Age Expectation Developmental Milestones

ND Early Childhood Outcomes Process Age Expectation Developmental Milestones

Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by…..

Birth to 6 Months Birth to 6 Months Birth to 6 Months • Fixating on the human face • Beginning to reach for • Producing different cries for and tracking or following objects. different reasons. movements presented at 9- • Observing hands and • Beginning to reach for 12 inches from the face. fingers. objects. • Turning their head and eyes • Looking to place on body • Rolling over in one in the direction of the where being touched. direction. parent voice. • Clasping hands together • Sitting independently with • Being comforted and and exploring fingers. minimal assistance. appearing to enjoy touch • Trying to cause things to • Bringing hands together at and being held by a familiar happen such as kicking a midline. adult. mobile and smiling. • Rooting reflex; turns mouth • Anticipating being lifted or • Squeezing a rubber toy and toward hand rubbing cheek fed and moving body shows pleasure. • Expressing displeasure toward caregiver when • Dropping a ball and when clothes are pulled being approached. observing the fall. over head • Smiling spontaneously to • Developing more precise • Enjoying bath; keeps eyes human contact, smiling in imitation skills of facial open and indicates pleasure play, and smiling at self in movements and speech when placed in warm water mirror. sounds. • Walking reflex; when held • Initiating and terminating • Securing an object that is upright with feet resting on social interactions. partially hidden with a flat surfaces, lifts feet • Enjoying games with others cloth. alternately in walking-life such as “Where is your • Repeating arm movements motion nose?” and “So Big!” to keep a toy activated, • Lifting and rotating head • Vocalizing in response to keep mom singing, or other • Holding small objects or babbling behavior initiated causal event. toys by adult • Demonstrating exploratory • Vocalizing in response to behaviors with objects vocalizations and speech • Varying pitch and produced by an adult intonation

7 to 12 Months 7 to 12 Months 7 to 12 Months • Imitating familiar words in • Visually attending to an • Pulling self up to standing turn-taking object for 5 seconds posture next to furniture. • Smiling and laughing during • Following an auditory • Cruising around furniture. turn-taking stimulus. • Drinking from a cup. • Participating in games (pat- • Reaching for and grasping • Beginning to pick up cup a-cake, peek-a-boo) blocks or other small toys and take a few swallows • Demonstrating anticipation • Transferring objects from when thirsty of play activities one hand to another • Beginning to feed self finger • Showing sensitivity to the • Reaching for objects while food. mood of others in a prone position • Beginning to grab for spoon • Performing for social • Demonstrating a refined when being fed. attention neat-pincer grasp with • Moving 3 or more feet by • Participating in speech thumb opposition crawling. routine games • Pointing with index finger • Bringing self to a sitting • Exhibiting anxious behavior • Imitating the behaviors position when lying on around unfamiliar adults initiated by the parent back. • Using gestures and including: Plays peek-a-boo, • Reaching for and grasping vocalizing to protest smiling and laughing during blocks or other small toys • Shouting or vocalizing to turn-taking, Attempting to • Transferring objects from gain attention name pictures and objects one hand to another • Responding to a request of • Banging blocks and other • Reaching for objects while “come here” small toys in a prone position • Stopping when name is • Repeatedly throwing or • Demonstrating a refined called dropping objects to watch neat-pincer grasp with • Maintaining attention to the movement thumb opposition speaker • Stirring with a spoon in a • Pointing with index finger • Responding with gesture to cup • Moving body to music “come up” or “want up” • Banging spoon on inverted • Pulling off own socks • Waving in response to “bye- cup or tabletop. • Beginning to cooperate bye” • Demonstrating emerging when being dressed • Saying “mama” or “dada” problem solving skills such • Fussing when diaper needs meaningfully as: Placing objects in the to be changed • Using a word to call a mouth and mouthing, person Pushing or pulling an adult’s • Pushing or pulling an adult’s hands to have a behavior hand to have a behavior instigated or repeated. instigated or repeated Repeating a behavior • Repeating a behavior (shows off) to maintain (shows off) to maintain adult attention. Turning a adult attention mirror over to view the • Showing attachment to functional side. Turning a favorite toy or blanket photograph or other picture • Expressing two or more around to view the emotions (pleasure, fear, functional side. Rotating sadness) three-dimensional objects

• Briefly stopping behavior to view the functional side. when told “no” Using a hammer or stick to play a xylophone • Singing along with a familiar song • Using gesture and vocalizing to protest • Shouting or vocalizing to gain attention • Responding to a request to “come here” • Stopping when name is called • Maintaining attention to speaker • Responding with gesture to “come up” or “want up” • Waving in response to “bye- bye” • Saying “mama” or “dada” meaningfully • Imitating consonant and vowel combinations • Imitating non-speech sounds • Vocalizing with intent frequently • Using a word to call a person • Giving objects upon verbal request • Performing a routine activity upon verbal request • Looking at familiar objects and people when named • Understanding simple questions • Identifying two body parts on self • Demonstrating intense attention to adult language.

Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Meet Needs

Children demonstrate age Children demonstrate age Children demonstrate age appropriate functioning by….. appropriate functioning by….. appropriate functioning by…..

13 to 24 Months 13 to 24 Months 13 to 24 Months • Following a 2 or 3 step • Beginning to explore the • Beginning to explore the direction. environment environment • Engaging in pretend play. independently. independently. • Demonstrating more • Turning the pages in a book • Gesturing to indicate complex exploration and • Looking at, pointing to, and toileting needs. play skills with toys and naming pictures in a book • Using two word utterances, objects • Imitating scribbling motions combined with gestures, to • Discriminating between and closer to 24 months communicate. familiar and unfamiliar making a horizontal and • Walking independently with people vertical stroke with crayon. good quality. • Showing awareness of the • Initiating familiar turn- • Demonstrating more feelings of others. taking routines. advanced movement and • Initiating familiar turn- • Following one-step motor skills such as running taking routines. commands during play and climbing • Requesting assistance from • Pointing to two action • Following a 2 or 3 step an adult. words in pictures direction. • “Checking-in” with familiar • Pointing to, showing, and • Picking up small items (food adults while playing. giving an object or toys) with the ends of the • Resisting change, • Handing a toy to an adult thumb and index finger in transitions are difficult. for assistance an overhand approach (neat • Enjoying peer play and joint • Identifying 6 body parts pincer grasp) exploration. • Completing two requests • Initiating familiar turn- • Beginning to see benefits of with an object taking routines. cooperation. • Choosing two familiar • Requesting assistance from • Demonstrating a functional objects upon request an adult. use of objects such as trying • Identifying objects by • Saying “Me-do” when to use a toy car or drinking category offered assistance by an from a toy cup. • Asking “What’s that?” adult when dressing. • Exploring the environment • Demonstrating symbolic • Trying to wash own hands independently. play, using one object as a and face • Using vocalizations and signifier for another object • Demonstrating the words during pretend play. • Attempting to repair broken functional use of objects • Playing alone for short toys periods • Choosing one object from a • Having temper tantrums group of five upon verbal when frustrated request • Sometimes doing the • Stacking 5 or 6 blocks; opposite of what is asked of • Using two word utterances them sometimes combined with gestures, to communicate. • Using three-word phrases occasionally

• Using consonants such as “t",”d”,"n”, and “h” • Imitating words overheard in conversation • Naming 5 – 7 objects upon request • Using new words regularly (having a vocabulary of 100+ words by 24 months) • Spontaneously naming objects, persons, and actions. • Following a 2 or 3 step direction. • Following novel commands • Relating personal experience • Referring to self by name • Using early pronouns occasionally • Engaging in adult-like dialogue. • Using sentence-like intonation patterns. Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by….. 25-30 Months 25-30 Months • Having difficulty sharing • Liking to take things apart 25-30 Months with peers and put them together • Holding spoon, scooping • Being apt to snatch, push, again (puzzles, toys) food and bringing to mouth kick, rather than give and • Following mother/caregiver with spilling take in polite fashion around the house and • Playing on outdoor play • Throwing tantrums when copying domestic activities structures (climbing, sliding, frustrated in simultaneous play etc.) • Showing facial expression • Identifying boy or girl in • Removes unfastened and behavior indicating picture book garments pity, shame and modesty • Adding sounds to action • Taking off own shoes, socks, • Being restless, rebellious (“Vroom” for trucks, talks to and some pants and very active teddy bears, etc.) • Putting on socks, coat, and • Becoming resistant and • Making doll/toy act on self shirt dawdling at times as though capable of • Knowing which faucet is hot • Obeying adult requests performing actions and cold approximately half of the independent of child • Unscrewing lid on small (1”) time (placing brush in doll’s jar or bottle

• Wanting to do favorite hand, then moving the • Opening door by turning activities over and over doll’s arms as if doll is handle again combing hair) • Turning knob to open doors • Continuing to try a difficult • Communicating about the or turn on objects(radio, TV, task for a brief period of actions of others stereo) time (building with blocks • Answering simple “who,” • Sitting on riding toys and for 3-5 minutes) “what,” “where,” questions pushing with feet; may ride • Insisting on some choices about familiar people or tricycle • Seeking and accepting things • Swinging leg to kick a assistance when • Asking increasing numbers stationary ball encountering difficulties of questions (“where?” • Expressing likes and dislikes; • Inventing new uses for “who?”) may be a fussy eater everyday materials with • Understanding negatives • Helps clean up; Puts things assistance (banging on pots (No, Not, Can’t, Don’t) away and pans, using a box for a • Formulating negative • Imitating circular, vertical house) judgments (“Spoon, not and horizontal strokes • Approaching tasks fork”) • Stacking 6 or 7 blocks when experimentally, adapting as • Naming at least one color building the activity evolves correctly • Walking up steps, • Displaying understanding of • Adding information to the alternating feet while how objects work together prior utterance of a holding rail or hand for (gets the dustpan when communicative partner support adult is sweeping the floor) • Understanding simple • Snipping paper with scissor • Substituting similar objects possessive forms (Daddy’s • Using one hand consistently (uses boxes for blocks) shirt) in most activities • Realizing that behaviors can • Understanding complex • Catching ball (by trapping precede events (If Mom sentences (“When we get to against body) when playing takes things out of the the store, I’ll buy you an ice with adult or peer refrigerator and turns on cream cone”) the stove, she is going to • Pointing to smaller parts of cook lunch) the body when asked (chin, • Separating from parent in elbow) familiar surroundings • Recognizing and identifying without crying general family names, • Attempting to comfort categories (Grandma, others in distress Uncle) • Understanding common verbs and adjectives • Understands 500 words, says 200 words • Recognizing the names and pictures of most common objects • Understanding word association through functional association (“What do you drink with?”

“What do you sleep on?” “What do you brush your teeth with?”) • Understanding size differences (little doll, large dog) • Following directions involving common prepositions: in, on, behind, out • Enjoying finger plays (songs and games that use hands) • Reciting portions of rhymes/finger plays • Responding to action words by performing the action • Responding by looking when directed toward a certain object • Attempting to locate objects when they are discussed by others • Speaking in two or three word sentences. Jargon and echolalia are almost gone • Often using personal pronouns (I, You, He, It, Me) correctly • Using regular plurals (cats, dogs, balls) • Using morphemes (in, on) • Correctly producing phonemes (-s, d, -d, -k, f, -f, -ng, y) • Saying “No!” to adult request • Using concept “mine” to denote possessiveness • Repeating adult phrases • Recounting an event, with assistance • Beginning to recall parts of a previously heard story • Requesting to hear familiar stories

• Changing intonation and tone to communicate meaning • Using non-verbal gestures and body language to express needs and feelings (hugs, hands on hips, etc) • Addressing listener appropriately to get attention (uses child’s or adult’s name to get attention) • Using sound effects for animals, vehicles, etc in play • Understanding “one”, “all” (Give me one block.) • Matching an object to a picture. • Matching simple shapes such as circle, square and triangle. Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by….. 31-36 Months 31-36 Months • Observing other children at • Understanding concepts of 31-36 Months play; may join in for a few “mine” and “his/hers” • Using a fork to spear bite minutes • Telling gender when asked sized chunks of food • Playing well with two or • Sometimes labeling and • Hopping in place on one three children in group; talking about own drawings foot three times without Associative play when asked losing balance predominates • Giving first and last name • Standing on one foot for • Showing interest in other when asked three seconds children • Understanding common • Jumping over a string or • Having difficulty sharing verbs like “run, jump, walk, other object that is two • Displaying affection for etc” inches high caregivers • Using several verb forms • Showing daytime control of • Separating easily from correctly in relating action toileting needs with parent or caregiver in in pictures occasional accidents familiar environment • Understanding common • Verbalizing toilet needs • Showing facial expressions prepositions like (under, in fairly consistently and behaviors indicating front of, behind) • Following basic health pity, shame, modesty • Understanding common practices when reminded • Sometimes being restless, adjectives of color, size, and (washing and drying hands, rebellious, very active shape brushing teeth)

• Becoming resistant, • Carrying out three simple • Screwing lid on jar dawdles commands given at one • Unbuttoning buttons • Throwing tantrums when time • Separating easily from thwarted or unable to • Showing interest in mother in familiar express urgent needs explanations that involve environment • Objecting to major changes “why” and “how” • Following simple rules in routines • Understanding concept of • Getting a drink from a • Imitating adults and “one” fountain playmates • Relating experiences from • Cutting paper from one side • Using toys in appropriate recent past to opposite side ways • Using four to six word • Discriminating shapes by • Verbalizing play plan for phrases or sentences tactile discrimination assigned role (“I am • Making negative statements • Walking upstairs alternating mother” “You be baby” “I (“Can’t open it,” “Don’t feet cook” “You watch TV”) touch”) • Walking downstairs four • Verbalizing play plan and • Beginning to use steps without support, uses pretend props which contractions (can’t, we’ll, placing both feet on each are identified for benefit of won’t) step adult (“This is our house • Using noun phrase with • Enjoying projects that (box)”) article (“The dog barks,” involve paint, scissors and • Following simple rules “The water hot”) glue • Taking turns in games • Beginning to use auxiliary • Understanding concepts of verbs (“I hafta sleep” “Me “mine” and “his/hers” gonna get it”) • Playing interactive games • Using the present • Listening and participating progressive adding “ing” to in group activities with verbs adult supervision • Using the past tense • Enjoying opportunities for • Using prepositions (on, in, pretend play and creating under, behind) things • Using simple possessives • Pretending and using (“Doggies’ tail,” “Daddy’s imagination during play shirt”) • Altering behavior based on • Using verb forms correctly a past event and builds on it (“He walks,” “She walked,” (This didn’t work, so I will “I walked”) try this) • Correctly producing • Relating an experience phonemes (-t, -r, -b, w, -ir) today to one that happened • Using contractible auxiliary in the past (brush teeth (“Mommy’s eating an before bed, washing hands apple”) before eating a meal) • Dictating a story for adult to • Saying “please” and “thank write out you” when reminded • Performing multi-step tasks • Stating whether they are a (takes money, rings cash boy or a girl register, puts money in drawer when playing)

• Beginning to use inductive reasoning (If you do this, that happens) • Expressing beginning understanding of cause and effect (It’s quiet because you turned off the music) • Copying a circle • Drawing face from a model • Matching three colors • Matching objects by color, shape and size Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by….. 37-48 Months 37-48 Months • Demonstrating body spatial • Drawing a person with head 37-48 Months awareness in relationship to three additional features • Sleeping through most stationary objects • Relaying simple messages nights without wetting the • Participating in movement • Connecting consequences bed (occasional accidents games such as “Red Light, to a specific behavior, but are still quite common) Green Light,” “Ring Around may not understand why • Using the toilet with some the Rosie,” “Follow the the behavior warrants the help (many boys may not be Leader,” “Freeze Tag,” consequence ready for toilet learning where children can run and • Using multiple strategies to until 3 ½) stop or change direction solve problems • Buttoning one button while in motion. • Changing tone of voice and • Using tools appropriately • Responding to and making a sentence structure to match (wooden hammers, spoon verbal greeting listener’s level of and fork, scissors, crayons, • Delivering simple messages understanding markers, pencils) • Changing tone of voice and • Describing self using several • Performing tasks using sentence structure to match basic characteristics (first more refined and dexterous listener’s level of and last name, gender, age, motions (buttoning, zipping, understanding family, talents, skills, etc.) attempts tying shoes) • Enjoying playing alone, but • Accepting suggestions and • Walking upstairs and near other children following simple directions downstairs alternating feet • Beginning to show • Connecting consequences without holding on to rail cooperative play without to a specific behavior, but • Demonstrating body spatial adult supervision may not understand why awareness in relationship to • Enjoying playing with other the behavior warrants the stationary objects children briefly, but still consequence • Exploring a variety of may not cooperate or share • Accepting the movements (pulling, well consequences of one’s own crawling, catching balls, actions throwing bean bags, waving scarves, kicking balls, etc.)

• Demonstrating fears • Using multiple strategies to • Changing tone of voice and (mechanical toys, vacuum solve problems sentence structure to match cleaner, thunder, dark) • Asking for help from other listener’s level of • Wanting to be “big girl”, sources when solving social understanding “big boy”, and acquire new and/or cognitive problems • Accepting suggestions and skills • Referring more frequently follows simple directions • Answering the question, to the activities of others • Feeding self with spoon and “Are you a boy or a girl?” • Referring more frequently small fork, spilling very little correctly to objects and events • Buttering bread with small • Identifying feelings, likes removed in time knife and dislikes, but may not be • Using some alternative able to explain why forms that take context • Communicating emotions differences into account to peers in an appropriate (speaker, hearer, pronoun manner distinctions, articles and • Describing self using several ellipsis based on shared basic characteristics (first information) and last name, gender, age, • Elaborating and expanding family, talents, skills, etc.) other’s utterances • Generally obeying adult • Asking questions about requests persons and things • Understanding another’s • Verbalizing opposite perspective analogies • Accepting suggestions and • Completing simple follows simple directions analogies (“We eat with a • Managing transitions ___,” “We sleep on a • Connecting consequences ______.”) to a specific behavior, but • Following 3 step commands may not understand why given in a complex sentence the behavior warrants the • Comprehending congruent consequence and incongruent tasks (“Can • Accepting the you stand up and sit down consequences of one’s own at the same time?”) actions • Understanding temporal • Using multiple strategies to terms (before and after) solve problems • Understanding “now, soon, • Asking for help from other later” sources when solving social • Understanding prepositions and/or cognitive problems in temporal expressions (in • Following routines a week, after awhile) independently and • Understanding concept of completes familiar routines more • Focusing on tasks of • Listening attentively to interest to him/her short stories; enjoying • Remaining engaged in an familiar stories told without activity for at least 5-10 any changes in words minutes

• Completing favorite tasks • Recognizing everyday and activities over and over sounds again • Selecting specific details in a • Being persistent in trying to story and repeats them complete tasks when • Responding to questions previous attempts have not with appropriate answers been successful (completing • Gaining information a puzzle, building a tower or through listening structure, dressing self) • Using an average sentence • Participating in meal times length is four words with minimal distractions • Consistently using complete • Inventing new activities or sentences games • Speaking clearly enough so • Using imagination to create that 75-80 percent of a variety of ideas speech is understandable to • Creating acceptable rules the unfamiliar listener for group activities • Stumbling over words at • Engaging in extensive times pretend play (playing • Using negative phrases house, dinosaurs, fireman, other than “No” (“Don’t do etc.) that!”) • Representing things in • Naming four colors environment with available • Using irregular plurals materials, moving from (sheep, leaves, mice) simple to complex • Using prepositions in representations (building a phrases (“The box is behind bridge, structure or road the couch”) from blocks) • Using possessive pronouns • Thinking out loud and (his, hers, theirs) talking through a situation • Correctly producing • Working out problems phonemes (s, -l, -g, er) mentally rather than • Beginning to use the articles through trial and error “the” and “a” • Accepting suggestions and • Responding correctly to following simple directions questions (who, when, where) • Using some adverbs (softly, loudly) • Using “s” to make plural nouns • Using “ed” on verbs to include past tense (petted, walked, cooked) • Using imperatives (“Do it!”) • Enjoys singing a simple tune • Recounting some details of a recent event

• Telling a short make believe story with assistance • Participating in conversations about a variety of topics • Mimicking animal sounds • Repeating words or ideas to be sure information is communicated • Stating point of view, likes/dislikes, and opinions using words, signs or picture boards • Counting by rote to 5 • Stacking rings on a peg in order of size • Sorting by shapes and color • Understanding the concept of the number 3 (Give me 3) • Building bridge using three blocks • Matching objects that have the same function (comb and brush) • Sorting objects into categories-may not be able to label categories • Telling own age and gender Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by….. 49-60 Months 49-60 Months • Asking for adult help as • Stringing beads according to 49-60 Months needed a pattern • Wiping nose independently • Recognizing others’ needs • Drawing a person with five • Washing and drying face and giving assistance parts • Brushing teeth (rinses and • Preferring to play with • Verbalizing similarities and expels liquid) other children to playing differences in people • Demonstrating hand alone except when involved • Exploring materials: blocks- dominance- right or left in a project stack, haul, play dough-roll, • Holding a pencil with a • Showing respect for squeeze, boxes-fill, empty three finger grasp property and rights of • Dictating individual story • Walking up & down stairs others by asking permission book, familiar stories from alternating feet to use others’ possessions books and experiences • Beginning to gallop

• Engaging in cooperative • Matching sounds in familiar • Demonstrating meal time play songs skills including: setting • Initiating appropriate tasks • Clapping syllables in name table, without being reminded • Identifying some letter using knife to spread and • Attending during large sounds cut, holding glass while group for 10 minutes • Articulating the difference pouring milk, serving self, • Waiting for turn for adult between beginning and cleaning up spills without attention ending sounds (Child can help • Relating new experiences to say the word) fish/dish, • Looking both ways before past can/cat, ring/rat, bat/hat) crossing street • Working cooperatively with • Substituting sounds in • Independently fastening others in completing a task words: bat-rat, hat-hit, rag- seatbelt in automobile • Showing forethought when rat • Making activity choices engaging in activities • Verbally identifying the without teacher’s help • Separating from parents beginning sound of name • Zipping zippers without crying • Identifying letters in first • Lacing shoes • Having a best friend of the and last name • Dressing and undressing same gender • Recognizing in print first, independently, including middle and last name front fastenings, requiring • Verbally identifying signs in assistance with ties and environment back fastenings • Verbally identifying labels in • Jumping over objects 5 to 6 classroom and home inches high; landing with (cereal, feet together names, calendar) • Cutting a circle with a • Using print forms in scissor imaginary play (menu, lists, • Galloping, leading with one newspaper) foot • Responding to questions • Completing a simple relating to story treasure hunt map • Completing a sentence that repeats itself in a familiar story • Acting out stories from a book (Three Little Pigs) • Attending while being read to for 4-10 minutes • Showing interest in reading related activities, such a Independently looking at a book or drawing pictures based on a story, etc. • Constructing complex structures with vertical, horizontal and symmetrical lines

• Pretending to write following natural progression of left to right, top to bottom • Beginning to make real letters • Copying letters of first name and symbols • Giving 3, 5, 7 objects upon request • Recognizing number symbols • Extending patterns of object • Naming small, medium and large (What size is this?) • Rote counting objects to ten • Counting objects to five • Understanding concepts of more, less, add, take away • Arranging different colored blocks according to teacher design • Classifying numbers • Beginning to understand simple logical problems • Making comparisons among objects • Demonstrating an awareness that different families practice different traditions • Enjoying stories, poems about different peoples • Demonstrating an awareness of rules • Using objects such as cash registers and other occupational tools to role play various occupations • Placing common household objects in the appropriate rooms of a house • Describing why it is important to keep passageways clear of clutter

• Discussing why it is important to keep passageways clear of clutter • Using a computer software program to complete a learning activity • Using a CD player or tape player to listen to songs or stories • Asking questions about persons and things • Elaborating and expanding on others’ utterances • Sequencing a story using at least 3 pictures • Following prepositional directions on/around/over/under • Pointing to shoulder, hand, neck, arms, elbow, knee, chin, legs • Naming mouth, eye, ear, nose and fingers • Demonstrating understanding of when and why • Following 3-4 directions given at one time and carried out over time • Retelling an experience • Responding appropriately (verbally) to requests made by adults • Calling teachers and peers by name • Using at least 5-6 word sentences • Using “I”, “me”, “you”, “mine” • Telling middle name, last name, parent’s name, address, telephone number, birthday, days of week • Asking definitions of words • Asking questions about people and things

• Using regular plurals, past tense, -ing verbs and possessives • Labeling items when group name is given (“what are coats, shoes and pants?”) • Using trial and error to experiment with a variety of solutions • Following through on a task until completed • Repeating number & word groupings modeled by the teacher • Recalling object placement, missing parts and identifies added object • Matching, pointing to and naming 6 to 8 colors Outcome 1: Outcome 2: Outcome 3: Social Emotional Skills Acquiring Skills and Knowledge Taking Appropriate Action to Children demonstrate age Children demonstrate age Meet Needs appropriate functioning by….. appropriate functioning by….. Children demonstrate age appropriate functioning by…..

61-72 Months 61-72 Months 61-72 Months • Recognizing that there are • Understanding that it is • Obeying traffic lights and “good” and “bad” touches unsafe to accept rides, food signs • Balancing his own needs or money from strangers • Covering mouth and nose with the needs of others • Recognizing that there are when coughing/sneezing • Responding verbally and “good” and “bad” touches • Brushing teeth following positively to good fortunes • Progressing from using good dental hygiene of others scribbles to shapes and procedures • Having a best friend/group pictures that represent • Understanding that it is of friends more detailed ideas unsafe to accept rides, food • Interacting with familiar • Naming feelings, i.e. happy, or money from strangers adults sad, angry, surprised, • Recognizing that there are • Separating and reuniting worried, fearful “good” and “bad” touches appropriately from primary • Solving conflicts by using • Running smoothly with family member thinking skills changes in speed • Independently completing a • Telling similarities and • Cutting soft food with knife project differences • Assisting in food • Naming feelings, i.e. happy, • Predicting what will happen preparation requiring sad, angry, surprised, next mixing and cooking worried, fearful • Knowing what to do in • Requiring minimal unfamiliar situations supervision and help with (emergencies) dressing and undressing

• Demonstrating tenderness • Pointing out common words • Bathing without assistance & protectiveness toward in stories • Selecting own clothes younger children & pets • Discriminating middle • Being responsible for one • Predicting classroom sounds in words: cup, cap household chore routines and guiding other • Articulating the middle • Making own bed when children in routines sounds in words asked • Solving conflicts by using • Naming the sound spoken • Understanding that it is thinking skills /mm/, /tt/, /bb/ “monkey; unsafe to accept rides, food • Conforming to adult ideas many, moon money. These or money from strangers • Participating in pretend words start with what • Using imagination and reading activities with other sound? inventiveness to create children • Clapping syllables in their novel experiences • Modifying activities when name new ideas are presented • Identifying beginning sound of name and/or familiar words and find another with the same sound: “My name is Mary. His name is Matt. They both begin with /mm/ and/or the same letter • Identifying most letter sounds • Recognizing most letters • Naming most letters • Using letters that represent sounds in writing words (phonetic spelling) • Recalling single words from single presentation (stop sign) • Predicting what will happen in a story • Accurately relating familiar story • Attending while being read to for more than 10 minutes • Writing to communicate • Stringing invented words together leaving spaces between words • Printing name independently • Printing various letters of the alphabet independently • Making up patterns with objects

• Making number comparisons between groupings of concrete objects (this is one, this is three) • Matching numbers with objects • Understanding concepts of greater than, fewer, equal to • Knowing sums to five • Knowing subtracting from five • Independently printing symbols • Understanding concepts of hot/cold, fast/slow, short/long, thin/fat, night/day • Identifying and describing sameness and differences of objects • Sorting and collecting objects according to two or more attributes • Asking questions and answering questions about measurement, comparison and size • Predicting changes in form which may occur with ingredients • Creating own set of instructions using amounts, ingredients and equipment • Identifying similarities and differences in people’s living patterns • Demonstrating a beginning awareness of state and country • Demonstrating initial understanding of how people rely on each other to obtain goods and services

• Describing different community jobs • Describing characteristics of shapes • Creating by folding, cutting, drawing, models of circles, squares, triangles and rectangles using various materials. • Understanding that most natural events occur in comprehensible, consistent patterns • Describing patterns of structure and function in living things • Describing how different technologies affect people’s lives (telephone, computer, TV) • Using more Abstract/logical thinking (understand opposites and simple analogies) • Sequencing a story using four or more pictures • Demonstrating knowledge of numerous finger plays • Following complex directions given at one time that may be carried out over time • Pointing to and naming hip, waist, toenails, chest, eyebrows, jaw, stomach, fingernails, back, wrist, cheek • Sorting pictures/objects with multiple elements, i.e. large, red, star • Telling own/city, state, months of the year, current year • Using compound sentences connected with and or or • Expressing feelings using appropriate words

• Maintaining a conversation using multiple verbal turn- taking • Explaining rules of game or activity • Labeling a group with no pictures (“What are cookies, hamburgers and carrots?”) • Giving function of a group with no pictures (“What are coats, shirts and pants for?”) • Using expanded length (more than 6 words) and complex sentences • Using irregular verbs and comparative forms of words • Using he, she, our, they, during spontaneous conversation • Matching, pointing to and naming 8-10 colors • Anticipating events showing an understanding of time • Demonstrating an understanding of time concepts-morning, afternoon, tonight, today, tomorrow, yesterday, last night • Demonstrating knowledge of how objects come apart and fit together • Demonstrating the ability to look ahead and visualize a solution • Repeating number and word groupings as modeled by the teacher • Recalling object placement, missing parts and identifies added objects and shapes

ND Early Childhood Outcomes Process Age Expectation Developmental Milestones

References and Resources

Administration for Children and Families. (2003). Program performance measures for head start programs serving infants and toddlers. Retrieved from http://www.acf.hhs.gov/programs/hsb

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