Healthy Beginnings:

Supporting Development and Learning from Birth through Three Years of Age

Every Baby, Every Child

www.marylandhealthybeginnings.org

Division of Early Childhood Development Office of Child Care Center; President, Maryland State Child Care Association Lillian M. Lowery, Ed.D. Jacqueline A. Nunn, Ed. D.: Director, Johns Hopkins University Center State Superintendent of Schools for Technology in Education; Associate Dean, Johns Hopkins University Charlene M. Dukes, Ed.D. School of Education President, Maryland State Board of Education Tamara Swanson Otto: Coordinator, Research and Evaluation, Johns Hopkins University Center for Technology in Education Lawrence J. Hogan, Jr. Joyce Pinkney, Ed. D.: Maryland State Department of Education-Division of Governor Early Childhood Education Steve Rohde: Deputy Director Resource and Referral Services, Maryland Rolf Grafwallner, Ph.D. Family Network Assistant State Superintendent Dr. Barbara Payne Shelton: Consultant, Early Childhood Educational Division of Early Childhood Development Consultants, LLC; Adjunct Instructor, Towson University Margo Sipes: Executive Director, Downtown Baltimore Child Care For inquiries related to departmental policy, please contact the Equity Jena Valle Smith: Maryland State Department of Education-Credentialing Assurance and Compliance Office, Maryland State Department of Education, Branch, Training Approval Coordinator Office of Child Care 200 W. Baltimore Street, 6th Floor, Baltimore, Maryland 21201-2595, Chris Swanson: Director of Early Childhood Initiatives, Johns Hopkins 410.767.0433 (voice) 410.767.0431 (fax) 410.333.6442 (TTY/TDD). University Center for Technology in Education Nancy Vorobey: Maryland State Department of Education, Section Chief, For more information about the contents of this document, contact: Early Childhood Intervention & Education Branch Linda Zang: Maryland State Department of Education, Chief, Collaboration Maryland State Department of Education and Program Improvement Branch Division of Early Childhood Development 200 West Baltimore Street Baltimore, Maryland 21201 The Guidelines were originally produced by the 410.767.0335 (voice) Office of Child Care while under the Department 1-877-605-1539 (toll free) 410.333.6442 (TTY/TDD) of Human Resources with financial support from 410-333-6226 (fax) The Maryland State Department of Education. www.MarylandPublicSchools.org © 2015 Maryland State Department of Education We would like to thank the following individuals for participating in the development of the original Guidelines as part of the Acknowledgements Good Start, Grow Smart Workgroup. Jennifer Arnaiz: Montgomery County Child Care Resource & Referral We would like to thank the following members of our national panel of Center expert reviewers: Miriam Baldwin: Instituto de Educacion Infantil Linda Behsudi: Howard County Child Care Resource Center Melinda Brookshire: Senior Program Associate, WestEd Center for Child and Family Louise Corwin: Ready at Five Learning Dr. Rolf Grafwallner: Maryland State Department of Education, Early Dr. Carol Copple: Director, Publications and Initiatives in Educational Practice, Learning Section National Association for the Education of Young Children (NAEYC) Dorothy Hale: Child Care Administration – Office of Program Development Kim Cosgrove: Program Director, PACT’s Therapeutic Nurseries Leslie Hamm: Montgomery County Early Childhood Office Amy Dombro: Author, Creative Curriculum Tresa Hanna: Baltimore City Child Care Resource Center Dr. Charles Flatter: Professor Emeritus, The Institute for Child Study, University of Dolores Harmon: Child Care Administration, Region 7 - Western Maryland Maryland Catherine Howanstine: Teacher, Facilitator, Writer Linda Gillespie: Technical Assistance Manager, National Infant Toddler Child Care Cecilia Johnson: Trainer – Baltimore City Initiative, Zero to Three Valerie Kaufmann: Maryland State Department of Education, Judy Center Whit Hayslip: Assistant Superintendent for Early Childhood Education, Los Angeles Coordinator Unified School District Elizabeth Kelley: Child Care Administration – Office of Credentialing Carole Norris-Shortle: Clinical Assistant Professor, University of Maryland School Karen Kerber: Center Director – Montgomery County of Medicine Karen Knabe: Family Child Care Association – Howard County/State Dr. Jane Squires: Professor, College of Education; Director, Center on Human Beverly Knight: Friends of the Family Development; Director, Early Intervention Program, University of Oregon Barbara McCready: Child Care Administration, Region 6 – Howard Dr. Bonnie Tyler: The Institute for Child Study, University of Maryland County Debbie Metzger: Maryland State Department of Education, Special We would like to thank the following individuals for their Education Jean Mitchell: Friends of the Family participation on the MSDE Curriculum Advisory Committee: Mary Montgomery: Community Partnership Manager – Washington Lindi Mitchell Budd, M.Ed.: Maryland State Department of Education, Office of County Child Care Debbie Moore: Family Child Care Advocate Francesca Carpenter, M.S.: Project Manager, Johns Hopkins University Center for Joyce Nixon: Maryland State Department of Education, Accreditation Technology in Education Project Michael Cockey: Maryland State Department of Education, Early Learning Specialist Cathy Perry: Judith P. Hoyer Center - Frederick County Louise J. Corwin: Executive Director, Ready At Five Steve Rohde: Maryland Committee for Children Donna Fowler: Director of Public Policy, Maryland State Family Child Care Pat Rosensteel: Head Start, Child Care - Frederick County Association Annette Searfoss: APPLES for Children Marcella Franczkowski: Maryland State Department of Education, Branch Chief/ Clare Siegel: Friends of the Family Program Manager, Early Childhood and Intervention Branch Margo Sipes: Center Director – Baltimore City Robin L Hopkins, M.S. Ed.: Project Manager/Instructor, Johns Hopkins Debbie Slack-Katz: Governor’s Office for Children, Youth & Families, University Center for Technology in Education Home Visiting Elizabeth Kelley, M.A.: Maryland State Department of Education-Division of Early Ginny Smith: Harford County Public Schools Childhood Education, Director, Office of Child Care Barbara L. Tayman: National Child Care Information Center Rosemary King Johnston: Executive Director, Governor’s Office for Children Cecelia Tilghman: Child Care Administration – Office of Credentialing Jennifer A. Nizer, M.Ed.: Director, Johns Hopkins Bayview Child Development Linda Zang: Maryland State Department of Education, Head Start Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age Table of Contents

Philosophy Statement...... PAGE iv

Guidelines: Birth to Four Months...... PAGE 1 Four to Eight Months...... PAGE 4 Eight to Twelve Months...... PAGE 8 Twelve to Eighteen Months...... PAGE 12 Eighteen to Twenty-Four Months ...... PAGE 18 Twenty-Four to Thirty Months ...... PAGE 25 Thirty Months to Three Years...... PAGE 33 Three Years Old...... PAGE 42

Appendix Glossary of Terms Used...... PAGE 54 Resource List...... PAGE 55 Resources Used...... PAGE 56

Using Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age is intended for use by anyone who lives or works with infants or young children. The guidelines can be used as a reference guide, or as a resource for planning daily or weekly activities. Use the guidelines by first locating the child’s age in months and choosing a developmental area. Use the Indicators (The baby may) to identify Activities (You can) that will support the child in meeting that indicator. Use the Examples (The baby might) to deter- mine if the child has met that indicator. You can also determine a starting point by identifying behaviors or actions that a child is already displaying. Once you’ve identified those behaviors or actions, use the Activities and Examples to develop plans that support the child’s progress to the next Indicator. In this way, you can support learning through the Indicators regardless of the child’s chronological age.

Keep in mind that not all children develop at the same rate, so the age ranges should be used as suggestions. Caregivers can and should plan activities that meet the needs of each particular child in their care. Addition- ally, everyone involved in a child’s care should communicate daily about the child’s activities, interests, and development, maintaining open communication and being sensitive to the child’s and family’s needs.

Publication Date: November, 2010 2004 - Originally published as: The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) 2007 - Guidelines were updated Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age

Philosophy Statement

Children are born with tremendous potential and capacity for learning across all developmental domains: physical, cognitive, emotional, language, and social development. Brain development in early childhood is influenced by heredity, experiences, and relationships. The adults who live with and care for infants and young children play an important role in laying the foundation and setting the stage for learning success. This set of developmental and learning guidelines was developed to ensure that the people who care for infants and young children have the knowledge and resources to support and encourage children during the ongoing process of growth and learning. These guidelines will help those living or working with young children to recognize appropriate behaviors and set realistic expectations for infant, toddler, and preschooler growth, development, and learning.

The Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age) was originally compiled in 2004 by a workgroup composed of early childhood professionals, to be compatible with the Maryland Model for School Readiness (MMSR) and the Maryland State Curriculum, making the guidelines an important part of a Birth-Grade 12 learning continuum. The guidelines also met the expectations of the No Child Left Behind Act, National Association for the Education of Young Children (NAEYC), and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE), which were stated in a joint posi- tion paper of November 2002. The Guidelines were updated in 2007.

Early learning guidelines can be a valuable part of a comprehensive high quality system of services for young children, contributing to young children’s educational experiences and to their future success. But these results can be achieved only if the early learning standards (1) emphasize significant, developmentally appropriate content and outcomes; (2) are developed and reviewed through informed, inclusive processes; (3) use implementation and assessment strategies that are ethical and appropriate for young children; and (4) are accompanied by strong supports for early childhood programs, professionals, and families.

In 2009, the Maryland State Department of Education Division of Early Childhood Development began a revision of these guidelines and changed the name to Healthy Beginnings: Supporting Development and Learning from Birth through Three Years of Age. The revision process was intended to ensure that the information continued to meet the goals of being family-friendly, accurate, and developmentally appropriate. It is our hope that families, child care providers, special educators, family services workers and others who use Healthy Beginnings will confidently embrace their roles as a child’s earliest teachers and will strive to do all that they can to meet needs of the children in their care by supporting and encouraging them along the continuum of learning.

Milestones can occur at different rates and stages in a child’s development. Healthy Beginnings: Supporting Development and Learning from Birth through three Years of Age is intended to be a resource for caregivers. If you have questions or concerns about an infant’s or young child’s development, please consult with your pediatrician or other medical professional. For child care center staff, consultation may include your program’s Director, Education Coordinator, or other early childhood administrator. | PAGE iv | | PAGE | PAGE 1 | PS the or

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Indicators (The baby may): Examples (The baby might): Activities (You can):

1. Listen and express •React strongly to noise by either being • Talk with the baby directly and face- herself soothed or frightened to-face • Use sounds, body, and facial expressions • Follow her lead, and repeat sounds to express pleasure or displeasure she is making • Cry to communicate hunger, pain or •Avoid talking too loudly or abruptly discomfort • Occasionally play different kinds of • Babble or coo when hearing a voice music from CD’s, tapes or musical toys • Copy some facial expressions and • Sing and hum to the baby regularly movements • Introduce simple sign language signs •Respond to noises in the environment for common words, for example, nap, • Appear to “listen” hungry, diaper, more • Smile or make noises to sustain contact with you •Turn head to look at you

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2. Recognize and react to •React to a new nursery rhyme by kick- • Use nursery rhymes, chants and the sounds of language ing legs; smile or suck calmly on a pacifier repetitive language when hearing a familiar nursery rhyme • Sing songs and repeat nursery rhymes • Repeat sounds, enjoy and experiment frequently with making different sounds (e.g., cooing, •Read with the baby in your lap gurgling) • Talk about everyday objects • Coo in response to caregiver’s conversation with her

3. Begin to build a • Show momentary attention to board • Use the baby’s primary language, receptive vocabulary books with bright colors and simple when possible shapes, especially faces • Use simple books and name objects •React to colors and shapes by cooing or moving her hands

Use a gentle, pleasing tone of voice when talking to infants and children. Infants and children may react negatively to harsh, impatient, or sarcastic voices.

Encourage language development by teaching the baby simple signs. Speak and sign at the same time.

BABY SIGN LANGUAGE BASICS by Monta Z. Briant Teach Your Baby to Sign by Monica Beyer | PAGE 2 | | PAGE | PAGE 3 | P C for

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1. Express comfort and • Show displeasure by crying or whimpering • Respond when the baby cries, to discomfort, enjoyment • Show pleasure by cooing, smiling, or reassure and comfort and unhappiness making other noises • Play side-by-side in front of the mirror • Enjoy social play • Softly sing or hum familiar songs • Laugh in response to a noise or an action • Encourage the baby’s play in a variety • Smile at a smiling face of ways

2. Calm himself • Suck thumb, fingers, or pacifier • Provide calming, quiet environment • Rock himself • Allow the baby to calm himself; respond • Coo or babble if needed • Initiate interactions with the baby by talking or singing

3. Show interest in • Reach, smile, laugh, babble and coo to • Respond to the baby, maintain eye familiar adults get the attention of a familiar person contact briefly and return the smile, • Gaze intently at the face of the familiar coo or gurgle person talking to him • Talk to the baby throughout the day • Catch the eye of someone nearby, and smile • Use a positive and encouraging tone of • Imitate sounds or noises voice when talking to the baby • Enjoy looking at photos of parents or • Give words to actions, “You are holding family members the red block”

4. Show awareness • Make noises or wave arms and legs to • Use the baby’s name frequently of other children get the attention of other children • Let other children play with the baby • Watch the play of other children in a supervised setting • Laugh at other children doing funny actions • Place babies near each other and stay • Explore the face, hair and hands of another nearby child with his hands • Show concern about another child crying

5. Demonstrate • Reach out to you when approached • Limit time with unfamiliar people and attachment to by an unfamiliar adult gradually introduce him to others individuals • Hold tightly to, or hide his face in your • Provide familiar toys, blankets, or shoulder when an unfamiliar adult tries other comfort items to talk to him • Speak calmly to the baby to provide • Turn her head toward you reassurance • Look in the direction of your voice • Speak directly to the baby and make • Imitate your smile eye contact • Begin to track your movements • Place baby safely in carrier so that baby can observe your movements • Play peek-a-boo

Safety Tip: Infants and young children should never be left unattended.

Safety Tip: To prevent tooth decay, never put baby to sleep with a bottle of milk. | PAGE 4 | | PAGE | PAGE 5 | L L in

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Indicators Indicators our 2. 1. 1. 2. our B. Early Literacy: Pre-Reading and Pre-Writing and Pre-Writing B. Early Literacy: Pre-Reading A. Understanding and Communicating and A. Understanding or call 410-788-5725. , visit www.readyatfive.org more ParentTips For Used with permission, Ready At Five. the action. Read the words, point to the pictures, and talk about the story. Use simple, short sentences. the words, point to the pictures, and talk about the story. the action. Read Y with him in your lap. Use sturdy picture books with pages that are easy to handle. to your baby every day, Read Let your baby play with pull toys, “touch and feel” books, and other toys with which he can examine and interact. Let

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Indicators (The baby may): Examples (The baby might): Activities (You can):

1. Show awareness of • Follow moving objects easily with his eyes • Play hiding games with the baby happenings in his • Find an object that is partially hidden • Make sure everything within baby’s surroundings • Explore everything with hands and mouth reach is safe to touch or put in his • Try to reach objects just out of reach mouth • Look at an object in his hand for a longer • Place objects just beyond his reach period of time • Make silly faces for the baby to imitate • Imitate actions such as waving bye-bye

2. Remember what has • Begin to understand that things exist even • Create and maintain daily routines happened recently if not physically present • Play repetitive games such as “pat- • Look for an object that he has thrown a-cake” and “how big is the baby?… from the high chair soooo big” holding his arms out wide • Put his arms up when you ask, “How big is • Use finger plays, combining words and baby?” actions • Turn his face away from his caregiver when • See how many times he will open your he sees a tissue in her hand hand to see the toy you have hidden • Hold out his hand for you to play a game there • Begin to imitate actions in familiar songs or finger plays

3. Cause things to happen • Bang on his tray with a spoon to hear the • Give the baby various safe materials to different sounds it makes experiment with including containers • Hit the buttons on his busy box to make and small blocks, large wooden beads, different things happen or other hard objects that will make • Pull a string to bring a toy closer noise when dropped in • Provide pull toys, especially ones that make a noise when they move • Blow bubbles close enough for the baby to pop

Your Child is Learning To Discover! Help your child to learn “cause and effect” with toys that squeak, rattle, light up, or play music when they are handled. With a rattle, for example, let baby look at it and touch it. Show her how you shake it to make sounds. Build Your Child’s Brainpower! Holding, cuddling and talking to your infant are important for her brain! Hold your baby often. She needs warm physical contact with you in order to feel the kind of security needed for healthy learning. Make eye contact with your baby and speak in a warm and soothing voice while changing a diaper or feeding or bathing. Tell baby what you are doing, then watch for his response and say something back to continue the “conversation.” Help Your Child To Learn Every Day! Talk and sing to your baby anytime, anywhere: during feeding time, playtime, bath time. Hearing words and sounds actually helps to “turn on” the connections between brain cells in your child’s growing brain. If a radio is on, sing along (or make up a song) and respond to your baby’s reactions. Play music and gently move baby’s hands and feet to the beat. Read every day to your infant, and continue right up through pre-school. Choose books with bold colors, big pictures and sturdy pages. Being read to, like being spoken to, teaches your child how to think and listen to information.

| PAGE 6 | | PAGE Used with permission, Ready At Five. For more ParentTips, visit www.readyatfive.org or call 410-788-5725.

| PAGE 7 | P Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS to explore, while being supervised to explore, while being then hold a his arms in front of him, and try to get toy in front of his face up and look at him to hold his head you and the toy reach for them and encourage him to finger foods, such as cooked sweet potato, to feed himself (recommended after age 6 months) are easily grasped with which to experiment made of cloth or vinyl to explore with you and alone • safe places on the floor Give the baby • his stomach and extend Put baby on • toys just out of reach Give the baby • Give the baby small pieces of soft • Give the baby a variety of toys which • Give the baby board books or those If 4. . . .

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Indicators (The baby may): Examples (The baby might): Activities (You can):

1. Start to show more • Enjoy using her fingers to feed herself • Let the baby use her fingers to feed independence • Help to dress herself, extending an arm herself part of a meal or leg • Make a game of getting the baby to • Want to wash her own face after eating help dress herself • Enjoy pulling off her own socks and shoes • Let the baby use the wash cloth to “wash herself” while you are giving her a bath • Demonstrate self help skills for the baby, partially pulling off a sock and letting her finish • Make a necklace out of large pop beads and put it on the baby, encourage her to take it off by herself, praise her when she does it. Later show her how to put it on as well

2. Show interest in • Show a stronger preference for the adults • Be consistent in your responses familiar adults who are her consistent caregivers • Communicate with other caregivers to • Be upset if you leave, even for a short time encourage consistent responses • Observe your reactions in a variety of situ- • Maintain consistent schedule so the ations baby can build trust with you • Watch the same object you are watching

3. Show interest in • Imitate other people in her play • Provide opportunities for the baby to other children • Repeat sounds and gestures for attention play with other children in a supervised setting

4. Show interest in • Show strong separation anxiety by crying • Schedule leaving the baby when she is unfamiliar adults when separated from parent or other not too tired or hungry, if possible familiar caregiver • Introduce the baby to a new person • Show fear by crying or turning away in gradually, spending several minutes to some situations let her play and adjust • Acquaint a new caregiver with the baby’s likes and dislikes • Reassure the baby, “Mommy will be back after lunch” • Understand, and share with other adults, that a baby’s reserve or discom- fort with unfamiliar adults is normal

5. Calm herself • React happily to familiar routines • Continue to establish routines and • Show a preference for a blanket or stuffed schedules animal, especially at nap time and bed time • Provide her with time to engage in • Babble, talk, or sing to herself self-soothing techniques (blankets, • Suck her thumb thumb-sucking) • Talk to her about what is happening and what will happen next | PAGE 8 | | PAGE | PAGE 9 | L L

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B. Early Literacy: Pre-Reading and Pre-Writing and Pre-Writing B. Early Literacy: Pre-Reading

A. Understanding and Communicating and A. Understanding E Language Development Language Eight to Twelve Months PS Personal and Social C Cognitive Cognitive Development L Language P Physical

A. Discovering and Learning C

Indicators (The baby may): Examples (The baby might): Activities (You can):

1. Show awareness • Watch closely what others are doing • Play “peek-a-boo” or hiding games with of happenings in his and try to copy it the baby surroundings • Look for specific toys • Make sure everything within baby’s • Try to figure out how new toys work reach is safe to touch or put in her • Crawl or move to reach interesting toys mouth • Like to make things happen, for example, • Give her interesting or new objects to pulling all of the tissues out of a box look at, for example, empty boxes, keys

2. Explore objects in • Explore objects by shaking, banging, • Provide access to a safe area for various ways pushing, pulling, throwing, mouthing, exploration stocked with real objects dropping, etc. found in a home environment, (cups, • Try to put a square peg into a round space, spoons, empty containers) and keep trying even when it doesn’t fit • Provide toys that can be used in • Repeats enjoyable activities, such as trying various ways to put together nesting cups and taking • Encourage the baby to use toys and them apart again objects for their intended uses

3. Remember what has • Understand that things continue to exist • Play repetitive games such as “pat-a- happened recently, and even if out of sight cake” and “how big is the baby?” find hidden objects • Look for an object that she has thrown “soooo big” holding her arms out wide from the high chair • Use finger play, combining words and • Put her arms up when you ask, “How big is baby?” actions, for example, “Where is • Turn her face away from her caregiver when Thumbkin?” she sees a washcloth in her hand • Play “peek-a-boo” together in front • Explore a bell in a ball, turning it over and over of a mirror and around furniture • Look under the blanket for the toy she watched you hide

4. Look at the correct • Point to pictures in books when you read • Look at simple picture books with the picture or object when to her baby, naming and pointing to objects and it is named • Go to get the ball when you ask if she would making animal sounds like to play ball • Go and get the ball yourself if she doesn’t • Go to the counter where the crackers are seem to know what you are talking kept when asked if she would like a cracker about, say the word “ball” several times • Point to correct body part when it is named as you get it • Play with the baby looking in the mirror and naming face and body parts

5. Imitate gestures and • Pretend to brush hair and teeth, drink from • Give the baby everyday objects to play use of objects a cup and listen to the telephone with and play pretend with her

6. Make expected things • Drop an object from the high chair and wait • Play the game saying, “Uh oh! You happen for you to pick it up dropped the spoon.” • Push favorite buttons on the busy box and • Give the baby a jack-in-the-box or busy make a face just before the dog pops out box and quiet time to explore it • Pull car by a string • Respond to baby’s success by expressing your pleasure and by using words to describe what happened | PAGE 10 | | PAGE | PAGE 11 | P Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS containers, and show her how to containers, and show drop them in “baby’s now my turn” turn, her accomplishments through verbal support, patting/hugging, and smiling stuck standing and show her how to bend her knees to get down protected (e.g., crib) an area that isn’t and bottom of stairs she starts to climb movement • safe objects and Give the baby • ball back and forth, saying Roll • Encourage baby’s and celebrate efforts • Come to the baby’s if she gets aid • Never leave the baby unattended in • Secure sturdy baby gates at the top • Stay close behind the baby when • safe areas for climbing and Provide time

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ight Indicators 2. 1. remo throughout the ing are checked children are play and young for safety day Safety Tip A. Coordinating Movements A. Coordinating

Physical Development Physical E Twelve to Eighteen Months PS Personal and Social C Cognitive Personal and Social Development L Language P Physical

A. Feelings about Self and Others PS

Indicators (The toddler may): Examples (The toddler might): Activities (You can):

1. Show self-awareness • Claim everything he wants as “mine” • Encourage the toddler to help with and likes and dislikes; • Cry when things don’t go as he wants chores, such as putting toys away, even begin to develop them to though it takes longer self-worth • Try to do things, such as feeding, for • Invite the toddler to do for himself himself what he is able to do, such as pulling • Primarily play alongside, but not with off shoes and socks, putting away toys others, often competing for toys • If the task is too difficult for the toddler, • Recognize his reflection in the mirror offer assistance and alternatives and say his own name • Have a temper tantrum over minor frustrations

2. Gain in self-control/ • Stop hitting another child when you say • Intervene when the toddler is doing regulation his name something dangerous or inappropriate • Come when his name is called by using firm, simple words, such as • Allow another child to use a favored toy “Stop, that’s dangerous” • Stop stomping his feet in a puddle when • Set clear and firm limits and enforce asked them consistently, without shaming • Have a hard time with transitions between the child activities • Praise the toddler for self-regulating • Choose her own independent way of • Provide notice prior to transitions to doing things help the toddler prepare for change

3. Begin to express a • Demonstrate reluctance or frustration • Try to avoid conflicts over food at variety of feelings when asked to eat or do something he mealtimes doesn’t want or like • Give choices between nutritious foods • Show pride in his accomplishments • Acknowledge efforts • Share a toy with a friend • Have plenty of opportunities to try • Hit, kick or bite other children if he doesn’t games, toys, art activities get what he wants • Offer two choices, but refrain from • Show fear by running to you when a giving in to a tantrum stranger enters the room • Demonstrate using “soft touch,” • Tend to say “no” before “yes” instead of hitting, and let the toddler practice • Remove the child from a conflict situation, and talk about what happened • Allow the toddler to move at his own pace with unfamiliar adults | PAGE 12 | | PAGE | PAGE 13 | PS for

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him a smile and reassurance in a matter- a in reassurance and smile a him independence encourage to way of-fact ample, toddler is doing something dangerous. something doing is toddler to get to know someone new someone know to get to toddler with a fun activity fun a with toddler (or dad) will be back be will dad) (or adults, that caution with unfamiliar unfamiliar with caution that adults, normal is adults be prepared to help solve disputes disputes solve help to prepared be providing or timer a using by them over items substitute the toddler to play with alone with play to toddler the other, even if they aren’t interacting aren’t they if even other, whom he has hit and explain that hitting hitting that explain and hit has he whom people other hurts words or actions or words • Give • Give • Upon • Use • Give • Develop • Give • Give • Understand, • Have • Select • Encourage • Encourage • Model nths o (The toddler might): M Examples a word, a smile or a gesture a word, a smile or a near materials when you are when she returns leaves and start again to be near him wants a trusted adult introduced to a new adult such as a man with a beard or a clown gradually calming with distractions and support or pulling hair toy away from him distress when he takes it another child same games or foods as he does is in distress and seek comfort from either a caregiver or cuddly toy child • out when a trusted adult is near Venture • for example, Look to you for reassurance, • new Experiment with and explore • adult Stop playing when the trusted • that he Show with words or gestures • worried or vulnerable when Appear • he sees something unfamiliar Cry when • when left with a new caregiver, Cry briefly • other children, for example, patting Touch • when another child tries to take a React • a toy to another child, but show Offer • the lead of an older child in play Follow • to play in the same area as Choose • Think that other children would like the • Look sad or worried when another child • Look worried or sad if he hurts another ighteen E

o t

(The toddler may):

Begin to be aware of the feelings of other children Interact with other children Show awareness of unfamiliar adults Rely on trusted adults on trusted Rely to feel safe trying new activities

welve 4. 3. 2. 1. Indicators B. Relating to Others to B. Relating

Personal and Social Development and Social Personal T Twelve to Eighteen Months PS Personal and Social C Cognitive Language Development L Language P Physical

A. Understanding and Communicating L

Indicators (The toddler may): Examples (The toddler might): Activities (You can):

1. Understand the mean- • Understand more words than he is • Talk to the toddler in clear adult ing of many words and able to say language, avoiding baby talk gestures • Go to the climber when asked if he • Get down on the floor and play wants to play on the climber • When giving guidance about behavior, • Follow a simple direction such as “Kick get down to the child’s level and make the ball” or “Wash your hands” eye contact • Ask questions and extend the toddler’s vocabulary by naming objects and describing objects and actions • Use descriptive words for the things the toddler sees and does

2. Start to understand • Use simple gestures such as shaking his • Speak to the toddler using more adult and use common rules head for “no” or waving “bye bye” language and less “baby talk” of speech • Use inflection when babbling • Repeat and extend the toddler’s words • Use exclamations, such as “uh oh” and phrases using common rules of when dropping something speech, “that’s right, here’s some • Say “mama” and “dada” banana” • Try to imitate words

3. Communicate using • Try to mimic words when prompted • Sing and say nursery rhymes such consistent sounds, • Use single words such as “no” and as “This Little Piggy” when changing, words, and gestures “bye” appropriately putting down to a nap, riding in the • Start to put words together in phrases car and other times such as, “ma-ma bye bye” • Frequently name environmental • Shake his head yes when asked, “Are sounds through play such as sirens, you ready to go outside?” animals, phones • Learn new words almost daily • Show your delight when the toddler • Begin to put two words together starts to use words into a phrase • Encourage the toddler when he • Get upset when adults don’t practices saying a difficult word understand what she says | PAGE 14 | | PAGE | PAGE 15 | L Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS able including homemade books and able including homemade photo albums language texts phrases with you detail you read to him and writing materials to explore dler’s drawings, paintings and writing the toddler tells you about • when reading Use intonation • read repetitive text Frequently • of durable books avail- Have a variety • sing familiar songs Repeatedly • say rhymes and finger plays Frequently • to the toddler using consistent Talk • repeat nursery rhymes Frequently • Choose and read books with repetitive • favorite stories when asked Re-read • Invite the toddler to say the repetitive • Ask simple questions about obvious • Describe pictures to the toddler when • Give the toddler drawing, painting • Show interest in and display the tod- • Use your writing to label pictures that nths o (The toddler might): M Examples sounds, (animals and emergency vehicles) sounds, (animals and books frequently used by the adults and children around him from the rhymes he hears repeatedly from books that are read to him frequently be read again the story a book pictures or familiar people to draw and write • and occasionally join in simple songs Enjoy, • songs Move rhythmically to familiar • environmental Begin to identify familiar • make sounds when looking at or Point • new words and phrases from those Learn • some simple words and phrases Learn • some simple words and phrases Learn • and ask for it to quietly to the story, Listen • repetitive phrases from the story Repeat • simple questions about details in Answer • to and name several pictures in Point • to identify body parts, simple Begin • spontaneously Scribble • using markers, crayons, chalk Explore ighteen E

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(The toddler may): ics ademy of Pediatr : The American Ac

w vegetables Popcorn Ra Fruit chunks, such as apple chunks

Explore drawing, painting and writing as a way of communicating Demonstrate increasing vocabulary and comprehension by using words and phrases to express himself Recognize and react to and Recognize the sounds of language

welve

3. 2. 1. Indicators wing foods as posing a identifies the follo choking hazard for children under 4: • Hot dogs • Nuts and seeds • or cheese Chunks of meat • Whole grapes candy • or sticky Hard, gooey, • • Chunks of peanut butter • • • Chewing gum Safety Tip B. Early Literacy: Pre-Reading and Pre-Writing Pre-Writing and Literacy: Pre-Reading B. Early

Language Development Language T Twelve to Eighteen Months PS Personal and Social C Cognitive Cognitive Development L Language P Physical

A. Exploring and Discovering C

Indicators (The toddler may): Examples (The toddler might): Activities (You can):

1. Use his senses to • Push and pull a wagon, watching the • Provide materials, equipment and investigate the world wheels turn as he tries different tactics experiences for sensory exploration around him, including to move it for example, toys with wheels, musical solving problems • Touch a bug that he finds on the playground instruments, play dough and sand and squeal when it moves away quickly and water. • Push, poke, squeeze, pat and sniff the • Ask guiding questions to extend play dough as he explores how it feels experiences, “How does the bug feel?” and smells • Show a sense of wonder and provide • Stack and knock down big blocks time and opportunities to explore the • Dump and fill objects natural world • Say “all gone” when finished

2. Show an increasing • Imitate the actions of an adult such as • Describe to the toddler his actions, for ability to remember turning a steering wheel in a play car example,” I see you are driving the car. and participate in • Recognize his image in the mirror or Where are you going?” imitative play in a photograph • Maintain consistent routines • Remember the usual sequence of events • Ask questions that encourage the and go to get his toothbrush after getting toddler to stretch thinking into pajamas

3. Use objects and toys • Choose a favorite book from the shelf • Give the toddler access to and choices more purposefully, and turn the pages more carefully about books and toys exploring cause and • Put round shapes into the round holes • Describe the shapes, colors, and effect relationships more accurately attributes of toys as you play with • Roll a ball back and forth with an adult the toddler

4. Look at the correct • Identify objects, body parts, and people • Point to pictures in books picture or object • Point to objects or pictures in books • Give simple, one-step directions, when it is named • Match a picture of an object to the real “Go get the ball.” thing • Label objects in the room, and use • Say the name of familiar objects the same name for them each time • Ask him to tell you what things are

5. Begin to understand • Look to the door when it’s time to • Maintain simple routines that the child rules and routines go outside can follow • Show distress when faced with a surprise • Enforce rules consistently by recognizing • Tell when an activity is finished responsible behavior with smiles, hugs, and encouragement • Use signs and words to indicate “all done” when an activity is completed

Safety Tip: Follow age recommendations on toy packages. Avoid toys with small parts. Throw away any broken toys. If a toy or a piece of a toy can fit into an empty toilet tissue roll, it can create a choking hazard for children under 4. | PAGE 16 | | PAGE | PAGE 17 | P Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS and balls to play with in a toddler to practice movement safe environment and climb can run, play with a ball, other opportunities to practice page turning beads and a bottle, and blocks of various sizes beads to put together and take apart spills even if there are himself, encouraging and praising the toddler’s efforts • push and pull toys Give the toddler • many opportunities for the Provide • often where the toddler Play outside • Give the toddler board books and • Give the toddler shape sorting cubes, • Give the toddler large links or pop • Give the toddler opportunities to feed • Give toddler opportunities to scribble, atterns nths o (The toddler might): M Examples control each step putting both feet on to sit push a toy in front of him while walking stacking rings on a ring tree them out and start again the other or pop beads something to it with the other hand • more than he crawls Walk • with more Stop and start movements • Sit in a chair independently • more easily Go from sitting to standing • knees, or by Climb stairs on hands and • turn around Crawl up into a chair and • a squat to standing with ease Go from • a toy behind him as he walks, or Pull • a large toy or several smaller ones Carry • to run with increasing skill Begin • together several nesting cups, or Put • wooden beads into a bottle, dump Drop • a tower of four or more blocks Build • if given a crayon and paper Scribble, • to use one hand more often than Start • apart, then put together large links Take • an object in one hand and do Hold • a cup and drink, sometimes spilling Hold • himself applesauce with a spoon Feed ighteen E

o t

(The toddler may): our Child’s Physical Changes

! our Child Learn to Communicate our Child to Learn About Numbers and P Use hands in various ways Move constantly, Move constantly, showing increasing large muscle control

welve 2. 1. Indicators ! our Child is Learning To Discover A. Coordinating Movements A. Coordinating or call 410-788-5725. , visit www.readyatfive.org more ParentTips For Used with permission, Ready At Five. Support Y dolls, puppets. Get down on your knees and Give your toddler toys that encourage use of his hands: cars and trucks, building blocks, help your child to play “build a house” or “puppet show.” Help Y you popped that bubble!” “Yes, you can say, instance, if he says, “Pop!” things that your child says. For Repeat elp him place plastic mixing bowls inside one another, your toddler play with safe objects of different shapes, colors and sizes. Help him place plastic mixing bowls inside one another, Let wash plastic dishes, or stack cans, boxes or blocks. washable crayons, markers and paper so your toddler can write and draw. Provide Help Y Play a listening game where you close your eyes and identify the sounds of things: cars, wind, footsteps, machinery, birds, and insects. cars, wind, footsteps, machinery, Play a listening game where you close your eyes and identify the sounds of things: ave reading time at least once a day. Choose some stories that ask your child questions or give him things to figure out. Have reading time at least once a day. Y

Physical Development Physical T Eighteen to Twenty-Four Months PS Personal and Social C Cognitive Personal and Social Development L Language P Physical

A. Learning About Self PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Show more • Practice climbing higher and higher on the • Understand and encourage the child to do awareness of herself climber things independently, but help when needed and her abilities • Explore new activities and games • Say “yes” instead of “no” whenever pos- • Show awareness of differences between sible, providing choices that are acceptable her and others • Encourage her attempts to try new • Laugh or frown when happy or upset challenges and take modest risks, but be • Want to do things herself, but can become there as a safety net easily frustrated • Celebrate her culture and model and talk • Take more risks about acceptance of people who look and • Notice differences between herself and dress differently others • Expose her to the cultures of others • Encourage her to put away a toy before going to another to support a sense of order and sequence

2. Know resources • Choose to play in the same area of the • Have consistently organized materials in available in the room, room first each day the room so that the child knows what to and how to use some • Come to the fish tank with her hand out to expect and where to find things of them put some food in the tank, like the other • Provide a variety of activities and children are doing materials for the child to choose from • Move from one activity to another

3. Ask for help, if • Come to you and point to where the ball • Help the child attempt to solve the needed, in verbal has rolled under the shelf, saying, “ball” problem herself and non-verbal ways • Bring her coat with the sleeve inside out to • Provide just enough help to enable the you for help child to do as much as she can

4. Show more, but still • Cry and cling to a parent before she leaves, • Be confident, calm and understanding limited self regulation but calm down immediately after she has when leaving the crying child, reassuring left her that you will be back later, and • Play calmly near another child, but have coming when you say you will difficulty sharing • Give comfort briefly, then redirect the • Take a toy from another child, and not child’s attention and confidently help her return it when asked to by an adult to move on • Begin to understand “taking turns” • Model sharing with the child, using the • Begin to understand the concept of “his” word and praising her for sharing with and “mine” you or another child • Stop what she is doing and come when you • Play games that emphasize turn taking, call her name such as passing a ball back and forth or • Exhibit frustration by crying, yelling, hitting, having a tea party or kicking her feet • Give two choices, both of which are • Get a familiar comfort item (blanket, acceptable to you stuffed animal) when she is feeling sad or • Stay calm and recognize that anger is a angry normal emotion • Acknowledge her feelings and encourage her to talk about how she feels, helping her to find the words she needs • Let her know that hitting or any other hurting behavior will not be tolerated | PAGE 18 | | PAGE | PAGE 19 | PS Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS the child’s need to check in, confident the child’s need to check forth when she is that she will venture ready adults, that caution with unfamiliar adults is normal but speak for her if she declines feelings her own speed them, can I play with you?” “Ask or “I’m not mad and “It’s okay,” sorry,” anymore.” and forth • fact about responding to Be matter of • consistent routines Provide • Understand, and share with other • Be reassuring • Express the child’s feelings in words • Gently encourage the child to respond, • books that show or tell about Read • Allow the child to enter into play at • Give the child words to use such as, • Identify the feelings of both children • behavior the child’s positive Reinforce • Model appropriate behavior the child about saying “I’m • Teach • a toy back sharing a ball or Practice nths o M ur (The child might): o F - Examples other children are, but return to you other children are, but playing there several times before up frequently to other children, but get making show you what she is full of children with toys in a new room new adult enters the room want to help the safety of her shopping cart seat her about her toy several minutes before asking to try going down with help to them only when she wants a toy that they have a dog who wants to climb in while she pulls it by herself back when the child cries mom just left • to where Start across the playground • next to several Sit in the sandbox playing • while playing Look up at you for a wave • playing and come to you when a Stop • an adult making cookies, but not Watch • to the greeter at the store, from Say “hi” • your hand as a new person asks Hold • the children on the slide intently for Watch • near several other children, talking Play • a child who is pretending to be Imitate • to share a wagon with another child Refuse • playing from one activity to another, Move • it a doll from another child, but give Take • Hug another child who is sad because his wenty T

o t

(The child may):

At times shows awareness and concern for other feelings children’s Show increased interest and assert independence when with other children Continue to show caution around unfamiliar adults Continue to need the Continue to need the security of a trusted adult as she explores

Indicators ighteen 4. 3. 2. 1. B. Relating to Others to B. Relating

Personal and Social Development and Social Personal E Eighteen to Twenty-Four Months PS Personal and Social C Cognitive Language Development L Language P Physical

A. Understanding and Communicating L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Be able to follow • Answer a simple question with a nod of • Ask simple questions, and give directions simple suggestions her head with just one or two familiar steps and directions with • Go to get a towel when asked by her • Positively acknowledge the child when increasing consistency caregiver she follows directions • Understand the names of several body parts and point to them when asked • Go to wash her hands when you say, “Get ready for lunch”

2. Use an increasing • Begin to label objects, or put words • Accept the child’s level of verbalization, number of words and together to make simple sentences not comparing her to other children put words together • Say “ball” as she looks in the toy box for • Have frequent conversations using into phrases and simple the ball simple adult language sentences • Put a few words together such as “Talk • Encourage the use of social words, Daddy?” or “Go bye-bye now?” pairing them with hand signs, such as • Ask questions about what she sees on a “please,” and “thank you” walk in the woods. “What that?” when • Encourage the child to give the word she finds a pinecone for a pictured object, provide answer • Answer questions about a story if needed • Ask for what she wants using increasingly • Use positive reinforcement when specific words the child uses appropriate language • Repeat some of the funny sounding words • Describe what the child is doing she hears in conversations while playing | PAGE 20 | | PAGE | PAGE 21 | L

Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS rhymes, and finger plays rhymes, and finger sounds through play in groups right, this is a bag.” gestures to communicate questions repetitive and rhyming words. people written material available interest in a book by reading aloud “why” questions while reading story books by asking questions like “What did the bunny eat?” when looking at books opportunities and materials painting and for exploration her drawings writings, with names attached • sing familiar songs, Frequently • mimic environmental Frequently • when reading Use intonation • to children individually and Read • more story books Begin to read • Speak clearly and directly to her • Explain what you are doing • out the names of objects Point • what she says, “That’s Repeat • Use body language and hand • Speak clearly and directly to her • what she says and ask Repeat • read texts with Repeatedly • Explore photo albums and identify • Have a variety of child-appropriate • to a child who shows Respond • Ask simple “what,” “where,” and • in about events and characters Talk • Name pictures and describe actions • writing, a variety of drawing, Provide • Model drawing and writing • the words she uses to describe Write • drawings and Display children’s nths sentences

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sounds and emergency vehicles sounds and emergency words in appropriate context songs or stories materials book by searching for it for example, says “oh no,” when a charac- ter falls paper • join in Enjoy simple songs and occasionally • songs Move rhythmically to familiar • as animal Identify familiar sounds such • “hello,” “bye-bye,” and other common Say • and repeats names of objects Recognizes • to use short sentences “I go.” Begin • different tones or sounds when talking Use • familiar words and phrases Repeat • Put • “hello” and “bye-bye” Wave • familiarity with text by repeating Show • words in a familiar text Fill in • interest in books and other written Show • preference for a favorite page in a Show • turn pages and tell the story Spontaneously • simple directions Follow • an action shown in a book Perform • Answer simple questions based on a story • Show empathy for characters in a book; • in a familiar book label pictures Verbally • Look at and name pictures • Scribble spontaneously • Explore using different writing materials • Intentionally make a mark on a piece of wenty T

o t

(The child may):

Explore drawing, paint- ing and writing as a way of communicating Demonstrate vocabulary and comprehension by listening with interest and displaying understanding Begin to develop imitative reading Communicate using consistent sounds, words, and gestures Start to understand and use common rules of speech Recognize and react to and Recognize the sounds of language

Indicators ighteen 6. 5. 4. 3. 2. 1. B. Early Literacy: Pre-Reading and Pre-Writing Pre-Writing and Literacy: Pre-Reading B. Early

Language Development Language E Eighteen to Twenty-Four Months PS Personal and Social C Cognitive Cognition and General Knowledge L Language P Physical

A. Mathematical Exploring and Learning C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Begin to sort objects • Sort blocks by color • Praise the toddler’s efforts to sort, according to one • Build a tower using blocks of only one color and point out what she has done criterion • Pick out and match two identical cars • Pick out and eat only the bananas from the fruit salad

2. Begin to explore • Nest several cups together accurately and • Let the toddler work on her own to concepts of number, discover how to hide a smaller cup under solve problems for herself, stepping in size, and position a larger one to assist and talking about what she is • Turn one piece of a puzzle to fit it into a doing if she shows frustration space the right way • Provide blocks in different sizes, • Build a tower of 4 or more blocks and shapes, and colors enjoy watching it fall • Model how to count and stack blocks • Show interest in quantity and number • Involve child in setting the table or relationships, for example, recognize if putting out snacks another child has more crackers than she does

B. Scientific Exploring and Learning C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Seek information • Show interest in found objects, for ex- • Take walks outside or explore new through observation ample, twigs and leaves found outside environments and exploration • Try to figure out how things work • Provide an empty cardboard box for • Spend extra time looking at familiar objects collecting items • Ask many questions • Model how to use a magnifying glass to look at objects more closely

2. Expect certain things • Put a doll on the roof of the dollhouse and • Pretend play with the child and provide to happen as a result of watch it slide off over and over again toys that can be used in pretend play. her actions • Fill a bucket with sand and watch as it • Follow the child’s lead in pretend play, pours over the side when it is full adding your enthusiasm and more • Build a tower of blocks, and knock it down choices to see it fall • Provide sand or water, rice, sidewalk chalk, etc. and something to fill, dump, and pour

chart continued on next page | PAGE 22 | | PAGE | PAGE 23 | C C Cognitive Physical P C (You can): (You (You can): (You Personal and Social and Personal Language Activities Activities L PS can follow behind the rules ing responsible behavior with smiles, hugs, and encouragement done” when an activity is completed where they belong after play labeling centers, materials, and spaces in the room rhymes often as fiction plore and talk about the natural world for herself before jumping in to tell her how to do something activities • Maintain simple routines that the child • to the child about the reasons Talk • Enforce rules consistently by recogniz- • Use signs and words to indicate “all • Have specific places for toys and books • Help the toddler to put items back • Maintain a print-rich environment by • songs and say nursery Sing favorite • a favorite book many times Read • and discuss factual books as well Read • ex- Get down on the child’s level to • Let the toddler try to solve problems • a variety of materials and Provide nths o M ur (The child might): (The child might): o F - continued Examples Examples she comes in from outside without a reminder chair when you remind her that chairs are for sitting, because she might fall in the wrong place eating or playing hearing them many times times after hearing it many stung by one something interesting, especially with an interested adult • her hook to hang up her coat when Go to • down from a standing position on a Get • when an activity is finished Tell • Notice when a new toy is introduced or is • If asked, will tell you when she is finished • rhymes after Sing songs and say nursery • a favorite story Help her caregiver retell • having been Show fear of a bee after • day Look for items from previous • new activities and materials Try • attention span when exploring Increase • new ways to do things Explore wenty T

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Have beginning awareness of the order of her environment Begin to understand rules and routines Explore and solve problems Improve memory for details

Indicators Indicators ighteen 2. 1. 4. 3. C. Exploring Social Learning

Cognition and General Knowledge and General Cognition and Learning Exploring B. Scientific E Eighteen to Twenty-Four Months PS Personal and Social C Cognitive Physical Development L Language P Physical

A. Coordinating Movements P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Show increased balance • Enjoy pulling or pushing a toy that • Give the child outside times each day and coordination in play makes noise as she walks with it and let her experiment with climbing, activities • Walk backward pulling a wagon ball throwing and catching, pulling and • Climb up the ladder on the slide and pushing toys and riding simple riding slide down toys • Turn backwards and sit on the rocking • Provide tunnel play and encourage the chair child to crawl through toward you • Go up the stairs putting both feet on each step • Throw a ball and put hands together to try to catch it • May begin to use one hand more than the other

2. Have increased • String beads on a string or some fish • Provide a funnel, sieve and many eye-hand coordination tank tubing cups of various sizes for water play • Pour water through a funnel, then a sieve • Give the child some kind of and back and forth from cup to cup in the hammering toy bathtub • Sing songs with hand motions, or • Use hands for simple finger plays such do simple finger plays with the child as “The Itsy Bitsy Spider” • Provide appropriate materials such as • Attempt to put together large pop beads large pop beads, pegboards, string or after pulling them apart, sometimes popsicle sticks and large beads, shape succeeding sorter and puzzles • Put the correct shapes through the holes in the shape sorter • Still have some trouble with fine motions of wrists and fingers

3. Be able to do more • Pull off her own clothes at bedtime • Encourage the child to do as many things for herself • Drink from a cup with few spills things for herself as she can • Use a spoon for eating most of the time • Let the child help with simple chores • Attempt to brush her own hair and teeth after you have shown her how to do • Attempt to put on her own shirt and help them, for example, putting clothes in you with her pants by picking up one leg a basket or smoothing towels at a time • Attempt to help put away the toys, putting the blocks with the blocks, and the cars and trucks in another basket

Limit the amount of exposure to television and other media for infants and young children. The American Academy of Pediatrics recommends no television or video viewing for children under the age of 2. Read, play, or sing with infants and young children instead. | PAGE 24 | | PAGE | PAGE 25 | PS

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Share his feelings through talking and pretend play Use coping skills with tasks and interactions with peers and adults Show increasing self-regulation Show increasing self-awareness

wenty Indicators 4. 3. 2. 1. A. Learning about Self A. Learning

Personal and Social Development and Social Personal T Twenty-Four to Thirty Months PS Personal and Social C Cognitive Personal and Social Development L Language P Physical

B. Relating to Adults PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Continue to need adult • Climb to the top of the climber and then • Let the child know when you are support but show more call for you to watch before he slides down leaving and where you are going independence • Get up from the lunch table after a few • Encourage and allow sufficient time bites, following mom as she leaves the for independent activities room, then return when he knows what • Allow the child to do more things on she is doing his own, such as climb to the top of the climber while you watch • Make direct eye contact with the child • Let the child know when she does something good

2. Be more interested in • Go to mom for a hug before accepting • Encourage the child to speak for unfamiliar adults, but the ball from a new person himself, but if he is unwilling, speak still cautious • Let Grandma help him with his shoe, even for the child sometimes though he hasn’t seen her for a while • Understand, and share with other • Rush to answer the door when the postal adults, that caution with unfamiliar worker knocks, but act shy when adults is normal he speaks to him • Allow children to approach new people • Not speak to an unfamiliar adult when and situations at their own rate, and he is spoken to with your support

C. Relating to Other Children PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Play alongside • Have short periods of play with other • Engage in pretend scenarios with a few other children children, but mostly play beside them children, helping them to take on roles • Need adult help to resolve conflicts • Model for the child words to help him • Begin to demonstrate preference for resolve his conflicts, such as, “May I friends have a turn?” or “I’m sorry” • Become aware of gender differences • Encourage cooperative play by structuring turn-taking • Play small group games, for example, “Ring Around the Rosy”

2. Show more • Ask for help when another child takes • Comment about what a good thing it awareness of the something that belongs to him is to be kind to others feelings of another • Help another child to pick up the beads • Help the child to identify his feelings child after he dumped them out of the container and verbalize them • Feel and express remorse by saying “I • Model empathetic behavior, such as sorry” after accidentally knocking another comforting a child who is sad, and child down then let the child practice • Comfort another child who may be upset • Use puppets and stories to teach by patting or hugging him kindness to others | PAGE 26 | | PAGE | PAGE 27 | L Cognitive Physical “Simon routines

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o teacher cheese?” cracker or a piece of in, over, under, words, for example, around versations understand about objects up a story to be part of the conversation and later sing parts of them to himself as naming objects what he wants is doing sentences “foots” instead of “feet” without mumbling or running sounds together t • when asked by a Get his coat, and put it on • you want a Answer when asked, “Do • to him Ask another child to sit next • positional Understand and use some • for short periods of time Listen • and relate what has been heard Retell • to ask questions Begin • or talk over other people’s con- Interrupt • questions about concepts he doesn’t Ask • to initiate conversations with others Try • what has just been said, or make Repeat • simple songs with the teacher Sing • questions about the story as well Ask • Use descriptive language to tell you • Use action words to describe what he • Put together three or four word sentences • Use the words I, we, he, and she in • Use some uncommon plurals such as • Speak clearly enough to be understood

ur o F - (The child may):

Use words and some speech of rules common his ideas and to express thoughts Enter into a conversation Demonstrate active listening strategies Understand questions Understand questions and simple directions

wenty Indicators 4. 3. 2. 1. A. Listening and Speaking A. Listening

Language Development Language T Twenty-Four to Thirty Months PS Personal and Social C Cognitive Language Development L Language P Physical

B. Early Literacy: Pre-Reading and Pre-Writing L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Become aware • Sing simple songs that he has heard • Sing the same simple songs repeatedly of the sounds of many times with a group or on his own • Say rhymes and finger plays frequently spoken language • Say a simple rhyme that he has heard • Point out the sound at the beginning of frequently, with a group or alone his first name and other words starting • Know that his name starts with an with the same sound M sound, like mom • Play listening games that include animal • Know how to identify farm animals by or environmental sounds the sounds they make • Make reading part of bedtime and • Identify environmental sounds such as a naptime routines doorbell, fire engine, or water running

2. Recognize that symbols • Recognize familiar symbols • Point out the symbols that naturally have corresponding (e.g., hospital, library) occur in the environment, and symbols meaning • Find his favorite cereal by the picture that designate some of his favorite on the box places, foods or toys • Use the stop sign in play with his car set • Talk about some of the signs adults • Put toys away in correctly labeled bins need to know when driving or shelves • Label the places where toys belong with simple signs that also have pic- tures drawn or cut from catalogues

3. Begin to develop • Turn the pages of a favorite book • Encourage the child to sit with you fluency by imitative • Ask for the same favorite book over while you read to him at least once reading and over again a day • Listen to engaging stories • Read with each child individually or • Recite a familiar nursery rhyme, poem or in groups finger play with expression • Point out interesting pictures and ask the child to point to the pictures that go with what you are reading • Reread a child’s favorite book over and over again and introduce different versions, including rhyming and repetitive books • Connect examples from the story to his everyday life • Make books from real life sequences • Have a variety of age appropriate books for children to select • Use concept and positional words in daily conversation • Model fluent reading

chart continued on next page | PAGE 28 | | PAGE | PAGE 29 | L Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS modeling writing for real purposes modeling writing for can write his drawing, and ask if you words on his paper and pencils crayons, paintbrushes available drawings with his name attached pencils available throughout all of the centers variety of surfaces on which to paint and tools to paint with drawing throughout the day daily as they are encountered in text, instruction, and conversation basis and/or reenact the story experiences and nonfiction materials • play with the child, Enter into pretend • to tell you about his Ask the child • of large paper and large Have plenty • Display the child’s writing and • Make paper and large crayons and • an easel and paints plus a Provide • opportunities for writing and Provide • Encourage appropriate use of materials • Discuss words and word meanings • Use descriptive and specific language • Introduce new words • Use exclamations to express emotion • Engage in conversation on a regular • Name objects and describe actions • Give opportunities to respond, retell, • Ask about connections to the child’s • of fiction and use a variety Provide nths o continued M (The child might): hirty T Examples

o it out loud on a paper and “reading” of a circle and tell the bottom and sides you that it is him using a broad strokes and movements, and tell you that it few different colors, is a rainbow whole fist grasp, and scribble with little control function of objects, such as “go,” “stop,” and “play” the books you read, and describe actions story while you are reading such as, “Who was in the story?” “Where did he go?” “What did he do?” and “Why was he sad?” t • letter by scribbling to write a Pretend • coming out of Make a picture with lines • lines across the paper with some Paint • a crayon, marker or pencil with a Hold • words to describe the purpose and Use • the names of objects new to him Learn • words heard in the environment Repeat • an increasing number of objects in Name • Listen to fiction and nonfiction materials • Ask and/or answer questions about the • Answer simple questions about the story,

ur - o F - (The child may):

Show comprehension by demonstrating understanding of text during and after reading Develop vocabulary, Develop vocabulary, language usage and some conventions of speech Recognize that draw that Recognize Use writing tools for scribbles and drawings ings, paintings and ings, paintings and writing are meaningful representations

wenty Indicators 7. 6. 4. 5. B. Early Literacy: Pre-Reading and Pre-Writing and Pre-Writing Literacy: Pre-Reading B. Early

Language Development Language T Twenty-Four to Thirty Months PS Personal and Social C Cognitive Cognition and General Knowledge L Language P Physical

A. Exploring and Learning Math Concepts C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Show interest in • Name at least one color • Play with the color names of objects concepts, such • Compare the color of his toy car to as you pick the objects up to put them as matching and that of another child away. “I will pick up all of the green sorting according • Can match the colors and shapes in a ones, you pick up the red ones”. to color, shape matching puzzle • Give the toddler matching and sorting and size • Help to put away the toys, putting the chores such as putting toys away with blocks away with the blocks and the similar toys vehicles away together • Use comparative words such as • Group items of similar colors more, less, longer, smaller, in every • Try to get all of the big blocks to make day conversation his tower • Model and describe sorting methods • Put toys away correctly in bins labeled with pictures

2. Show interest • Complain that a friend has more orange • Count and use numbers when talking in quantity and slices than he does about objects number relationships • Fill a balance scale with beads, making one • Use words such as more and less side go down, then the other when talking about comparisons of • Fill large and small containers with sand or quantity water • Provide appropriate materials that allow • Can show two objects when asked. For children to experiment with numbers example, will give two crackers when and quantity such as large beads, asked, “Can I have two crackers?” blocks, and sand and water table

B. Exploring and Learning Science Concepts C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Seek information • Want to pick up and bring home • Model a sense of exploration and wonder through observation, interesting things he finds on a walk • Provide a variety of open ended mate- exploration and • Use senses to observe and gather information rials such as leaves, magnifying glasses, investigations • Use tools for investigation and sticks

2. Improve memory • Sing songs and say nursery rhymes • Encourage exploration of the for details after hearing them many times environment • Help you retell a favorite story after • Sing favorite songs and say nursery hearing it many times rhymes often • Ask to be picked up saying “Uh-oh, • Read a favorite book many times doggie” when he sees the same dog • Read and discuss factual books as that knocked him down and licked him well as fiction the day before

chart continued on next page | PAGE 30 | | PAGE | PAGE 31 | C C Cognitive Physical P C , or sarcastic (You can): (You (You can): (You king oice when tal Personal and Social and Personal Language Activities Activities L PS and observe pretend play scenarios by joining in the play pretend play and role playing child’s sense of security and comfort effect in daily routines nicate changes in advance that you establish routines and explain changes in advance behind the rules with smiles and praise for good choices and consequences that fit the situation and touching things himself materials • Look for opportunities to encourage • Ask the child what he plans to play • costumes and props for Provide • predictable routines for the Provide • out and describe cause and Point • routines consistent and commu- Keep • Expect the child to follow routines • Make picture schedule of the daily • reasons to the child about the Talk • rewarding Enforce rules consistently, • about what he is seeing, hearing, Talk • about trying new ways to do Talk • of items in a new way Encourage use • the child’s creative use of Respect nths o ient i mpat arsh, to h ively ct negat oices. M Use a gentle, pleasing tone of v and children may and children. Infants to infants rea v continued (The child might): (The child might): hirty T Examples Examples

o and pretend to be daddy driving to work firefighter before going to the dramatic play area about any change in his routine mom do it candles to his caregiver “I’m sorry” when prompted and say, put up on a high shelf is inside frustrated when his sleeve teacher for help out, and finally ask a it, but then playground by pushing it instead decide to try pulling • a cushion sideways on the couch Put • to feed a baby doll Pretend • on dress-ups, and pretend to be a dad Put • his caregiver that he is going to be a Tell • opinions (negative or positive) Express • the toy mixer the way he has seen Use • a play dough cake with pretend Bring • in creating class rules Participate • Accept the consequences of his actions, • to make choices Want t • something Get a stool and try to reach • coat, but get to put on his own Try • toy car on the to move the large Try • a spoon to dig in the garden Use

ur o F - (The child may): (The child may):

Have beginning understanding of consequences when following routines and recreating familiar events Use imagination, memory and reasoning to plan and make things happen Explore new ways to do things

wenty Indicators 2. 1. Indicators 3. C. Exploring Social Learning Cognition and General Knowledge and General Cognition

B. Exploring and Learning Science Concepts Science Concepts and Learning B. Exploring T Twenty-Four to Thirty Months PS Personal and Social C Cognitive Physical Development L Language P Physical

A. Coordinating Large and Small Muscle Groups P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Perform more complex • March around the room, walk on tiptoe, • Incorporate gross motor activities movements with his and jump off the bottom of the slide during transitions between less active arms and legs • Try to throw the ball to you experiences • Jump in and out of a hula hoop • Provide a variety of interesting • Walk on a wide balance beam sideways at activities and equipment such as balls first, but forward when you hold his hand or a balance beam • Provide space for movement both indoors and outdoors • Provide guidance and modeling for purposeful movement

2. Use his whole body • Move through a simple obstacle course • Put words such as up, down, over, to develop spatial after teacher models actions under, around and through with the awareness • Walk around in a circle holding hands with movements he is performing other children • Provide a variety of activities and • Dance to music, including songs that direct materials that support awareness of movement space, such as scarves or streamers, • Push himself on riding toys hula hoops, climbers

3. Use improved eye-hand • Continue to use both hands together • Provide a variety of materials such as coordination to explore • Put together a several piece puzzle large beads and fish tank tubing, shape and manipulate objects • Use his hands to pound, poke and build sorters, puzzles, sidewalk chalk, and with the play dough puppets • Do finger plays that require hand-eye co- • Do finger plays ordination, such as “The Itsy Bitsy Spider” • Provide play dough first without tools, • Zip a large coat zipper then add a few items • Provide sand and water table activities • Provide small pieces of snack served family style

B. Improving Self-Help Abilities P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Enjoy doing for himself • Hang up his coat on a hook after taking • Encourage the child’s independence whatever he thinks he it off himself and be patient with his efforts can do • Feed himself with a spoon • Offer assistance if he becomes overly • Drink using both hands, spilling little frustrated and truly cannot do it for • Pick up toys after playing himself • Try to brush his own teeth and comb his hair • Set up the environment so the child • Perform at least some skills involved in can reach items using the toilet, such as pulling up his own • Provide stepstools and coat hooks pants afterwards • Praise his efforts to do things for himself • Wash his hands and use a towel to dry them • Support toilet training efforts with • Take off his clothes encouragement, praise, and by identifying available bathrooms | PAGE 32 | | PAGE | PAGE 33 | PS

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Share feelings through talking and pretend play Show increased self-regulation Express feelings showing more freely, independence and competence

hirty Indicators 3. 2. 1. A. Increasing Self-Awareness A. Increasing

Personal and Social Development and Social Personal T Thirty Months to Three Years PS Personal and Social C Cognitive Personal and Social Development L Language P Physical

B. Relating to Adults PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Imitate and attempt to • Continue to need reassurance from you • Give reassurance and quickly get the please familiar adults after mom has left, but be easily calmed child involved in an activity when mom and comforted leaves • Repeat words she has heard you using to • Provide a consistent routine for sepa- tell another child to take her shoes off of rating from parent that helps the child the table to make smooth transitions • Imitate both courteous and non-courteous • Say, “It is not okay to use those words in her pretend play that she has words,” or “At school we say,” when heard from adults inappropriate words are used • Need a consistent leave taking routine in order to feel comfortable and confident when mom leaves • Pretend play a series of familiar activities, like giving a doll a bath and then putting the doll down for a nap

2. Demonstrate • Ask a new caregiver to help her play with • Talk with the child about new cautious curiosity the puzzle she has selected situations before and after they about unfamiliar • Ask the custodian what he is doing when happen, for example, “Today the adults he comes in to fix the broken sink faucet custodian will be coming in to fix • Show the greeter in the store her new the sink faucet.” shoes from the safety of the shopping cart

C. Relating to Other Children PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Play cooperatively with • Talk to another child as they pretend to • Provide ample time and materials for other children clean the house children to play together • Watch other children play with the ball, • Encourage and model cooperative play then join in doing the same actions • Look for her special friend to play with at center time • Choose to participate in simple group activities

2. Begin to understand • Continue to have a hard time sharing, but • Coach the child to use words to resolve the feelings of other look to an adult for help conflicts about sharing and taking turns children • Have a concerned look on her face when • Help the child recognize when she’s another child falls and gets hurt on the hurt someone else’s feelings, and model playground offering an apology • Give a hug to another child after hitting • Use puppets and stories to be proactive • Attempt to problem-solve when another in teaching and modeling friendships child takes something that belongs to her and relationships • Help another child to pick up the blocks after he dumped them out of the container • Feel and express remorse after acciden- tally knocking another child down in a rush to the door to go out | PAGE 34 | | PAGE | PAGE 35 | L the

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an injured friend after you ask her to an injured friend after at the table after pile to the next person being asked to routine, or they are part of a familiar have been demonstrated daily routine, but not want it to change at all at change to it want not but routine, daily knows she will get to play after the story finger play for a longer period of time directions heard • and bring it to Go to wet a paper towel • the pile and pass the a napkin from Take • especially if Follow simple directions, • Try • confident about the order of the Be very • down to listen to the story when she Settle • to a certain friend when asked Sit next • to a familiar the motions, in order, Know • to someone who is speaking Attend • and understand simple verbal Retell • questions about what has been Ask nths o M (The child may):

Demonstrate active listening skills Begin to understand concepts, abstract some and such as time, order, positional words Understand and respond to simple directions and requests hirty Indicators 3. 2. 1.

A. Listening and Understanding A. Listening

T Development Language Thirty Months to Three Years PS Personal and Social C Cognitive Language Development L Language P Physical

B. Expressing Ideas L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Expand her vocabulary • Use many words to express her feelings, • Use and model correct grammar with many more con- tell about her ideas and respond to the • Ask about the actions the child sees necting and describing ideas of others being performed in a book words • Use personal pronouns such as “he,” • Provide describing words if the child “she,” “we” and “they” more easily does not come up with any • Continue to use some familiar “shorthand” expressions such as “we go” or “all gone” • Tell about what is happening in a book using action words • Describe how the pumpkin feels after putting her hands inside of it • Tell if she is mad or sad when asked

C. Entering Into Conversations L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Have more meaning- • Use the same tone of voice she hears • Repeat what the child says ful conversations with you using when talking to a younger child • Ask open ended questions to extend peers and adults • Repeat adult questions that she has heard the conversation you ask to start discussions, such as • Include the child in as many conversa- “What do you think will happen next?” tions as possible • Tell about getting a new kitten at home • Remember that the child is listening • Talks rapidly when trying to get out new to adult conversations ideas • Give children many opportunities to • Ask or answer a question, for example, have conversations with each other “Do you want to sit here?”

2. Use more conventions • Use “I” and “me,” although not always • Read frequently of speech as she speaks correctly • Point out how your tone or pitch • Talk in a different tone or pitch when changes as you read playing pretend • Talk to and answer questions the • Talk in short sentences child asks • Begin to use plurals

3. Ask “why” and other • Ask you what they are having for snack • Answer the child’s questions, and questions frequently and if they can have milk to go with it ask, “What do you think?” in return to keep a conversation • Ask the other children at the snack table • Tell stories about the past, and talk going questions about different unrelated topics about the future | PAGE 36 | | PAGE | PAGE 37 | L

Cognitive Physical P C encountered

are

(You can): (You they

as

chart continued on next page letters Personal and Social and Personal Language

Activities out L

PS in real situations, especially those in her name of play dough and preferably several times each day introduce different versions, including rhyming and repetitive books real life books books for children to select print, such as reading top to bottom, left to right, front to back and over plays with the child other words of her first name and sound starting with the same or environmental sounds occur in the environment, and symbols that designate some of her favorite places, foods or toys need to know when driving or playing with simple signs with pictures or out and make letters in sand • Trace • with the child at least once, Read • a child’s favorite book and Reread • Connect examples from the story to • Help her find objects of interest in • Have a variety of age appropriate • Model, and point out concepts of • simple songs over Sing the same • say rhymes and finger Frequently • out the sound at the beginning Point • games that include animal Play listening • out the symbols that naturally Point • about some of the signs adults Talk • Label the places where toys belong • Point ears Y

(The child might): hree T

Examples o t

times with a group or on her own times with a group or or alone many times, with a group sounds they make or water running doorbell, fire engine, syllables by moving to the beat the box shelves example, pretend she is “Mommy” fixing dinner over again model fluent reading finger play with expression has heard it many times before, not leaving any parts out time, retelling parts of the story softly to herself • has heard many Sing simple songs that she • she has heard Say a simple rhyme that • animals by the Know how to identify farm • such as a Identify environmental sounds • attention to parts of words such as Draw • familiar symbols and road signs Recognize • her favorite cereal by the picture on Find • the stop sign in play with the car set Use • toys away in correctly labeled bins or Put • awareness of gender differences, for Show • her name in print Recognize • turn the pages of a favorite book Correctly • for the same favorite book over and Ask • to you, other adults, or older child Listen • a familiar nursery rhyme, poem or Recite • story the way she you to read the Want • Choose to look at a favorite book at rest nths o M (The child may):

Begin to develop fluency by imitative reading Recognize that symbols Recognize have corresponding meaning Develop phonological Develop phonological awareness by becoming of aware of the sounds spoken language

hirty Indicators 3. 2. 1. D. Early Literacy: Pre-Reading and Pre-Writing Literacy: Pre-Reading D. Early

Language Development Language T Thirty Months to Three Years PS Personal and Social C Cognitive Language Development L Language P Physical

D. Early Literacy: Pre-Reading and Pre-Writing continued L

Indicators (The child may): Examples (The child might): Activities (You can):

4. Develop vocabulary • Use words to describe the purpose and • Discuss words and word meanings and language usage function of objects daily as they are encountered in text, • Learn the names of objects new to her instruction, and conversation • Point to the pictures associated with what • Use descriptive and specific language you are reading to her • Introduce new words • Ask and answer questions such as “What • Use exclamations to express emotion is this?” when reading a book with you • Engage in conversation on a regular • Guess the meaning of new words from basis the context or the pictures • Name objects and describe actions

5. Develop comprehen- • Listen to fiction and nonfiction materials • Give opportunities to respond, sion by demonstrating • Ask and answer questions about the story retell, reenact the story understanding of text while you are reading • Provide a variety of nonfiction and during and after • Answer questions about the story, such as, fiction materials reading “Who was in the story?” “Where did he go?” • Follow up on children’s interests with “What did he do?” and “Why was he sad?” more books, pictures and magazines • Tell you what will happen next in a story about a given topic that has been read before • Answer questions about the story that has just been read • Enjoy looking at a nonfiction book about butterflies, talking about the similarities and differences

6. Begin to develop • Use a large crayon on a large piece of • Enter into play with the child, writing skills paper and scribble, telling you that it is her modeling writing for real purposes • Take your pen and scribble, saying that she • Ask the child to tell you about her is writing drawing, and if she would like you to • Find her name card on a table with several write what she says on her paper others • Have plenty of large paper and large • Point to the rule sign about using “listening crayons, paintbrushes and pencils available ears” when asked what we do at circle time • Fill the room with signs on the children’s eye level to label where toys belong, give simple instructions, and tell about the work they are displaying • Make the signs with the children

7. Use writing tools for • Hold a crayon with a whole fist grasp, or • Make paper and large crayons and scribbles and drawings a correct or incorrect pincer grasp, and pencils available scribble with greater control • Provide an easel and paints plus a variety • Draw a closed circle, may add eyes, of surfaces on which to paint and tools nose, or mouth, and identify the picture to paint with as a person • Display the child’s writing and drawings • Gently correct the child’s grasp if it is awkward • Give her the opportunity to write on her drawing | PAGE 38 | | PAGE | PAGE 39 | C C

when Cognitive Physical

P C frequently less

mathematical and

items

for

of

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chart continued on next page quantities such

Personal and Social and Personal Language opportunities Activities Activities

small

L words PS

thinking in everyday situations (e.g., thinking in everyday graphing numbering the calendar, weather) before the math problem herself giving the answer “Memory” to encourage the child to problem solve as you pick the objects up to put them “I will pick up all of the green away. ones and you pick up the red ones.” as sorting socks and silverware about objects talking about comparisons of quantity materials, such as rocks or leaves, for counting and sorting her explore and change her mind extend her thinking about what she is doing by asking open ended questions to get her to talk and think • Provide • to attempt to solve Allow the child • like “Hide and Seek” and Play games • objects to sort and classify Provide • Count • Play with the color names of objects • Give the toddler matching chores such • Use comparative words in play • Use number words when talking • Use • Count small quantities of items often • Encourage children to collect • Ask the child to make a plan, but let • Get down on the child’s level and

ears matching

Y

silverware,

(The child might): (The child might): the

hree away

T

put

Examples Examples to

o t to play in, but when asked what she wants to do say “play” making a tower small accurately, put in the cooking pot she is stirring on the play stove and come back with some beads in a sorting dish the large spoons with the other large spoons large other the with spoons large the pretzels than she does one side go down, then the other container to another old she is soon after her birthday old she is soon after and count the name the play dough center deciding that there cards with the teacher, is room for her crackers than she does go first up the climber size, shape or use when playing or putting away toys when it is passed, after hearing you say, two crackers” “Take that of another child matching puzzle

• Identify what area of the room she wants • Stack up the nesting cups from large to • Go to the math center for something to • that a friend has more Complain • balance scale with beads, making Fill a • transferring water from one Enjoy • Ask for “more” fruit at lunch • Explore counting from 1-10 • asked how Hold up three fingers when • there is room in Ask you to help her see if • sister has more Complain to you that her so she should • a friend that she is bigger, Tell • and sort objects according to color, Match • two crackers out of the snack basket Take • at least one color Name • the color of his toy car to Compare • match the colors and shapes in a Easily • Help nths o M (The child may): (The child may):

Think ahead and ideas explore Show interest in quantity and number relationships Show interest in concepts such as matching and sorting according to a single criterion Use mathematical Use mathematical thinking in daily situations

hirty Indicators Indicators 1. 3. 2. 1. B. Exploring and Learning Science Concepts Cognition and General Knowledge and General Cognition Math Concepts and Learning A. Exploring T Thirty Months to Three Years PS Personal and Social C Cognitive Cognition and General Knowledge L Language P Physical

B. Exploring and Learning Science Concepts continued C

Indicators (The child may): Examples (The child might): Activities (You can):

2. Seek information • Pick up and bring home interesting • Model a sense of exploration and wonder through observation, things she finds on a walk • Provide a variety of open ended materials exploration and • Use senses to observe and gather information • Encourage exploration of the environment investigations • Use tools for investigation (e.g., magnify- • Make a sensory box and let her guess ing glass) what she is feeling before she looks at it

3. Explore new ways • Put the dress over the doll’s head, but • Talk about what he is seeing, hearing, to do things, showing struggle with the arms until an older child and touching more independence offers to help her • Talk about trying new ways to do things in problem solving • Stack blocks with the smaller ones on the yourself bottom, but after having the tower fall • Encourage use of items in a new way down several times, start putting the larger • Respect the child’s creative use of blocks on the bottom materials • Try to make a mound out of the sand as it comes out of the container instead of just filling and dumping the container of sand • Move a stool to use to reach the sink or water fountain

C. Exploring Social Learning C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Use imagination, • Get out a bag and fill it with papers in • Look for opportunities, and observe memory and imitation of an adult leaving for work pretend play scenarios by joining in reasoning to plan • Put a cushion sideways on the couch and the play and make things pretend to be “Daddy” driving to work • Ask the children where they will play, happen • Line up some dolls and read a book to and what they will do there them • Provide a large cardboard box for children to decorate as a play house.

2. Have beginning • Have strong feelings about any change in • Provide predictable routines for the understanding of the routine, for example, getting excited child’s sense of security and comfort consequences when when going outside earlier than usual • Point out and describe cause and following routines • Try to follow the rules of a simple board effect in daily routines and recreating game and become frustrated when she • Keep routines consistent and familiar events doesn’t understand why something communicate changes in advance has changed • Use the toy mixer the way she has seen you do it and say “I making a cake”

Help Your Child to Learn About Numbers and Patterns Let your toddler play with safe objects of different shapes, colors and sizes. Help him place plastic mixing bowls inside one another, wash plastic dishes, or stack cans, boxes or blocks. | PAGE 40 | | PAGE | PAGE 41 | P P

Cognitive Physical P C themselves,

feed

to (You can): (You (You can): (You

children

Personal and Social and Personal Language Activities Activities L PS even when it’s messy and a safe, supervised, place to ride and a safe, supervised, them around the marching and moving climbing room, as well as running, and swinging outside to time play dough and tools, markers, crayons, chalk, scissors, and paper materials and tools dough play different large beads and a shoelace, counters, puppets, tweezers and cotton balls tools to squeeze and pinch • up steps alternating feet Walk • different kinds of riding toys, Provide • opportunities for dancing, Provide • Use rhythm instruments from time • Encourage • finger paint, collage materials, Provide • play with opportunities to Provide • blocks, small cubes, Duplo® Provide • Do finger plays often • table, and a sand and water Provide table

the

on ears

line

Y a

in

bears

(The child might): (The child might): hree counting

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Examples Examples o t

toy, going with the traffic around and toy, around the circle feet to make it go and sideways, on tiptoe, walk backward twirl, roll over, crawl under an object, balance on one foot balance beam of friends stopping easily with increasing success such as a rolling pin or a cookie cutter picture sometimes going over the edge of the paper build with knot at the bottom grasp on the small key put them in a beaker talk by moving hands inside “Five Little Pumpkins” finger play • steer on a low three wheeled and Pedal • and push her Climb on the rocking horse • both feet, gallop, walk jump up with Run, • sideways and forward on a wide Walk • dance motions with the circle Perform • across the playground, starting and Run • rhythm sticks in time to the music Play • handle a cup or fork effectively Easily • using the toilet on her own Initiates • swirling and squishing finger paint Enjoy • paper to make a collage Tear • to use tools with the play dough Start • Use markers and crayons to “color” a • Use one inch cubes and Duplo® blocks to • String large beads on a shoelace with a • Wind the jumping mouse with a pincer • Arrange • Use tweezers to pick up cotton balls and • Put a hand in each puppet and make it • Enjoy moving different fingers for the nths o M (The child may): (The child may):

Use smaller manipulatives and finger plays to develop small muscle strength and coordination Explore art materials Move her body through space with more balance and control Use riding toys easily

hirty Indicators Indicators 2. 1. 2. 1. B. Using Small Muscle Groups A. Using Large Muscle Groups Large Muscle A. Using

Physical Development Physical T Thirty Months to Three Years PS Personal and Social C Cognitive Physical Development L Language P Physical

C. Building Self-Help Skills P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Depend on routines to • Feed herself even using a fork and a cup • Encourage the child to do anything for practice self-help skills with one hand until she becomes too tired herself that she is able to do and feel confident • Help with simple chores such as setting • Get her started with a difficult task, the table with a napkin and plate for each and let her finish herself, for example, person zipping her coat • Insist on bathing herself • Dress herself, except for finding the right hole for her first leg

Three Years Personal and Social Development

A. Building Self-Concept PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Be more confident, self • Enthusiastically try new activities and • Give support and encouragement as directed, purposeful delight when he learns something new he tries new skills, praising the effort and inventive in play • Wait patiently for a short time, knowing rather than the success that he will get a turn • Give opportunities for exercising more • Laugh easily at any silly words or ideas independence in a supervised setting • Follow older children around and try to • Allow some risk taking as long as the enter into their conversations child will be safe • Attempt to build a bridge out of the unit • Encourage the child to try new tasks, blocks after watching another child do it or to work with you to do them • Ask you to watch as he walks on a wide together at first balance beam and jumps off • Give mini-lessons to child in some self • Make choices about which activities are help tasks, such as zipping a coat of interest • Provide games or activities that require • Use the box that a new car came in as a cooperation garage for it • Accept and welcome the imaginary • Play cooperatively with other children friend, listening for clues about the • Play with an imaginary friend child’s feelings and needs

2. Relate his needs, wants • Tell you what he likes and doesn’t like • Remember that you are the role and feelings to others • Solve a conflict using his words rather than model for how to deal with stressful hitting or disappointing situations • Tell you how he feels after he has been • Encourage the child to use his words noticed looking sad or angry because of to express his needs, wants and feelings someone else’s actions • Actively listen to the child, repeating • Proudly show the finger play he learned in and extending some of what he has said school • Give the child choices of activities • Ask for help with putting the paper on the easel • Choose another center when his first choice is full | PAGE 42 | | PAGE chart continued on next page | PAGE 43 | PS PS

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minutes long and give consistent consequences if they can’t or get help from an adult resolve a conflict self-regulation charge of their hands, bodies and voices, and need to make good choices to help with transitions how to treat books, toys and pets with respect for leave-taking for voice, and behaviors and voice, have been created with the children, children, the with created been have posted and discussed frequently listening please, to attempts his and sincerely with the child the with give space and time to adjust to time and space give helpers visitors • circle time between 5-15 Keep • children of the posted rules, Remind • children to use their words Remind • when children are using Acknowledge • Let children know that they are in • Give • Model and remind children about • Encourage • Have • Have • Respect • Model • Bring • Understand • Talk • Read • Make a picture book of occasional as

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Examples Examples grabs the ball away from him grabs the ball away from by himself only” child starts to go up the slide as the needing to get up and 5-10 minutes before active do something more he asks the teacher a question at circle time circle at question a teacher the asks he a few reminders make the same choice again anxiety eled by a caregiver to his tinker toy construction away in places where the teacher has shown him they belong “customer’s order” book and say “thank you” after she rings it up and hands it back to him engages him with a toy that she brought to share the park even though mom is not going • another child Get help from you when • he used the toilet all tell you that Proudly • down the slide go another child, “We Tell • to a story for Sit at circle time listening • Sometimes • transitions between activities with Manage • classroom materials respectfully Use • interest in her friends’ feelings Express • what he liked in the past and Remember • from his parents with limited Separate • up his trash after seeing the task mod- Pick • to spoken directions Listen • Come to you to show each new addition • to wash the dishes and put them Pretend • Use an order pad to pretend to take a • Show the cashier at the store his new • Not cry when left with a babysitter who • Go willingly with a neighbor or family to continued ears Y (The child may): (The child may):

Have increased self- regulation, following classroom rules and routines with guidance Be more comfortable around unfamiliar adults Imitate and try to please familiar adults

hree Indicators Indicators 3. 2. 1. A. Building Self-ConceptA. Building B. Relating to Adults B. Relating

Personal and Social Development and Social Personal T Three Years PS Personal and Social C Cognitive Personal and Social Development L Language P Physical

C. Relating to Other Children PS

Indicators (The child may): Examples (The child might): Activities (You can):

1. Begin to play • Look for a favorite friend to play with on • Provide support when it seems appar- cooperatively for the playground ent that the children cannot resolve brief periods with • Offer to share the markers with another the conflict themselves and offer a other children child who comes to the art center suggestion if they can’t think of ways to • Show his play dough monster to the child cooperate sitting next to him • Model cooperative play, entering in and • Decide with two other children that helping to choose roles in pretend play, they will play “Hide-and-Seek” on the for example playground • Remind him that his friends like to hear • Need adult help to resolve a conflict over “please” and “thank you” rather than which song he and a friend will listen to in being bossed around. the Listening Center and agree to take turns • Work with a friend to find the flannel board pieces to go with the story they have just heard

2. Be able to better • Watch other children to see how they react • Let the child try to resolve conflicts understand the • Begin to use some simple techniques for himself before intervening feelings of other preventing or resolving his own conflicts • Coach the child with appropriate children • Share a toy car with a child who cries words to use to resolve conflicts if he because he has none needs help • Say he is sorry when he has accidentally • Draw attention to the face and emotions knocked another child down in a rush up of the other child the steps of the climber • Use puppets, role play and stories to • Agree to let a friend help him feed the fish teach empathy and conflict resolution even though it is his job • Model respect for the feelings of others • Show concern when another child has fallen and is crying

3. Participate, with help, • Join in group games such as playing • Have a system, such as using a stack of in the group life of the “Farmer in the Dell” name cards, to give everyone a chance class • Help to clean up after hearing the signal to participate in a discussion and being encouraged by you • Play simple games that involve group • Answer the question that you are asking cooperation everyone at circle time • Encourage everyone to help clean up everywhere, being “a team”

Help Your Child to Learn About People

Make sure that people of different backgrounds and cultures are in your child’s life: neighbors, friends, and playmates. When you choose books, dolls, toys and coloring books, include ones with characters from different cultures or backgrounds. You’ll help your child understand from the start that everyone is different.

Used with permission, Ready At Five. For more ParentTips, visit www.readyatfive.org or call 410-788-5725. | PAGE 44 | | PAGE | PAGE 45 | L L Cognitive Physical P C (You can): (You (You can): (You Personal and Social and Personal Language Activities Activities L PS repeating what the child says child, listening and repeating correctly some of what the child has said with describing words, and provide some if necessary doing two things in a row, such as, row, doing two things in a and find your “Hang up your coat name card” group discus- with the child, and limit sions to brief periods and prepare the child for future events by talking about what will happen about the time something will happen, or has happened object an of position the tell that words or person as “Simon Says” for many uses throughout the day and Concentration® • correctly Model correct grammar, • Have lengthy conversations with the • Ask questions that call for answering • clear multi-step directions Give simple, • routines which include Establish daily • one on one conversations Have many • about what happened in the past, Talk • use the words that tell Frequently • use and play with the Frequently • Play games that name body parts, such • Use the child’s name in written form • Play matching games such as Lotto® - words

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“behind,” and “next to” of,” but be easily understood most of the time tense words such as “my” and ‘his” function of objects after and before to the zoo hurt friend after being asked by her caregiver her by asked being after friend hurt at the table after pile to the next person being asked to sation than in a group setting as where objects have been put hears that the caterpillars will be there tomorrow and for “many days” such as around, backward and forward they are part of a familiar routine or have they are part of a familiar been demonstrated ready to go outside told it is time to get words such as behind, in front of, next to, words such as behind, in front of, under and over of concentration letter out of context • Use some positional words such as “in front • Not pronounce all of his words correctly, • Use • Use ‘s’ at the end of plurals and ‘ed’ for past • Use plurals, pronouns and possessive • Use • Use words that describe the size and • Use words that tell about time such as • a story with many details about a trip Tell • the pile and pass the a napkin from Take • more easily in a one-on-one Listen conver • to ask “how” Begin and “why” questions • events from the past, as well Remember • pushing anxiously to see, when he Stop • and understand directional words Use • Understand • especially if Follow multi-step directions, • it on when Get his coat and start putting • Go • or point to many body parts Name • his name Tell • the picture cards in a simple game Match • his name in print and the first Recognize ears Y (The child may):

(The child may):

Use more conventions of speech as he speaks Understand abstract concepts Show understanding Show understanding and respond to simple directions and requests hree Indicators Indicators 1. 2. 1. T Language and Literacy Language B. Expressing Thoughts and Ideas A. Listening and Understanding and Understanding A. Listening Three Years PS Personal and Social C Cognitive Language and Literacy L Language P Physical

C. Entering Into Conversations L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Have more meaning- • Sing or chant nursery rhymes • Enter into many conversations with ful conversations with • Talk to a friend or caregiver, an imaginary the preschooler; ask him to join you in peers and adults friend, or the dolls and toys he is playing with your conversations and play pretend • Tell what he did in the past, what he is doing together, both of you talking to the dolls currently, and what he will do in the future • Ask open ended questions such as • Offer his own information in a group story “What did you do this morning?” or or discussion about a visit by the firefighters “What will you do after school?” • Talk with the boy he is building with about • Write group stories after a field trip a new toy he has at home or visit from interesting people • Talk with a friend on the playground about • Understand that reality and fantasy are what they are each going to do over the constantly blurring, resulting in wishful weekend thinking, rather than lying

2. Ask “why” and other • Ask questions to participate in a conversation • Model asking questions questions to keep a • Repeat a question that another child has • Answer the child’s questions simply conversation going asked and directly • Ask about how a caterpillar hangs from the • Talk about the past, and speculate top of the jar about the future

3. Demonstrate active • Attend to the speaker for a longer period • Model good listening skills listening skills of time • Ask the child to retell what he has just • Retell, and relate to what has been heard heard • Ask questions about what has been heard • Ask about real life experiences

D. Early Literacy: Pre-Reading and Pre-Writing L

Indicators (The child may): Examples (The child might): Activities (You can):

1. Develop phonological • Sing simple songs that he has heard • Sing the same simple songs awareness by becoming many times with a group or on his own over and over aware of the sounds of • Say a simple rhyme that he has heard • Say rhymes and finger plays spoken language many times, with a group or alone frequently with the child • Begin to identify rhyming words when • Point out the sound at the beginning he hears them of his first name and other words • Begin to supply the rhyming words in a starting with the same sound familiar poem or song • Play listening games that include • Know how to identify farm animals by animal or environmental sounds the sounds they make • Play with words, changing the • Identify environmental sounds such as a beginning or ending to make a doorbell, fire engine, or water running word sound silly • Draw attention to parts of words such as syllables by moving or clapping

chart continued on next page | PAGE 46 | | PAGE | PAGE 47 | L

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Personal and Social and Personal Language Activities out L

PS occur in the environment, and symbols occur in the environment, of her favorite that designate some places, foods or toys when driving need to know to drive or playing pictures with simple signs with sions, including rhyming and repetitive books real life life sequences of events books for children to select such as reading front to back, top to bottom, left to right, sweeping back for the next line daily as they are encountered in text, instruction, and conversation basis new words mean when seeing them in the environment form many times during the day letters as you sing preferably several times each day, individually or in small groups the child to point to the pictures that go with what you are reading over again and introduce different ver • out the symbols that naturally Point • about some of the signs adults Talk • where toys belong Label the places • Point • Connect examples from the story to • Help children make books from real • Have a variety of age appropriate • Model, and point out concepts of print, • Discuss words and word meanings • Use descriptive and specific language • Introduce new words • Use exclamations to express emotion • Engage in conversation on a regular • Name objects and describe actions • Encourage children to figure out what • names in written Use the children’s • Sing the alphabet song, pointing to the • with the child at least once, and Read • out interesting pictures and ask Point • a child’s favorite book over and Reread letters

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the box or shelves and sit there point it out to you the mail over again finger play with expression the funny ending and telling it as you start to to start you as it telling and ending funny the read eral times cently using some of the actual phrases such as “I’ll huff and I’ll puff and blow your house down!” function of objects own conversation the context or the pictures wearing in the dramatic play center out • logos or signs Look for and identify familiar • the picture on Find his favorite cereal by • with the car set Use the stop sign in play • labeled bins Put toys away in correctly • carpet square Find his name card on his • a letter from his name on a sign and See • what a card says after receiving it in Ask • Sing • turn the pages of a favorite book Correctly • for the same favorite book over and Ask • to models of fluent reading Listen • a familiar nursery rhyme, poem or Recite • Ask • along with a song after hearing it sev- Sing • a story he has heard a few times re- Retell • Use words to describe the purpose and • Learn the names of objects new to him • Use words learned through reading in his • Discover the meaning of new words from • Make up a story to go with the clothes he is • Begin to use plurals and more verbs acted ears Y (The child may):

Expand his vocabulary and language usage Begin to develop fluency by engaging in imitative reading Recognize that symbols that Recognize have corresponding meaning

hree Indicators 4. 3. 2. D. Early Literacy: Pre-Reading and Pre-Writing and Pre-Writing Literacy: Pre-Reading D. Early

Language and Literacy Language T Three Years PS Personal and Social C Cognitive Language and Literacy L Language P Physical

D. Early Literacy: Pre-Reading and Pre-Writing continued L

Indicators (The child may): Examples (The child might): Activities (You can):

5. Develop comprehension • Make guesses about what a story is about • Give opportunities to respond, retell, by demonstrating • Point out familiar concepts by looking at draw about, and reenact the story understanding of text pictures in the text • Provide a variety of non-fiction and during and after reading • Listen to a variety of fiction and non-fiction fiction materials, including poetry, materials, including poetry, nursery rhymes, wordless books, fairy tales and stories, fairy tales and realistic fiction realistic fiction • Ask and answer questions about the story • Provide materials that represent while you are reading diverse cultures, perspectives and • Answer questions after the story, such as, ethnicities “Who was in the story?” “Where did he • Follow up on children’s interests with go?” “What did he do next?” and “Why was more books, pictures, magazines about he sad?” a given topic • Listen to and discuss a variety of books • Start to use words such as beginning and stories representing diverse cultures, and end of the story perspectives and ethnicities • Model, discuss and demonstrate the • Begin to understand that stories can be proper use of books acted out • Point out letters, shapes and numbers • Begin to listen for rhyming words, clap out where appropriate rhythm, and chant along with repetitive phrases in poetry or other books • Point to, and name, the numbers that he knows in a counting book, and count along with you • Make up a story about a book

6. Begin to develop writing • Pretend to take your order while playing • Enter into play with the child, skills by recognizing restaurant by scribbling on a pad with a modeling writing for real purposes that drawings, paintings pencil • Ask the child to tell you about his and writing are mean- • Make a picture with lines coming out of the drawing, and if he would like you to ingful representations bottom and sides of a circle and tell you that write what he says on his paper it is him • Have plenty of large paper and • Paint some broad strokes across the paper various crayons, paintbrushes and with a few different colors, and tell you that pencils available it is a rainbow • Fill the room with signs on the children’s • Begin to control scribbles, perhaps telling his eye level to label where toys belong, caregiver what they say give simple instructions, and tell about • Find his name card on a carpet square and the work they are displaying sit there • Make the signs with the children • Show a friend his work on the wall • Use sign-up sheets, and sign-in sheets • Dictate a thank you note to go with his for attendance picture for the firefighters after their visit • Display the child’s writing and drawings with his name attached

7. Use writing utensils for • Hold a crayon with a pincer grasp, although • Make paper and large crayons and scribbles and drawings perhaps resting on the ring finger, or start to pencils available hold it correctly, and scribble with increasing • Provide an easel and paints plus a control variety of surfaces on which to paint • Begin to draw representations of people and and tools to paint with objects • Assist the child in holding a pencil correctly | PAGE 48 | | PAGE | PAGE 49 | C Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS “more,” relations, including “behind,” rather “less,” and “above” naturally than in structured lessons such as, “Are to solve real problems, for everyone there enough apple slices to have another one?” to help you to compare objects materials belong to encourage sorting as the children clean up as you pick the objects up to put them such as, “I will pick up all of the away, green ones, you pick up the red ones”. sorting socks and silverware quantity of objects and “the same” when talking about comparisons of quantity “taller,” “smaller,” “bigger,” “lighter,” “shorter” when appropriate balance scale, and measure the chil- dren a few times during the year ing up the blocks or other shape toys how to draw people, animals, or write the letters in his name on the swing, taking cookies from the snack basket, or figuring out how many napkins needed are for himself and a friend snack menu to tell the children how many items they may take • of quantity and spatial Use vocabulary • mathematical thinking Model using • Use comparative words, and ask him • Have specific, labeled places where • Play with the color names of objects • Give the child matching chores such as • Use comparative words in play • Use numbers when talking about the • Use words such as “more,” “less” • Start to use words such as “heavier,” • Ask questions about comparisons • spoons, measuring cups and Provide • shapes materials with various Provide • Use the names of shapes when clean- • Use shape names when describing • Count with the child when pushing • Use the numeral when writing the the

environment

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Examples to examples

basket when it is passed to him basket when it is passed is already full block center when it is empty is see if it is as tall as he that of another child a matching puzzle large spoons with the other large spoons than he does, then answer “yes” when he is given another and asked if they now have the same side go down, then the other Bed” and know that the next number is one less than the one before he has built blocks objects counting book 1-5 snack menu says he can take room for him in a given play center where only four children may play at a time • from the snack Count out three crackers • has come into the on a friend who Tell • is full of sand and hers you that his cup Tell • next to it to Build a tall tower and stand • objects by color or shape Sort • several colors Name • the color of his toy car to Compare • match the colors and shapes in Easily • Help • that a friend has more pretzels Complain • balance scale with beads, making one Fill a • “Five Little Monkeys Jumping on the Sing • a friend that he is taller than the tower Tell • Name the circle and triangle • Find • Play a shape matching game • Draw and name a circle for his head • Make symmetrical designs with shape • show that he can count three Proudly • and name the numerals in a Recognize • Easily count out the four cookies that the • Count the name cards to see if there is ears Y (The child may):

Show beginning interest in numerals and counting Show beginning interest in geometry Show interest in measuring and quantity, number relationships Show interest in concepts such as matching and sorting according to a single criteria Use mathematical Use mathematical thinking to solve real problems

hree Indicators 5. 4. 3. 2. 1. Cognition and General Knowledge and General Cognition Thinking Mathematical A. Using T Three Years PS Personal and Social C Cognitive Cognition and General Knowledge L Language P Physical

B. Using Scientific Thinking C

Indicators (The child may): Examples (The child might): Activities (You can):

1. Use scientific thinking • Ask questions about everything he sees, • Provide many opportunities for as well as his senses watching carefully exploration and experimentation to discover the world • Enthusiastically check his seed cup to see with the natural world and other around him, and make if there have been any changes overnight science materials comparisons between since his first seed started to sprout • Encourage the child to find out for objects • Put the modeling clay in water to see what himself rather than give answers happens immediately • Watch the fish and tell that he likes the • Model using your senses to find out biggest one best answers to questions

2. Seek information • Want to pick up and bring home • Model a sense of exploration and through observation, interesting things he finds on a walk wonder exploration and de- • Use senses to observe and gather information • Provide a variety of open ended scriptive investigations • Use tools such as magnifying glass, marble materials with simple science run, gear set, balance scale, measuring cups • Encourage supervised exploration tools and spoons, and sorting trays for investigation of the environment • Have an improved memory for details • Ask the child to make and check • Guess that a nut is inside an acorn, and predictions before and after an confirm that prediction by breaking the investigation acorn to find out (with assistance) • Asks lots of “why” questions

3. Use more advanced • Offer to bring a screwdriver from home to • Talk about what he is seeing hearing, problem solving skills, fix a broken toy and touching testing his understand- • Get a toy broom and use the handle to get • Talk about trying new ways to do ing and ideas in real a ball out from under a shelf where it has things yourself situations rolled • Provide a large cardboard box and • Get a ruler from the art center to use as a have him plan where to make windows pointer to play teacher with and point to and doors for a play house the ABC’s • Respect the child’s creative use of • Ask for some flour for his hands when the materials gingerbread is sticking to them • Resist the urge to jump in and provide • Suggest using the fish net to put the fallen solutions to problems too quickly fish tank cave upright

Help Your Child to Grow Healthy & Strong!

Make eating healthy foods fun. Offer your child fruit as a snack. You can freeze fruit juice cubes for a summer treat, or make cookies sweetened with honey rather than sugar. Children who eat too many sugars and fats are likelier to develop health problems later.

Used with permission, Ready At Five. For more ParentTips, visit www.readyatfive.org or call 410-788-5725.

| PAGE 50 | | PAGE | PAGE 51 | C Cognitive Physical P C (You can): (You Personal and Social and Personal Language Activities L PS when children need help extending when children need the scenario for example, act out roles he sees, doctors in the children to participate playground the and materials classroom books to extend the child’s knowledge about what people say and do before they go to centers where they will go, and what they will do there was and whether they did what they planned of familiar scenarios child’s sense of security and comfort effect in daily routines communicate changes in advance and have consistent consequences for not following them as similarities and compare them with others • play pretend children’s Enter into the • props and an area for him to Provide • complex situations for Set up more • about and model caring for the Talk • in field trips, visitors, and Participate • Have a daily routine to ask the children • Ask children to review what their plan • and acting out Model cooperative play, • predictable routines for the Provide • out and describe cause and Point • and routines consistent Keep • often, to the few class rules Refer • Discuss physical differences as well • Let children describe their families

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Examples the when he grows up and that only boys when he grows up and can be the daddies with a play hose, dramatic play center out telling everyone to get hand motions to friend, then make up go with a new song the jingle bells during the song, after the woods and triangles have had their solos it to you together to make a train the cars and trucks drive to to try to make a rod that reaches across the room and who will be the son in the dramatic play area time routines with a friend, talking first about what they each will do the routine game and become frustrated when he understand why something has doesn’t changed is playing with everyone who has brown hair may go • to be a daddy a friend that he wants Tell • and spray the to be a firefighter Pretend • learned to a Show a finger play that he • until you point to his group to play Wait • up trash on the playground and bring Pick • with a friend and pull many chairs Plan • the blocks as garages and houses that Use • Use • in advance who will be the dad Decide • acting out circle turns playing teacher, Take • strong feelings about any change in Have • to follow the rules of a simple board Try • in creating rules for the class Participate • are a team” Help to clean up, saying, “We • Count how many boys are in the group he • Go to the table when the teacher says that • Draw ears Y (The child may):

Begin to recognize his own physical and fam- ily characteristics and those of others Have beginning un- derstanding of conse- quences when following routines and recreating familiar events Use prior knowledge and imagination to think through what he wants to play Explore more complex Explore more complex situations and concepts, - beginning to under stand some people’s jobs, and care for the environment

hree Indicators 4. 3. 2. 1.

Cognition and General Knowledge and General Cognition Social Learning C. Exploring T Three Years PS Personal and Social C Cognitive Physical Development L Language P Physical

A. Coordinating Large Muscle Groups P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Move with confidence • Climb the stairs on the climber with • Provide daily outdoor play and stability, coordi- alternating feet, without holding on opportunities with appropriate nating movements to • Push his feet and bend his knees to supervision accomplish simple tasks make the see saw work • Encourage large muscle play by • Walk forward on the wide balance beam providing riding toys, climbers and • Hop across to the other side when balance beam, swings, balls, obstacle playing “Red Rover” course, and hula hoops • Make the Big Wheels® toy spin around • Acknowledge minor bumps or bruises, fast by turning the handle bar far to one for example, “I’m sorry you are hurt.” side and pedaling fast • Provide appropriate safety equipment • Go over, under, around and through such as helmets and kneepads on an obstacle course • Begin to “pump” on the swings after someone has gotten him started • Stand and hop on one foot for a few seconds • Want you to check and respond to even minor bumps or scrapes • Easily use riding toys, such as tricycles and Big Wheels®

B. Controlling Small Muscle Groups P

Indicators (The child may): Examples (The child might): Activities (You can):

1. Develop finger skills • Begin to grasp with a finger grasp, but • Provide time daily for small muscle through many forms revert to a whole fist grasp at times play to develop the pincer grasp, and of play • Use connecting blocks to build more gain strength and control recognizable objects such as cars, airplanes • Correct an awkward pencil grasp and houses, and take them apart • Provide materials for small muscle play • Stack the blocks or building materials to and practice such as: smaller blocks make a house after watching someone else and beads, other manipulatives, play do it dough, paint brushes, markers, large • Fill and dump several cups in the sand table pencils and crayons, as well as smaller using a shovel, then a smaller spoon ones, and blunt scissors and paper • Make a snowman out of play dough after • Provide puppets watching an older child make balls and put • Frequently do more complex finger them together plays • Enjoy using a variety of art supplies, includ- • Provide small snack items to pick up ing markers, finger paints, crayons and eat • Practice using scissors to cut out shapes, • Put cotton balls in a cup, and let him but be unable to stay on the lines take them out with tweezers | PAGE 52 | | PAGE | PAGE 53 | P Cognitive Physical even

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but need help with gloves and getting a but need help with gloves zipper started shoes with a craft stick and put it where it belongs that match Brush Wash Spread Pick Sort Take • • Dress • • • • • • Put ears Y (The child may):

Feel more grown up self- as he accomplishes help and housekeeping tasks with reminders

hree Indicators 1. C. Caring for Self and Others for Self and C. Caring

Physical Development Physical T HB ealthy eginnings: Supporting Development and Learning from Birth through Three Years of Age Glossary of Terms Used

Acknowledge: To show positive recognition or interest through Phonetic: Having to do with the systematic association between facial expressions or words letters and the sounds in spelling words Appropriate: What is properly expected for the child’s age Positive reinforcement: The practice of giving some type of and ability physical, emotional, or verbal reward for behavior that is desired Autonomy: The sense of being self-directed Prompted: Asked a question or given a reminder Cognition: The aspect of development dealing with thinking, Prosocial behavior: Behavior intended to enhance the welfare problem solving, intelligence and language of another person Comprehension: The act of understanding, and making meaning Reassurance: Comfort, usually with words that the child understands out of what has been heard or read Receptive language: Accurately understanding the meaning of Concept: Thought, notion, or idea words or phrases spoken or signed by others Consequences: The results of an action Re-direct: To turn the child’s attention to something different Consistent: Behavior which is always the same from what they are attending to Context: The words surrounding a word or group of words Reinforce: To strengthen the response with some type of that help give meaning to the word, also the circumstances reward, physical, emotional or verbal surrounding an act or event Repetitions: Doing the same activity over and over again Cooing: Production of vowel sounds, often in response to a human Repetitive Books: Books having the same words or phrases face or voice, usually beginning around the second month of life over and over again Criteria: A standard on which a judgment may be based Resources: The objects available for the child to use or play Demonstrate: To show clearly, or to explain with many examples with and the materials available for you to support their work with the child Empathy: Caring or concern for others Rhymes: Words that sound alike at the end, such as cat and bat Empty calorie foods: Foods with little or no nutritional value and high sugar content Rhythms: A regular rise and fall in the sound of speech; or the repetitive beat of a song Environment: The area in which the baby/child is, inside or outside Secure Base: Parents/Caregivers provide child with a “home Expose: To bring to light, or to give an experience to a child base,” giving the child a feeling of security, support, and self- Expressive language: Language that is spoken or communicated confidence through gestures and signs, rather than merely heard and Self-regulation: The ability to control one’s own behavior understood Separation Anxiety: The stress experienced by a child when Extend: To make a longer sentence, or add a thought to what separated from his parent or primary caregiver the child has said Show a preference: Like one object, song or story more than Frequently: Quite often others Indicate: To show Social/Emotional Development: The child’s capacity to experience, Intervene: To step in to a situation to help regulate, and express emotion; form close and secure interpersonal Interact: To have meaningful contact with another person relationships, and explore the environment and learn. Initiate: To start or begin Stimulating: To excite or arouse the senses Intonation: The rise and fall in pitch of the voice in speech Text: The written words that are read in a book Label: To attach a word to a picture, object, or activity, either Transitioning: Moving and changing activities verbally or in writing Universal Design for Learning: Providing multiple approaches Minimize: To make as small as possible to learning to meet the needs of diverse learners Model: To show or give an example; or a copy of an object Vocabulary: The collection of words that a child understands Non-verbal: Without words and/ or can speak Phonemic Awareness: A special kind of phonological awareness Wariness: The act of being very cautious or untrusting of involving the smallest units of oral language, phonemes or sounds unfamiliar people or situations Phonological Awareness: The knowledge of the sound structure of language | PAGE 54 | | PAGE Resource List Books: Acredolo, L. & Goodwyn, S. Baby Minds: Brain Building Games Your The resources listed below are a sampling of helpful programs, Baby Will Love. New York: Bantam Books, 2000 services, books, and websites. American Academy of Child and Adolescent Psychiatry. Your Child: What Every Parent Needs to Know about Child Development. Programs and Services William Morrow, 1998 Child & Adult Care Food Program: Provides recipes, resources, and information on preparing nutritious meals and food safety. Beyer, M. Teach Your Baby to Sign. Fair Winds Press, 2007. www.nal.usda.gov/childcare Briant, M. Baby Sign Language Basics. Hay House, 2009. Consumer Product Safety Commission: Committed to protect- ing consumers and families from products that pose a fire, electrical, Dombro, A.L., Colker, L.J., Trister Dodge, D. The Creative Curricu- chemical, or mechanical hazard or can injure children. Phone: lum® for Infants & Toddlers, Second Edition. Teaching Strategies, Inc., (800) 638-2772, www.cpsc.gov 2000

Friends of the Family: Sponsors seminars and workshops that Herr, J. & Swim, T. Creative Resources for Infants and Toddlers. feature experts in various aspects of family or infant development; New York: Delmar-Thompson Learning, Inc., 2002 provides a toll-free help-line service for child care providers; and operates a lending library for early childhood practitioners and those Isbell, R. The Complete Learning Spaces Book for Infants and Toddlers. working with young families. Phone: (410) 659-7701, www.friendsoft- Gryphon House, 2003 hefamily.org Schiller, P. The Complete Resource Book for Toddlers and Twos. Kennedy-Krieger Institute: Provides evaluation, rehabilitation, Gryphon House, 2003 educational services and cutting edge research on behalf of children with brain related disabilities, also provides professional training by Silberg, J. Baby Smarts: Games for Playing and Learning. Gryphon renowned experts dedicated to increasing the number of qualified House, 2009 specialists in the United States and abroad. Phone: 443-923-9200, Toll Free: 800-873-3377, www.kennedykrieger.org Trister Dodge, D. & Heroman, C. Building Your Baby’s Brain: A Parent’s Guide to the First Five Years. Wadsworth Publishing, 1999 Maryland Cooperative Extension Service (MCE): A statewide, non-formal education system within the college of Agriculture and Natural Resources and the University of Maryland Eastern Shore. MCE educational programs and problem-solving assistance are avail- Websites: able to citizens and are based on the research and experience of land Act Early: Learn the Signs: Provides normal developmental mile- grant universities such as the University of Maryland, College Park. stones for each age group with a “developmental health watch” Phone: (301) 405-8339, www.agnr.umd.edu/MCE listing red flags for each group. www.cdc.gov/actearly

Maryland Infant and Toddlers Program: A system of early inter- American Academy of Pediatrics: Healthy Children: Provides vention and supports, offered by public and private agencies through- information from members of the American Academy of Pediatrics out the state to young children with developmental delays and their about health, development, safety, and awareness for parents and families. Phone: 1-800-535-0182 (MD Relay for persons with hearing caregivers. www.healthychildren.org impairments 1-800-735-2258), www.msde.state.md.us/programs/infant- sandtoddlers Countdown to Kindergarten: Provides information on the concept of school readiness, alerts parents to the existence of the Maryland State Department of Health and Mental Hygiene: kindergarten assessment and gives caregivers activity ideas build Provides and wide range of information and services for the citizens of skills in the seven domains of learning. www.countdownMD.org Maryland, including immunizations, communicable diseases, nutri- tion, environmental issues, and maternal and child health. Children’s Family Education Network: A consumer network of learning and Health Resource Line 1-800-638-8864, www.dhmh.state.md.us information resources, personalized to help parents, teachers, and students of all ages take control of their learning and make it part of Project ACT: Assists individuals of all abilities and their families in their everyday lives. www.familyeducation.com achieving their personal goals and in reaching their maximum poten- tial. Provides one-on-one, individually tailored services to people Maryland Committee for Children: Works with parents, child throughout Maryland and Washington D.C., Phone: 410-828-7700, care providers, advocates, employers, and policymakers to expand 1-800-492-2523, www.abilitiesnetwork.org and enhance the early childhood education and child care available to Maryland’s children. www.mdchildcare.org Ready at Five: Focused on school readiness for all Maryland children, Ready at Five provides professional development to early educa- Maryland Public Libraries: It’s never too early for active learning tion professionals (School Readiness Symposia; Institutes for Early for young children. Free resources and services are available to Educators and curricula training); Learning Parties and ParentTips children, families, child care providers and educators. To connect for parents and analyzes and reports the annual Maryland Model for with your public library, click on your county from this link http:// School Readiness (MMSR) data across Maryland. Phone: (410) 788- directory.sailor.lib.md.us/pub_use/county_map.cfm or call 410-767- 5725, www.readyatfive.org 0346.

Zero to Three: A national organization whose goal is to provide Maryland State Department of Education/Division of Early families, providers and communities with support and to promote the Childhood Development: Responsible for improving early care | PAGE 55 | healthy development of babies and toddlers. Provides information, and education in Maryland so that young children are well prepared resources, and publications for both parents and providers. for school. The Division website contains helpful information for Phone: (202) 638-1144, www.zerotothree.org families and child care providers. http://www.marylandpublicschools. org/MSDE/divisions/child_care/ National Association of the Education of Young Children: An Eisenberg, A., Murkoff, H.E. & Hathaway, S.E., What to Expect the organization of early childhood educators and others dedicated to First Year. New York: Workman Publishing, 1996 improving the quality of programs for children from birth through third grade. www.naeyc.org Eisenberg, A., Murkoff, H.E. & Hathaway, S.E, What to Expect the Toddler Years. New York: Workman Publishing, 1996 National Child Care Information Center (NCCIC): A service of the Child Care Bureau, a national clearinghouse and technical Eliot, L, What’s Going On In There?: How the Brain and Mind Develop assistance center that links parents, providers, policy-makers, in the First Five Years of Life. New York: Bantam Books, 1999 researchers, and the public to early care and education information. www.nccic.org Golinkoff, R. & Hirsh-Pasek, K., How Babies Talk: The Magic and Mystery of Language in the First Three Years of Life. USA: Plume/ Maryland State Department of Education: A resource for Penguin, 1999 providers and families with young children with disabilities, birth through five. http://www.mdecgateway.org Harms, T., Clifford, R., Cryer, D. Early Childhood Environment Rating Scale New York: Teachers College Press, 1998 The Council for Exceptional Children, Division for Early Childhood: Provides information for families and caregivers to sup- Harms, T., Clifford, R., Family Day Care Rating Scale New York: port the needs of children with developmental delays and disabilities. Teachers College Press, 1989 www.dec-sped.org Maryland State Department of Education, Maryland State Depart- The National Institute for Literacy: Provides information about ment of Education Voluntary State Curriculum. Baltimore, 2003 research and practices for reading instruction. www.nifl.gov Maryland State Department of Education, The Maryland Model for Way to Go, Weigh to Grow: A guide to healthy weight in infants, School Readiness, Revised. Baltimore, 2001 toddlers and preschoolers information and activities. www.healthy weightforkids.org Meisels, S.J. et al, Standards for the Developmental Profiles: Birth – 42 Months. New York: Pearson Early Learning, 2003 Resources Used Acredolo, L. & Goodwyn, S. Baby Minds: Brain Building Games Your NAEYC, NAEYC Board Approves Draft Early Childhood Program Baby Will Love. New York: Bantam Books, 2000 Standards. http://www.naeyc.or/accreditation/draft_standards.asp, 9/2/2003 American Academy of Pediatrics, Caring for Your Baby and Young Child: Birth to Age 5 Revised Edition. New York: Bantam, 1998 NAEYC & NAECS/SDE Position Statement. April 2003

American Academy of Child and Adolescent Psychiatry. Your Child: National Research Council, Eager to Learn: Educating Our Preschool- What Every Parent Needs to Know about Child Development. ers. Washington, D.C.: National Academy Press, 2001 William Morrow, 1998 Seefeldt, C. and Barbour, N. Early Childhood Education: An Introduc- Anselmo, S., Early Childhood Development: Prenatal Through Age Eight. tion, Second Edition. New York: Macmillan Publishing Co., 1990 New York: Macmillan Publishing Co. 1987 Shonkoff, J. & Meisels, S. Editors, Handbook of Early Childhood Armbruster, B., Lehr, F. & Osborn, J., Put Reading First: The Research Intervention, Second Edition. Cambridge, UK: Cambridge University Building Blocks for Teaching Children to Read. USA: Partnership For Press, 2000 Reading, 2001 Shonkoff, J. & Phillips, D. Editors, From Neurons to Neighborhoods: Badger, E. Infant/Toddler: Introducing Your Child to the Joy of Learning. The Science of Early Childhood Development. Washington, D.C.: USA: INSTRUCTO/ McGraw-Hill, 1981 National Academy Press, 2000

Beck, I.L. et al, The Keys to Literacy. Washington, DC: Council for Spevak, J. MD,et al, Better Homes and Gardens Baby Book. New Basic Education, 2002 York: Meredith Press, 1969

Bevelacqua, L. Core Knowledge Preschool: Content & Skill Guidelines for Squires, J. Bricker, D., & Twombley, E. Ages and Stages Question- Preschool. Charlottesville, VA: Core Knowledge Foundation, 2000 naires: Social-Emotional. Brookes Publishing, 2002.

Bredekamp S, and Copple C. Editors, Developmentally Appropriate Weitzman, E., Learning Language and Loving It: A Guide to Promoting Practice in Early Childhood Programs: Revised Edition. Washington, Children’s Social and Language Development in Early Childhood D.C., NAEYC, 1997 Settings. Toronto, Ontario: The Hanen Centre, 1992

Burns, M., Griffin, P. & Snow, C. Editors, Starting Out Right: A Guide to Promoting Children’s Reading Success. Washington, D.C.: National Academy Press, 1999

California Department of Education, Child Development Division, Program Quality Standards and Standards Based on Exemplary Practice For Center-Based Programs and Family Child Care Home Networks, 2001

Dichtelmiller, M., Jablon, J. et al, The Work Sampling System Preschool Through Third Grade Omnibus Guidelines, 4th Edition. Ann Arbor, Michigan: Rebus, Inc. 2001 | PAGE 56 | | PAGE