Guided Play Strategies

trainedthoughts

NC_Foundations1.html

Home >Education homework help >Guided Play Strategies

North Carolina Foundations for Early Learning

and Development

North Carolina Foundations Task Force

North Carolina Foundations for Early Learning

and Development

North Carolina Foundations Task Force

North Carolina Foundations for Early Learning and Development

Writers

Catherine Scott-Little

Human Development and Family Studies Department UNC-Greensboro

Glyn Brown

SERVE Center UNC-Greensboro

Edna Collins

Division of Child Development and Early Education NC Department of Health and Human Services

Editors

Lindsey Alexander

Lindsey Alexander Editorial

Katie Hume

Frank Porter Graham Child Development Institute UNC-Chapel Hill

The North Carolina Foundations for Early Learning and Development may be freely

reproduced without permission for non-profit, educational purposes.

Designer

Gina Harrison

Frank Porter Graham Child Development Institute UNC-Chapel Hill

Photography

Pages:

60 and 143 courtesy of UNC-Greensboro, Child Care Education Program.

36, 54, 135, 136, front cover (group shot), and back cover (infant) courtesy of NC Department of Health and Human Services, Division of Child Development and Early Education.

All others: Don Trull, John Cotter

Frank Porter Graham Child Development Institute UNC-Chapel Hill

Electronic versions of this report are available from the following websites: http://ncchildcare.dhhs.state.nc.us http://www.ncpublicschools.org/earlylearning

Suggested citation: North Carolina Foundations Task Force. (2013). North

Carolina foundations for early learning and development. Raleigh: Author.

Funding for this document was provided by the North Carolina Early Childhood Advisory Council using funds received from a federal State Advisory Council grant from the Administration for Children and Families, U.S. Department of Health and Human Services.

ii

Table o

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Purpose of Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Organization of This Document . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 How to Use Foundations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Domains, Subdomains, and Goals Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Guiding Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Effective Use of Foundations with All Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Foundations and Children’s Success in School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Helping Children Make Progress on Foundations Goals: It Takes Everyone Working Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Frequently Asked Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Approaches to Play and Learning (APL) . . . . . . . . . . . . . . . . . . 26

Curiosity, Information-Seeking, and Eagerness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Play and Imagination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Risk-Taking, Problem-Solving, and Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Attentiveness, Effort, and Persistence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Emotional and Social Development (ESD) . . . . . . . . . . . . . . . . 48

Developing a Sense of Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Developing a Sense of Self With Others . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Learning About Feelings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

iii

Health and Physical Development (HPD) . . . . . . . . . . . . . . . . 66

Physical Health and Growth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Self-Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80

Safety Awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

Language Development and Communication (LDC) . . . . . . 88

Learning to Communicate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Foundations for Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Foundations for Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Cognitive Development (CD) . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

Construction of Knowledge: Thinking and Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Creative Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Social Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Mathematical Thinking and Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137 Scientific Exploration and Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .144

Supporting Dual Language Learners (DLL) . . . . . . . . . . . . . . 149

Defining Dual Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 The Dual Language Learning Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 DLL and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 The Importance of Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 DLL and Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Selected Sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

iv

Acknowledgments

In Preschool Advisory funded the 2011, Infant-Toddler the the Council Foundations important North (ECAC) Carolina Foundations project to launched create Early of revising Childhood and the and North Carolina Foundations for Early Learning and Development—a single document that describes children’s development and learning from birth to age five. Leaders from the Division of Child Development and Early Education as well as the Office of Early Learning in the Department of Public Instruction provided critical advice, oversight, and vision on the Foundations and its implementation. As listed below, many individuals from across the state devoted their time and expertise to this task force. We are grateful to everyone’s work on this important resource for our state.

This publication is dedicated to North Carolina’s early childhood professionals, teachers, and caregivers who nurture and support the development of many young children while their families work or are in school.

NC Foundations Task Force

Expert Reviewers

Laura Berk

Professor Emeritus, Psychology Department Illinois State University

Sharon Glover

Cultural Competence Consultant Glover and Associates

Melissa Johnson

Pediatric Psychologist WakeMed Health and Hospitals

Patsy Pierce

Speech Language Pathologist Legislative Analyst NC General Assembly Research Division

Inter-Agency Leadership Team

Division of Child Development and Early Education NC Department of Health and Human Services

Deb Cassidy Anna Carter Edna Collins Jani Kozlowski Lorie Pugh

Office of Early Learning NC Department of Public Instruction

John Pruette Jody Koon

Human Development and Family Studies Department UNC-Greensboro

Catherine Scott-Little, Co-Facilitator Sheresa Boone Blanchard

Frank Porter Graham Child Development Institute UNC-Chapel Hill

Kelly Maxwell, Co-Facilitator

v

Foundations Revisions Expert

Workgroup

Norm Allard

Pre-K Exceptional Children Consultant Office of Early Learning NC Department of Public Instruction

Joe Appleton

Kindergarten Teacher Sandy Ridge Elementary School

Cindy Bagwell

Co-Chair of Cognitive Development Workgroup

Early Childhood Education Consultant Office of Early Learning NC Department of Public Instruction

Harriette Bailey

Assistant Professor Birth-Kindergarten Program Coordinator Department of Education, Shaw University

Sheila Bazemore

Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services

Bonnie Beam

Director Office of School Readiness, Cleveland County Schools

Gwen Brown

Regulatory Supervisor Division of Child Development and Early Education NC Department of Health and Human Services

Paula Cancro

Preschool Director Our Lady of Mercy Catholic School

Deborah Carroll

Branch Head Early Intervention, Division of Public Health NC Department of Health and Human Services

Kathryn Clark

Professor, Child Development Program Coordinator Child Development, Meredith College

Renee Cockrell

Pediatrician Rocky Mount Children’s Developmental Services Agency

Lanier DeGrella

Infant Toddler Enhancement Project Manager Child Care Services Association

Sherry Franklin

Quality Improvement Unit Manager Division of Public Health NC Department of Health and Human Services

Kate Gallagher

Child Care Program Director Frank Porter Graham Child Development Institute UNC-Chapel Hill

Khari Garvin

Director, Head Start State Collaboration Office Office of Early Learning NC Department of Public Instruction

Cristina Gillanders

Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill

Pamela Hauser

Child Care Licensing Consultant Division of Child Development and Early Education NC Department of Health and Human Services

Ronda Hawkins

Chair of Emotional and Social Development Workgroup

Early Childhood Program Coordinator Sandhills Community College

Patricia Hearron

Chair of Approaches to Learning Workgroup

Professor, Family and Consumer Sciences Appalachian State University

Staci Herman-Drauss

Infant Toddler Education Specialist Child Care Services Association

Vivian James

619 Coordinator Pre-K Exceptional Children, Office of Early Learning North Carolina Department of Public Instruction

LaTonya Kennedy

Teacher Mountain Area Child and Family Center

Doré LaForett

Investigator Frank Porter Graham Child Development Institute UNC-Chapel Hill

Beth Leiro

Physical Therapist Beth Leiro Pediatric Physical Therapy

Gerri Mattson

Pediatric Medical Consultant Division of Public Health NC Department of Health and Human Services

Janet McGinnis

Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services

vi

NC Foundations Task Force (cont.)

Margaret Mobley

Manager, Promoting Healthy Social Behavior in Child Care Settings Child Care Resources, Inc.

Judy Neimeyer

Professor Emerita Specialized Education Services UNC-Greensboro

Eva Phillips

Instructor, Birth-Kindergarten Education Winston-Salem State University

Jackie Quirk

Chair of Health and Physical Development Workgroup

Project Coordinator NC Child Care Health and Safety Resource Center UNC Gillings School of Global Public Health

Amy Scrinzi

Co-Chair of Cognitive Development Workgroup

Early Mathematics Consultant Curriculum and Instruction Division NC Department of Public Instruction

Janet Singerman

President Child Care Resources, Inc.

Diane Strangis

Assistant Professor Child Development, Meredith College

Dan Tetreault

Chair of Language and Communication Workgroup

K–2 English Language Arts Consultant Curriculum and Instruction Division NC Department of Public Instruction

Brenda Williamson

Assistant Professor, Birth-Kindergarten Teacher Education Program Coordinator NC Central University

Gale Wilson

Regional Specialist NC Partnership for Children

Catherine Woodall

Education Consultant Division of Child Development and Early Education NC Department of Health and Human Services

Doyle Woodall

Preschool Teacher Johnston County Schools

Dual Language Learners Advisory

Team

Catherine Scott-Little, Chair

Associate Professor, Human Development and Family Studies UNC-Greensboro

Tanya Dennis

Telamon Corporation

Shari Funkhouser

Pre-K Lead Teacher Asheboro City Schools

Cristina Gillanders

Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill

Belinda J. Hardin

Associate Professor, Specialized Education Services UNC-Greensboro

Norma A. Hinderliter

Special Education Expert

Adriana Martinez

Director Spanish for Fun Academy

Tasha Owens-Green

Child Care and Development Fund Coordinator Division of Child Development and Early Education NC Department of Health and Human Services

Gexenia E. Pardilla

Latino Outreach Specialist Child Care Resources Inc.

Jeanne Wakefield

Executive Director The University Child Care Center

Strategies Workgroup

Sheresa Boone Blanchard, Chair

Child Development and Family Studies UNC-Greensboro

Patsy Brown

Exceptional Children Preschool Coordinator Yadkin County Schools

Kristine Earl

Assistant Director Exceptional Children’s Department Iredell-Statesville Schools

Cristina Gillanders

Scientist Frank Porter Graham Child Development Institute UNC-Chapel Hill

Wendy H-G Gray

Exceptional Children Preschool Coordinator Pitt County School System

vii

Patricia Hearron

Professor, Family and Consumer Sciences Appalachian State University

Staci Herman-Drauss

Infant Toddler Education Specialist Child Care Services Association

Tami Holtzmann

Preschool Coordinator Thomasville City Schools

Renee Johnson

Preschool Coordinator Edgecombe County Public School

Jenny Kurzer

Exceptional Children Preschool Coordinator Burke County Public Schools

Brenda Little

Preschool Coordinator Stokes County Schools

Karen J. Long

Infant Toddler Specialist Child Care Resources, Inc

Jackie Quirk

Project Coordinator NC Child Care Health and Safety Resource Center UNC Gillings School of Global Public Health

Brenda Sigmon

Preschool Coordinator Catawba County/Newton Conover Preschool Program

Teresa Smith

Preschool Coordinator Beaufort County Schools

Susan Travers

Exceptional Children Curriculum Manager and Preschool Coordinator Buncombe County Schools

Rhonda Wiggins

Exceptional Children Preschool Coordinator Wayne County Public Schools

viii

Introduction

C hildren’s high-quality and enter shows who school that enter experiences children care matter—research school and who well before education, experience prepared, they are more successful in school and later in their lives. Recognizing the importance of the early childhood period, North Carolina has been a national leader in the effort to provide high-quality care and education for young children. Programs and services such as Smart Start, NC Pre-K, early literacy initiatives, Nurse Family Partnerships and other home visiting programs, and numerous other initiatives promote children’s learning and development. Quality improvement initiatives such as our Star Rated License, Child Care Resource and Referral (CCR&R) agencies, T.E.A.C.H. Early Childhood® Scholarship Project, and the Child Care W.A.G.E.S. ® Project are designed to improve the quality of programs and services and, in turn, benefit children. Although the approaches are different, these programs and initiatives share a similar goal—to promote better outcomes for

North Carolina’s young children. This document,

North Carolina Foundations for Early Learning and Development (referred to as Foundations),

serves as a shared vision for what we want for our state’s children and answers the question “What should we be helping children learn before kindergarten?” By providing a common set of Goals and Developmental Indicators for children from birth through kindergarten entry, our hope is that parents, educators, administrators, and policy makers can together do the best job possible to provide experiences that help children be well prepared for success in school and life.

This Introduction provides important information that adults need in order to use Foundations effectively. We discuss the purpose of the document, how it should be used, and what’s included. We’ve also tried to answer questions that you might have, all in an effort to help readers understand and use Foundations as a guide for what we want children to learn during their earliest years.

Foundations

can be used to:

Improve teachers’ knowledge of child development;
Guide teachers’ plans for implementing curricula;
Establish goals for children’s development and learning that are shared across programs and services; and
Inform parents and other family members on age-appropriate expectations for children’s development and learning.

A Note About Terminology

Foundations is designed to be useful to a broad range of professionals who work with children. In this document we refer to “teachers and caregivers.” This terminology includes anyone who works with children—teachers, caregivers, early educators, early interventionists, home visitors, etc. The document also refers to “children” generically, which is intended to include infants, toddlers, and preschool children.

Purpose of

Foundations

North Carolina’s Early Childhood Advisory Committee, Division of Child Development and Early Education, and Department of Public Instruction Office of Early Learning worked together to develop Foundations to provide a resource for all programs in the state. Foundations describes Goals for all children’s development and learning, no matter what program they may be served in, what language they speak, what disabilities they may have, or what family circumstances they are growing up in. Teachers and caregivers can turn to Foundations to learn about child development because the document provides age-appropriate Goals and Developmental Indicators for each age level—infant, toddler, and preschooler. Foundations is also intended to be a guide for teaching–not a curriculum or checklist that is used to assess children’s development and learning, but a resource to define the skills and abilities we want to support in the learning experiences we provide for children. The Goals for children can be used by teachers, caregivers, early interventionists, home visitors, and other professionals who support and promote children’s development and learning. It is,

however, important to remember that while Foundations can help you determine what is “typical” for children in an age group, the Developmental Indicators may not always describe a particular child’s development. When a child’s development and learning does not seem to fit what is included in the continuum under his/her age level, look at the Developmental Indicators for younger or older age groups to see if they are a better fit for the child. Your goal is to learn what developmental steps the child is taking now, and to meet the individual needs of that child on a daily basis.

Foundations can also be used as a resource for parents and other family members. All parents wonder if their child is learning what’s needed in order to be successful in school. Parents will find it helpful to review the Goals and Developmental Indicators to learn what most early educators in North Carolina feel are appropriate goals for young children.

Finally, Foundations is a useful document for individuals who do not work directly with children, but who support teachers and caregivers in their work. It is important to take stock to see if a program’s learning environment, teaching materials, learning activities, and interactions are supporting children’s development in the areas described

in Foundations. Administrators can use Foundations as a guide to evaluate the types of learning experiences provided in their program. Foundations can also be a resource to identify areas where teachers and caregivers need to improve their practices and as a basis for professional development. Training and technical assistance providers should evaluate the support they provide to teachers and caregivers to ensure that the professional development is consistent with the Goals and Developmental Indicators. Furthermore, Foundations can be used as a textbook in higher education courses and a training manual for in-service professional development. In summary, Foundations is designed to be a resource for teachers, caregivers, parents, administrators, and professional development providers as we work together to support the learning and development of North Carolina’s youngest children.

Organization of This Document

This document begins with this Introduction, which provides background information

on the use of Foundations. Following the Introduction, you will find the Goals and Developmental Indicators, which describe expectations for what children will learn prior to kindergarten, starting with infancy and covering all ages through kindergarten entry. A glossary with definitions of key terms that are used throughout Foundations is included at the end of the document.

The Goals and Developmental Indicators are divided into five domains: • Approaches to Play and Learning (APL) • Emotional and Social Development (ESD) • Health and Physical Development (HPD) • Language Development and Communication (LDC) • Cognitive Development (CD)

Because infants’, toddlers’, and preschool children’s bodies, feelings, thinking skills, language, social skills, love of learning, and knowledge all develop together, it is essential that we include all five of these domains in Foundations. None of the domains is more or less important than others, and there is some overlap between what is covered in one domain and what’s covered in other domains. This is because children’s development and learning is integrated or interrelated. The progress that a child makes in one domain is related to the progress he or she makes in other domains. For example, as a child interacts with adults (i.e., Social

Development), she/he learns new words (i.e., Language Development) that help her/ him understand new concepts (i.e., Cognitive Development). Therefore, it is essential that Foundations address all five domains, and that teachers and caregivers who are using Foundations pay attention to all five domains.

At the beginning of each domain section, you will find a domain introduction that describes some of the most important ideas related to the domain. This introductory information helps you understand what aspects of children’s learning and development are included in the domain. The introduction is followed by the Goal and Developmental Indicator Continuum (sometimes called a “Continuum” for short in this document) for each domain. The Continuum for each domain is a chart that shows the Goals for the domain, and the Developmental Indicators related to each Goal for each age level. As the sample chart on the next page shows, North Carolina has elected to arrange our Developmental Indicators along a continuum so that all of the Developmental Indicators for the age levels between birth and kindergarten entry are included on the same row. This format allows teachers and caregivers to easily look across the age levels to see the progression that a child might make toward the Goal.

The Goals are organized in subdomains or subtopics that fall within the domain. Goals are statements that describe a general area or aspect of development that children

make progress on through birth through age five. The Developmental Indicators are more specific statements of expectations for children’s learning and development

that are tied to particular age levels. A Goal and Developmental Indicator Continuum is provided for each Goal.

Subdomain

defines areas within each domain more specifically

Goal

provides a broad statement of what children should know or be able to do

Domain

refers to the broad area of learning or development that is being addressed

Approaches to Play and Learning (APL)

Curiosity, Information-Seeking, and Eagerness

Goal APL-1: Children show curiosity and express interest in the world around them.

Developmental Indicators

Infants

Show interest in
- thers (smile or gaze at caregiver, make sounds
- r move body when other person is near). APL-1a
Show interest in themselves (watch own hands, play with own feet). APL-1b
React to new sights, sounds, tastes, smells, and touches (stick out tongue at first solid food, turn head quickly when door slams). APL-1c

Younger Toddlers

Imitate what others are doing. APL-1d
Show curiosity about their surroundings (with pointing, facial expressions, words). APL-1e
Show pleasure when exploring and making things happen (clap, smile, repeat action again and again). APL-1f

Older Toddlers

Younger Preschoolers

• interest Discover and things amaze that ➡ • interest Discover and things amaze that them, and seek to

share them with others. APL-1g

Show pleasure in new skills and in what they have done. APL-1h
Watch what others are doing and often try to participate. APL-1i

Older Preschoolers

➡ • interest Discover and things amaze that them,

them, and seek to share them with others. APL-1j

• Communicate interest to others through verbal

and seek to share them with others. APL-1m • Communicate interest to

others through verbal and

➡ teacher nonverbal to means the science (take science center to see a

and nonverbal means (take teacher to the

new animal). APL-1k

center to see a new animal). APL-1n • Show interest in

• Show interest in a growing and range tasks. of topics, APL-1l ideas, ➡ topics, a growing ideas, range and of tasks.

APL-1o

• Demonstrate interest in mastering new skills (e.g., writing name, riding a bike, dance moves, building skills). APL-1p

Developmental Indicator

provides more specific information about what children should know or be able to do at

Goal and Developmental Indicator Continuum

is the chart that shows the Goal and corresponding Developmental Indicators for each age level

North Carolina Foundations for Early Learning and Development

The Developmental Indicators are grouped into five age groups or levels: Infants, Younger Toddlers, Older Toddlers, Younger Preschoolers, and Older Preschoolers. The

age levels or groups are intended as a guide to help the reader know where to start when using each Goal and Developmental Indicator Continuum. Generally, the Developmental Indicators describe expectations that many children will reach toward the end of their respective age level. They are not, however, hard and fast requirements or expectations for what children should be able to do at the end of the age level.

The fact that there is overlap across the age levels shows that what children know and are able to do at one age is closely related to what they know and are able to do at the previous and the next age levels. Most children will reach many, but not necessarily all, of the Developmental Indicators that are listed for their age level; some will exceed the Developmental Indicators for their age level well before they are chronologically at the upper end of the age range; and others may never exhibit skills and knowledge described for a particular age level. Each Goal and Developmental Indicator Continuum is designed to help teachers and caregivers identify where an individual child might be on the learning continuum described in the Developmental Indicators, and to easily see what might have come before and what might come after the child’s current level of development.

The Developmental Indicators are numbered so that it is easier to find specific items. The identification system is the same for all Developmental Indicators across all five domains. First, there is an abbreviation of the domain where the Developmental Indicator is found (APL for Approaches to Play and Learning in the sample chart). The abbreviation is followed by a number that indicates what Goal the Developmental Indicator is associated with (1 for Goal 1 in the sample chart). Finally, each of the Developmental Indicators for each Goal has a letter that reflects the order of the item. The first indicator in the infant age level begins with the letter “a,” the second indicator begins with the letter “b,” etc. All subsequent indicators are assigned a letter in alphabetical order. (The sample chart shows Developmental Indicators “a” through “p”). The numbering system is simply a way to help teachers and caregivers communicate more easily about the Developmental Indicators (i.e., so they can refer to specific indicators without having to write or say the whole indicator), and does not

Age Periods

The Developmental Indicators are divided into overlapping age levels shown below. These age ranges help the reader know where to start when using the Developmental Indicators. They describe expectations many children will reach toward the end of the respective age level, but are not requirements for what children should know and be able to do at the end of the age period.

Infants: birth to 12 months
Younger Toddlers: 8–21 months
Older Toddlers: 18–36 months
Younger Preschoolers: 36–48 months
Older Preschoolers: 48–60+ months

Developmental Indicator

Numbering System

Domain Abbreviation

Domain Abbreviation	Goal Number	Indicator Letter
APL ESD HPD LDC CD	1 – 15	a - z

Goal Number

Indicator Letter

imply that any Developmental Indicator is more important or should come before others within the same age level. Occasionally, the same Developmental Indicators apply to two or more age levels. Arrows are used to show where these Developmental Indicators repeat.

The final resources included in Foundations are the strategies that are provided at the end of each Goal and Developmental Indicator Continuum. These strategies provide ideas for how teachers and caregivers can support children’s development and learning in the areas described in the Developmental Indicators. They are a guide for the types of teaching practices and interactions adults can use to foster children’s progress on the Developmental Indicators. The list includes strategies that can be used to promote the learning and development of all children, and some strategies that are specifically designed to provide ideas on how to work with Dual Language Learners and children with disabilities. The strategies that give specific ideas for accommodations and ways to promote second-language learning may be particularly helpful for teachers working with these groups of children. Most of the strategies are practices that can be carried out as part of a child’s everyday activities. They are not intended to be an exhaustive list of how teachers can support

children’s growth and development, but are a place to start when planning activities to support children’s progress.

How to Use

Foundations

To get a general idea of what is included in Foundations, we suggest that you begin by reading the entire document cover to cover. This will help you get a sense of each section and how the various pieces fit together.

Once you have reviewed Foundations as a whole, you are then ready to focus on the children in your care. Included within each Goal is a set of Developmental Indicators that explain what behaviors or skills to look for according to the age of the child. Check the age level to see which Developmental Indicators (infants, younger toddlers, older toddlers, younger preschoolers, or older preschoolers) might apply to the children you work with, and study those indicators to know what is typical for your children. It may be helpful to start by focusing on one domain at a time.

Foundations describes what children at different stages of development often are able to do toward the end of the age period. You will probably notice that children in your group regularly do some of the things listed for their age level. They may just be starting to show some of the abilities, and they may not yet do some of the things described. This is normal. Use the Developmental Indicators to think about next steps for each child in your group. Then consider the natural moments during the day that might offer chances for children to take these next steps. What activities might you plan? What materials might you add to the environment? For children with disabilities or special needs who may not be at the same level as other children their age, use the same process described above: think about next steps for these children by considering their current level of development and how they might develop next.

Next, consider the strategies listed after the Development Indicators. They can help you think about how to use a natural moment or everyday learning opportunity to address specific areas of children’s development and learning. Many of these strategies can be carried out with no special equipment. Choose strategies that seem most likely to help the children you teach and care for take their

next steps. Sometimes the Developmental Indicators for a child’s age level do not seem to describe how a particular child is developing right now. This may happen whether or not a child has a disability. When this happens, look at guidelines for younger or older age groups as appropriate. Your goal is always to learn what developmental steps the child is taking now. Then you can choose strategies to support those next steps. Many strategies for children with disabilities are suggested. Be creative and find ways to adapt other strategies. Families and other professionals can suggest additional ideas.

Finally, seek additional professional development to help you use the document effectively. Foundations is designed to be a useful resource for teachers and caregivers and provides a wealth of useful information that can be used to improve the quality of care provided to children. It is not, however, intended to be used alone, without additional resources, and does not replace the need for continued professional development. Supervisors, mentors, college instructors, and technical assistant providers offer important support for teachers and caregivers using Foundations. It is important, therefore, to follow the steps described above to use Foundations and to also seek additional information and professional development in order to use the document effectively.

Goals and Developmental Indicators SHOULD Be Used To …

Promote development of the whole child, including physical, emotional-social, language, cognitive development, and learning characteristics.
Provide a common set of expectations for children’s development and, at the same time, validate the individual differences that should be expected in children.
Promote shared responsibility for children’s early care and education.
Emphasize the importance of play as an instructional strategy that promotes learning in early childhood programs.
Support safe, clean, caring, and effective learning environments for young children.
Support appropriate teaching practices and provide a guide for gauging children’s progress.
Encourage and value family and community involvement in promoting children’s success.
Reflect and value the diversity that exists among children and families served in early care and education programs across the state.

Goals and Developmental Indicators Should NOT Be Used To …

Stand in isolation from what we know and believe about children’s development and about quality early education programs.
Serve as an assessment checklist or evaluation tool to make high-stakes decisions about children’s program placement or entry into kindergarten.
Limit a child’s experiences or exclude children from learning opportunities for any reason.
Set up conflicting expectations and requirements for programs.
Decide that any child has “failed” in any way.
Emphasize child outcomes over program requirements.

Domains, Subdomains, and Goals Overview

Approaches to Play and Learning (APL)

Curiosity, Information-Seeking, and Eagerness

Goal APL-1: Children show curiosity and express interest in the world around them.
Goal APL-2: Children actively seek to understand the world around them.

Play and Imagination

Goal APL-3: Children engage in increasingly complex play.
Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.

Risk-Taking, Problem-Solving, and Flexibility

Goal APL-5: Children are willing to try new and challenging experiences .
Goal APL-6: Children use a variety of strategies to solve problems.

Attentiveness, Effort, and Persistence

Goal APL-7: Children demonstrate initiative.
Goal APL-8: Children maintain attentiveness and focus.
Goal APL-9: Children persist at challenging activities.

Emotional and Social Development (ESD)

Developing a Sense of Self

Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.
Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.

Developing a Sense of Self With Others

Goal ESD-3: Children form relationships and interact positively with familiar adults who are consisten and responsive to their needs.
Goal ESD-4: Children form relationships and interact positively with other children.
Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

Learning About Feelings

Goal ESD-6: Children identify, manage, and express their feelings.
Goal ESD-7: Children recognize and respond to the needs and feelings of others.

Health and Physical Development (HPD)

Physical Health and Growth

Goal HPD-1: Children develop healthy eating habits.
Goal HPD-2: Children engage in active physical play indoors and outdoors.
Goal HPD-3: Children develop healthy sleeping habits.

Motor Development

Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.
Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Self-Care

Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.
Goal HPD-7: Children develop iindependence in caring for themselves and their environment.

Safety Awareness

• Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.

Language Development and Communication (LDC)

Learning to Communicate

Goal LDC-1: Children understand communications from others.
Goal LDC-2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Goal LDC-4: Children speak audibly and express thoughts, feelings, and ideas clearly.
Goal LDC-5: Children describe familiar people, places, things, and events.
Goal LDC-6: Children use most grammatical constructions of their home language well.
Goal LDC-7: Children respond to and use a growing vocabulary.

Foundations for Reading

Goal LDC-8: Children develop interest in books and motivation to read.
Goal LDC-11: Children develop phonological awareness.
Goal LDC-12: Children develop knowledge of the alphabet and the alphabetic principle.

Foundations for Writing

Goal LDC-13: Children use writing and other symbols to record information and communicate for a variety of purposes.
Goal LDC-14: Children use knowledge of letters in their attempts to write.
Goal LDC-15: Children use writing skills and writing conventions.

Cognitive Development (CD)

Construction of Knowledge: Thinking and Reasoning

Goal CD-1: Children use their senses to construct knowledge about the world around them.
Goal CD-2: Children recall information and use it for new situations and problems.
Goal CD-3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions.

Creative Expression

Goal CD-4: Children demonstrate appreciation for different forms of artistic expression.
Goal CD-5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.

Social Connections

Goal CD-6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.
Goal CD-7: Children recognize that they are members of different groups (e.g. family, preschool class, cultural group).
Goal CD-8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.
Goal CD-9: Children explore concepts connected with their daily experiences in their community.

Mathematical Thinking and Expression

Goal CD-10: Children show understanding of numbers and quantities during play and other activities.
Goal CD-11: Children compare, sort, group, organize, and measure objects and create patterns in their everyday environment.
Goal CD-12: Children identify and use common shapes and concepts about position during play and other activities.
Goal CD-13: Children use mathematical thinking to solve problems in their everyday environment.

Scientific Exploration and Knowledge

Goal CD-14: Children observe and describe characteristics of living things and the physical world.
Goal CD-15: Children explore the natural world by observing, manipulating objects, asking questions, making predictions, and developing generalizations.

Guiding Principles

1. Development and learning across the full continuum from birth to five years (infant, toddler, and preschool) is important.

Learning and development begin before birth and continue throughout life. Each stage of a young child’s development makes an important contribution to later success. Good prenatal care and high-quality early care and education experiences throughout the early childhood period are essential. Teachers and caregivers can use Foundations as a guide to provide positive learning experiences for young children of all ages, starting at birth and continuing through the time children enter kindergarten.

2. Each child is unique. Children’s development results from a combination of many factors, such as the characteristics they are born with, the culture they live in, and their experiences with their family and in other settings such as early care and education programs. Foundations should be used as a guide to understand how development

generally unfolds, but children will differ in how and when they demonstrate progress in the areas described within the Developmental Indicators.

3. Development occurs in predictable patterns but an individual child’s developmental progress is often uneven across different stages and across developmental domains.

Even though each child is unique, there are some predictable steps or stages of development. One ability or skill usually develops before another, and skills that develop earlier often are the foundation for skills that develop later. Children vary a great deal, however, in when and how they reach each stage, and they may make more progress in one area of development than another.

Young children’s learning is integrated across different areas
- f development so Foundations— and learning experiences provided for children—must address all domains.

As young children learn and grow, each area of their development is interrelated

and makes a contribution to how well they learn and master new skills. Their growth in the different domains— physical, emotional-social, approaches to play and learning, language, and cognitive—cannot be separated because progress in one area affects the progress they make in other areas of development. Therefore, Foundations and the learning opportunities that children experience must address all areas of their development in an integrated manner.

5. Many factors influence a child’s development, including relationships with family members and others and experiences within the home, early learning setting, and community.

How a child develops is based on a combination of factors, such as the characteristics they are born with, the culture they live in, and their experiences within their family and in other settings. Each of these factors is important in a child’s growth and development, so it is important that teachers and caregivers pay attention to all aspects of a child’s life in order to support his/her development and learning.

6. Each child develops within a culture.

North Carolina is home to families and children from diverse cultural backgrounds. This diversity is a benefit because families from different backgrounds bring a wealth of strengths, knowledge, and values to our state. Teachers and caregivers must be aware of children’s cultural backgrounds because their family’s beliefs, attitudes, values, and behaviors have a big impact on the child’s development and learning. It is important to respect each child’s culture, to learn as much as you can about a child’s family and culture, and to foster a close connection with the child and family by seeking to care for the child in a way that’s consistent with the family’s values and how they care for the child.

7. Nurturing and responsive relationships are essential for healthy growth and development.

Relationships with sensitive, caring adults are important for children’s development in all domains. Strong emotional bonds, or secure attachments, with trusted adults are particularly important for infants and

toddlers. The relationships that children form with adults support their emotional and social development and also serve as a springboard for exploring the environment and learning new concepts.

8. Children are active learners and they learn through play.

Children need hands-on learning experiences to develop the skills and knowledge described in Foundations. They learn by doing, and they need time to practice what they are learning, to ask questions, to investigate, and to use what they are learning in their everyday activities.

9. All children can learn and make progress in the areas defined in Foundations.

Foundations describes important areas of learning and development, and includes Developmental Indicators that give a picture of how children make progress toward the Goals. All children, no matter what their circumstances, can learn and make progress along the continuum of Developmental Indicators. Children

with disabilities may demonstrate their capabilities in different ways than do other children, perhaps with accommodations or modifications in the learning environment and/or perhaps working toward Developmental Indicators at a lower age level. Likewise, children who are learning English in addition to another language at home will make progress on the same Developmental Indicators as English-speaking children, particularly if they are in an early education setting where adults use their home language as well as English. Foundations is designed to be used with all children.

10. Children with disabilities learn best in inclusive settings.

Children with disabilities will make the most progress developmentally, socially, and academically when appropriate special education services are provided in inclusive settings. Children with and without disabilities learn from one another in inclusive settings. Inclusive settings where education and support are individualized to each child will benefit all children, including children with and without disabilities.

Effective Use of Foundations With All Children

While children generally develop in similar stages and sequences, there can be a great deal of diversity in how quickly and how evenly their development unfolds. Factors such as the child’s individual temperament, socio economic status, relationships with family members, and the community/culture in which a baby or child lives can affect growth and learning. Foundations is designed to allow for individual differences and can serve as a basis for individualized programming decisions for all children. Ideas for how to use it with two specific groups of children are described below.

Children With Disabilities

Although the Goals and Developmental Indicators are the same for all children, it is important to remember that children with disabilities may demonstrate progress on the Developmental Indicators at a different rate and/or in different ways from typically developing children. Children with disabilities may be slower to demonstrate progress in some domains than in others, and may have

very strong skills in one domain but need additional support to make progress in another domain. Teachers and caregivers may find it useful to look at the Developmental Indicators for a younger age level for ideas of next steps for the child if his or her developmental level seems to be different from the Developmental Indicators for his or her chronological age. In some cases, teachers and caregivers may need to observe children with disabilities more closely to notice their progress and may need to use alternate methods to help them demonstrate their capabilities. For example, a teacher or caregiver could give a nonverbal child a voice output device that allows the child to push a button that will speak for him or her to participate in a game with the other children.

Teachers may also need to tailor their curriculum and instructional strategies to meet the individual learning needs of children with disabilities and to ensure that each child has access to, and is able to fully participate in, all learning activities. For instance, the teacher could have the child point to pictures instead of talking when making a choice about which free play activity to join.

In addition, it is important to consider how peer relationships can benefit not only

children with disabilities, but all children in the classroom. When designing learning activities, a teacher could consider pairing a child with a disability with a peer to help the child reach his or her goals, learn a new skill, or even participate more fully. This also helps to foster emotional and social development skills in both children. Although all of the strategies included in the document are applicable for children with disabilities, teachers and caregivers will find some strategies in each domain that are written specifically to provide ideas for working with children with disabilities.

Finally, teachers and caregivers should keep in mind that it is important for all children to involve their families in the learning process, but it is especially important for children with disabilities. Family members can often give valuable information about resources or tools they have found to be effective in meeting their child’s individual needs. In addition to the child’s family, teachers can also communicate with other members of the child’s team, such as specialists and therapists, to ensure that that child’s goals are being met and that they are demonstrating progress on the Developmental Indicators along with the other children in the classroom.

In summary, the Goals, Developmental Indicators, and strategies described in Foundations are appropriate for children with disabilities, but teachers and caregivers will need to individualize their expectations, how they teach, and the opportunities they provide for the child to demonstrate his or her progress. Additionally, collaboration with families and with other service providers is extremely important when supporting children with disabilities as they make progress in the areas described in Foundations.

Children From Diverse Language and Cultural Backgrounds

In recent years, North Carolina has become more ethnically diverse and there are an increasing number of children and families who speak a language other than English living in our state. A growing number of our children may, therefore, be Dual Language Learners. A Dual Language Learner (DLL) is a child who is learning a second language, in most cases English, at the same time he or she is learning his/her first or home language. The term “Dual Language Learner” highlights the fact that the child is learning two languages, or becoming bilingual. The Goals and Developmental Indicators from all five domains

are applicable for Dual Language Learners, but teachers may need to supplement or provide different types of learning experiences that can best support Dual Language Learners, and to think carefully about how the children demonstrate what they are learning.

The first thing to keep in mind is that Dual Language Learners will benefit greatly if teachers and caregivers continue to support their home language learning at the same time they are learning English. It is easier for children to learn concepts, develop social skills, and be engaged in learning activities if they can hear instructions and conversations in their home language. Plus, even though they may be learning English they are still learning their home language as well, so it’s important for them to continue to hear and use their home language. Sometimes teachers and caregivers may find it challenging to support a child’s use of his/her home language if they do not speak the child’s language. Ideally someone interacting with the child can speak both English and the child’s language, even if it is not the teacher. Programs may find it helpful to have at least one person on staff who speaks the home language of Dual Language Learners to translate for parents and help in classrooms. If this option is not available, programs might consider asking

family members or other volunteers who speak the child’s home language to help in the classroom. In addition, teachers and caregivers who do not speak the same language as the family can learn key words or phrases to help guide the child using the child’s home language during the day.

In addition to continuing to support the child’s home language, teachers and caregivers may need to take the child’s language learning into account when planning learning activities, and should think carefully about how they can support Dual Language Learners’ progress on the Goals and Developmental Indicators in each domain. This means that teachers need to plan how they will introduce concepts and ideas in a way that Dual Language Learners can best understand them even if the instruction is in English. Ideally concepts can be introduced in the child’s home language and in English so the child has a chance to learn the concept and to learn English. For instance, pairing a Dual Language Learner with one child who speaks the same home language and English, along with another child who only speaks English, could be a good strategy to help the child learn social skills described in the Emotional and Social Development domain and make progress in learning some words in English. Naming objects in both English and the child’s home

language is another example of how concepts and vocabulary words can be introduced to Dual Language Learners. Use very simple instructions in the child’s home language and in English, as well as pictures, gestures, and objects to help explain the concepts being taught to help children learn the language, concepts, and behavioral skills described in Foundations. The strategies included within each domain provide some additional ideas for teaching Dual Language Learners, and more information is provided in the Supporting Dual Language Learners section at the end of this document.

Furthermore, teachers and caregivers should provide support for children to demonstrate their learning in a variety of ways. Remember that children can demonstrate their capabilities on almost any of the Goals and Developmental Indicators in their home language or in English, and through other means such as gestures, pictures and/or using objects to show what they have learned. For instance, when learning to count (a Cognitive Developmental Indicator at the preschool level), children could count in their home language; children may use new vocabulary words (a Goal in the Language Development and Communication domain) in their home language and/or English; or children may make scientific observations of living things (a Goal in the Cognitive domain)

using their home language. Therefore, teachers should continue to support the home language of Dual Language Learners as much as possible while they are learning English by individualizing their teaching strategies and allowing children to demonstrate progress on the Developmental Indicators in their home language or in English. Keep in mind that teachers and caregivers who do not speak the same language as the children may need to rely on other staff and/or family members for help as they plan and carry out learning activities for Dual Language Learners.

Finally, teachers and caregivers should remember that it is important to work closely with all children’s families, and this is especially true for Dual Language Learners. For example, the family can provide invaluable information about their child’s experiences and the extent to which the child has heard/hears English being spoken. In addition, families can provide information about how the child learns best, they can assist the teacher in gaining a greater understanding of the child’s home language, and they can reinforce what the child is learning in the program with learning experiences at home. Families are a tremendous resource for understanding a child’s home culture, and they are key to working effectively with children from diverse cultures.

Foundations

and Children’s Success in School

The title of this document—Foundations—was selected because the Goals and Developmental Indicators described for infants, toddlers, and preschoolers are critically important to their success later in school. What children learn between birth and the time they start kindergarten lays the foundation for their learning and development for years to come. The team of state leaders that revised Foundations carefully studied North Carolina’s Standard Course of Study (Common Core State

Standards and NC’s Essential Standards),

the standards for what kindergarten children should know and be able to do. The team studied both the Common Core State Standards and North Carolina’s Essential Standards during the process of writing Foundations. The goal was to ensure that the content of Foundations is aligned with the expectations for what kindergarten children learn and is also appropriate for the ages of children described in Foundations. This does not mean that the skills and knowledge described in Foundations are exactly the same as those included in the kindergarten standards. Rather, the focus in Foundations is on the early precursor skills

that research suggests are important or lay the foundation for what children learn later. For instance, kindergarten children may begin to read words and short sentences. The Foundations Goals that address children’s knowledge of letters, understanding of print concepts (such as the fact that print runs from left to right), and phonological awareness skills all contribute to children’s ability to read once they enter kindergarten. The next chart shows how the content of Foundations is aligned with the kindergarten standards. For children to reach their full potential, adults must provide an environment and experiences that promote growth and learning in all areas described in Foundations through age-appropriate activities, materials, and daily routines.

In addition to helping early education teachers and caregivers prepare infants, toddlers, and preschoolers for success in school, Foundations can also be a resource for kindergarten teachers as they support children’s success once they enter school. Kindergarten teachers can use Foundations to get a better idea of what children have learned before they started school. Understanding the Goals and Developmental Indicators helps kindergarten teachers see what was expected of very young children; they can use this understanding as a starting point for what they teach early in the year. When there’s some continuity between what children learned in preschool and what’s being taught in kindergarten, it’s easier for the children to transition to kindergarten.

Kindergarten teachers may also find it helpful to look at Foundations when teaching children who may lack some of the precursor skills that are important for making progress on the kindergarten standards and may enter kindergarten without the types of skills and knowledge described in Foundations. The kindergarten teacher can use the Goals and Developmental Indicators in Foundations as a basis for helping children learn the precursor skills and knowledge they may have missed during their early years.

Standards Alignment—Foundations and the North Carolina Standard Course of Study
Foundations Domains	Common Core State Standards and NC’s Essential Standards
Approaches to Play and Learning • Curiosity, Information-Seeking, and Eagerness • Play and Imagination • Risk-Taking, Problem-Solving, and Flexibility • Attentiveness, Effort, and Persistence	Mathematics* • Practices Guidance • Cognitive
Emotional and Social Development • Developing a Sense of Self • Developing a Sense of Self with Others • Learning About Feelings	Healthful Living • Health Education —Mental and Emotional Health —Interpersonal Communication and Relations • Physical Education —Personal/Social Responsibility Guidance • Socio-Emotional
Health and Physical Development • Physical Health and Growth • Motor Development • Self-Care • Safety Awareness	Healthful Living • Health Education —Personal and Consumer Health —Nutrition and Physical Activity —Alcohol, Tobacco, and Other Drugs • Physical Education —Motor Skills —Movement Concepts —Health-related Fitness
Language Development and Communication • Learning to Communicate • Foundations for Reading • Foundations for Writing	English Language Arts* • Reading • Writing • Speaking and Listening • Language Information and Technology
Cognitive Development • Construction of Knowledge: Thinking and Reasoning • Creative Expression • Social Connections • Mathematical Thinking and Expression • Scientific Exploration and Knowledge	Guidance • Cognitive Arts Education Social Studies Mathematics* Science

*Common Core State Standards

Helping Children Make Progress on Foundations Goals:

Working It Takes Everyone Together

While Foundations describes the goals North Carolina has for young children, it’s the adults in our state who are responsible for supporting their progress in the areas described in Foundations. Teachers and caregivers need to understand and use Foundations. Programs may need to change their curricula to ensure infants, toddlers, and preschoolers each experience responsive caregiving and stimulating learning environments that support children’s progress in all five domains. To do this effectively will require collective effort among the various stakeholders who are responsible for working with young children. Families, program administrators, public school personnel, community agencies/ partners, policy makers, and teachers/caregivers themselves all have a role in supporting the use of Foundations and helping children make progress in areas defined by the Goals and Developmental Indicators. The roles that adults can play in using Foundations and supporting children’s progress are described below.

Development & Learning in the Young Children’s parents, grandparents, guardians, & other key people in a child’s life Foundations Domains Families— Policymakers & Community Leaders Teachers & Caregivers Program Administrators Professional Development Providers, Technical Assistance Providers & Higher Ed Faculty Foundations Stakeholders Public Schools

The Role of Families

Families are children’s first and most important teachers. The use of Foundations offers a unique opportunity to bring parents, family members and early educators together to support children’s development and learning. Educators can use Foundations as a

tool to encourage family members to become more involved in their children’s learning and education. By reviewing Foundations with family members, educators can help them understand how children develop and provide them with specific strategies and activities that they can use at home.

The Role of Teachers and Caregivers

Teachers and caregivers are responsible for the day-to-day implementation of Foundations. To use the document effectively, teachers and caregivers may need additional professional development in order to learn about the content of Foundations and improve their teaching skills. Foundations does not tell educators how to teach, but defines what children should know and be able to do. As a result, teachers and caregivers must be able to design appropriate experiences to support children’s learning.

The Role of Administrators

Program directors and principals are the instructional leaders of their early childhood programs. As such, they play a vital role in ensuring the successful implementation and use of Foundations. Administrators influence the resources that are available, as well as the attitudes and practices of the persons working directly with young children. Administrators should use Foundations for staff development and look for opportunities to share the document with families.

The Role of Public Schools

Foundations provides a description of what we want children to know and be able to do before they enter kindergarten. When

children develop the characteristics and behaviors described in Foundations, they are prepared to make progress on the standards in kindergarten and the later grades. It is important for public school teachers and administrators to know and understand what has been expected of children when they enter formal school. This allows them to build on previous learning and create opportunities that are stimulating and appropriate.

The Role of Policymakers and Community Leaders

Decisions made by policymakers and community leaders can affect the overall well being of young children. Oftentimes, people in these roles decide how money is spent within the community. They may also be responsible for approving regulations and rules that affect the quality of programs. Policymakers and community leaders can support use of Foundations by advocating for funding and promoting collaboration and cooperation among agencies and organizations that serve young children and their families.

When these groups come together to support understanding and implementation of Foundations, young children benefit and make greater progress on the Goals that have been articulated in Foundations.

The Role of Professional Development Providers, Technical Assistance Providers, and Higher Education Faculty

Many professionals support teachers’ and caregivers’ ability to provide high-quality, individualized, appropriate experiences to support children’s development and learning. These professionals can use Foundations to help teachers and caregivers understand how children develop and why it is important to provide particular activities or experiences for children (e.g., to understand that an activity such as building with blocks helps children develop the spatial mathematics skills described in the cognitive domain, or that responsive interactions with children help them develop important emotional and social skills).

Frequently Asked Questions

What’s new in this revised version?

This document describes a continuum of learning for young children, birth to age five. While previously North Carolina had guidelines and standards for this age span, they were in two separate documents. The revised document presents a continuum to help early childhood educators look across age levels and learning domains to see how children’s development emerges and progresses over time. In addition, we now have Goals that are applicable for children across the age span, and Developmental Indicators written for specific age levels.

Who should use this document?

Foundations is intended for any adult who works with young children and their families. This includes teachers and caregivers in child care centers and public schools, family child care home providers, or family and neighbor care. Early childhood programs across the state, irrespective of their location or setting, should find this a useful

resource for planning. Foundations is also a useful resource for persons who support teachers and caregivers— administrators, professional development and technical assistance providers, higher education faculty, and others concerned with improving the quality of children’s learning experiences can use Foundations as a guide for the types of learning experiences teachers and caregivers should provide for children.

What ages are covered?

Foundations is divided into five age levels: Infants (birth to 12 months), Younger Toddlers (8 to 21 months), Older Toddlers (18 to 36 months), Younger Preschoolers (36 to 48 months), and Older Preschoolers (48 to 60+ months). Because children develop at different rates, there is overlap at the youngest age levels (e.g., the age range between 8 to 12 months is included in both Infants and Younger Toddlers). The overlap in the age levels reflects the fact that it is normal for children this age to vary a lot in when they demonstrate the skills and behaviors described in the Developmental Indicators written for infants and toddlers. While Foundations describes general expectations for children within these

age levels, not all children of a particular age will demonstrate progress on all the Developmental Indicators for that age.

What does it mean if a child in my group does not do what’s described in the Foundations for his or her age level?

The age levels in this document provide guidance about what to look for at different ages. Generally, most of the Developmental Indicators are intended to describe a skill or characteristic that emerges later in the age level, so if the child is young for the age level, the skill may emerge later. However, it is important to keep in mind that each child is different. Some children may seem to do extremely well in one domain while progressing more slowly in another. Even children at the end of an age level may not show every ability or skill listed for that level. It is important to look at a child’s overall pattern of development and progress to decide whether he or she is developing as expected. Do not focus narrowly on just a few skills or abilities. If, however, you and/or the child’s family have concerns about a child’s development, it is important to refer the child for an evaluation to rule out a suspected disability.

How is Foundations different from other standards we use?

Foundations describes the goals North Carolina has established for children’s learning and development. The Goals and Developmental Indicators describe how we expect children to develop and learn when they receive high-quality care and education. There are other sets of standards that describe expectations for how programs will care for and educate children—licensing rules for child care facilities, the Star Rated License system, accreditation standards, and program standards of Early Head Start and Head Start. Programs that meet high standards for quality will help children make progress in the areas described in Foundations. Some programs, such as Early Head Start, Head Start, and IDEA funded programs for children with disabilities also have their own expectations for child outcomes. Foundations is designed to be consistent with these expectations so that teachers and caregivers can use both Foundations and their program-specific child outcomes to plan learning experiences for children.

How can I use these Goals and Developmental Indicators in my work with children who have disabilities or delays?

Children with disabilities or delays will make progress toward the Goals and Developmental Indicators in Foundations when they receive high-quality care and education. They may move more slowly than their peers in some or all areas, and some children may not develop all of the skills and abilities listed. When working with children with disabilities, begin by looking at the Developmental Indicators for their age level. If none of the Developmental Indicators at this age level seem to describe what the child is trying to do now, look at an earlier age level. For some children, you may find that it’s helpful to use Developmental Indicators from two or three different levels. Using the Developmental Indicators, decide what comes next in different areas and create opportunities for the child to develop those abilities or skills. It may be necessary to adapt strategies to help particular children learn. All of the strategies included within the domains are considered good practices for children with disabilities, and some of the strategies are written to

provide specific ideas for working with children with disabilities. Specialists such as early interventionists, speech language pathologists, physical therapists, and occupational therapists can help families, teachers, and caregivers develop additional strategies that have been tailored to meet the individual needs of the child. These strategies will help children with disabilities or delays develop to their full potential.

How can I use these Goals and Developmental Indicators in my work with children who speak a language other than English at home?

Children growing up in families that speak a language other than English will make progress in the areas described in Foundations. Even though the teacher/ caregiver may not speak the same language as the child, the Goals and Developmental Indicators in Foundations are still a useful resource. Teachers and caregivers working with children who are learning both English and their own home language should try to use the child’s home language whenever possible so the child can learn the skills and knowledge described in Foundations more easily. Teachers/caregivers may

also need to provide additional support for children learning English in addition to their home language, such as short/ simple instructions or pictures to illustrate a concept. Some of the strategies included within the domain provide additional ideas for working with Dual Language Learners. Finally, teachers and caregivers should remember that children can demonstrate progress on the Developmental Indicators in either their home language or in English.

Is the Foundations document meant for families to use, too?

Research indicates that the extent to which families are involved in their children’s education is related to children’s school readiness and their later school success. Teachers and caregivers can use Foundations as a tool to encourage family members to become more involved in their children’s learning and education. By reviewing the Goals and Developmental Indicators with family members, educators can help them understand how children develop, and provide them with specific strategies and activities that they can use at home. This may also be an opportunity to make family members aware of resources and services that are available within the community.

Is this a curriculum?

Foundations is not a curriculum, but is a resource that can be helpful for choosing curricula and planning daily activities. Foundations describes the skills and knowledge we want children to develop. A curriculum is a resource that provides guidance on how teachers and caregivers can help children learn the skills and knowledge described in Foundations. This document will not tell you which curriculum, activities, or materials to select, but rather will help you decide what experiences are best suited to help children develop and learn. Once you have a good understanding from Foundations on the types of skills and knowledge that are important for the age you teach, you can look for a curriculum that will help you provide appropriate experiences to help children develop the skills described in the Developmental Indicators. North Carolina has established a process to evaluate curricula and provide recommendations for which curricula meet important criteria, including alignment with Foundations. Check the list of approved curricula as a starting point for decisions about which curriculum to use.

Is this an assessment?

Foundations is not an assessment tool. Foundations describes the skills and knowledge we want children to develop. An assessment is a tool that helps teachers and caregivers gather information about a child to determine how she or he is making progress in the areas described in the Developmental Indicators. We recommend that you never use the Goals and Developmental Indicators as a checklist for assessing children’s development. Using the Goals and Developmental Indicators simply as a checklist could suggest that there is something wrong with children who have not achieved everything on the list. Remember that the Goals and Developmental Indicators are guidelines that describe the areas of development and learning that families, teachers, and caregivers should promote. They serve as a guide for what adults should do to support children’s development—not as a checklist of skills that children need to “pass.”

Is Foundations based on research?

The Goals, Developmental Indicators, and strategies included in Foundations were developed based on current research about child development. This research

helped the team decide which Goals and Developmental Indicators are most appropriate for young children and informed the development of the strategies.

Why does Foundations include five domains of development and learning?

Because infants’, toddlers’, and preschool children’s bodies, feelings, thinking skills, language, social skills, love of learning, and knowledge all develop together, it is essential that we include all five of these domains in Foundations. Children’s learning and development in each of these domains is important for their long-term success in school.

What types of strategies are included in the Foundations document?

Each domain includes strategies that are designed to give teachers ideas for how they might support children’s progress on the Developmental Indicators included in the domain. Strategies are provided for each subdomain and are organized into two age groups: Infants/Toddlers and Preschoolers. Most of the ideas provided in the strategies can be used with all children. A few of the strategies

are written to provide specific ideas for working with children with disabilities and with Dual Language Learners. They are intended to be a starting point for helping children make progress on the Developmental Indicators. Teachers and caregivers are encouraged to seek additional professional development to learn how to use the Foundations document and how to best support children’s learning and development.

Why are there similar Developmental Indicators and strategies in more than one domain?

For very young children, one developmental step often forms the foundation for future development in more than one domain or area. For example, the ability to imitate others helps a child form relationships (a Goal in Emotional and Social Development) and learn new words (a Goal in Language Development and Communication). Imitation also allows children to participate in pretend play (an important skill in Approaches to Play and Learning) and to learn self-care routines (a skill described in the Health and Physical Development domain). Thus, imitation

is a skill included in more than one domain. Repeating Developmental Indicators in this way helps to show how all of the domains are connected.

How do the Goals and Developmental Indicators relate to what’s expected of children in kindergarten?

The expectations described in Foundations form the basis for what children will be able to learn and do in the next phase of their education; thus these standards are called Foundations. They are aligned with national standards and North Carolina’s standards for what kindergarten children should know and be able to do, and include abilities and characteristics that pave the way for children to be successful in school and later in life. When adults provide experiences that foster children’s development in the areas described in Foundations, they are helping children develop skills and characteristics that will be important in kindergarten and later grades.

Play and Learning (APL) Approaches to

Curiosity, Information-Seeking, Attentiveness, Effort, and Persistence Subdomains Risk-Taking, Problem-Solving, and Flexibility and Eagerness Play and Imagination

Children to to his each learn Play or child her are and and own approaches born to Learning way. figure with The things an learning domain Approaches inclination out, in but addresses how children learn and includes children’s attitudes toward and interest in learning. It reflects behaviors and attitudes such as curiosity, problem-solving, maintaining attention, and persistence. Children display these characteristics in the way they learn in all domains and curriculum areas, including music, dramatic play, and art.

For infants and toddlers, their approach to learning begins with their openness and interest in the world around them and their desire to make things happen. They learn by tasting, touching, smelling, listening, and looking at just about anything in their environment. They also learn through their physical actions as they try new actions and see what happens when they do something with objects. When adults support their efforts, children feel safe and secure and are more willing to try new things and take risks. With a consistent environment and responsive adults who encourage exploration, young children have the emotional security necessary for exploring, growing, and learning.

As children move into the preschool years, they begin to establish learning behaviors that are more obviously tied to later school success. They become more confident in their ability to learn and enjoy exploration and discovery through play. This is also a time when children develop some specific areas of interest and learn different strategies to find out more about those interests. They typically are able to concentrate for longer periods of time and are able to persist with tasks even after encountering obstacles.

Regardless of the age, it is important for teachers of young children to recognize that children vary in their learning styles and in how they express their approaches to learning. For example, some children show great enthusiasm for trying new things, while others are more content to sit back and watch. These differences may be the result of the child’s temperament, cultural differences in how families encourage children to interact with the environment, and/or disabilities that may affect how children take in information. Teachers and caregivers must be attuned to these differences and provide support and guidance to children as they need it. The Goals and Developmental Indicators included in this domain describe important aspects of

approaches to learning that early childhood educators should seek to foster as they work with young children, but it’s important to remember that each child will express his/her approaches toward play and learning differently.

Approaches to Play and Learning (APL)

Curiosity, Information-Seeking, and Eagerness

Goal APL-1: Children show curiosity and express interest in the world around them.
Goal APL-2: Children actively seek to understand the world around them.

Play and Imagination

Goal APL-3: Children engage in increasingly complex play.
Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.

Risk-Taking, Problem-Solving, and Flexibility

Goal APL-5: Children are willing to try new and challenging experiences.
Goal APL-6: Children use a variety of strategies to solve problems.

Attentiveness, Effort, and Persistence

Goal APL-7: Children demonstrate initiative.
Goal APL-8: Children maintain attentiveness and focus.
Goal APL-9: Children persist at challenging activities.

Curiosity, Information-Seeking, and Eagerness

Goal APL-1: Children show curiosity and express interest in the world around them.

Developmental Indicators

Infants

	Infants	Younger	Toddlers	Older	Toddlers		Younger	Preschoolers		Older	Preschoolers
• Show interest (smile or	in others gaze at	• Imitate what doing. APL-1d	others are	• Discover interest	things that and amaze	➡	• Discover interest and	things that amaze	➡	• Discover things interest and	that amaze them
caregiver,	make sounds	• Show curiosity	about	them	and seek to		them and	seek to share		and seek to	share them
or move person is	body when other near). APL-1a	their surroundings (with pointing,	facial	share others.	them with APL-1g		them with • Communicate	others. APL-1j interest		with others. • Communicate	APL-1m interest to
• Show interest	in	expressions,	words).	• Show	pleasure in new		to others	through verbal		others through	verbal and
themselves hands, play	(watch own with own	APL-1e • Show pleasure	when	skills have	and in what they done. APL-1h		and nonverbal (take teacher	means to the	➡	nonverbal means teacher to the	(take science
feet). APL-1b • React to	new sights,	exploring and things happen	making (clap, smile,	• Watch doing	what others are and often try to		science new animal).	center to see a APL-1k		center to see animal). APL-1n	a new
sounds, and touches	tastes, smells, (stick out	repeat action again). APL-1f	again and	participate.	APL-1i		• Show interest range of	in a growing topics, ideas,	➡	• Show interest a growing range	in of
tongue at turn head	first solid food, quickly when						and tasks.	APL-1l		topics, ideas, APL-1o	and tasks.
door slams). APL-1c										• Demonstrate mastering new	interest in skills (e.g.,
										writing name, dance moves, skills). APL-1p	riding a bike, building

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

It is important for teachers to remember that persons from different cultures value different characteristics and qualities in children. Some cultures will encourage or value curiosity, while others may discourage children from demonstrating curiosity.

Goal APL-2: Children actively seek to understand the world around them.

Developmental Indicators

• Ask questions to find out more about the things that interest them, including questions about future events. APL-2l • Choose among different ways to explore the environment based on past experience (use a magnifying glass that the class used before to explore something new). APL-2m • Use what they know from past experience to understand what is happening now (get an umbrella to go outside because it is raining). APL-2n Older Preschoolers • Explore the indoor and outdoor environment using all available senses—smell, hear, see, feel and taste. APL-2a • With appropriate supports, move toward interesting people, sounds, objects, and activities. APL-2b Infants • Initiate activities that interest them and try to get others involved. APL-2c • Use toys and other objects to make things happen (kick a ball, push a button on a toy). APL-2d • Move toward people and things that are new and/or interesting. APL-2e • Ask questions about the people and things around them. APL-2i • Use all available senses, tools, and a variety of strategies to explore the environment (drop objects in water to see if they sink or float). APL-2j • Purposely try different ways of doing things to see what and how they work (adjust blocks used as a ramp to make a ball roll faster and farther). APL-2k Younger Preschoolers Younger Toddlers • Seek more information about people and their surroundings (“study” an object carefully, stare for long moments, become absorbed in figuring out a situation). APL-2f • Use their whole body to learn (get mud or paint on themselves from head to toe, fit themselves into a big, empty box). APL-2g • Communicate what they want to do or know using gestures, facial expressions, or words (ask “What dat?”). APL-2h Older Toddlers

Strategies for Infants and Toddlers

Curiosity, Information-Seeking, and Eagerness

1. Provide safe spaces and remove dangerous items indoors and outdoors so infants and toddlers can explore safely. Use soft surfaces, light colors, and comfortable furniture to create a warm, inviting classroom atmosphere. 2. Provide children with the means to represent their ideas with more than one type of material or medium (e.g., painting, drawing, blocks). 3. Choose materials that appeal to children’s senses (smell, touch, hearing, sight, and taste) to encourage children to react and move. For example, place colorful toys around an infant during tummy time, hang wind chimes outdoors, or invite toddlers to smell flowers. Be sensitive to infants and toddlers with special sensory needs. Avoid overwhelming children with stimulation. Provide quiet, uncluttered spaces when children need them.

4. Offer toys and activities that are challenging and exciting for each child at his or her individual level. When children express interest, show them what toys will do and how materials can be used. 5. Allow children to make choices when possible (such as materials and activities). For some children with disabilities, caregivers must introduce toys, begin activities, and play a more active role to show them what to do. Follow children’s signals to decide whether to continue, vary, or end an activity. 6. Show enthusiasm for children’s discoveries. Talk with them about what they are experiencing and what is happening around them. Notice and respond to infants when they react to what is happening and encourage them to notice each other’s activities. Set an example by sharing children’s excitement in discovery and exploration on their level (e.g., digging through snow in winter to see if the grass is still there; looking for flower buds in spring and yellowing leaves in fall).

Make a wide variety of experiences available to all infants and toddlers, including children with disabilities. Encourage children to use multiple senses (touching, smelling, looking) to explore a variety of materials and experiences (children’s artwork, wall hangings, tapestry, weavings, arrangements of flowers and leaves, great paintings, sculpture, mosaics, different types of music such as classical, dance, jazz, and/or folk, etc.).
Talk about the things you like and share your enjoyment in learning new things, trying new activities, etc.
Set an example by thinking out loud when actively solving a dilemma or figuring something out.
Ask children to communicate what they like, dislike, and enjoy. Use actions, facial expressions, and/or words to reflect what a child seems to be communicating.

Strategies for Preschoolers

Curiosity, Information-Seeking, and Eagerness

Provide a wide variety of objects, experiences, and materials for exploration. Provide both familiar and new materials in response to children’s interests. Include materials that are found in their homes. Make sure materials are accessible for non-mobile children to look at, listen to, reach for, and touch. Adapt materials (e.g., location, texture, color, etc.) as needed to ensure all children can use them.
Furnish materials that will facilitate the re- creation of memories or experiences that a child can share and encourage a spirit
- f inquiry.
Listen and respond to children as they share their thoughts (e.g., open up a discussion of what happened in a class meeting). Provide props (such as an object from the activity being discussed) and pictures to make it easier for children with limited vocabulary or who speak a home language other than English to participate.
Provide plenty of time for children to explore and play at their own pace, indoors and outside.

Encourage children to share ideas and ask questions of one another. Encourage curiosity by asking open-ended questions (for example, “What will happen when we add the water to the flour?” “What is the man in the picture trying to do?”).
Give children many opportunities to experience beauty through all their senses (touching snow, looking at rainbows, smelling freshly mowed grass, tasting different foods, listening to birds chirp). For older children, put illustrated coffee-table books in the classroom’s book area.
Visit different types of places so that children have a variety of experiences (such as local museums, parks, grocery stores, the post office, etc.).
Talk about the things you like and share your enjoyment in learning new things, trying new activities, etc.
Set an example by thinking out loud when actively solving a dilemma or figuring something out.

10. Ask children to communicate what they like, dislike, and enjoy. Use actions, facial expressions, and/or words to reflect what a child seems to be communicating.

Play and Imagination

Goal APL-3: Children engage in increasingly complex play.

Developmental Indicators

Infants

Infants		Younger Toddlers	Older	Toddlers	Younger	Preschoolers	Older	Preschoolers
• Show interest in other children playing (watch,	• Play	alongside other children, sometimes	• Try to involve children in	other play. APL-3i	• Engage in themes that	dramatic play include	• Develop complex	and sustain more pretend play
turn toward). APL-3a		imitating their actions.	• Make believe,	pretend,	interacting	with other	themes in	cooperation with
• Imitate sounds, facial expressions, or	•	APL-3e Imitate adult actions with	and act out scenes,	familiar life sometimes using	children, but coordinated.	often are not APL-3m	peers. • Use more	APL-3r complex and
gestures (cover face		objects, first with real	objects to	represent	• Talk to peers	and share	varied	language to share
with hands, hands up for “so big”). APL-3b		objects and then with objects that are used to	something becomes a	else (a shoe phone).	materials during APL-3n	play.	ideas and during play.	influence others APL-3s
• Play with simple objects, using them to	(talk	represent another object on phone, feed doll,	APL-3j • Play with	others with a	• Engage in play with	make-believe imaginary	• Choose to knowledge	use new and skills
make sounds and other interesting results.	use car).	a chair as pretend APL-3f	common chase game).	purpose (play a APL-3k	objects. APL-3o • Use language	to begin	during play dramatic	(add features to play scene related
APL-3c • Begin to participate	• Take	turns in simple games (pat-a-cake,	• Communicate what is	about happening during	and carry on others. APL-3p	play with	to class list, build	project, write structure like
in give-and-take		peek-a-boo). APL-3g	pretend play	(“He eating,”	• Express	knowledge of	displayed	picture). APL-3t
exchanges of sounds and gestures (“serve	• Offer to	toys and objects others. APL-3h	point to a communication	picture on a board	their everyday culture through	lives and play	• Demonstrate values and	their cultural “rules” through
and return”). APL-3d			when feeding	a toy baby	(uses chopsticks	to eat,	play (tells	another child,
			with a spoon; work,” after	“Now go putting on	pretends to his/her family	fix hair the way styles hair).	“That’s not do.”).	what mommies APL-3u
			shoes and APL-3l	necktie).	APL-3q
34

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

Goal APL-4: Children demonstrate creativity, imagination, and inventiveness.

Developmental Indicators

Infants

Infants		Younger	Toddlers		Older Toddlers		Younger	Preschoolers	Older	Preschoolers
• Use everyday household	objects for	• Do new things familiar objects	with or	• ➡	Do new things with familiar objects or		• Offer new how to do	ideas about or make things.	• Plan play (dramatic play,	scenarios
play (spoons, pans, plastic	pots and bowls).	combine them ways (use a	in unusual dress-up		combine them in ways (use a dress-up	unusual boa	APL-4h • Add new	actions, props,	construction), create a variety	and use or of props or
APL-4a • Try a familiar	action with	boa as a snake, a drum with a	pound plastic		as a snake, pound with a plastic bottle,	a drum try to	or dress-up pretend	items to play. APL-4i	tools to enact • Expand the	them. APL-4l variety of roles
a new object (try to bounce	or person a block,	bottle, try to bears). APL-4d	stack	•	stack bears). APL-4e Pretend to be	somebody	• Use materials materials,	(e.g., art instruments,	taken during and add more	dramatic play actions,
wave bye-bye	to a toy,				or something other	than	construction,	writing	language, or	props to
make a sound new adult’s	to get a attention).			•	themselves. APL-4f Pretend one object	is	implements) represent	or actions to experiences or	enact roles. • Use materials	APL-4m or actions
APL-4b • React to	unexpected				really something (use Legos® as food	different while	ideas in APL-4j	novel ways.	in increasingly and resourceful	varied ways to
events with and interest.	laughter APL-4c				stirring a pot). APL-4g		• Experiment musical	with language, sounds, and	represent ideas. APL-4n	experiences or
							movement.	APL-4k	• Make up stories, dances for fun APL-4o	songs, or during play.

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

The environment has a big effect on how children demonstrate creativity and imagination. Teachers and caregivers can encourage creativity and imaginative play by modeling or demonstrating creativity, and by offering children many opportunities for pretend play.

Strategies for Infants and Toddlers

Play and Imagination

Accept getting messy as part of a child’s learning.
Look and plan for children’s differences and their many ways of learning. Use real objects, pictures, music, language, books, the outdoors, active play, quiet activities, and group activities to appeal to children who learn in different ways.
Provide materials that can be used in more than one way and encourage children to think of different ways to use them. Encourage trial and error and provide children with adequate time to fully explore materials.
Encourage children to notice what others are doing when they are pretending. (“See the way Maya is using the block for a race car.” “Look at Luis and Mary. They are pretending to bake a cake.”)

Include unusual art and music materials when planning creative activities for children (for example, jumping on bubble wrap, painting with feet, using classroom items such as blocks and toy pots to make music or create rhythm).
Allow and encourage children to solve problems in their own ways.
Encourage children to help you make up silly stories so they use their imagination.
Make accommodations to the environment and materials to allow
- pportunities for children with varying abilities and physical needs to fully participate.

Strategies for Preschoolers

Play and Imagination

Encourage children to think about new ideas. (“Have you ever wondered where snow goes?” “Where do birds live?”)
Provide a wide range of experiences. For preschoolers, include some experiences in which the goal is to try many different approaches rather than finding one “right” solution.
Foster cooperative play and learning groups. Stay involved in the children’s play and learning groups to help children who may be less likely to join in because they don’t communicate as well as
- ther children—ask questions, make suggestions, and draw each child into the play and other activities.
Promote the integrated use of materials throughout activities and centers. (“Let’s get some paper from the writing center to make signs for the city you made in the block center.”)
Challenge children to consider alternative ideas and endings of stories.

Help children accommodate and build on
- ne another’s ideas to achieve common goals (e.g., suggest that individual block structures can be put together to make a much larger one).
Provide materials for preschoolers to pretend, to use one object to represent another, and to take on roles. This includes dress-up clothes for a variety of play themes and toys that can be used for many things, such as blocks, scarves, and clay.
Look and plan for children’s differences and their many ways of learning. Use real objects, pictures, music, language, books, the outdoors, active play, quiet activities, and group activities to appeal to children who learn in different ways.
Watch for and acknowledge increasing complexity in a child’s play. (“Your tower
- f blocks became a fire station, and now you’ve built a whole town.”)

Risk-Taking, Problem-Solving, and Flexibility

Goal APL-5: Children are willing to try new and challenging experiences.

Developmental Indicators

Infants

Explore new experiences both indoors and outdoors (toys, foods, people, spaces) with support
- f a familiar trusted adult. APL-5a
Try to do things that are hard for them (stretch to reach toy, work to crawl or walk, try to capture tiny crumb with pincer grasp). APL-5b
Look to adult for cues and when reassured, proceed. APL- 5c

• Explore new		• Try unfamiliar		• Explore	freely	without a	• Express	a belief that	they	• Express	a belief that they
experiences indoors and	both outdoors	experiences interact with	and new	familiar APL-5g	adult	nearby.	can do hard.	things that are APL-5k	➡	can do hard.	things that are APL-5o
(toys, foods, spaces) with	people, support	people, with adult nearby.	a familiar APL-5d	• Try out familiar	new environment	skills in a (learn	• Choose in an	to participate increasing variety		• Approach independently.	new experiences APL-5p
of a familiar adult. APL-5a	trusted	• Move away	from	to climb	steps	and then	of familiar	and new		• Ask to	participate in new
• Try to do things	that	a familiar explore, but	adult to check in	try to slide).	climb APL-5h	ladder to the	experiences. • Accept	APL-5l new challenges		experiences observed	that they have or heard about.
are hard for	them	frequently.	APL-5e	• Approach	a	challenge	when	offered. APL-5m		APL-5q
(stretch to reach work to crawl try to capture	toy, or walk, tiny	• Show interest that offer a	in toys challenge	with a heavy	confidence object,	(try to lift work on a	• Try things sure they	they are not can do, while		• Independently challenges.	seek new APL-5r
crumb with grasp). APL-5b	pincer	and try to APL-5f	work them.	difficult it.”).	puzzle, APL-5i	“I can do	avoiding APL-5n	dangerous	risks.
• Look to adult	for cues			• Want to own way	do (say	things their “Me do it!”,
and when proceed. APL-	reassured, 5c			push an if the	adult’s person	hand away is trying to
				help).	APL-5j
38

Younger Toddlers

Infants		Younger	Toddlers	Older	Toddlers	Younger	Preschoolers		Older	Preschoolers
• Explore new		• Try unfamiliar		• Explore	freely without a	• Express	a belief that	they	• Express a belief	that they
experiences indoors and	both outdoors	experiences interact with	and new	familiar APL-5g	adult nearby.	can do hard.	things that are APL-5k	➡	can do things that hard. APL-5o	are
(toys, foods, spaces) with	people, support	people, with adult nearby.	a familiar APL-5d	• Try out familiar	new skills in a environment (learn	• Choose in an	to participate increasing variety		• Approach new independently.	experiences APL-5p
of a familiar adult. APL-5a	trusted	• Move away	from	to climb	steps and then	of familiar	and new		• Ask to participate	in new
• Try to do	things that	a familiar explore, but	adult to check in	try to climb slide).	ladder to the APL-5h	experiences. • Accept	APL-5l new challenges		experiences that observed or heard	they have about.
are hard for	them	frequently.	APL-5e	• Approach	a challenge	when	offered. APL-5m		APL-5q
(stretch to work to crawl try to capture	reach toy, or walk, tiny	• Show interest that offer a	in toys challenge	with a heavy	confidence (try to lift object, work on a	• Try things sure they	they are not can do, while		• Independently challenges. APL-5r	seek new
crumb with grasp). APL-5b	pincer	and try to APL-5f	work them.	difficult it.”). APL-5i	puzzle, “I can do	avoiding APL-5n	dangerous	risks.
• Look to adult	for cues			• Want to own way	do things their (say “Me do it!”,
and when proceed.	reassured, APL- 5c			push an if the	adult’s hand away person is trying to
				help).	APL-5j

Older Toddlers

Explore freely without a familiar adult nearby. APL-5g
Try out new skills in a familiar environment (learn to climb steps and then try to climb ladder to the slide). APL-5h
Approach a challenge with confidence (try to lift a heavy object, work on a difficult puzzle, “I can do it.”). APL-5i
Want to do things their
- wn way (say “Me do it!”, push an adult’s hand away if the person is trying to help). APL-5j

Younger Preschoolers

Older Preschoolers

Accept new challenges when offered. APL-5m
Try things they are not sure they can do, while avoiding dangerous risks. APL-5n

Temperament influences the way children approach new or challenging tasks and situations. Depending on their temperament, some children will approach new or challenging tasks and situations with enthusiasm, while others will be more wary and cautious. If a child is not a risk taker, it is important for teachers and caregivers to look for opportunities to build the child’s confidence by noticing times when he or she tries something new or challenging.

Goal APL-6: Children use a variety of strategies to solve problems.

Developmental Indicators

Infants

Infants		Younger	Toddlers	Older	Toddlers	Younger	Preschoolers		Older	Preschoolers
• Try one or two strategies to	get what	• Try one or two to get what	strategies they want	• Try a strategies	variety of to get what	• Seek of ideas	and make use and help from	➡	• Seek and make and help from	use of ideas adults and
they want (make move or reach	noise, toward	or solve a giving a peer	problem (try an alternate	they problem.	want or solve a APL-6h	adults problems	and peers to (“How can I	solve	peers to solve (“How can I make	problems this paint
things, reject item). APL-6a	unwanted	toy to get a her; try to put	toy from him/ a ball in a	• Use help to	language to obtain solve a problem	make pants?”).	this paint get off APL-6k	my	get off my pants?”). • Describe the	APL-6n steps they will
• Try a familiar new activity (hit	action in a a button	box—if it will bigger box).	not fit, gets a APL-6d	(tell broke.”).	adults, “My car APL-6i	• Purposefully variety	use a of strategies to		use to solve a APL-6o	problem.
on a new toy,	try to	• Use available	resources	• Use	materials in new	solve	different types of		• Evaluate different	strategies
open a visitor’s APL-6b	purse).	to accomplish solve a problem	a goal or (push	ways to solve	explore and problems (bring	problems. • Talk to	APL-6l themselves to	work	for solving a select the strategy	problem and they feel
• Use trial and get something	error to done,	a stool to a reach for	counter to something).	a big sand	spoon to the table when all of	through a problem.	the steps to	solve	will work without try it. APL-6p	having to
get what they solve simple	want, or problems.	APL-6e • After unsuccessful		the pile	shovels are in use, blocks on a towel	APL-6m			• Explain how they problem to another	solved a person.
APL-6c		attempt to problem, ask	solve a for help	and drag the floor	them across when there				APL-6q
		from an adult gesture, speak).	(point, APL-6f	are too APL-6j	many to carry).
		• Vary actions	on purpose
		to solve a then turn shape	problem (bang, to fit in
		sorter; shake	handle,
		then pull, to drawer). APL-6g	open a
								Approaches	to Play	39 and Learning

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

Strategies for Infants and Toddlers

Risk-Taking, Problem-Solving, and Flexibility

Provide challenging, high-quality tools and equipment and an abundant supply
- f thought-provoking, complex materials that can be used in more than one way (e.g., blocks or clay) and are not limited to a single “right” use.
Show genuine care, affection, and kindness toward children (e.g., validate their disappointment when a block structure falls down; encourage them to figure out what happened and rebuild). Your support gives children the confidence to take risks.
Allow children to do things their own way and take some risks. Intervene when needed to keep children safe.
Show pleasure in what children have done. Respond to their expressions of accomplishment. (“You have a big smile
- n your face! You look happy that you went down the slide all by yourself.”)

Model flexibility and acceptance of mistakes or failures. (“Oops, that didn’t work! Let’s try something else.”)
Establish a regular yet flexible routine.
Recognize that some children have difficulty trying new things, using a toy in a different way, or varying their routines. Try different ways to introduce change and variety (provide advance warning of changes in routine, use pictures for what will happen next, model new ways of using materials). Gradual change is usually best. Work with other professionals to learn strategies that help these children try new things and accept changes when needed.
Plan for and recognize different interest levels and abilities to tolerate materials, mistakes, and engagement with other children. Accommodate these differences by being flexible and introducing more challenging experiences gradually.

Strategies for Preschoolers

Risk-Taking, Problem-Solving, and Flexibility

Seek and accept children’s ideas. Let them know that their thinking and their efforts are valued more than “getting the right answer.”
Recognize that “mistakes” are inevitable and treat them as opportunities to learn. Help children deal with mistakes in a positive way. Avoid criticizing or making fun of them.
Set an example by acknowledging
- ne’s own “mistakes” and modeling constructive reactions to them. Model for children by talking about what you are doing as you remain calm, figuring out what went wrong, and trying again.
Help children think and talk through different approaches to problems (e.g., when their favorite game isn’t available, encourage them to consider another choice).

5. Encourage children to share, listen, and ask questions of one another and compare strategies and solutions. Support children with varying communication abilities by supporting a variety of ways for children to share, ask questions, and compare. 6. Recognize that some children have difficulty trying new things, using a toy in a different way, or varying their routines. Try different ways to introduce change and variety (provide advance warning of changes in routine, use pictures for what will happen next, model new ways of using materials). Gradual change is usually best. Work with other professionals to learn strategies that help these children try new things and accept changes when needed.

Plan for and recognize different interest levels and abilities to tolerate materials, mistakes, and engagement with other children. Accommodate these differences by being flexible and introducing more challenging experiences gradually.
Ask probing questions when children appear to be confused to bring them to a greater understanding.

Attentiveness, Effort, and Persistence

Goal APL-7: Children demonstrate initiative.

Developmental Indicators

Infants

Communicate with sounds or movements to indicate preferences (make excited sound for food they like, push away food they don’t like). APL-7a
Independently explore the different qualities
- f an object (notice the sound of a rattle, then be drawn to the “feel”
- f it, exploring it with mouth or hand). APL-7b

Younger Toddlers

Express choices with actions or simple language (choose Cheerios® or a cracker). APL-7c
Seek to repeat experiences they enjoy
- r succeed at (do shape sorter over and over, climb up and down stairs). APL-7d

Older Toddlers

Select and carry out activities (choose to set the table; gather play dishes and food, and then feed the dolls). APL-7e
Show increasing interest in performing tasks independently (put on jacket and try to zip it up). APL-7f
Show and/or tell others what they have done. APL-7g

Younger Preschoolers

Show increasing independence and purpose when making choices (“I want to go to blocks.”). APL-7h
Express goals or plans and follow through on them (“I’m going to draw my house.”). APL-7i

Older Preschoolers

➡ • Show independence increasing and

purpose when making choices (“I’m going to the block area to make a track for my race car.”). APL-7j • Independently identify and

seek things they need to complete activities or tasks (gather supplies and make a birthday card with a message). APL-7k

• Set simple goals that extend over time, make plans and follow through (“Let’s make a rocket ship. We need blocks.”). APL-7l

Children’s willingness to demonstrate initiative varies based on their personality or temperament and familial and cultrual differences. Some cultures value children who

demonstrate initiative, while others may place a low priority on initiative. Some children are less likely to demonstrate initiative because they are shy or prefer to join an activity that is already going on in the classroom rather than initiate a new activity or interaction.

Goal APL-8: Children maintain attentiveness and focus.

Developmental Indicators

Older Preschoolers • Focus and attend to people and things around them. APL-8a • Repeat interesting actions over and over (push button to make toy pop up). APL-8b • Notice when the expected does not happen. APL-8c • Sometimes able to ignore irrelevant information when focusing on a task (sort multicolored wooden beads by shape). APL-8k • Consistently remain engaged in self-directed activities. APL-8l Infants • Focus on self-selected activity for a short period of time (decide to play in the sandbox and stay there for a couple of minutes). APL-8d • Focus on an interesting activity or interaction shared with adults for a short period of time. APL-8e • Focus on age-appropriate activities for a short period of time, even with interruptions (continue working on a puzzle even though another child sitting nearby is laughing and talking). APL-8h • Remain engaged in more complex activities that they have chosen. APL-8i • Maintain focus and return to an activity after a break. APL-8j Younger Toddlers Younger Preschoolers • Focus on a person or a hands-on activity for a short period of time (participate in singing a song, stay focused long enough to build a block tower). APL-8f • Keep working on interesting activities with other things going on around them. APL-8g Older Toddlers

Generally, young children have short attention spans; however, by age 4, children can usually pay attention to a toy or other activity for 8-10 minutes. They can also shift their attention back and forth between their activity and an adult talking to them, and may be paying attention even when it does not look like they are. Brief opportunities for children to practice focusing on an activity or experience are helpful, but only for very short periods of time.

Goal APL-9: Children persist at challenging activities.

Developmental Indicators

Infants

• Try over and over to make things happen (make sounds to get attention, work to get to something that is out of reach). APL-9a

Younger Toddlers

Keep trying to accomplish tasks that they are not able to do immediately (put
- n a jacket, engage a busy adult in play). APL-9b

Older Toddlers

Seek help from others to complete a challenging activity. APL-9c
Keep working on an activity even after setbacks (block structure collapses, puzzle piece does not fit). APL-9d

Younger Preschoolers

• Seek help from others to

➡ activity complete (ask a challenging a teacher

Older Preschoolers

• Seek help from others to

➡ activity complete (ask a challenging a teacher

for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture). APL-9e • When something does not

work, try different ways to complete the task

for help putting a puzzle away on a high shelf; ask a friend for help in naming an unfamiliar animal in a picture). APL-9h • When something does not ➡ work, complete try different the task ways (when to a

(when a block tower falls, try putting the blocks together in a different way to build the tower again). APL-9f

• Keep working to complete tasks, including those that are somewhat difficult. APL-9g

block tower falls, try putting the blocks together in a different way to build the tower again). APL-9i

Plan and follow through on longer-term tasks (planting a seed and caring for the plant). APL-9j
Keep trying until a challenging activity is complete despite distractions or interruptions (multi-piece puzzle started before lunch and completed later). APL-9k

Strategies for Infants and Toddlers

Attentiveness, Effort, and Persistence

Furnish the classroom with a variety of materials that allow children with diverse interests and abilities to experience success.
Set up clearly defined interest areas that provide an abundant supply of toys and materials so that children can carry out ideas without interruption and frustration. Organize the space in a way that allows children who want to work on meaningful activities for extended periods of time to be protected from other children accidentally destroying what they are working on.
Plan for smooth transitions when moving children from one activity to another (lunch to nap, center time to cleanup to snack). Let children know ahead of time when transitions are coming so they can begin to finish what they are doing.
Provide a variety of activities and materials that offer challenges appropriate to each child’s age and ability level. Encourage each child to try hard, to try different ways of doing things, and to experience challenges.

5. Add new things to the indoor and outdoor environment for children to notice (e.g., windsocks and flags that move in the breeze, bird feeders outside the window, new photographs of family members).

Allow children to use materials in their
- wn ways and for extended periods of time. However, keep in mind that some children (e.g., children with disabilities) may use materials in ways that do not help their development. Learn how to respond appropriately to this behavior.

Strategies for Preschoolers

Attentiveness, Effort, and Persistence

Provide large, uninterrupted blocks
- f time for children to play, explore materials, and solve problems at their
- wn pace. Allow children to repeat activities and experiences, and to be involved in activities without interruption.
Plan projects that are completed over the course of several days.

Help children with limited language skills stay involved with activities by giving them words and other means to communicate if they are having difficulty expressing their ideas or staying focused on an activity.
When children indicate they need help, respond by listening and observing to determine what kind of help is needed. Offer help when children show they want and need it, adjusting levels of help to fit the situation and child’s abilities.
Ask probing questions when children appear to be losing interest in a problem or activity to help them stay focused for just a bit longer.
Encourage children to keep working and focus on effort rather than results. Show that you value their thinking processes by acknowledging their work and effort. (“Look how long and hard you worked on this.”)
Help children notice each other’s contributions. Encourage them to listen carefully to what others in the class are saying, ask questions, and work together.

Emotional and Social Development (ESD)

Subdomains

Developing a Sense of Self

Developing a Sense of Self With Others

Learning About Feelings

T with themselves he Development children’s Emotional others. feelings and Learning domain and their about Social relationships to includes manage and express emotions is also a part of this domain. Children’s development in this domain affects their development in every other domain. For instance, children who develop a positive sense of self are more likely to try new things and work toward reaching goals. They tend to accept new challenges and feel more confident about their ability to handle problems or difficulties that may come up.

Children’s social skills and the relationships they form with others are also important for their overall development. Early relationships provide the basis for children’s later relationships with teachers and with peers. Through positive relationships with adults, children learn to understand and care about others and gain skills that help them have an easier time adjusting to the demands of formal schooling when they are older. Sensitive interactions with teachers and caregivers are particularly important for infants and toddlers because they are learning to form attachments, or strong ties to people who care for them. These attachment relationships are the foundation for children’s development in all

areas. When adults pay attention to children’s emotional and social cues and respond consistently and with positive regard, children feel important. They also learn to feel good about themselves and to relate positively with others.

Children also learn to manage their feelings and impulses during their early years of life. Very young children (infants and toddlers) often need the support of sensitive adults to learn how to regulate their emotions. As children grow, their ability to regulate and manage emotions is developing, but they often still have difficulties controlling their feelings.

A number of factors affect children’s emotional and social development. A child’s temperament plays a big role in how she or he expresses emotions and relates to others. Temperament is the unique way a child responds to the world around him or her. Some children may be generally happy and very friendly, while others may be more withdrawn or shy. Sensitive teachers and caregivers accept that children respond differently to people and new situations based on their temperament, and learn to interact with children in ways that match each child’s temperament to support their emotional and social development.

In addition to temperament, children have other characteristics and experiences that can affect their social and emotional development. Children with disabilities may need additional support in learning to express their emotions and/or develop positive relationships. For instance, a child with sensory impairments, such as vision and hearing loss, may need specialized assistance to develop a strong sense of self and/or form relationships with other children. Children who are learning

English in addition to their home language may need some help communicating with peers who do not speak their home language. Teachers and caregivers must be “in tune” with each child as an individual in order to fully support children’s emotional and social development.

Finally, a child’s family and culture play an important role in emotional and social development. Some families and cultures encourage children to be more reserved,

while others may encourage children to be more outgoing. Cultures and families also have different expectations for other areas of emotional and social development, such as expectations for how children communicate, the degree to which children are expected to be assertive, and the way that children show respect to adults. Teachers and caregivers should keep these types of cultural differences in mind as they support children’s emotional and social development.

Emotional and Social Development (ESD)

Developing a Sense of Self

Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.
Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.

Developing a Sense of Self With Others

Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.
Goal ESD-4: Children form relationships and interact positively with other children.
Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

Learning About Feelings

Goal ESD-6: Children identify, manage, and express their feelings.
Goal ESD-7: Children recognize and respond to the needs and feelings of others.

Developing a Sense of Self

Goal ESD-1: Children demonstrate a positive sense of self-identity and self-awareness.

Developmental Indicators

				Developmental		Indicators
	Infants		Younger Toddlers	Older	Toddlers		Younger	Preschoolers	Older	Preschoolers
• Show	awareness of	• Show	awareness of	• Show	awareness of	•	Describe	self	• Describe	themselves in
their hands	bodies (study own and feet moving;	specific ESD-1e	body parts.	some of characteristics	their own and things		(characteristics be seen,	that can things they	concrete detail and	ways, with greater accuracy (“My
use	hands, mouth, and	•	Recognize themselves	they can	do (recognize		can do,	things they like,	eyes are	brown.” “I am
eyes explore	in coordination to their bodies).	in a make	mirror (point to self, faces in mirror).	themselves say, “I help	in pictures, Daddy!”).	•	possessions). Express a	ESD-1k sense of	tall.”). • Express	ESD-1o awareness that
ESD-1a		ESD-1f		ESD-1h			belonging	to a group (say	they are	members of
• Show image	interest in their in a mirror (stare,	• Express	choices with gestures, signs, or words	• Use their personal	own name or a pronoun to refer		“There’s class,”	Kirby from my move to stand with	different family,	groups (e.g., preschool class,
smile, touch).	reach out to ESD-1b	(select ESD-1g	a toy they want).	to themselves mine).	(I, me, and ESD-1i		own group “I am a	upon request, girl.”). ESD-1l	ethnic • Choose to	group). ESD-1p spend more time
• Respond name	to their with sounds or			• Make favorite	choices and have clothes, toys, and	•	Use own name.	first and last ESD-1m	on preferred express	activities, and awareness of skills
movement. • Express	ESD-1c likes and			activities.	ESD-1j	•	Choose and name	activities they like their favorite	they are ESD-1q	developing.
dislikes protest).	(smile, cry, and ESD-1d						activities.	ESD-1n
52

Goal ESD-2: Children express positive feelings about themselves and confidence in what they can do.

Developmental Indicators

Infants

Show they expect results from their actions (repeat loud noise to gain attention, hit toy over and over to produce sound). ESD-2a
Show pleasure at things they have done (wiggle, coo, laugh). ESD-2b
Explore the environment with support from a familiar, trusted adult. ESD-2c

Younger Toddlers

Explore the environment
- n their own, but check in with a familiar, trusted adult occasionally. ESD-2d
Show confidence in their ability to make things happen by repeating or changing their actions to reach a goal (move closer to reach an object they want). ESD-2e
Bring others things they like or show them things they have done. ESD-2f

Home language and culture are an important part of children’s developing self-concept and self-identity. Teachers and caregivers can help to support this process by creating an environment that reflects

the children they serve and addresses children’s languages and cultures in a respectful and authentic way.

Older Toddlers

Younger Preschoolers

Older Preschoolers

showing about Express themselves positive and/or telling feelings by ➡ • showing about Express themselves positive and/or telling feelings by ➡ • showing about Express themselves positive and/or telling feelings by
- thers about themselves,
  - thers about themselves,
    - thers about themselves,
- things they like, or things

they have done. ESD-2g • Explore the environment independently to satisfy their own interests (seek out toy or favorite materials). ESD-2h • Show confidence in their abilities through actions and/or language (try to lift a heavy object, say, “I’m strong!”). ESD-2i • Attempt to reach goals without help from others (push adult away, say “Me do it myself!”). ESD-2j

things they like, or things they have done. ESD-2k

things they like, or things they have done. ESD-2n

• they Express can the do many belief that ➡ • they Express can the do many belief that things. ESD-2l

things. ESD-2o

• Try new activities and attempt new challenges. ESD-2m

Stick with tasks even when they are challenging. ESD-2p
Express opinions about their abilities in different areas (“I’m a good friend.” I can run fast.” “I know all my letters!”). ESD-2q

Strategies for Infants and Toddlers

Developing a Sense of Self

Observe children carefully. Learn how each child prefers to be held for feeding, sleeping, or comforting and how he or she reacts to things like noise, light, or touch. Also, ask parents or guardians. Use what you learn to provide consistent, predictable care and help each child be comfortable. Share what you know with
- thers who care for the child.

Keep brief notes on each child to help you remember the unique needs of each individual child. Use this information as you plan how you will care for the child.
Take plenty of time to interact with each infant in a relaxed way during everyday caregiving routines such as diapering, dressing, and feeding. Plan ahead so that you have everything you need (such as supplies and clean hands) before you start routines. Then you can focus only on the child.
Hold and talk to babies individually throughout the day, not only during diapering, dressing, and eating times. Cuddle them while reading a book or playing with a toy.
If possible, use children’s home language in daily conversations with them.
Talk with infants as you watch them explore their bodies. For example, say, “Look, at your hands, Jalen. You are moving your fingers.”

Be on the floor with children. Support and encourage them by making eye contact and talking with them.
Offer a comfort object such as a favorite blanket or stuffed animal to help a child feel secure when he or she is stressed.
Place unbreakable mirrors in different areas of the room so children get to see themselves often (for example, above the changing table and on the walls at child’s eye level).
Try to avoid telling children “no” by giving them choices that are OK. Give them many chances to make choices and decisions. For example, if a toddler tries to grab a toy from another child, offer two other similar toys to choose from. Offer two different snacks, or let children choose which book to read.
Respect toddlers when they try to get what they want or do something their
- wn way. Be patient, give them time to work at things, and encourage them to communicate what they want.

Strategies for Preschoolers

Developing a Sense of Self

Help establish a sense of trust and security by developing warm and responsive relationships with every child. Greet each of them by name daily. Through smiles or friendly gestures, show you are pleased to see them.
Respect individual temperaments and personal uniqueness and be aware of any personal circumstances in a child’s life.
Encourage children to express their feelings through appropriate words and actions.
Communicate often with children, both individually and in small groups. Listen to what they are saying and show you value their opinions by acknowledging them and building on their ideas.
Involve children in planning related to the classroom (e.g., ask for and use their ideas about visual displays, book selections, and activities).
If possible, use children’s home language in daily conversations with them.

Help children identify themselves as unique individuals and as members of different groups (e.g., create and display family photo books; ask the children to describe something that is special about another child; put a full-length mirror in the classroom; use given names and pronounce them correctly).
Design the classroom in a way that stimulates and challenges children and gives them choices that are appropriate for a range of ages, developmental stages, and abilities (e.g., freshen materials in activity centers to reflect emerging themes generated by children and children’s interests).
Support the growth of children’s feelings
- f competence and self-confidence (e.g., use books and games they create; provide access to materials that encourage them to stretch their abilities; provide positive comments about their accomplishments).

Allow children to experiment without fear of criticism or danger. Treat mishaps such as spilling, dropping, or knocking over objects as opportunities for positive learning.
Make the classroom environment safe, pleasant, and joyful. Promote the use of humor and singing.
Make room in the classroom for cozy, safe areas where children can be alone if they wish.
Get to know children’s families and value them as partners. Invite their participation and input through comment cards, home visits, and casual conversation – especially when things are going well.

Developing a Sense of Self With Others

Goal ESD-3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.

Developmental Indicators

Infants

Enjoy being held, cuddled, and talked to by familiar adults. ESD-3a
Recognize and reach out to familiar people. ESD-3b
Seek to be near their caregivers; stop crying when they come near. ESD-3c
Show signs of separation anxiety when a familiar caregiver leaves. ESD-3d
Make eye contact with
- thers. ESD-3e
Imitate sounds, facial
- expressions, or gestures they see other people do (peek-a-boo, hands up for “so big”). ESD-3f

Younger Toddlers

Infants		Younger Toddlers	Older	Toddlers	Younger	Preschoolers		Older	Preschoolers
• Enjoy being held,		• Show preference	• Form close	relationships	• Seek out	trusted teachers		• Seek out trusted	teachers
cuddled, and familiar adults.	talked to by ESD-3a	for and emotional connection with	with their caregivers	primary and other	and caregivers needed (for	as emotional	➡	and caregivers needed (for	as emotional
• Recognize and	reach out	adults who take	familiar adults.	ESD-3i	support,	physical		support, physical
to familiar people. ESD-3b		care of them on a regular basis (“check	• Seek help adults when	from trusted upset (when	assistance, interaction,	social problem-		assistance, interaction,	social problem-
• Seek to be near	their	in” with caregiver while playing, greet	fearful or with something).	having difficulty ESD-3j	solving, and ESD-3m	approval).		solving, and ESD-3q	approval).
caregivers; stop when they come ESD-3c	crying near.	family member with big hug, seek out caregiver when upset	• Are less likely when primary	to get upset caregiver is	• Show affection they are close	for adults to. ESD-3n		• Form positive with new teachers	relationships or
• Show signs of	separation	or uncertain, exhibit	with them.	ESD-3k	• Given time,	form positive		caregivers over ESD-3r	time.
anxiety when a caregiver leaves.	familiar ESD-3d	anxiety when adult leaves). ESD-3g	• Use words caregivers’	to influence behavior	relationships teachers or	with new caregivers.		• Use language	effectively
• Make eye contact others. ESD-3e	with	• Offer toys and objects to familiar adults.	(ask for help, something	talk about they want the	ESD-3o • Show ease	and comfort		to continue with familiar influence their	conversations adults and to behavior
• Imitate sounds,	facial	ESD-3h	adult to do).	ESD-3l	in their familiar adults.	interactions with ESD-3p		(ask for help,	ask an adult
expressions, or	gestures							to do something).	ESD-3s
they see other (peek-a-boo,	people do hands up for
“so big”). ESD-3f

Older Toddlers

Younger Preschoolers

Older Preschoolers

Show affection for adults they are close to. ESD-3n
Given time, form positive relationships with new teachers or caregivers. ESD-3o
Show ease and comfort in their interactions with familiar adults. ESD-3p

Form positive relationships with new teachers or caregivers over time. ESD-3r
Use language effectively to continue conversations with familiar adults and to influence their behavior (ask for help, ask an adult to do something). ESD-3s

Temperament also plays a role in children’s relationships. Depending on their temperament, some children may have an easy time meeting new people. Other children may be more hesitant and/or shy, and may need more time and support before they feel comfortable enough to interact with adults and peers.

Goal ESD-4: Children form relationships and interact positively with other children.

Developmental Indicators

Infants

• Notice other infants and children (look at them, turn in other’s direction, reach for them, touch them). ESD-4a

Younger Toddlers

Show pleasure at the arrival of familiar peers. ESD-4b
Enjoy playing alongside
- ther children. ESD-4c
Imitate actions of older siblings and playmates. ESD-4d
Offer toys and objects to
- ther children. ESD-4e

Children whose home language is different from the language spoken in the classroom may need extra time and support to develop peer relationships because it may be difficult to communicate with their peers. Teachers should also keep in mind that culture may play a role in children’s relationships. Families differ in terms of the social skills and behaviors are valued and expected.

Older Toddlers

Show affection or preference for particular children (spontaneously hug, want to play, call
- ther child a friend). ESD-4f
Remember and use names of familiar playmates. ESD-4g
Use appropriate words to influence playmates’ behavior (“Play with me.” “Stop hitting me.”). ESD-4h
Participate in play with
- ther children. ESD-4i
Show positive emotion and turn taking with familiar playmates (agree to chase each other, watch and imitate each
- ther’s play with toys). ESD-4j

Younger Preschoolers

• Demonstrate social

Older Preschoolers

• Demonstrate social

with skills other when children interacting (turn- ➡ with skills other when children interacting (turn- taking, conflict resolution,

sharing). ESD-4k • Form and maintain

friendships with a few other children. ESD-4l

Identify another child as a friend. ESD-4m
Approach other children easily, expecting positive interactions. ESD-4n
Show ease and comfort in their interactions with familiar children. ESD-4o

taking, conflict resolution, sharing). ESD-4p

Form and maintain friendships with other children of diverse cultural backgrounds and abilities. ESD-4q
Seek and give support with children they identify as friends. ESD-4r
Use language effectively to have conversations with other children and influence another child’s behavior (negotiate sharing a toy, plan how to build a block tower together). ESD-4s
Play and interact cooperatively with other children (work on project together, exchange ideas). ESD-4t

Goal ESD-5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.

Developmental Indicators

Infants

Infants	Younger	Toddlers	Older	Toddlers		Younger	Preschoolers	Older	Preschoolers
Emerging	• Use	gestures, sounds,	• Follow social	rules, transitions,		• Follow social	rules,	• Follow	social rules,
	objects, get	or words to another person to	and routines explained to	that have been them, with	➡	transitions, and that have been	routines explained to	transitions, that have	and routines been explained
	do	something (bring	reminders	and practice.		them, with	reminders and	to them.	ESD-5q
	box opened,	to adult to be make noise to	ESD-5e • Adjust their	behavior to fit		practice. • Often make	ESD-5k requests clearly	• Make effectively	requests clearly and most of the time.
	get ESD-5a	someone to look).	different a sleeping	situations (tiptoe baby, use a quiet	near	and effectively. • Show awareness	ESD-5l that their	ESD-5r • Balance	their own needs
	• Follow directions	simple some of the	voice inside, ESD-5f	runs outside).		actions affect carefully around	others (move classmate’s	with those group.	of others in the ESD-5s
	time. • Control	ESD-5b impulses some	• Evaluate their actions as	own and others’ right or wrong		block structure). • Wait for a short	ESD-5m time to get	• Anticipate and plan	consequences ways to solve
	of the forbidden	time (look at object and	(pointing out climbing on	another child the table). ESD-5g	is	what they want toy, a snack).	(a turn with a ESD-5n	problems guidance	effectively, with and support.
	say, adult	“No, no,” allow to direct them	• Show caring	and cooperation		• Work to resolve	conflicts	ESD-5t
	to a ESD-5c	different activity).	(help to put help another	away toys, offer person). ESD-5h	to	effectively, with and support.	guidance ESD-5o	• Use a to solve	variety of strategies problems and
	• Accept to	adult help resolve problems	• Wait for a they want (a a snack), with	short time to get turn with a toy, guidance and	what	• Notice and similarities and	accept differences	conflicts independence.	with increasing ESD-5u
	and cooperate	conflicts, and when an	support.	ESD-5i		among all people with	people, including disabilities and	• Express for all	respect and caring people, including
	adult	redirects them	• Accept “no”	without getting		those from	different cultures.	people	with disabilities
	from poses	a situation that a problem.	overly upset.	ESD-5j		ESD-5p		and those cultures.	from different ESD-5v
	ESD-5d

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

Taking turns and waiting are important aspects of participating in a group. Generally, young children are not good at waiting. It is important that teachers try to minimize the amount of time children have to wait for materials and/or activities. To help encourage and support children’s ability to wait, teachers can occasionally build in opportunities to practice waiting for very short periods of time.

Strategies for Infants and Toddlers

Developing a Sense of Self With Others

To promote attachment, allow only a small number of people to care for each young child regularly.
When there is more than one caregiver in the room, assign one specific person to be the primary caregiver for each young child. The primary caregiver should complete all of the child’s daily caregiving routines, such as feeding and diapering. This helps the child develop a strong relationship with the caregiver and helps the caregiver learn about the uniqueness
- f the child. If the primary caregiver is absent, assign a person familiar to the child to be the primary caregiver.
Watch infants for signs that they are not becoming attached. For example, a child might become passive, not react to something that would typically upset a child, or seem not to thrive like
- ther infants. Talk with family members, administrators, or other professionals if you observe these signs.

Recognize that fear of strangers and separation anxiety are normal stages of attachment in mobile infants. Help parents understand that fear of strangers and separation anxiety are normal.
Treat children as individuals by using their names rather than just talking to them as a group.
Maintain eye contact and interact with children in an engaging way during caregiving routines such as diapering and feeding.
Allow infants and toddlers to be with and watch others much of the day.
Set up interest areas with enough toys and materials for two to three children to play without having to argue over the materials.
Model “gentle touches” for toddlers as they interact with others.

10. Encourage family members to say goodbye to their infants and toddlers. This helps children understand what to expect when family members leave and trust that their loved ones will come back. 11. Realize that parents may be afraid that if their child becomes attached to other caregivers, their child might be less attached to them. Reassure parents and guardians that children can become attached to more than one person and will not become less attached to them. 12. Support each child’s attachment to his/ her family while the child is in your care. Greet both the infant/toddler and family members as they arrive and depart. Talk about family members with children during the day. Set up a communication system (report form, notebook) to let families know what the child’s day has been like.

Strategies for Preschoolers

Developing a Sense of Self With Others

1. Create opportunities for children to interact with others who have varying characteristics and abilities, identifying and pointing out areas in which they share a common interest. 2. Observe children in the classroom and facilitate their entry into social groups with their peers. Serve as broker between Dual Language Learners and children who speak English to facilitate their engagement in play with others. For example: Travis just joined the dramatic play center. Prompt him: “Travis, ask your classmates what they are playing.” Then address classmates: “What part/job can Travis do?”

Alert children to the feelings and emotional needs of others (e.g., display and talk about pictures depicting various emotions; point out how children feel in various real-life situations).
Be aware of social interactions among children and create opportunities to support friendships. For example, create inviting areas within the room where small groups of children can play.
Help children see the effect of their behavior on others by encouraging them to see others’ perspectives and share their ideas about solving problems and social conflicts (e.g., assist the process of conflict resolution).
Allow children to share ownership of the classroom by participating in discussions related to classroom decisions and helping to establish rules and routines.
Model asking for and understanding the viewpoints and opinions of others.

Promote an atmosphere of cooperation instead of competition (e.g., introduce activities that require two or three children to work together).
Provide opportunities for children to be responsible members of the classroom community, respecting shared rights and property and helping others (e.g., assign individual cubbies for belongings; rotate responsibility for tending classroom plants).
Maintain an ongoing flow of information between school and family, through home-school journals or cassette tapes, suggestion boxes, weekly newsletters, phone calls, or classroom visits.
Make the classroom the children’s space, with displays of their creations, experiences, interests, and cultures.
Provide adaptive equipment and materials when a child needs support to be active and successful in program routines and activities. When children are able to participate, they feel a sense of belonging and security.

Learning About Feelings

Goal ESD-6: Children identify, manage, and express their feelings.

Developmental Indicators

Infants

Younger Toddlers

(happiness, of Express emotions a range ➡ • sadness, of Express emotions a fear range (happiness, and anger) sadness, fear, and
- with their face, body, and voice. ESD-6d
Show when they
- sometimes words to
Soothe themselves
- being overcome by stress. ESD-6f

anger) with their face, body, and
- Use body language,
voice. ESD-6a
- facial expression, and

feel overwhelmed
- communicate feelings (clap when happy, pout
r are in distress
r pain (cry, yawn,
- and hunch shoulders when sad, shout “Whee!” when
look away, extend
- excited). ESD-6e
arms or legs, arch their body, fuss).
- Separate from parent or
ESD-6b
- main caregiver without

(suck thumb or pacifier, shift
- Find comfort and calm
attention, snuggle
- down in a familiar setting or
with soft toy).
- with a familiar person.
ESD-6c
- ESD-6g

Teachers and caregivers should keep in mind that the way children express their emotions may be different for children from different cultural groups.

Older Toddlers

• Express a range of

Younger Preschoolers

Older Preschoolers

(happiness, Express a range sadness, ➡ • anger, (happiness, Express disgust, a range sadness, tenderness, of emotions fear,

(happiness, emotions sadness, ➡
- f emotions

fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ESD-6h

Communicate to make needs known. ESD-6i
Manage emotions and control impulses with guidance and support (Say “I don’t like that!” instead of hitting; wait by door instead of running ahead when excited to go
- ut). ESD-6j
Display emotional
- utbursts less often. ESD-6k

fear, anger, disgust, tenderness, hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ESD-6l

Use a variety of words
- r signs to express and manage feelings more clearly. ESD-6m
Describe reasons for their feelings (“I’m sad because Grandma’s leaving.” “That makes me mad when you do that!”). ESD-6n

hostility, shame, guilt, satisfaction, and love) with their face, body, vocal sounds, and words. ESD-6o

Independently manage and express feelings effectively most
- f the time. ESD-6p
Use a larger vocabulary for talking about different feelings (“I’m frustrated with that puzzle!” “I’m excited about our trip.”). ESD-6q
Give reasons for their feelings
- that may include thoughts and beliefs as well as outside events (“I’m happy because I wanted to win and I did.”). ESD-6r
Use problem-solving strategies when feeling angry or frustrated. ESD-6s

Goal ESD-7: Children recognize and respond to the needs and feelings of others.

Developmental Indicators

Infants

Become upset when another infant is crying. ESD-7a
Respond differently to positive vs. negative emotional expressions of
- thers. ESD-7b

Younger Toddlers

Try to comfort another child
- r an adult who is upset

(bring a comfort object,

Older Toddlers

• Try to comfort another

Younger Preschoolers

• Try to comfort another

➡ child upset or (bring an adult a comfort who is ➡ child upset or (bring an adult a comfort who is pat the person on the back).

ESD-7c

Look at familiar caregivers to see how the caregiver is feeling (do something wrong and look to see if the caregiver is angry, bump head and start crying after the caregiver expresses concern/tries to comfort). ESD-7d
Match their tone and emotions to that of others during interactions. ESD-7e

bject, pat the person on the back). ESD-7f

Communicate concern for

bject, pat the person on the back). ESD-7j

Communicate concern for

someone others (share who a doesn’t toy with ➡ someone others (share who a doesn’t toy with have one, ask, “Are you

OK?”). ESD-7g

Offer help to meet the needs of others (pick up item someone dropped, help another child who is having trouble building a block tower). ESD-7h
Recognize facial expressions or actions associated with different emotions. ESD-7i

have one, ask, “Are you OK?”). ESD-7k

• Offer help to meet the

➡ item needs someone of others dropped, (pick up

help another child who is having trouble building a block tower). ESD-7l

Show awareness that
- ther people have different feelings (“I like raisins but he doesn’t.” “I’m scared on that ride but she isn’t.”). ESD-7m

Older Preschoolers

Communicate understanding and empathy for others’ feelings. ESD-7n
Show awareness that their behavior can affect the feelings of others (say, “I didn’t mean to scare you when I yelled.”). ESD-7o
Choose to act in ways that show respect for others’ feelings and points of view most of the time with guidance and support (compliment each other during play, work out conflicts, show respect for opinions expressed by
- thers). ESD-7p

Some children, particularly those with Asperger’s or autism, may not recognize how other children are feeling and need help from teachers and caregivers in order to respond appropriately to the needs and feelings of others.

Strategies for Infants and Toddlers

Learning About Feelings

Be aware of infants’ and toddlers’ reactions and reassure them that you are there for them. Let them know you care for them even when they have strong negative feelings. Give them hugs, cheers, and hold them in your lap if they welcome these touches. (Remember, some children prefer to be comforted in
- ther ways.)
Pay attention to infants’ signals that they are overwhelmed. Give them some quiet time or extra time cuddling with you to help them recover. Take them out
- f situations where there are too many people, too much noise, or too much stimulation of any kind.
Talk about your own feelings with the children. Use words to describe your emotions.
Use “feeling” words to acknowledge and label emotions that you see the child is experiencing (“You’re very mad!” “You look sad.”). This helps the child to feel understood and learn to use words to describe feelings.

Understand that expression of feelings (both positive and negative) is important to healthy emotional development. Children need to express both types of feelings and have adults accept these feelings.
Provide adaptive equipment and materials when a child needs support to be active and successful in program routines and activities. When children are able to participate, they feel a sense of belonging and security.
Focus on each toddler’s positive qualities and accomplishments. Avoid talking about children as good or bad, or messy or neat.
Accept the toddler’s mistakes as a natural process of learning and exploring. Use supportive language such as “Oh, the milk spilled. Let’s get a paper towel and clean it up,” rather than “You’re so clumsy. You made a mess.”

Encourage independent choices so toddlers can feel a sense of control and success. For example, let them decide how to play and when they need to go to the toilet. Let them do things for themselves even if they do not do it exactly the way you would have.
Provide opportunities for toddlers to repeat successful activities over and over again until they are ready to move on to something more challenging. Have many different toys available to toddlers at the same time.
Use transition objects or comfort toys to help children change routines or settings.

Strategies for Preschoolers

Learning About Feelings

Incorporate small and large group lessons focused on a discussion about feelings into regular classroom activities. Allow children to describe their feelings related to a personal event or classroom event, etc.
Make books about feelings available in the book area and for check-out. Include simple books with children’s faces depicting feelings (can be teacher created or purchased).

Use a small flip chart with pictured expressions and labels so children can turn to the emotion that fits what they are feeling (or have an adult help them find it), especially nonverbal children or children who have language delays or difficulty with expressive language.
Include a “peace talk” area or corner where children can go for conflict resolution when they have a disagreement.

Read a familiar book and discuss each character’s feelings or reactions.
Give children words to explain why they feel a certain way if they cannot express it themselves. (“I think you are angry because Joanie took your toy. Can you tell her?”)
Guide children through brief exercises that can help reduce stress. For example, teach children how to take deep breaths when they are upset or to reach up and stretch their muscles to reduce tension.
Understand that expression of feelings (both positive and negative) is important to healthy emotional development. Children need to express both types of feelings and have adults accept these feelings.
Focus on each child’s positive qualities and accomplishments. Avoid talking about children as good or bad, or messy or neat.
Talk with children about how other children might feel, particularly if they have done something to upset another child.

Health and Physical Development (HPD)

Physical Health and Growth Subdomains Safety Awareness Motor Development Self-Care

T Physical he on choices, development, domain physical self-care, Development of growth Health sound and and nutritional and health/ motor focuses safety practices. This domain is the foundation for the future health and well-being of all children. Good physical health and motor development supports children’s learning and plays a part in their ability to be successful in almost any type of activity.

During the time from birth to age five, children’s bodies go through a period of rapid growth. Their body more than doubles in size and their brain develops more rapidly than during any other period in the lifespan. Helping children establish good health practices and eating habits is extremely important. Good nutrition promotes not only physical growth and health, but also cognitive development skills such as memory, problem solving, and decision-making. Children grow and develop best when they are provided a healthy and balanced diet, have sufficient rest, and are physically active so that they develop strength and stamina.

In addition to healthy eating habits, children must have a variety of physical experiences that promote physical fitness and allow

them to practice motor skills. Although developmental milestones don’t occur at the exact same time for all children, their growth and motor development tends to follow a similar sequence as their skills build upon each other. They move from turning over to sitting up, from crawling to walking, and then from running to playing organized games. They also develop fine or small motor skills as they learn to use their hands for a variety of tasks. Early childhood programs can promote physical development by providing children with a safe, supervised environment where play is encouraged and children have ample opportunities to explore.

Health and physical development also includes children’s growing independence in carrying out personal routines and their awareness of health and safety concerns. This awareness and independence grows when children begin to participate in group and individual routines such as changing diapers, putting away toys, or washing their hands. It is particularly important to pay attention to families’ preferences and the routines that children are accustomed to at home. Self-care routines that are consistent with the family’s culture will be more comfortable for children. Also, teachers and caregivers should be careful to help children develop a sense of independence

in ways that are comfortable for families. When children are very young, they need the constant presence and guidance of adults to help them carry out routines and ensure their safety. However, as they grow older, they show greater independence and begin to understand that some situations are dangerous. Caregivers and teachers can work with families to decide when and how to promote children’s self-care routines and independence.

Finally, it is important to remember that each child develops at his/her own pace. However, teachers and caregivers may be the first to notice that a child’s development is not consistent with typical expectations. If a parent or teacher is concerned that a child is not meeting many or all of the Goals and Developmental Indicators described in this document, additional evaluation may be needed. You should consult a pediatrician, neurologist, or developmental specialist to determine if further intervention is needed.

Health and Physical Development (HPD)

Physical Health and Growth

Goal HPD-1: Children develop healthy eating habits.
Goal HPD-2: Children engage in active physical play indoors and outdoors.
Goal HPD-3: Children develop healthy sleeping habits.

Motor Development

Goal HPD-4: Children develop the large muscle control and abilities needed to move through and explore their environment.
Goal HPD-5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.

Self-Care

Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.
Goal HPD-7: Children develop independence in caring for themselves and their environment.

Safety Awareness

• Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.

Physical Health and Growth

Goal HPD-1: Children develop healthy eating habits.

Developmental Indicators

Infants

Show interest in feeding routines. HPD-1a
Help with feeding themselves (eat finger foods, hold bottle. HPD-1b
Show hunger or fullness using actions, sounds,
- r words (cry or search for food, turn away when full). HPD-1c
Show food preferences. HPD-1d
Respond to different textures of food in their mouth (wait for the next bite, spit out food, turn head away). HPD-1e
Eat different kinds of food such as liquids, pureed or soft foods, and finely chopped food. HPD-1f

Younger Toddlers

• Try new foods. HP1-g

Older Toddlers

• Try new foods.

➡ HPD-1l

Feed themselves with some assistance (may use hands, utensils or cups). HPD-1h
Ask for or accept food when hungry. HPD-1i
Eat enough to meet nutritional needs, even when amount or type of food varies over time (eat a lot at one meal and little at the next, show interest in many foods but no interest in others). HPD-1j
Eat a variety of small pieces
- f age-appropriate table foods. HPD-1k

Younger Preschoolers

• Try new foods.

➡ HPD-1p

Feed themselves using utensils and hands. HPD-1m
Accept or refuse food depending on their appetite and personal preference (make food choices at a meal, leave unwanted food on plate, ask for seconds of favorite food). HPD-1n
Notice and talk about food preferences, textures, temperatures, and tastes (crunchy crackers, warm soup, sweet apples). HPD-1o

Older Preschoolers

• Try new foods.

➡ HPD-1s

• Feed themselves with

HPD-1q utensils independently. ➡ HPD-1t utensils independently. • Communicate that some

foods are good for them (fresh fruits, vegetables, milk) and some are not healthy (potato chips, soda). HPD-1r

Given a selection of familiar foods, identify which foods are nutritious and which are not. HPD-1u
Talk about variety and amount of foods needed to be healthy (can identify what is missing from their meal). HPD-1v
Name foods and beverages that help to build healthy bodies. HPD-1w

Children from all cultural backgrounds will be accustomed to eating different types of foods, some of which may be less nutritious. It’s important to respect family preferences and to also introduce the idea that children should eat moderate amounts of a variety of foods, including healthy foods.

Goal HPD-2: Children engage in active physical play indoors and outdoors.

Developmental Indicators

Infants

Engage in physically active movements (spending time on their tummy, repeating actions, kicking, waving arms, rolling over). HPD-2a
Move their bodies to explore the indoor and
- utdoor environment. HPD-2b
Develop strength and stamina by continuing movements over short periods of time. HPD-2c

Younger Toddlers

Show they enjoy active play and seek to be physically active (choose to play often on climber, laugh and squeal while moving). HPD-2d
Anticipate and ask for
- utdoor play (point at door and say, “Out!”, resist coming indoors). HPD-2e
Engage in regular and sustained movement (push toys around play yard, go up and down slide over and over). HPD-2f
Develop strength and stamina as they use large muscles and participate in physical activity for longer periods of time. HPD-2g

Older Toddlers

• Develop strength and

Younger Preschoolers

• Develop strength and

Older Preschoolers

• Develop strength and

stamina moderate by periods spending of time ➡ stamina moderate by periods spending of time ➡ stamina extended by periods spending of time playing vigorously.

playing vigorously.

HPD-2h

Show satisfaction with new active skills and strengths (ask others to watch them, say, “I’m big and strong!”). HPD-2i
With guidance and support, transition from active to quiet activities. HPD-2j

HPD-2k

Choose a variety
- f structured and unstructured physical activities indoors and
- utdoors. HPD-2l
Participate in simple games and other structured motor activities that enhance physical fitness (songs with movement, throwing and catching). HPD-2m
Transition from active to quiet activities with limited guidance and support. HPD-2n

playing vigorously.

HPD-2o

Communicate ways exercise keeps us healthy and makes us feel good. HPD-2p
Participate in structured and unstructured motor activities that build strength, speed, flexibility, and coordination (red light, green light; chase; free play). HPD-2q
Transition independently from active to quiet activities most of the time. HPD-2r

Young children need both teacher directed and free-play activities to promote participation in active physical play.

Goal HPD-3: Children develop healthy sleeping habits.

Developmental Indicators

In some cultures, children are not expected to sleep independently or fall asleep on their own. Teachers should be sensitive to a family’s preferences about how their child goes to sleep. • Use language about sleep (say, “Time for bed,” after clearing lunch things; give sign for sleep). HPD-3f • With guidance, participate in sleep routines (wash hands after lunch, get blanket, lie down on bed or mat). HPD-3g • Fall asleep on their own. HPD-3h • Communicate ways sleep keeps us healthy and makes us feel good. HPD-3k • Independently start and participate in sleep routines most of the time. HPD-3l • Recognize and communicate signs of being tired. HPD-3i • With increasing independence, start and participate in sleep routines. HPD-3j Younger Preschoolers Older Preschoolers • Cooperate with sleep routines (choose a book, get preferred sleep toy). HPD-3d • Use simple sounds, gestures, or words to show they are tired (say, “Night, night.”). HPD-3e Older Toddlers Younger Toddlers Infants • Sleep for longer periods at a time (more at night, and less during the day). HPD-3a • Settle down and fall asleep after a routine that includes a familiar series of events. HPD-3b • Develop a personal sleep routine or pattern. HPD-3c

Strategies for Infants and Toddlers

Physical Health and Growth

Promote and support breastfeeding for young children. Provide storage for breast milk, private areas for nursing mothers, and education about the benefits of breastfeeding for both mother and infant. Feed iron-fortified formula to infants who are not breastfeeding.
When an infant shows early signs of hunger (e.g., beginning to stir when sleeping), begin preparing food or milk so it is ready when the child is ready to eat. Allow enough time for them to finish bottles or food.
Ask families about food allergies and serve
- nly foods children are not allergic to. Also, ask about any history of allergies in the family. Some children may need to avoid eggs, peanuts, nuts, and fish until they are two or three.
Allow children to leave food uneaten. Do not force them to eat more than they want. They may be full.
Allow enough time for children to explore foods with their fingers and to eat.
Eat healthy foods with children (fruits, vegetables, whole grains, dairy products,

and protein). Talk about foods and how they help the body. (“Milk makes your bones and teeth strong.”)

Offer a variety of safe and healthy foods that meet the nutritional needs of infants and toddlers. Ask families what they eat at home and offer these foods. Serve foods that respect the family’s cultural, religious, and
- ther preferences, and that represent the cultures of the children in the classroom.
Encourage young children to try new foods. Offer a new food up to 10 times if needed to let a child get used to a new taste and texture.
Offer types, sizes, and textures of food that each infant or toddler can eat safely and successfully. Work with families, dietitians, and health care professionals to offer the breast milk, formula, foods, and other forms
- f nutrition appropriate for children with special nutritional needs.
For young children who need help eating and drinking, offer support, proper positioning, special equipment, and many chances to practice eating and drinking. Offer cups and spoons and encourage children to feed themselves when they are ready.

Some infants and toddlers are highly sensitive to light, noise, and the way they are touched. Provide spaces that offer less stimulation so they can feel calm and comfortable. Work with families and specialists to offer appropriate physical activity for these children.
Ask families to share the sleep routine used at home and use it in the childcare environment if appropriate (rock the child to sleep, let them hold a special toy). Learn and say the words families use to tell someone they are tired. Use these words and teach children to use them to tell you they are tired.
Provide areas for children to rest to accommodate individual sleep needs. Infants and toddlers should have individual nap schedules.
Help children learn to calm themselves and fall asleep. For infants, consider playing soft music, lowering the lights, and quieting the environment. For older children who choose their own sleep positions, rubbing their back may help them relax and fall asleep.

Strategies for Preschoolers

Physical Health and Growth

Model and discuss healthy eating habits and provide a variety of nutritious snacks and meals.
Develop a routine schedule for eating regular meals and snacks.
Work with families to develop cultural and religious awareness relating to foods and traditions of mealtime.
Provide activities that encourage children to explore a variety of foods, textures, and use of utensils.
Allow and encourage children to serve and clean up food. Provide materials for pretend play about shopping, cooking, serving, eating, and cleaning up.
Invite and encourage children to participate in physical activity and free play every day. Schedule several periods
- f active physical play each day, with each period lasting thirty to sixty minutes. Include time for child-directed play and adult-directed activities, and participate with children in the activities.

Share information about programs
- r activities in the community that encourage physical activity for families, including children with special needs: parks, greenways, playgrounds, swimming pools, lakes, and gyms.
Take children outside often and regularly in all seasons. Dress them appropriately for the weather (raincoats, sweaters, boots, mittens, coats, hats). Show children you enjoy being outdoors and encourage them to explore the outdoor environment.
Read books about healthy practices. Discuss the concepts of rest, exercise, and good eating related to good health.
Carry out sleep routines that meet the child’s needs and take into account the beliefs, customs, and needs of families.
Encourage and support children’s need for rest and relaxation by scheduling both active and quiet times during the day.

Motor Development

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

Developmental Indicators

Infants

Infants		Younger	Toddlers	Older	Toddlers	Younger Preschoolers		Older	Preschoolers
• Gain control	of arm and	• Develop	strength,	• Move their	arms and legs	• Demonstrate strength		• Coordinate	movement of
leg movements. HPD-4a		balance, coordination	and by repeating	to complete jump, step,	a task (kick, pedal, push	and balance by managing uneven surfaces such	as	upper HPD-4p	and lower body.
• Maintain posture when	upright sitting	movements and sit	(pull up down; bend and	away). • Move through	HPD-4h the	hills, ramps, and steps. HPD-4l		• Perform movements	complex smoothly
and standing.	HPD-4b	straighten,	squat to pick	world with	a variety of	• Refine movements	and	(skipping,	balancing on
• Move in and various	out of positions by	something floor).	up from the HPD-4e	movements increasing	and with independence	show generally good coordination (e.g.,		beams, place to	hopping from one another). HPD-4q
rolling, pushing pulling to	up, and stand.	• Move their together	arms and legs to climb, push,	(run, jump, • Use familiar	pedal). HPD-4i objects that	throwing and catching). HPD-4m		• Move environment	quickly through the and be able to
HPD-4c • Move from	place to	and pull use riding steps).	(push a stroller, toys, crawl up HPD-4f	encourage movements	large motor (riding toys,	• Use a variety of toys equipment that enhance	and	stop (run HPD-4r	fast, pedal fast).
place as their allow (squirm,	abilities roll,	• Move	through the world	crawl tubes, basket,	large ball in slide). HPD-4j	gross motor development (balls, slides, pedaling		• Show body in	awareness of own relation to other
scoot, crawl,	cruise, or	with more	independence	• Perform	actions smoothly	toys, assistive technology).		people	and objects while
walk). HPD-4d		(crawl, use	cruise, walk, run, therapeutic walker).	with balance, and	strength, coordination (dance,	HPD-4n • Move their bodies		moving HPD-4s	through space.
		HPD-4g		bend over toy, reach	to pick up a up high on a	in space with good coordination (running,
				shelf, walk steps).	up and down HPD-4k	hopping in place, galloping). HPD-4o
							Health	and Physical	75 Development

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

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

Developmental Indicators

Infants

Use both hands to swipe at, reach for, grasp, hold, shake, and release objects. HPD-5a
Transfer objects from
- ne hand to the other. HPD-5b
Use a pincer grasp to pick up an object with finger and thumb. HPD-5c

Younger Toddlers

Use hands to manipulate
- bjects (stack two or three large blocks, pick up or roll a ball). HPD-5d
Use hands and eyes together (put together and take apart toys, feed themselves finger foods, fill containers). HPD-5e
Use simple tools (spoon for feeding, hammer with pegs, crayon for scribbling). HPD-5f

Older Toddlers

Use more complex, refined hand movements (stack a few small blocks, try to draw, turn pages
- ne at a time). HPD-5g
Use hands and eyes together with a moderate degree of control (complete puzzles, thread beads with large holes, use shape sorters). HPD-5h
Use tools that require finger and hand control (large paintbrush, measuring cups, switches, shovel). HPD-5i

Younger Preschoolers

Draw simple shapes and figures (square for block, circles). HPD-5j
Engage in activities that require hand-eye coordination (build with manipulatives, mold Play- Doh® , work puzzles with smaller pieces). HPD-5k
Use tools that require strength, control, and dexterity of small muscles (forks, crayons, markers, safety scissors, adapted tools). HPD-5l

Older Preschoolers

Draw and write smaller figures with more detail (faces with features, letters, or letter-like forms). HPD-5m
Engage in complex hand- eye coordination activities with a moderate degree
- f precision and control (fasten clothing, cut shapes, put together small pieces). HPD-5n
Use tools that require strength and dexterity
- f small muscles with a moderate degree of control (spray bottle, hole puncher). HPD-5o

• Use both	hands to	• Use hands to	manipulate	• Use more complex,		• Draw simple	shapes and	• Draw and	write smaller
swipe at, grasp,	reach for, hold, shake, and	objects (stack three large	two or blocks, pick	refined hand (stack a few small	movements blocks,	figures circles).	(square for block, HPD-5j	figures with (faces with	more detail features,
release HPD-5a	objects.	up or roll a ball). • Use hands and	HPD-5d eyes	try to draw, turn one at a time).	pages HPD-5g	• Engage in that require	activities hand-eye	letters, or HPD-5m	letter-like forms).
• Transfer one hand	objects from to the other.	together (put and take apart	together toys, feed	• Use hands and together with a	eyes moderate	coordination manipulatives,	(build with mold Play-	• Engage in eye	complex hand- coordination activities
HPD-5b		themselves	finger foods,	degree of control		Doh® , work	puzzles with	with a	moderate degree
• Use a pick up	pincer grasp to an object with	fill containers). • Use simple tools	HPD-5e (spoon	(complete puzzles, beads with large	thread holes,	smaller • Use tools	pieces). HPD-5k that require	of precision (fasten	and control clothing, cut
finger and HPD-5c	thumb.	for feeding, with pegs,	hammer crayon for	use shape sorters). HPD-5h		strength, dexterity of	control, and small muscles	shapes, pieces).	put together small HPD-5n
		scribbling).	HPD-5f	• Use tools that	require	(forks,	crayons, markers,	• Use tools	that require
				finger and hand (large paintbrush,	control	safety tools).	scissors, adapted HPD-5l	strength of small	and dexterity muscles with
				measuring cups, switches, shovel).				a moderate control	degree of (spray bottle, hole
				HPD-5i				puncher).	HPD-5o
76

Strategies for Infants and Toddlers

Play with infants and toddlers both indoors and outdoors. Make sure the environment is safe. Include play on a variety of surfaces and provide open spaces for free movement.
Play with infants on their tummies frequently throughout the day. Place interesting toys in front of them and use a rolled towel to support a baby’s chest and arms if needed. For babies who do not like being on their stomachs, try a few minutes of tummy time several times a day rather than for one long period.
Give young children brightly colored and interesting toys to reach for or move toward (balls, mobiles, soft toys). Encourage them to bring their hands together as they play with objects.

Put small, safe objects on a tray or protected spot on the floor for children to grab and handle. For example, offer rattles and teething toys to infants; blocks, crayons, and snap-together toys to older toddlers. For children with impaired vision, use toys with switches and varied textures. Increase contrasts to help them see what is there (bright toy on black background; pictures outlined with heavy line).
Play games from different cultures that include hand motions with words, such as “Pat-a-cake,” “Todos Los Pescados,” and “Itsy Bitsy Spider.”
Offer materials and activities to encourage large sweeping motions and the ability to hold objects. For example, children might draw or paint with crayons, finger paints,
- r objects like rubber stamps and small- wheeled vehicles. Use wide brushes or markers; adapt handles for children with limited hand control.

Provide opportunities for children to practice small motor skills during daily activities and routines (zipping zippers when putting on clothing, passing out smaller objects to friends, etc.).
Use diapering time to do baby exercises and to play (bicycling legs, arm lifts, kicking, reaching).
Provide pillows, small mounds, balance beams, stepping-stones, and other low barriers for children to climb on and over. This develops balance, builds strength, and improves coordination.
Run, jump, skip, hop, and throw balls with children, both indoors and outside. Encourage them to move their bodies indoors and outdoors with movement games, music, and dancing from different cultures (e.g., “I’m a Little Tea Pot,” “Little Sally Walker,” “De Colores,” “All Fish Swimming in the Water”).

Create an environment that includes materials and equipment that can be used by children with varying physical abilities. For children with disabilities, provide supports or special equipment that allows them to participate in physical activities and play (therapeutic walker, scooter board, supportive seating for swings or riding toys, bars for pulling up).
Create mazes and obstacle courses that are age appropriate. For example, invite children to move through tunnels, under chairs, around tree trunks, and over low hills.
Provide push and pull toys, riding toys (with and without pedals), balls, tools, slides, and other materials that give children chances to exercise large muscles and practice skills.
Create activities to encourage children with different abilities to play and learn together. For example, play a game of catch with a foam ball with children sitting down on the floor or ground. Include children who cannot walk with other children in the group.

Strategies for Preschoolers

Plan activities that use a variety of materials to support fine motor skill development, with adaptations as needed, respecting culture and differing ability levels (paper, pencils, crayons, safety scissors, Play- Doh® , manipulatives, blocks, etc.).
Provide daily opportunities and a variety
- f activities for children to use hand-held tools and objects.
Model the use of drawing and writing tools in daily activities.
Provide opportunities for children to pour their own drinks and to serve foods, such as spooning out applesauce.
Provide a variety of materials, such as beads and snap cubes, for children to put together and pull apart.

Offer children toys and materials to fill, stack, dump, and pour, such as small blocks, buckets, plastic cups, and water. Provide options for children with different abilities. For example, include Play-Doh® , puzzles with and without knobs, empty boxes, and containers with lids. Be sure to stock manipulative centers with containers for objects to be put into.
Provide child-size tables and chairs so children can use them independently.
Provide many opportunities for and actively participate in children’s outdoor play.
Change materials routinely to encourage discovery, engagement, and participation.
Create an environment that includes materials and equipment that can be used by children with varying physical abilities.
Encourage children to take part in active play every day, such as climbing, running, hopping, rhythmic movement, dance, and movement to music and games.

Supervise and participate in daily outdoor play. Provide adequate space and age- appropriate equipment and materials, with adaptations as needed.
Plan daily physical activities that are vigorous as well as developmentally and individually appropriate.
Create an environment that includes materials and equipment that can be used by children with varying physical abilities. For children with disabilities, provide supports or special equipment that allows them to participate in physical activities and play (therapeutic walker, scooter board, supportive seating for swings or riding toys, bars for pulling up).
Create activities to encourage children with different abilities to play and learn together. For example, play a game of catch with a foam ball with children sitting down on the floor or ground. Include children who cannot walk with other children in the group.

Self-Care

Goal HPD-6: Children develop awareness of their needs and the ability to communicate their needs.

Developmental Indicators

Older Preschoolers • Use language to ask adults or peers specifically for the kind of help needed in a particular situation. HPD-6i • Consistently use strategies to calm themselves when needed. HPD-6j • Use different sounds to let caregivers know they need attention. HPD-6a • Begin to soothe themselves (suck thumb, find pacifier, reach for a security object). HPD-6b Infants • Use gestures, words, or sign language to communicate what they need. HPD-6c • Use objects and follow routines that are comforting (get their blanket and lie down where they usually sleep, pick out favorite book to be read before lunch). HPD-6d Younger Toddlers Younger Preschoolers • Use different strategies to calm themselves when needed (self-talk, deep breathing, cozy corner). HPD-6h when hungry, drink when thirsty, go outdoors when they need to be physically active). HPD-6g things language they to need ask for (food the ➡ things language they to need ask for (food the when hungry, drink when • Use words or sign • Use words or sign • Soothe themselves when needed (find a quiet area for alone time, look at book before nap). HPD-6f thirsty, go outdoors when they need to be physically active). HPD-6e Older Toddlers

Children with disabilities may communicate their needs in different ways. Teachers and caregivers should be sensitive to children’s verbal and non-verbal signals. For children with language delays, watch carefully to see how the child may communicate through her/his facial expressions, gestures, and/or assistive technology device.

Goal HPD-7: Children develop independence in caring for themselves and their environment.

Developmental Indicators

Infants

Tolerate care routines (mouth care, hand- washing, diapering, dressing, and bathing). HPD-7a
Show interest and assist in routines (open mouth for milk
- r spoon, raise arms for dressing). HPD-7b

Younger Toddlers

Cooperate and help with care routines and cleanup (mouth- care, hand-washing, diapering, dressing, bathing). HPD-7c
Drink from a cup and feed themselves with their fingers or a spoon. HPD-7d

Some families may not value independence in self-care routines—in their

culture, the adults help children with self-care

routines for a longer period of time.

Older Toddlers

Younger Preschoolers

Older Preschoolers

• ask Use for adaptive help with equipment, ➡ • ask Use for adaptive help with equipment, ➡ • ask Use for adaptive help with equipment, positioning

positioning and movement, and/or participate in medical care routines as needed. HPD-7e

Initiate self-care routines and complete with guidance (put on some clothes, undress, throw away paper towel, begin to show an interest in toileting). HPD-7f
Feed themselves with a spoon. HPD-7g
Help with meal and snack routines. HPD-7h
Take care of objects (put toys away, handle materials carefully, water plants or garden). HPD-7i

positioning and movement, and/or participate in medical care routines as needed. HPD-7j • Dress and undress themselves with occasional assistance. HPD-7k • Follow basic hygiene

practices with reminders (brush teeth, wash hands, use toilet, cough into elbow). HPD-7l

Serve food for themselves. HPD-7m
Help with routine care of the indoor and outdoor learning environment (recycle, care for garden). HPD-7n
Name people who help children stay healthy. HPD-7o

and movement, and/or participate in medical care routines as needed.

HPD-7p

Dress and undress themselves independently. HPD-7q
Gain independence in hygiene practices (throw tissues away and wash hands, flush toilet). HPD-7r
Eat with a fork. HPD-7s
Perform tasks to maintain the indoor and outdoor learning environment independently. HPD-7t
Describe the value of good health practices (wash hands to get rid of germs, drink milk to build strong bones). HPD-7u

Strategies for Infants and Toddlers

Self-Care

Respond quickly and consistently when children tell you they need something. Learn to read their cues, cries, and gestures. Ask family members how and when children may communicate certain needs.
Establish regular routines for diapering, toileting, hand washing, eating, sleeping, and dressing children. Do things the same way every time as much as possible.
Use routine care as opportunities for one-
- n-one interactions: talk about the routine and feelings; sing a song; move legs and arms of young infants.
Provide children many opportunities to use the toilet when they show they are ready. Support all attempts to use the toilet. Coordinate the timing and process
- f toilet learning with the family.
Establish routines of hand washing at appropriate times (e.g., before and after meals, after outdoor play, etc.) and provide guidance for children to learn how to wash their hands appropriately. Provide hand-washing stations that children can reach safely on their own.

Encourage children to practice cleansing their mouths and brushing their teeth. Model tooth brushing for older toddlers. Provide stations for tooth brushing that children can reach safely on their own.
Encourage children to take an active part in dressing themselves. Suggest a step the child can complete. (“Put your foot in your pant leg.” “Pull up your pants.” “Pull your arm out of your sleeve.”)
Allow plenty of time for children to try and to participate in all self-care tasks.
Ask families and healthcare professionals if a child with disabilities or special healthcare needs has any special self- care needs. Help children understand and participate in these special self-care tasks. Use picture cards to guide them through the steps of self-care routines like hand washing.
Learn about the abilities and customs
- f children and their families. Set up routines so children can do them successfully. Make routines as similar to home as possible.

Strategies for Preschoolers

Self-Care

Teach and model hygienic practices (e.g., washing hands, sneezing or coughing into your elbow or sleeve, and dental care).
Use interesting and entertaining ways to practice personal care and self-help skills (e.g., add baby doll outfits and clothing with fasteners to the dramatic play center, provide props that encourage children to practice hygienic practices such as washing their hands).
Provide instruction and facilitate ample
- pportunities for children to practice self- care skills as independently as they are able (e.g., verbally or nonverbally asking for help, feeding themselves, dressing, washing hands, toileting, and locating personal items).
Maintain environments that support children’s ability to carry out self-care and hygiene routines independently (child-size sink, toilet, coat rack, toothbrushes, etc.).

Encourage children to show independence in self-care practices. Provide time, support, and equipment as needed.
Establish routines of hand washing at appropriate times (e.g., before and after meals, after outdoor play, etc.) and provide guidance for children to learn how to wash their hands appropriately. Provide hand-washing stations that children can reach safely on their own.
Respond consistently to children’s expressions of need.
Offer children play food and kitchen utensils from many cultures, especially the cultures of families in your group. Offer toys and props to practice self-care behaviors (healthy play food, dress-up clothes that are easy to put on, tubs to wash baby dolls).
Read books about visits with the doctor and the dentist. Offer play props so children can pretend to visit them.

10. Teach children about the benefits of good personal health practices. Make sure to take into account individual family beliefs and customs.

Safety Awareness

Goal HPD-8: Children develop awareness of basic safety rules and begin to follow them.

Developmental Indicators

Infants

	Infants	Younger Toddlers	Older	Toddlers	Younger	Preschoolers	Older Preschoolers
• Show caregivers	trust in familiar (calm	• Watch for adult reactions to unfamiliar things or	• Remember effect	cause and experiences and	• Know what their can do, and play	bodies within	• Avoid potentially dangerous behaviors. HPD-8m
down	with adult help,	situations that might be	apply their	experiences	their abilities to	avoid	• Consistently recognize
make caregivers).	eye contact with HPD-8a	dangerous. HPD-8c • Show some caution	to future touching cold	situations (avoid railing,	injury to self or HPD-8i	others.	and avoid people, objects, substances, activities, and
• Notice adults’	and imitate reactions to new	about unfamiliar and/or unsafe situations.	walk slowly hill where fall	down steep happened).	• Usually recognize and avoid objects	and	environments that might cause harm. HPD-8n
people HPD-8b	and situations.	HPD-8d • Respond to simple	HPD-8f • Increase	self-control over	situations that cause harm.	might HPD-8j	• Independently follow basic safety rules. HPD-8o
		warnings that prevent harm (“Stop!” “Hot!”	their impulses not to touch	(remind self something;	• Usually follow rules. HPD-8k	basic safety	• Identify people who
		“Wait!”). HPD-8e	wait for adult ahead).	vs. running HPD-8g	• Call a trusted	adult when	can help them in the community (police,
			• With guidance,	recognize	someone gets is in an unsafe	injured or situation.	firefighter, nurse). HPD-8p
			and avoid might cause	situations that harm.	HPD-8l
			HPD-8h
84

Younger Toddlers

Older Toddlers

Younger Preschoolers

Older Preschoolers

Strategies for Infants and Toddlers

Safety Awareness

Provide a safe environment indoors and
- utdoors so infants and toddlers can explore without hurting themselves or
- thers. Help families learn about safe environments for infants and toddlers.
Stay near infants and toddlers at all times and watch to keep them safe.
Hold, cuddle, make eye contact, and talk with young children to build trust.
Model safe practices for infants and toddlers. (Don’t stand on chairs or sit on shelves.) Explain why and how unsafe actions can hurt them and others.
Do not try to make infants or toddlers do things they are afraid to do. Help them learn to trust their feelings about what is safe and what is not safe.
Repeat safety messages every time they are needed. Understand that you may have to repeat them many times. (“Please put your feet on the ground. Chairs are for sitting.”)

Give specific praise to toddlers for remembering safety messages and safe behaviors. (“Thank you for waiting for me.” “That’s good. You’re sitting in your chair.”)
Use play with older toddlers to reinforce safety messages and practice responding to dangerous situations. (“Let’s pretend the fire alarm went off. What should we do?”)
Continue to supervise older toddlers closely. They are beginning to develop self-control, but it is easy for them to get excited and forget what is dangerous.

Strategies for Preschoolers

Safety Awareness

Provide a safe, healthy, supportive environment with appropriate supervision.
Teach safety rules and model safe practices (e.g., bus safety, playground safety, staying with the group, safe use
- f classroom materials, and knowing personal identification information).
Teach and model appropriate responses to potentially dangerous situations, including fire, violent weather, and strangers or other individuals who may cause harm.
Repeat safety messages every time they are needed. Understand that you may have to repeat them many times. (“Please put your feet on the ground. Chairs are for sitting.”)
Use play to reinforce safety messages and practice responding to dangerous situations. (“Let’s pretend the fire alarm went off. What should we do?”)

Talk about consequences of unsafe behavior such as injury to self or damage to property.
Help preschoolers identify people they can go to when they feel afraid or where to go to feel safe when they need help (family members, caregivers, fire fighters, and other community helpers).

Language Development and Communication (LDC)

Language Development and Communication 89

Foundations for Writing Learning to Communicate Subdomains Foundations for Reading

From language to Development domain communicate. birth, describes and children developing and The many are Communication Language learning important the ability aspects of children’s language and early literacy development.

Language development begins with children’s ability to understand what others are communicating to them. Infants and toddlers often can understand much more than they can say. They learn the meaning of words and other forms of communication first, and gradually learn to express themselves, starting with the ability to express their needs through crying, gesturing, and facial expressions, and later using words to express themselves. By the time they are preschoolers, most children have developed a large vocabulary and are learning the rules of language, such as grammar.

Children also learn many important early literacy skills as they grow and develop. The youngest children build the foundation for reading and writing as they explore books, listen to songs and nursery rhymes, hear stories, and begin to draw and scribble. Preschoolers learn to follow along as someone reads to them, remember familiar stories and talk about them, learn the names of the

letters of the alphabet, and begin to be more intentional about what they draw and scribble.

Adults who build nurturing relationships by paying close attention to what children are trying to communicate and responding consistently to children’s communication help children become good communicators. This is especially important for infants and toddlers as they learn first how to communicate nonverbally, and then with words. Teachers and caregivers also promote communication skills and early literacy skills as they talk with, read to, and sing with children of all ages. Children learn that reading and writing are important as they see adults using these skills in everyday life and, for preschoolers, as they begin to point out letters, help children follow print, and play games to introduce early literacy concepts such as the sounds included in words. Teachers and caregivers support children’s early literacy development through learning experiences that introduce early literacy concepts such as the names of letters naturally as a part of daily routines and activities, as opposed to teaching one letter per week or focusing on early literacy skills outside of daily activities that children find meaningful.

Many families speak languages other than English at home. Children need to continue