-38.27.13. | Knows some rules and limits, but will test them. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.27.14. | Starts activity after a caregiver makes suggestions (uses adult’s suggestions to find missing pieces to a toy, or items needed for an art activity). ReadyRosie How can I make music part of our day? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.28. | INTERACTIONS WITH PEERS – CHILDREN DEVELOP FRIENDSHIPS WITH PEERS. |
| OBJECTIVE | Engage in play with peers. | |
| OBJECTIVE | 16-38.28.6. | Responds verbally when interacting with peers (talking or signing). ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.28.7. | Will ask about other children (e.g., “Where’s Rafael?”). ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.28.8. | Begins to understand how to take turns during play with peers, with considerable assistance. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| OBJECTIVE | 16-38.28.9. | Gives up and keeps objects during playful interactions with peers, with assistance. ReadyRosie Catch! How can I get my child to listen to me? How should I handle temper tantrums? Ring Around the Rosie |
| OBJECTIVE | 16-38.28.10. | Mimics other children’s behaviors or movements. ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.29. | INTERACTIONS WITH PEERS – CHILDREN DEMONSTRATE POSITIVE NEGOTIATION SKILLS. |
| OBJECTIVE | Engage in a series of actions with caregiver and peers to solve problems or communicate ideas. | |
| OBJECTIVE | 16-38.29.1. | Brings toys or objects to others as a gesture of play. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.29.3. | Follows a brief social game (rolling the ball, chasing, Ring Around the Rosie). ReadyRosie Catch! |
| OBJECTIVE | 16-38.29.5. | Uses adult help to take turns, including giving up and keeping toys and other objects. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.29.8. | Communicates with other children to settle arguments, with assistance. ReadyRosie How can I stop my kids from fighting? |
| OBJECTIVE | 16-38.29.9. | Indicates preferences and intentions by communicating yes/no questions (e.g., “Are you done with that?” “Are you still using it?” “Can Javier use it now?” “Do you want to keep it?”). ReadyRosie I Am Unique Tell Me About It! |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.30. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE AWARENESS OF BEHAVIOR AND ITS EFFECTS ON OTHERS. |
| OBJECTIVE | Modify behavior in an effort to solicit others’ actions or responses. | |
| OBJECTIVE | 16-38.30.1. | Imitates peers’ behaviors (herding behavior – everyone goes to the block area). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.30.3. | Demonstrates understanding that playing with certain objects will get adult’s attention. Experiences consequences of a specific behavior but may not understand why the behavior warrants the consequence (e.g., “Why can’t I bang on the pot?”). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.30.5. | Anticipates the impact of their actions (will squint their eyes, or look to caregiver before they drop an object). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.30.6. | Can discriminate actions according to age, gender, and circumstances. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.30.7. | Will take others’ hand or ask others to come play. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.30.8. | Will tell others “no” or “yes” to simple questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.31. | PRAGMATIC BEHAVIOR – CHILDREN PARTICIPATE POSITIVELY IN GROUP ACTIVITIES. |
| OBJECTIVE | Begin to understand and act upon social concepts and how they work in a social environment. | |
| OBJECTIVE | 16-38.31.2. | Engages briefly with peers in structured play. ReadyRosie Catch! Fast, Slow How can I stop my kids from fighting? Ring Around the Rosie |
| OBJECTIVE | 16-38.31.5. | Able to share some objects, people, and space with peers; with adult assistance. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.31.7. | Participates in loosely structured group games (chase, dramatic play). ReadyRosie Catch! Fast, Slow How can I stop my kids from fighting? Ring Around the Rosie |
| OBJECTIVE | 16-38.31.8. | Follows family and group routines (meal time behavior). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.32. | PRAGMATIC BEHAVIOR – CHILDREN DEMONSTRATE SYMPATHY AND EMPATHY. |
| OBJECTIVE | Choose which emotions to show. Verbalize emotions and feelings. | |
| OBJECTIVE | 16-38.32.1. | Demonstrates awareness of feelings during pretend play (soothes a crying doll). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.32.6. | Increasingly shares with others, helps others, and “cares” for baby siblings. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.32.7. | Becomes concerned about objects related to social behavior (broken toys, missing buttons, or puzzle piece). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.32.8. | Will initiate interactions with others. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.33. | PRAGMATIC BEHAVIOR – CHILDREN DEVELOP A SENSE OF HUMOR. |
| OBJECTIVE | Increase ability to use language and body to initiate social humor. Have increased awareness of incongruity. | |
| OBJECTIVE | 16-38.33.3. | Exhibits social referencing, joint attention, and reciprocation with adults and peers (plays chase). ReadyRosie Catch! Ring Around the Rosie Tell Me About It! |
| OBJECTIVE | 16-38.33.8. | Mimics adults as they laugh, with or without knowing the reason for the laughter. ReadyRosie How can I make music part of our day? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.34. | APPRECIATING DIVERSITY – CHILDREN ADAPT TO DIVERSE SETTINGS. |
| OBJECTIVE | Initially show concern when new people and new experiences are presented without time for adapting to the new idea. Begin to adapt to new settings and people with some assistance by the end of the period. | |
| OBJECTIVE | 16-38.34.2. | Explores and plays in a range of familiar settings. ReadyRosie Banana Phonana Drum Patterns Nature Walk and Talk Recycled Play Toy Car Wash Vroom! Vroom! What Do We Do? |
| OBJECTIVE | 16-38.34.3. | Displays ease and comfort in a variety of places with familiar adults (home, store, car, playground). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 16-38.34.5. | May resist leaving a familiar setting. ReadyRosie How can I help my child with separation? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.35. | APPRECIATING DIVERSITY – CHILDREN RECOGNIZE, APPRECIATE, AND RESPECT SIMILARITIES AND DIFFERENCES IN PEOPLE. |
| OBJECTIVE | Become aware of similarities and differences between themselves and others. | |
| OBJECTIVE | 16-38.35.2. | May verbalize general differences in gender, clothing, skin color, or hair color. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| OBJECTIVE | 16-38.35.3. | Demonstrates awareness of personal preferences (mommy likes the red car, I like the fire truck). ReadyRosie I Am Unique Tell Me About It! |
| OBJECTIVE | 16-38.35.4. | May be shy or reserved with new people or animals. ReadyRosie How can I help my child with separation? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.36. | SELF-CONCEPT – CHILDREN PERCEIVE THEMSELVES AS UNIQUE INDIVIDUALS. |
| OBJECTIVE | Increase awareness of their personal characteristics and preferences. | |
| OBJECTIVE | 16-38.36.1. | Tests limits and strives for independence. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.36.2. | Becomes upset when separated from primary caregiver, and may cling upon reunion. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 16-38.36.6. | Shows awareness of being seen by others (exaggerates or repeats behavior when child notices someone is watching). ReadyRosie Get Moving |
| OBJECTIVE | 16-38.36.8. | Attempts to complete basic daily living tasks (eating, getting dressed). ReadyRosie Hooray Parfait Little Chef Packing our Lunch T-Shirt Talk |
| OBJECTIVE | 16-38.36.10. | Indicates preferences by answering yes/no questions. ReadyRosie I Am Unique Tell Me About It! |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.37. | SELF EFFICACY – CHILDREN DEMONSTRATE BELIEF IN THEIR ABILITIES. |
| OBJECTIVE | View self as capable of starting and completing a simple task. | |
| OBJECTIVE | 16-38.37.3. | Shows completed projects (drawing, pile of blocks) to caregiver. ReadyRosie Tell Me About It! |
| OBJECTIVE | 16-38.37.4. | Acts as if they are capable of doing new tasks and activities (copies use of adult tools, tries to sweep the floor with an adult-sized broom, wants real tools). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.37.6. | Occasionally demonstrates rudimentary self-control when they stop themselves from doing something, but is still unreliable. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.37.7. | Begins to follow internalized rules part of the time (puts self in timeout). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.37.8. | Uses social referencing (checks out emotional responses of others) to regulate behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.37.10. | Still has difficulty transferring rules across time and setting. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| OBJECTIVE | 16-38.37.14. | Begins to understand that sharing is important. ReadyRosie Catch! Ring Around the Rosie |
| OBJECTIVE | 16-38.37.15. | Remains likely to take another child’s toy and possessions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.37.17. | Are aware when they have done something wrong, and anticipates the feelings of others and possible consequences. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| OBJECTIVE | 16-38.37.18. | Are aware of differences between moral and social-conventional violations and respond by telling other children about the effects of their behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / COURSE | ID.EC3.3.16-38. | DOMAIN 3: SOCIAL AND EMOTIONAL DEVELOPMENT (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | EMOTIONAL DEVELOPMENT | |
| GLE / BIG IDEA | 16-38.38. | SELF-CONTROL – CHILDREN REGULATE THEIR FEELINGS AND IMPULSES. |
| OBJECTIVE | Learn to accept limits and boundaries, with adult support. | |
| OBJECTIVE | 16-38.38.2. | Tests limits and strives for independence. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| OBJECTIVE | 16-38.38.6. | Seeks caregiver’s support when needing help. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.38.7. | Shows anxiety over separation from teacher, but calms down once teacher has left. ReadyRosie How can I help my child with separation? |
| OBJECTIVE | 16-38.38.9. | Will offer or take toys from other children. ReadyRosie Catch! Fast, Slow How can I stop my kids from fighting? Ring Around the Rosie |
| OBJECTIVE | 16-38.38.12. | May become easily frustrated with challenging tasks (cries when a toy won’t do what they want, or they can’t get their socks off). ReadyRosie How should I handle temper tantrums? |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 16-38.39. | NUMBER SENSE AND OPERATIONS – CHILDREN DEMONSTRATE UNDERSTANDING OF NUMBERS, WAYS OF REPRESENTING NUMBERS, RELATIONSHIPS AMONG NUMBERS, AND NUMBER SYSTEMS. |
| OBJECTIVE | Compare differences between two or more objects or groups of objects. Compare differences in the quantity of objects. | |
| OBJECTIVE | 16-38.39.1. | Matches objects by a single characteristic (size, color, shape, or quantity). ReadyRosie Nature Walk and Talk Toy Sort |
| OBJECTIVE | 16-38.39.2. | Sorts objects by a single characteristic (size, color, shape, or quantity). ReadyRosie Drum Patterns |
| OBJECTIVE | 16-38.39.3. | May begin to imitate counting. Uses some number words (one, two…). ReadyRosie Blast Off Counting Collection Get Moving Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| OBJECTIVE | 16-38.39.4. | Recognizes that a single object is “one” regardless of size, shape, or other attributes. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| OBJECTIVE | 16-38.39.5. | Imitates counting rhymes or songs (Five Little Monkeys). ReadyRosie Blast Off 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? Magazine Problem Solving One, Two, Moo Packing our Lunch Ring Around the Rosie Snack Count Why should I sing to my baby? |
| OBJECTIVE | 16-38.39.6. | Recognizes some quantities (sees 2 blocks and says, “Two.”). ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| OBJECTIVE | 16-38.39.9. | Understands basic common relations (toothbrush and toothpaste). ReadyRosie Drum Patterns Nature Walk and Talk Toy Sort |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 16-38.40. | MEASUREMENT – CHILDREN DEMONSTRATE UNDERSTANDING OF MEASURABLE ATTRIBUTES OF OBJECTS AND THE UNITS, SYSTEMS, AND PROCESSES OF MEASUREMENT (INCLUDING SIZE, VOLUME, HEIGHT, WEIGHT, LENGTH, AREA, AND TIME). |
| OBJECTIVE | Order and sequence objects according to different dimensions. | |
| OBJECTIVE | 16-38.40.4. | Identifies objects by a single characteristic such as big or small, heavy or light, and tall or short; with assistance. ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | MATHEMATICS AND NUMERACY | |
| GLE / BIG IDEA | 16-38.41. | PROPERTIES OF ORDERING – CHILDREN DEMONSTRATE UNDERSTANDING OF PATTERNS, RELATIONS, AND FUNCTIONS USED TO ORGANIZE THEIR WORLD AND FACILITATE PROBLEM SOLVING. |
| OBJECTIVE | Recall, group, and anticipate familiar sequences of events and use these memories to predict and respond to events. | |
| OBJECTIVE | 16-38.41.1. | Shows recognition of sequences of events or objects. ReadyRosie Drum Patterns |
| OBJECTIVE | 16-38.41.4. | Groups objects on the basis of visual characteristics (shape or color) or themes (functional uses such as items for scooping). ReadyRosie Nature Walk and Talk Toy Sort |
| OBJECTIVE | 16-38.41.5. | Classifies everyday objects that go together (shoe/sock, pencil/paper, comb/brush). ReadyRosie Nature Walk and Talk Toy Sort |
| OBJECTIVE | 16-38.41.6. | With practice and development, uses groupings to create patterns. ReadyRosie Drum Patterns |
| OBJECTIVE | 16-38.41.7. | Matches simple two-dimensional shapes in form board and puzzles (circles, squares, triangles). ReadyRosie Copy Me Nesting Bowls |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SCIENCE | |
| GLE / BIG IDEA | 16-38.42. | SCIENTIFIC INQUIRY – CHILDREN OBSERVE, DESCRIBE, AND COLLECT INFORMATION BY EXPLORING THE WORLD AROUND THEM. |
| OBJECTIVE | Construct and describe simple observable characteristics of objects, people, and events. | |
| OBJECTIVE | 16-38.42.2. | Enjoys and expands on choices for outdoor play. ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.42.4. | Notices, understands, and expresses individual wants and needs. ReadyRosie I Am Unique Tell Me About It! |
| OBJECTIVE | 16-38.42.6. | Uses senses to identify details of similarities and differences through observation and exploration. ReadyRosie Fast, Slow Playdough Lengths |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SCIENCE | |
| GLE / BIG IDEA | 16-38.43. | SCIENTIFIC INQUIRY—THINKING, ASKING, ACTING, AND SOLVING PROBLEMS – CHILDREN FURTHER ENGAGE IN EXPLORING AND MAKING SENSE OF THE NATURAL WORLD BY ASKING QUESTIONS AND MAKING PREDICTIONS ABOUT CAUSE AND EFFECT RELATIONS THAT CAN LEAD TO GENERALIZATIONS. |
| OBJECTIVE | Vary actions in order to see what happens as a result (cause and effect). | |
| OBJECTIVE | 16-38.43.1. | Uses senses, and trial and error to solve problems. ReadyRosie Fast, Slow Playdough Lengths |
| OBJECTIVE | 16-38.43.5. | Uses trial and error to find possible solutions to a problem (moving a puzzle piece around to find the right place). ReadyRosie Nesting Bowls |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | 16-38.44. | SOCIAL STUDIES – CHILDREN DIFFERENTIATE BETWEEN PEOPLE, PLACES, ACTIVITIES, AND EVENTS IN THE PAST AND PRESENT THAT RELATE TO SELF, GROUP IDENTITY, AND A SENSE OF THEIR COMMUNITY. |
| OBJECTIVE | Actively select and participate in daily activities and routines reflecting cultural traditions, values, and beliefs with adults and peers to develop awareness of group membership. | |
| OBJECTIVE | 16-38.44.4. | Shows recognition of simple sequence in events (naptime is after lunch). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.44.5. | Actively selects and participates in activities and routines with peers and adults. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| OBJECTIVE | 16-38.44.6. | Increases understanding of where things are located in the environment (outdoor shoes are kept in cubbies; dishes are stored in the kitchen). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.44.7. | Maintains trusting relationships with caregivers and begins developing trusting relationships with peers. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| OBJECTIVE | 16-38.44.9. | Demonstrates an awareness of daily routines (gets coat because it is cold outside). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| OBJECTIVE | 16-38.44.13. | Begins to role-play with simple objects and toys (pushing doll stroller, feeding doll with toy bottle, pretends to talk on the phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | SOCIAL STUDIES | |
| GLE / BIG IDEA | 16-38.45. | SOCIAL STUDIES – CHILDREN DEMONSTRATE AWARENESS AND UNDERSTANDING OF INDIVIDUAL FAIRNESS, GROUP RIGHTS, AND RESPONSIBILITIES (DEMOCRATIC IDEALS) FOR MEMBERSHIP AND PARTICIPATION IN GROUP ACTIVITIES (SUCCESSFUL CITIZENSHIP). |
| OBJECTIVE | Regulate their behavior, with adult assistance, to participate in organized, culturally acceptable ways with familiar people, objects, and events. | |
| OBJECTIVE | 16-38.45.1. | Actively seeks assistance by approaching adults and using words to express emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.45.5. | Increases awareness of physical/spatial boundaries (must stay in nursery room; sit at table to eat snack). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.45.6. | Helps with family, school, and community routines, with adult encouragement and assistance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| OBJECTIVE | 16-38.45.7. | May engage in pretend “house” play helping with cleaning, cooking, mowing, painting. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | 16-38.46. | EXPRESSION AND REPRESENTATION – CHILDREN USE CREATIVE ARTS TO EXPRESS AND REPRESENT WHAT THEY KNOW, THINK, BELIEVE, OR FEEL. |
| OBJECTIVE | Use singing, drawing/painting, and movement to express self and make meaning of experiences. | |
| OBJECTIVE | 16-38.46.1. | Makes up rhymes and songs. ReadyRosie Drum Patterns I can't sing. How can I sing to my baby? Ring Around the Rosie |
| OBJECTIVE | 16-38.46.2. | Uses a variety of materials for tactile experience and exploration (paint, glue, 3-dimensional materials, musical instruments, dance). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie Torn Paper Art |
| OBJECTIVE | 16-38.46.3. | Engages in messy play activities such as painting, water-play, and building sand structures. ReadyRosie Torn Paper Art |
| OBJECTIVE | 16-38.46.5. | Explores various ways of moving with or without music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| OBJECTIVE | 16-38.46.6. | Explores simple songs using voice and/or instruments. 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? |
| OBJECTIVE | 16-38.46.7. | Makes up songs and uses the voice as the primary instrument. 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? |
| OBJECTIVE | 16-38.46.8. | Engages in pretend play with hats, clothing props, shoes, purses, and other props. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.46.10. | Engages in spontaneous and imaginative play using a variety of materials to dramatize stories and experiences. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.46.11. | Uses objects for more than one purpose (big hat used for a baby carrier). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STANDARD / COURSE | ID.EC3.4.16-38. | DOMAIN 4: GENERAL KNOWLEDGE (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | CREATIVE ARTS | |
| GLE / BIG IDEA | 16-38.47. | UNDERSTANDING AND APPRECIATION – CHILDREN DEMONSTRATE UNDERSTANDING AND APPRECIATION OF CREATIVE ARTS. |
| OBJECTIVE | Explores tools to create light, color, image, music, movement, and textures. | |
| OBJECTIVE | 16-38.47.1. | Observes and responds to artwork produced by other individuals and/or cultures. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| OBJECTIVE | 16-38.47.2. | Imitates movement after participating in or watching others perform games, dance, or songs. 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? |
| OBJECTIVE | 16-38.47.3. | Exhibits interest when watching musical, dance, or theatre performances by other individuals. ReadyRosie Banana Phonana I can't sing. How can I sing to my baby? Ring Around the Rosie Tips for helping your child love reading |
| OBJECTIVE | 16-38.47.5. | May show interest and work with different art materials like play dough, crayons, markers, scissors, pens, paper, notebooks, book making. ReadyRosie Copy Me Playdough Lengths Recycled Play Secret Message |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 16-38.48. | LISTENING – CHILDREN DEMONSTRATE THE MEANING OF LANGUAGE BY LISTENING. |
| OBJECTIVE | Understand increasingly complex statements and requests. | |
| OBJECTIVE | 16-38.48.3. | Performs simple actions with verbal cue (jump, wave, get, come). ReadyRosie Bear Hunt Get Moving |
| OBJECTIVE | 16-38.48.4. | Locates familiar objects, people, and body parts. ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.48.5. | Listens to short and simple stories; read and told. ReadyRosie Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 16-38.49. | ORAL COMMUNICATION – CHILDREN COMMUNICATE EFFECTIVELY. |
| OBJECTIVE | Develop communication by moving from simple word combinations and gestures to more complex interactions. | |
| OBJECTIVE | 16-38.49.4. | Uses descriptors to describe object or event. ReadyRosie Book Walk Stuck on You |
| OBJECTIVE | 16-38.49.5. | Vocalizes wants and needs. ReadyRosie Behavior is a form of communication Tempted to Talk |
| OBJECTIVE | 16-38.49.6. | Uses phrases or short sentences. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| OBJECTIVE | 16-38.49.8. | Asks and answers simple questions. ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| OBJECTIVE | 16-38.49.10. | Uses non-verbal gestures and body language to express needs and feelings (gives spontaneous hug). ReadyRosie Behavior is a form of communication Tempted to Talk |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | COMMUNICATION | |
| GLE / BIG IDEA | 16-38.50. | CONVENTIONS OF SOCIAL COMMUNICATION – CHILDREN COMPREHEND AND USE CONVENTIONS OF SOCIAL COMMUNICATION. |
| OBJECTIVE | Initiate interaction using social convention. | |
| OBJECTIVE | 16-38.50.1. | Uses object to initiate play or seek assistance from another child or caregiver. ReadyRosie How can I get my child to listen to me? How can I make music part of our day? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.50.3. | Vocalizes wants and needs. ReadyRosie Behavior is a form of communication Tempted to Talk |
| OBJECTIVE | 16-38.50.4. | Asks and answers simple questions. ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| OBJECTIVE | 16-38.50.7. | Attends to speaker for a portion of a conversation, one on one. ReadyRosie Stuck on You Tell Me About It! |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 16-38.51. | VOCABULARY – CHILDREN USE RECEPTIVE VOCABULARY. |
| OBJECTIVE | Respond reciprocally to an expanding receptive vocabulary. | |
| OBJECTIVE | 16-38.51.1. | Understands and responds to simple questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| OBJECTIVE | 16-38.51.2. | Points to body parts. ReadyRosie Bear Hunt |
| OBJECTIVE | 16-38.51.8. | Identifies objects by function. ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| OBJECTIVE | 16-38.51.10. | Identifies some people, objects, and actions by name. ReadyRosie Tips for storytelling: Story ideas |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 16-38.52. | VOCABULARY – CHILDREN USE EXPRESSIVE VOCABULARY. |
| OBJECTIVE | Use words and simple phrases with intent. | |
| OBJECTIVE | 16-38.52.3. | Expands vocabulary rapidly (up to 1,000 words by 36 months). ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| OBJECTIVE | 16-38.52.5. | Initiates communication. ReadyRosie Stuck on You Tell Me About It! |
| OBJECTIVE | 16-38.52.6. | May ask “wh” questions (why and what). ReadyRosie Nature Walk and Talk What Do We Do? |
| OBJECTIVE | 16-38.52.7. | Asks others to label unfamiliar objects. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 16-38.53. | GRAMMAR AND SYNTAX – CHILDREN DEMONSTRATE PROGRESSION IN GRAMMAR AND SYNTAX. |
| OBJECTIVE | Move from using simple words to more complex word order, word combinations, and word endings to convey meaning more fully. | |
| OBJECTIVE | 16-38.53.8. | Describes a self-made drawing. ReadyRosie Book Walk Stuck on You |
| OBJECTIVE | 16-38.53.9. | Uses simple questions in speech, but may not use correct grammar. ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 16-38.54. | COMPREHENSION – CHILDREN DEMONSTRATE COMPREHENSION AND MEANING IN LANGUAGE. |
| OBJECTIVE | Rapid increase in receptive vocabulary to reflect knowledge of their environment. | |
| OBJECTIVE | 16-38.54.2. | Follows direction, moving from one step to two steps or three steps within a routine. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.54.3. | Understands new words rapidly. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Toy Sort |
| OBJECTIVE | 16-38.54.4. | Understands simple descriptors (hot, wet, tall). ReadyRosie Book Walk Stuck on You |
| OBJECTIVE | 16-38.54.5. | Begins understanding of size concepts, counting, and family members’ names. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count Tips for storytelling: Story ideas |
| OBJECTIVE | 16-38.54.6. | Responds to yes/no questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LANGUAGE | |
| GLE / BIG IDEA | 16-38.55. | EXPRESSIVE/ORAL LANGUAGE – CHILDREN USE LANGUAGE FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Use words, phrases, and sentences to meet social and physical needs. | |
| OBJECTIVE | 16-38.55.3. | Initiates turn-taking routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| OBJECTIVE | 16-38.55.6. | Uses words and gestures to engage others in play (gestures and says, “chase!”). ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| OBJECTIVE | 16-38.55.10. | Requests to hear familiar stories, songs, and 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? |
| OBJECTIVE | 16-38.55.11. | Begins to follow the sequence of events in an orally-narrated story. ReadyRosie Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.56. | READING – CHILDREN DEVELOP PHONOLOGICAL AWARENESS. |
| OBJECTIVE | Purposefully engage in activities that promote phonological awareness. | |
| OBJECTIVE | 16-38.56.1. | Anticipates action to accompany a song (“Ring around the rosie…we all fall down!”). 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? |
| OBJECTIVE | 16-38.56.3. | Repeats a refrain from a song heard before (E - I E–I–O). 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? |
| OBJECTIVE | 16-38.56.6. | Recites phrases from familiar rhymes. ReadyRosie Ring Around the Rosie |
| OBJECTIVE | 16-38.56.7. | Completes a familiar rhyme by providing the last word. ReadyRosie Ring Around the Rosie |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.57. | READING – CHILDREN DEMONSTRATE AWARENESS OF LETTERS AND SYMBOLS. |
| OBJECTIVE | Recognize visual symbols in their environment. | |
| OBJECTIVE | 16-38.57.3. | Begins to sing songs with alphabet by rote. 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? |
| OBJECTIVE | 16-38.57.4. | Begins to match similar shapes (shape puzzles or sorters). ReadyRosie Nesting Bowls |
| OBJECTIVE | 16-38.57.5. | Moves finger along in books – pretends to read text. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.58. | READING – CHILDREN DEMONSTRATE AWARENESS OF PRINT CONCEPTS. |
| OBJECTIVE | Display awareness of the function and use of printed materials. | |
| OBJECTIVE | 16-38.58.7. | Communicates a desire to be read to (locates a book and takes it to the reader). ReadyRosie Why should we tell family stories? |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.59. | READING – CHILDREN DEMONSTRATE COMPREHENSION OF PRINTED MATERIALS AND ORAL STORIES. |
| OBJECTIVE | Begin to find meaning in stories and pictures. | |
| OBJECTIVE | 16-38.59.2. | Repeats familiar parts of a story, nursery rhyme, or music. ReadyRosie Family Movie Night 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 Tips for helping your child love reading Tips for storytelling: Using gestures Why should I sing to my baby? |
| OBJECTIVE | 16-38.59.4. | Responds to “wh” questions (who, what, where, when, why) after hearing or reading a story. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| OBJECTIVE | 16-38.59.6. | May have a favorite book and ask for it to be read multiple times. ReadyRosie Why should we tell family stories? |
| OBJECTIVE | 16-38.59.7. | Pretends to read a book to self or favorite toy. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| OBJECTIVE | 16-38.59.10. | Anticipates what comes next in known stories, with assistance (anticipates the next animal in an animal concept book). ReadyRosie Tips for helping your child love reading |
| OBJECTIVE | 16-38.59.11. | May use pretend play to act out familiar story. ReadyRosie Tips for helping your child love reading |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.60. | READING – CHILDREN DEMONSTRATE AWARENESS THAT WRITTEN MATERIALS CAN BE USED FOR A VARIETY OF PURPOSES. |
| OBJECTIVE | Engage independently in looking at books and listening to read stories. | |
| OBJECTIVE | 16-38.60.6. | Enjoys books with clear pictures or photos about daily routines (eating, toileting). ReadyRosie Hooray Parfait How do I get my child to______? How should I handle temper tantrums? Little Chef Packing our Lunch Reading Routines for Early Readers |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.61. | WRITING – CHILDREN DEMONSTRATE KNOWLEDGE AND USE OF LETTERS AND SYMBOLS. |
| OBJECTIVE | Recognize that symbols have meaning. | |
| OBJECTIVE | 16-38.61.1. | Uses increasingly more purposeful scribbling. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.61.2. | Uses drawing and painting expressively. ReadyRosie Copy Me Recycled Play |
| OBJECTIVE | 16-38.61.3. | Uses horizontal scribbling to label drawings or imitate adults. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| OBJECTIVE | 16-38.61.4. | Makes intentional impressions with different materials. ReadyRosie Copy Me Recycled Play |
| OBJECTIVE | 16-38.61.6. | Labels pictures using scribble writing. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.61.7. | Uses symbols or pictures as a representation of oral language. ReadyRosie Copy Me Recycled Play |
| OBJECTIVE | 16-38.61.9. | Talks about the meaning of what is being written or drawn (e.g., “this is the dinosaur eating…”). ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.62. | WRITING – CHILDREN USE WRITING SKILLS AND DEMONSTRATE KNOWLEDGE OF WRITING CONVENTIONS. |
| OBJECTIVE | Begin to use tools to write and draw. | |
| OBJECTIVE | 16-38.62.1. | Adjusts body position to facilitate writing. ReadyRosie Copy Me Recycled Play Secret Message |
| OBJECTIVE | 16-38.62.2. | Holds paper with one hand while writing with the other hand. ReadyRosie Copy Me Secret Message |
| OBJECTIVE | 16-38.62.3. | Copies vertical and horizontal lines. ReadyRosie Copy Me Recycled Play Secret Message |
| OBJECTIVE | 16-38.62.4. | Makes circular motions with writing utensil. ReadyRosie Copy Me Recycled Play Secret Message |
| OBJECTIVE | 16-38.62.5. | Uses a variety of writing tools. ReadyRosie Copy Me Secret Message |
| OBJECTIVE | 16-38.62.6. | Begins to use fingers to hold writing tools instead of fist. ReadyRosie Copy Me Secret Message |
| OBJECTIVE | 16-38.62.7. | Uses whole arm to make writing movement. ReadyRosie Copy Me Secret Message |
| OBJECTIVE | 16-38.62.8. | Scribbles and makes marks on paper purposefully. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.62.9. | Names scribbles (tells others what scribbles mean). ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.62.10. | Pretends to write on paper, without regard to location or direction. ReadyRosie Copy Me Paint your Name Secret Message |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | LITERACY | |
| GLE / BIG IDEA | 16-38.63. | WRITING – CHILDREN USE WRITING FOR A VARIETY OF PURPOSES.. |
| OBJECTIVE | Make scribbles and mark in imitation of writing. | |
| OBJECTIVE | 16-38.63.1. | Makes scribbles and pictures to share with others. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| OBJECTIVE | 16-38.63.2. | Imitates the act of writing during play and familiar routines. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.63.3. | Uses writing props during play. ReadyRosie Banana Phonana Copy Me Drum Patterns Paint your Name Recycled Play Secret Message Toy Car Wash Vroom! Vroom! |
| OBJECTIVE | 16-38.63.4. | May request an adult to write name or message on their work. ReadyRosie Copy Me Paint your Name Secret Message |
| OBJECTIVE | 16-38.63.6. | Asks adult to label pictures that he/she has drawn. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STANDARD / COURSE | ID.EC3.5.16-38. | DOMAIN 5: COMMUNICATION, LANGUAGE, AND LITERACY (16-38 Months) |
| CONTENT KNOWLEDGE AND SKILLS / GOAL | ENGLISH LANGUAGE LEARNERS | |
| GLE / BIG IDEA | 16-38.64. | DUAL LANGUAGE ACQUISITION – CHILDREN DEMONSTRATE COMPETENCY IN HOME LANGUAGE WHILE ACQUIRING BEGINNING PROFICIENCY IN ENGLISH. |
| OBJECTIVE | Demonstrate varying competency in learning English depending on age, onset, and amount of language exposure. Continues to develop vocabulary and fluency in home language. | |
| OBJECTIVE | 16-38.64.3. | Uses increased expressive and receptive English vocabulary. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| OBJECTIVE | 16-38.64.4. | May exhibit a period of silence before a language surge. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| OBJECTIVE | 16-38.64.7. | Has a larger vocabulary in home language and is beginning to acquire an English vocabulary. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| OBJECTIVE | 16-38.64.8. | Recalls words from simple songs in home language and recognizes words from songs in English. 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? |
| OBJECTIVE | 16-38.64.9. | Asks simple questions in home language and uses gestures or single words to ask questions in English. ReadyRosie Nature Walk and Talk What Do We Do? |