FLORIDA EARLY LEARNING AND DEVELOPMENTAL STANDARDS INTRODUCTION
INTRODUCTION INTRODUCTION INTRODUCTION INTRODUCTION INTRODUCTION
TheThe first first five five years years of of life life is is a aperiod period of ofrapid rapid development development for for young young children. children. Recent research supports that every child is born with well-developed senses and reflexes. Recent research supports that every child is born with well-developed senses Beginning at birth, young infants are able to form relationships with adults, develop trust, and reflexes. Beginning at birth, young infants are able to form relationships with and explore the world. With adequate nutrition, an appropriate environment, and nurturing adults, develop trust, and explore the world. With adequate nutrition, an appropriate by responsive adults, young children become actively engaged in exploration and in learning environment, and nurturing by responsive adults, young children become actively about their environments. Each child’s special temperament and family context ensure that, engagedwhile development in exploration will follow and a somewhat in learning predictable about their sequence, environments. the child’s Each development child’s specialwill be unique. temperament and family context ensure that, while development will follow a somewhat predictable sequence, the child’s development will be unique. Florida’s Early Learning and Developmental Standards is a comprehensive document containing Florida’s age-appropriate Early Learning information and Developmental and reflections Standardsabout how young is a comprehensive children explore, documentcreate, and containingthink. The age-appropriateStandards are grounded information in Florida’s and reflections conviction aboutthat children’s how young early childrenexperiences explore, are directlycreate, relatedand think. to laterThe Standards success in are school, grounded in the in workforce,Florida’s conviction and in life. thatThe information children’s early in this experiences document is are offered directly to parents, related tocaregivers, later success and teachers in school, so that in thetheir workforce, interactions and with in young life. childrenThe information in the home, in this and documentin School Readiness, is offered Voluntaryto parents, Pre- caregivers,Kindergarten and (VPK), teachers and other so earlythat theircare andinteractions education with programs young canchildren build uponin the children’s home, andemerging in School talents Readiness, and strengths Voluntary in appropriate Pre-Kindergarten and enriching (VPK), ways. and other early care and education programs can build upon children’s emerging talents and strengths in This document is the latest in a series of steps that Florida has taken to support appropriate and enriching ways. early learning programs in collaboration with public and private partners. The School Readiness Act, Section 411.01 of the Florida Statutes, created the Partnership for School In 2007, the Florida Office of Early Learning created a Steering Committee Readiness (now called the Agency for Workforce Innovation’s Office of Early Learning, or to provide guidance for a comprehensive set of Standards that would provide OEL). The Act also called for the creation of standards for school readiness programs. aIn developmentally 2000, the Partnership appropriate approved educational standards for path five-year-olds, for Florida’s which children were from augmented birth throughin 2001 by age standards four. This for three- document and four-year-olds. addresses five In 2004, developmental the Office of domains. Early Learning For eachadopted developmental the Florida Birth domain to Three the Learning Office hasand Developmental identified Standards Standards, which and reflect in 2005, the the expectationsFlorida Department regarding of Education’s a child’s age Office appropriate of Early Learning progress. established the Voluntary Pre- Kindergarten Standards, which were revised in 2008. In 2011, the Florida Office of Early Learning (OEL) and the Department of Education’s Since Office these variousof Early StandardsLearning (DOE) were published,worked collaboratively caregivers and to develop teachers, one parents, set ofand standards experts have for Florida’s provided four-year-olds suggestions for participating improvement. in eitherIn 2007, the the School Agency Readiness created a orSteering Voluntary Committee Prekindergarten to provide guidance (VPK) Education for a comprehensive Program. The set of revised Standards four-year-old that would standards,provide a developmentally adopted by the appropriate State Board educational of Education path and for Florida’spromulgated children into from rule birthby OELthrough will age continue four. A to list provide of Committee guidance members for early can learning be found programs. in Appendix A.
Florida’s Early Learning and Developmental Standards Introduction 1 GUIDING PRINCIPLES Introduction 3 Development occurs in all five domains, but not necessarily at the same pace. Growth Learning occurs in all parts of the world child’s – at home, in early childhood settings, Development begins prenatally and continues throughout life. During the first three years of of years three first the During life. throughout continues and prenatally begins Development of adults those and guidance support, love, on depend the unconditional children Young thrive children the when common across are threads settings there in which they Young Significant adults in a child’s life can support and enrich development by ensuring that basic basic that ensuring by development enrich and support can life child’s a in adults Significant
in one domain can affect growth in other domains. Development is shaped by many factors, background. individual temperament and cultural including genetics, the early environment, learn and from their from both children daily and routines, planned and in communities. Young encouragement, is enhanced learning This children. other and from adults exploration, learn from They activities. unplanned through play children’s young expand and guide actively adults when adults may be necessary as well. from Limited overt direction imitation, and repetition. development, a child’s brain connections become increasingly complex, and interference with those those with interference and complex, increasingly become connections brain prowess physical child’s a increasing development, Children’s development. on effects long-term have nurturing and could productive connections maintain and form to capacity The domains. all across learning facilitates relationships with other people supports the development of cognitive and language skills. relationship important most The opportunities. learning new maximize to order in them for care who adults significant Other parents. and her/his child that is life the one between in a child’s young supportive environment. a seamless and to ensure must work in partnership with parents develop. Their confidence in trying new skills and finding unique information occur is when they can more more accurately apt predict their environments, to and have a sense of trust in for them. the adults that care Children learn in many ways and in multiple settings. learning. children’s enhance that experiences appropriate and intentional provide can Adults a encourage can environment joyous and supportive a Providing met. are needs safety and health The risks. take and skills new out try to and problem-solving, and exploration love to child young school, in success later child’s that impact can experiences early child’s a of quantity and quality life. in and workforce, the in Early Learning and Developmental Standards Florida’s GUIDING PRINCIPLES GUIDING incorporate our collective knowledge about child development and best practices. These Florida’s Early the following: principles include Learning and Developmental Standards is based on principles that and development. is a period of rapid growth The first five years Nurturing and responsive relationships are the foundation development. of health, growth, and of experiences promotes development. Consistency and continuity Developmental milestones occur in a somewhat predictable order, develops at a unique pace. but each child Introduction 2
The Standards can help adults understand what children may be able to do, and what and do, to able be may children what understand adults help can Standards The to expect as they develop. While the Standards are not designed to be a screening or an assessment tool, they can serve to help adults understand the typical order of development during the early years. The Standards can guide parents, caregivers, and teachers as they plan intentional and experiences appropriate for young based children, on an understanding of each and anticipated next steps. developmental accomplishments child’s The Standards can be a useful tool for enriching the experiences of young children with special or needs. even These out tend children to develop less or rapidly, more of sequence in the various domains. Understanding and planning for these children and education programs. can help all who participate in early care The Standards create a common language for parents, caregivers, and teachers. A children young about care who adults the that is experiences early sound, of hallmark based is that one - experience early enriching and seamless a ensure to together work shared a Having world. changing a of exploration active and relationships nurturing on language for communication increases the probability that these adult partnerships will be successful.
Florida’s Early Learning and Developmental Standards Early Learning Florida’s of audiences. can be used in multiple ways by a variety The Standards This includes the following: Questions to Ask are Yourself included for each domain. Suggestions for integrating the To make Standards into the daily interactions Standards with useful young children for can parents, be found caregivers, in and Considerations the section Environmental teachers, for each a domain. Standards Performance series An Program alignment Start of between Head the the and Birth Standards to Developmental Three and Early Learning section. can be found at the end of each or areas of development. Communication; and These Language domains, five domains Development; into include Emotional organized is and the Standards Developmental Social and following: Learning Learning;Early to Florida’s Physical Approaches Development; sub-domains into divided is domain Each Knowledge. General and Development Cognitive sub-domains. those within found are themselves Standards The areas. specific on focus that Standard. understand each to help the reader provided are Four practical examples HOW TO USE THE STANDARDS THE TO USE HOW
HOW TO USE TO HOW HOW TO USE TO HOW GUIDINGGUIDING PRINCIPLESPRINCIPLES Introduction 3 Learning Learning occurs in all parts of the world child’s – at home, in early childhood settings, Development occurs in all five domains, but not necessarily at the same pace. Growth Young children thrive children the when common across are threads settings there in which they Young Young children depend on the unconditional love, support, and guidance of adults those and guidance support, love, on depend the unconditional children Young Development begins prenatally and continues throughout life. During the first three years of of years three first the During life. throughout continues and prenatally begins Development Significant adults in a child’s life can support and enrich development by ensuring that basic basic that ensuring by development enrich and support can life child’s a in adults Significant
in one domain can affect growth in other domains. Development is shaped by many factors, background. individual temperament and cultural including genetics, the early environment, learn and from their from both children daily and routines, planned and in communities. Young encouragement, is enhanced learning This children. other and from adults exploration, learn from They activities. unplanned through play children’s young expand and guide actively adults when adults may be necessary as well. from Limited overt direction imitation, and repetition. who care for them in order to maximize new learning opportunities. The most important relationship relationship important most The opportunities. learning new maximize to order in them for care who adults significant Other parents. and her/his child that is life the one between in a child’s young supportive environment. a seamless and to ensure must work in partnership with parents develop. Their confidence in trying new skills and finding unique information occur is when they can more more accurately apt predict their environments, to and have a sense of trust in for them. the adults that care development, a child’s brain connections become increasingly complex, and interference with those those with interference and complex, increasingly become connections brain prowess physical child’s a increasing development, Children’s development. on effects long-term have nurturing and could productive connections maintain and form to capacity The domains. all across learning facilitates relationships with other people supports the development of cognitive and language skills. Florida’s Early Learning and Developmental Standards Florida’s health and safety needs are met. Providing a supportive and joyous environment can encourage a encourage can environment joyous and supportive a Providing met. are needs safety and health The risks. take and skills new out try to and problem-solving, and exploration love to child young school, in success later child’s that impact can experiences early child’s a of quantity and quality life. in and workforce, the in Adults can provide intentional and appropriate experiences that enhance children’s learning. children’s enhance that experiences appropriate and intentional provide can Adults Children learn in many ways and in multiple settings. Developmental milestones occur in a somewhat predictable order, develops at a unique pace. but each child Consistency and continuity of experiences promotes development. Consistency and continuity Nurturing and responsive relationships are the foundation development. of health, growth, and GUIDING PRINCIPLES GUIDING incorporate our collective knowledge about child development and best practices. These Florida’s Early the following: principles include Learning and Developmental Standards is based on principles that and development. is a period of rapid growth The first five years Introduction 2 The Standards can help adults understand what children may be able to do, and what and do, to able be may children what understand adults help can Standards The to expect as they develop. While the Standards are not designed to be a screening or an assessment tool, they can serve to help adults understand the typical order of development during the early years. The Standards can guide parents, caregivers, and teachers as they plan intentional and experiences appropriate for young based children, on an understanding of each and anticipated next steps. developmental accomplishments child’s The Standards can be a useful tool for enriching the experiences of young children with special or needs. even These out tend children to develop less or rapidly, more of sequence in the various domains. Understanding and planning for these children and education programs. can help all who participate in early care The Standards create a common language for parents, caregivers, and teachers. A children young about care who adults the that is experiences early sound, of hallmark based is that one - experience early enriching and seamless a ensure to together work shared a Having world. changing a of exploration active and relationships nurturing on language for communication increases the probability that these adult partnerships will be successful.
Florida’s Early Learning and Developmental Standards Early Learning Florida’s HOW TO USE THE STANDARDS THE TO USE HOW or areas of development. Communication; and These Language domains, five domains Development; into include Emotional organized is and the Standards Developmental Social and following: Learning Learning;Early to Florida’s Physical Approaches Development; sub-domains into divided is domain Each Knowledge. General and Development Cognitive sub-domains. those within found are themselves Standards The areas. specific on focus that Standard. understand each to help the reader provided are Four practical examples Questions to Ask are Yourself included for each domain. Suggestions for integrating the To make Standards into the daily interactions Standards with useful young children for can parents, be found caregivers, in and Considerations the section Environmental teachers, for each a domain. Standards Performance series An Program alignment Start of between Head the the and Birth Standards to Developmental Three and Early Learning section. can be found at the end of each of audiences. can be used in multiple ways by a variety The Standards This includes the following: HOW TO USE TO HOW PHYSICAL DEVELOPMENT
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT
PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT During their first five years, young children undergo more rapid and dramatic changes in their Duringphysical their development first five years, than youngat any otherchildren time undergo in their lives.more Changesrapid and in dramatic body proportion, changes coordination,in their physical and development strength occur, than as at doesany other increasingly time in their complex lives. brain Changes development. in body proportion, Children developcoordination, remarkable and strength physical, occur, motor, as does and increasinglysensory capacities complex that brain enhance development. exploration Children and masterydevelop ofremarkable the environment. physical, motor, and sensory capacities that enhance exploration and mastery of the environment. Physical development impacts other developmental areas. Research and experience suggest Physical that planned development physical impacts activities other and developmental exposure to areas.a wide Researcharray of experiences and experience are keyssuggest to the that physical planned development physical activities of young and children. exposure Increased to a wide body array control of experiences enables young are childrenkeys to the to physical become development active partners of young in managing children. their Increased own health, body control safety, enables and physical young fitness.children Because to become many active health-related partners inbehaviors managing (e.g., their eating own preferences, health, safety, exercise and patterns) physical arefitness. developed Because in childhood, many health-related it is vital that behaviors the adults (e.g., who eating care preferences,for young children exercise consciously patterns) promoteare developed physical in childhood, development. it is vital that the adults who care for young children consciously promote physical development. There are four components to young children’s physical development. There are four components to young children’s physical development. Gross motor development refers to the use, refinement, and Grosscoordination motor of development the body’s large refers muscles. to the use, refinement, and coordination of the body’s large muscles. Fine motor development focuses on the use, refinement, and Finecoordination motor development of the small muscles. focuses on the use, refinement, and coordination of the small muscles. Self-help refers to the child’s capacity to accomplish health and self-careSelf-help routines refers to independently the child’s capacity and interdependently to accomplish health with and self-caresignificant routines adults. independently and interdependently with significant adults. Health includes physical, dental, auditory, and visual development Healthas well includesas the nutritional, physical, mentaldental, auditory,health, and and wellness visual development needs of asyoung well children. as the nutritional, mental health, and wellness needs of young children. Throughout their early years, children demonstrate increasingly complex capacities that enable Throughout them to their create early their years, own children learning demonstrate experiences. increasingly As they master complex new capacitiesand more complicatedthat enable them tasks, to children’s create their self-confidence own learning increases.experiences. Parents, As they caregivers, master new and and teachers more cancomplicated provide safetasks, and children’s supportive self-confidence exploration, excitementincreases. aboutParents, new caregivers, accomplishments, and teachers and respectcan provide for individual safe and differences.supportive exploration, excitement about new accomplishments, and respect for individual differences.
Florida’s Early Learning and Developmental Standards Physical Development 1 Florida’s Early Learning and Developmental Standards Physical Development 1 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS A. GROSS MOTOR DEVELOPMENT QUESTIONS TO A. GROSS MOTOR DEVELOPMENT QUESTIONSASK YOURSELF TO 1. Shows characteristics of appropriate health and development ASK YOURSELF How does your young Young1. Shows infants characteristics demonstrate great of progress appropriate in their healthmotor growth and developmentand development. Howinfant does use yourher body young to YoungWhile thisinfants occurs demonstrate in a predictable great progresssequence, in there their maymotor be growth differences and development.in the rate of infantEXPLORE 7HAT BODY use her body to Whiledevelopment. this occurs Optimal in a developmentpredictable sequence, occurs in athere safe, may healthy, be differences consistent, andin the nurturing rate of EXPLORE 7HAT BODY positions or head development.environment provided Optimal developmentby the parents, occurs caregivers, in a safe, and healthy, teachers consistent, in the infants’and nurturing lives. positions ordoes head she seem environmentHealth and motor provided development by the parents, are supported caregivers, when and young teachers infants in are: the infants’ lives. positionsTO LIKE BEST AND LEAST does she seem Healths 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " and motor development are supported when young infants are: TO LIKE BEST AND LEAST 7HAT KINDS OF TOYS s 2OLLING OVER BACK TO FRONTs 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " 7HAT KINDS OF TOYS or objects does your s 3HOWING ALERTNESS DURING WAKING PERIODSs 2OLLING OVER BACK TO FRONT oryoung objects infant does seem your most s #OOING AND VOCALIZINGs 3HOWING ALERTNESS DURING WAKING PERIODS youngINTERESTED IN (OW DO infant seem most s #OOING AND VOCALIZING INTERESTED IN (OW DO YOU KNOW 2. Demonstrates beginning signs of balance, control, and YOU KNOW 7HAT ARE THE lRST SIGNS 2. coordinationDemonstrates beginning signs of balance, control, and 7HAT ARE THE lRST SIGNS that your young infant is !S YOUNG INFANTS GROW THEY BEGIN TO GAIN CONTROL OF THEIR BODIES 'ROSS MOTOR DEVELOPMENT coordination thatbeginning your young to get infantinvolved is !S YOUNG INFANTS GROW THEY BEGIN TO GAIN CONTROL OF THEIR BODIES 'ROSS MOTOR DEVELOPMENT focuses on arm, body, and leg movements. Tone, strength, and coordination improve beginningIN HIS FEEDING (OW to get involved focusesprogressively on arm, from body, head and to leg toe. movements. While the sequence Tone, strength, of development and coordination is predictable, improve IN HIS FEEDING (OW does he tell you when he progressivelythere is variation from in headeach toyoung toe. infant’sWhile the timetable. sequence Young of development infants demonstrate is predictable, some doesWANTS TO EAT he tell you when he therebalance, is variationcontrol, andin each coordination young infant’s by: timetable. Young infants demonstrate some WANTS TO EAT balance,s 4URNING THEIR HEADS FROM SIDE TO SIDE KICKING THEIR FEET AND MOVING THEIR HANDS control, and coordination by: s 3ITTING INITIALLY WITH SUPPORT AND LATER WITHOUT SUPPORTs 4URNING THEIR HEADS FROM SIDE TO SIDE KICKING THEIR FEET AND MOVING THEIR HANDS ENVIRONMENTAL s 3TANDING lRMLY ON LEGS AND BOUNCING ACTIVELY WHEN HELD IN STANDING POSITION s 3ITTING INITIALLY WITH SUPPORT AND LATER WITHOUT SUPPORT CONSIDERATIONS ENVIRONMENTAL s 0USHING THEIR CHESTS AND HEADS OFF THE mOORs 3TANDING lRMLY ON LEGS AND BOUNCING ACTIVELY WHEN HELD IN STANDING POSITION CONSIDERATIONS Have a variety of simple s 0USHING THEIR CHESTS AND HEADS OFF THE mOOR Haveand safe a variety toys, materials,of simple B. FINE MOTOR DEVELOPMENT and safehousehold toys, materials, items B. FINE MOTOR DEVELOPMENT andavailable household for young items 1. Demonstrates visual abilities that support healthy growth and availableINFANTS TO EXPLORE for young 1. Demonstrates development visual abilities that support healthy growth and Rattles, large cloth INFANTS TO EXPLORE 4HE development VISUAL ABILITIES OF YOUNG INFANTS CONTRIBUTE TO DEVELOPING SKILLS IN ALL DOMAINS Rattles,BLOCKS AND POTSPANS large cloth 4HE Young VISUAL infants ABILITIES use their OF YOUNG vision to INFANTS observe CONTRIBUTE their immediate TO DEVELOPING environments SKILLS IN and ALL to DOMAINS capture BLOCKS AND POTSPANS may be useful. Youngthe attention infants and use fascinationtheir vision ofto theobserve parents, their caregivers, immediate and environments teachers who and respondto capture to may be useful. "E SURE THAT YOU DISINFECT thethis attentioninterest. Youngand fascination infants demonstrate of the parents, growing caregivers, visual acuity and teachers by: who respond to "E SURE THAT YOU DISINFECT all toys and materials this interest.s "LINKING AT THE mASH OF A CAMERA Young infants demonstrate growing visual acuity by: allthat toys are and used materials by young s &OLLOWING A HUMAN FACE WITH THEIR EYESs "LINKING AT THE mASH OF A CAMERA infants after each use. that are used by young s )NSPECTING THEIR OWN HANDS s &OLLOWING A HUMAN FACE WITH THEIR EYES infants after each use. s 'RADUALLY COORDINATING THEIR EYE MOVEMENTS TO WHAT IS IN THEIR lELD OF VISIONs )NSPECTING THEIR OWN HANDS s 'RADUALLY COORDINATING THEIR EYE MOVEMENTS TO WHAT IS IN THEIR lELD OF VISION
Florida’s Early Learning and Developmental Standards Physical Development 2 Florida’s Early Learning and Developmental Standards Physical Development 2 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
2. Demonstrates beginning signs of strength, control, and eye- 2. Exhibits auditory abilities that support healthy growth and QUESTIONS TO 2. Demonstrateshand coordination beginning signs of strength, control, and eye- QUESTIONS TO 2. Exhibitsdevelopment auditory abilities that support healthy growth and QUESTIONSASK YOURSELF TO !LTHOUGH THEIR MOVEMENTS MAY BE REmEXIVE AND SEEMINGLY RANDOM YOUNG INFANTS hand coordination QUESTIONSASK YOURSELF TO !UDITORY development SKILLS PROVIDE A FOUNDATION FOR LATER DEVELOPMENT ESPECIALLY FOR LEARNING ASK YOURSELF ASK YOURSELF What do you provide for !LTHOUGH THEIR MOVEMENTS MAY BE REmEXIVE AND SEEMINGLY RANDOM YOUNG INFANTS develop more purposeful actions over time. They use their vision and hands to How often do you play !UDITORY language. SKILLS Young PROVIDE infants A use FOUNDATION sounds to FOR communicate LATER DEVELOPMENT with others, ESPECIALLY and they FOR delight LEARNING in EXPLORE LARGE AND SMALL OBJECTS WITHIN THEIR REACH 9OUNG INFANTS SHOW INITIAL lNE hearing language. Young Infants demonstrate auditory or hearing abilities by: WhatYOUNG INFANTS TO LOOK AT do you provide for develop more purposeful actions over time. They use their vision and hands to HowWITH YOUR YOUNG INFANT often do you play language. Young infants use sounds to communicate with others, and they delight in motor development by: YOUNG INFANTS TO LOOK AT (OW DO THEY REACT EXPLORE LARGE AND SMALL OBJECTS WITHIN THEIR REACH 9OUNG INFANTS SHOW INITIAL lNE WITH YOUR YOUNG INFANT hearings " ECOMING CALM WHEN THEY HEAR THE VOICES OF FAMILIAR ADULTS OR ENVIRONMENTAL language. Young Infants demonstrate auditory or hearing abilities by: What special ways do (OW DO THEY REACT motors 'RASPING AN ADULTS lNGERS development by: s " SOUNDS SUCH AS MUSIC PLAYINGECOMING CALM WHEN THEY HEAR THE VOICES OF FAMILIAR ADULTS OR ENVIRONMENTAL What is your toy cleaning s 2EACHING FOR AND GRASPING OBJECTS SUCH AS RATTLES SOFT TOYS AND BLOCKSs 'RASPING AN ADULTS lNGERS WhatYOU CONDUCT ROUTINES LIKE special ways do s 4URNING THEIR HEAD IN RESPONSE TO SOUND SOUNDS SUCH AS MUSIC PLAYING WhatPOLICY AND PROCEDURE is your toy cleaning YOU CONDUCT ROUTINES LIKE feeding, bathing, and BIRTH TO 8 MONTHS BIRTH s 4URNING AND SMILING WHEN THEIR NAME IS SPOKEN BY PARENTS CAREGIVERS AND BIRTH TO 8 MONTHS BIRTH s 0s 2EACHING FOR AND GRASPING OBJECTS SUCH AS RATTLES SOFT TOYS AND BLOCKSLAYING WITH THEIR lNGERS AND PUTTING THEIR HANDS IN THEIR MOUTHS s 4URNING THEIR HEAD IN RESPONSE TO SOUND POLICY AND PROCEDURE How often do you clean feeding,CHANGING DIAPERS (OW bathing, and TEACHERS BIRTH TO 8 MONTHS BIRTH s 4URNING AND SMILING WHEN THEIR NAME IS SPOKEN BY PARENTS CAREGIVERS AND THE TOYS s ,OOKING AT AND TRANSFERRING OBJECTS FROM HAND TO HANDs 0LAYING WITH THEIR lNGERS AND PUTTING THEIR HANDS IN THEIR MOUTHS does your young infant How often do you clean CHANGING DIAPERS (OW TEACHERSs 7ATCHING ADULTS INVOLVED IN LISTENING AND VOCALIZING ACTIVITIES SUCH AS SIMPLE THE TOYS s ,OOKING AT AND TRANSFERRING OBJECTS FROM HAND TO HAND doesRESPOND your young infant Does your young infant s 7ATCHING ADULTS INVOLVED IN LISTENING AND VOCALIZING ACTIVITIES SUCH AS SIMPLE &INGER PLAYS AND SONGS C. SELF-HELP RESPOND Doeshave ayour primary young care infant &INGER PLAYS AND SONGS haveprovider a primary for routine care and C. SELF-HELP 3. Shows characteristics of good oral health 1. Demonstrates beginning participation in self-care ENVIRONMENTAL providerEMERGENCY HEALTH CARE for routine and /RAL 3. Shows HEALTH HAS characteristics A STRONG INmUENCE of ON good SPEECH oral DEVELOPMENT health AND EATING ABILITY !S 1. Demonstrates beginning participation in self-care ENVIRONMENTALCONSIDERATIONS EMERGENCY HEALTH CARE Newborns and young infants are very dependent on their parents, caregivers, and /RAL the teeth HEALTH of HAS young A STRONG infants INmUENCE begin to ON emerge, SPEECH they DEVELOPMENT require careful AND EATING adult attention ABILITY !S to CONSIDERATIONS NewbornsTEACHERS TO MEET BASIC NEEDS 7HILE SELF HELP SKILLS EMERGE SLOWLY EVEN YOUNG INFANTS and young infants are very dependent on their parents, caregivers, and When introducing solid theCLEANLINESS AS WELL AS GOOD NUTRITION 'OOD ORAL HEALTH CARE IS SUPPORTED WHEN YOUNG teeth of young infants begin to emerge, they require careful adult attention to can participate in their own self-care. Young infants demonstrate the emergence of ENVIRONMENTAL TEACHERS TO MEET BASIC NEEDS 7HILE SELF HELP SKILLS EMERGE SLOWLY EVEN YOUNG INFANTS Whenfoods, introducinguse single, softsolid CLEANLINESS AS WELL AS GOOD NUTRITION 'OOD ORAL HEALTH CARE IS SUPPORTED WHEN YOUNG infants are: SELF HELP SKILLS BY ENVIRONMENTALCONSIDERATIONS can participate in their own self-care. Young infants demonstrate the emergence of foods,PUREED FOODS LIKE use single, soft infantss 0ROVIDED WITH A BOTTLE ONLY AT MEALTIMES are: CONSIDERATIONS SELF HELP SKILLS BYs #OORDINATING SUCKING AND SWALLOWING WHEN FEEDING PUREED FOODS LIKE CARROTS OR PEACHES AND Maintain separate s 0ROVIDED WITH APPROPRIATE AND SANITIZED TEETHING TOYSs 0ROVIDED WITH A BOTTLE ONLY AT MEALTIMES s 2s #OORDINATING SUCKING AND SWALLOWING WHEN FEEDINGEACHING OUT AND HOLDING THEIR BOTTLES WHILE BEING HELD AND FED BY AN ADULT CARROTS OR PEACHES AND AVOID CHOKING FOODS LIKE Maintaindiapering separate and feeding s %XHIBITING CLEAN AND HEALTHY LOOKING GUMS AND TEETHs 0ROVIDED WITH APPROPRIATE AND SANITIZED TEETHING TOYS s $RINKING FROM A CUP WITH HELPs 2EACHING OUT AND HOLDING THEIR BOTTLES WHILE BEING HELD AND FED BY AN ADULT AVOID CHOKING FOODS LIKE GRAPES OR HOT DOGS diaperingspaces. Carefully and feeding clean s 2EACHING FOR A DRINKING BOTTLEs %XHIBITING CLEAN AND HEALTHY LOOKING GUMS AND TEETH s $RINKING FROM A CUP WITH HELP GRAPES OR HOT DOGS spaces.the diapering Carefully area cleanafter s -OVING PUREED FOOD TO THE BACK OF THE MOUTH TO SWALLOW Ensure that s 2EACHING FOR A DRINKING BOTTLE theeach diapering use. area after s -OVING PUREED FOOD TO THE BACK OF THE MOUTH TO SWALLOW Ensurebreastfeeding that is 4. Shows basic physical needs are met each use. 2. Participates in basic health and safety routines breastfeedingsupported by offering is -AKE SURE THAT 4. Shows basic physical needs are met 2. Participates in basic health and safety routines supportedinformation by and offering by Young infants must have their basic needs met in order to ensure optimal development. younger infants have 9OUNG INFANTS BEGIN TO lND COMFORT IN THE HEALTH AND SAFETY ROUTINES ESTABLISHED BY -AKE SURE THAT informationhaving procedures and by in "ECAUSE YOUNG INFANTS ARE COMPLETELY DEPENDENT ON THE CARE OF ADULTS IT IS IMPERATIVE opportunities for outdoor 9OUNG INFANTS BEGIN TO lND COMFORT IN THE HEALTH AND SAFETY ROUTINES ESTABLISHED BY their parents, caregivers, and teachers. The predictability of these routines adds to Young infants must have their basic needs met in order to ensure optimal development. younger infants have havingplace for procedures proper storage in that someone is overseeing infant health care needs. This oversight is apparent when play each day. Keep your theirTHE SENSE OF TRUST AND COMFORT THAT YOUNG INFANTS EXPERIENCE IN EVERYDAY INTERACTIONS parents, caregivers, and teachers. The predictability of these routines adds to "ECAUSE YOUNG INFANTS ARE COMPLETELY DEPENDENT ON THE CARE OF ADULTS IT IS IMPERATIVE opportunities for outdoor placeand handling for proper of breaststorage young infants: outdoor spaces clean THE SENSE OF TRUST AND COMFORT THAT YOUNG INFANTS EXPERIENCE IN EVERYDAY INTERACTIONS Young infants show familiarity with health and safety routines established by that someone is overseeing infant health care needs. This oversight is apparent when play each day. Keep your andMILK 0ROVIDE QUIET handling of breast and safe. YoungSIGNIlCANT ADULTS BY infants show familiarity with health and safety routines established by youngs (AVE A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER infants: outdoor spaces clean MILK 0ROVIDE QUIET areas for breastfeeding and safe. SIGNIlCANT ADULTS BYs !NTICIPATING FEEDING CUES BY KICKING FEET OR TURNING HEAD s !RE ALERT DURING AWAKE PERIODSs (AVE A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER Provide a clean, safe areasmothers. for breastfeeding s 2ELAXING DURING BATHING ROUTINESs !NTICIPATING FEEDING CUES BY KICKING FEET OR TURNING HEAD s !RE ALERT DURING AWAKE PERIODSs (AVE PARENTS CAREGIVERS AND TEACHERS WHO ARE KNOWLEDGEABLE OF SIGNS AND Providespace for a clean,tummy safe time. mothers. s !NTICIPATING SLEEPING ROUTINES BY RELAXING WHEN ROCKEDs 2ELAXING DURING BATHING ROUTINES s (AVE PARENTS CAREGIVERS AND TEACHERS WHO ARE KNOWLEDGEABLE OF SIGNS AND SYMPTOMS THAT INDICATE THE NEED TO GET EMERGENCY HEALTH CARE FOR THEM space for tummy time. Place young infants on s -AKING SOUNDS TO ADULT VOCALIZATIONS DURING DIAPER CHANGING ROUTINESs !NTICIPATING SLEEPING ROUTINES BY RELAXING WHEN ROCKED s 2ECEIVE CARE THAT LEADS TO GOOD HYGIENE AND OVERALL CLEAN APPEARANCE SYMPTOMS THAT INDICATE THE NEED TO GET EMERGENCY HEALTH CARE FOR THEM PlaceTHEIR BACKS TO SLEEP young infants on s -AKING SOUNDS TO ADULT VOCALIZATIONS DURING DIAPER CHANGING ROUTINES s 2ECEIVE CARE THAT LEADS TO GOOD HYGIENE AND OVERALL CLEAN APPEARANCE THEIR BACKS TO SLEEP D. HEALTH D. HEALTH 1. Shows characteristics of good nutritional health 'OOD 1. Shows NUTRITION characteristics IS NECESSARY FOR OPTIMAL of good PHYSICAL nutritional SOCIAL AND health EMOTIONAL DEVELOPMENT 'OOD Young NUTRITION infants are IS NECESSARY dependent FOR on OPTIMAL their parents, PHYSICAL caregivers, SOCIAL AND and EMOTIONAL teachers to DEVELOPMENT ensure that YoungTHEIR NUTRITIONAL NEEDS ARE MET 'OOD NUTRITIONAL HEALTH IS EVIDENT WHEN YOUNG INFANTS ARE infants are dependent on their parents, caregivers, and teachers to ensure that THEIR NUTRITIONAL NEEDS ARE MET 'OOD NUTRITIONAL HEALTH IS EVIDENT WHEN YOUNG INFANTS AREs "REASTFEEDING IF APPLICABLE s #ONSUMING ADEQUATE NUTRITIONAL FOODSs "REASTFEEDING IF APPLICABLE s s #ONSUMING ADEQUATE NUTRITIONAL FOODS!TTAINING AND MAINTAINING WEIGHT APPROPRIATE TO AGE AND HEIGHT SEE !PPENDIX " s "EGINNING TO ACCEPT SINGLE PUREED SOLID FOODSs !TTAINING AND MAINTAINING WEIGHT APPROPRIATE TO AGE AND HEIGHT SEE !PPENDIX " s "EGINNING TO ACCEPT SINGLE PUREED SOLID FOODS
Florida’s Early Learning and Developmental Standards Physical Development 3 Florida’s Early Learning and Developmental Standards Physical Development 4 Florida’s Early Learning and Developmental Standards Physical Development 3 Florida’s Early Learning and Developmental Standards Physical Development 4 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
2. Exhibits auditory abilities that support healthy growth and QUESTIONS TO development ASK YOURSELF !UDITORY SKILLS PROVIDE A FOUNDATION FOR LATER DEVELOPMENT ESPECIALLY FOR LEARNING How often do you play language. Young infants use sounds to communicate with others, and they delight in WITH YOUR YOUNG INFANT hearing language. Young Infants demonstrate auditory or hearing abilities by: s "ECOMING CALM WHEN THEY HEAR THE VOICES OF FAMILIAR ADULTS OR ENVIRONMENTAL What special ways do SOUNDS SUCH AS MUSIC PLAYING YOU CONDUCT ROUTINES LIKE s 4URNING THEIR HEAD IN RESPONSE TO SOUND feeding, bathing, and s 4URNING AND SMILING WHEN THEIR NAME IS SPOKEN BY PARENTS CAREGIVERS AND CHANGING DIAPERS (OW TEACHERS does your young infant s 7ATCHING ADULTS INVOLVED IN LISTENING AND VOCALIZING ACTIVITIES SUCH AS SIMPLE RESPOND &INGER PLAYS AND SONGS
3. Shows characteristics of good oral health ENVIRONMENTAL /RAL HEALTH HAS A STRONG INmUENCE ON SPEECH DEVELOPMENT AND EATING ABILITY !S CONSIDERATIONS the teeth of young infants begin to emerge, they require careful adult attention to When introducing solid CLEANLINESS AS WELL AS GOOD NUTRITION 'OOD ORAL HEALTH CARE IS SUPPORTED WHEN YOUNG foods, use single, soft infants are: PUREED FOODS LIKE s 0ROVIDED WITH A BOTTLE ONLY AT MEALTIMES CARROTS OR PEACHES AND s 0ROVIDED WITH APPROPRIATE AND SANITIZED TEETHING TOYS AVOID CHOKING FOODS LIKE s %XHIBITING CLEAN AND HEALTHY LOOKING GUMS AND TEETH GRAPES OR HOT DOGS s 2EACHING FOR A DRINKING CUP Ensure that breastfeeding is 4. Shows basic physical needs are met supported by offering information and by Young infants must have their basic needs met in order to ensure optimal development. having procedures in "ECAUSE YOUNG INFANTS ARE COMPLETELY DEPENDENT ON THE CARE OF ADULTS IT IS IMPERATIVE place for proper storage that someone is overseeing infant health care needs. This oversight is apparent when and handling of breast young infants: MILK 0ROVIDE QUIET s (AVE A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER areas for breastfeeding mothers. s !RE ALERT DURING AWAKE PERIODS s (AVE PARENTS CAREGIVERS AND TEACHERS WHO ARE KNOWLEDGEABLE OF SIGNS AND SYMPTOMS THAT INDICATE THE NEED TO GET EMERGENCY HEALTH CARE FOR THEM s 2ECEIVE CARE THAT LEADS TO GOOD HYGIENE AND OVERALL CLEAN APPEARANCE
Florida’s Early Learning and Developmental Standards Physical Development 4 PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS Sub-Domain Standard Head Start Code of Head Start Sub-Domain Standard Federal Head Start Regulations Code of Head Outcomes Start Sub-Domain Standard (PerformanceFederal Head Start Regulations CodeStandard) of Framework Head Outcomes Start (PerformanceFederal Regulations Standard) Framework Outcomes BIRTH TO 8 MONTHS BIRTH (Performance Standard) Framework BIRTH TO 8 MONTHS BIRTH BIRTH TO 8 MONTHS BIRTH Gross Motor Shows characteristics of (3#&2 A I A I C .OT !PPLICABLE BIRTH TO 8 MONTHS BIRTH DevelopmentGross Motor appropriateShows characteristics health and of (3#&2 A I A I C .OT !PPLICABLE GrossDevelopment Motor developmentShowsappropriate characteristics health and of (3#&2 A I A I C .OT !PPLICABLE Development appropriatedevelopment health and Demonstratesdevelopment beginning (3#&2 A I A III signsDemonstrates of balance, beginning control, and B I (3#&2 A I A III coordinationDemonstratessigns of balance, beginning control, and (3#&2 A I A III B I signscoordination of balance, control, and B I coordination Fine Motor Demonstrates visual abilities (3#&2 B I n B II DevelopmentFine Motor thatDemonstrates SUPPORT HEALTHY GROWTH visual abilities (3#&2 B I n B II FineDevelopment Motor andDemonstratesthat developmentSUPPORT HEALTHY GROWTH visual abilities (3#&2 B I n B II Development thatand developmentSUPPORT HEALTHY GROWTH Demonstratesand development beginning signs (3#&2 A II A ofDemonstrates strength, control, beginning and signseye- III B II (3#&2 A II A handDemonstratesof strength, coordination control, beginning and signseye- (3#&2 A II A III B II ofhand strength, coordination control, and eye- III B II hand coordination Self-Help Demonstrates beginning (3#&2 A I " B Self-Help participationDemonstrates in beginning self-care III (3#&2 A I " B Self-Help Demonstratesparticipation in beginning self-care (3#&2 A I " B III participation in self-care III Participates in basic health and (3#&2 A II safetyParticipates routines in basic health and (3#&2 A II Participatessafety routines in basic health and (3#&2 A II safety routines Health Shows characteristics of good (3#&2 A ) n A Health nutritionalShows characteristics health of good (3#&2 A ) n A Health Showsnutritional characteristics health of good (3#&2 A ) n A %XHIBITS AUDITORY ABILITIES THAT nutritional health (3#&2 B I B II SUPPORT HEALTHY%XHIBITS AUDITORY ABILITIES THAT growth and (3#&2 B I B II %XHIBITS AUDITORY ABILITIES THAT SUPPORT HEALTHYdevelopment growth and (3#&2 B I B II SUPPORT HEALTHYdevelopment growth and Showsdevelopment characteristics of good (3#&2 B oralShows health characteristics of good (3#&2 B Showsoral health characteristics of good (3#&2 B Showsoral health basic PHYSICAL needs (3#&2 A I % areShows met basic PHYSICAL needs (3#&2 A I % Showsare met basic PHYSICAL needs (3#&2 A I % are met
Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT PHYSICAL DEVELOPMENT PHYSICAL DEVELOPMENT 8 TO 18 MONTHS 8 TO 18 MONTHS A. GROSS MOTOR DEVELOPMENT QUESTIONS TO A. GROSS MOTOR DEVELOPMENT QUESTIONSASK YOURSELF TO 1. Shows characteristics of appropriate health and development ASK YOURSELF What changes have you /LDER INFANTS CONTINUE TO MAKE RAPID AND PREDICTABLE ADVANCES IN THEIR PHYSICAL GROWTH 1. Shows characteristics of appropriate health and development Whatmade changesin the environment have you /LDER INFANTS CONTINUE TO MAKE RAPID AND PREDICTABLE ADVANCES IN THEIR PHYSICAL GROWTH /LDER INFANTS HAVE MORE OPPORTUNITIES TO MOVE INDEPENDENTLY AND TO EXPLORE AND madeas your in older the environment infant has /LDER DISCOVER NEW FEATURES OF THEIR WORLD /LDER INFANTS EXHIBIT APPROPRIATE GENERAL HEALTH BY INFANTS HAVE MORE OPPORTUNITIES TO MOVE INDEPENDENTLY AND TO EXPLORE AND asbecome your older more infant mobile has and
DISCOVER NEW FEATURES OF THEIR WORLD /LDER INFANTS EXHIBIT APPROPRIATE GENERAL HEALTH BYs 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " 8 TO 18 MONTHS becomeINDEPENDENT more mobile and
s $EMONSTRATING COOPERATION AS THEY PARTICIPATE IN DAILY ROUTINESs 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " 8 TO 18 MONTHS
INDEPENDENT 8 TO 18 MONTHS How do you introduce s $EVELOPING REGULAR SLEEPING HABITSs $EMONSTRATING COOPERATION AS THEY PARTICIPATE IN DAILY ROUTINES a variety of new foods How do you introduce s 3HOWING INTEREST IN PEOPLE AND OBJECTS IN THEIR ENVIRONMENTs $EVELOPING REGULAR SLEEPING HABITS aTO OLDER INFANTS 7HAT variety of new foods s 3HOWING INTEREST IN PEOPLE AND OBJECTS IN THEIR ENVIRONMENT TO OLDER INFANTS 7HAT foods can they feed 2. Demonstrates increased balance, control, and coordination foodsTHEMSELVES can they feed 2. Demonstrates increased balance, control, and coordination THEMSELVES Older infants climb and reach for objects beyond their reach. They are preoccupied What activities do you do OlderWITH CONTROLLING infants climb THEIR and MOVEMENTS reach for objects AND lNDING beyond NEW their WAYS reach. TO MOVE They are AROUND preoccupied IN THEIR Whatwith your activities older doinfant you to do WITH ENVIRONMENTS %XAMPLES OF INCREASED BALANCE CONTROL AND COORDINATION INCLUDE CONTROLLING THEIR MOVEMENTS AND lNDING NEW WAYS TO MOVE AROUND IN THEIR withHELP HER USE HER EYES your older infant to ENVIRONMENTS %XAMPLES OF INCREASED BALANCE CONTROL AND COORDINATION INCLUDEs 3ITTING IN A CHAIR WITHOUT SUPPORT HELP HER USE HER EYES What games do you play s #RAWLING ON HANDS AND KNEES s 3ITTING IN A CHAIR WITHOUT SUPPORT Whatwith your games older do infant you play to s 7ALKING WITHOUT HELPs #RAWLING ON HANDS AND KNEES withpromote your listening older infant and to s #LIMBING UP AND WALKING DOWN STAIRS WITH ADULT ASSISTANCEs 7ALKING WITHOUT HELP IMITATION (OW DOES HE promote listening and s #LIMBING UP AND WALKING DOWN STAIRS WITH ADULT ASSISTANCE respond when you call IMITATION (OW DOES HE respondHIS NAME when you call B. FINE MOTOR DEVELOPMENT HIS NAME B. FINE MOTOR DEVELOPMENT 1. Demonstrates visual abilities that support healthy growth and 1. Demonstratesdevelopment visual abilities that support healthy growth and ENVIRONMENTAL development ENVIRONMENTALCONSIDERATIONS The visual abilities of older infants continue to improve. They are able to focus on CONSIDERATIONS Themoving visual objects abilities and of noticeolder infants small details.continue Theirto improve. growing They eye-hand are able coordinationto focus on -AKE SURE THAT OLDER movingENABLES THEM TO EXPLORE AND MANIPULATE OBJECTS FOUND IN THEIR ENVIRONMENT 7ITH ANY objects and notice small details. Their growing eye-hand coordination -AKE SURE THAT OLDER infants have access to ENABLES THEM TO EXPLORE AND MANIPULATE OBJECTS FOUND IN THEIR ENVIRONMENT 7ITH ANY NECESSARY CORRECTIVE DEVICES LIKE GLASSES OR EYE PATCHES OLDER INFANTS DEMONSTRATE infantstoys and have materials access that to NECESSARY CORRECTIVE DEVICES LIKE GLASSES OR EYE PATCHES OLDER INFANTS DEMONSTRATE their visual abilities by: toysare safe and andmaterials appropriate. that theirs 4RACKING A MOVING OBJECT WITH INTEREST visual abilities by: Materials and toys that are safe and appropriate. s 3EEING AND POINTING TO THINGS THAT ATTRACT THEIR ATTENTION s 4RACKING A MOVING OBJECT WITH INTEREST Materialsare for older and children toys that s 3EEING AND POINTING TO THINGS THAT ATTRACT THEIR ATTENTION areSHOULD BE KEPT ON HIGHER for older children s 0UTTING OBJECTS IN A BOX SHOULD BE KEPT ON HIGHER shelves and in closets so s 'RASPING SMALL OBJECTS WITH A THUMB AND FORElNGERs 0UTTING OBJECTS IN A BOX shelvesthey are andout inof closetsreach. so s 'RASPING SMALL OBJECTS WITH A THUMB AND FORElNGER they are out of reach. If the environment Ifincludes the environment staircases, includesensure that staircases, they are ensuresafely and that securely they are safelyBLOCKED OFF WHEN NOT IN and securely BLOCKED OFF WHEN NOT IN use. use.
Florida’s Early Learning and Developmental Standards Physical Development 6 Florida’s Early Learning and Developmental Standards Physical Development 6 2. Demonstrates increased strength, control, and eye-hand 2. Exhibits auditory abilities to support healthy growth and QUESTIONS TO coordination QUESTIONS TO development ASK YOURSELF ASK YOURSELF Older infants are more able to interact with other people and with objects, although !UDITORY SKILLS CONTINUE TO PROVIDE THE CORNERSTONE FOR LANGUAGE DEVELOPMENT /LDER How does your older THEY USE THEIR ARMS NOT JUST THEIR HANDS FOR lNE MOTOR ACTIVITIES 4HEY ARE BEGINNING How does your older INFANTS CAN MAKE lNER SOUND DISCRIMINATIONS AND CONTINUE TO RESPOND WITH RECOGNITION INFANT LET YOU KNOW WHAT to develop plans for how those interactions should occur. Older infants continue infant cooperate with her and pleasure upon hearing familiar voices. With any necessary corrective devices SHE NEEDS AND WANTS TO EXPLORE THEIR WORLD AND DEMONSTRATE INCREASED STRENGTH CONTROL AND EYE HAND BATHING AND DRESSING LIKE HEARING AIDS THEY DEMONSTRATE THEIR ABILITY TO HEAR AND UNDERSTAND SOUNDS BY (OW DO YOU KNOW WHEN coordination by: s 2ESPONDING APPROPRIATELY TO SOUNDS SUCH AS STARTLING AT LOUD NOISES OR s 5SING TWO OBJECTS TOGETHER SUCH AS PUTTING A SPOON IN A CUP AND MOVING THE If your older infant has a SHE IS SATISlED QUIETING TO A LULLABY SPOON AROUND special health care need, s 0ARTICIPATING IN LISTENING AND VOCALIZING ACTIVITIES SUCH AS lNGER PLAYS AND SONGS What are some ways s 0ICKING UP SMALL OBJECTS SUCH AS A BLOCK WITH THUMB AND FORElNGER such as a gastric feeding s "EGINNING TO IMITATE WORDS AND WORD SOUNDS older infants show s "UILDING A TOWER OF TWO TO FOUR CUBES tube, does he associate increasing control of this procedure with s -OVING TO MUSIC s 4URNING PAGES OF A LARGE BOOK THEIR BODIES COMFORT 8 TO 18 MONTHS 3. Shows characteristics of good oral health What have you done C. SELF-HELP TO MAKE SURE THE The oral health of older infants continues to impact emerging language and overall ENVIRONMENTAL PHYSICAL HEALTH )F THEY EXPERIENCE INFECTIONS OR OTHER DENTAL PROBLEMS THE DISCOMFORT environment is a safe 1. Demonstrates increased participation in self-care place for older infants to CONSIDERATIONS and potential complications can negatively impact their well-being. Older infants EXPLORE While older infants are still dependent on their parents, caregivers, and teachers to meet show that their oral health is being attended to by: basic needs, they are becoming interested in participating in everyday routines. Simple Provide opportunities to s %XHIBITING TYPICAL ERUPTION OF TEETH SELF HELP SKILLS ARE LEARNED THROUGH MUCH REPETITION IMITATION AND ADULT NARRATIONS ABOUT practice using a spoon WHAT IS HAPPENING /LDER INFANTS DISPLAY SELF HELP SKILLS BY and a cup during meals. s #OOPERATING WITH DAILY CLEANING OF GUMS AND TEETH ENVIRONMENTAL s $ECREASING USE OF BOTTLES s &EEDING THEMSELVES lNGER FOODS SUCH AS SOFT COOKED FOODS OR BITS OF CEREAL Provide gross motor 8 TO 18 MONTHS CONSIDERATIONS 8 TO 18 MONTHS s #OOPERATING WITH DRESSING BY POKING THEIR ARMS INTO THE SLEEVE AND UNDRESSING opportunities daily to s (AVING A DENTAL EXAM ONCE TEETH ERUPT -AKE SURE OLDER INFANTS BY PULLING OFF A SOCK PROVIDING ASSISTANCE IN PICKING UP TOYS USING PROMOTE PHYSICAL SKILL have opportunities for VOCALIZATIONS ANDOR GESTURES TO INDICATE BASIC NEEDS development. 4. Shows basic physical needs are met outdoor play each day Older infants continue to depend on their parents, caregivers, and teachers for meeting and that the environment 2. Participates in basic health and safety routines THEIR PHYSICAL NEEDS 7ITH COACHING AND SUPPORT OLDER INFANTS CAN BEGIN TO TAKE VERY includes shady areas. /LDER INFANTS lND COMFORT IN THE HEALTH AND SAFETY ROUTINES ESTABLISHED BY THEIR PARENTS small steps toward participating in their own physical health care. Older Infants show that their physical needs are being met by: Identify enough outdoor caregivers, and teachers. They initiate these routines and enjoy the interactions with and indoor safe space adults that occur during these times. Older infants demonstrate familiarity with health s "EING PROVIDED APPROPRIATE CLOTHES FOR THE WEATHER so that older infants and safety routines by: s (AVING PARENTS CAREGIVERS AND TEACHERS WHO KNOW WHEN AND HOW TO ACCESS can practice crawling, s !NTICIPATING MEAL TIMES BY POINTING AND REACHING BOTH ROUTINE AND EMERGENCY HEALTH CARE FOR THEM WALKING AND CLIMBING s 6OCALIZING WHEN THEY SEE THE TUB BEING lLLED s 2ECEIVING CARE THAT LEADS TO GOOD HYGIENE AND OVERALL CLEAN APPEARANCE SKILLS s 2ELAXING DURING BATHING ROUTINES AND GRABBING FOR THE WASH CLOTH s (AVING A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER Provide multiple simple s 0ARTICIPATING IN SLEEPING ROUTINES SUCH AS LISTENING TO A BEDTIME STORY toys that provide opportunities for such SKILLS GRASPING PUSHING D. HEALTH PULLING STACKING AND dumping. 1. Shows characteristics of good nutritional health 4HE COMPLEX CHANGES TAKING PLACE IN THE DEVELOPMENT OF OLDER INFANTS REQUIRE PARENTS caregivers, and teachers to ensure that nutritional needs are being met. Older infants show that their nutritional needs are being met by: s "EGINNING TO EAT BALANCED MEALS ON A REGULAR SCHEDULE s -AINTAINING WEIGHT APPROPRIATE TO AGE AND HEIGHT s #ONSUMING A VARIETY OF HEALTHY FOODS FROM ALL FOOD GROUPS s ,EARNING TO ENJOY DRINKS OF WATER
Florida’s Early Learning and Developmental Standards Physical Development 7 Florida’s Early Learning and Developmental Standards Physical Development 8 2. Exhibits auditory abilities to support healthy growth and QUESTIONS TO development ASK YOURSELF !UDITORY SKILLS CONTINUE TO PROVIDE THE CORNERSTONE FOR LANGUAGE DEVELOPMENT /LDER How does your older INFANTS CAN MAKE lNER SOUND DISCRIMINATIONS AND CONTINUE TO RESPOND WITH RECOGNITION infant cooperate with her and pleasure upon hearing familiar voices. With any necessary corrective devices BATHING AND DRESSING LIKE HEARING AIDS THEY DEMONSTRATE THEIR ABILITY TO HEAR AND UNDERSTAND SOUNDS BY s 2ESPONDING APPROPRIATELY TO SOUNDS SUCH AS STARTLING AT LOUD NOISES OR If your older infant has a QUIETING TO A LULLABY special health care need, such as a gastric feeding s 0ARTICIPATING IN LISTENING AND VOCALIZING ACTIVITIES SUCH AS lNGER PLAYS AND SONGS tube, does he associate s "EGINNING TO IMITATE WORDS AND WORD SOUNDS this procedure with s -OVING TO MUSIC
COMFORT 8 TO 18 MONTHS
8 TO 18 MONTHS 3. Shows characteristics of good oral health The oral health of older infants continues to impact emerging language and overall ENVIRONMENTAL PHYSICAL HEALTH )F THEY EXPERIENCE INFECTIONS OR OTHER DENTAL PROBLEMS THE DISCOMFORT CONSIDERATIONS and potential complications can negatively impact their well-being. Older infants show that their oral health is being attended to by: Provide opportunities to practice using a spoon s %XHIBITING TYPICAL ERUPTION OF TEETH and a cup during meals. s #OOPERATING WITH DAILY CLEANING OF GUMS AND TEETH s $ECREASING USE OF BOTTLES Provide gross motor opportunities daily to s (AVING A DENTAL EXAM ONCE TEETH ERUPT PROMOTE PHYSICAL SKILL development. 4. Shows basic physical needs are met Older infants continue to depend on their parents, caregivers, and teachers for meeting THEIR PHYSICAL NEEDS 7ITH COACHING AND SUPPORT OLDER INFANTS CAN BEGIN TO TAKE VERY small steps toward participating in their own physical health care. Older Infants show that their physical needs are being met by: s "EING PROVIDED APPROPRIATE CLOTHES FOR THE WEATHER s (AVING PARENTS CAREGIVERS AND TEACHERS WHO KNOW WHEN AND HOW TO ACCESS BOTH ROUTINE AND EMERGENCY HEALTH CARE FOR THEM s 2ECEIVING CARE THAT LEADS TO GOOD HYGIENE AND OVERALL CLEAN APPEARANCE s (AVING A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER
Florida’s Early Learning and Developmental Standards Physical Development 8 PHYSICAL DEVELOPMENT 8 TO 18 MONTHS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Gross Motor Shows characteristics of (3#&2 A I A I C .OT !PPLICABLE Development appropriate health and development
Demonstrates increased (3#&2 A I A III balance, control, and B I coordination
Demonstrates visual abilities Fine Motor that SUPPORT healthy growth (3#&2 B I n B II Development and development 8 TO 18 MONTHS 8 TO 18 MONTHS Demonstrates increased (3#&2 A II A strength, control, and eye-hand III B II coordination
Self-Help Demonstrates increased (3#&2 A I " B participation in self-care III
Participates in basic health and (3#&2 A II safety routines
Health Shows characteristics of good (3#&2 A ) n A nutritional health
%XHIBITS AUDITORY ABILITIES TO (3#&2 B I B II SUPPORT healthy growth and development
Shows characteristics of good (3#&2 B oral health
Shows basic PHYSICAL needs (3#&2 A I % are met
Florida’s Early Learning and Developmental Standards Physical Development 9 PHYSICAL DEVELOPMENT 18 TO 24 MONTHS
A. GROSS MOTOR DEVELOPMENT QUESTIONS TO ASK YOURSELF 1. Shows characteristics of appropriate health and development How do you encourage 9OUNG TODDLERS ARE GROWING RAPIDLY 4HEY ACTIVELY USE THEIR NEWLY EMERGING MOTOR SKILLS your young toddler to SO THE ENVIRONMENTS THEY CAN EXPLORE AND THE POTENTIAL HAZARDS ARE ALSO EXPANDING START USING A SPOON This requires greater attention to ensure that they are in safe environments. Young What foods are easiest toddlers show appropriate general health by: for her to eat with the s 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " SPOON s $EVELOPING INDEPENDENCE AS THEY MOVE AROUND IN A SAFE ENVIRONMENT What rhymes and songs s !CTIVELY PARTICIPATING IN EVERYDAY HEALTH ROUTINES SUCH AS WASHING HANDS does your young toddler s !PPROACHING OR STANDING NEXT TO OTHER CHILDREN AND ADULTS IN PLAY SITUATIONS ENJOY 2. Demonstrates improved signs of balance, control, and What routines have coordination you developed with your young toddler to !S YOUNG TODDLERS BECOME MORE MOBILE THEY CONTINUE TO DEVELOP THEIR INDEPENDENCE promote caring for his THROUGH COORDINATED PURPOSEFUL MOVEMENT ,ARGE MUSCLES ARE USED OFTEN TO EXPLORE TEETH $OES HE IMITATE their environments. Young toddlers show fearless determination and energy in order to you brushing your ACCOMPLISH A TASK 4HEY SHOW BALANCE CONTROL AND COORDINATION BY TEETH s 7ALKING TO A DESTINATION WITHOUT HELP
s 0USHING AND PULLING LARGE OBJECTS 18 TO 24 MONTHS
s 2UNNING ALTHOUGH THEY MAY HAVE TROUBLE STOPPING AND TURNING 8 TO 24 MONTHS ENVIRONMENTAL s 3TANDING ON THEIR TIPTOES TO REACH FOR A BRUSH CONSIDERATIONS
%NCOURAGE EXPLORATION B. FINE MOTOR DEVELOPMENT BY MAKING SURE INDOOR and outdoor areas used 1. Demonstrates visual abilities to support healthy growth and by young children for development active play are large 4HE INCREASING VISUAL ABILITIES OF YOUNG TODDLERS PERMIT lNER DISCRIMINATIONS ACROSS SIMILAR enough and have a OBJECTS AND PEOPLE 4HEY MAKE SELECTIONS AND SHOW PREFERENCES 7ITH ANY NECESSARY variety of surfaces. corrective devices, young toddlers demonstrate their growing visual abilities by: Provide safe, resilient, s 4RYING TO TURN THE KEY ON A WIND UP TOY forgivable surfacing s )MITATING THE HAND MOTIONS OF lNGER PLAYS SUCH AS TO THE SONG h7HERE IS 4HUMBKIN v materials that meet s -AKING CHOICES OF MATERIALS BASED ON VISUAL APPEAL safety guidelines, such as mulch or rubber, s 3EARCHING VISUALLY WHEN THEY DROP A SMALL OBJECT ON THE mOOR underneath play structures.
-AKE SURE YOUNG toddlers have opportunities for outdoor play each day.
Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT 2. Demonstrates improved strength, control, and eye-hand QUESTIONS TO coordination ASK YOURSELF !S YOUNG TODDLERS EYE HAND COORDINATION IMPROVES THEY ENJOY ACTIVITIES THAT INCLUDE Do you use each visit SMALLER ARM AND HAND MOVEMENTS SUCH AS USING CRAYONS AND MARKERS 4HEIR ACTIVITIES ARE with your health care more purposeful and they try numerous ways to do things. Young toddlers demonstrate provider to share improved strength, control, and eye-hand coordination by: your young toddlergs s %MPTYING AND lLLING CONTAINERS accomplishments and s 3TRINGING LARGE BEADS ONTO A PIECE OF YARN concerns you may have s 3CRIBBLING USING A VARIETY OF MATERIALS SUCH AS MARKERS CHALK WATER COLORS ABOUT YOUR YOUNG TODDLER AND lNGER PAINTS How do you follow s (OLDING A BOOK lRMLY WITH TWO HANDS through with suggestions THAT THE PROVIDER OFFERS C. SELF-HELP What daily routines does your young toddler 1. Demonstrates participation in self-care include in her pretend Young toddlers begin to participate more actively in their daily routines. They move PLAY (OW WILL THIS FROM IMITATING AND ROLE PLAYING TO BECOMING MORE INDEPENDENT %XAMPLES OF SELF help her become more HELP SKILLS INCLUDE INDEPENDENT s %ATING WITH A SPOON WITH SOME ASSISTANCE s 5NZIPPING ZIPPERS s 4AKING OFF AN OPEN SHIRT OR COAT WITHOUT HELP ENVIRONMENTAL CONSIDERATIONS s (ELPING WITH DRESSING BY HANDING THEIR PARENTS CAREGIVERS OR TEACHERS THE MATCHING SOCK OR HOLDING OUT A SHOE AFTER THE SOCKS HAVE BEEN PUT ON 0ROVIDE CHILD SIZED equipment and clean 2. Participates in basic health and safety routines space so young toddlers 9OUNG TODDLERS BEGIN TO lND COMFORT IN THE HEALTH AND SAFETY ROUTINES ESTABLISHED BY can practice self-care their parents, caregivers, and teachers. They want to begin managing their own self- SKILLS SUCH AS BRUSHING care routines. Young toddlers demonstrate familiarity with health and safety routines by: teeth and feeding themselves. s (ELPING TO SET THE TABLE AND FEEDING THEMSELVES s 0ARTICIPATING IN BATHING ROUTINES SUCH AS USING THE WASH CLOTH TO CLEAN SOME 3WALLOWING SKILLS ARE STILL BODY PARTS THEMSELVES developing, so be vigilant s 0ARTICIPATING IN GETTING READY FOR BED AND SLEEPING ROUTINES SUCH AS GOING TO ABOUT KEEPING FOOD AND THE SINK TO LOOK FOR THEIR TOOTHBRUSH OR CHOOSING A BOOK THEY WANT TO HAVE READ other materials that TO THEM BEFORE BEDTIME COULD LEAD TO CHOKING 18 TO 24 MONTHS away from young s "RUSHING THEIR TEETH WITH HELP 18 TO 24 MONTHS toddlers.
Place age-appropriate materials and toys at your young toddler’s eye level to encourage independence during play and at clean-up.
Florida’s Early Learning and Developmental Standards Physical Development 11 D. HEALTH QUESTIONS TO ASK YOURSELF 1. Shows characteristics of good nutritional health What do you enjoy most 9OUNG TODDLERS TAKE AN INTEREST IN THE FOOD THEY RECEIVE 4HEY lND MEAL TIMES TO BE about playing with young WONDERFUL OPPORTUNITIES FOR ENGAGING OTHERS IN CONVERSATION AND IN EXPERIMENTING TODDLERS 7HY with food. The demands made by their continued physical growth and the importance of nutrition to overall general health require that parents, caregivers, and teachers Is your young toddler continue to supervise young toddlers’ food choices and meals. Food is never used as imitating others by a reward or a punishment. Signs of attention to good nutritional health include: trying to brush his s ,OOKING AROUND THE ROOM NEAR MEAL TIME AND SEEMING TO ENJOY THEIR FOOD teeth or helping to s -AINTAINING WEIGHT APPROPRIATE TO THEIR AGE AND HEIGHT SEE !PPENDIX " remove his shoes and SOCKS (OW WILL THIS s -AKING PERSONAL FOOD CHOICES FROM SEVERAL HEALTHY OPTIONS help him become more s 4AKING AGE APPROPRIATE AMOUNTS OF FOOD WITH ENCOURAGEMENT FROM ADULTS INDEPENDENT 2. Exhibits auditory abilities to support healthy growth and development ENVIRONMENTAL 4HE AUDITORY SKILLS OF YOUNG TODDLERS ARE BECOMING MORE lNE TUNED (OWEVER MANY CONSIDERATIONS toddlers still do not clearly hear beginning and ending sounds of words. Young toddlers respond with enthusiasm to music, rhythm, laughter, and other sounds, such "E SURE THE ENVIRONMENT AS DOORBELLS AND CHIMING CLOCKS 4HEIR BEHAVIORS PROVIDE CLUES AS TO WHICH SOUNDS HAS CHILD SIZED are enjoyable and pleasing. With any necessary assistive devices, young toddlers EQUIPMENT SUCH AS demonstrate auditory abilities by: toilets, tables, and low s 3MILING UPON HEARING THE NAMES OF FAMILIAR OBJECTS AND PEOPLE SINKS THAT WILL PROMOTE the development of s "EGINNING TO USE LANGUAGE SUCH AS TWO WORD PHRASES TO COMMUNICATE WITH young toddlers’ self-help PARENTS CAREGIVERS AND TEACHERS 18 TO 24 MONTHS
SKILLS s ,OOKING AT THE ADULT GIVING DIRECTIONS AND THEN FOLLOWING THE DIRECTIONS 18 TO 24 MONTHS s 3INGING SIMPLE SONGS AND lNGER PLAYS Provide toothbrushes, toothpaste, and child- 3. Shows characteristics of good oral health SIZED UTENSILS SO THAT young toddlers can begin Young toddlers continue to gain new teeth. Their emerging fascination with routines to develop good health EXTENDS TO INCLUDE TOOTH BRUSHING ALTHOUGH THEY STILL NEED HELP FROM ADULTS IN ORDER care habits. to be sure all of the teeth are cleaned. Young toddlers show that oral health is being maintained by: Use tape, foam, or other s %XHIBITING CONTINUED TYPICAL ERUPTION OF TEETH adaptive materials to MAKE TOOTHBRUSHES AND s 0ARTICIPATING IN THE DAILY CLEANING OF TEETH spoons easier to handle s #HOOSING A CUP OVER A BOTTLE for children who have s #OMPLETELY CHEWING ALL FOOD PRIOR TO SWALLOWING physical impairments, such as cerebral palsy. 4. Shows basic physical needs are met !LTHOUGH YOUNG TODDLERS EXHIBIT NEW SKILLS THEY CONTINUE TO RELY ON PARENTS CAREGIVERS and teachers to meet their physical needs. Younger toddlers demonstrate that their basic physical needs are met by: s (AVING A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER s %XPLORING ALL AREAS OF THE ENVIRONMENT s (AVING PARENTS CAREGIVERS AND TEACHERS WHO CAN ACCESS ROUTINE AND EMERGENCY HEALTH CARE FOR THEM s ,AYING DOWN OR REMAINING QUIET DURING REST PERIODS
Florida’s Early Learning and Developmental Standards Physical Development 12 PHYSICAL DEVELOPMENT 18 to 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Gross Motor Shows characteristics of (3#&2 A I A I C .OT !PPLICABLE Development appropriate health and development
Demonstrates improveD signs (3#&2 A I A III of balance, control, and B I coordination
Demonstrates visual abilities Fine Motor to SUPPORT healthy growth and (3#&2 B I n B II Development development
Demonstrates improved (3#&2 A II A strength, control, and eye-hand III B II coordination
Self-Help Demonstrates participation in (3#&2 A I " B self-care III
Participates in basic health and (3#&2 A II safety routines
Health Shows characteristics of good (3#&2 A ) n A nutritional health 18 TO 24 MONTHS 18 TO 24 MONTHS %XHIBITS AUDITORY ABILITIES TO (3#&2 B I B II SUPPORT healthy growth and development
Shows characteristics of good (3#&2 B oral health
Shows basic physical needs (3#&2 A I % are met
Florida’s Early Learning and Developmental Standards Physical Development 13 PHYSICAL DEVELOPMENT TWO-YEAR-OLDS
A. GROSS MOTOR DEVELOPMENT QUESTIONS TO ASK YOURSELF 1. Shows characteristics of appropriate health and development What is your two-year- 4WO YEAR OLDS ARE ABLE TO USE THEIR BODIES AND SENSES IN MULTIPLE AND COMPLEX WAYS old learning when she is to understand and interact with their environment. Their rapidly changing energy and ACTIVELY PLAYING (OW DO enthusiasm requires that their physical conditions be maintained and nutritional needs YOU KNOW met. Two-year-olds demonstrate attention to health and development by: s 3HOWING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE 3EE !PPENDIX " What foods does your s 2ECEIVING ADEQUATE SLEEP INCLUDING SLEEP DURING REST PERIODS two-year-old select for HIMSELF (OW DO YOU s $EVELOPING SELF CARE SKILLS SUCH AS HELPING TO DRESS THEMSELVES ensure that he has a s "EGINNING TO PUT AWAY TOYS WHEN CLEAN UP IS ANNOUNCED HEALTHY DIET 2. Demonstrates advancing balance, control, and coordination 7HAT NEW VISUAL SKILLS is your two-year-old Two-year-olds continue to develop their independence through coordinated, purposeful DISPLAYING $O YOU activities. Movement now occurs not just for the pleasure it brings, but with a goal in see any signs that he is MIND 4WO YEAR OLDS WILL PRACTICE A NEW SKILL OVER AND OVER 4WO YEAR OLDS DEMONSTRATE HAVING TROUBLE SEEING balance and control by: s *UMPING IN PLACE AND OFF LOW OBJECTS SUCH AS A STEP s 3TOPPING AND TURNING WHILE RUNNING ENVIRONMENTAL s 7ALKING UP AND DOWN STAIRS INDEPENDENTLY USING ALTERNATING FEET AND WITHOUT CONSIDERATIONS HOLDING THE RAIL s 2IDING A TRICYCLE USING PEDALS -AKE SURE THAT TWO YEAR olds have opportunities to play outdoors every B. FINE MOTOR DEVELOPMENT day. 1. Develops visual abilities to support healthy growth and Have sand and water development tables present, open, !S TWO YEAR OLDS DEVELOP AN INTEREST IN MATCHING SORTING NAMING COLORS AND and safely maintained. COMPARING SIZES THEIR VISUAL ABILITY TO TAKE IN AND USE VISUAL STIMULI MUST BE NURTURED Have props available 4HIS IS AN IMPORTANT TIME TO MAKE SURE THAT THEIR VISION IS HEALTHY AND APPROPRIATELY that encourage pouring, developed. With any necessary corrective devices, two-year-olds demonstrate visual lLLING HIDING AND abilities by: lNDING s 3ORTING TRIANGLE AND SQUARES AND DISTINGUISHING BETWEEN RED AND BLUE s 3TRINGING BEADS ONTO A PIECE OF YARN s 0ROPERLY USING CORRECTIVE AND ASSISTIVE VISUAL DEVICES SUCH AS GLASSES TWO-YEAR-OLDS TWO-YEAR-OLDS CONSISTENTLY DURING THE DAY s 3ORTING OBJECTS BY A DIMENSION SUCH AS SIZE OR COLOR
Florida’s Early Learning and Developmental Standards Physical Development 14 2. Demonstrates advancing strength, control, and eye-hand QUESTIONS TO coordination ASK YOURSELF &INE MOTOR DEVELOPMENT FOCUSES ON EYE HAND COORDINATION SKILLS THAT INVOLVE REACHING Can your two-year-old GRASPING AND MANIPULATING OBJECTS 4WO YEAR OLDS BEGIN TO SHOW SKILLS THAT HAVE A use words to tell what he PURPOSE 4HEIR ACTIONS ARE SMOOTH SPECIlC AND MORE ACCURATE 4HEY DISPLAY STRENGTH IS THINKING AND FEELING control, and eye-hand coordination by: When does he need s 0ULLING APART LARGE POP IT BEADS AND TRYING TO PUSH THEM TOGETHER AGAIN HELP s 5SING ONE HAND TO TURN THE PAGES OF A BOOK Do you have a dentist s 7ATCHING LINES AND SQUIGGLES APPEAR AS THEY MOVE THEIR MARKER OR THE PAINT for preventive and brush over a piece of paper, and learning that their hand is in control of how RESTORATIVE CARE 7HAT THE MARKS APPEAR questions do you have s $OING THE HAND MOTIONS AS THEY SING h7HERE IS 4HUMBKIN v FOR THAT DENTIST C. SELF-HELP What do you do to help your two-year-old calm 1. Demonstrates advancing participation in self-care HERSELF (OW DO YOU KNOW WHEN SHE MAY Two-year-olds are developing the ability to cope independently, interdependently, and NEED MORE REST RESPONSIBLY WITH A GROWING NUMBER OF DAILY LIVING SKILLS 4HEY ARE GAINING UNDERSTANDING OF THEIR WORLD BY FOLLOWING SPECIlC ROUTINES FOR DRESSING FEEDING TOILETING AND BATHING 4HEY FREQUENTLY EXPRESS lRM OPINIONS ABOUT EXACTLY HOW THEY WANT SELF CARE ROUTINES TO BE DONE 4WO YEAR OLDS SHOW SELF HELP SKILLS BY ENVIRONMENTAL CONSIDERATIONS s )NSISTING ON WASHING AND DRYING THEIR OWN HANDS s $RESSING THEMSELVES WITH HELP FOR DIFlCULT STEPS SUCH AS GETTING THEIR ARMS Provide safe outdoor INTO SLEEVE HOLES AFTER PULLING THE SHIRT OVER THEIR HEADS space for tricycle riding. s (ELPING WITH TOILETING BY PULLING THEIR PANTS DOWN AND UP Consider the use of helmets and comply with s "EGINNING TO USE A FORK all relevant regulations. 2. Participates in basic health and safety routines Provide multiple 4WO YEAR OLDS TAKE PLEASURE AT INDEPENDENTLY FOLLOWING ROUTINES 4HEY ARE DETERMINED OPPORTUNITIES TO USE lNE TO USE THEIR NEW SKILLS TO VENTURE OUT IN THE WORLD EVEN IF THEY DO NOT HAVE THE SKILLS AND MOTOR SKILLS !CTIVITIES KNOWLEDGE NECESSARY TO ACCOMPLISH THE TASK 4WO YEAR OLDS DEMONSTRATE FAMILIARITY could include drawing, with health and safety routines by: PAINTING BLOCK BUILDING and stringing pop beads. s 0ARTICIPATING IN BATHING ROUTINES HELPING TO DRY THEMSELVES s 0ARTICIPATING IN SLEEPING ROUTINES BY GETTING AND ARRANGING THEIR BEDTIME COMFORT ITEMS s &EEDING THEMSELVES WITHOUT HELP s "RUSHING THEIR TEETH WITH HELP
TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT D. HEALTH QUESTIONS TO ASK YOURSELF 1. Exhibits auditory abilities to support healthy growth and development Where can your two- year-old play safely Two-year-olds are able to tell the difference among many sounds and words. Their OUTDOORS 7HAT KINDS OF ABILITY TO USE THEIR HOME LANGUAGE HAS EXPANDED AND THEY USE WORDS TO COMMUNICATE outdoor activities does FEELINGS ASK QUESTIONS AND EXPRESS IDEAS 4HIS IS AN IMPORTANT TIME TO DETERMINE HE ENJOY if their hearing or auditory abilities are within a typically developing range. With any NECESSARY ASSISTIVE DEVICES TWO YEAR OLDS EXHIBIT AUDITORY ABILITIES BY 7HAT KINDS OF DAILY LIVING s 5SING LANGUAGE TO COMMUNICATE WITH PARENTS CAREGIVERS TEACHERS AND PEERS SKILLS POURING WATER ZIPPING A JACKET WASHING s %XPANDING UNDERSTANDABLE VOCABULARY HANDS CAN YOUR TWO s (EARING AND RESPONDING TO INSTRUCTIONS DURING GROUP TIME YEAR OLD DO BY HERSELF s 5SING ASSISTIVE AUDIOLOGICAL DEVICES SUCH AS HEARING AIDS IF APPROPRIATE What does she need help WITH 2. Shows characteristics of good oral health Oral health continues to affect the development of two-year-olds’ speech, nutrition HABITS SOCIAL INTERACTION SKILLS AND SELF IMAGE 4WO YEAR OLDS SHOW ATTENTION TO ORAL ENVIRONMENTAL health by: CONSIDERATIONS s %XHIBITING CONTINUED TYPICAL ERUPTION OF TEETH )NSTALL CHILD SAFE LOCKS s "EGINNING TO INDEPENDENTLY BRUSH THEIR TEETH WITH SUPERVISION on any equipment or s 2ECEIVING mUORIDE PROVIDED BY CAREGIVERS TEACHERS AND PARENTS storage areas within the s #OOPERATING BY OPENING MOUTH FOR QUICK VISUAL EXAM child’s reach because two-year-olds often 3. Shows basic physical needs are met lGURE OUT HOW TO OPEN DOORKNOBS AND LATCHES !S TWO YEAR OLDS GAIN GREATER MOBILITY AND CONTROL OF THEIR IMMEDIATE ENVIRONMENTS IT IS very important that their basic physical needs are met. This will ensure that the toddlers Provide materials and HAVE THE ENERGY AND CAPACITY TO TAKE ADVANTAGE OF ALL THE NEW OPPORTUNITIES AVAILABLE TO opportunities for children them. Two-year-olds demonstrate that their basic physical needs are met by: to practice self-care s (AVING A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER SKILLS SUCH AS CLEANING s (AVING PARENTS CAREGIVERS AND TEACHERS WHO CAN ACCESS ROUTINE AND up, setting the table, and EMERGENCY MEDICAL CARE FOR THEM dressing themselves WHERE POSSIBLE "E SURE s (AVING CALM AND SETTLED REST PERIODS to involve children with s (AVING INSIDE AND OUTSIDE ENVIRONMENTS TO PLAY IN THAT ARE SAFE AND CONTAIN disabilities. equipment that enhances motor development. TWO-YEAR-OLDS TWO-YEAR-OLDS
Florida’s Early Learning and Developmental Standards Physical Development 16 PHYSICAL DEVELOPMENT TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Gross Motor Shows characteristics of (3#&2 A I A I C .OT !PPLICABLE Development appropriate health and development
Demonstrates advancing (3#&2 A I A III balance, control, and B I coordination
Fine Motor Demonstrates visual abilities (3#&2 B I n B II Development to SUPPORT healthy growth and development
Demonstrates advancing (3#&2 A II A strength, control, and eye-hand III B II coordination
Self-Help Demonstrates advancing (3#&2 A I " B participation in self-care III
Participates in basic health and (3#&2 A II safety routines
Health %XHIBITS AUDITORY ABILITIES TO (3#&2 B I B II SUPPORT healthy growth and development
Shows characteristics of good (3#&2 B oral health
Shows basic physical needs (3#&2 A I % are met TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Physical Development 17 PHYSICAL DEVELOPMENT THREE-YEAR-OLDS
A. GROSS MOTOR DEVELOPMENT QUESTIONS TO ASK YOURSELF 1. Shows characteristics of appropriate health and development How have you changed 'OOD GENERAL HEALTH AND ADEQUATE DEVELOPMENT ARE NECESSARY TO OPTIMIZE LEARNING the environment to be 4HREE YEAR OLD CHILDREN EXHIBIT APPROPRIATE HEALTH AND DEVELOPMENT BY sure that your three- s (AVING TYPICAL HEIGHT AND WEIGHT FOR THEIR AGE SEE !PPENDIX " year-old has ample s 0ARTICIPATING IN DAILY PLANNING AND CLEAN UP space to be active s 5SING LARGE MOTOR SKILLS SUCH AS JUMPING GALLOPING CLIMBING AND RUNNING WITHOUT HURTING HIMSELF s "UTTONING A SWEATER EVEN IF SOME BUTTONS ARE MISSED Does your three-year-old have regular access to a 2. Demonstrates increasing control of large muscles safe outdoor environment Three-year-olds continue to improve their balance and control. Opportunities for that provides many running, jumping, dancing and climbing are fun activities that help three-year-olds opportunities to climb, RElNE THEIR LARGE MOTOR MUSCLES 4HREE YEAR OLDS SHOW IMPROVING CONTROL BY RUN JUMP AND EXPLORE s 7ALKING UP STAIRS WITH ALTERNATING FEET WITHOUT ASSISTANCE FROM AN ADULT s 0EDALING A TRICYCLE WITH ALTERNATING FEET s (OPPING FORWARD ON ONE FOOT WITHOUT LOSING BALANCE ENVIRONMENTAL s 4HROWING A BALL OVERHAND TOWARD A FRIEND STANDING A FEW FEET AWAY WITH CONSIDERATIONS some accuracy. Provide indoor and outdoor space and 3. Demonstrates increasing coordination of large muscles opportunities to practice !S THEIR BALANCE AND CONTROL IMPROVE THREE YEAR OLDS BEGIN TO ALSO IMPROVE COORDINATION NEW SKILLS SUCH AS This means that they are able to combine muscle movements to accomplish a more hopping, jumping, and ADVANCED TASK $EVELOPING COORDINATION REQUIRES PRACTICE AND OPPORTUNITY TO TRY NEW galloping. ACTIVITIES THAT CHALLENGE THEIR ABILITIES %XPERIENCES FOR CHILDREN THIS AGE SHOULD INCLUDE MANY OPPORTUNITIES FOR PHYSICAL PLAY %XAMPLES OF IMPROVING COORDINATION INCLUDE s 5SING TWO HANDS TO CATCH A LARGE BALL THROWN TO THEM FROM A FEW FEET AWAY s "ALANCING ON ONE FOOT AND HOPPING FORWARD ONE OR TWO TIMES WITHOUT LOSING BALANCE s 4HROWING BEAN BAGS TOWARD A TARGET WITH SOME ACCURACY s 0EDALING A TRICYCLE WITH ALTERNATING FEET THREE-YEAR-OLDS THREE-YEAR-OLDS
Florida’s Early Learning and Developmental Standards Physical Development 18 B. FINE MOTOR DEVELOPMENT QUESTIONS TO 1. Demonstrates increasing control of small muscles ASK YOURSELF Three-year-old children are just beginning to learn to control and coordinate their What activities that lNE MOTOR SKILLS "ECAUSE THIS REQUIRES EYE HAND COORDINATION AS WELL AS FOCUS AND require coordinating PERSISTENCE THREE YEAR OLDS CAN BE FRUSTRATED BY lNE MOTOR ACTIVITIES THAT ARE TOO VISION AND lNE MOTOR CHALLENGING 7ITH SUPPORT AND ENCOURAGEMENT THREE YEAR OLDS SHOW INCREASING lNE SKILLS DOES YOUR THREE motor control by: YEAR OLD LIKE TO DO !RE s %ATING LUNCH USING A FORK OR SPOON there daily routines s 0AINTING WITH BRUSHES AND lNGERS SOMETIMES FORMING RECOGNIZABLE that provide these SHAPES AND IMAGES EXPERIENCES s &ASTENING LARGE BUTTONS ON A DRESSING BOARD OR WHEN DRESSING DOLLS IN THE HOME LIVING CENTER What materials does s 0laying with play dough or clay, rolling snakes or balls or using tools YOUR THREE YEAR OLD LIKE to cut shapes. to use when creating 2. Shows improving eye-hand coordination A SPECIAL ART PROJECT What materials could you Three-year-olds use their vision to guide and integrate their interactions. When INTRODUCE TO YOUR CHILD engaging in activities that require eye-hand coordination, such as threading beads or lacing sewing boards, three-year-olds are practicing steadiness and patience. "ECAUSE THEY ARE JUST DEVELOPING THESE SKILLS CHILDREN THIS AGE NEED SUPPORT AND ENVIRONMENTAL ENCOURAGEMENT %XAMPLES OF IMPROVING EYE HAND COORDINATION INCLUDE CONSIDERATIONS s /PENING AND CLOSING SCISSORS TO CUT PAPER Supply materials, such s &ITTING SMALL OBJECTS INTO HOLES SUCH AS PEBBLES INTO A SMALL BOTTLE AT THE NATURE TABLE AS PUZZLES PEG BOARDS s 4HROWING AND CATCHING BEAN BAGS OR BALLS WITH INCREASING ACCURACY BLOCKS SCISSORS AND s $RAWING AND COLORING USING PENS MARKERS AND CRAYONS AND SOMETIMES paper to support eye- FORMING RECOGNIZABLE SHAPES AND IMAGES hand coordination and EMERGING BUILDING SKILLS 3. Uses various drawing and art tools with developing coordination 3UPPORT SELF CARE SKILLS 4HE DEVELOPMENT OF IMPROVED EYE HAND COORDINATION AND lNE MOTOR CONTROL HELP and foster independence three-year-olds to use art and drawing tools with greater success. Opportunities with equipment such as TO DRAW lNGER PAINT COLOR PAINT WITH BRUSHES AND USE PLAY DOUGH IMPROVE THE LOW SINKS STEP STOOLS coordination of the small muscles of the hand that are needed to control drawing AND CHILD SIZED TABLES AND ART TOOLS 4HESE SKILLS LEAD TO THE ABILITY TO CONTROL TOOLS FOR WRITING IN LATER YEARS and chairs. Three-year-olds demonstrate developing coordination by: s #RUSHING RIPPING TEARING AND PINCHING PAPER AND OTHER MATERIALS TO Closely supervise when CREATE A COLLAGE three-year-olds are s 0AINTING AT AN EASEL USING LARGE BRUSHES ROLLERS OR SPONGES MAKING COLLAGES WITH s 5SE TOOLS SUCH AS CRAFT STICKS AND ROLLERS TO WORK PLAY DOUGH AT THE ART TABLE materials, such as beads or buttons where s $RAWING WITH LARGE CRAYONS OR MARKERS SWALLOWING AND CHOKING are a possibility. C. SELF-HELP 1. Actively participates in self-care Three-year-olds are becoming increasingly able to perform personal care practices such as hand-washing and eating. Children this age are eager to do things by themselves, but still need adult supervision, encouragement and support. For instance, three-year-olds need reminders about hand-washing before they eat, after THEY COME IN FROM OUTSIDE AND AFTER MESSY PLAY 3ELF CARE SKILLS THAT THREE YEAR OLDS are developing include: THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Physical Development 19 s #HOOSING THEIR OWN CLOTHES TO WEAR AND PUTTING ON THEIR SHOES QUESTIONS TO s 0OURING AND SCOOPING DURING PLAY AT THE SAND AND WATER TABLE OR DURING MEAL TIMES ASK YOURSELF s "EGINNING TO DRESS THEMSELVES NEEDING HELP WITH SMALL BUTTONS OR ZIPPERS What meal time s 5SING A TISSUE TO WIPE THEIR NOSE AND THEN THROWING THE USED TISSUE IN THE TRASH opportunities does your three-year-old have 2. Actively takes part in basic health and safety routines to serve herself with Three-year-olds are still learning basic rules for health and safety. They may still need SUPPORT FROM AN ADULT REMINDERS WHEN TAKING PART IN ROUTINES %STABLISHING HEALTH ROUTINES SUCH AS SINGING a special song while washing hands and simple safety rules help children this age Is your three-year-old SUCCEED IN MAKING SAFE AND HEALTHY CHOICES 4HREE YEAR OLDS SHOW INVOLVEMENT IN able to repeat and follow health and safety routines by: A FEW BASIC SAFETY RULES s 5SING HELMETS WHEN RIDING TRICYCLES OR WHEELED TOYS How do you support s &OLLOWING BASIC SAFETY RULES WITH ASSISTANCE OR WAITING FOR THE CHILD AHEAD your three-year-old in OF THEM TO GET OFF THE SLIDE BEFORE GOING DOWN LEARNING SKILLS TO USE THE s 0ARTICIPATING IN EMERGENCY DRILLS SUCH AS lRE DRILLS WITH ADULT ASSISTANCE BATHROOM INDEPENDENTLY FOLLOWING THE ROUTINE s )NFORMING AN ADULT WHEN THEY SEE DANGEROUS BEHAVIORS SUCH AS SOMEONE If your three-year- throwing objects. old uses assistive or corrective devices, such as hearing aids, D. HEALTH WALKERS OR GLASSES 1. Exhibits auditory abilities to support healthy growth and is she beginning to development demonstrate caution and ,EARNING IS DEPENDENT UPON AUDITORY SKILLS AND HEARING 4HIS IS ESPECIALLY TRUE FOR CARE WITH THESE ITEMS language development. Using any necessary assistive devices, three-year-olds demonstrate advancing auditory abilities by: ENVIRONMENTAL s ,ISTENING TO A STORY WITH OTHER CHILDREN CONSIDERATIONS s 3ELECTING LISTENING CENTER ACTIVITIES SUCH AS STORIES ON TAPES RECORDS OR #$S #HECK EVERY DAY FOR s 4URNING TO A SPEAKER WHEN ADDRESSED BY NAME HAZARDS SUCH AS s 0RODUCING SPEECH THAT IS GENERALLY UNDERSTANDABLE uncovered outlets, drooping cords, 2. Shows characteristics of good oral health unsecured shelves, and Oral health affects speech, social interaction, and appearance. Signs of attention to loose carpet edges. good oral health include: s 4ELLING A FRIEND HOW TO USE A TOOTHBRUSH "E SURE ALL CLEANERS chemicals, and s 0ERFORMING BRUSHING PROCEDURES WITH SUPERVISION MEDICATIONS ARE LOCKED s 4RYING A VARIETY OF FOODS FROM THE FOOD GROUPS and inaccessible to all children. 3. Shows physical needs are met 4HREE YEAR OLDS MUST HAVE THEIR BASIC NEEDS MET IN ORDER TO TAKE ADVANTAGE OF Schedule outdoor THREE-YEAR-OLDS learning opportunities. Emphasis remains on providing varied nutritious food choices THREE-YEAR-OLDS PLAY AND EXPLORING to fuel continued energy and growth. Children demonstrate basic physical needs by: EXPERIENCES INTO YOUR s 3TAYING AWAKE EXCEPT DURING REST TIME routine each day. s 7EARING CLOTHING APPROPRIATE TO THE WEATHER s %XHIBITING ENERGY TYPICAL OF THEIR AGE s (AVING A CONSISTENT AND RELIABLE PRIMARY HEALTH CARE PROVIDER
Florida’s Early Learning and Developmental Standards 0HYSICAL $EVELOPMENT PHYSICAL DEVELOPMENT THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Gross Motor Shows characteristics of (3#&2 A I A I C Domain: Physical Development appropriate health and Health & Development development Sub-Domain: Health Status & Practices
Demonstrates increasing (3#&2 A I A III Domain: Physical control of large muscles B I Health & Development $EMONSTRATES INCREASING 3UB $OMAIN 'ROSS COORDINATION OF LARGE MUSCLES -OTOR 3KILLS Fine Motor Demonstrates increasing (3#&2 B I n B II Domain: Physical Development control of small muscles Health & Development Sub-Domain: Fine -OTOR 3KILLS
Shows improving eye-hand (3#&2 A II Domain: Physical coordination A III B II Health & Development Sub-Domain: Fine -OTOR 3KILLS
Uses various drawing and (3#&2 A II Domain: Physical art toOLs with developing A III B II Health & Development coordination Sub-Domain: Fine -OTOR 3KILLS Self-Help !CTIVELY PARTICIPATES IN SELF (3#&2 B I " Domain: Physical care B III Health & Development Sub-Domain: Health Status & Practices !CTIVELY TAKES PART IN BASIC (3#&2 A II Domain: Physical health and safety routines Health & Development Sub-Domain: Health Status & Practices Health %XHIBITIS AUDITORY ABILITIES TO (3#&2 B I B II Domain: Physical support healthy growth and Health & Development development Sub-Domain: Health Status & Practices Shows characteristics of good (3#&2 B Domain: Physical oral health Health & Development Sub-Domain: Health Status & Practices Shows physical needs are met (3#&2 A I % Domain: Physical Health & Development Sub-Domain: Health Status & Practices THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Physical Development 21 APPROACHES TO LEARNING
APPROACHES TO LEARNING APPROACHES TO LEARNING APPROACHES TO LEARNING
APPROACHES TO LEARNING
As young children gain knowledge and skills across the domains of Cognition and General Knowledge; Language, Communication and Early Reading and Writing; Physical Development; and Social and Emotional Development, they also develop specific strategies that help direct that learning. The Approaches to Learning domain includes three strategies that are shared by both infants and young toddlers to support development, and a fourth strategy that supports toddler development. Careful planning and arrangement of children’s environments and interactions provide opportunities for young children to use all four strategies.
The first strategy that children use to approach learning situations is eagerness and curiosity. This strategy is reflected in the desire of infants and toddlers to engage with objects and people in their immediate environments. As development proceeds, those interactions expand to include interest in the challenges of a larger and more novel world.
Encountering setbacks and obstacles is a normal part of children’s development. Persistence, or the capacity to continue working on tasks that appear difficult or unsolvable, is necessary for a full exploration of the world. A young child’s first approach in a new learning situation may not result in success, and other strategies may be necessary.
Creativity and inventiveness is a strategy that requires flexibility and imagination. Using familiar materials in new ways is an example of this strategy. Systematically trying out old solutions to solve new problems, followed by experimenting with new solutions, is another example.
Parents, caregivers, and teachers need to be aware of these three learning strategies as they facilitate the development of young children. As with all domains, children will demonstrate individual differences in the rates by which each strategy emerges and develops. The degree to which children successfully employ these strategies is dependent on the quality and quantity of interactions with supportive adults who encourage expansion of previously successful strategies and support use of new strategies.
Florida’s Early Learning and Developmental Standards Approaches to Learning 1 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS APPROACHES TO LEARNING BIRTH TO 8 MONTHS
A. EAGERNESS & CURIOSITY QUESTIONS TO ASK YOURSELF 1. Shows awareness of and interest in the environment What kinds of Young infants display an interest in their surroundings. They have natural curiosity EXPERIENCES DO YOUNG about themselves and interact with their immediate environment. Young infants infants seem to like the demonstrate eagerness and curiosity by: most? How do you know s 2EACTING TO OBJECTS VOICES AND SOUNDS BY EITHER BECOMING MORE QUIET OR MORE when to keep doing an ACTIVE OR CHANGING THEIR BODY LANGUAGE GESTURES AND FACIAL EXPRESSIONS ACTIVITY OR WHEN TO STOP s 'AZING AT PARENTS CAREGIVERS AND TEACHERS WHEN BEING FED OR CHANGED What kinds of sounds s %XPLORING AN OBJECT USING ALL THEIR SENSES SUCH AS RUBBING IT AGAINST THEIR does your young infant CHEEK PUTTING IT IN THEIR MOUTH WATCHING IT AS THEY WAVE IT BACK AND FORTH IN make to communicate FRONT OF THEIR FACE OR BANGING IT ON THE mOOR with you? s 0OSITIONING AND MOVING THEIR BODIES TOWARD AN INTERESTING OBJECT
How do you encourage A YOUNG INFANT TO EXPLORE B. PERSISTENCE her body and the things around her? 1. Attends to sights, sounds, and people for brief and increasing periods of time and tries to produce interesting and pleasurable ENVIRONMENTAL outcomes CONSIDERATIONS 9OUNG INFANTS DEPEND ON PARENTS CAREGIVERS AND TEACHERS FOR EMOTIONAL AND PHYSICAL Give infants opportunities support. They begin to attend to and repeat interactions and behaviors that are for tummy time on a pleasurable and that meet their needs. They show persistence by: lRM CLEAN SURFACE (AVE s +ICKING OR SWATTING A MOBILE TO REPEAT A SOUND OR A MOTION appropriate toys within reach. s %XPLORING BOOKS REPEATEDLY WITH THEIR HANDS AND MOUTHS AND LOOKING AT PICTURES s "ANGING AN OBJECT REPEATEDLY AS THEY EXPLORE ITS PROPERTIES Present a variety of toys IN VARIOUS COLORS TONES s #RYING OR GETTING THE ATTENTION OF THE PARENT TEACHER OR CAREGIVER IN SOME WAY AND TEXTURES FOR YOUNG INFANTS TO EXPLORE WITH C. CREATIVITY & INVENTIVENESS THEIR HANDS EYES AND mouth. 1. Notices and shows interest in and excitement with familiar Encourage further objects, people, and events EXPLORATION BY 9OUNG INFANTS BEGIN TO EXPLORE THEIR SURROUNDINGS AND TO MODIFY THEIR RESPONSES TO commenting on your young infant’s initial meet their needs. Ways that young infants demonstrate creativity and inventiveness EXPLORATIONS include: s 4URNING TOWARD AND TRACKING VOICES PEOPLE AND OBJECTS Encourage guided EXPLORATION IN YOUR s 2OLLING FROM THEIR BACKS TO THEIR STOMACHS WHEN LOOKING FOR A TOY outdoor play areas. s 5SING MULTIPLE SENSES AT ONE TIME TO EXPLORE OBJECTS BY LOOKING TOUCHING MOUTHING AND BANGING Provide opportunities for FREQUENT AND SUSTAINED s )NSPECTING THEIR OWN HANDS lNGERS FEET AND TOES BY TOUCHING LOOKING AND touch and closeness. mouthing.
Florida’s Early Learning and Developmental Standards Approaches to Learning 2 BIRTHBIRTH TO TO 88 MONTHSMONTHS Florida’s EarlyLearningandDevelopmental Standards BIRTH TO8MONTHS APPROACHES TOLEARNING SbDmi Sadr Ha tr oeo HeadStart HeadStartCodeof Standard Sub-Domain )nventiveness Creativity and Persistence Curiosity and Eagerness OBJECTS PEOPLE AND EVENTS AND EXCITEMENT WITH FAMILIAR interestin Notices andshows PLEASURABLE OUTCOMES PRODUCE INTERESTING AND PERIODS OF TIME AND TRIES TO PEOPLE FOR BRIEF AND INCREASING !TTENDS TO SIGHTS SOUNDS AND interest intheenvironment ofand awareness Shows
HS/CFR 1304.21(b) HS/CFR 1304.21(b) HS/CFR 1304.21(b) (Performance Standard) eea euain Outcomes Federal Regulations Approaches toLearning3 Approaches Not Applicable Framework Florida’s EarlyLearningandDevelopmental Standards 8 TO18MONTHS APPROACHES TOLEARNING curiosity andcreativity. and soundstoencourage STIMULATING TOYS GAMES Introduce andrepeat treasures. and todiscoverhidden FOR OLDER INFANTS TO lLL CONTAINERS AND BOXES SUCH AS CLEAN EMPTY 0ROVIDE MATERIALS with yourolderinfant. lNGER PLAYS REPEATEDLY DANCE WITH AND PRACTICE 3ING SONGS READ STORIES CONSIDERATIONS ENVIRONMENTAL and sounds? actions infants torepeat older do youencourage ENJOY IMITATING (OW sounds doolderinfants motionsor favorite What when sheneedshelp? you doessheshow How over andagain? OLDER INFANT ENJOY DOING activitiesdoesyour What environment? TO EXPLORE HIS IMMEDIATE does heusehissenses world aroundhim?How SKILLS TO EXPLORE THE infant usehismotor doesyourolder How ASK YOURSELF QUESTIONS TO TO EXPLORE %XAMPLES OF CREATIVITY AND INVENTIVENESS INCLUDE INFANTS ARE ACTIVE AND INITIATE EXPLORATION 4HEY LEARN AS THEY MOVE USING THEIR SENSES are notvisible. certainactionscanproduceresults.They learnthat Older /LDER INFANTS UNDERSTAND THAT OBJECTS AND PEOPLE CONTINUE TO EXIST EVENT WHEN THEY Approaches andexplores newexperiencesinfamiliarsettings 1. C. CREATIVITY &INVENTIVENESS teachers foremotionalandphysicalsupport. persistenceby: Olderinfantsshow ATTENTION SPAN STARTS TO BECOME LONGER 4HEY LOOK TO THEIR PARENTS CAREGIVERS AND !S OLDER INFANTS CONTINUE TO HAVE A GREATER SENSE OF THEIR ENVIRONMENT THEIR Pays attentionbrieflyandpersistsinrepetitive tasks 1. B. PERSISTENCE andcuriosityby: eagerness Older infantsdemonstrate !S THEIR MOTOR AND SENSORY SKILLS DEVELOP THEY ARE ABLE TO INCREASE THEIR EXPLORATIONS them. around world the and themselves about curious increasingly are infants Older andcuriosityasalearner 1. Showseagerness A. EAGERNESS&CURIOSITY s %XPLORING WATER WITH AN ENGAGED ADULT SENSES AS WELL AS USING TOOLS MATERIALS AND EQUIPMENT TO EXTEND SKILLS s !CTIVELY EXPLORING AND MAKING SENSE OF THE WORLD BY USING THEIR BODIES AND TELEPHONE TO THEIR EAR OR INITIATING A FAMILIAR GAME SUCH AS PEEK A BOO s )MITATING FAMILIAR ACTIVITIES SUCH AS COOKING AND STIRRING PUTTING A PRETEND VOCALIZING AND SMILING WHEN THEY ARE BEING READ TO s !TTEMPTING TO OPEN A CONTAINER TO GET AN OBJECT s 5NCOVERING AN OBJECT THAT HAS BEEN SHOWN TO THE CHILD AND THEN COVERED s 2EACTING TO THE SOUND OF MUSIC WITH MOVEMENT A TOY TOWARD SELF TRYING SEVERAL WAYS TO REACH A TOY STUCK UNDER A COUCH s 5SING hTOOLSv TO RETRIEVE ITEMS THAT ARE OUT OF REACH EG USING A STRING TO PULL s OVER AGAIN s !SKING OR GESTURING THAT THEY WANT THE SAME SONG OR STORY REPEATED OVER AND s 3HOWING PLEASURE AND ENCOURAGING CONTINUED INTERACTION WITH ADULTS BY s 2EPEATING A NEW SKILL SUCH AS GOING UP AND DOWN A STEP USUALLY PLACED s 2EMEMBERING THE LOCATION OF A FAVORITE OBJECT AND SEARCHING FOR IT WHERE IT IS BABBLING SOUNDS THAT IMITATE THE ADULTS INmECTIONS OR SOUNDS CAREGIVERS AND TEACHERS AND RESPONDING TO ADULTS SPEECH BY PRODUCING WORDS OR % NGAGING IN LONGER PERIODS OF TURN TAKING OR BACK AND FORTH SOUND PLAY WITH PARENTS
Approaches toLearning4 Approaches
8 TO 18 MONTHS 18 TO 8 BIRTH TO 8 MONTHS Florida’s EarlyLearningandDevelopmental Standards BIRTH TO8MONTHS APPROACHES TOLEARNING SbDmi Sadr Ha tr oeo HeadStart HeadStartCodeof Standard Sub-Domain )nventiveness Creativity and Persistence Curiosity and Eagerness OBJECTS PEOPLE AND EVENTS AND EXCITEMENT WITH FAMILIAR interestin Notices andshows PLEASURABLE OUTCOMES PRODUCE INTERESTING AND PERIODS OF TIME AND TRIES TO PEOPLE FOR BRIEF AND INCREASING !TTENDS TO SIGHTS SOUNDS AND interest intheenvironment ofand awareness Shows
HS/CFR 1304.21(b) HS/CFR 1304.21(b) HS/CFR 1304.21(b) (Performance Standard) eea euain Outcomes Federal Regulations Approaches toLearning3 Approaches Not Applicable Framework Florida’s EarlyLearningandDevelopmental Standards 8 TO18MONTHS APPROACHES TOLEARNING curiosity andcreativity. and soundstoencourage STIMULATING TOYS GAMES Introduce andrepeat treasures. and todiscoverhidden FOR OLDER INFANTS TO lLL CONTAINERS AND BOXES SUCH AS CLEAN EMPTY 0ROVIDE MATERIALS with yourolderinfant. lNGER PLAYS REPEATEDLY DANCE WITH AND PRACTICE 3ING SONGS READ STORIES CONSIDERATIONS ENVIRONMENTAL and sounds? actions infants torepeat older do youencourage ENJOY IMITATING (OW sounds doolderinfants motionsor favorite What when sheneedshelp? you doessheshow How over andagain? OLDER INFANT ENJOY DOING activitiesdoesyour What environment? TO EXPLORE HIS IMMEDIATE does heusehissenses world aroundhim?How SKILLS TO EXPLORE THE infant usehismotor doesyourolder How ASK YOURSELF QUESTIONS TO C. CREATIVITY &INVENTIVENESS teachers foremotionalandphysicalsupport. persistenceby: Olderinfantsshow ATTENTION SPAN STARTS TO BECOME LONGER 4HEY LOOK TO THEIR PARENTS CAREGIVERS AND !S OLDER INFANTS CONTINUE TO HAVE A GREATER SENSE OF THEIR ENVIRONMENT THEIR Pays attentionbrieflyandpersistsinrepetitive tasks 1. B. PERSISTENCE andcuriosityby: eagerness Older infantsdemonstrate !S THEIR MOTOR AND SENSORY SKILLS DEVELOP THEY ARE ABLE TO INCREASE THEIR EXPLORATIONS them. around world the and themselves about curious increasingly are infants Older andcuriosityasalearner 1. Showseagerness A. EAGERNESS&CURIOSITY TO EXPLORE %XAMPLES OF CREATIVITY AND INVENTIVENESS INCLUDE INFANTS ARE ACTIVE AND INITIATE EXPLORATION 4HEY LEARN AS THEY MOVE USING THEIR SENSES are notvisible. certainactionscanproduceresults.They learnthat Older /LDER INFANTS UNDERSTAND THAT OBJECTS AND PEOPLE CONTINUE TO EXIST EVENT WHEN THEY Approaches andexplores newexperiencesinfamiliarsettings 1. s 2EPEATING A NEW SKILL SUCH AS GOING UP AND DOWN A STEP USUALLY PLACED s 2EMEMBERING THE LOCATION OF A FAVORITE OBJECT AND SEARCHING FOR IT WHERE IT IS BABBLING SOUNDS THAT IMITATE THE ADULTS INmECTIONS OR SOUNDS CAREGIVERS AND TEACHERS AND RESPONDING TO ADULTS SPEECH BY PRODUCING WORDS OR s OVER AGAIN s !SKING OR GESTURING THAT THEY WANT THE SAME SONG OR STORY REPEATED OVER AND s %XPLORING WATER WITH AN ENGAGED ADULT SENSES AS WELL AS USING TOOLS MATERIALS AND EQUIPMENT TO EXTEND SKILLS s !CTIVELY EXPLORING AND MAKING SENSE OF THE WORLD BY USING THEIR BODIES AND TELEPHONE TO THEIR EAR OR INITIATING A FAMILIAR GAME SUCH AS PEEK A BOO s )MITATING FAMILIAR ACTIVITIES SUCH AS COOKING AND STIRRING PUTTING A PRETEND VOCALIZING AND SMILING WHEN THEY ARE BEING READ TO s 3HOWING PLEASURE AND ENCOURAGING CONTINUED INTERACTION WITH ADULTS BY s !TTEMPTING TO OPEN A CONTAINER TO GET AN OBJECT s 5NCOVERING AN OBJECT THAT HAS BEEN SHOWN TO THE CHILD AND THEN COVERED s 2EACTING TO THE SOUND OF MUSIC WITH MOVEMENT A TOY TOWARD SELF TRYING SEVERAL WAYS TO REACH A TOY STUCK UNDER A COUCH s 5SING hTOOLSv TO RETRIEVE ITEMS THAT ARE OUT OF REACH EG USING A STRING TO PULL % NGAGING IN LONGER PERIODS OF TURN TAKING OR BACK AND FORTH SOUND PLAY WITH PARENTS
Approaches toLearning4 Approaches
8 TO 18 MONTHS 18 TO 8 8 TO 18 MONTHS 18 TO 8 APPROACHES TO LEARNING APPROACHES TO LEARNING 8 TO 18 MONTHS 18 TO 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows increased eagerness and curiosity as a learner When does your young 7ITH INCREASING MOBILITY YOUNG TODDLERS CAN EXPAND THEIR BOUNDARIES FOR EXPLORATION Eagerness and Shows eagerness and curiosity HS/CFR 1304.21(b) Not Applicable TODDLER ENJOY TRYING OUT IN THEIR ENVIRONMENTS 0ARENTS CAREGIVERS AND TEACHERS PROVIDE THE SECURE BASE THAT NEW SKILLS AND EXPLORING Curiosity as a learner permits this venturing out into the world. Young toddlers demonstrate eagerness and by herself? How does curiosity by: she approach unfamiliar EXPERIENCES s 0OINTING TO AN UNFAMILIAR PICTURE IN A STORY BOOK AND GESTURING TO THEIR PARENTS CAREGIVERS AND TEACHERS FOR THE NAME OF THE OBJECT Persistence 0AYS ATTENTION BRIEmY AND HS/CFR 1304.21(b) What does your young s "EGINNING TO EXPLORE THE ENVIRONMENT WITH THEIR PARENTS CAREGIVERS AND persists in repetitive tasks toddler do if he does not TEACHERS AND THEN VENTURING FURTHER AWAY FROM THE ADULTS initially succeed with a task? How do you know s 3EEKING AND TAKING PLEASURE IN NEW SKILLS SUCH AS CLIMBING UP THE STAIRS AND when to intervene with REPEATING THE ACTIVITY SEVERAL TIMES Creativity and !PPROACHES AND EXPLORES NEW HS/CFR 1304.21(b) support? How can you s 4RYING NEW MATERIALS SUCH AS PLAY DOUGH OR lNGER PAINTING )nventiveness EXPERIENCES IN FAMILIAR SETTINGS help him accomplish success with a task 8 TO 18 MONTHS when he struggles? B. PERSISTENCE 8 TO 18 MONTHS What does your young toddler do when favorite 1. Pays attention for longer periods of time and persists at props are not available preferred activities
for her play? How could !S GROSS AND lNE MOTOR SKILLS DEVELOP YOUNG TODDLERS CAN PERSIST AT ACTIVITIES THEY 18 TO 24 MONTHS you encourage her LIKE !SSISTANCE MAY BE SOUGHT FROM ADULTS BUT YOUNG TODDLERS WILL WANT TO EXPLORE creativity? their independence. Young toddlers show persistence by: s 3MILING WHILE THE SAME MUSIC IS PLAYING OVER AND OVER AGAIN AND DOING THE ENVIRONMENTAL SAME MOVEMENT ACTIVITY OVER AND OVER CONSIDERATIONS s !SKING PARENTS CAREGIVERS AND TEACHERS TO READ THE SAME BOOK OVER AND OVEr Ensure that there are AGAIN BY SAYING h-OREv dramatic play materials accessible to young s 4rying VARIOUS SHAPES IN A SHAPE SORTING TOY UNTIL THE SHAPE lNALLY lTS IN TODDLERS SO THEY CAN s Insisting on completing a task even when assistance is needed. pretend to be in familiar or new roles. C. CREATIVITY & INVENTIVENESS Remember that your YOUNG TODDLERS EVER 1. Explores the various new properties and uses for familiar present persistence objects and experiences and curiosity are signs that he is testing the !S THEY BEGIN TO EXPLORE THE ENVIRONMENT INDEPENDENTLY AND WITH PURPOSE YOUNG LIMITS OF HIS NEWLY FOUND TODDLERS SHOW MORE INTEREST IN OBJECTS 4HEY IMITATE OTHERS AND RE CREATE FAMILIAR independence. EVENTS WITH OBJECTS AND TOYS 9OUNG TODDLERS DEMONSTRATE THEIR CREATIVITY AND inventiveness by: Incorporate dramatic s 9IEWING AND EXPLORING OBJECTS FROM ALL SIDES play materials that represent cultural s ,AUGHING AND SMILING WHILE ENGAGING IN SAND AND WATER ACTIVITIES diversity. s 2OLE PLAYING EVERYDAY ACTIVITIES AND PRETENDING TO BE A MOMMY DADDY OR BABY s 3TOMPING THEIR FEET LOUDLY TO LOUD MUSIC AND TIPTOEING TO SOFT MUSIC
Florida’s Early Learning and Developmental Standards Approaches to Learning 5 Florida’s Early Learning and Developmental Standards Approaches to Learning 6 APPROACHES TO LEARNING APPROACHES TO LEARNING 8 TO 18 MONTHS 18 TO 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows increased eagerness and curiosity as a learner When does your young 7ITH INCREASING MOBILITY YOUNG TODDLERS CAN EXPAND THEIR BOUNDARIES FOR EXPLORATION Eagerness and Shows eagerness and curiosity HS/CFR 1304.21(b) Not Applicable TODDLER ENJOY TRYING OUT IN THEIR ENVIRONMENTS 0ARENTS CAREGIVERS AND TEACHERS PROVIDE THE SECURE BASE THAT NEW SKILLS AND EXPLORING Curiosity as a learner permits this venturing out into the world. Young toddlers demonstrate eagerness and by herself? How does curiosity by: she approach unfamiliar EXPERIENCES s 0OINTING TO AN UNFAMILIAR PICTURE IN A STORY BOOK AND GESTURING TO THEIR PARENTS CAREGIVERS AND TEACHERS FOR THE NAME OF THE OBJECT Persistence 0AYS ATTENTION BRIEmY AND HS/CFR 1304.21(b) What does your young s "EGINNING TO EXPLORE THE ENVIRONMENT WITH THEIR PARENTS CAREGIVERS AND persists in repetitive tasks toddler do if he does not TEACHERS AND THEN VENTURING FURTHER AWAY FROM THE ADULTS initially succeed with a task? How do you know s 3EEKING AND TAKING PLEASURE IN NEW SKILLS SUCH AS CLIMBING UP THE STAIRS AND when to intervene with REPEATING THE ACTIVITY SEVERAL TIMES Creativity and !PPROACHES AND EXPLORES NEW HS/CFR 1304.21(b) support? How can you s 4RYING NEW MATERIALS SUCH AS PLAY DOUGH OR lNGER PAINTING )nventiveness EXPERIENCES IN FAMILIAR SETTINGS help him accomplish success with a task when he struggles? B. PERSISTENCE 8 TO 18 MONTHS What does your young toddler do when favorite 1. Pays attention for longer periods of time and persists at props are not available preferred activities
for her play? How could 18 TO 24 MONTHS
!S GROSS AND lNE MOTOR SKILLS DEVELOP YOUNG TODDLERS CAN PERSIST AT ACTIVITIES THEY 18 TO 24 MONTHS you encourage her LIKE !SSISTANCE MAY BE SOUGHT FROM ADULTS BUT YOUNG TODDLERS WILL WANT TO EXPLORE creativity? their independence. Young toddlers show persistence by: s 3MILING WHILE THE SAME MUSIC IS PLAYING OVER AND OVER AGAIN AND DOING THE ENVIRONMENTAL SAME MOVEMENT ACTIVITY OVER AND OVER CONSIDERATIONS s !SKING PARENTS CAREGIVERS AND TEACHERS TO READ THE SAME BOOK OVER AND OVEr Ensure that there are AGAIN BY SAYING h-OREv dramatic play materials accessible to young s 4rying VARIOUS SHAPES IN A SHAPE SORTING TOY UNTIL THE SHAPE lNALLY lTS IN TODDLERS SO THEY CAN s Insisting on completing a task even when assistance is needed. pretend to be in familiar or new roles. C. CREATIVITY & INVENTIVENESS Remember that your YOUNG TODDLERS EVER 1. Explores the various new properties and uses for familiar present persistence objects and experiences and curiosity are signs that he is testing the !S THEY BEGIN TO EXPLORE THE ENVIRONMENT INDEPENDENTLY AND WITH PURPOSE YOUNG LIMITS OF HIS NEWLY FOUND TODDLERS SHOW MORE INTEREST IN OBJECTS 4HEY IMITATE OTHERS AND RE CREATE FAMILIAR independence. EVENTS WITH OBJECTS AND TOYS 9OUNG TODDLERS DEMONSTRATE THEIR CREATIVITY AND inventiveness by: Incorporate dramatic s 9IEWING AND EXPLORING OBJECTS FROM ALL SIDES play materials that represent cultural s ,AUGHING AND SMILING WHILE ENGAGING IN SAND AND WATER ACTIVITIES diversity. s 2OLE PLAYING EVERYDAY ACTIVITIES AND PRETENDING TO BE A MOMMY DADDY OR BABY s 3TOMPING THEIR FEET LOUDLY TO LOUD MUSIC AND TIPTOEING TO SOFT MUSIC
Florida’s Early Learning and Developmental Standards Approaches to Learning 5 Florida’s Early Learning and Developmental Standards Approaches to Learning 6 APPROACHES TO LEARNING APPROACHES TO LEARNING 18 TO 24 MONTHS TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows eagerness and curiosity as a learner (OW DOES YOUR TWO YEAR 4WO YEAR OLDS EAGERLY EXPLORE THEIR ENVIRONMENTS 4HEY ARE CURIOUS ABOUT AND AWARE OF CHANGES THAT THEY SEE 4HEY ARE INTERESTED IN WHAT OTHERS ARE DOING 4HEY EXPAND Shows INCREASED EAGERNESS HS/CFR 1304.21(b) Not Applicable old communicate with Eagerness and THEIR OWN BEHAVIORS BY IMITATING THOSE OF ADULTS AND OTHER CHILDREN 4WO YEAR OLDS AND curiosity as a learner you about the unknown Curiosity or newly discovered? show eagerness and curiosity by: How can you encourage s 3HOWING INTEREST IN PATTERNS SUCH AS SORTING COLORED PEGS INTO SINGLE COLOR PILES OR 8 TO 18 MONTHS conversation to increase PUTTING ALL THE SMALL BUTTONS IN ONE CONTAINER AND THE BIG BUTTONS INTO ANOTHER CONTAINER Pays attention for longer HS/CFR 1304.21(b) his language skills and Persistence periods of time and persists at knowledge of the world? s %NJOYING OPPORTUNITIES TO HELP PARENTS CAREGIVERS AND TEACHERS SUCH AS preferred activities ASSISTING WITH SETTING THE TABLE OR FOLDING THE CLOTHES 7HAT ARE YOUR TWO YEAR s %XPLORING NEW TOYS TO SEE HOW THEY WORK OLDS FAVORITE STORIES TOYS AND ACTIVITIES (OW s ,OOKING AT INSECTS LEAVES OR OTHER THINGS FROM NATURE AND EXAMINING THEM AND %XPLORES THE VARIOUS NEW HS/CFR 1304.21(b) Creativity and can you build on those watching them move or grow. )nventiveness properties and uses for familiar favorites to introduce OBJECTS AND EXPERIENCES YOUR TWO YEAR OLD TO NEW B. PERSISTENCE EXPERIENCES 1. Spends more time engaging in child-initiated activities and How do you observe seekS and acceptS help when encountering a problem YOUR TWO YEAR OLD USING familiar things in new 4WO YEAR OLDS PAY ATTENTION TO INTERESTING ACTIVITIES 4HEY ENJOY REPEATING FAVORITE and creative ways? ACTIVITIES AND SEEKS AND ACCEPTS HELP WHILE PERSISTING WITH DIFlCULT TASKS 4WO YEAR OLDS demonstrate persistence by: s 0REFERRING TO FEED THEMSELVES AND POUR THEIR OWN JUICE ENVIRONMENTAL s ,istening closely and turning the pages of a storybook that is being read by a CONSIDERATIONS PARENT CAREGIVER OR TEACHER -ODEL AND ENCOURAGE s 2EPEATING ACTIVITIES OR GAMES OVER AND OVER SUCH AS BUILDING A BLOCK STRUCTURE YOUR TWO YEAR OLD TO USE TAKING IT APART AND REBUILDING IT materials for purposes s 3HOWING INTEREST IN COMPLETING SIMPLE PUZZLES STRINGING BEADS SUCCESSFULLY other than their original INTENT SUCH AS USING A and repeating attempts to use scissors.
18 TO 24 MONTHS BANANA AS A TELEPHONE or a hairbrush as a C. CREATIVITY & INVENTIVENESS 18 TO 24 MONTHS microphone. 1. Explores the environment with purpose and flexibility Provide opportunities 4WO YEAR OLDS USE FAMILIAR MATERIALS IN mEXIBLE AND INVENTIVE WAYS 4HEY SHOW FOR YOUR TWO YEAR OLD TO PRACTICE HIS SELF HELP EXCITEMENT ABOUT NEW DISCOVERIES THAT EMERGE AS THEY PLAY WITH FAMILIAR MATERIALS skills during meal times. AND EXPLORE NEW TOYS AND MATERIALS 4HEY ENJOY IMITATING FAMILIAR ROLES CHARACTERS TWO-YEAR-OLDS AND ANIMALS DURING PLAY %XAMPLES OF CREATIVITY AND INVENTIVENESS INCLUDE !SK TWO YEAR OLDS 7HO s 5SING OBJECTS TOGETHER AS TOOLS 7HAT OR 7HY QUESTIONS s 3CRIBBLING ON A PIECE OF PAPER DURING PLAY AND USE these times as a chance s !CTING OUT FAMILIAR LIFE SCENES SUCH AS PICKING UP A BAG OR LUNCH BOX AND to have conversations. SAYING h) GO TO WORKv s &INDING SOLUTIONS TO SIMPLE PROBLEMS EG RIDING TOY IS STUCK ON A TOY SO THE child backs up and drives around the toy).
Florida’s Early Learning and Developmental Standards Approaches to Learning 7 Florida’s Early Learning and Developmental Standards Approaches to Learning 8 APPROACHES TO LEARNING APPROACHES TO LEARNING 18 TO 24 MONTHS TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows eagerness and curiosity as a learner (OW DOES YOUR TWO YEAR 4WO YEAR OLDS EAGERLY EXPLORE THEIR ENVIRONMENTS 4HEY ARE CURIOUS ABOUT AND AWARE OF CHANGES THAT THEY SEE 4HEY ARE INTERESTED IN WHAT OTHERS ARE DOING 4HEY EXPAND Shows INCREASED and EAGERNESS HS/CFR 1304.21(b) Not Applicable old communicate with Eagerness and THEIR OWN BEHAVIORS BY IMITATING THOSE OF ADULTS AND OTHER CHILDREN 4WO YEAR OLDS curiosity as a learner you about the unknown Curiosity or newly discovered? show eagerness and curiosity by: How can you encourage s 3HOWING INTEREST IN PATTERNS SUCH AS SORTING COLORED PEGS INTO SINGLE COLOR PILES OR 8 TO 18 MONTHS conversation to increase PUTTING ALL THE SMALL BUTTONS IN ONE CONTAINER AND THE BIG BUTTONS INTO ANOTHER CONTAINER Pays attention for longer HS/CFR 1304.21(b) his language skills and Persistence periods of time and persists at knowledge of the world? s %NJOYING OPPORTUNITIES TO HELP PARENTS CAREGIVERS AND TEACHERS SUCH AS preferred activities ASSISTING WITH SETTING THE TABLE OR FOLDING THE CLOTHES 7HAT ARE YOUR TWO YEAR s %XPLORING NEW TOYS TO SEE HOW THEY WORK OLDS FAVORITE STORIES TOYS AND ACTIVITIES (OW s ,OOKING AT INSECTS LEAVES OR OTHER THINGS FROM NATURE AND EXAMINING THEM AND %XPLORES THE VARIOUS NEW HS/CFR 1304.21(b) Creativity and can you build on those watching them move or grow. )nventiveness properties and uses for familiar favorites to introduce OBJECTS AND EXPERIENCES YOUR TWO YEAR OLD TO NEW B. PERSISTENCE EXPERIENCES 1. Spends more time engaging in child-initiated activities and How do you observe seekS and acceptS help when encountering a problem YOUR TWO YEAR OLD USING familiar things in new 4WO YEAR OLDS PAY ATTENTION TO INTERESTING ACTIVITIES 4HEY ENJOY REPEATING FAVORITE and creative ways? ACTIVITIES AND SEEKS AND ACCEPTS HELP WHILE PERSISTING WITH DIFlCULT TASKS 4WO YEAR OLDS demonstrate persistence by: s 0REFERRING TO FEED THEMSELVES AND POUR THEIR OWN JUICE ENVIRONMENTAL s ,istening closely and turning the pages of a storybook that is being read by a CONSIDERATIONS PARENT CAREGIVER OR TEACHER -ODEL AND ENCOURAGE s 2EPEATING ACTIVITIES OR GAMES OVER AND OVER SUCH AS BUILDING A BLOCK STRUCTURE YOUR TWO YEAR OLD TO USE TAKING IT APART AND REBUILDING IT materials for purposes s 3HOWING INTEREST IN COMPLETING SIMPLE PUZZLES STRINGING BEADS SUCCESSFULLY other than their original INTENT SUCH AS USING A and repeating attempts to use scissors. BANANA AS A TELEPHONE or a hairbrush as a C. CREATIVITY & INVENTIVENESS 18 TO 24 MONTHS microphone. 1. Explores the environment with purpose and flexibility Provide opportunities 4WO YEAR OLDS USE FAMILIAR MATERIALS IN mEXIBLE AND INVENTIVE WAYS 4HEY SHOW FOR YOUR TWO YEAR OLD TO PRACTICE HIS SELF HELP EXCITEMENT ABOUT NEW DISCOVERIES THAT EMERGE AS THEY PLAY WITH FAMILIAR MATERIALS skills during meal times. AND EXPLORE NEW TOYS AND MATERIALS 4HEY ENJOY IMITATING FAMILIAR ROLES CHARACTERS TWO-YEAR-OLDS
AND ANIMALS DURING PLAY %XAMPLES OF CREATIVITY AND INVENTIVENESS INCLUDE TWO-YEAR-OLDS !SK TWO YEAR OLDS 7HO s 5SING OBJECTS TOGETHER AS TOOLS 7HAT OR 7HY QUESTIONS s 3CRIBBLING ON A PIECE OF PAPER DURING PLAY AND USE these times as a chance s !CTING OUT FAMILIAR LIFE SCENES SUCH AS PICKING UP A BAG OR LUNCH BOX AND to have conversations. SAYING h) GO TO WORKv s &INDING SOLUTIONS TO SIMPLE PROBLEMS EG RIDING TOY IS STUCK ON A TOY SO THE child backs up and drives around the toy).
Florida’s Early Learning and Developmental Standards Approaches to Learning 7 Florida’s Early Learning and Developmental Standards Approaches to Learning 8 APPROACHES TO LEARNING APPROACHES TO LEARNING TWO-YEAR-OLDS THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows curiosity and is eager to learn new things and have What do you think your new experiences Eagerness and Shows eagerness and curiosity HS/CFR 1304.21(b) Not Applicable THREE YEAR OLD IS LEARNING 4HREE YEAR OLDS ARE INTERESTED IN THE WORLD AROUND THEM AND OFTEN RESPOND TO WHAT Curiosity as a learner THROUGH hPRETEND PLAY v THEY OBSERVE 3OME EXAMPLES ARE
s .OTICING NEW ITEMS IN THE CLASSROOM AND ASKING OTHERS FOR INFORMATION SUCH 8 TO 18 MONTHS 7HAT NEW MATERIALS AS h7HAT IS THAT v OBJECTS OR EXPERIENCES Spends more time engaging HS/CFR 1304.21(b) have you introduced to s )NVESTIGATING AND EXPERIMENTING WITH MATERIALS IN THE WATER TABLE OR OUTDOOR Persistence IN CHILD INITIATED ACTIVITIES AND YOUR THREE YEAR OLD IN SAND PLAY AREA seeks AND accepts help when the last month? s !SKING QUESTIONS TO GET ADDITIONAL INFORMATION DURING CONVERSATIONS SUCH AS encountering a problem ASKING h7HY v WHEN AN ADULT TALKS ABOUT SOMETHING THAT HAPPENED (AS YOUR THREE YEAR Creativity and %XPLORES THE ENVIRONMENT WITH HS/CFR 1304.21(b) s !SKing an adult to read a new book that is in the reading corner or pretending OLD USED EQUIPMENT OR PURPOSE AND mEXIBILITY to read it to themselves. )nventiveness MATERIALS IN hNEWv AND creative ways either B. PERSISTENCE DURING HER PLAY OR TO 1. Sustains attention for brief periods and finds help when accomplish a goal? How needed did you respond to your child’s behavior? 4HREE YEAR OLDS ARE ABLE TO SUSTAIN ATTENTION FOR A BRIEF PERIOD OF TIME 4HIS MIGHT BE LONGER IF THE ACTIVITY IS SOMETHING OF GREAT INTEREST SUCH AS THEIR FAVORITE STORY )F THEY How do you provide ENCOUNTER A PROBLEM THREE YEAR OLDS MAY WALK AWAY OR BECOME FRUSTRATED 4HEY MAY SUPPORT WHEN YOUR THREE NEED ASSISTANCE ASKING FOR HELP OR SOLVING PROBLEMS THAT THEY FACE 3OME WAYS THREE YEAR OLD DEMONSTRATES YEAR OLDS SHOW PERSISTENCE ARE frustration because they s !SKING AN ADULT FOR HELP GETTING THE PIECES OF A PUZZLE TO lT cannot immediately s 4RYING TO REBUILD A BLOCK TOWER AFTER IT TUMBLED DOWN complete a task? s &OCUSING ON A TASK THAT INTERESTS HIMHER BUILDING A CASTLE IN THE SAND TABLE s 4RYING TO PLACE A BOX ON A SHELF BY TURNING IT AROUND UNTIL IT lTS ENVIRONMENTAL CONSIDERATIONS C. CREATIVITY & INVENTIVENES 1. Approaches daily activities with creativity and inventivenes -AKE PICTURE CHARTS of steps involved in 0LAY PROVIDES OPPORTUNITIES FOR THREE YEAR OLDS TO LEARN ABOUT THEIR WORLD AND THE EXPERIENCES LIKE COOKING MATERIALS AROUND THEM 3OMETIMES THEY USE MATERIALS AS THEY ARE INTENDED SUCH Help children use AS USING A SPOON TO EAT APPLESAUCE AND SOMETIMES THEY CREATE NEW WAYS TO USE the charts to follow THEM SUCH AS USING A SPOON AS A MICROPHONE /THER WAYS THAT THREE YEAR OLDS MIGHT directions. demonstrate creativity and inventiveness are: THREE-YEAR-OLDS s -AKING UP MOVEMENTS AND ACTIONS DURING A GROUP MOVEMENT ACTIVITY Be sure to have a variety s 0RETENDING TO BE A CAT IN THE DRAMATIC PLAY AREA MEOWING WHILE CRAWLING of different art materials AROUND AVAILABLE FOR THREE YEAR s -IXING PAINT AT THE EASEL TO MAKE A NEW COLOR ON THEIR PAPER old children. s -AKING SAND hPIESv AND PRETENDING TO EAT THEM TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Approaches to Learning 9 Florida’s Early Learning and Developmental Standards Approaches to Learning 10 APPROACHES TO LEARNING APPROACHES TO LEARNING TWO-YEAR-OLDS THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. EAGERNESS & CURIOSITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Shows curiosity and is eager to learn new things and have What do you think your new experiences Eagerness and Shows eagerness and curiosity HS/CFR 1304.21(b) Not Applicable THREE YEAR OLD IS LEARNING 4HREE YEAR OLDS ARE INTERESTED IN THE WORLD AROUND THEM AND OFTEN RESPOND TO WHAT Curiosity as a learner THROUGH hPRETEND PLAY v THEY OBSERVE 3OME EXAMPLES ARE
s .OTICING NEW ITEMS IN THE CLASSROOM AND ASKING OTHERS FOR INFORMATION SUCH 8 TO 18 MONTHS 7HAT NEW MATERIALS AS h7HAT IS THAT v OBJECTS OR EXPERIENCES Spends more time engaging HS/CFR 1304.21(b) have you introduced to s )NVESTIGATING AND EXPERIMENTING WITH MATERIALS IN THE WATER TABLE OR OUTDOOR Persistence IN CHILD INITIATED ACTIVITIES AND YOUR THREE YEAR OLD IN SAND PLAY AREA seeks AND accepts help when the last month? s !SKING QUESTIONS TO GET ADDITIONAL INFORMATION DURING CONVERSATIONS SUCH AS encountering a problem ASKING h7HY v WHEN AN ADULT TALKS ABOUT SOMETHING THAT HAPPENED (AS YOUR THREE YEAR Creativity and %XPLORES THE ENVIRONMENT WITH HS/CFR 1304.21(b) s !SKing an adult to read a new book that is in the reading corner or pretending OLD USED EQUIPMENT OR PURPOSE AND mEXIBILITY to read it to themselves. )nventiveness MATERIALS IN hNEWv AND creative ways either B. PERSISTENCE DURING HER PLAY OR TO 1. Sustains attention for brief periods and finds help when accomplish a goal? How needed did you respond to your child’s behavior? 4HREE YEAR OLDS ARE ABLE TO SUSTAIN ATTENTION FOR A BRIEF PERIOD OF TIME 4HIS MIGHT BE LONGER IF THE ACTIVITY IS SOMETHING OF GREAT INTEREST SUCH AS THEIR FAVORITE STORY )F THEY How do you provide ENCOUNTER A PROBLEM THREE YEAR OLDS MAY WALK AWAY OR BECOME FRUSTRATED 4HEY MAY SUPPORT WHEN YOUR THREE NEED ASSISTANCE ASKING FOR HELP OR SOLVING PROBLEMS THAT THEY FACE 3OME WAYS THREE YEAR OLD DEMONSTRATES YEAR OLDS SHOW PERSISTENCE ARE frustration because they s !SKING AN ADULT FOR HELP GETTING THE PIECES OF A PUZZLE TO lT cannot immediately s 4RYING TO REBUILD A BLOCK TOWER AFTER IT TUMBLED DOWN complete a task? s &OCUSING ON A TASK THAT INTERESTS HIMHER BUILDING A CASTLE IN THE SAND TABLE s 4RYING TO PLACE A BOX ON A SHELF BY TURNING IT AROUND UNTIL IT lTS ENVIRONMENTAL CONSIDERATIONS C. CREATIVITY & INVENTIVENES 1. Approaches daily activities with creativity and inventivenes -AKE PICTURE CHARTS of steps involved in 0LAY PROVIDES OPPORTUNITIES FOR THREE YEAR OLDS TO LEARN ABOUT THEIR WORLD AND THE EXPERIENCES LIKE COOKING MATERIALS AROUND THEM 3OMETIMES THEY USE MATERIALS AS THEY ARE INTENDED SUCH Help children use AS USING A SPOON TO EAT APPLESAUCE AND SOMETIMES THEY CREATE NEW WAYS TO USE the charts to follow THEM SUCH AS USING A SPOON AS A MICROPHONE /THER WAYS THAT THREE YEAR OLDS MIGHT directions. demonstrate creativity and inventiveness are: THREE-YEAR-OLDS
s -AKING UP MOVEMENTS AND ACTIONS DURING A GROUP MOVEMENT ACTIVITY THREE-YEAR-OLDS Be sure to have a variety s 0RETENDING TO BE A CAT IN THE DRAMATIC PLAY AREA MEOWING WHILE CRAWLING of different art materials AROUND AVAILABLE FOR THREE YEAR s -IXING PAINT AT THE EASEL TO MAKE A NEW COLOR ON THEIR PAPER old children. s -AKING SAND hPIESv AND PRETENDING TO EAT THEM
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Approaches to Learning 9 Florida’s Early Learning and Developmental Standards Approaches to Learning 10 D. PLANNING & REFLECTION QUESTIONS TO APPROACHES TO LEARNING 1. Shows initial signs of planning and learning from their ASK YOURSELF experiences THREE-YEAR-OLDS When doing creative 4HREE YEAR OLDS LIKE TO TALK ABOUT WHAT HAS HAPPENED DURING THEIR DAY /FTEN THEY ARE PROJECTS ENCOURAGE ABLE TO TALK ABOUT HOW TO DO SOMETHING SUCH AS FEEDING THE CLASS BUNNY EVEN THOUGH THREE YEAR OLD CHILDREN THEY MAY SKIP A FEW STEPS 4HREE YEAR OLD CHILDREN SHOW THE BEGINNING ABILITY TO PLAN Sub-Domain Standard Head Start Code of Head Start to create their own AND REmect by: Federal Regulations Outcomes REPRESENTATIONS RATHER (Performance Standard) Framework than providing a model s #HOOSING COLORS THEY WANT TO USE TO DRAW A PICTURE for them to copy. s 4ALKING ABOUT SOMETHING THAT HAPPENED TO THEM hYESTERDAYv OR EARLIER THAT DAY Eagerness and Shows CURIOSITY and is EAGER (3#&2 A A Domain: s 3ELECTING SOMETHING TO WEAR IN THE DRESS UP CENTER BEFORE THEY GET THERE Curiosity to learn new things and Approaches to HAVE NEW EXPERIENCES Learning ENVIRONMENTAL s .OTICING THAT BEHAVIORS MAY COME BEFORE AN EVENT SUCH AS hIF MOM SETS THE 8 TO 18 MONTHS 3UB $OMAIN CONSIDERATIONS TABLE THEN WE ARE GETTING READY TO EATv Initiative & Curiosity
Clearly label storage Domain: shelves and containers Persistence Sustains attention for brief (3#&2 A A PERIODS AND lNDS HELP WHEN Approaches to TO HELP THREE YEAR OLD Learning needed children select materials 3UB $OMAIN and return them Initiative & Curiosity independently.
Avoid interpreting THE THREE YEAR OLDS INQUISITIVENESS Domain: PERSISTENCE OR Creativity and Approaches daily activities with (3#&2 A A )nventiveness creativity AND )NVENTIVENESS Approaches to EXPLORATIONS AS Learning hyperactivity or 3UB $OMAIN misbehavior. Initiative & Curiosity
!SK THREE YEAR OLDS WHAT THEY ARE GOING TO DO ARE DOING OR HAVE DONE IN the block center or art Shows initial signs of planning (3#&2 A A Domain: center. Planning and and learning from their Approaches to Reflection EXPERIENCES Learning 3UB $OMAIN Initiative & Curiosity THREE-YEAR-OLDS THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Approaches to Learning 11 Florida’s Early Learning and Developmental Standards Approaches to Learning 12 D. PLANNING & REFLECTION QUESTIONS TO APPROACHES TO LEARNING 1. Shows initial signs of planning and learning from their ASK YOURSELF experiences THREE-YEAR-OLDS When doing creative 4HREE YEAR OLDS LIKE TO TALK ABOUT WHAT HAS HAPPENED DURING THEIR DAY /FTEN THEY ARE PROJECTS ENCOURAGE ABLE TO TALK ABOUT HOW TO DO SOMETHING SUCH AS FEEDING THE CLASS BUNNY EVEN THOUGH THREE YEAR OLD CHILDREN THEY MAY SKIP A FEW STEPS 4HREE YEAR OLD CHILDREN SHOW THE BEGINNING ABILITY TO PLAN Sub-Domain Standard Head Start Code of Head Start to create their own AND REmect by: Federal Regulations Outcomes REPRESENTATIONS RATHER (Performance Standard) Framework than providing a model s #HOOSING COLORS THEY WANT TO USE TO DRAW A PICTURE for them to copy. s 4ALKING ABOUT SOMETHING THAT HAPPENED TO THEM hYESTERDAYv OR EARLIER THAT DAY Eagerness and Shows CURIOSITY and is EAGER (3#&2 A A Domain: s 3ELECTING SOMETHING TO WEAR IN THE DRESS UP CENTER BEFORE THEY GET THERE Curiosity to learn new things and Approaches to HAVE NEW EXPERIENCES Learning ENVIRONMENTAL s .OTICING THAT BEHAVIORS MAY COME BEFORE AN EVENT SUCH AS hIF MOM SETS THE 8 TO 18 MONTHS 3UB $OMAIN CONSIDERATIONS TABLE THEN WE ARE GETTING READY TO EATv Initiative & Curiosity
Clearly label storage Domain: shelves and containers Persistence Sustains attention for brief (3#&2 A A PERIODS AND lNDS HELP WHEN Approaches to TO HELP THREE YEAR OLD Learning needed children select materials 3UB $OMAIN and return them Initiative & Curiosity independently.
Avoid interpreting THE THREE YEAR OLDS INQUISITIVENESS Domain: PERSISTENCE OR Creativity and Approaches daily activities with (3#&2 A A )nventiveness creativity AND INVENTIVENESS Approaches to EXPLORATIONS AS Learning hyperactivity or 3UB $OMAIN misbehavior. Initiative & Curiosity
!SK THREE YEAR OLDS WHAT THEY ARE GOING TO DO ARE DOING OR HAVE DONE IN the block center or art Shows initial signs of planning (3#&2 A A Domain: center. Planning and and learning from their Approaches to Reflection EXPERIENCES Learning 3UB $OMAIN Initiative & Curiosity THREE-YEAR-OLDS THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Approaches to Learning 11 Florida’s Early Learning and Developmental Standards Approaches to Learning 12 APPROACHES TO LEARNING
SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT SOCIALSOCIAL & EMOTIONAL DEV.DEV. Social and Emotional Development 1 Humans Humans are social, interacting with others on many levels throughout their lives. Florida’s Early Learning and Developmental Standards Early Learning Florida’s SOCIAL AND EMOTIONAL DEVELOPMENT EMOTIONAL AND SOCIAL Young children’s early relationships construct children social and emotional development. with Moreover, framework for their future parents and other knowledge about caregivers the world through become their social exchanges, the signifying the importance of social and emotional development to all other areas of development. For these reasons, early attachments are extremely important to children’s overall health, development, and learning. interactions. Their relationships are influenced by their temperaments and by the cultural Infants may expectations Cultural have groups differing context in which these interactions occur. and toddlers have for developmental children’s rate of capacities development, and that caregivers and support teachers sensitive to must these be differences their when working aware with families. of social For and example, different cultural groups have different standards for how emotions are expressed and managed, making the task of emotional regulation particularly challenging for infants and toddlers who must cultural environments. between different managed expectations and responses learn infants responsive, and sensitive is care When needs. emotional and physiological their and teachers to meet very caregivers, dependent on infants their are parents, Young that their world is safe and that they can trust others to meet their needs. Nonresponsive and insensitive care creates a sense that people and the environment are not consistent or trustworthy. Without this basic toddlerhood trust, infants and into toddlers find move it hard to can take risks infants or to caregiving, sensitive With self. of sense positive a develop language, and cognitive skills with confidence. motor, to use their increasing ready and with a limited number of people. Because they still have limited verbal skills, toddlers Toddlers acquire strategies often express for their adapting feelings through their actions. emotions Emotions, within from a laughter to variety angry of outbursts, settings can help toddlers develop new understandings about others’ feelings and motives. Their successful emotional development is linked to their relationships with parents, caregivers, and individual toddlers’ to respond to capacity and knowledge adults’ the and teachers and temperamental differences. adults influences how they view themselves and the world. additional with and peers with Positive relationships establish to and ability their adaptive grow, children social As behaviors result from interacting with others who have different characteristics and BIRTH TO 8 MONTHS
backgrounds. With the help of supportive adults, preschool children expand their capacities to recognize and express their own feelings, and to understand and respond to the emotions SOCIAL AND EMOTIONAL DEVELOPMENT of others. For children with special needs, social and emotional development provides a BIRTH TO 8 MONTHS foundation for programs in other areas of development. With nurturing and knowledgeable parents, caregivers, and teachers, tremendous strides are possible. A. TRUST & EMOTIONAL SECURITY QUESTIONS TO There are three primary components of social and emotional development in ASK YOURSELF 1. Experiences and develops secure relationships
SOCIAL & EMOTIONAL DEV. From infancy, warm and responsive relationships are the foundation for the
SOCIAL & EMOTIONAL DEV. young children. Emotional security is express and trust and emotional security during the What do you do to development of trust and emotional security for all children. When care is sensitive, ensure the environment infant and toddler years. Trust and emotional security include how children feel about reliable, and responsive, infants develop secure relationships. When their needs are is consistent and themselves as well as how safe they feel in their environments and relationships with others. met consistently by parents, caregivers, and teachers, young children learn their world predictable for your is safe and predictable. Young infants who experience this nurturing care thrive and The confidence a child develops through positive relationships with parents, caregivers, young infant? demonstrate the ability to form relationships by: and teachers provides a foundation for the development of prosocial behaviors during the How is continuity of s %XHIBITING MUTUAL EYE GAZES DURING ROUTINE CAREGIVING ACTIVITIES preschool years. For young children, there should be a focus on those skills that enable care provided, ensuring s ,ISTENING attentively, observing facial expressions, and then responding by them to engage positively with others, develop better understandings of themselves and that there is at least one COOING SMILING CRYING OR REACHING OUT TO PARENTS CAREGIVERS AND TEACHERS others, and express and interpret emotions. consistent person to interact with infants on a s 4URning their head, looking away, frowning, and/or arching their back to cease daily basis? OR AVOID INTERACTIONS Self-regulation is the second component and involves the ability to manage ones’ s $Emonstrating a strong preference for parents, caregivers, and teachers by How do you plan your kicking, squealing, or becoming upset when these adults leave the room. own needs and emotions. Over time, young children move from reliance on others to schedule so that youR competence. They accomplish tasks that include everything from learning and adjusting infants’ IMMEDIATE 2. Responds to the environment to the day-night rhythm of their family, to signaling their needs to responsive adults, to needs? Young infants whose physical and emotional needs are met are much more likely to managing powerful emotions. These growing abilities to regulate behaviors are strongly demonstrate an interest in exploring their environments. Adults support their interest in the environment by making themselves physically and emotionally available and influenced by culture, by children’s relationships with others, and by the growing maturity ENVIRONMENTAL by making certain that the environment is both safe and interesting. Young infants and integration of several areas of the brain. CONSIDERATIONS demonstrate responsiveness to the environment by: s 2ESPONDING TO TOUCH BY RELAXING WHEN THEIR BACK IS RUBBED Provide soft spaces The third component of social and emotional development is self-concept. From for “tummy time” that s 2ESPONDING TO SOUND BY COOING WHEN SONGS ARE SUNG BY PARENTS CAREGIVERS AND TEACHERS warm and responsive reciprocal relationships, young children develop a sense of themselves allows young infants to s 2ESPONDING TO LIGHT AND DARK BY SQUINTING WHEN LIGHTS ARE TURNED ON IN A DARK ROOM as increasingly competent and confident. With support from their parents, caregivers, and move toward toys and s 2ESPONDING TO TEMPERATURE BY CRYING TO SHOW THAT THEY ARE UNCOMFORTABLE people. teachers and safe and challenging environments, the perceptions of young children about B. SELF-REGULATION their competencies become more accurate and satisfying. Plan activities and include objects 1. Develops early emotional regulation that contribute to a comfortable and relaxing Young infants’ emotions can vary, and those emotions are managed through the environment that appeals support provided by their relationships with adults. Infants need attentive and to their senses. RESPONSIVE PARENTS CAREGIVERS AND TEACHERS TO HELP THEM RECOGNIZE AND EXPRESS THEIR EMOTIONS AND FEELINGS 4HEIR ABILITY TO RECOGNIZE AND EXPRESS EMOTIONS OCCURS IN THE Provide infants with context of relationships, and is influenced by physical well-being, brain development, disabilities the same type temperament, and cultural expectations. Young infants demonstrate early emotional of experiences that foster regulation by: healthy attachment and s #RYING WHEN THEY ARE HUNGRY UNCOMFORTABLE OR UNHAPPY self-regulation as other infants. s 4URNING their head and breaking eye contact, frowning, and/or arching their BACKS WHEN OVERSTIMULATED s +ICKing their legs in excitement and settling when they see their parents, CAREGIVERS AND TEACHERS s 2AISING THEIR ARMS TO PARENTS CAREGIVERS AND TEACHERS FOR COMFORT OR TO BE PICKED UP
Florida’s Early Learning and Developmental Standards Social and Emotional Development 2 Florida’s Early Learning and Developmental Standards Social and Emotional Development 3 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS backgrounds. With the help of supportive adults, preschool children expand their capacities to recognize and express their own feelings, and to understand and respond to the emotions SOCIAL AND EMOTIONAL DEVELOPMENT of others. For children with special needs, social and emotional development provides a foundation for programs in other areas of development. With nurturing and knowledgeable BIRTH TO 8 MONTHS parents, caregivers, and teachers, tremendous strides are possible. A. TRUST & EMOTIONAL SECURITY QUESTIONS TO There are three primary components of social and emotional development in ASK YOURSELF 1. Experiences and develops secure relationships From infancy, warm and responsive relationships are the foundation for the
SOCIAL & EMOTIONAL DEV. young children. Emotional security is express and trust and emotional security during the What do you do to development of trust and emotional security for all children. When care is sensitive, ensure the environment infant and toddler years. Trust and emotional security include how children feel about reliable, and responsive, infants develop secure relationships. When their needs are is consistent and themselves as well as how safe they feel in their environments and relationships with others. met consistently by parents, caregivers, and teachers, young children learn their world predictable for your is safe and predictable. Young infants who experience this nurturing care thrive and The confidence a child develops through positive relationships with parents, caregivers, young infant? demonstrate the ability to form relationships by: and teachers provides a foundation for the development of prosocial behaviors during the How is continuity of s %XHIBITING MUTUAL EYE GAZES DURING ROUTINE CAREGIVING ACTIVITIES preschool years. For young children, there should be a focus on those skills that enable care provided, ensuring s ,ISTENING attentively, observing facial expressions, and then responding by them to engage positively with others, develop better understandings of themselves and that there is at least one COOING SMILING CRYING OR REACHING OUT TO PARENTS CAREGIVERS AND TEACHERS others, and express and interpret emotions. consistent person to interact with infants on a s 4URning their head, looking away, frowning, and/or arching their back to cease daily basis? OR AVOID INTERACTIONS Self-regulation is the second component and involves the ability to manage ones’ s $Emonstrating a strong preference for parents, caregivers, and teachers by How do you plan your kicking, squealing, or becoming upset when these adults leave the room. own needs and emotions. Over time, young children move from reliance on others to schedule so that you competence. They accomplish tasks that include everything from learning and adjusting CAN RESPOND TO YOUR 2. Responds to the environment to the day-night rhythm of their family, to signaling their needs to responsive adults, to infants’ IMMEDIATE Young infants whose physical and emotional needs are met are much more likely to needs? managing powerful emotions. These growing abilities to regulate behaviors are strongly demonstrate an interest in exploring their environments. Adults support their interest in the environment by making themselves physically and emotionally available and influenced by culture, by children’s relationships with others, and by the growing maturity by making certain that the environment is both safe and interesting. Young infants and integration of several areas of the brain. ENVIRONMENTAL demonstrate responsiveness to the environment by: CONSIDERATIONS s 2ESPONDING TO TOUCH BY RELAXING WHEN THEIR BACK IS RUBBED The third component of social and emotional development is self-concept. From Provide soft spaces s 2ESPONDING TO SOUND BY COOING WHEN SONGS ARE SUNG BY PARENTS CAREGIVERS AND TEACHERS warm and responsive reciprocal relationships, young children develop a sense of themselves for “tummy time” that s 2ESPONDING TO LIGHT AND DARK BY SQUINTING WHEN LIGHTS ARE TURNED ON IN A DARK ROOM as increasingly competent and confident. With support from their parents, caregivers, and allows young infants to s 2ESPONDING TO TEMPERATURE BY CRYING TO SHOW THAT THEY ARE UNCOMFORTABLE move toward toys and teachers and safe and challenging environments, the perceptions of young children about people. B. SELF-REGULATION their competencies become more accurate and satisfying. Plan activities and 1. Develops early emotional regulation include objects that contribute to a Young infants’ emotions can vary, and those emotions are managed through the comfortable and relaxing support provided by their relationships with adults. Infants need attentive and environment that appeals RESPONSIVE PARENTS CAREGIVERS AND TEACHERS TO HELP THEM RECOGNIZE AND EXPRESS THEIR to their senses. EMOTIONS AND FEELINGS 4HEIR ABILITY TO RECOGNIZE AND EXPRESS EMOTIONS OCCURS IN THE context of relationships, and is influenced by physical well-being, brain development, Provide infants with temperament, and cultural expectations. Young infants demonstrate early emotional disabilities the same type regulation by: of experiences that foster s #RYING WHEN THEY ARE HUNGRY UNCOMFORTABLE OR UNHAPPY healthy attachment and self-regulation as other s 4URNING their head and breaking eye contact, frowning, and/or arching their infants. BACKS WHEN OVERSTIMULATED s +ICKing their legs in excitement and settling when they see their parents, CAREGIVERS AND TEACHERS s 2AISING THEIR ARMS TO PARENTS CAREGIVERS AND TEACHERS FOR COMFORT OR TO BE PICKED UP
Florida’s Early Learning and Developmental Standards Social and Emotional Development 2 Florida’s Early Learning and Developmental Standards Social and Emotional Development 3 BIRTH TO 8 MONTHS
2. Develops early behavior regulation 2. Becomes aware of oneself as a unique individual while still QUESTIONS TO The first few months of life are ones of remarkable changes as infants adjust to life QUESTIONS TO connected to others ASK YOURSELF outside their mothers’ bodies. They must accomplish tasks on their own or by getting ASK YOURSELF Young infants are developing a sense of who they are and what they can do. They How is the schedule the attention of responsive parents, caregivers, and teachers. These tasks include How do you modify your explore the boundaries of their bodies and work to regulate their biological rhythms. based on the needs acquiring day-night waking and sleeping rhythms and learning to soothe and settle actions to meet the Young infants have their own temperaments and personalities that affect how they and rhythms of young once their basic needs are met. Young infants show early behavior regulation by: needs of infants with respond to new experiences. They demonstrate an awareness of self and others by: infants? s 3TOPPING CRYING WHEN THEY ARE PICKED UP special needs? s .OTICING AND EXPLORING THEIR HANDS EVENTUALLY BECOMING AWARE THAT THEY CAN MAKE BIRTH TO 8 MONTHS BIRTH s 1UIETING WHEN SWADDLED IN A COMFORTABLE BLANKET THEIR HANDS DO THINGS What do you do to How do you respond
BIRTH TO 8 MONTHS BIRTH s %XPLORING THE FACE AND OTHER BODY PARTS OF PARENTS CAREGIVERS AND TEACHERS respond to your infant’s s 3UCKING ON THEIR HAND TO CALM THEMSELVES BEFORE FALLING ASLEEP differently to infants with expressions of emotion s 2ELAXING WHEN CUDDLED AND ROCKED OR SPOKEN TO IN A SOFT SOOTHING VOICE different temperaments? s COVERING THEIR EYES TO ENCOURAGE A GAME OF PEEK A BOO – both positive and s 2EPEATING an action, such as banging their hands on the table or pretending to negative? 3. Develops early social problem-solving SNEEZE WHEN IT MAKES OTHER PEOPLE LAUGH Social problem-solving refers to the knowledge, understanding, and skills needed How does your infant ask ENVIRONMENTAL to cope in social situations. The foundation for the development of social problem- 3. Demonstrates emerging sense of competence and confidence for your attention? CONSIDERATIONS solving begins as young infants quickly learn how to gain the help and attention in growing abilities of parents, caregivers, teachers, and others to get their needs met. Young infants Develop ways to Through interactions with parents, caregivers, and teachers, young infants develop a demonstrate these abilities by: incorporate cultural growing awareness of their ability to make things happen. They show this emerging ENVIRONMENTAL s 3MILING AT OTHERS traditions into the awareness by: CONSIDERATIONS routines you use with s "ABBLING OR cooing and pausing to wait for a response from their parents, s 2ECOGNIZING THAT PARENTS CAREGIVERS AND TEACHERS RESPOND TO THEIR CUES EG infants. Ensure that infant needs CAREGIVERS AND TEACHERS CRYING SQUIRMING TURNING AWAY AND STOP PLAYING OR INTERACTING are met in a predictable s #RYIng, rocking back and forth, and lifting their arms to signal for help from Provide comfortable s +ICKING A MOBILE OVER AND OVER TO MAKE IT MOVE fashion. THEIR PARENTS CAREGIVERS AND TEACHERS spaces for adults and s #RYING IN PARTICULAR WAYS TO GET THEIR NEEDS MET s 'AINING THE ATTENTION OF PEERS THROUGH VOCALIZATIONS REACHING OUT AND SMILING infants to interact one- Provide objects and to-one. responses that help infants learn to self- C. SELF-CONCEPT soothe. 1. Forms and maintains mutual relationships with others From infancy, warm and responsive relationships are the basis for a strong self-concept. When their relationships with parents, caregivers, and teachers are affectionate, young infants develop a sense of themselves as being loved and wanted. They learn quickly that imitating the affections of adults results in more positive interactions. Young infants show the beginning development of mutual relationships by: s 2ESPonding to the presence of parents, caregivers, and teachers by kicking THEIR FEET AND SMILING s )MItating and stopping a social smile and repeating the behavior as parents, CAREGIVERS AND TEACHERS RESPOND s #UDDling their head on the neck and shoulder of parents, caregivers, and TEACHERS s 4RYIng to imitate the kisses of their parents, caregivers, and teachers.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 4 Florida’s Early Learning and Developmental Standards Social and Emotional Development 5 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
2. Develops early behavior regulation 2. Becomes aware of oneself as a unique individual while still QUESTIONS TO The first few months of life are ones of remarkable changes as infants adjust to life QUESTIONS TO connected to others ASK YOURSELF outside their mothers’ bodies. They must accomplish tasks on their own or by getting ASK YOURSELF Young infants are developing a sense of who they are and what they can do. They How is the schedule the attention of responsive parents, caregivers, and teachers. These tasks include How do you modify your explore the boundaries of their bodies and work to regulate their biological rhythms. based on the needs acquiring day-night waking and sleeping rhythms and learning to soothe and settle actions to meet the Young infants have their own temperaments and personalities that affect how they and rhythms of young once their basic needs are met. Young infants show early behavior regulation by: needs of infants with respond to new experiences. They demonstrate an awareness of self and others by: infants? s 3TOPPING CRYING WHEN THEY ARE PICKED UP special needs? s .OTICING AND EXPLORING THEIR HANDS EVENTUALLY BECOMING AWARE THAT THEY CAN MAKE s 1UIETING WHEN SWADDLED IN A COMFORTABLE BLANKET THEIR HANDS DO THINGS What do you do to How do you respond
BIRTH TO 8 MONTHS BIRTH s %XPLORING THE FACE AND OTHER BODY PARTS OF PARENTS CAREGIVERS AND TEACHERS respond to your infant’s s 3UCKING ON THEIR HAND TO CALM THEMSELVES BEFORE FALLING ASLEEP differently to infants with expressions of emotion s 2ELAXING WHEN CUDDLED AND ROCKED OR SPOKEN TO IN A SOFT SOOTHING VOICE different temperaments? s COVERING THEIR EYES TO ENCOURAGE A GAME OF PEEK A BOO – both positive and s 2EPEATING an action, such as banging their hands on the table or pretending to negative? 3. Develops early social problem-solving SNEEZE WHEN IT MAKES OTHER PEOPLE LAUGH Social problem-solving refers to the knowledge, understanding, and skills needed How does your infant ask ENVIRONMENTAL to cope in social situations. The foundation for the development of social problem- 3. Demonstrates emerging sense of competence and confidence for your attention? CONSIDERATIONS solving begins as young infants quickly learn how to gain the help and attention in growing abilities of parents, caregivers, teachers, and others to get their needs met. Young infants Develop ways to Through interactions with parents, caregivers, and teachers, young infants develop a demonstrate these abilities by: incorporate cultural growing awareness of their ability to make things happen. They show this emerging ENVIRONMENTAL s 3MILING AT OTHERS traditions into the awareness by: CONSIDERATIONS routines you use with s "ABBLING OR cooing and pausing to wait for a response from their parents, s 2ECOGNIZING THAT PARENTS CAREGIVERS AND TEACHERS RESPOND TO THEIR CUES EG infants. Ensure that infant needs CAREGIVERS AND TEACHERS CRYING SQUIRMING TURNING AWAY AND STOP PLAYING OR INTERACTING are met in a predictable s #RYIng, rocking back and forth, and lifting their arms to signal for help from Provide comfortable s +ICKING A MOBILE OVER AND OVER TO MAKE IT MOVE fashion. THEIR PARENTS CAREGIVERS AND TEACHERS spaces for adults and s #RYING IN PARTICULAR WAYS TO GET THEIR NEEDS MET s 'AINING THE ATTENTION OF PEERS THROUGH VOCALIZATIONS REACHING OUT AND SMILING infants to interact one- Provide objects and to-one. responses that help infants learn to self- C. SELF-CONCEPT soothe. 1. Forms and maintains mutual relationships with others From infancy, warm and responsive relationships are the basis for a strong self-concept. When their relationships with parents, caregivers, and teachers are affectionate, young infants develop a sense of themselves as being loved and wanted. They learn quickly that imitating the affections of adults results in more positive interactions. Young infants show the beginning development of mutual relationships by: s 2ESPonding to the presence of parents, caregivers, and teachers by kicking THEIR FEET AND SMILING s )MItating and stopping a social smile and repeating the behavior as parents, CAREGIVERS AND TEACHERS RESPOND s #UDDling their head on the neck and shoulder of parents, caregivers, and TEACHERS s 4RYIng to imitate the kisses of their parents, caregivers, and teachers.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 4 Florida’s Early Learning and Developmental Standards Social and Emotional Development 5 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT BIRTH TO 8 MONTHS 8 TO 18 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO
BIRTH TO 8 MONTHS BIRTH (Performance Standard) Framework ASK YOURSELF 1. Experiences and develops secure relationships
BIRTH TO 8 MONTHS BIRTH How do you plan and use Mobile infants continue to rely heavily upon their relationships with trusted adults in Trust and Experiences and develops (3#&2 B II Not Applicable the outdoor environment order to get their needs met. Secure relationships provide a safe emotional base for Emotional secure relationships in ways that encourage the mobile infant to increasingly explore the environment. Increased communication exploration and build skills also help develop and expand relationships. Mobile infants demonstrate the Security 8 TO 18 MONTHS confidence for older ability to form and maintain secure relationships with others by: Responds to the environment (3#&2 B I infants? s #LAPPINg and smiling in a back and forth manner with a parent, caregiver, or TEACHER What types of toys and materials do you provide s "EComing upset when someone unfamiliar moves between them and their for your older infant to PARENT CAREGIVER OR TEACHER s 3HOWING AFFECTION SUCH AS HUGS AND KISSES Develops early emotional (3#&2 C IV AND V manipulate by grasping, Self- regulation pushing, pulling, etc.? s "EGinning to show interest in other children, playing side-by-side using the same or similar toys. Regulation
Develops early behavior (3#&2C IV AND V ENVIRONMENTAL 2. Responds to the environment regulation CONSIDERATIONS As the mobility of older infants increases, they discover a whole new world to explore. In the absence of “don’t touch” commands, they are able to reach out, try new Provide enough toys things, and move to new spaces when they have learned that the spaces are safe Develops early social problem (3#&2C IV AND V in the same color and and full of opportunities to explore. They experiment with everything that comes solving variety so that several within their reach. They push, pull, taste, bang, and dump. Older infants especially toddlers can play at the like manipulating or exploring household items, such as plastic cups, wooden spoons, same time. pots, pans, and lids. They show responsiveness to the environment by: Encourage the s 2ECOGNIZING AND ACCEPTING THEIR BLANKET WHEN HANDED TO THEM Forms and maintains mutual (3#&2 C IV AND V availability and use of s "Ecoming familiar with their surroundings and enacting familiar routines, such Self-Concept relationships with others comfort objects, such as AS SPLASHING WATER IN THE BATH TUB a blanket or stuffed toy s %NJOYING NEW SAND TOYS IN THE SAND BOX from home. Becomes aware of oneself as (3#&2 C V s %XPLOring a new food with all their senses. a unique individual while still Avoid interpreting “No!” connected to others as a misbehavior – it is a display of the social and emotional behaviors that Demonstrates emerging sense (3#&2 C )VI young children display. of competence and confidence in growing abilities
Florida’s Early Learning and Developmental Standards Social and Emotional Development 6 Florida’s Early Learning and Developmental Standards Social and Emotional Development 7 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT BIRTH TO 8 MONTHS 8 TO 18 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Experiences and develops secure relationships
BIRTH TO 8 MONTHS BIRTH How do you plan and use Mobile infants continue to rely heavily upon their relationships with trusted adults in Trust and Experiences and develops (3#&2 B II Not Applicable the outdoor environment order to get their needs met. Secure relationships provide a safe emotional base for Emotional secure relationships in ways that encourage the mobile infant to increasingly explore the environment. Increased communication exploration and build skills also help develop and expand relationships. Mobile infants demonstrate the Security 8 TO 18 MONTHS confidence for older ability to form and maintain secure relationships with others by: 8 TO 18 MONTHS Responds to the environment (3#&2 B I infants? s #LAPPINg and smiling in a back and forth manner with a parent, caregiver, or TEACHER What types of toys and materials do you provide s "EComing upset when someone unfamiliar moves between them and their for your older infant to PARENT CAREGIVER OR TEACHER s 3HOWING AFFECTION SUCH AS HUGS AND KISSES Develops early emotional (3#&2 C IV AND V manipulate by grasping, Self- regulation pushing, pulling, etc.? s "EGinning to show interest in other children, playing side-by-side using the same or similar toys. Regulation
Develops early behavior (3#&2C IV AND V ENVIRONMENTAL 2. Responds to the environment regulation CONSIDERATIONS As the mobility of older infants increases, they discover a whole new world to explore. In the absence of “don’t touch” commands, they are able to reach out, try new Provide enough toys things, and move to new spaces when they have learned that the spaces are safe Develops early social problem (3#&2C IV AND V in the same color and and full of opportunities to explore. They experiment with everything that comes solving variety so that several within their reach. They push, pull, taste, bang, and dump. Older infants especially toddlers can play at the like manipulating or exploring household items, such as plastic cups, wooden spoons, same time. pots, pans, and lids. They show responsiveness to the environment by: Encourage the s 2ECOGNIZING AND ACCEPTING THEIR BLANKET WHEN HANDED TO THEM Forms and maintains mutual (3#&2 C IV AND V availability and use of s "Ecoming familiar with their surroundings and enacting familiar routines, such Self-Concept relationships with others comfort objects, such as AS SPLASHING WATER IN THE BATH TUB a blanket or stuffed toy s %NJOYING NEW SAND TOYS IN THE SAND BOX from home. Becomes aware of oneself as (3#&2 C V s %XPLOring a new food with all their senses. a unique individual while still Avoid interpreting “No!” connected to others as a misbehavior – it is a display of the social and emotional behaviors that Demonstrates emerging sense (3#&2 C )VI young children display. of competence and confidence in growing abilities
Florida’s Early Learning and Developmental Standards Social and Emotional Development 6 Florida’s Early Learning and Developmental Standards Social and Emotional Development 7 B. SELF-REGULATION C. SELF-CONCEPT QUESTIONS TO QUESTIONS TO ASK YOURSELF 1. Demonstrates developing emotional regulation ASK YOURSELF 1. Forms and maintains mutual relationships with others What effective strategies Older infants are becoming clearer and more precise about how they are feeling. They How does your older Relationships continue to play an important role in older infants’ developing sense of do you use to help older can let parents, caregivers, and teachers know with much more accuracy what they infant express likes and self. They continue to look toward their parents, caregivers, and teachers for cues infants develop problem- LOVE AND WHAT THEY DO NOT LIKE 4HEY ARE BEGINNING TO RECOGNIZE THE EMOTIONAL CUES OF dislikes? about themselves and their environment, and their relationships with peers may begin solving skills? others. They use this growing awareness to guide how they respond to familiar and to have an effect ON their sense of self. Affectionate and loving exchanges help unfamiliar experiences, events, and people. Older infants show these skills by: How do you encourage OLDER infants feel comfortable as their mobility and explorations increase. Older What consistent limits older infants and s #ONtinuing to use a comfort object, such as a blanket or stuffed toy, for INFANTS show the development of mutual relationships by: and boundaries do you acknowledge their SECURITY WHEN FEELING STRESSED OR UPSET s &REQUENTLY CHECKING FOR THEIR PARENTS CAREGIVERS AND TEACHERS IN NEW SITUATIONS set for your older infant? accomplishments? How does she respond? s ,OOking toward their parents, caregivers, and teachers for help when s /FFERING A TOY TO PARENTS CAREGIVERS AND TEACHERS BECOMING UPSET How do you exchange
s 4OUCHING AND IMITATING ANOTHER CHILD SITTING NEARBY 8 TO 18 MONTHS s 3HOWING BEGINNING SIGNS OF JEALOUSY AND ATTEMPTS TO ADAPT SUCH AS CRAWLING How do you model information with s 3MILING WHEN THEY HEAR SOMEONE CALL THE NAME OF A FRIEND positive interactions for to and raising their arms to parents, caregivers, and teachers who are holding families about children’s your older infant? ANOTHER CHILD accomplishments? s 2ECOGNIZING THE SMILES ON THEIR PARENTS CAREGIVERS AND TEACHERS FACES AND Does your older infant 2. Becomes aware of oneself as a unique individual while still continuing to move to the music or other encouraged activities. have a transitional connected to others object? How do you help ENVIRONMENTAL Older infants know a lot about themselves. They are better at communicating what 2. Demonstrates developing behavior regulation him calm himself? CONSIDERATIONS they want and what they like and dislike. Older infants may appear anxious as their Older infants begin to develop new ways to cope with stressful situations. Attentive Provide materials understanding grows of their likes, dislikes, and the things that frighten them. This and responsive parents, caregivers, and teachers provide good role modeling, positive 8 TO 18 MONTHS and activities that are awareness underscores the importance of a sense of belonging to others. Examples guidance, and support as older infants try to effectively manage their behavior. Their 8 TO 18 MONTHS ENVIRONMENTAL responsive to the likes of their continued developing awareness include: reaction to limits and their demonstration of self-control is evidence of a developing CONSIDERATIONS and preferences of older s 0ROTESTING WHEN THEY ARE GIVEN WATER RATHER THAN THE JUICE THEY PREFER ability to regulate their behaviors. Examples of developing behavior regulation include: infants. s 3MILING AND CLAPPING WHEN THEY SEE THEIR FAVORITE FOOD IS BEING SERVED Provide multiple ways s -OVing away from a sticky plant when redirected by parents, caregivers, and for families to share TEACHERS Include materials and s -OVING THEIR BODY TO lT INSIDE A TUNNEL TOY WITH A SIBLING information about their s 5Sing transitional objects, such as a blanket or bear, pacifier or thumb, to calm equipment outside s (OLDIng onto a favorite toy as another child approaches and looking toward children. THEMSELVES WHEN TIRED and inside that enable their parents, caregivers, and teachers. older infants to use s ,OOKING TO THEIR PARENTS CAREGIVERS AND TEACHERS WHEN A LOUD SOUND SCARES THEM Ensure that there are their bodies in new and 3. Demonstrates increasing sense of competence and sufficient space and s "EGINNING TO RECOGNIZE BOUNDARIES WHILE NOT YET HAVING THE CAPACITY TO STOP challenging ways. confidence in growing abilities materials for older their impulses, such as looking back to the adult while approaching a Older infants, armed with feelings of value and attachment, are more comfortable in infants to move and forbidden object and saying “no-no.” their bodies and environment. This comfort enables them to be persistent in trying interact with others. new things. With repetition, they develop competence and confidence that the same 3. Demonstrates developing social problem-solving things will happen over and over. Older infants show competence and confidence by: Older infants look to their parents, caregivers, and teachers for help when things do not s 3MILING AND CLAPPING HANDS WHEN THEY SUCCESSFULLY CLIMB UP THE STEPS happen as expected. They begin to develop an awareness that they can make things happen with their gestures and words. Older infants demonstrate social problem- s 0LAYING WITH A PREFERRED TOY MORE THAN OTHER TOYS solving by: s )NITIATING A GAME OF ROLLING A BALL BACK AND FORTH s 6OCALIZING AND POINTING TO GET THE ATTENTION OF PARENTS CAREGIVERS AND TEACHERS s (ELPING WITH DRESSING BY RAISING THEIR ARMS s ,OOKING TO ADULTS FOR HELP WHEN THEY FALL DOWN WHILE ATTEMPTING TO WALK s -OVING NEAR PARENTS CAREGIVERS AND TEACHERS WHEN A STRANGER ENTERS THE ROOM s 3CREAMING h.Ov ANd getting the attention of their parents, caregivers, and teachers when another child takes a toy.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 8 Florida’s Early Learning and Developmental Standards Social and Emotional Development 9 B. SELF-REGULATION C. SELF-CONCEPT QUESTIONS TO QUESTIONS TO ASK YOURSELF 1. Demonstrates developing emotional regulation ASK YOURSELF 1. Forms and maintains mutual relationships with others What effective strategies Older infants are becoming clearer and more precise about how they are feeling. They How does your older Relationships continue to play an important role in older infants’ developing sense of do you use to help older can let parents, caregivers, and teachers know with much more accuracy what they infant express likes and self. They continue to look toward their parents, caregivers, and teachers for cues infants develop problem- LOVE AND WHAT THEY DO NOT LIKE 4HEY ARE BEGINNING TO RECOGNIZE THE EMOTIONAL CUES OF dislikes? about themselves and their environment, and their relationships with peers may begin solving skills? others. They use this growing awareness to guide how they respond to familiar and to have an effect ON their sense of self. Affectionate and loving exchanges help unfamiliar experiences, events, and people. Older infants show these skills by: How do you encourage OLDER infants feel comfortable as their mobility and explorations increase. Older What consistent limits older infants and s #ONtinuing to use a comfort object, such as a blanket or stuffed toy, for INFANTS show the development of mutual relationships by: and boundaries do you acknowledge their SECURITY WHEN FEELING STRESSED OR UPSET s &REQUENTLY CHECKING FOR THEIR PARENTS CAREGIVERS AND TEACHERS IN NEW SITUATIONS set for your older infant? accomplishments? How does she respond? s ,OOking toward their parents, caregivers, and teachers for help when s /FFERING A TOY TO PARENTS CAREGIVERS AND TEACHERS BECOMING UPSET How do you exchange
s 4OUCHING AND IMITATING ANOTHER CHILD SITTING NEARBY 8 TO 18 MONTHS s 3HOWING BEGINNING SIGNS OF JEALOUSY AND ATTEMPTS TO ADAPT SUCH AS CRAWLING How do you model information with s 3MILING WHEN THEY HEAR SOMEONE CALL THE NAME OF A FRIEND positive interactions for to and raising their arms to parents, caregivers, and teachers who are holding families about children’s 8 TO 18 MONTHS your older infant? ANOTHER CHILD accomplishments? s 2ECOGNIZING THE SMILES ON THEIR PARENTS CAREGIVERS AND TEACHERS FACES AND Does your older infant 2. Becomes aware of oneself as a unique individual while still continuing to move to the music or other encouraged activities. have a transitional connected to others object? How do you help ENVIRONMENTAL Older infants know a lot about themselves. They are better at communicating what 2. Demonstrates developing behavior regulation him calm himself? CONSIDERATIONS they want and what they like and dislike. Older infants may appear anxious as their Older infants begin to develop new ways to cope with stressful situations. Attentive Provide materials understanding grows of their likes, dislikes, and the things that frighten them. This and responsive parents, caregivers, and teachers provide good role modeling, positive and activities that are awareness underscores the importance of a sense of belonging to others. Examples guidance, and support as older infants try to effectively manage their behavior. Their 8 TO 18 MONTHS ENVIRONMENTAL responsive to the likes of their continued developing awareness include: reaction to limits and their demonstration of self-control is evidence of a developing CONSIDERATIONS and preferences of older s 0ROTESTING WHEN THEY ARE GIVEN WATER RATHER THAN THE JUICE THEY PREFER ability to regulate their behaviors. Examples of developing behavior regulation include: infants. s 3MILING AND CLAPPING WHEN THEY SEE THEIR FAVORITE FOOD IS BEING SERVED Provide multiple ways s -OVing away from a sticky plant when redirected by parents, caregivers, and for families to share TEACHERS Include materials and s -OVING THEIR BODY TO lT INSIDE A TUNNEL TOY WITH A SIBLING information about their s 5Sing transitional objects, such as a blanket or bear, pacifier or thumb, to calm equipment outside s (OLDIng onto a favorite toy as another child approaches and looking toward children. THEMSELVES WHEN TIRED and inside that enable their parents, caregivers, and teachers. older infants to use s ,OOKING TO THEIR PARENTS CAREGIVERS AND TEACHERS WHEN A LOUD SOUND SCARES THEM Ensure that there are their bodies in new and 3. Demonstrates increasing sense of competence and sufficient space and s "EGINNING TO RECOGNIZE BOUNDARIES WHILE NOT YET HAVING THE CAPACITY TO STOP challenging ways. confidence in growing abilities materials for older their impulses, such as looking back to the adult while approaching a Older infants, armed with feelings of value and attachment, are more comfortable in infants to move and forbidden object and saying “no-no.” their bodies and environment. This comfort enables them to be persistent in trying interact with others. new things. With repetition, they develop competence and confidence that the same 3. Demonstrates developing social problem-solving things will happen over and over. Older infants show competence and confidence by: Older infants look to their parents, caregivers, and teachers for help when things do not s 3MILING AND CLAPPING HANDS WHEN THEY SUCCESSFULLY CLIMB UP THE STEPS happen as expected. They begin to develop an awareness that they can make things happen with their gestures and words. Older infants demonstrate social problem- s 0LAYING WITH A PREFERRED TOY MORE THAN OTHER TOYS solving by: s )NITIATING A GAME OF ROLLING A BALL BACK AND FORTH s 6OCALIZING AND POINTING TO GET THE ATTENTION OF PARENTS CAREGIVERS AND TEACHERS s (ELPING WITH DRESSING BY RAISING THEIR ARMS s ,OOKING TO ADULTS FOR HELP WHEN THEY FALL DOWN WHILE ATTEMPTING TO WALK s -OVING NEAR PARENTS CAREGIVERS AND TEACHERS WHEN A STRANGER ENTERS THE ROOM s 3CREAMING h.Ov ANd getting the attention of their parents, caregivers, and teachers when another child takes a toy.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 8 Florida’s Early Learning and Developmental Standards Social and Emotional Development 9 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT 8 TO 18 MONTHS 18 TO 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Forms and maintains secure relationships with others What do you do to Young toddlers continue to rely heavily upon their relationships with trusted adults in Trust and Experiences and develops (3#&2 C IV AND V Not Applicable make sure all toddlers, order to get their needs met. With growth in cognitive, motor, and language development, Emotional secure relationships with their variations young toddlers have increased interest in their environments and other children, and Security in temperament, are they are much more verbal and active social partners. Young toddlers demonstrate their comfortable and feel ability to deepen relationships by: Responds to the environment (3#&2 C V secure in your care? s 3EEKING HELP FROM TRUSTED PARENTS CAREGIVERS AND TEACHERS What words and s 3HOWING EMPATHY FOR OTHERS ESPECIALLY THOSE PERCEIVED TO BE HURT OR SAD phrases do you use s #ONTINUING PARALLEL PLAY and what do you show s %XHIBITING EMERGING SOCIAl play, such as seeking out parents, caregivers, and Demonstrates developing (3#&2 C IV AND V through your body teachers to help with “feeding” a doll or covering the doll with the blanket. language and gestures Self- emotional regulation in response to your 2. Responds to the environment Regulation 8 TO 18 MONTHS young toddler’s efforts? Young toddlers are very curious about their ever-expanding environment. Having mastered 8 TO 18 MONTHS Demonstrates developing (3#&2C IV AND V What do you do to walking and experimenting with running and other forms of gross motor movement, young behavior regulation support your young toddlers actively explore their environment. They show responsiveness by: toddler’s curiosity in the s "Ecoming increasingly able to move around their environment, such as leaving outdoor environment? the sand box to pull the toy duck across the yard, while occasionally making Demonstrates developing social (3#&2 C V AND V EYE OR VOCAL CONTACT WITH THEIR PARENTS CAREGIVERS AND TEACHERS 18 TO 24 MONTHS problem solving s 5SING ADULTS AS TOOLS AS IN ASKING TO BE PICKED UP TO REACH THE TOY ON THE SHELF ENVIRONMENTAL s %NGAGING WITH OBJECTS AS IN BOUNCING UP AND DOWN ON THE RIDING HORSE CONSIDERATIONS s "EGINNING to use a book appropriately by opening it and looking at the pictures Forms and maintains mutual (3#&2 C IV ANDV Arrange comfortable rather than banging it on the floor. Self-Concept relationships with others spaces so that there are sufficient room and B. SELF-REGULATION materials for parallel Becomes aware of oneself as (3#&2 C VI play, without children 1. Demonstrates increasing emotional regulation a unique individual while still crowding each other. connected to others Young toddlers are developing an awareness of their abilities to use emotional responses Rotate toys, foods, to manipulate and influence the behavior of others in their environment. They continue and materials so to require support from parents, caregivers, and teachers as they develop skills needed Demonstrates increasing sense (3#&2 C VI toddlers have many to adapt to a range of emotions. Examples of emotional regulation include: of competence and confidence opportunities to s 5sing emotional expressions to obtain desired objects, such as pouting, in growing abilities discover what they like WHINING AND CRYING and dislike. s 3EEKing and responding to comfort from parents, caregivers, and teachers when FRIGHTENED OR UPSET s 0ATTIng a crying child on the back as their parents, caregivers, and teachers HELP THE HURT CHILD s "EGINNING TO RECOGNIZE THAT OTHERS SMILE WHEN THEY SMILE AND OTHERS LOOK unhappy when they cry.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 10 Florida’s Early Learning and Developmental Standards Social and Emotional Development 11 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT 8 TO 18 MONTHS 18 TO 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Forms and maintains secure relationships with others What do you do to Young toddlers continue to rely heavily upon their relationships with trusted adults in Trust and Experiences and develops (3#&2 C IV AND V Not Applicable make sure all toddlers, order to get their needs met. With growth in cognitive, motor, and language development, Emotional secure relationships with their variations young toddlers have increased interest in their environments and other children, and Security in temperament, are they are much more verbal and active social partners. Young toddlers demonstrate their comfortable and feel ability to deepen relationships by: Responds to the environment (3#&2 C V secure in your care? s 3EEKING HELP FROM TRUSTED PARENTS CAREGIVERS AND TEACHERS What words and s 3HOWING EMPATHY FOR OTHERS ESPECIALLY THOSE PERCEIVED TO BE HURT OR SAD phrases do you use s #ONTINUING PARALLEL PLAY and what do you show s %XHIBITING EMERGING SOCIAl play, such as seeking out parents, caregivers, and Demonstrates developing (3#&2 C IV AND V through your body teachers to help with “feeding” a doll or covering the doll with the blanket. language and gestures Self- emotional regulation in response to your 2. Responds to the environment Regulation young toddler’s efforts? Young toddlers are very curious about their ever-expanding environment. Having mastered 8 TO 18 MONTHS Demonstrates developing (3#&2C IV AND V What do you do to walking and experimenting with running and other forms of gross motor movement, young behavior regulation support your young toddlers actively explore their environment. They show responsiveness by: toddler’s curiosity in the s "Ecoming increasingly able to move around their environment, such as leaving outdoor environment? the sand box to pull the toy duck across the yard, while occasionally making Demonstrates developing social (3#&2 C V AND V EYE OR VOCAL CONTACT WITH THEIR PARENTS CAREGIVERS AND TEACHERS 18 TO 24 MONTHS problem solving 18 TO 24 MONTHS s 5SING ADULTS AS TOOLS AS IN ASKING TO BE PICKED UP TO REACH THE TOY ON THE SHELF ENVIRONMENTAL s %NGAGING WITH OBJECTS AS IN BOUNCING UP AND DOWN ON THE RIDING HORSE CONSIDERATIONS s "EGINNING to use a book appropriately by opening it and looking at the pictures Forms and maintains mutual (3#&2 C IV ANDV Arrange comfortable rather than banging it on the floor. Self-Concept relationships with others spaces so that there are sufficient room and B. SELF-REGULATION materials for parallel Becomes aware of oneself as (3#&2 C VI play, without children 1. Demonstrates increasing emotional regulation a unique individual while still crowding each other. connected to others Young toddlers are developing an awareness of their abilities to use emotional responses Rotate toys, foods, to manipulate and influence the behavior of others in their environment. They continue and materials so to require support from parents, caregivers, and teachers as they develop skills needed Demonstrates increasing sense (3#&2 C VI toddlers have many to adapt to a range of emotions. Examples of emotional regulation include: of competence and confidence opportunities to s 5sing emotional expressions to obtain desired objects, such as pouting, in growing abilities discover what they like WHINING AND CRYING and dislike. s 3EEKing and responding to comfort from parents, caregivers, and teachers when FRIGHTENED OR UPSET s 0ATTIng a crying child on the back as their parents, caregivers, and teachers HELP THE HURT CHILD s "EGINNING TO RECOGNIZE THAT OTHERS SMILE WHEN THEY SMILE AND OTHERS LOOK unhappy when they cry.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 10 Florida’s Early Learning and Developmental Standards Social and Emotional Development 11 2. Demonstrates increasing behavior regulation 2. Becomes aware of self as a unique individual while still QUESTIONS TO As young toddlers explore their environments, clear limits need to be set in order to QUESTIONS TO connected to others ASK YOURSELF assist them in their development of self-control. Accepting limits while developing ASK YOURSELF As language improves, young toddlers are better able to communicate their likes and What are some short an “I can do it” attitude is a delicate balance that begins during early toddler months. How do you respond to dislikes. They want parents, caregivers, and teachers to pay attention to them and be group activities you offer Young toddlers demonstrate behavior regulation by: toddlers’ attempts to get interested in things they like. They show their growing awareness of self by: for young toddlers? s 3Topping and looking at their parents, caregivers, and teachers when their your attention? s 9ELLING h-INE MINEv WHEN ANOTHER CHILD PICKS UP A DOLL NAME IS CALLED s 3HOWING PARTICULAR INTEREST IN A SPECIAL BOOK OR MUSIC #$ What does your young s &OLLOWING DIRECTIONS WITH ADULT ASSISTANCE What does your young toddler do to seek help toddler say with words to s 5SING h) v hMINE v AND hMEv OFTEN when needed? s "EGinning to attend during short, focused activities, such as listening to simple get her needs met? s 0OINTING TO AND NAMING A FEW OF THEIR OWN BODY PARTS STORIES BEING READ How do you model s ,OOKIng to their parents, caregivers, and teachers for help when unable to 3. Demonstrates increasing sense of competence and appropriate ways for open a container. confidence in growing abilities your child to handle ENVIRONMENTAL Young toddlers are busy trying to figure things out. With the support of nurturing problems? How does he CONSIDERATIONS 3. Demonstrates increasing social problem-solving parents, caregivers, and teachers, they develop competence and confidence through respond? Young toddlers express their feelings and emotions through gestures, movements, Plan regular health and their frustrations, as well as their successes. Examples include: VOCALIZATIONS AND WORDS 4HEIR INTERACTIONS WITH PEERS OFTEN THROUGH BACK AND FORTH safety inspections of s #ONTINUING TO DANCE AS A PARENT CAREGIVER OR TEACHER APPLAUDS imitation or parallel play, become longer. They often try to solve problems physically, the indoor and outdoor s !TTEMpting to take off an open coat without help, not giving up if they are not ENVIRONMENTAL so they need attentive parents, caregivers, and teachers to help them develop verbal environments to support immediately able to take off the coat, and/or telling adults that they do not CONSIDERATIONS and nonverbal skills that are not as aggressive. Young toddlers demonstrate social building competence and WANT HELP IN TRYING TO TAKE OFF THE COAT problem-solving skills by: confidence in toddlers. Provide an appropriate s 3Eeking help from parents, caregivers, and teachers after trying s 3EEKING COMFORT FROM PARENTS CAREGIVERS AND TEACHERS WHEN HURT OR FRIGHTENED quiet space for Provide challenging toys UNSUCCESSFULLY TO OPEN A CONTAINER s #ALLIng for help from parents, caregivers, and teachers when another child overstimulated young that allow young toddlers s 5sing words to get their needs met, as in “more juice.” TODDLERS TO ESCAPE THIS GRABS THEIR PUZZLE to experience success will discourage them s -OVING AROUND ANOTHER CHILD WHO IS IN THE WAY AS THEY TRY TO CLIMB THE SLIDE independently. from crawling under s 3AYIng “mine” to a child who takes their toy. tables or between 18 TO 24 MONTHS cabinets. C. SELF-CONCEPT Ensure that young toddlers with speech 1. Forms and maintains mutual relationships with others or hearing impairments In the presence of trusted parents, caregivers, and teachers, young toddlers feel secure have accommodations to move away, explore, and do things independently, contributing to their positive that enable them to seek sense of self. Their warm reciprocal relationships with adults provide the foundation help when needed. for increased interactions with peers. Young toddlers show important relationships Plan activities to are to them by: 18 TO 24 MONTHS encourage positive s #RYING when their parents leave them but settling in with the help of
18 TO 24 MONTHS interactions with peers. CAREGIVERS AND TEACHERS s #LImbing and sliding with occasional trips to touch their parents, caregivers, AND TEACHERS s ,OOKING across the room to their parents, caregivers, and teachers periodically WHEN PLAYING WITH PEERS s 9ELLING “Hi!” to parents, caregivers, and teachers when they see them across the parking lot.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 12 Florida’s Early Learning and Developmental Standards Social and Emotional Development 13 2. Demonstrates increasing behavior regulation 2. Becomes aware of self as a unique individual while still QUESTIONS TO As young toddlers explore their environments, clear limits need to be set in order to QUESTIONS TO connected to others ASK YOURSELF assist them in their development of self-control. Accepting limits while developing ASK YOURSELF As language improves, young toddlers are better able to communicate their likes and What are some short an “I can do it” attitude is a delicate balance that begins during early toddler months. How do you respond to dislikes. They want parents, caregivers, and teachers to pay attention to them and be group activities you offer Young toddlers demonstrate behavior regulation by: toddlers’ attempts to get interested in things they like. They show their growing awareness of self by: for young toddlers? s 3Topping and looking at their parents, caregivers, and teachers when their your attention? s 9ELLING h-INE MINEv WHEN ANOTHER CHILD PICKS UP A DOLL NAME IS CALLED s 3HOWING PARTICULAR INTEREST IN A SPECIAL BOOK OR MUSIC #$ What does your young s &OLLOWING DIRECTIONS WITH ADULT ASSISTANCE What does your young toddler do to seek help toddler say with words to s 5SING h) v hMINE v AND hMEv OFTEN when needed? s "EGinning to attend during short, focused activities, such as listening to simple get her needs met? s 0OINTING TO AND NAMING A FEW OF THEIR OWN BODY PARTS STORIES BEING READ How do you model s ,OOKIng to their parents, caregivers, and teachers for help when unable to 3. Demonstrates increasing sense of competence and appropriate ways for open a container. confidence in growing abilities your child to handle ENVIRONMENTAL Young toddlers are busy trying to figure things out. With the support of nurturing problems? How does he CONSIDERATIONS 3. Demonstrates increasing social problem-solving parents, caregivers, and teachers, they develop competence and confidence through respond? Young toddlers express their feelings and emotions through gestures, movements, Plan regular health and their frustrations, as well as their successes. Examples include: VOCALIZATIONS AND WORDS 4HEIR INTERACTIONS WITH PEERS OFTEN THROUGH BACK AND FORTH safety inspections of s #ONTINUING TO DANCE AS A PARENT CAREGIVER OR TEACHER APPLAUDS imitation or parallel play, become longer. They often try to solve problems physically, the indoor and outdoor s !TTEMpting to take off an open coat without help, not giving up if they are not ENVIRONMENTAL so they need attentive parents, caregivers, and teachers to help them develop verbal environments to support immediately able to take off the coat, and/or telling adults that they do not CONSIDERATIONS and nonverbal skills that are not as aggressive. Young toddlers demonstrate social building competence and WANT HELP IN TRYING TO TAKE OFF THE COAT problem-solving skills by: confidence in toddlers. Provide an appropriate s 3Eeking help from parents, caregivers, and teachers after trying s 3EEKING COMFORT FROM PARENTS CAREGIVERS AND TEACHERS WHEN HURT OR FRIGHTENED quiet space for Provide challenging toys UNSUCCESSFULLY TO OPEN A CONTAINER s #ALLIng for help from parents, caregivers, and teachers when another child overstimulated young that allow young toddlers s 5sing words to get their needs met, as in “more juice.” TODDLERS TO ESCAPE THIS GRABS THEIR PUZZLE to experience success will discourage them s -OVING AROUND ANOTHER CHILD WHO IS IN THE WAY AS THEY TRY TO CLIMB THE SLIDE independently. from crawling under s 3AYIng “mine” to a child who takes their toy. tables or between 18 TO 24 MONTHS cabinets. 18 TO 24 MONTHS C. SELF-CONCEPT Ensure that young toddlers with speech 1. Forms and maintains mutual relationships with others or hearing impairments In the presence of trusted parents, caregivers, and teachers, young toddlers feel secure have accommodations to move away, explore, and do things independently, contributing to their positive that enable them to seek sense of self. Their warm reciprocal relationships with adults provide the foundation help when needed. for increased interactions with peers. Young toddlers show important relationships Plan activities to are to them by: encourage positive s #RYING when their parents leave them but settling in with the help of
18 TO 24 MONTHS interactions with peers. CAREGIVERS AND TEACHERS s #LImbing and sliding with occasional trips to touch their parents, caregivers, AND TEACHERS s ,OOKING across the room to their parents, caregivers, and teachers periodically WHEN PLAYING WITH PEERS s 9ELLING “Hi!” to parents, caregivers, and teachers when they see them across the parking lot.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 12 Florida’s Early Learning and Developmental Standards Social and Emotional Development 13 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT 18 to 24 MONTHS TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Forms and maintains secure relationships with others How do you Two-year-olds still need the support of adults as they increase their interest in social Trust and &ORMS AND MAINTAINS SECURE (3#&2 C IV Not Applicable acknowledge your relationships with others, especially peers. Two-year-olds go back and forth between Emotional RELATIONSHIPS WITH OTHERS two-year-old’s feelings, feelings of independence and dependence – a balancing act that greatly affects letting him know it is social relationships. They demonstrate the ability to begin to form more complex Security okay to feel angry or relationships by: Responds to the environment (3#&2 C IV AND V sad? s 3Eeking support from parents, caregivers, and teachers to address conflicts WITH PEERS How do you respond to your two-year-old’s s 2ESPONDING TO ANOTHER CHILDS OR ADULTS DISTRESS WITH EFFORTS TO ASSIST toileting attempts and s )NSIsting on routines for transitions, such as when a parent is leaving or when accidents in a positive IT IS TIME TO GET READY FOR BED Demonstrates increasing (3#&2 C IV AND V manner? emotional regulation s %Ngaging in positive social play alongside other children and, on occasion, with Self- other children. Regulation How do you know which peers two-year-olds 2. Responds to the environment Demonstrates increasing (3#&2 C IV AND V prefer to play with? behavior regulation Two-year-olds continue to be curious and interested in learning more about their environments. Increases in cognitive and language development expand their abilities to interact in more complex ways. For example, two-year-olds may engage in more Demonstrates increasing social (3#&2 C IV AND V ENVIRONMENTAL goal-directed exploration rather than “trial and error.” They show responsiveness to problem solving CONSIDERATIONS the environment by: s 4RYING OUT NEW GAMES AND TOYS Some children are s 3AYING h(ELLOv TO A NEW NEIGHBOR WHEN WALKING IN THE NEIGHBORHOOD WITH THEIR PARENTS diagnosed with autism s 0LAYING WITH TOYS MEANINGFULLY SUCH AS PREPARING A MEAL IN HOUSEKEEPING Forms and maintains mutual (3#&2 C IV AND V as early as two years Self-Concept relationships with others old. Be informed about s 5SING PLAY materials in the intended way, such as building with blocks, or the social differences of keeping water in the water table. children who are on the Becomes aware of self as a (3#&2 C VI autism spectrum.
18 TO 24 MONTHS unique individual while still connected to others Provide a variety 18 TO 24 MONTHS of dramatic play materials other than “housekeeping” and Demonstrates increasing sense (3#&2 C )VI of competence and confidence encourage children to
in growing abilities role-play. Ensure children TWO-YEAR-OLDS with disabilities have participatory roles in dramatic play.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 14 Florida’s Early Learning and Developmental Standards Social and Emotional Development 15 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT 18 to 24 MONTHS TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. TRUST & EMOTIONAL SECURITY Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Forms and maintains secure relationships with others How do you Two-year-olds still need the support of adults as they increase their interest in social Trust and &ORMS AND MAINTAINS SECURE (3#&2 C IV Not Applicable acknowledge your relationships with others, especially peers. Two-year-olds go back and forth between Emotional RELATIONSHIPS WITH OTHERS two-year-old’s feelings, feelings of independence and dependence – a balancing act that greatly affects letting him know it is social relationships. They demonstrate the ability to begin to form more complex Security okay to feel angry or relationships by: Responds to the environment (3#&2 C IV AND V sad? s 3Eeking support from parents, caregivers, and teachers to address conflicts WITH PEERS How do you respond to your two-year-old’s s 2ESPONDING TO ANOTHER CHILDS OR ADULTS DISTRESS WITH EFFORTS TO ASSIST toileting attempts and s )NSIsting on routines for transitions, such as when a parent is leaving or when accidents in a positive IT IS TIME TO GET READY FOR BED Demonstrates increasing (3#&2 C IV AND V manner? emotional regulation s %Ngaging in positive social play alongside other children and, on occasion, with Self- other children. Regulation How do you know which peers two-year-olds 2. Responds to the environment Demonstrates increasing (3#&2 C IV AND V prefer to play with? behavior regulation Two-year-olds continue to be curious and interested in learning more about their environments. Increases in cognitive and language development expand their abilities to interact in more complex ways. For example, two-year-olds may engage in more Demonstrates increasing social (3#&2 C IV AND V ENVIRONMENTAL goal-directed exploration rather than “trial and error.” They show responsiveness to problem solving CONSIDERATIONS the environment by: s 4RYING OUT NEW GAMES AND TOYS Some children are s 3AYING h(ELLOv TO A NEW NEIGHBOR WHEN WALKING IN THE NEIGHBORHOOD WITH THEIR PARENTS diagnosed with autism s 0LAYING WITH TOYS MEANINGFULLY SUCH AS PREPARING A MEAL IN HOUSEKEEPING Forms and maintains mutual (3#&2 C IV AND V as early as two years Self-Concept relationships with others old. Be informed about s 5SING PLAY materials in the intended way, such as building with blocks, or the social differences of keeping water in the water table. children who are on the Becomes aware of self as a (3#&2 C VI autism spectrum. unique individual while still connected to others Provide a variety 18 TO 24 MONTHS of dramatic play materials other than “housekeeping” and Demonstrates increasing sense (3#&2 C )VI of competence and confidence encourage children to in growing abilities role-play. Ensure children TWO-YEAR-OLDS with disabilities have
participatory roles in TWO-YEAR-OLDS dramatic play.
Florida’s Early Learning and Developmental Standards Social and Emotional Development 14 Florida’s Early Learning and Developmental Standards Social and Emotional Development 15 B. SELF-REGULATION C. SELF-CONCEPT QUESTIONS TO QUESTIONS TO ASK YOURSELF 1. Demonstrates increasing emotional regulation ASK YOURSELF 1. Forms and maintains mutual relationships with others What comfort objects are The emotional lives of two-year-olds are more complex, as they begin to experience How do you know Two-year-olds enjoy exploring and doing things independently, but they need to be close important to your two- emotions that emerge from their growing ability to understand social expectations. that limits you set are to their parents, caregivers, and teachers to feel secure, especially as they establish year-old? Emotions like pride, shame, guilt, and embarrassment surface, and two-year-olds appropriate for a two- relationships with peers. Positive interactions are more likely to occur among toddlers often change from extreme excitement to utter dismay. Their desires may exceed year-old? What are who often play with one another. Two-year-olds show the importance of relationships How do you encourage their physical abilities, as well as their ability to fully understand consequences. As some ways that you to them by: the use of language to PARENTS CAREGIVERS AND TEACHERS RECOGNIZE THE RANGE OF EMOTIONS EXPRESSED AND encourage them to s 2UNNING TO THEIR PARENTS CAREGIVERS AND TEACHERS FOR COMFORT AFTER FALLING DOWN solve problems? provide guidance, two-year-olds learn to manage their emotional reactions. Examples safely explore and be s )NITIATING PLAY WITH A FAMILIAR PEER of emotional regulation include: independent? s 3MILING AND TALKING ABOUT AN ART ACTIVITY WITH A FRIEND s 5SING WORDS OR CRIES TO GET SOMEONES ATTENTION What do you do to s !PPROACHING A NEW PERSON after their parents, caregivers, and teachers have ENVIRONMENTAL s 2EENACTING A STRESSFUL EVENT SUCH AS A DOCTOR VISIT IN DRAMATIC PLAY CONSIDERATIONS encourage two-year-olds talked to the person for a while. s "EGINNing to understand and use emotionally charged words, such as “I’m mad,” to share information Check for potential TO GET THEIR NEEDS MET AS OPPOSED TO SIMPLY ACTING OUT THEIR NEEDS about themselves? 2. Becomes aware of oneself as a unique individual while still HAZARDS THAT MIGHT BE s %Xpressing concern about breaking established rules, such as saying, “Only connected to others inviting to a two-year-old one person on the ladder to the slide.” How does your two-year- old show her growing Two-year-olds try to do many different things. With their growing experiences, they who is discovering his gain a greater understanding of themselves as separate from others. They also gain a increasing confidence, 2. Demonstrates increasing behavior regulation confidence? What does she like to do on her greater understanding of roles and relationships, including membership in their family such as a stack of boxes Two-year-olds demonstrate the ability to play beside other children and to seek adult and care settings. Two-year-olds show their awareness by: that could be climbed on. own? help when their interactions become difficult. This help may be sought through words s 0OINTING TO THEMSELVES IN A PHOTOGRAPH and gestures, and they can wait a short time for gratification. Two-year-olds are trying Provide brief small s )DENTIFYING hBOYSv AND hGIRLSv out new behaviors while testing and learning about limits. Clear limits and continued group opportunities that ENVIRONMENTAL s 4ALKING ABOUT THEIR FAMILY encourage sharing. positive guidance support the development of behavior regulation. Two-year-olds demonstrate behavior regulation by: CONSIDERATIONS s 2EFERRING TO THEMSELVES BY CHARACTERISTICS SUCH AS hFUNNYv OR hSTRONGv Share information with s 0LAYING BESIDE ANOTHER CHILD FOR SHORT PERIODS OF TIME Include photographs 3. Demonstrates increasing sense of competence and confidence families about the peer s ,ISTENing to and following the “rules” in small group activities, such as playing and objects in the in growing abilities relationships and favorite h&OLLOW THE ,EADERv OR NOT PUSHING THEIR NEIGHBOR AT STORY TIME environment that are playmates of their two- s 7AITING FOR THEIR TURN TO LINE UP meaningful to individual Two-year-olds assert their independence and thrive on accomplishing things by year-olds. two-year-olds. themselves. As parents, caregivers, and teachers set limits and provide comfort and s #ONTInuing to use comfort objects, such as blankets and stuffed animals to enthusiasm, two-year-olds develop confidence and competence in their growing calm themselves. Encourage two-year-olds abilities. Examples include: in their attempts to do 3. Demonstrates increasing social problem-solving s #LIMBINg higher and higher on the playground structure even though parents, things on their own. CAREGIVERS AND TEACHERS ASK THEM TO STOP Two-year-olds begin to understand authority and simple rules, including the Provide sufficient s /PENING THEIR OWN LUNCH BOX AND SHOWING HOW THEY DID IT consequences of not following the rules. Although some physical aggression may opportunities for two- continue, they are better able to solve problems with words as their language grows. s 7ANTING TO DRESS THEMSELVES year-olds to run, jump, Two-year-olds have a sense that understanding roles and relationships will help them s 3HOWINg increased interest in toileting. and climb. solve problems. Examples of social problem-solving include: s 3EEKING HELP FROM PARENTS CAREGIVERS AND TEACHERS WHEN THEY ARE HUNGRY s 4ELLING ANOTHER CHILD h.O STOPv WHEN THEIR TOY IS TAKEN TWO-YEAR-OLDS s 0UTTING ON THEIR SHOES WHEN ASKED BY PARENTS CAREGIVERS AND TEACHERS s 3HARING TOYS WITH OTHERS OCCASIONALLY TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 16 Florida’s Early Learning and Developmental Standards Social and Emotional Development 17 B. SELF-REGULATION C. SELF-CONCEPT QUESTIONS TO QUESTIONS TO ASK YOURSELF 1. Demonstrates increasing emotional regulation ASK YOURSELF 1. Forms and maintains mutual relationships with others What comfort objects are The emotional lives of two-year-olds are more complex, as they begin to experience How do you know Two-year-olds enjoy exploring and doing things independently, but they need to be close important to your two- emotions that emerge from their growing ability to understand social expectations. that limits you set are to their parents, caregivers, and teachers to feel secure, especially as they establish year-old? Emotions like pride, shame, guilt, and embarrassment surface, and two-year-olds appropriate for a two- relationships with peers. Positive interactions are more likely to occur among toddlers often change from extreme excitement to utter dismay. Their desires may exceed year-old? What are who often play with one another. Two-year-olds show the importance of relationships How do you encourage their physical abilities, as well as their ability to fully understand consequences. As some ways that you to them by: the use of language to PARENTS CAREGIVERS AND TEACHERS RECOGNIZE THE RANGE OF EMOTIONS EXPRESSED AND encourage them to s 2UNNING TO THEIR PARENTS CAREGIVERS AND TEACHERS FOR COMFORT AFTER FALLING DOWN solve problems? provide guidance, two-year-olds learn to manage their emotional reactions. Examples safely explore and be s )NITIATING PLAY WITH A FAMILIAR PEER of emotional regulation include: independent? s 3MILING AND TALKING ABOUT AN ART ACTIVITY WITH A FRIEND s 5SING WORDS OR CRIES TO GET SOMEONES ATTENTION What do you do to s !PPROACHING A NEW PERSON after their parents, caregivers, and teachers have ENVIRONMENTAL s 2EENACTING A STRESSFUL EVENT SUCH AS A DOCTOR VISIT IN DRAMATIC PLAY CONSIDERATIONS encourage two-year-olds talked to the person for a while. s "EGINNing to understand and use emotionally charged words, such as “I’m mad,” to share information Check for potential TO GET THEIR NEEDS MET AS OPPOSED TO SIMPLY ACTING OUT THEIR NEEDS about themselves? 2. Becomes aware of oneself as a unique individual while still HAZARDS THAT MIGHT BE s %Xpressing concern about breaking established rules, such as saying, “Only connected to others inviting to a two-year-old one person on the ladder to the slide.” How does your two-year- old show her growing Two-year-olds try to do many different things. With their growing experiences, they who is discovering his gain a greater understanding of themselves as separate from others. They also gain a increasing confidence, 2. Demonstrates increasing behavior regulation confidence? What does she like to do on her greater understanding of roles and relationships, including membership in their family such as a stack of boxes Two-year-olds demonstrate the ability to play beside other children and to seek adult and care settings. Two-year-olds show their awareness by: that could be climbed on. own? help when their interactions become difficult. This help may be sought through words s 0OINTING TO THEMSELVES IN A PHOTOGRAPH and gestures, and they can wait a short time for gratification. Two-year-olds are trying Provide brief small s )DENTIFYING hBOYSv AND hGIRLSv out new behaviors while testing and learning about limits. Clear limits and continued group opportunities that ENVIRONMENTAL s 4ALKING ABOUT THEIR FAMILY encourage sharing. positive guidance support the development of behavior regulation. Two-year-olds demonstrate behavior regulation by: CONSIDERATIONS s 2EFERRING TO THEMSELVES BY CHARACTERISTICS SUCH AS hFUNNYv OR hSTRONGv Share information with s 0LAYING BESIDE ANOTHER CHILD FOR SHORT PERIODS OF TIME Include photographs 3. Demonstrates increasing sense of competence and confidence families about the peer s ,ISTENing to and following the “rules” in small group activities, such as playing and objects in the in growing abilities relationships and favorite h&OLLOW THE ,EADERv OR NOT PUSHING THEIR NEIGHBOR AT STORY TIME environment that are playmates of their two- s 7AITING FOR THEIR TURN TO LINE UP meaningful to individual Two-year-olds assert their independence and thrive on accomplishing things by year-olds. two-year-olds. themselves. As parents, caregivers, and teachers set limits and provide comfort and s #ONTInuing to use comfort objects, such as blankets and stuffed animals to enthusiasm, two-year-olds develop confidence and competence in their growing calm themselves. Encourage two-year-olds abilities. Examples include: in their attempts to do 3. Demonstrates increasing social problem-solving s #LIMBINg higher and higher on the playground structure even though parents, things on their own. CAREGIVERS AND TEACHERS ASK THEM TO STOP Two-year-olds begin to understand authority and simple rules, including the Provide sufficient s /PENING THEIR OWN LUNCH BOX AND SHOWING HOW THEY DID IT consequences of not following the rules. Although some physical aggression may opportunities for two- continue, they are better able to solve problems with words as their language grows. s 7ANTING TO DRESS THEMSELVES year-olds to run, jump, Two-year-olds have a sense that understanding roles and relationships will help them s 3HOWINg increased interest in toileting. and climb. solve problems. Examples of social problem-solving include: s 3EEKING HELP FROM PARENTS CAREGIVERS AND TEACHERS WHEN THEY ARE HUNGRY s 4ELLING ANOTHER CHILD h.O STOPv WHEN THEIR TOY IS TAKEN TWO-YEAR-OLDS s 0UTTING ON THEIR SHOES WHEN ASKED BY PARENTS CAREGIVERS AND TEACHERS s 3HARING TOYS WITH OTHERS OCCASIONALLY TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 16 Florida’s Early Learning and Developmental Standards Social and Emotional Development 17 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT TWO-YEAR-OLDS THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. 02/ 3/#)!, "%(!6)/23 QUESTIONS TO Federal Regulations Outcomes 1. Develops positive relationships and interacts comfortably with (Performance Standard) Framework ASK YOURSELF familiar adults How does the daily Three-year-olds need support in establishing positive relationships and interacting Trust and &ORMS AND MAINTAINS SECURE (3#&2 C IV AND V Not Applicable schedule promote a comfortably with adults. Some may be slow to warm up, while others may display Emotional RELATIONSHIPS WITH OTHERS balance of quiet and comfort more quickly. They often have close relationships with teachers and other Security active play to meet the significant adults. Positive and secure attachments between children and adults allow needs of all children? children to become interested and engaged in their activities and environment. Three- Responds to the environment (3#&2 C IV year-olds demonstrate development of positive relationships with adults by: How do you determine possible causes for s /FFERING TO HELP THEIR TEACHER SET UP MATERIALS FOR A PLAY CENTER challenging behaviors s 3AYING hGOODBYEv TO THEIR PARENT WITH THE SUPPORT OF ANOTHER FAMILIAR ADULT in children, such as s 4ELLING A TEACHER OR CAREGIVER h) LOVE YOUv AT NAP TIME Demonstrates increasing schedule, environment, (3#&2 C IV AND V s #ONSISTENTLY SEEKING OUT A TRUSTED ADULT FOR COMFORT WHEN THEY ARE UPSET Self- emotional regulation adults’ tone of voice, availability of materials, Regulation 2. Interacts with and develops positive relationships with peers and level of support? Demonstrates increasing (3#&2 C IV AND V Three-year-olds are continuing to build relationships and become more connected to behavior regulation How do you encourage the other children around them. They continue to need support from caregivers and social problem-solving trusted adults in their interactions with other children. They begin to show eagerness in your three-year- in play involving other children, but may still need help developing friendships. Three- Demonstrates increasing social (3#&2 C IV AND V old? How do you help year-olds show increasing positive relationships with peers by: problem solving solve problems during s 'IVING A HUG TO A CHILD WHO IS CRYING outdoors, transition, and s 4ALking to another child playing at the water table and commenting on what meal times? THEY ARE DOING s ,AUGHING WITH ANOTHER CHILD AS THEY PEDAL TRICYCLES AROUND THE RIDING TRACK Forms and maintains mutual (3#&2 C IV AND V Self-Concept relationships with others s 4ALKING with other children during snack or meal time. ENVIRONMENTAL CONSIDERATIONS 3. Joins in group activities and experiences within early learning environments Becomes aware of oneself as (3#&2 C V Read and discuss a a unique individual while still variety of books about Three-year-olds are becoming more and more able to interact positively with peers connected to others attachment, impulsivity, and adults, but they are still centered on their own interests and needs. They may find frustration, and other it hard to take turns, to wait, and to share, but they are beginning to see themselves as social-emotional issues. a member of a group. They identify with their family, their school, etc. Three-year-olds Demonstrates increasing sense (3#&2 C )VI show emerging connections to a group by: of competence and confidence Provide opportunities s %NGAGING IN GROUP PROJECTS FOR BRIEF PERIODS OF TIME THREE-YEAR-OLDS in growing abilities throughout the day for three-year-olds to make s 0ASSING FOOD AND ENGAGING IN TABLE CONVERSATION DURING A FAMILY STYLE MEAL choices, not just of s )DENTIFYING THEMSELVES AS A MEMBER OF hMY CLASSv OR hMY FAMILYv materials, but of where s 3EEKING OUT ANOTHER CHILD TO PLAY WITH DURING CENTER TIME SOMETIMES WITH THE they sit, how they line help of a trusted adult. up, which song to sing, which door to use, etc. TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 18 Florida’s Early Learning and Developmental Standards Social and Emotional Development 19 SOCIAL AND EMOTIONAL DEVELOPMENT SOCIAL AND EMOTIONAL DEVELOPMENT TWO-YEAR-OLDS THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start A. Federal Regulations Outcomes QUESTIONS TO (Performance Standard) Framework ASK YOURSELF 1. Develops positive relationships and interacts comfortably with familiar adults How does the daily Three-year-olds need support in establishing positive relationships and interacting Trust and &ORMS AND MAINTAINS SECURE (3#&2 C IV AND V Not Applicable schedule promote a comfortably with adults. Some may be slow to warm up, while others may display Emotional RELATIONSHIPS WITH OTHERS balance of quiet and comfort more quickly. They often have close relationships with teachers and other Security active play to meet the significant adults. Positive and secure attachments between children and adults allow needs of all children? children to become interested and engaged in their activities and environment. Three- Responds to the environment (3#&2 C IV year-olds demonstrate development of positive relationships with adults by: How do you determine possible causes for challenging behaviors in children, such as Demonstrates increasing (3#&2 C IV AND V schedule, environment, Self- emotional regulation adults’ tone of voice, Regulation availability of materials, and level of support? 2. Interacts with and develops positive relationships with peers Demonstrates increasing (3#&2 C IV AND V Three-year-olds are continuing to build relationships and become more connected to behavior regulation How do you encourage the other children around them. They continue to need support from caregivers and social problem-solving trusted adults in their interactions with other children. They begin to show eagerness in your three-year- in play involving other children, but may still need help developing friendships. Three- Demonstrates increasing social (3#&2 C IV AND V old? How do you help year-olds show increasing positive relationships with peers by: problem solving solve problems during outdoors, transition, and king to another child playing at the water table and commenting on what meal times?
Forms and maintains mutual (3#&2 C IV AND V Self-Concept relationships with others with other children during snack or meal time. ENVIRONMENTAL CONSIDERATIONS 3. Joins in group activities and experiences within early learning Becomes aware of oneself as (3#&2 C V Read and discuss a environments a unique individual while still variety of books about Three-year-olds are becoming more and more able to interact positively with peers connected to others attachment, impulsivity, and adults, but they are still centered on their own interests and needs. They may find frustration, and other it hard to take turns, to wait, and to share, but they are beginning to see themselves as social-emotional issues. a member of a group. They identify with their family, their school, etc. Three-year-olds Demonstrates increasing sense (3#&2 C )VI show emerging connections to a group by: of competence and confidence Provide opportunities THREE-YEAR-OLDS in growing abilities throughout the day for
three-year-olds to make THREE-YEAR-OLDS choices, not just of materials, but of where they sit, how they line help of a trusted adult. up, which song to sing, which door to use, etc.
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 18 Florida’s Early Learning and Developmental Standards Social and Emotional Development 19 4. Shows care and concern for others 4. Shows developing ability to solve social problems with support QUESTIONS TO Three-year-olds are beginning to become aware of the feelings of those around them QUESTIONS TO from familiar adults ASK YOURSELF and may show concern if a friend or trusted adult seems upset or hurt. This is especially ASK YOURSELF As three year old children are developing positive relationships with other children, How does your three- true if they have shared a similar experience, like participating in a small group cooking How do you help three- they may encounter social problems. Practicing the social skills of cooperation, taking year-old help you? experience together. Three-year-olds show caring and concern for others when they: year-olds solve problems turns, and compromising can be difficult for three-year-olds. Familiar adults can s 4ELL A TRUSTED ADULT WHEN A FRIEND IS HURT with their peers? support this ability to solve social problems by modeling and supporting children as How does your three- s !SK QUESTIONS ABOUT WHY ANOTHER CHILD IS CRYING OR UPSET they try solving problems on their own. Some examples of an increasing ability to solve social problems with help from adults are: year-old best manage s 0RETEND TO ROCK A CRYING BABY IN THE DRESS UP CENTER How does your transitions and how three-year-old child s #OMING TO A CAREGIVER WHEN ANOTHER CHILD TAKES THE BLOCKS THEY ARE BUILDING WITH s 'IVE A HUG TO A CRYING FRIEND WHO HAS FALLEN DOWN AND HURT HIS KNEE do you offer support to show increasing s !SKING A CAREGIVER FOR ANOTHER DRESS WHEN THEIR FRIEND JOINS THEM IN THE DRESS UP CORNER help the transition go independence? s !SKING AN ADULT FOR HELP GETTING MORE CRAYONS FOR A FRIEND smoothly? B. SELF-REGULATION s 3AYING h) DONT LIKE THATv TO ANOTHER CHILD WHO HAS HIT THEM 1. Follows simple rules and familiar routines with support ENVIRONMENTAL ENVIRONMENTAL Consistent schedules and routines help three-year-olds develop the ability to follow CONSIDERATIONS C. SELF CONCEPT simple rules. Appropriate rules help to establish safe boundaries for children to explore CONSIDERATIONS 1. Shows growing confidence in their abilities their world and interact with others. Three-year-olds show that they are increasingly Ensure that three-year- Learn about sensory able to follow rules and routines when they: olds have opportunities Three-year-old children are beginning to see themselves as competent individuals and integration issues throughout the day to often take pride in their abilities. They are likely to point out to familiar adults “Look and how they affect s 0REDICT WHAT WILL HAPPEN NEXT IN THEIR DAY SUCH AS KNOWING THAT REST TIME choose activities and what I can do!” Many three-year-olds show their growing self-confidence eagerly, while children’s behaviors. COMES AFTER LUNCH follow their interests. others may need additional encouragement from caring adults to begin to feel sure of Children sometimes act- s 5SE THE PAINTBRUSH TO PAINT ON PAPER AND NOT ON THE TABLE themselves. Some examples of how three-year-olds showing growing confidence in out if the environment s 0UT THE BLOCKS AWAY ON THE CORRECT SHELF WITH HELP FROM A TRUSTED ADULT For children with their abilities include: is over stimulating or s 3HOW THeir parent where to put their coat when they come into the classroom communication s 4RYING A NEW ACTIVITY SUCH AS AN OBSTACLE COURSE SET UP ON THE PLAYGROUND a material/object is disabilities, make in the morning. s 3AYING h) DID ITv AFTER lTTING A PIECE INTO A PUZZLE BOARD IRRITATING SUCH AS A TAG sure that everyone in the collar of a shirt). involved with the child s "EGINNING TO BE ABLE TO INtroduce themselves to new people, such as a class 2. Begins to use materials with increasing care and safety understands how the VISITOR OR NEW CLASSMATE WITH HELP FROM AN ADULT Develop simple rules and Three-year-olds are beginning to understand how to use materials carefully and child communicates their s %XPREssing pleasure over the painting they created at the easel during center time. gently remind children of respectfully. They may step on books that are on the floor or leave caps off of markers interests and needs. them often. when they are finished drawing. Caregivers can provide guidance and gentle reminders Ensure that there IS 2. Begins to independently initiate and direct some experiences that help them learn to take care of the things around them and to put things where formal and informal Three-year-olds are beginning to make choices on their own and express their they belong when they are finished using them. Three-year-olds show the ability to use Plan and implement communication between independence. Caregivers can create environments that support children’s materials with increasing care when they: activities to model and caregivers and service independence and ability to make positive choices. Simple choices that allow them to demonstrate how to s 0LACE BOOKS AWAY ON THE SHELF WHEN THEY ARE lNISHED READING THEM providers. feel self confident and in control of their behavior help three-year-olds develop self- treat materials, pets, and s 0LACE PAINT BRUSHES BACK IN A PAINT CONTAINER AFTER PAINTING AT THE EASEL direction skills. Some examples of growing independence and self-direction include: people. s 'ENTLY HANDLE A GROWING PLANT OR PET ANIMAL IN THE CLASSROOM s #HOOSING AN ART ACTIVITY DURING CENTER TIME WHEN THE TEACHER PROMPTS h7OULD s 0ut the trucks on the edge of the sandbox when it is time to clean up the YOU LIKE TO GO TO BLOCKS OR THE ART TABLE v playground. s (ELPING AN ADULT TO SET THE LUNCH TABLE WITH FORKS AND NAPKINS s 3ELECTING A TREAT FROM TWO OR THREE CHOICES TO GIVE TO THE CLASS PET 3. Adapts to transitions with support s 0ARTICIPATing in the simple steps of a cooking activity with some help from a
Three-year-olds may still find transitions difficult this may include having a hard time trusted adult. THREE-YEAR-OLDS saying goodbye to parents or moving from one activity to another. Consistent routines, rituals, and support from caregivers help them to make smooth transitions from one setting to the next. Three-year-olds show emerging skills in adapting to transitions by: s 3AYING h,ILY YOUR MOMS HEREv AT PICK UP TIME s #LEANINg up toys and joining the group at circle time with only a few prompts FROM THE TEACHER s 0UTTING AWAY THEIR BELONGINGS WHEN ARRIVING AND JOINING THE CLASS s *OINING A GROUP of children during a small group activity. THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 20 Florida’s Early Learning and Developmental Standards Social and Emotional Development 21 4. Shows care and concern for others 4. Shows developing ability to solve social problems with support QUESTIONS TO Three-year-olds are beginning to become aware of the feelings of those around them QUESTIONS TO from familiar adults ASK YOURSELF and may show concern if a friend or trusted adult seems upset or hurt. This is especially ASK YOURSELF As three year old children are developing positive relationships with other children, How does your three- true if they have shared a similar experience, like participating in a small group cooking How do you help three- they may encounter social problems. Practicing the social skills of cooperation, taking year-old help you? experience together. Three-year-olds show caring and concern for others when they: year-olds solve problems turns, and compromising can be difficult for three-year-olds. Familiar adults can s 4ELL A TRUSTED ADULT WHEN A FRIEND IS HURT with their peers? support this ability to solve social problems by modeling and supporting children as How does your three- s !SK QUESTIONS ABOUT WHY ANOTHER CHILD IS CRYING OR UPSET they try solving problems on their own. Some examples of an increasing ability to solve social problems with help from adults are: year-old best manage s 0RETEND TO ROCK A CRYING BABY IN THE DRESS UP CENTER How does your transitions and how three-year-old child s #OMING TO A CAREGIVER WHEN ANOTHER CHILD TAKES THE BLOCKS THEY ARE BUILDING WITH s 'IVE A HUG TO A CRYING FRIEND WHO HAS FALLEN DOWN AND HURT HIS KNEE do you offer support to show increasing s !SKING A CAREGIVER FOR ANOTHER DRESS WHEN THEIR FRIEND JOINS THEM IN THE DRESS UP CORNER help the transition go independence? s !SKING AN ADULT FOR HELP GETTING MORE CRAYONS FOR A FRIEND smoothly? B. SELF-REGULATION s 3AYING h) DONT LIKE THATv TO ANOTHER CHILD WHO HAS HIT THEM 1. Follows simple rules and familiar routines with support ENVIRONMENTAL ENVIRONMENTAL Consistent schedules and routines help three-year-olds develop the ability to follow CONSIDERATIONS C. SELF CONCEPT simple rules. Appropriate rules help to establish safe boundaries for children to explore CONSIDERATIONS 1. Shows growing confidence in their abilities their world and interact with others. Three-year-olds show that they are increasingly Ensure that three-year- Learn about sensory able to follow rules and routines when they: olds have opportunities Three-year-old children are beginning to see themselves as competent individuals and integration issues throughout the day to often take pride in their abilities. They are likely to point out to familiar adults “Look and how they affect s 0REDICT WHAT WILL HAPPEN NEXT IN THEIR DAY SUCH AS KNOWING THAT REST TIME choose activities and what I can do!” Many three-year-olds show their growing self-confidence eagerly, while children’s behaviors. COMES AFTER LUNCH follow their interests. others may need additional encouragement from caring adults to begin to feel sure of Children sometimes act- s 5SE THE PAINTBRUSH TO PAINT ON PAPER AND NOT ON THE TABLE themselves. Some examples of how three-year-olds showing growing confidence in out if the environment s 0UT THE BLOCKS AWAY ON THE CORRECT SHELF WITH HELP FROM A TRUSTED ADULT For children with their abilities include: is over stimulating or s 3HOW THeir parent where to put their coat when they come into the classroom communication s 4RYING A NEW ACTIVITY SUCH AS AN OBSTACLE COURSE SET UP ON THE PLAYGROUND a material/object is disabilities, make in the morning. s 3AYING h) DID ITv AFTER lTTING A PIECE INTO A PUZZLE BOARD IRRITATING SUCH AS A TAG sure that everyone in the collar of a shirt). involved with the child s "EGINNING TO BE ABLE TO INtroduce themselves to new people, such as a class 2. Begins to use materials with increasing care and safety understands how the VISITOR OR NEW CLASSMATE WITH HELP FROM AN ADULT Develop simple rules and Three-year-olds are beginning to understand how to use materials carefully and child communicates their s %XPREssing pleasure over the painting they created at the easel during center time. gently remind children of respectfully. They may step on books that are on the floor or leave caps off of markers interests and needs. them often. when they are finished drawing. Caregivers can provide guidance and gentle reminders Ensure that there IS 2. Begins to independently initiate and direct some experiences that help them learn to take care of the things around them and to put things where formal and informal Three-year-olds are beginning to make choices on their own and express their they belong when they are finished using them. Three-year-olds show the ability to use Plan and implement communication between independence. Caregivers can create environments that support children’s materials with increasing care when they: activities to model and caregivers and service independence and ability to make positive choices. Simple choices that allow them to demonstrate how to s 0LACE BOOKS AWAY ON THE SHELF WHEN THEY ARE lNISHED READING THEM providers. feel self confident and in control of their behavior help three-year-olds develop self- treat materials, pets, and s 0LACE PAINT BRUSHES BACK IN A PAINT CONTAINER AFTER PAINTING AT THE EASEL direction skills. Some examples of growing independence and self-direction include: people. s 'ENTLY HANDLE A GROWING PLANT OR PET ANIMAL IN THE CLASSROOM s #HOOSING AN ART ACTIVITY DURING CENTER TIME WHEN THE TEACHER PROMPTS h7OULD s 0ut the trucks on the edge of the sandbox when it is time to clean up the YOU LIKE TO GO TO BLOCKS OR THE ART TABLE v playground. s (ELPING AN ADULT TO SET THE LUNCH TABLE WITH FORKS AND NAPKINS s 3ELECTING A TREAT FROM TWO OR THREE CHOICES TO GIVE TO THE CLASS PET 3. Adapts to transitions with support s 0ARTICIPATing in the simple steps of a cooking activity with some help from a
Three-year-olds may still find transitions difficult this may include having a hard time trusted adult. THREE-YEAR-OLDS saying goodbye to parents or moving from one activity to another. Consistent routines,
rituals, and support from caregivers help them to make smooth transitions from one THREE-YEAR-OLDS setting to the next. Three-year-olds show emerging skills in adapting to transitions by: s 3AYING h,ILY YOUR MOMS HEREv AT PICK UP TIME s #LEANINg up toys and joining the group at circle time with only a few prompts FROM THE TEACHER s 0UTTING AWAY THEIR BELONGINGS WHEN ARRIVING AND JOINING THE CLASS s *OINING A GROUP of children during a small group activity.
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 20 Florida’s Early Learning and Developmental Standards Social and Emotional Development 21 SOCIAL AND EMOTIONAL DEVELOPMENT THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Pro-Social Develops positive relationshps and (3#&2 A I ! $ Domain: Social & Behaviors interacts comfortably with familiar Emotional Development adults Sub-Domain: Social Relationships
Interacts with and develops (3#&2 A I $ Domain: Social & positive relationships with Emotional Development peers Sub-Domain: Social Relationships *OINS IN GROUP ACTIVITIES AND (3#&2 A I $ Domain: Social & experiences within early Emotional Development learning environments Sub-Domain: Cooperation
Shows care and concern for (3#&2 A I $ Domain: Social & others Emotional Development Sub-Domain: Social Relationships
Self- Follows simple rules and (3#&2 A I # Domain: Social & Regulation FAMILIAR routines with support Emotional Development Sub-Domain: Self- Control
Begins to use materials with (3#&2 A I " Domain: Social & increasing care and safety Emotional Development Sub-Domain: Self- Control
Adapts to transitions with (3#&2 A I # Domain: Social & support AND A II Emotional Development Sub-Domain: Self- Control & Cooperation Shows developing ability to (3#&2 A I $ Domain: Social & solve social problems with Emotional Development support from familiar adults Sub-Domain: Self-Control & Social Relationships
Shows growing confidence in Domain: Social & Self-Concept (3#&2 A I ! % their abilities Emotional Development Sub-Domain: Self- Control Begins to independently initiate (3#&2 A I # Domain: Social & and direct some experiences Emotional Development Sub-Domain: Social Relationships THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Social and Emotional Development 22 LANGUAGE & COMMUNICATION
LANGUAGE AND COMMUNICATION LANGUAGELANGUAGE & & COMMUNICATION COMMUNICATION Language and Communication 1 Florida’s Early Learning and Developmental Standards Early Learning Florida’s LANGUAGE AND COMMUNICATION AND COMMUNICATION LANGUAGE ability to learn, work, and play with others. Communication through oral language and the Language, written developmental, word to communication, are (due essential and skills in literacy early daily or living. reading verbal limited Adaptive and or languages no writing or have strategies are who are individuals critical especially for to important children’s mental, or physical status). the of understanding and desires, The questions, their communicate actively to children development enables of language is a complex process world around them. that communication Children’s then allows adults to plan and respond to needs and children’s inquiries. Language and communication skills impact all other areas of development and are essential for the development of cognition, logic, and reasoning skills. and Good get communication negotiate their skills relationships needs help children met. Supportive adults and a success print-rich in environment are important to children’s and writing skills. developing early reading infants use their human recognize own speech sounds. sounds, and facial different Young Infants are born “wired” for developing language. They come into the world expressions, able to and body movements to communicate their feelings and needs. They gaze intently at the faces of their parents, caregivers, and teachers and quickly learn to the direct adults’ attention to particular objects by “pointing” their to positively respond with adults when reinforced are infants their young of skills communication eyes. The developing smiles, frowns, and coos. listening Older and infants them become to better at read expressing books themselves through having enjoy They words. first their and babbling, gestures, to stories and songs. larger vocabulary allows them to begin stringing words together into two-word sentences. toddlers expand their vocabulary with Young new They words at a very understand rapid pace. that Their pictures can represent real objects and delight in acting out familiar routines and using pictures to represent ideas in their play. The marks and scribbles that toddlers make when coloring or painting (with their fingers or and are the precursor to tools) developing early writing skills. sentences become Three- or are four-word purposeful typical for older toddlers, as are an appreciation for books and books (or books on familiar topics). a preference for familiar communicate their needs, to interact with others, and to describe their thoughts, feelings, the of understanding an gain children years, few a only of course the Over experiences. Preschool and children begin to use language in multiple ways. They use language to the meaning of meaning and of words, and structure print, structure and how to use words to articulate and exchange ideas. There are four components of language development in young children. Listening and understanding refers to receptive language. When parents, caregivers, and teachers talk to children, the hearing, social, emotional, and language centers of the brain are all stimulated. As young children are exposed to rich vocabularies, they develop an understanding of commonly used words and are able to react in ways that demonstrate their understanding. Communicating and speaking refers to expressive language, which is what is said or expressed to others. Spoken or sign language has several elements to it, including the
LANGUAGE & COMMUNICATION production of sounds or signs, rules of the language, and the social aspects of speech. LANGUAGE & COMMUNICATION
Early reading is a complex task of recognizing and understanding the meaning of a set of language symbols that describe people, objects, feelings, events, relationships, and ideas. The foundation for reading is built during the early years, beginning with hearing and speaking the language of the home. Early writing is the ability to express ideas and meaning through the use of symbols to represent language. Writing includes both the physical and cognitive elements of language and communication.
Language and the power to communicate develop through interactions. This development is motivated by the desires of young children to communicate their individual needs and is enhanced by the amount and richness of the language experiences provided to them. Parents, caregivers, and teachers are powerful contributors to the developing language and communication skills of young children. They encourage language and literacy by talking with children, by reading to them, by responding to their language, and by expressing joy in their emerging abilities.
For children who are learning English as a second language, development and maintenance of the vocabulary and language conventions of their primary language increases the likelihood that they will become readers and writers of English. Children learning multiple languages from birth appear to develop each language in a similar fashion to children reared with only one language. Developing a solid foundation in multiple languages requires a partnership among parents, caregivers, and teachers to ensure that a rich, multilingual environment is consistently available. Partnerships among parents, caregivers, and teachers are also particularly important for children with disabilities. It is very important to have knowledge, skills, and a plan to help children with special needs develop language and communication skills. Communication strategies for these children may include swallows, eye movements, head nods, communication boards, sounds, or other gestures. It is imperative that children of all abilities are exposed to language-rich environments.
Florida’s Early Learning and Developmental Standards Language and Communication 2 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
There are four components of language development in young children. Listening and understanding refers to receptive language. When parents, caregivers, and teachers talk to LANGUAGE AND COMMUNICATION children, the hearing, social, emotional, and language centers of the brain are all stimulated. BIRTH TO 8 MONTHS As young children are exposed to rich vocabularies, they develop an understanding of commonly used words and are able to react in ways that demonstrate their understanding. Communicating and speaking refers to expressive language, which is what is said or A. LISTENING & UNDERSTANDING expressed to others. Spoken or sign language has several elements to it, including the QUESTIONS TO production of sounds or signs, rules of the language, and the social aspects of speech. ASK YOURSELF 1. Responds to frequently heard sounds and words LANGUAGE & COMMUNICATION What do you say to Young infants begin to understand their world by listening to the sounds around them and to the language of the parents, caregivers, and teachers who interact with them. Early reading is a complex task of recognizing and understanding the meaning of a infants about what is occurring during They learn to distinguish the voices of the most significant and consistent adults in set of language symbols that describe people, objects, feelings, events, relationships, and routines, such as their lives. Young infants show response to sound by: ideas. The foundation for reading is built during the early years, beginning with hearing and diapering or feeding? s -OVING THEIR ARMS AND LEGS WHEN THEY HEAR A FAMILIAR VOICE speaking the language of the home. Early writing is the ability to express ideas and meaning How do you respond to s 4URNING Their head toward a sound, such as a phone ringing or older brothers or through the use of symbols to represent language. Writing includes both the physical and infants’ babbling and SISTERS AT PLAY cognitive elements of language and communication. cooing? s 'Azing at the faces of their parents, caregivers, and teachers as they sing and How does your infant MAKE FACIAL EXPRESSIONS Language and the power to communicate develop through interactions. This respond to your voice, to s 4URning and smiling when their name is spoken by parents, caregivers, and the voices of others, to teachers. development is motivated by the desires of young children to communicate their individual new sounds, and to loud noises? needs and is enhanced by the amount and richness of the language experiences provided B. COMMUNICATING & SPEAKING to them. Parents, caregivers, and teachers are powerful contributors to the developing How does your infant language and communication skills of young children. They encourage language and communicate his needs? 1. Uses a variety of sounds and movements to communicate literacy by talking with children, by reading to them, by responding to their language, and by Starting at birth, young infants build connections between sounds, gestures, and meaning. During the first months of life, infants communicate with gazes, cries, coos, expressing joy in their emerging abilities. ENVIRONMENTAL smiles, and frowns to make their interests and needs known. They use their eyes to CONSIDERATIONS direct attention to interesting objects and engage by making sounds and hearing a For children who are learning English as a second language, development and response from parents, caregivers, and teachers. They begin to use syllables, along Provide interesting things with body movements, as a way to communicate their wants and needs. Young infants maintenance of the vocabulary and language conventions of their primary language for infants to look at and demonstrate the use of sounds and movements to communicate by: increases the likelihood that they will become readers and writers of English. Children watch. s -AKING SUCKING MOTIONS TO COMMUNICATE HUNGER learning multiple languages from birth appear to develop each language in a similar fashion Include multiple times s "EGINNING TO COO USING VOWEL SOUNDS LIKE AAH EEE AND OOO AND OTHER SPEECH to children reared with only one language. Developing a solid foundation in multiple during the daily schedule SOUNDS THAT ARE CONSISTENT WITH THEIR HOME LANGUAGE for infants to reach and languages requires a partnership among parents, caregivers, and teachers to ensure that s 0OINTING AT A DOG WITH THEIR EYES AND A lNGER TO DIRECT THEIR CAREGIVERS ATTENTION explore a variety of s "ABBLING USING REPEATED SYLLABLES SUCH AS MA MA MA BA BA a rich, multilingual environment is consistently available. Partnerships among parents, durable books, toys, and caregivers, and teachers are also particularly important for children with disabilities. It is materials. C. EARLY READING very important to have knowledge, skills, and a plan to help children with special needs Talk to infants during develop language and communication skills. Communication strategies for these children routines and describe the 1. Shows enjoyment of the sounds and rhythms of language activities. may include swallows, eye movements, head nods, communication boards, sounds, or Pleasurable experiences sitting on the laps of parents, caregivers, and teachers other gestures. It is imperative that children of all abilities are exposed to language-rich introduce young infants to the sounds and rhythms of language. Young infants can distinguish among different voices, and they learn to respond to facial expressions and environments. various tones of voice. They respond to language and show enjoyment of the sounds and rhythms of language by: s %XPLORING SOUNDS AS THEY BABBLE AND IMITATE s %XPLORING BOOKS BY CHEWING SHAKING AND BANGING s ,OOKING AT PICTURE BOOKS WITH BOLD COLORFUL AND CLEAR IMAGES s 2EACHING FOR A BOOK
Florida’s Early Learning and Developmental Standards Language and Communication 2 Florida’s Early Learning and Developmental Standards Language and Communication 3 D. EARLY WRITING QUESTIONS TO ASK YOURSELF 1. Develops eye-hand coordination and more intentional hand control Do you provide appropriate books, Learning to write is a long journey that begins in infancy. Young infants develop control designed for young over their movements as they reach out, grasp, and release objects. They also move infants? their arms across the middle of their bodies, which prepares them to learn to use both
BIRTH TO 8 MONTHS BIRTH sides of their body together. They are able to follow the movement of objects with How does your infant their eyes, pass objects from one hand toward the other, and grasp objects for longer BIRTH TO 8 MONTHS BIRTH respond to books? periods of time. Young infants show developing eye-hand coordination by: How do you engage your s &OLLOWING A MOVING OBJECT WITH THEIR EYES infant with books? s "RINGING THEIR HANDS TOGETHER AT THE MIDDLE OF THEIR BODIES s 0USHING THEIR BODIES UP WITH THEIR ARMS WHEN ON THEIR TUMMIES s -IMICKING HAND CLAPPING AND WAVING hBYE BYEv ENVIRONMENTAL CONSIDERATIONS 2. Watches activities of others and imitates sounds, facial Use board, cloth, and expressions, and actions plastic books appropriate for infants. Letters and written words are symbols for sounds. Written words are symbols for real objects, people, places, or thoughts and feelings. The idea of one thing representing Provide interesting things another is an understanding that children develop over time. Young infants begin to for infants to track with understand the world of objects, people, and places by watching the people around their eyes, grasp, and them. Later, they imitate the faces and the facial expressions that they see. Young release. infants demonstrate imitation of sounds and facial expressions by: s 'AZINg into the eyes of their parents, caregivers, and teachers as they nurse Include a variety of books OR DRINK FROM A BOTTLE designed for infants with bright pictures and s 7Atching the faces of their parents, caregivers, and teachers during routine simple print. ACTIVITIES SUCH AS DIAPER CHANGING AND BATHING s 3MILING IN RESPONSE TO A SMILING FACE Provide opportunities for s )mitating cooing sounds made by their parents, caregivers, and teachers. sharing books, pictures, and songs.
Florida’s Early Learning and Developmental Standards Language and Communication 4 BIRTH TO 8 MONTHS
LANGUAGE AND COMMUNICATION BIRTH TO 8 MONTHS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Listening and Responds to frequently heard HS/CFR 1304.21(b)(2)(ii) Not Applicable Understanding sounds and words
Uses a variety of sounds and HS/CFR 1304.21(b)(2)(ii) Communicating movements to communicate and Speaking
Shows enjoyment of the sounds HS/CFR 1304.21(b)(2)(ii) Early Reading and rhythms of language
Early Writing Develops eye-hand HS/CFR 1304.21(b)(2)(ii) coordination and more intentional hand control 7ATCH ACTIVITES OF OTHERS AND IMITATES SOUNDS FACIAL EXPRESSIONS AND ACTIONS
Florida’s Early Learning and Developmental Standards Language and Communication 5 LANGUAGE AND COMMUNICATION 8 TO 18 MONTHS 8 TO 18 MONTHS QUESTIONS TO A. LISTENING & UNDERSTANDING ASK YOURSELF
What types of language 1. Shows an increased understanding of gestures and words experiences do you As language is repeated, older infants begin to attach meaning to the sounds and
provide (e.g., books, words they hear. They focus on the sounds of their home languages - languages they 8 TO 18 MONTHS music, questioning, sign hear most often. As parents, caregivers, and teachers play simple games, use new language)? words, ask questions, and provide repetition through words and rhymes, older infants begin to show understanding by: Do you respond s ,OOKing at the flowers as parents, caregivers, and teachers point and talk appropriately to infants’ ABOUT THEM cues to help them understand how to get s ,OOKING AT THE KITTEN WHEN ASKED h7HERE IS THE KITTY v their needs met (e.g., s 5SING SOME SIGN OR BODY LANGUAGE LIKE hMOREv AND hEATv picking a child up when s 0OINTING at books and pictures as parents, caregivers, and teachers describe she stretches up her what they see. arms)?
How does your infant B. COMMUNICATING & SPEAKING show interest in language? 1. Uses consistent sounds, gestures, and some words to communicate Older infants use sounds to capture the attention of people significant to them. They ENVIRONMENTAL begin to use meaningful sounds that are associated with words and enjoy playing CONSIDERATIONS with strings of sounds that may include some words. By eighteen months, older infants start to understand and speak many more words, and they begin to use words Make language rather than body language and sounds as a way of communicating their needs. They experiences meaningful show skills in this area by: by including information s 0RODUCING THE SOUNDS FOUND IN THEIR HOME LANGUAGE from home. s 5SING SOUNDS TO NAME PEOPLE SUCH AS DADA AND MAMA If you are teaching infant s 5SING Word-like sounds to get their needs met, such as pointing to the dessert sign language, pair signs ON THEIR PLATE AND JABBERING INDICATING h) WANT SOME OF THATv with spoken words. s 5sing one-word utterances or short phrases to influence the actions of others, Provide interesting SUCH AS hPLEASE v hNO v AND hMINEv objects and materials and plan many opportunities to talk about them.
Florida’s Early Learning and Developmental Standards Language and Communication 6 C. EARLY READING QUESTIONS TO LANGUAGE AND COMMUNICATION ASK YOURSELF 1. Builds and uses vocabulary with language, pictures, and books How does your infant 8 TO 18 MONTHS communicate enjoyment Older infants begin to say the words in the books or point to pictures they have seen of a special book? many times and say a word that sounds like the label the adult has been using. They understand much more language than they can reproduce. Babbling becomes Sub-Domain Standard Head Start Code of Head Start How do you know when consistent and speech-like, with first words and phrases beginning to emerge. Older your infant remembers Federal Regulations Outcomes infants build and use vocabulary by: (Performance Standard) something? Framework s 7atching and smiling as familiar voices, sounds, rhymes, and songs in their How do you encourage HOME LANGUAGE ARE REPEATED older infants to s %XPLORING A VARIETY OF BOOKS INCLUDING PAPER CARDBOARD VINYL CLOTH ETC Listening and Shows an increased HS/CFR 1304.21(b)(2)(ii) Not Applicable understanding of gestures and 8 TO 18 MONTHS communicate? s 0OINTING AT A BOOK TO HAVE THE SAME STORY READ AGAIN AND AGAIN Understanding 8 TO 18 MONTHS words How do you respond s 0ICKING OUt their favorite book from several choices. to the older infant’s attempts at scribbling D. EARLY WRITING and marking? 1. Uses tools to make scribbles Uses consistent sounds, HS/CFR 1304.21(b)(2)(ii) Older infants’ abilities to hold objects and to direct their hands to reach and grasp gestures, and some words to ENVIRONMENTAL things advance rapidly. They may show preference for one hand, but often switch Communicating communicate CONSIDERATIONS between one hand and the other. They are able to do fairly intricate things with their and Speaking 8 TO 18 MONTHS hands. Older infants can use their thumbs and forefingers to pick up small objects, Provide a variety of which reflects continued refinement of their fine motor skills. They enjoy using writing materials for scribbling tools and make marks and scribbles on paper. Older infants show developing pre- and painting, such as writing skills by: large crayons, paint, and s (OLDING LARGE CRAYONS AND MAKING MARKS ON PAPER markers. s )MITATING WRITING BY SCRIBBLING Builds and uses vocabulary HS/CFR 1304.21(b)(2)(ii) Respond positively to s 0ICKING UP SMALL OBJECTS USING lNGER AND THUMB TO GRASP PINCER GRASP Early Reading with language, pictures, and symbolic actions, like s 3HOWING THEIR OWN MARKS MADE ON PAPER TO OTHERS books older infants lifting their arm when they want to 2. Repeats actions that symbolize ideas be held. Long before children write down their thoughts, they have learned to communicate their thoughts - first with gestures, then with words. Older infants begin to understand the meaning of many words, but they are just beginning to learn how to express themselves using them. During this stage of development, older infants use cues and Early Writing Uses tools to make scribbles HS/CFR 1304.21(b)(2)(ii) actions to represent ideas. They do this by: s ,IFTING THEIR ARMS WHEN THEY WANT TO BE PICKED UP s 4URNING THEIR HEAD OR PUSHING THEIR PLATE AWAY WHEN THEY HAVE HAD ENOUGH TO EAT s -OVING TOWARD THE DOOR WHEN THEIR PARENTS GET READY TO LEAVE Repeats actions that symbolize HS/CFR 1304.21(b)(2)(ii) ideas s 0ULLING AT THEIR DIAPER WHEN IT IS WET
Florida’s Early Learning and Developmental Standards Language and Communication 7 Florida’s Early Learning and Developmental Standards Language and Communication 8 LANGUAGE AND COMMUNICATION 8 TO 18 MONTHS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Listening and Shows an increased HS/CFR 1304.21(b)(2)(ii) Not Applicable Understanding understanding of gestures and 8 TO 18 MONTHS words
Uses consistent sounds, HS/CFR 1304.21(b)(2)(ii) Communicating gestures, and some words to 8 TO 18 MONTHS and Speaking communicate
Builds and uses vocabulary HS/CFR 1304.21(b)(2)(ii) Early Reading with language, pictures, and books
Early Writing Uses tools to make scribbles HS/CFR 1304.21(b)(2)(ii)
Repeats actions that symbolize HS/CFR 1304.21(b)(2)(ii) ideas
Florida’s Early Learning and Developmental Standards Language and Communication 8 LANGUAGE AND COMMUNICATION 18 TO 24 MONTHS
A. LISTENING & UNDERSTANDING QUESTIONS TO ASK YOURSELF 1. Gains meaning through listening How do you incorporate Young toddlers understand many words. They can answer simple questions and follow a child’s language in two-step directions. Young toddlers ask questions about words and their meanings. conversations and They quickly expand their vocabularies when they are exposed to new words. Young activities for children toddlers are interested in words and their meanings. The more words they hear, the who are English- more words they learn. For young toddlers learning English as a second language, it language learners? is important that they are able to maintain their home language while also learning Do you provide English. As caring and patient parents, caregivers, and teachers talk, giving suggestions opportunities to share and directions, young toddlers show they understand what is said to them by: books one-on-one, in s 0OINTING TO BODY PARTS WHEN ASKED h7HERE IS YOUR NOSE v OR h7HERE IS YOUR small groups, and in BELLY BUTTON v large groups? s 0Utting toys back on the shelf when prompted and helped by parents, Do you talk to parents CAREGIVERS OR TEACHERS about early literacy s 0ATTING A PICTURE OF A DOG IN A STORY BOOK WHEN ASKED h7HERES THE DOG v development? s &INDINg their shoes when it is time to get dressed.
B. COMMUNICATING & SPEAKING ENVIRONMENTAL 18 TO 24 MONTHS
CONSIDERATIONS 18 TO 24 MONTHS 1. Uses a number of words and uses words together Some children with Although learning language occurs at very different rates for each child, vocabulary hearing impairments rely on lip reading. increases rapidly for most young toddlers. For children learning English as a second Gently get the child’s language, respecting and using their home language while introducing English is the attention by tapping best way to help support their communication and speaking skills. Young toddlers on his shoulder and move from naming familiar objects to using words heard in stories and from other ensure that he can see experiences. Young toddlers learn to use many new words with increasing accuracy. your face when you are They show increasing mastery of words by: speaking to him. Teach s .AMING PICTURES IN BOOKS other children to do the same. s 5SING TWO WORD SENTENCES h!LL GONE v h'O BYE BYE v PERHAPS ALTERNATING BETWEEN USING THEIR HOME LANGUAGE AND %NGLISH Provide opportunities s 5SING NEGATIVES hNOv AND QUESTION WORDS hWHYv AND hWHATv and materials to encourage dramatic s )NVENTING new words for fun or as they experiment with language and play indoors and vocabulary. outdoors. Document children’s language and communication through charts, portfolios, and photos.
Florida’s Early Learning and Developmental Standards Language and Communication 9 2. Attends to and tries to take part in conversations QUESTIONS TO Young toddlers enjoy participating in conversations with the people around them. As ASK YOURSELF their understanding of language increases, they become more active in participating What do you do to in conversations. They learn that asking questions is one way to keep the attention encourage toddlers to of parents, caregivers, and teachers. Young toddlers use the language they hear ask questions? most frequently, and they repeat these words and phrases during pretend play. They demonstrate these skills by: How does your toddler s )mitating the flow of conversations as they talk with people or during pretend show an understanding PLAY PERHAPS ALTERNATING BETWEEN USING THEIR HOME LANGUAGE AND %NGLISH of the connection s 2EPEATING themselves or trying different approaches until someone responds between books and real TO THEM things? s !SKING AND RE ASKING MANY QUESTIONS Do you provide many s 4ALKING on a toy telephone in pretend play. opportunities to share books with toddlers? C. EARLY READING
1. Learns that pictures represent real objects, events, and ideas ENVIRONMENTAL (stories) CONSIDERATIONS Just as young toddlers begin using words by naming and pointing to people and Provide sufficient objects, they look at books and respond by pointing and naming the pictures. Parents, comfortable spaces in caregivers, and teachers read, talk about the pictures in books, and ask and answer the toddler’s environment questions of young toddlers. Through this process, young toddlers discover that to enjoy books. the words and pictures in books match their experiences. They demonstrate their understanding that pictures represent real objects and events by: Make sure that books s "RINGING BOOKS TO THEIR PARENTS CAREGIVERS AND TEACHERS TO READ are within easy reach for toddlers. s 0REFERRING BOOKS ABOUT ANIMALS SUCH AS h"ROWN "EAR "ROWN "EARv AND PORTIONS OF FAMILIAR TEXT Take pictures of familiar s 4ALKING ABOUT PICTURES AND LABELING OBJECTS IN BOOKS objects and people to s "EGINNING TO MAKE CONNECTIONS BETWEEN THEIR OWN hGOODNIGHTv ROUTINES AND make books. THE IDEAS IN h'OODNIGHT -OONv
2. Shows motivation to “read” Literacy skills develop through experience. Actively listening to a book being read is a pleasurable experience that is motivating to young toddlers. When toddlers have
18 TO 24 MONTHS access to books and other forms of print, and when parents, caregivers, and teachers
18 TO 24 MONTHS are willing and committed to share reading and talking experiences, young toddlers SHOW THE MOTIVATION TO hREADv BY s 0ICking out a favorite book and bringing it to parents, caregivers, and TEACHERS s )NSISTING ON HAVING A BOOK READ AGAIN AND AGAIN s 0RETENDING TO READ BOOKS s !SKING PAREnts, caregivers, and teachers to repeat favorite rhymes, finger plays, or stories.
Florida’s Early Learning and Developmental Standards Language and Communication 10 D. EARLY WRITING QUESTIONS TO ASK YOURSELF 1. Makes purposeful marks on paper How does your toddler Young toddlers are fascinated with the tools used for writing. They want to use pencils, use pretend play? markers, paints, and brushes. They will decorate walls, books, and other surfaces. Young toddlers enjoy watching parents, caregivers, and teachers write, and they like to How do you encourage imitate the process. They create many different kinds of scribbles, some of which are pretend play? organized. Young toddlers make early attempts at writing by: s 3CRIBBLING SPONTANEOUSLY OFTEN USING CIRCULAR MOTIONS How do you encourage early writing attempts? s -AKING MARKS ON PAPER WITH PURPOSE s 5SING A VARIETY OF TOOLS SUCH AS PENCILS MARKERS CRAYONS AND PAINTS s $RAWING HORIZONTAL AND SOME VERTICAL LINES ENVIRONMENTAL CONSIDERATIONS 2. Uses beginning representation through play that imitates familiar routines Provide materials, space, and time for pretend As with early reading, early writing develops as young toddlers understand that play. print provides meaning, represents messages, tells stories, can be read, and can be created by young toddlers themselves. Young toddlers begin to understand the power Provide materials of representation as they participate in dramatic play, act out stories, sing songs, use and opportunities for hand motions, and recite the words to finger plays. They imitate those actions they drawing, painting, and are most familiar with, such as eating, dressing, bathing, diaper changing, and going scribbling inside and to bed. They demonstrate this by: outside. s !TTEMPTING TO FEED DRESS OR CUDDLE THEIR DOLLS AND STUFFED ANIMALS Model writing and s #RAWLING AROUND ON HANDS AND KNEES PRETENDING TO BE A DOG OR CAT discuss what you are s #LIMBING INTO A BOX AND MAKING MOTOR SOUNDS 18 TO 24 MONTHS
putting on paper. s 5SING A TOY TELEPHONE TO hTALK TO 'RAMPAv 18 TO 24 MONTHS
Florida’s Early Learning and Developmental Standards Language and Communication 11 LANGUAGE AND COMMUNICATION 18 to 24 MONTHS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Listening and Gains meaning through HS/CFR 1304.21(b)(2)(ii) Not Applicable Understanding listening
Communicating Uses a number of words HS/CFR 1304.21(b)(2)(ii) and Speaking and uses words together !TTENDS TO AND TRIES TO TAKE PART IN CONVERSATIONS
Learns that pictures represent HS/CFR 1304.21(b)(2)(ii) Early Reading real objects, events, and ideas (stories)
3HOWS MOTIVATION TO hREADv HS/CFR 1304.21(b)(2)(ii)
Early Writing Makes purposeful marks on HS/CFR 1304.21(b)(2)(ii) and (b) 18 TO 24 MONTHS 18 TO 24 MONTHS paper (3)(ii)
Uses beginning representation HS/CFR 1304.21(b)(2)(ii) and (b) through play that imitates (3)(ii) familiar routines
Florida’s Early Learning and Developmental Standards Language and Communication 12 LANGUAGE AND COMMUNICATION TWO-YEAR-OLDS
A. LISTENING & UNDERSTANDING QUESTIONS TO ASK YOURSELF 1. Gains meaning through listening Do you gently correct Two-year-olds are increasingly able to use what they hear to make sense of their grammar errors by world. They continue to understand many more words than they can speak. They simply repeating what BEGIN TO UNDERSTAND IDEAS REQUESTS AND REFERENCES TO TIME hNOWv AND hLATERv 4HEY the child said, but choose books and ask for books to be read to them at all times during the day. They correctly? have favorite books and can listen and understand, even when the story is being read to a group rather than one-to-one. Two-year-olds demonstrate their ability to How do you encourage understand words, conversations, and stories by: a love of reading (e.g., s ,ISTENING to books with parents, caregivers, and teachers for longer periods of reading with inflection, TIME providing books that reflect children’s s 3INging simple songs or repeating simple finger plays and rhymes with some interests, reading favorite PROMPTING books over and over)? s 0ointing to specific objects when asked questions about picture books being READ BY PARENTS CAREGIVERS AND TEACHERS s 2EACTIng to gestures in ways that show understanding. ENVIRONMENTAL CONSIDERATIONS B. COMMUNICATING & SPEAKING Children with hearing 1. Speaks clearly enough to be understood by most listeners impairments still benefit from the many nonverbal Two-year-olds become more aware of words and language because they realize that ways we communicate, words can often result in actions. They have the ability to use words to indicate needs, including hand and make demands, or share experiences. They are beginning to use some rules of grammar body gestures and facial as they speak, sometimes being inconsistent or making overgeneralizations. This may expressions. be especially true for two-year-olds learning English as a second language who have different sets of rules that they are learning. Two-year-olds speak in simple sentences Plan and provide more often. They demonstrate the ability to speak clearly and be understood by: comfortable spaces that s 5SING language with increasing clarity, ordering words in ways that adults do encourage conversations FOR EXAMPLE hDRINK JUICE v OR h$ADDY GIVEv COMBINING TWO WORD SENTENCES both indoors and OR ADDING NEW WORDS outdoors. s 2EPEATING SONGS AND RHYMES s "EGINNING TO ADD DESCRIPTIVE WORDS h"AD DOG v h0RETTY mOWERS v h"IG BALLv
s 0RODUCING MORE GRAMMATICALLY CORRECT SPEECH SUCH AS PERSONAL PRONOUNS h) v TWO-YEAR-OLDS
hYOU v AND hMEv PLURALS AND AN INCREASING NUMBER OF POSITION WORDS SUCH AS TWO-YEAR-OLDS hUP v hUNDER v hON v AND hBEHINDv
Florida’s Early Learning and Developmental Standards Language and Communication 13 2. Participates in conversations QUESTIONS TO Two-year-olds show their enjoyment of conversation by frequently initiating interactions ASK YOURSELF AND RESPONDING TO OTHERS 4HEY FREQUENTLY ASK hWHYv QUESTIONS TO KEEP A CONVERSATION How has your two-year- alive. They are more able to converse with peers, and conversations help to extend old’s interest in print and their play. Two-year-olds participate in conversations by: books changed? s 5SIng experiences, toys, books, or pretend play to engage others in CONVERSATION Do you tell stories and s 2ESponding when their parent, caregiver, or teacher pauses after asking a encourage your two- QUESTION ABOUT THEIR BLOCK STRUCTURE year-old to participate in telling stories? s !SKING QUESTIONS AS A WAY TO KEEP A CONVERSATION GOING s 4ALKINg with their friends at snack time or during play, and changing topics How do you make rapidly. books and reading time hSPECIAL v C. EARLY READING
1. Shows growing interest in print and books ENVIRONMENTAL CONSIDERATIONS Two-year-olds use words to tell stories, share feelings and ideas, recall events, and give instructions. New words are learned through stories, songs, games, and adult- Provide different kinds of child conversation. During adult-to-child reading experiences or in small groups, books for two-year-olds, two-year-olds talk about the pictures, retell parts of the story, and request that the such as story books, books be read over and over. It is the relationship and back-and-forth exchange of picture books, books conversation surrounding reading that helps two-year-olds connect the story to their about nature, books lives. They learn that the pictures in a book are symbols for real objects and that the about the way things writing represents spoken language. Two-year-olds show that they are building their work, etc. vocabularies and an appreciation for print and books by: s 3MILING AS THEY ASK QUESTIONS AND REPEAT STORIES SONGS AND RHYMES Use print and pictures to label objects in the s 2ETELLING FAMILIAR STORIES IN THEIR OWN SIMPLE WORDS environment. s !SKING THAT THEIR FAVORITE BOOKS BE READ OVER AND OVER s $EMONStrating some pre-reading skills, such as holding a book upright and Ask open-ended turning pages right to left. questions about pictures in books and provide 2. Shows motivation to “read” time for children to respond and extend While they are self-motivated to learn with all their senses, two-year-olds’ understanding their responses through of literacy concepts comes from interactions with parents, caregivers, and teachers. conversations. The motivation and interest they develop through integrated oral and written language activities promote positive feelings about reading and literacy experiences. It is the desire Speak and use to share books and reading that will make them ready to do the hard work of recognizing sign language for symbols and eventually reading on their own. Two-year-olds show the motivation to children with hearing hREADv BY impairments as they may s !SKING PARENTS CAREGIVERS AND TEACHERS TO READ A BOOK OVER AND OVER have some, although limited, hearing. s 2ETELLING FAVORITE STORIES s 5SING hREADINGv IN PLAY ACTIVITIES s 3ELECTING BOOKS SOMETIMES OVER OTHER ACTIVITIES WHEN GIVEN A CHOICE
TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Language and Communication 14 D. EARLY WRITING QUESTIONS TO ASK YOURSELF 1. Uses scribbles, marks, and drawings to convey messages How do you engage two- The scribbling of two-year-olds begins to look like understandable print. They begin to year-olds in talking about distinguish between writing words and drawing pictures and purposefully use symbols their drawings? and drawings to express their thoughts or represent experiences or objects. They show their writing attempts to others, and they recognize common signs and symbols found in How do you encourage their environments. Two-year-olds begin to distinguish letters of the alphabet from other pretend play? types of symbols, and they show an understanding of the writing process by: s 3HOWING THEIR SCRIBBLES TO OTHERS s (OLDING A PENCIL WITH THUMB AND FORElNGER INSTEAD OF USING A lST GRIP ENVIRONMENTAL s 0OINTING TO AND NAMING THE h3TOPv SIGN CONSIDERATIONS s 2ECOGNIZING THE lRST LETTER IN THEIR lRST NAME Rotate materials and props to encourage 2. Uses more complicated imitative play as symbolic thought dramatic play throughout processes and mental concepts or pictures are developed the year. Two-year-olds’ imaginative play takes on new dimensions during this stage. They Provide a variety of types are beginning to use play materials as symbols for things they have observed and of paper and writing experienced. They reenact these experiences and can play for short periods of time implements. USING THEIR OWN IMAGINATION h3TORYTELLINGv IS ENHANCED WHEN PARENTS CAREGIVERS AND teachers join in the pretend play. Two-year-olds may reenact many activities they see Invite two-year-olds in their lives, such as: to tell you about their s 0RETENDING TO COOK FOOD USING HOUSEKEEPING PROPS writing (scribbles). s "RINGING A hCAKEv FROM THE SAND AREA AND ASKING PARENTS CAREGIVERS AND TEACHERS TO hEAT ITv s 3TACKING SEVERAL BLOCKS AND THEN CALLING IT hMY HOUSEv s -AKING SCRIBBLES ON PAPER AND WANTING TO MAIL THE hLETTERv TO SOMEONE TWO-YEAR-OLDS TWO-YEAR-OLDS
Florida’s Early Learning and Developmental Standards Language and Communication 15 LANGUAGE AND COMMUNICATION TWO-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Listening and Gains meaning through HS/CFR 1304.21(b)(2)(ii) Not Applicable Understanding listening
Communicating Speaks clearly enough to be HS/CFR 1304.21(b)(2)(ii) and Speaking understood by most listeners
Participates in conversations HS/CFR 1304.21(b)(2)(ii)
Shows growing interest in print HS/CFR 1304.21(b)(2)(ii) Early Reading and books
Shows motivation to read HS/CFR 1304.21(b)(2)(ii)
Early Writing Uses scribbles, marks and HS/CFR 1304.21(b)(2)(ii) and (b) drawings to convey messages (3)(ii)
Uses more complicated HS/CFR 1304.21(b)(2)(ii) and (b) imitative play as symbolic (3)(ii) thought processes and mental concepts or pictures are developed TWO-YEAR-OLDS
TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Language and Communication 16 LANGUAGE AND COMMUNICATION THREE-YEAR-OLDS
A. LISTENING AND UNDERSTANDING QUESTIONS TO 1. Listens to and understands spoken language ASK YOURSELF Listening skills help the three-year-old learn about the world. As they learn to listen, How do you provide they become better able to relate with others, understand information, and add new opportunities to play with words to their vocabulary. This ability allows them to build and maintain relationships. letter sounds and words? Three-year-olds may have difficulty demonstrating listening skills, especially in larger groups. Examples of how three-year-olds listen and understand are: What strategies do you s 2EPEATING DETAILS OF A FAVORITE STORY DURING A ONE ON ONE OR SMALL GROUP use to engage three- DISCUSSION WITH AN ADULT year-old children in books (e.g., asking s 2ESPONDING TO A QUESTION FROM A FRIEND OR ADULT questions, having s (AVIng a short conversation with the teacher during play time, answering children guess what QUESTIONS AND RESPONDING TO WHAT THE ADULT SAYS might happen next, s ,IStening to a recorded story at the listening center, using headphones or encouraging children to adaptive listening devices. repeat refrains, reviewing the major points of a 2. Shows understanding by following simple directions story)? Three-year-olds show increasing understanding of oral language as they begin to follow simple directions. They are able to follow directions that involve a two-step How do you encourage sequence of actions which may or may not be related. Activities that encourage your three-year-old to LISTENING SUCH AS DANCING TO MUSIC AND PLAYING hFOLLOW THE LEADERv HELP THREE YEAR talk with you and have a olds develop comprehension and learn to follow directions. Other examples include: conversation? s #LEANING UP THEIR LUNCH AREA BY THROWING FOOD IN THE TRASH AND PUTTING UTENSILS IN A BIN s &OLLOWING INSTRUCTIONS TO PUT THE BLOCKS ON THE SHELF AND THE TOY ANIMALS IN THE BASKET ENVIRONMENTAL CONSIDERATIONS s 2EMembering to put their book away and come to the circle when the teacher GIVES A CUE SUCH AS RINGING A BELL OR SINGING A CLEANUP SONG Provide a variety of s &OLLOWing the motions in a movement activity by watching and listening. books and recordings for individual and group listening. )NCLUDE PRINT B. COMMUNICATING AND SPEAKING And LABELS THROUGHOUT 1. Shows improving expressive communication skills the ENVIRONMENT Three-year-olds love to engage in conversations with familiar adults and friends. They often say whatever comes to mind. Their language should be clear enough to Create opportunities for be understood by most adults and is becoming more complex. Three-year-olds show THREE-YEAR-OLDS individual children and improving expressive language when they: groups to create books and re-read them over s 5SE WORDS GESTURES OR PROPS TO CONVEY MEANING TO SOMEONE ELSE AND CAN BE THREE-YEAR-OLDS UNDERSTOOD and over. s 5SE WORDS TO DESCRIBE THEIR FEELINGS SUCH AS HAPPY SAD TIRED OR MAD s $EScribe something using several sentences, such as telling about what they DID LAST NIGHT DURING A CONVERSATION WITH THEIR TEACHER s 2EAd a story or pretend to tell it out loud to a doll, a friend, or an adult who is with them.
Florida’s Early Learning and Developmental Standards Language and Communication 17 2. Shows increased vocabulary and uses language for many QUESTIONS TO purposes ASK YOURSELF At age three, children are beginning to use new vocabulary in their speech and their How do you teach sentences are becoming longer and more complex. They continue to enjoy engaging in children respectful conversation, and also use their language skills to communicate their needs to engage handling of books and in play and to express emotions. Children at this age are also developing socially and other print materials? emotionally as well as cognitively as they improve their use of language. Three-year- olds demonstrate these skills by: How does your three- s 5SING WORDS SUCH AS AUNTIE AND GRANDPA OR TERMS IN THEIR HOME LANGUAGE year-old demonstrate WHEN TALKING ABOUT THEIR FAMILY MEMBERS increasing knowledge s 4ELLING THE TEACHER THAT THEY FEEL hFRUSTRATEDv WHEN THEY CANNOT COMPLETE A about books? DIFlCULT PUZZLE s -AKING UP THE WORDS TO A STORY WHEN IN THE LIBRARY CORNER What experiences do s 5SING LANGUage to describe a picture painted at the easel. you provide for your three-year-old to play with the sounds of C. EARLY READING words and develop an 1. Shows an appreciation and enjoyment of reading understanding of rhyme? Three-year-olds enjoy simple stories with colorful illustrations and rich language. Stories for this age should relate to the child’s interests and life experiences. As they engage in adult-to-child reading experiences and explore books to learn ENVIRONMENTAL proper ways of handling books and how to care for them Three-year-olds show CONSIDERATIONS growing appreciation and enjoyment of reading by: Plan and provide ways to s 3ELECTING A FAVORITE BOOK TO hREADv DURING A QUIET TIME OR WHEN VISITING THE play with words and their LIBRARY CORNER sounds through charts, s !SKING THE TEACHER TO READ A FAVORITE STORY DURING CIRCLE TIME storytelling and retelling, s 4ELLING AN ADULT ABOUT A FAVORITE PART OF A FAMILIAR STORY and music. s (OLDING A BOOK gently and carefully while turning the pages. Plan individual and small and large group 2. Demonstrates beginning phonological awareness activities that provide Three-year-olds are beginning to be able to hear and understand the different parts of opportunities to play with spoken language, such as sounds and syllables. As they play with language through the sounds of words and rhyming, singing songs, chanting, and making up nonsense words, they begin to use letters. understand rhythm of language and the parts that make up words. This is not the same skill as phonics, which links a written symbol with a sound and sounds comes much later in language development. Examples of beginning phonological awareness include: s 4RYING OUT SOUNDS TO MAKE NONSENSE WORDS s 0LAYING RHYMING GAMES DURING CIRCLE TIME s 3INGing songs that leave out a letter or word, replaced with a clap, SUCH AS " ) . ' / s #LAPping out the syllables in their name during a group activity.
3. Shows awareness of letters and symbols Three-year-old children are beginning to show interest in letters, especially the letters in their name. They are beginning to understand that letters represent a sound in language and that they have meaning. Playful interactions with letters and symbols build awareness and recognition of letters that leads to reading. Three-year-olds show an interest in letters and symbols when they: THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Language and Communication 18 s 0OINT TO A LETTER ON A SIGN AND SAY h4HATS MY LETTERv QUESTIONS TO s 0LAY WITH MAGNETIC OR PAPER LETTERS TO FORM REAL OR NONSENSE WORDS ASK YOURSELF s -ATCH A TOY TO ITS WORD LABEL ON A SHELF OF TOYS WHEN CLEANING UP How do you use flannel s -AKE LETTERS OR LETTER LIKE MARKS ON A PAD OF PAPER TO hTAKE A MESSAGEv WHEN boards and puppets to playing in the dramatic play center. promote language and literacy? 4. Demonstrates comprehension and responds to stories Understanding the meaning of spoken and written language is a skill that continues to How does your three- develop in the three-year-old child. At the age of three, many children will ask questions year-old use language in about a story to get more information or act out parts of a favorite story tale in their his dramatic play? play. Three-year-olds demonstrate improving comprehension when they: s 4ALK ABOUT WHAT THEY ATE TODAY AFTER AN ADULT READS h4HE 6ERY (UNGRY Do you encourage your #ATERPILLARv three-year-old to ask s 5SE PICTURES TO DESCRIBE ACTIONS questions and express herself in multiple ways? s !NTICIPATE WHAT COMES NEXT IN A FAMILIAR STORY WITH ASSISTANCE s &ILL in missing information in a familiar story, or correcting the teacher when a page of a story is skipped. ENVIRONMENTAL CONSIDERATIONS D. EARLY WRITING Plan book activities that 1. Begins to use writing, pictures, and play to express ideas engage three-year-olds in retelling parts of the Connecting letters and symbols to meaning is a beginning step in the development of writing skills. As three-year-olds create, play, and share their ideas, they begin to story, guessing what understand that they can communicate their thoughts and ideas by writing or drawing might happen next, or and that printed words have meaning. Three-year-old children show beginning asking or answering understanding that symbols carry meaning when they: questions about the book. s 5SE PRETEND WRITING WHEN PLAYING hRESTAURANTv IN THE DRESS UP CORNER s -ATCH A BLOCK TO ITS SHAPE LABEL WHEN CLEANING UP IN THE BLOCK AREA Include opportunities s $ESCRIBE THEIR DRAWING TO A TEACHER AS SHE WRITES DOWN THEIR WORDS for children to describe stories about s 4RY TO COpy words from print in the environment, such as their name from a their drawings and sign in sheet or their cubby label. experiences. 2. Shows beginning writing skills by making letter-like shapes and Provide a variety of scribbles to write writing tools and paper, The earliest attempts to write are scribbles, followed by marks that resemble letters. such as construction As three-year-olds develop writing skills, their scribbles become more intentional and paper, graph paper, begin to look more letter-like. At this age, children are also beginning to find meaning stationEry, and notepads. in symbols they see in their environment. Lists, labels, and sign-in forms are types of environmental print that are meaningful and help children begin to see that print has meaning. Three-year-olds show early writing skills when they: THREE-YEAR-OLDS s 4ELL THE TEACHER THAT THE PAPER WITH CIRCLES AND WAVY LINES IS A hLETTERv TO MOM
THAT SAYS h) LOVE YOUv THREE-YEAR-OLDS s %XPERIMENT WITH A VARIETY OF WRITING TOOLS s -AKE SEVERAL LETTER LIKE MARKS ACROSS THE TOP OF A PAINTING AND SAY h) WROTE MY NAMEv s 7RITE A hBOOKv BY SCRIBBLING ON SEVERAL PIECES OF PAPER AND STAPLING THEM together at the writing table.
Florida’s Early Learning and Developmental Standards Language and Communication 19 LANGUAGE AND COMMUNICATION THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Listening and Listens to and understands HS/CFR 1304.21(a0(4)(i) Domain: Language 5NDERSTANDING spoken language Development Sub- Domain: Listening & Understanding
Shows understanding by HS/CFR 1304.21(a)(4)(i) and Domain: Language following simple directions (a)(4)(iii) Development Sub- Domain: Listening & Understanding Communicating Shows improving expressive HS/CFR 1304.21(a)(4)(i-iii) Domain: Language and Speaking communication skills Development Sub- Domain: Speaking & Communicating
Shows increased vocabulary HS/CFR 1304.21(a)(4)(i-iii) Domain: Language and uses language for many Development Sub- purposes Domain: Speaking & Communicating Shows an appreciation and HS/CFR 1304.21(a)(4)(iii) Early Reading Domain:Literacy enjoyment of reading Sub-Domain: Book Knowledge & Appreciation Demonstrates beginning HS/CFR 1304.21(a)(4)(iii) Domain:Literacy Sub- phonological awareness Domain: Phonological Awareness
Shows awareness of letters HS/CFR 1304.21(a)(4)(iii) Domain: Literacy Sub- and symbols Domain: Print Awareness & Concepts, Alphabet Knowledge & Early Writing Domain:Literacy Demonstrates comprehension HS/CFR 1304.21(a)(4)(iii) Sub-Domain: Book and responds to stories Knowledge & Appreciation HS/CFR 1304.21(a)(4)(i-iii) Domain:Literacy Sub- Early Writing Begins to use writing, pictures and play to express ideas Domain: Book Knowledge & Appreciation and Early Writing Shows beginning writing skills HS/CFR 1304.21(a)(4)(i) and Domain:Literacy by making letter-like shapes (a)(4)(iii) Sub-Domain: Early Writing and scribbles to write. THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Language and Communication 20 COGNITIVE DEVELOPMENT
COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE COGNITIVE DEVELOPMENTDEVELOPMENT and people Exploration experiences. new to to primarily them respond respond Cognitive Development and General Knowledge 1 development and memory involve learning the relationships between Concept Florida’s Early Learning and Developmental Standards Early Learning Florida’s and discovery are ways that young children learn about purposeful their more become infants of worlds responses spontaneous initial The by reflexes. and senses first using their them enable toddlers of capacities motor and physical expanding The mobility. gain they as brain connections. new explorations which can promote to engage in ever-widening and understand infants Young OBJECTS AND experiences. OBJECTS IN THEIR immediate environment. Older infants have more specific memories which FACILITATE THEIR ability to label objects and people, and to relate new situations. 5NDERSTANDING concepts like color and size help toddlers approach challenges identify to able are Toddlers emerge. expression creative and problem-solving As and infants obstacles and in their toddlers environments; seek consider out steps strategies for experience; test for out responding those steps; based and meeting consider new on steps their when the previous first immediate attempts are not needs, successful. COGNITIVE DEVELOPMENT DEVELOPMENT COGNITIVE KNOWLEDGE GENERAL AND and learn about their worlds and to solve challenges and problems. General Knowledge is children, other adults, with interaction through gain children that explore to use children that information strategies and skills the to refers of Development Cognitive collection the and materials. surroundings and interactions Children’s with others play an important role in this domain’s development. In safe and supporting environments, them. children to act on the world around desire with their natural through can carry development cognitive and experiences early nurturing between link The knowledge. general and cognition parents, in helped growth have rapid Scientists demonstrate children life, research. of years development brain three first recent the by During supported been has and and caregivers, supportive teachers and understand prenatal infant/ that safe, healthy, critical for optimal development. are toddler environments components. three has toddlers and infants of development cognitive The BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE BIRTH TO 8 MONTHS A. EXPLORATION & DISCOVERY QUESTIONS TO ASK YOURSELF 1. Responds in simple ways to people and objects How would you describe Young infants are very sensitive and responsive to touch, sounds, light, and voices your young infant’s in their world. Many of their responses are reflexive. Infants respond to people and temperament? Is she things by: excitable or calm? s %XPLOring the immediate environment by looking around, reaching out, and touching objects; How does your young s 3MILING WHEN BEING COMFORTED BY FAMILIAR VOICES infant communicate his needs to you? How do s ,OOKING AT AND THEN REACHING FOR A BOTTLE OR TOY you respond? s ,OOKING at picture books with a parent, caregiver, or teacher.
2. Establishes primary relationships ENVIRONMENTAL Young infants begin to establish relationships with others and become interested in CONSIDERATIONS objects within their vision. They make sense of their world through interactions with parents, caregivers, and teachers by: Respond to children’s s ,OOKING LONGER AT HUMAN FACES THAN AT OBJECTS early communication in a positive manner. s 3MILING AT FAMILIAR FACES Comforting young s "ABBLINg and then pausing to wait for parents, caregivers, and teachers to infants when they cry respond; or demonstrate other s ,Ooking toward familiar objects like a bottle, blanket, or teddy bear. signs of discomfort will help them build trusting 3. Begins to actively seek out responses relationships with During the first six months, the movements of young infants are dominated largely by parents, caregivers, and reflexes. Young infants are not purposeful in their actions but they make things happen teachers. accidentally. Their senses allow them to discover the world around them. They inspect Speak to young infants their fingers and toes, stare at people’s faces, touch and put things in their mouths, in a soft, unhurried follow sounds, and watch moving things. This process of discovery lays the foundation manner when presenting for cognitive development. Young infants explore objects by: a variety of play s 'AZING AT FACES TO ENGAGE OTHERS opportunities. s 2EACHING FOR AND GRABBING THINGS s 4OUCHING AND MOUTHING OBJECTS AND PEOPLE s "ANGING UTENSILS BLOCKS AND TOYS ON THE mOOR OR TABLE
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 2 B. CONCEPT DEVELOPMENT AND MEMORY QUESTIONS TO ASK YOURSELF 1. Responds in simple ways to people and objects How do you support your Young infants communicate their needs through crying and gestures. They respond young infant in using her TO PEOPLE AND OBJECTS IN THEIR IMMEDIATE lELD OF VISION 9OUNG INFANTS RECOGNIZE WHAT senses to explore her is familiar and what is novel by: world? s )MITATING FAMILIAR SOUNDS AND MOVEMENTS BIRTH TO 8 MONTHS BIRTH s 2EACHING FOR BREAST OR BOTTLE WHEN HUNGRY
BIRTH TO 8 MONTHS BIRTH s 3MILING COOING OR MOVING TOWARDS FAMILIAR ADULTS ENVIRONMENTAL s 7ATCHING AND FOLLOWING THE MOVEMENT OF A MOBILE OVER THE CRIB CONSIDERATIONS
Provide opportunities for 2. Establishes primary relationships young infants to be on 9OUNG INFANTS MOVE FROM SMILING AT ANYONE TO SMILING AT FAMILIAR FACES AND RECOGNIZING the floor and to explore familiar objects like a bottle or pacifier. Young infants show a clear preference for their immediate world. familiar people and things by: Provide them with large s 3MILING GAZING AND RESPONDING TO FAMILY MEMBERS AS THEY COME INTO VIEW space to appropriately s ,OOKINg around the immediate environment for an adult as feeding time SIZED ENVIRONMENTS TO approaches; explore their world. s 4URning and smiling when their name is spoken by parents, caregivers, or teachers; s 3Miling when presented with a familiar object like their bottle or teddy bear.
3. Begins to make things happen Although many discoveries are unplanned, young infants learn through repetition that there are predictable responses to their actions. These responses prompt the beginning of learned behavior. Young infants demonstrate this learning by: s #RYING WHEN THEY WANT A TOY THAT CANNOT BE REACHED s !CTIVELY REPEATING A NEWLY LEARNED ACTIVITY s 2EACHING FOR A MOBILE TO MAKE IT MOVE s +NOCKING DOWN A BLOCK TOWER OR NESTING CUPS
C. PROBLEM-SOLVING & CREATIVE EXPRESSION
1. Responds in simple ways to people and objects 9OUNG INFANTS HAVE SOME SENSORY AWARENESS WHICH THEY USE TO RECOGNIZE AND RESPOND to familiar people and objects. They begin to examine new people and objects that they encounter. Young infants demonstrate the ability to apply knowledge to new situations by: s -OVING TOWARD A FAMILIAR ADULT WHEN A STRANGER APPEARS s -OVING THEIR BODIES IN RESPONSE TO BEING LIFTED HELD FED OR CHANGED s #LAPPING HANDS TO MUSIC ALONG WITH A TEACHER s )MITATING FACIAL EXPRESSIONS SOUNDS AND GESTURES
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 3 BIRTH TO 8 MONTHS BIRTH TO 8 MONTHS
2. Establishes primary relationships QUESTIONS TO Young infants depend on parents, caregivers, and teachers to solve problems for them, ASK YOURSELF and they quickly learn how to get their attention for help. They indicate pleasure when How does your young these adults are nearby, and initiate interactions through sounds and body language. infant respond to familiar Young infants demonstrate understanding of primary relationships by: sounds and movements? s "EGINNING TO SMILE IN RESPONSE TO ADULT INTERACTIONS s -AKING SOUNDS TO GET ATTENTION OF ADULTS s 3TRETCHING OUT ARMS AS A CUE TO BE PICKED UP ENVIRONMENTAL s "ABBLING AND COOING TO COMMUNICATE NEEDS CONSIDERATIONS 3. Begins to make things happen Arrange a simple, age- appropriate environment, Young infants use their senses in simple ways to solve problems. Increasing fine motor and make small, subtle skills allow them to reach and grasp things they desire. Increased visual skills let them changes in it during the look beyond their crib to see. Many actions are accidental at first, but young infants year. quickly learn to make things happen by: s 2EACHING FOR OBJECTS WITHIN VIEW s 2AISING THEIR BOTTLE AS THE LEVEL OF MILK DROPS s 0LAYING WITH A SINGLE TOY FOR TWO TO THREE MINUTES s "ANGING A BLOCK ON THE mOOR AND SMILING AT THE NOISE
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 4 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE BIRTH TO 8 MONTHS
BIRTH TO 8 MONTHS BIRTH Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes BIRTH TO 8 MONTHS BIRTH (Performance Standard) Framework
Exploration Responds in simple ways to HS/CFR 1304.21(b)(1)(i-ii) and Not Applicable and people and objects (b)(2)(i) Discovery
Establishes primary HS/CFR 1304.21(b)(1)(i-ii) and relationships (b)(2)(i)
Begins to ACTIVELY SEEK OUT HS/CFR 1304.21(b)(1)(iii) RESPONSES
Responds in simple ways to HS/CFR 1304.21(b)(1)(ii) Concept people and objects Development and Memory Establishes primary HS/CFR 1304.21(b)(1)(i) and relationships (b)(2)(i)
Begins to make things happen HS/CFR 1304.21(b)(1)(iii)
Responds in simple ways to HS/CFR 1304.21(b)(1)(ii) Problem people and objects Solving and Creative Expression Establishes primary HS/CFR 1304.21(b)(1)(i-ii) relationships
Begins to make things happen HS/CFR 1304.21(b)(1)(iii)
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 5 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE 8 TO 18 MONTHS A. EXPLORATION & DISCOVERY QUESTIONS TO ASK YOURSELF 1. Responds in varied ways to people and objects What does your older Older infants respond to the environment with a growing sense of independence and infant’s favorite activities understanding. Their world becomes much larger as they become mobile. They
tell you about her see a toy and are able to move toward it, grab it, and explore how it works. Secure 8 TO 18 MONTHS preferences? attachments with parents, caregivers, and teachers make it safe to explore unfamiliar situations and people. Older infants demonstrate varied responses to people and 8 TO 18 MONTHS Does your older infant objects by: enjoy reading and s 2OLLING A BALL BACK AND FORTH WITH AN ADULT singing with you? How s (OLDING A TOY PHONE TO THEIR EAR AND hTALKINGv does he show his enjoyment? s &OLLOWING ONE STEP DIRECTIONS s 3HOWING PLEASURE AND ATTEMPTING HAND MOVEMENTS TO lNGER PLAY How do you support your older infant in using 2. Establishes more complex relationships her body to explore the environment and try new Older infants are beginning to notice characteristics of themselves and others. Often things? What new skills they use imitation to engage others. Increasingly, they can point, babble, or gesture to has your older infant make their desires known. Older infants demonstrate the ability to establish complex mastered? relationships by: s 3MILING IN RESPONSE TO AN ADULTS SMILE What new ways does s 2EACHING ARMS OUT TO AN ADULT TO BE PICKED UP your older infant have to communicate what he s 4RYING TO HELP WITH BATHING OR CHANGING BY WIPING THEIR BODIES does and does not want? s 3HOWING PLEASURE WHEN READ TO BY SMILING OR USING WORDS SUCH AS h!GAINv How has this changed OR h-OREv the way that you interact with him? 3. Initiates more events Older infants use their movement and senses to explore and learn. Increased motor skills facilitate discovery, as they manipulate, dump and fill, pull, push, and move things ENVIRONMENTAL around. Actions become more intentional as older infants explore the environment by: CONSIDERATIONS s #RAWLING TO EXPLORE THEIR ENVIRONMENT Conduct a daily safety s 3PLASHING WATER WHILE TAKING A BATH check to make sure that s &LLING AND DUMPING TOYS AND BLOCKS all electrical outlets are s $ROPPING A TOY OR A BOTTLE ON THE mOOR AND WATCHING IT FALL properly covered.
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 6 B. CONCEPT DEVELOPMENT AND MEMORY QUESTIONS TO ASK YOURSELF 1. Responds in varied ways to people and objects How does your older Older infants develop a richer understanding of their surroundings and objects, which infant begin to imitate take on new meanings as their memory improves and they learn how things work. sounds and actions that They respond to people and things through their understanding of the world around she has seen or heard in them by: the past? What does this s &NDING HIDDEN STUFFED ANIMALS tell you? s 0OINTING TO A FAVORITE BOOK What sounds and actions s 0OINTING TO INDICATE NEEDS OBJECTS OR PICTURES have you seen your older s 3AYING h-Ev THROUGHOUT THE READING OF h"ROWN "EAR "ROWN "EARv infant imitate? 2. Establishes more complex relationships How has the play of your older infant changed Improvement in memory facilitates a rapid increase in receptive language (what from play when he was a children can hear and understand) and expressive language (what children can say young infant? How does to communicate). These abilities improve communication and the way in which he initiate actions and older infants relate to people and things. Older infants increasingly understand and respond to events in new remember people and things in their environments. They demonstrate the emergence ways? of more complex relationships by: 8 TO 18 MONTHS s ,OOKING AT GOING OVER TO AND TOUCHING THEIR PARENTS CAREGIVERS AND TEACHERS s 3MILING AND BABBLING WHEN SEEING A FAMILIAR CAREGIVER 8 TO 18 MONTHS ENVIRONMENTAL s 3TAYING CLOSE TO A FAMILIAR CAREGIVER WHEN A NEW ADULT ENTERS THE ROOM CONSIDERATIONS s 0LAYING FOR BRIEF PERIODS OF TIME WITH ANOTHER CHILD Help older infants learn 3. Initiates more events about making choices by providing a variety of Older infants are able to develop new concepts as their memories grow. They are toys and materials within able to initiate and respond to their environment in new ways. Older infants initiate their reach. activities by: s 0ULLING THE COVER OFF A TOY HIDDEN FROM VIEW Provide containers for s %NACTING FAMILIAR EVENTS OR HOUSEHOLD CHORES filling, dumping, building up, and knocking down. s 0RETENDING TO CALL THEIR PARENTS CAREGIVERS OR TEACHERS ON THE PHONE s -OVING AROUND THE ENVIRONMENT TO RETRIEVE AN OBJECT
C. PROBLEM-SOLVING & CREATIVE EXPRESSION
1. Responds in varied ways to people and objects Older infants can increasingly respond to others as communication skills expand. Increased memory helps them recall and have clear preferences about who and what they like. They respond to people and objects by: s 0OINTS TO AND REACHES FOR A FAMILIAR TOY s ,OOKS AT AND GETS CLOSE TO A FAMILIAR ADULT WHEN A lRE ALARM GOES OFF s -OVING AWAY FROM A LOUD VACUUM CLEANER s 6OCALIZING WHEN BEING READ A FAMILIAR BOOK
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 7 2. Establishes more complex relationships QUESTIONS TO Older infants are able to relate to others to communicate their desires. Their increased ASK YOURSELF communication skills help them inquire, confirm, and indicate their intentions. They Does your older infant now can try multiple strategies for getting and maintaining attention, and for getting have clear preferences their needs met. Older infants demonstrate their ability to relate to people and things by: about people, food, and s 5SINg language and pulling on the legs of parents, caregivers, and teachers activities? How does she when help is needed; let you know what she s 5SING A STICK TO POP A BUBBLE wants? s 2EACHING OUT TO BE PICKED UP BY ADULTS s 3AYING hNOv INstead of hitting or crying when another child takes a toy away.
ENVIRONMENTAL 3. Initiates more events 8 TO 18 MONTHS CONSIDERATIONS Increased memory, receptive language, and fine motor and gross motor skills all 8 TO 18 MONTHS Be sure older infants’ provide older infants with new options for solving problems and expressing themselves environments include creatively. Their increasing knowledge of cause and effect helps them make things materials and equipment happen by: that offer opportunities s 0OINTING AND MAKING SOUNDS AS LUNCH IS BEING OFFERED BY AN ADULT for active physical play. s 3ELECTING MESSY ACTIVITIES SUCH AS lNGER PAINTING s 0OINTS TO THE #$ PLAYER AND DANCES TO INDICATE THAT MUSIC IS DESIRED s #HOOSING TO DO A SIMPLE PUZZLE
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 8 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE 8 TO 18 MONTHS Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Exploration Responds in varied ways to HS/CFR 1304.21(b)(1)(i-iii) and Not Applicable and people and objects (b)(2)(i) Discovery
Establishes more complex HS/CFR 1304.21(b)(1)(i-iii) and relationships (b)(2)(i)
Initiates more events HS/CFR 1304.21(b)(1)(iii) 8 TO 18 MONTHS 8 TO 18 MONTHS
Responds in varied ways to HS/CFR 1304.21(b)(1)(ii) Concept people and objects Development and Memory Establishes more complex HS/CFR 1304.21(b)(1)(i and ii) relationships
Initiates more events HS/CFR 1304.21(b)(1)(iii)
Responds in varied ways to HS/CFR 1304.21(b)(1)(ii) Problem people and objects Solving and Creative Expression Establishes more complex HS/CFR 1304.21(b)(1)(i and ii) relationships
Initiates more events HS/CFR 1304.21(b)(1)(iii)
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 9 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE 18 TO 24 MONTHS A. EXPLORATION & DISCOVERY QUESTIONS TO ASK YOURSELF 1. Shows more complex responses to people and objects How can you encourage Increased interaction with people and things enables young toddlers to engage in your young toddler to simple games and pretend play, seek out new experiences, and practice newly learned respond to a request skills. Young toddlers respond to people and things by: that has simple s 3TATING CLEAR PREFERENCES REGARDING COLORS FOODS AND CLOTHES directions? s 4RYING TO FOLLOW TWO STEP DIRECTIONS How does your young s $ESCRIBING ACTIVITIES SUCH AS h-E EATv toddler play with other s 3PEAKING IN one- to three-word sentences and using and misusing plurals (e.g., children? SAYING hFEETSv FOR hFEETv AND OVER GENERALIZING GRAMMAR RULES
What do you do to 2. Expands relationships encourage your young toddler to use her Young toddlers engage in parallel play, or playing alongside of others. They understand verbal and motor how to use familiar objects and may experiment with new uses for them. Expressive skills to explore her language skills are developing, such as responding to questions and using possessives environment? EG hMYv AND hMINEv "Y EXPLORING THEY DISCOVER HOW DIFFERENT OBJECTS WORK AND BEGIN to ask questions. Young toddlers’ increasing ability to relate can be seen by: What can you do to help s 4AKING CARE OF THEIR HAIR USING A COMB OR BRUSH THE SAME AS THEIR SIBLING DOES your young toddler feel 18 TO 24 MONTHS
s 0ULLING on the hand of parents, caregivers, and teachers when wanting to 18 TO 24 MONTHS more comfortable with communicate; unfamiliar people? s 0LAYING dress-up and imitating the behaviors of parents, caregivers, and teachers; s 3AYING hMINEv WHEN SHOWING A FAVORITE OBJECT ENVIRONMENTAL CONSIDERATIONS 3. Initiates more complex interactions Incorporate materials Young toddlers are able to explore their environment in more complex ways because of for dramatic play that growing vocabularies and better motor skills. Because of natural curiosity, daily living is allow young toddlers to a constant state of discovery. Young toddlers learn how their bodies work by interacting pretend that they are with people and things in their environment. They enjoy activities that involve pushing carrying out everyday and pulling They explore the concepts of over, under, and around. They make things life experiences, happen by: such as answering a s %XPLORING THE CONTENTS OF CABINETS AND DRAWERS telephone or getting s 3TACKING BLOCKS AND KNOCKING THEM DOWN dressed in the morning. s 3UCCESSFULLY COMPLETING SIMPLE INSET PUZZLES s 0OKING DROPPING PUSHING PULLING AND SQUEEZING OBJECTS TO SEE WHAT WILL HAPPEN
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 10 B. CONCEPT DEVELOPMENT AND MEMORY QUESTIONS TO ASK YOURSELF 1. Shows more complex responses to people and objects What games or stories Young toddlers thrive on routines and find comfort in familiar objects, like a favorite does your young toddler BLANKET 4HEY DEMONSTRATE THE ABILITY TO RECOGNIZE THEMSELVES AS THE CAUSE OF EVENTS enjoy reading or playing They respond to people and things by: over and over? What is s !SSOCIATING SPOKEN WORDS WITH FAMILIAR OBJECTS OR ACTIONS she learning? s 3AYING hUH OHv WHEN MILK IS SPILLED What are some ways s -ATCHING SOUNDS TO PICTURES OF ANIMALS that your young toddler s 2EPEATING SIMPLE WORDS OVER AND OVER uses pretend play? How can you encourage this 2. Expands relationships behavior? Young toddlers relate to parents, caregivers, and teachers by using verbal and nonverbal communication. They are beginning to understand concepts like time and space, and they are developing a greater understanding of object permanence. ENVIRONMENTAL Expanding relationships are demonstrated by: CONSIDERATIONS s "EGINNING TO IDENTIFY WITH CHILDREN OF THE SAME GENDER AND AGE Ensure that materials s )NSISTING THAT SOME OBJECTS IS hMINEv are available that s "RINGING A FAVORITE BOOK TO AN ADULT AS PART OF THE BEDTIME ROUTINE provide young toddlers s /CCASIONALLY ASKING ABOUT A FAVORITE ADULT WHEN THE ADULT IS NOT PRESENT with varied sensory experiences. 3. Initiates more complex interactions Young toddlers develop new understandings through exploration of their environments. Repeating actions and experiences helps them develop memory for details and routines. Young toddlers make things happen by: s 0OKING DROPPING PUSHING PULLING AND SQUEEZING THINGS TO SEE WHAT WILL happen; s 0ULLing or pushing a wagon or cart around the play area and possibly putting toys in it; s 0UTTING ITEMS IN THEIR hCORRECTv PLACES AS IN PUTTING AN EMPTY JUICE CAN IN THE trash; s 3EArching for removed or missing objects.
C. PROBLEM-SOLVING & CREATIVE EXPRESSION 18 TO 24 MONTHS 18 TO 24 MONTHS 1. Shows more complex responses to people and objects Increased social skills, vocabulary, memory, and motor skills enable young toddlers to more effectively respond to problems in their environment. They are also increasingly interested in creative activities. Young toddlers show this by: s 4RYING OUT VARIOUS WAYS TO GET THEIR ARMS INTO THE SLEEVES OF A JACKET s &ROWNING AND SAYING h.Ov WHEN WHAT THE CHILD WANTS TO DO CONmICTS WITH what an adult has chosen as an activity; s 5SING CUPS AND OTHER CONTAINERS IN THEIR PLAY WITH SAND AND WATER s /FFering another toy to a child with the help of parents, caregivers, and teachers when that child tries to take their toy.
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 11 1818 18TO TO TO 24 24 MONTHS MONTHSMONTHS Cognitive Development and General Knowledge 12 materials, such as pencils, paints, and modeling clay in different and in different and modeling clay paints, such as pencils, materials, even if it conflicts with parents, caregivers, or caregivers, nting to get their own parents, way even if it conflicts with s 3HARING PREFERENCES LIKES AND DISLIKES s 7A s 5SING TRIAL AND ERROR TO lT DIFFERENT SHAPES INTO HOLES s 5SING A SPOON TO GET FOOD INTO THEIR MOUTH s 4HREADING BEADS BY COORDINATING A STRING INTO THE BEAD OPENING s 5SING teachers; and giving the adult leading the adult to the block area, hand, s 4Aking an adult’s a block; such as putting on a their intended purposes, s 5SING Objects for other than cooking pot as if it were a hat. varied ways. 2. Expands relationships relationships 2. Expands Young toddlers demonstrate a sense of being a separate, independent person, but objects Familiar and peers. teachers, caregivers, they enjoy interacting with parents, and people provide the toddler with a sense toddlers learn the steps to get Young what of problem-solving and creative expression. safety and comfort relate that and sequence problem-solving the learn supports They error. and trial through want they by: to people and things complex interactions 3. Initiates more As young toddlers improve motor coordination, they are able to move LOCATE around and OBJECTS THROUGHOUT THEIR ENVIRONMENT similarities and differences and enjoytoddlers demonstrateYoung 4HEY imaginative play. ARE ABLE TO RECOGNIZE problem-solving and creative expression abilities by: MORE QUESTIONS TO QUESTIONS ASK YOURSELF What signs that are the is your young toddler What getting frustrated? strategies do you use to help him handle these feelings? What support do you provide to a young toddler as he solves problems? Florida’s Early Learning and Developmental Standards Early Learning Florida’s COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE 18 to 24 MONTHS Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Exploration Shows more complex HS/CFR 1304.21(b)(1)(i-iii) and Not Applicable and responses to people and (b)(2)(i) Discovery objects
HS/CFR 1304.21(b)(1)(i-iii) and Expands relationships (b)(2)(i)
Initiates more complex HS/CFR 1304.21(b)(1)(iii) interactions
Shows more complex HS/CFR 1304.21(b)(1)(i and ii) Concept responses to people and Development objects and Memory HS/CFR 1304.21(b)(1)(i) and Expands relationships (b)(2)(i)
Initiates more complex HS/CFR 1304.21(b)(1)(iii) interactions 18 TO 24 MONTHS
Shows more complex HS/CFR 1304.21(b)(1)(ii) 18 TO 24 MONTHS Problem responses to people and Solving and objects Creative Expression HS/CFR 1304.21(b)(1)(i-ii) Expands relationships
Initiates more complex HS/CFR 1304.21(b)(1)(iii) interactions
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 13 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE TWO-YEAR-OLDS A. EXPLORATION & DISCOVERY QUESTIONS TO ASK YOURSELF 1. Demonstrates varying responses to people and objects What does your two- Expanded vocabulary and cognitive structures provide two-year-olds with more year-old like to talk options for responding to the results of their explorations. Two-year-olds demonstrate about? Does he use these increasing abilities by: words or actions to ask s 6ERBALIZING OBSERVATIONS SUCH AS h-ILK GONEv h$ADDY HEREv WITH A SPECIAL for help? friend; s ,ABELING OR DESCRIBING hDRAWINGSv OR SCRIBBLES How do you guide your two-year-old to use s 7ASHING HANDS WHEN DIRECTED OR PICKING UP TOYS AT CLEAN UP TIME objects as tools? Has s &NDINg details in a favorite picture book. this changed her play? 2. Engages in multiple productive relationships How active is your two- year-old? Does her Two-year-olds are interested in how things go together. They use language to learn activity level change about objects and express feelings, needs, and fears. These developmental changes in during the day? relating to others can be seen in two-year-olds: s #HOOSING TOYS OR ACTIVITIES BASED ON WHO IS PLAYING How does your two-year- s -AKING MODELING CLAY CREATIONS WITH OTHERS old interact with others? Why is this an important s A!FTER BEING READ h"ROWN "EAR "ROWN "EAR 7HAT $O 9OU 3EE v ASKING new milestone? QUESTIONS LIKE h4EACHER SEE ME v s 3OMETIMES SAYING h0LEASEv AND h4HANK YOUv WITHOUT PROMPTING
3. Initiates rich and varied events ENVIRONMENTAL %XPLORATION IS A DRIVING FORCE FOR CURIOUS TWO YEAR OLDS #ONSTANTLY hON THE GO v THEY CONSIDERATIONS are true explorers and want to know what objects can do. Leaps in language allow 2ECOGNIZE THAT A TWO them to use questions to explore their world. They make things happen by: year-old’s attempts to s 3HOWING HIGH LEVELS OF ENERGY AND BEING IN CONSTANT MOVEMENT initiate interactions with s 4AKING THINGS APART STACKING SORTING TRACING ETC peers sometimes may s ,OOKing at the moving parts of toys, such as the wheels and doors of a toy be inappropriate, such truck; as biting or hitting to get attention or make a s !SKING h7HY v OVER AND OVER point. You will have to
help your two-year-old TWO-YEAR-OLDS discover other strategies for handling her TWO-YEAR-OLDS frustrations.
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 14 B. CONCEPT DEVELOPMENT AND MEMORY QUESTIONS TO ASK YOURSELF 1. Demonstrates varying responses to people and objects What do you do to Two-year-olds are beginning to understand abstract concepts, such as now and later, encourage your two- and over and under. They can identify symbols like stop signs or signs for a favorite year-old to use her restaurant. This increasing depth of understanding and recall is demonstrated by: imagination? What do s 0ARTICIPATING IN REARRANGING THE ROOM you think she is learning s !SKING THE TEACHER h-E DO THIS v AT CLEAN UP TIME through pretend play? s 0UTTING AN OBJECT hON TOP OFv OR hUNDERv THE TABLE UPON REQUEST How does your two-year- s !NSWERING QUESTIONS ABOUT PRIOR EVENTS old play in groups with other children? How can 2. Engages in multiple productive relationships you facilitate this group Although the family is still central, two-year-olds begin to make friends with peers. play? They passionately express feelings, unaware that others may feel differently. They are NOW ABLE TO RELATE CURRENT EXPERIENCES TO PAST EXPERIENCES AND CREATE GENERALIZATIONS to explain events. Their concept of relatedness is demonstrated by: s ,AUGHING AT FUNNY THINGS ENVIRONMENTAL s )DENTIFYING A BEST FRIEND CONSIDERATIONS s %XPLAINING THAT THEIR GRANDPARENTS LIVE FAR AWAY s 5SING WORDS TO DESCRIBE FEELINGS SUCH AS hHAPPYv OR hSADv Be sure that a wide array of materials are available 3. Initiates rich and varied events for two-year-olds, including opportunities Two-year-olds demonstrate the development of concepts and memory by showing an for art, music, block and AWARENESS OF hHOW MUCH v RECREATING FAMILIAR EVENTS IN PLAY AND SORTING OBJECTS BY A dramatic play, sand and variety of characteristics. Their range of options for taking control of their environments water experiences, and has expanded. Two-year-olds make things happen by: fine and gross motor s 3HOWING OBJECTS THAT GO TOGETHER play. s !SKING QUESTIONS SUCH AS h(OW MANY v OR h(OW MUCH v s 0RETENDING TO BE A STORY CHARACTER s #OMPLETING THREE OR FOUR PIECE PUZZLES
C. PROBLEM-SOLVING & CREATIVE EXPRESSION
1. Demonstrates VARYING responses to people and things Two-year-olds are very responsive to people and environmental events. For instance, loud noises may frighten them or cause them to be curious. Responses to adults become more controlled, and play with others begins to take on more importance. They demonstrate the development of rhythm and show a beginning understanding of humor. Two-year-olds demonstrate these abilities by: s "Eginning to enjoy small group activities led by parents, caregivers, and teachers; s 4AKING ON ROLES DURING PRETEND PLAY s $ANCE TO THE RHYTHM OF MUSIC BEING PLAYED s )MITATINg other children’s play and beginning to play with other children for brief periods of time. TWO-YEAR-OLDS TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 15 TWO-YEAR-OLDSTWO-YEAR-OLDSTWO-YEAR-OLDS Cognitive Development and General Knowledge 16 tting out art supplies to do a project but forgetting things or not getting not getting forgetting things or tting out art supplies to do a project but enough; s 5SING TOYS FROM THE DRESS UP CORNER WITH THE BLOCK AREA FOR PLAY s 4URNING PUZZLE PIECES IN VARIOUS DIRECTIONS TO COMPLETE THE PUZZLE s "RINGING OTHERS INTO THEIR PLAY h,ETS RIDE A BUS 9OU BE THE DRIVERv s 'E inting to pictures that represent feelings of sadness, joy, and anger by and anger by joy, s 0Ointing to pictures that of sadness, represent feelings emotions; naming the corresponding s #OMFORTING CRYING PEERS s 2OLE PLAYING WITH DOLLS s 0OKING OR hugging playmates to initiate interactions. 3. Initiates rich and varied events 3. Initiates rich They learn experiment mostly as through they trial Two-year-olds tryand error. to get This approach is and they use trial whatand error to make they things want, happen. demonstrated by: 2. Engages in multiple productive relationships relationships productive in multiple 2. Engages are typical as they Tantrums express their feelings freely and intensely. Two-year-olds experiment with ways to interact with others and solve problems. They are RESPOND TO THE FEELINGS OF OTHERS AND WILL ATTEMPT TO hMAKE THINGS BETTERv 4ACTILE able to experiences like finger painting become an outlet for These changes self-expression. demonstratedin development are by: ENVIRONMENTAL ENVIRONMENTAL CONSIDERATIONS Surround your two- print- with a year-old rich environment that encourages adult-child Include interactions. numerous large picture letter signs, books, and other blocks, materials that encourage conversation. QUESTIONS TO QUESTIONS ASK YOURSELF two-year-old Does your understand and express his feelings? How does S he respond when other express their feelings? Florida’s Early Learning and Developmental Standards Early Learning Florida’s COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE TWO-YEAR-OLDS Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Exploration Demonstrates VARYING HS/CFR 1304.21(b)(1)(i-iii) and Not Applicable and responses to people and (b)(2)(i) Discovery objects
HS/CFR 1304.21(b)(1)(i-iii) and Engages in multiple productive (b)(2)(i) relationships
HS/CFR 1304.21(b)(1)(iii) Initiates rich and varied events
Demonstrates VARYING HS/CFR 1304.21(b)(1)(ii) Concept responses to people and Development objects and Memory Engages in multiple productive HS/CFR 1304.21(b)(1)(i and ii) relationships
Initiates rich and varied events HS/CFR 1304.21(b)(1)(iii)
Demonstrates VARYING HS/CFR 1304.21(b)(1)(ii) Problem responses to people and Solving and objects Creative Expression Engages in multiple productive HS/CFR 1304.21(b)(1)(i-ii) relationships
Initiates rich and varied events HS/CFR 1304.21(b)(1)(iii) TWO-YEAR-OLDS TWO-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 17 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE THREE-YEAR-OLDS A. MATHEMATICAL THINKING QUESTIONS TO 1. Demonstrates interest in mathematical problem solving ASK YOURSELF At three-years-old, children are beginning to understand and extend their mathematical Can you think of times thinking. Mathematical problems happen naturally in everyday activities, and children when your three-year- this age love to solve problems. Teachers can demonstrate a positive approach to old has tried to solve a problem solving by asking children open ended questions, thinking aloud when solving mathematical problem? a problem, and supporting children in their attempt at finding solutions. Examples of Did he find the answer three-year-olds showing beginning mathematical problem solving include: on his own, or did he s #REATING SHAPES WITH THEIR BODIES DURING MOVEMENT TIME WHEN THE TEACHER need your guidance? SAYS h-AKE YOUR ARMS INTO A CIRCLEv s 0LAYING WITH SHAPE AND NUMBER PUZZLES DURING CENTERS TIME What examples do you have of your three-year- s .OTICing that there is a child missing from the group after the teacher takes old sorting objects by attendance; an attribute (e.g., color; s 0ULLING APART CLAY INTO TWO Lumps so that another child can join the art table. SIZE 7AS HER SORTING process accurate or did 2. Sorts objects into groups by one characteristic you have to prompt her to try another strategy? 4HREE YEAR OLDS ARE USING ALL OF THEIR SENSES TO ORGANIZE THEIR WORLD 4HEY CAN SORT objects, usually only by one attribute or characteristic. Typically children at this age How can you encourage BEGIN TO SORT lRST BY COLOR THEN BY SIZE AND THEN BY SHAPE 4HIS SKILL IS PART OF COLLECTING your three-year-old to AND ORGANIZING DATA A COMPONENT OF MATHEMATICAL THINKING )NDIVIDUALLY THREE become interested in year-olds may spontaneously sort objects during their play. Charts in the classroom counting objects, events, identifying who likes green or red apples and who is at school or not at school, are and people? examples of group sorting and data collection that are appropriate for this age. Other individual and group examples include: Does your three-year- s -AKING SMALL PILES OF COLORED FRUIT CEREAL LOOPS DURING SNACK ONE PILE FOR EACH COLOR OLD RECOGNIZE SHAPES IN s .OTICING WHO HAS ON SOCKS AND WHO DOES NOT DURING A CIRCLE TIME ACTIVITY his environment? Is he interested in drawing or s 0UTTING THE SHOVELS IN ONE PILE AND THE BUCKETS IN ANOTHER IN THE SAND BOX painting shapes? Which s 3ORTING COLORED BEARS INTO DIFFERENT BOWLS AT THE MANIPULATIVE TABLE ones? 3. Shows knowledge of numbers and counting ENVIRONMENTAL Counting is one of the first mathematical skills to emerge in young children. Three- CONSIDERATIONS year-olds can count by rote up to three and learn to count higher as they join in songs, finger plays, and rhymes with numbers. One-to-one correspondence is just emerging. THREE-YEAR-OLDS Help children with one- Three-year-olds show increasing knowledge of numbers and counting when they:
to-one correspondence s 0UT ONE CARROT STICK ON EACH NAPKIN AND COUNTING WITH AN ADULT AS THEY GO THREE-YEAR-OLD S through everyday when helping prepare snack for a group; activities such as setting s #Ount in order (one, two, three, four) as they stomp up the stairs on the one napkin at each outdoor play structure; child’s place before snack time. s 0redict that it will take two scoops of sand to fill a small bucket; s .OTICE NUMERALS IN A PUZZLE OR COUNTING BOOK
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 18 4. Recognizes some geometric shapes QUESTIONS TO Basic geometry involves identifying and naming shapes in the environment. Three- ASK YOURSELF year-olds are learning about shapes when they create structures with blocks then What are vocabulary clean up by matching the blocks to their label on a shelf. Adults help children name words you can introduce geometric shapes when they point out shapes in the environment. Age-appropriate to your three-year-old examples of this skill include: to facilitate respectful s $RAWING PAINTING AND CUTTING SHAPES IN CREATIVE ART THEN NAMING THEM comparisons of peoples, hSQUARESv AND hTRIANGLESv WHEN DISCUSSING THE PICTURE WITH AN ADULT events, and objects? s #REATE SHAPES ON A GEOBOARD OR PEGBOARD USING FABRIC LOOPS AND RUBBER BANDS s .OTICING AND POINTING TO THE CIRCLES ON A FRIENDS JACKET During dramatic play or cooking time, is your s 5SING Cookie cutter shapes in play dough to make circles and squares. three-year-old interested in measuring the quantity 5. Shows beginning understanding of spatial relationships and of items, using spoons, position words cups, bottles, bowls, and Three-year-olds are beginning to gain a sense of their position in space and can other tools? understand some words that describe position, location and direction. Adults who draw attention to spatial sense during children’s play support this development. Asking When you are outside A CHILD h7HAT DID YOU PUT UNDER THE LARGE PLANK v REINFORCES THE UNDERSTANDING OF with your three-year-old, positional words. Three-year-olds demonstrate a beginning understanding of spatial does she ask questions relationships when they: about the animals, birds, s 3MILE AND NOD WHEN THE TEACHER SAYS hDID YOU CLIMB THROUGH THAT TUNNEL v plants, and other objects that she sees? Do you s #OMMENT h) AM SITTING NEXT TO 4ONIv WHEN SITTING DOWN FOR A SMALL GROUP talk about what she has cooking activity; seen? s 0ARTicipate in movement activities using positional words, such as putting a BEAN BAG hON TOPv OF THEIR HEAD OR hUNDERv THEIR FOOT ENVIRONMENTAL s 0UTTING BEANS THEY PICKED FROM THE CLASS GARDEN hIN THE BASKETv WHEN ASKED CONSIDERATIONS to do so by an adult. Although many items should be provided for 6. Demonstrates beginning ability to compare and contrast sorting, counting, and 4HREE YEAR OLDS ARE BEGINNING TO UNDERSTAND COMPARATIVE WORDS SUCH AS hMOREv MEASURING THE SIZE OF hLESSv hBIGv hSMALLv hFASTv AND hSLOWv )T IS IMPORTANT THAT ADULTS TALK ABOUT THESE the items should be age comparisons when children are playing and engaged in group activities. Examples of appropriate for three- beginning understanding of this skill include: year-olds. Remember that small muscle s $ANCING FASTER OR SLOWER AS THE MUSIC CHANGES DURING A MOVEMENT GAME coordination still is being s 3HOUTING h) CAN RUN FASTv WHEN RUNNING ONTO THE OUTDOOR PLAYGROUND refined, and some three- s 5SING COMPARATIVE WORDS TO DESCRIBE THEIR LINK CHAIN SUCH AS SAYING h) AM year-olds may still be MAKING MY LINK CHAIN LONGER THAN THATv putting objects in their s #OMPARE items on a nature table, noticing that the pine cone is big and the mouths. pebble is little. Tools to encourage measuring should be 7. Engages in activities that explore measurement available to the three- Three-year-old children love to spend time scooping and pouring sand and water using year-olds. cups, spoons, bottles, and buckets. They are beginning to develop concepts about measurement. Children this age build their understanding of measurement during free exploration experiences such as sand or water play or in activities with adults such as cooking experiences. Three-year olds show growing knowledge of measurement when they: THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 19 THREE-YEAR-OLDSTHREE-YEAR-OLDSTHREE-YEAR-OLDS
Cognitive Development and General Knowledge 20 loud sniffing noise when smelling growing plants in the class garden, garden, class the in plants growing smelling sniffing when loud noise ks that their sweater is soft like a rabbit. soft is sweater like ks their that ment with mixing sand and water at the sensory table and describe what what sensory at the describe and water table sand and with mixing ment COMPARATIVE WORDS IN A MOVEMENT ACTIVITY SHOUTING h.OW )M DANCING s 5SE A PIECE OF YARN OR RIBBON TO SEE HOW LONG THEIR FOOT IS s -AKE A TOWER OUT OF LARGE $50,/© BLOCKS AND SAY h)T IS AS TALL AS MEv s &IT DIFFERENT SIZE PEGS INTO HOLES IN A FOAM BOARD s 5SE MEASURING SPOONS WHEN hCOOKING DINNERv IN THE DRAMATIC PLAY CORNER happened; it drip watching hands, and fingers their over table water from the water s 0OUR s .OTICE THAT THE MAGNET WAND WILL STICK TO THE LEGS OF THEIR CHAIR BUT NOT THE SEAT s 5SE s .OTICE THAT THE KIWI SERVED DURING SNACK TIME TASTES SWEET s -AKE A s 5SE A MAGNET WITH A LARGE HANDLE TO PICK UP HIDDEN OBJECTS BURIED IN THE SAND BOX s %XPLORE A TREE OUTDOORS USING A PLASTIC MAGNIFYING GLASS s 0ILE COLORED BEA S ON BOTH SIDES OF A BALANCE SCALE DELIGHTING AS IT TIPS s #REATE A RAMP OUT OF BLOCKS TO RACE TOY CARS IN THE BLOCK AREA FASTERv WHEN THE PACE OF THE MUSIC SPEEDS UP s 3AY h*AMEEL GOT A BLUE ONE AND ) GOT A RED ONEv WHEN AN ADULT PASSES OUT BEAN a game; for bags s 2EMAR THEN TELLING THE TEACHER THAT THEY SMELL hSTINKYv s %XPERI AND EXCLAIMING h,OOK )M MAKING BUBBLESv TO A CHILD PLAYING NEXT TO THEM 3. Begins to compare objects 3. Begins to compare 4HREE YEAR OLD CHILDREN ARE BEGINNING TO ORGANIZE THEIR THOUGHTS BY COMPARING AND contrasting things in the world around them. Discovering characteristics of an object and giving it a label helps young children to develop observation skills and supports their natural curiosity. Three-year-olds are comparing, contrasting, and objects when they: examining B. SCIENTIFIC THINKING B. SCIENTIFIC and observation to collect information through 1. Uses senses exploration Three-year-old children are natural explorers. Their curiosity leads them to observe things around them very Because intently. they are naturally inclined to explore their their about think to them help senses their of all engage that experiences environment, demonstrate how Three-year-olds and world, it enjoyworks, the wonder of discovery. using their senses to explore and observe classroom materials and the world around them when they: for observing and investigating 2. Begins to use simple tools Three-year-olds engage in science by exploring the world naturally curious about and things, around trying to see how them. As they they work. observe They and are Adults objects. investigate them help to tools simple use to begin can they experiment, should provide opportunities for three-year-olds to safely use simple tools magnifiers such and as magnets, well as to build as simple tools such as Children ramps. are using tools to explore when they: ENVIRONMENTAL ENVIRONMENTAL CONSIDERATIONS Be sure to follow safety precautions and any relevant licensing regulations when doing cooking activities with three-year-olds. Schedule supervised daily time for your three- to be outside year-old and interact with nature. QUESTIONS TO QUESTIONS ASK YOURSELF your three- Do you and talk about the year-old various smells in the kitchen? Can he name some foods by their smells in the kitchen? Is your three-year- old interested in using simple tools? Are objects such as magnifying eyedroppers, and appropriate glasses, CHILD SIZED TOOL KITS available to her? How can you encourage to your three-year-old use descriptive words like fast/slow and big/ little? Does your three-year- old talk with you about the characteristics of the other children in or other his classroom children with whom he plays frequently? Does HE RECOGNIZE AREAS where those children are similar and are different? Florida’s Early Learning and Developmental Standards Early Learning Florida’s C. SOCIAL STUDIES QUESTIONS TO 1. Begins to recognize and appreciate similarities and differences ASK YOURSELF in people How can you help your Three-year-olds are beginning to understand that others around them have different three-year-old see both abilities and characteristics. Often they explore these differences with great curiosity. the differences and the This is part of the process of understanding culture, community, and diversity. They show similarities between a growing understanding of characteristics, similarities, and differences when they: herself and other s -OVE OVER TO MAKE MORE SPACE FOR A CHILD IN A WHEEL CHAIR TO JOIN THEM IN children, particularly playing at the art table; those who may have a unique condition (e.g., a s .OTICE AND COMMENT THAT SOMEONE IS WEARING THE SAME SHIRT THAT THEY ARE child with leg braces)? s #OMMEnt that this color crayon looks like their skin and another color crayon looks like their friend’s skin; s $ISPLAYS BASIC KNOWLEDGE OF OWN HERITAGE AND background. Through his play, does your three-year-old pretend to be a family 2. Begins to understand family characteristics, roles, and functions member (e.g., Mommy; Three-year-old children learn about relationships, family, and community in their Grandfather)? Does everyday experiences. They understand the basic structure of family, and often explore he like to play various playing out the roles within a family in their dramatic play. Three-year-olds demonstrate roles, or does he prefer a beginning understanding of family roles when they: to always play the same s 0RETEND TO BE THE hMOMMYv hDADDYv OR hGRANNYv WHILE PLAYING IN THE role? dramatic play corner; s 0OINTS OUT h4HATS MY FAMILYv TO A FRIEND WHEN LOOKING AT THE FAMILY PHOTO How do you explain display in the classroom; important rules to your three-year-old? What s 4ELL STORIES ABOUT HOW THEIR FAMILY CELEBRATED DURING 4HANKSGIVING rules does she already s 4RY To draw representations of themselves and their family members in an follow consistently and h!LL !BOUT -Ev ACTIVITY OR FAMILY PORTRAIT AT THE ART TABLE which ones does she need help with? 3. Shows awareness of some social roles and jobs that people do
ENVIRONMENTAL Three-year-olds understand that adults have different roles. In their everyday experiences CONSIDERATIONS they encounter community workers like fire fighters and police officers, the barber, and their teacher. They may be able to name a parent’s job, though they may not know what Help your three-year- the parent actually does at the job. When young children explore jobs and roles of adults old identify safety in their play, they are building a beginning understanding of economics, community, and precautions when social roles. Examples of this beginning understanding include: interacting with nature s 0RETENDING TO BE A DOCTOR IN THE DRESS UP CORNER PUTTING ON A WHITE JACKET AND (e.g., do not disturb the HOLDING A CLIP BOARD WHILE hEXAMININGv ANOTHER CHILD WHO IS THE hPATIENTv bees). s 4ELLING THE TEACHER ABOUT A PARENT OR GRANDPARENTS JOB
s 2EADING A BOOK TO A GROUP OF BEARS IN THE LIBRARY PLAYING THE ROLE OF hTEACHERv Be sure to provide protection from the sun s 3AYING h"YE ) LOVE YOUv INTO A PLAY CELL PHONE AND THEN TELLING THE TEACHER or avoid scheduling h$ADDY HAD TO GO TO WORKv outdoor time between 10 a.m. and 3 p.m., when THE 56 RAYS FROM THE SUN are high. THREE-YEAR-OLDS
THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 21 4. Demonstrates awareness of group rules QUESTIONS TO Three-year-old children are beginning to think about how rules help people get along. ASK YOURSELF They are aware of group rules, but frequently need adult support to follow them consistently. Teachers may include young children in the development of simple class Is your three-year-old rules and can use conflicts as an opportunity to teach problem solving skills. Three- beginning to participate year-olds show awareness of group rules when they: in clean-up after play? s 2EMIND THE GROUP hONLY FOUR PEOPLE CAN PLAY IN THE BLOCK AREAv WHEN How do you positively discussing rules for center time play; encourage him to help s 2EPEAT h+EEP THE SAND IN THE SAND BOXv AFTER HEARING AN ADULT REMIND ANOTHER clean up? child of the rule;
What parts of her home s 4AKe part in movement games that require them to follow directions, such as or early learning setting THE h4OOTY 4Av DANCE OR h2ED ,IGHT 'REEN ,IGHTv does your three-year-old s 4ALK about some of the rules at their house. most enjoy? How can you encourage her to 5. Demonstrates awareness of the environment around them keep her special places Noticing the world around them, their home, their school, and their community safe and clean? HELPS THREE YEAR OLD CHILDREN RECOGNIZE THE CONNECTION BETWEEN PEOPLE AND THE environment. Three-year-olds are interested in their environment and often notice How do you introduce things that change, such as a new structure on the playground or that the tables in the new art materials to classroom are in different places. Adults can support this beginning understanding of your three-year-old? how people change and protect the environment around them by engaging children What are his favorite art in conversation, stories, and activities that demonstrate care for the environment. materials? Examples of awareness of the environment include: s 0ICKING UP TRASH ON THE PLAYGROUND AND BRINGING IT TO THE TRASH CAN ENVIRONMENTAL s 0LACING THEIR REST BLANKET IN THEIR CUBBY AFTER REST TIME CONSIDERATIONS s .OTICING WHEN THERE ARE NEW BOOKS IN THE LIBRARY CORNER Plan your field trips for s 0ARTICIPATING IN HELPING TO KEEP THE CLASSROOM CLEAN AND TIDY three-year-olds carefully, and be sure they are D. THE ARTS safe. 1. Uses many different creative art materials to express and explore Make sure your three- Exploring, creating, and expressing with art materials helps three-year-olds develop year-old has access self-control while encouraging a sense of discovery. Three-year-olds create a form and to books and other then decide what it is, rather than plan what to make and then make it. Their products materials that show may not look like realistic representations, but their learning is in the process rather diversity in family than the product. Three-year-olds love to engage in exploration with art materials. composition and in Examples include: careers. s $RAWING A SERIES OF SHAPES AND LINES ACROSS A PAGE WITH A CRAYON Have many props in the s 4RYING ONE TYPE OF ART MANY TIMES SUCH AS PAINTING AT THE EASEL MANY DAYS IN A ROW dramatic play and other s %XPERIMENTS WITH SCISSORS BY CUTTING SMALL SCRAPS OF PAPER THREE-YEAR-OLDS classroom areas that s 2OLLING CUTTING POUNDING AND PULLING DOUGH OR CLAY reflect the diversity of all
children. THREE-YEAR-OLDS
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 22 2. Engages in musical experiences QUESTIONS TO Music experiences for three-year-olds involve singing and using instruments to create ASK YOURSELF sounds and rhythms. They often move their bodies when listening to music or singing How do you respond when tunes. Making up words to songs, listening to recorded music, and making new music using instruments are all good activities for this age. Experiences with music enrich the your three-year-old wants brain and support all areas of development. Three-year-olds demonstrate eagerness to to use coloring books and engage in music experiences when they: becomes frustrated when she cannot color within the s #LAP AND LAUGH AS THEY SING THE WORDS TO A FAMILIAR SONG DURING CIRCLE TIME lines all the time? What s #oordinate their finger movements during finger plays such as other art activities could h)TSY "ITSY 3PIDERv AND h4WINKLE 4WINKLE ,ITTLE 3TARv you offer to her? s -OVE OR DANCE TO RECORDED MUSIC Does your three-year-old s %Xplore the differences between the sand paper blocks, the rhythm sticks, enjoy singing, humming, and the tambourine at the music center. and dancing to music that is playing on the radio or 3. Engages in creative movement and dramatic play on CDs? Do you take time Many three-year-olds enjoy movement activities that allow them to wiggle, jump, hop, out to sing and dance with swing, and dance. They learn through movement and should have many opportunities him? throughout the day for expression through movement. Small muscle movement games, like finger plays, can strengthen the muscles in the hands, while also supporting Does your child act out LANGUAGE DEVELOPMENT MEMORY AND COMMUNICATION SKILLS h-AKE BELIEVEv PLAY stories that have been read helps three-year-olds express emotions, explore roles, and re create life experiences. to her? Do you ask her Examples of three-year-olds engaging in movement and drama include: questions about the order of events? s -OVING SPONTANEOUSLY TO MUSIC Does your three-year-old s )MITATING THE MOVEMENTS OF A GUEST SHOWING A SPECIAL DANCE FROM ANOTHER CULTURE enjoy calm, restful music s 3TANDING ON TOP OF THE CLIMBING PLATFORM AND SAYING h)M THE BOAT CAPTAINv during her nap time? Does after reading a book about boats during circle time; she ask questions about s 5SING RIBBONS SCARVES AND OTHER Props while spinning and moving to music. the music or request
favorite tunes? 4. Shows understanding and appreciation of artistic creations or events ENVIRONMENTAL CONSIDERATIONS Three-year-olds need many opportunities to make choices and express their preferences about the arts. They initially respond to creative art based on what pleases Make sure that all art their senses and need exposure to multiple types of artistic experiences, such as short materials are free of danger plays, musical performances, and looking at art creations. Three-year-olds show a and that your three-year- beginning appreciation for art when they: old is not allergic to them. s 3MILE CLAP AND DANCE TO THE BEAT OF THE DRUMS PLAYED BY A GROUP OF musicians visiting the classroom; Provide enough space to encourage safe movement s ,ISTEN ATTENTIVELY TO A SHORT CONCERT PLAY OR PUPPET SHOW to music. s 4ALK ABOUT THE COLORS AND SHAPES THEY SEE IN A PAINTING s 0OINts to a picture of friends in a favorite book and says, Be aware that some three- h) LIKE MY FRIEND *AKEv year-olds have sensory integration challenges with materials that are sticky, wet, or gritty. Allow them to experience art with the use of gloves, brushes, or sponges. THREE-YEAR-OLDS THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 23 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE THREE-YEAR-OLDS
Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework
Mathematical Demonstrates interest in HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics Thinking mathematical problem solving Sub-Domain: Patterns & Measurement
Sorts objects into groups by HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics one characteristic Sub-Domain: Geometry & Spatial Sense
Shows knowledge of numbers HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics and counting Sub-Domain: Number & Operations
2ECOGNIZES SOME GEOMETRIC HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics shapes Sub-Domain: Geometry & Spatial Sense
Shows beginning HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics understanding of spatial Sub-Domain: Geometry relationships and position & Spatial Sense words
Demonstrates beginning ability HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics to compare and contrast Sub-Domain:Patterns & Measurement
Engages in activities that HS/CFR 1304.21(a)(4)(iv) Domain: Mathematics explore measurement Sub-Domain:Patterns & Measurement 5SES SENSES TO COLLECT HS/CFR 1304.21(a)(4)(iv) and Domain: Science information through (a)(5)(i) Sub-Domain:Scientific Scientific observation and exploration Skills and Methods THREE-YEAR-OLDS Thinking Domain: Science Begins to use simple tools for HS/CFR 1304.21(a)(4)(iv) and Sub-Domain:Scientific THREE-YEAR-OLDS observing and investigatING (a)(5)(i) Skills and Methods
Begins to compare objects HS/CFR 1304.21(a)(4)(iv) and Domain: Science (a)(5)(i) Sub-Domain:Scientific Skills and Methods
Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 24 COGNITIVE DEVELOPMENT AND GENERAL KNOWLEDGE THREE-YEAR-OLDS Sub-Domain Standard Head Start Code of Head Start Federal Regulations Outcomes (Performance Standard) Framework Social "EGINS TO RECOGNIZE AND HS/CFR 1304.21(b)(2)(i) Domain: Science Studies appreciate similarities and Sub-Domain: Scientific differences in people Knowledge
Begins to understand family HS/CFR 1304.21(c)(1)(iv) Domain: Social & Emotional Development characteristics, roles and Sub-Domain: Knowledge functions of families & communities HS/CFR 1304.21(c)(1)(iv) Domain: Social & Shows awareness of some Emotional Development social roles and jobs that Sub-Domain: people do Knowledge of families & communities Domain: Social & Demonstrates awareness of HS/CFR 1304.21(c)(1)(iv and v) group rules Emotional Development Sub-Domain: Self- Control
Demonstrates awareness of the HS/CFR 1304.21(c)(1)(iv and v) Domain: Science environment around them Sub-Domain: Scientific Knowledge
The Arts 5SES MANY DIFFERENT CREATIVE HS/CFR 1304.21(a)(4)(ii) Domain: Creative Arts art materials to express and Sub Domain: Art explore
Engages in music experiences HS/CFR 1304.21(a)(4)(ii) Domain: Creative Arts Sub-Domain: Music
Engages in creative movement HS/CFR 1304.21(a)(4)(ii) Domain: Creative Arts and dramatic play Sub-Domain: Movement & Dramatic Play
Domain: Creative Arts Shows understanding and HS/CFR 1304.21(a)(4)(ii) appreciation of artistic Sub-Domain: Art creations or events THREE-YEAR-OLDS THREE-YEAR-OLDS Florida’s Early Learning and Developmental Standards Cognitive Development and General Knowledge 25 APPENDICES APPENDICES APPENDIX A Florida Birth to Five Early Learning and Developmental Standards Committee Members
Kerry Allen Alisa Ghazvini, Ph.D. Regional Voluntary Pre +indergarten Facilitator, Assistant Director, T/TAS at Western Kentucky Office of Early Learning, University’s AWI/OEL Quality Initiative Florida Department of Education Shan Goff Noelle Bee Executive Director, Office of Early Learning, Program and Services Director, Department of Education Agency for Workforce Innovation, Office of Early LearnIng Peter Gorski, M.D., M.P.A Director of Program Impact and Innovation, Brittany Birken, Ph.D. Children’s Board of Hillsborough County Director, Agency for Workforce Innovation, Office of Early Learning Mimi Graham, Ed.D. Executive Director, Florida State University Center Judy Burleson for Prevention and Early Intervention Policy Education Coordinator, Redlands Christian Migrant Association Michael Gramling Human Development Specialist, T/TAS @ Western Anne Cahn Kentucky University’s AWI/OEL Quality Initiative Head Start Director, Martin County School District Daryl Greenfield, Ph.D. Professor, Department of Psychology, Christine Chiricos, Ph.D. University of Miami Associate in Research, Florida State University Center for Prevention and Vikki Griffin Early Intervention Policy Child Care Licensing, Florida Department of Children & Families Lilli Copp Director, Head Start State Collaboration Office Gloria Hearns Educational Policy Consultant, Office of Early Lee Cross, Ph.D. Learning, Department of Education Associate Professor and Director of the Technical Assistance and Training Program for PreK Children Marilyn Hibbard with Disabilities, University of Central Florida Program Specialist, Pre-K Children with Disabilities at the Florida Department of Education Charlotte Curtis Florida Department of Health Tara Huls, Ph.D. Program Specialist, Office of Early Learning, Cheryl Fountain, Ph.D. Department of Education Executive Director, Florida Institute of Education, University of North Florida Craig Jones, Ph.D. Associate Professor, University of West Florida
Florida’s Early Learning and Developmental Standards Appendix A 1 Janice Kane J. Maggie Stevens Bureau Chief, Quality Assurance Coordinator, Early Steps Children’s Medical Services, Lee County Head Start Florida Department of Health Betsy Thigpen Roni Leiderman, Ph.D. Early Childhood Specialist, T/TAS at Western Interim Dean, Mailman Segal Institute, Kentucky University’s AWI/OEL Quality Initiative Nova Southeastern University Marce Verzaro-O’Brien, Ph.D. Thomas Logan, Ph.D. Director, T/TAS at Western Kentucky University Executive Director, and the AWI/OEL Quality Initiative Gateway Early Learning Coalition Courtnie Wheeless Amanda Moore Family Support Coordinator, State Inclusion Coordinator, Agency for Workforce Innovation, Agency for Workforce Innovation, Office of Early Learning Office of Early Learning Carole West Ana Neuhauser Program Specialist, Redlands Christian Migrant Association Florida Department of Education
Tara Lynn Orlowski Child Care Program Analyst, Department of Children and Families
Pamela Phelps, Ph.D. Director, Tallahassee Creative Preschool Vice-Chair, The Creative Center for Childhood Research and Training
Aline Lloyd-Provencher Program Manager, St. Lucie Early Learning Coalition
Deborah Rogers Consumer Relations Analyst, Agency for Workforce Innovation, Office of Early Learning
Deborah Russo Director, Child Care Program Office, Department of Children and Families
Janie Sailors, RN Health Specialist, T/TAS at Western Kentucky University’s AWI/OEL Quality Initiative
Connie Jo Smith, Ed.D Early Childhood Specialist, T/TAS at Western Kentucky University’s AWI/OEL Quality Initiative
Florida’s Early Learning and Developmental Standards Appendix A 2 Janice Kane J. Maggie Stevens Bureau Chief, Quality Assurance Coordinator, APPENDIX B Early Steps Children’s Medical Services, Lee County Head Start Immunization Schedule, Well Visit Schedule & Growth Charts Florida Department of Health FIGURE 1: Recommended immunization schedule for persons aged 0 through 6 years—United States, 2012 (for those who fall behind or start late, see the catch-up Betsy Thigpen schedule [Figure 3]) 1 2 4 6 9 12 15 18 19–23 2–3 4–6 Roni Leiderman, Ph.D. Early Childhood Specialist, T/TAS at Western Birth month months months months months months months months months years years Range of Interim Dean, Mailman Segal Institute, Kentucky University’s AWI/OEL Quality Initiative Hepatitis B1 Hep B HepB HepB recommended ages for all Nova Southeastern University Rotavirus2 RV RV RV2 children Marce Verzaro-O’Brien, Ph.D. Diphtheria, tetanus, pertussis3 DTaP DTaP DTaP see footnote3 DTaP DTaP type b4 Hib Hib Hib4 Hib Thomas Logan, Ph.D. Director, T/TAS at Western Kentucky University Range of 5 recommended Pneumococcal PCV PCV PCV PCV PPSV ages for certain high-risk Executive Director, and the AWI/OEL Quality Initiative 6 Inactivated poliovirus IPV IPV IPV IPV groups Gateway Early Learning Coalition 7
Courtnie Wheeless Measles, mumps, rubella8 MMR see footnote8 MMR Range of Family Support Coordinator, Varicella9 Varicella see footnote9 Varicella recommended Amanda Moore ages for all Hepatitis A10 Dose 110 HepA Series children and State Inclusion Coordinator, Agency for Workforce Innovation, certain high- risk groups Agency for Workforce Innovation, Office of Early Learning Meningococcal11 MCV4 — see footnote 11 This schedule includes recommendations in effect as of December 23, 2011. Any dose not administered at the recommended age should be administered at a subsequent visit, when indicated Office of Early Learning and feasible. The use of a combination vaccine generally is preferred over separate injections of its equivalent component vaccines. Vaccination providers should consult the relevant Advisory Committee on Immunization Practices (ACIP) statement for detailed recommendations, available online at http://www.cdc.gov/vaccines/pubs/acip-list.htm Carole West follow vaccination should be reported to the Vaccine Adverse Event Reporting System (VAERS) online (http://www.vaers.hhs.gov) or by telephone (800-822-7967). 1. Hepatitis B (HepB) vaccine. (Minimum age: birth) 7. Ana Neuhauser Program Specialist, At birth: Administer monovalent HepB vaccine to all newborns before hospital discharge. For most healthy children aged 2 years and older, either LAIV or TIV may be Redlands Christian Migrant Association Florida Department of Education For infants born to hepatitis B surface antigen (HBsAg)–positive mothers, used. However, LAIV should not be administered to some children, including administer HepB vaccine and 0.5 mL of hepatitis B immune globulin (HBIG) 1) children with asthma, 2) children 2 through 4 years who had wheezing in within 12 hours of birth. These infants should be tested for HBsAg and antibody the past 12 months, or 3) children who have any other underlying medical Tara Lynn Orlowski to HBsAg (anti-HBs) 1 to 2 months after completion of at least 3 doses of the HepB series, at age 9 through 18 months (generally at the next well-child visit). contraindications to use of LAIV, see MMWR Child Care Program Analyst, If mother’s HBsAg status is unknown, within 12 hours of birth administer http://www.cdc.gov/mmwr/pdf/rr/rr5908.pdf. For children aged 6 months through 8 years: Department of Children and Families HBIG for infants weighing <2,000 grams. Determine mother’s HBsAg status — For the 2011–12 season, administer 2 doses (separated by at least as soon as possible and, if she is HBsAg-positive, administer HBIG for 4 weeks) to those who did not receive at least 1 dose of the 2010–11 vaccine. Those who received at least 1 dose of the 2010–11 vaccine Doses after the birth dose: require 1 dose for the 2011–12 season. Pamela Phelps, Ph.D. The second dose should be administered at age 1 to 2 months. Monovalent — For the 2012–13 season, follow dosing guidelines in the 2012 ACIP HepB vaccine should be used for doses administered before age 6 weeks. Director, Administration of a total of 4 doses of HepB vaccine is permissible when a 8. Measles, mumps, and rubella (MMR) vaccine. (Minimum age: 12 months) combination vaccine containing HepB is administered after the birth dose. The second dose may be administered before age 4 years, provided at least Tallahassee Creative Preschool Infants who did not receive a birth dose should receive 3 doses of a HepB- Vice-Chair, The Creative Center for containing vaccine starting as soon as feasible (Figure 3). Administer MMR vaccine to infants aged 6 through 11 months who are The minimum interval between dose 1 and dose 2 is 4 weeks, and between traveling internationally. These children should be revaccinated with 2 doses Childhood Research and Training series should be administered no earlier than age 24 weeks and at least 16 after the previous dose, and the second at ages 4 through 6 years. 9. Varicella (VAR) vaccine. (Minimum age: 12 months) 2. Rotavirus (RV) vaccines. (Minimum age: 6 weeks for both RV-1 [Rotarix] and The second dose may be administered before age 4 years, provided at least Aline Lloyd-Provencher RV-5 [Rota Teq]) For children aged 12 months through 12 years, the recommended minimum Program Manager, interval between doses is 3 months. However, if the second dose was initiated for infants aged 15 weeks, 0 days or older. St. Lucie Early Learning Coalition If RV-1 (Rotarix) is administered at ages 2 and 4 months, a dose at 6 months 10. Hepatitis A (HepA) vaccine. (Minimum age: 12 months) is not indicated. 3. Diphtheria and tetanus toxoids and acellular pertussis (DTaP) vaccine. Unvaccinated children 24 months and older at high risk should be (Minimum age: 6 weeks) vaccinated. See MMWR Deborah Rogers The fourth dose may be administered as early as age 12 months, provided at mmwr/pdf/rr/rr5507.pdf. least 6 months have elapsed since the third dose. A 2-dose HepA vaccine series is recommended for anyone aged 24 months Consumer Relations Analyst, 4. type b (Hib) conjugate vaccine. (Minimum age: 6 weeks) and older, previously unvaccinated, for whom immunity against hepatitis A If PRP-OMP (PedvaxHIB or Comvax [HepB-Hib]) is administered at ages 2 virus infection is desired. Agency for Workforce Innovation, and 4 months, a dose at age 6 months is not indicated. 11. Meningococcal conjugate vaccines, quadrivalent (MCV4). (Minimum age: 9 Office of Early Learning months for Menactra [MCV4-D], 2 years for Menveo [MCV4-CRM]) months through 4 years. For children aged 9 through 23 months 1) with persistent complement 5. Pneumococcal vaccines. (Minimum age: 6 weeks for pneumococcal conjugate Deborah Russo Administer 1 dose of PCV to all healthy children aged 24 through 59 months caused by a vaccine serogroup, administer 2 primary doses of MCV4-D, who are not completely vaccinated for their age. ideally at ages 9 months and 12 months or at least 8 weeks apart. Director, For children who have received an age-appropriate series of 7-valent For children aged 24 months and older with 1) persistent complement PCV (PCV7), a single supplemental dose of 13-valent PCV (PCV13) is Child Care Program Office, recommended for: anatomic/functional asplenia, administer 2 primary doses of either MCV4 at — All children aged 14 through 59 months least 8 weeks apart. Department of Children and Families — Children aged 60 through 71 months with underlying medical conditions. For children with anatomic/functional asplenia, if MCV4-D (Menactra) is Administer PPSV at least 8 weeks after last dose of PCV to children aged 2 used, administer at a minimum age of 2 years and at least 4 weeks after years or older with certain underlying medical conditions, including a cochlear completion of all PCV doses. implant. See MMWR 2010:59(No. RR-11), available at http://www.cdc.gov/ See MMWR Janie Sailors, RN mmwr/pdf/rr/rr5911.pdf. mm6003. pdf, and Vaccines for Children Program resolution No. 6. Inactivated poliovirus vaccine (IPV). (Minimum age: 6 weeks) 6/11-1, available at http://www. cdc.gov/vaccines/programs/vfc/downloads/ Health Specialist, T/TAS at Western Kentucky If 4 or more doses are administered before age 4 years, an additional dose resolutions/06-11mening-mcv.pdf, and MMWR should be administered at age 4 through 6 years. at http://www.cdc.gov/mmwr/pdf/wk/mm6040. pdf, for further guidance, University’s AWI/OEL Quality Initiative including revaccination guidelines. birthday and at least 6 months after the previous dose.
This schedule is approved by the Advisory Committee on Immunization Practices (http://www.cdc.gov/vaccines/recs/acip), Connie Jo Smith, Ed.D the American Academy of Pediatrics (http://www.aap.org), and the American Academy of Family Physicians (http://www.aafp.org). Early Childhood Specialist, T/TAS at Western Kentucky University’s AWI/OEL Quality Initiative Florida’s Early Learning and Developmental Standards Appendix B 1
Florida’s Early Learning and Developmental Standards Appendix A 2 Recommendations for Preventive Pediatric Health Care Prevention and health promotion for infants, TM TM children, adolescents, and their families
Each child and family is unique; therefore, these Developmental, psychosocial, and chronic disease issues for children and The recommendations in this statement do not indicate an exclusive course of treatment or standard of medical Recommendations for Preventive care. Variations, taking into account individual circumstances, may be appropriate. Pediatric Health Careare designed for the care of children who are receiving adolescents may require frequent counseling and treatment visits separate from competent parenting, have no manifestations of any important health problems, and preventive care visits. Copyright © 2008 by the American Academy of Pediatrics. are growing and developing in satisfactory fashion.Additional visits may become These guidelines represent a consensus by the American Academy of Pediatrics (AAP) and Bright Futures. The AAP continues to emphasize the great importance of No part of this statement may be reproduced in any form or by any means without prior written permission necessary if circumstances suggest variations from normal. from the American Academy of Pediatrics except for one copy for personal use. continuity of carein comprehensive health supervision and the need to avoid fragmentation of care.
INFANCY EARLY CHILDHOOD MIDDLE CHILDHOOD ADOLESCENCE
a c Age Prenatalb Newborn 3–5 dd By1mo 2mo 4mo 6mo 9mo 12m 15mo 18mo 24mo 30mo 3y 4y 5y 6y 7y 8y 9y 10y 11y 12y 13y 14y 15y 16y 17y 18y 19y 20y 21y HISTORY Initial/interval ● ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● MEASUREMENTS Length/height and weight ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● Head circumference ● ● ● ●● ● ●●●● ● Weight for length ● ● ● ●● ● ●●●● Body mass index ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● Blood pressuree SENSORY SCREENING Vision f Hearing ●g DEVELOPMENTAL/BEHAVIORAL ASSESSMENT Developmental screeningh ● ●● Autism screeningi ●● Developmental surveillanceh ● ● ● ●● ● ●● ● ● ● ● ●●●●● ●● ●● ●● ●●● ●● Psychosocial/behavioral assessment ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● Alcohol and drug use assessment PHYSICAL EXAMINATIONj ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● PROCEDURESk Newborn metabolic/hemoglobin screeningl ● Immunizationm ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●● Hematocrit or hemoglobinn Lead screeningo or p or p Tuberculin testq Dyslipidemia screeningr STI screenings Cervical dysplasia screeningt
u ORAL HEALTH or u ●or u ●or u ●or u ●v ●v w ANTICIPATORY GUIDANCE ● ● ● ● ●● ● ●●●● ●●● ● ● ●●●●● ●● ●● ●● ●●● ●●
a If a child comes under care for the first time at any point on the schedule, or if any items are not accomplished at the sug- pediatrics;106/4/798]. Joint Committee on Infant Hearing. Year 2007 position statement: principles and guidelines for early p Perform risk assessments or screens as appropriate, based on universal screening requirements for patients with Medicaid gested age, the schedule should be brought up to date at the earliest possible time. hearing detection and intervention programs.Pediatrics. 2007;120:898–921. or high prevalence areas. b A prenatal visit is recommended for parents who are at high risk, for first-time parents, and for those who request a confer- h AAP Council on Children With Disabilities, AAP Section on Developmental Behavioral Pediatrics, AAP Bright Futures Steering q Tuberculosis testing per recommendations of the Committee on Infectious Diseases, published in the current editionRed of ence. The prenatal visit should include anticipatory guidance, pertinent medical history, and a discussion of benefits of Committee, AAP Medical Home Initiatives for Children With Special Needs Project Advisory Committee. Identifying infants Book: Report of the Committee on Infectious Diseases.Testing should be done on recognition of high-risk factors. breastfeeding and planned method of feeding per AAP statement “The Prenatal Visit” (2001) and young children with developmental disorders in the medical home: an algorithm for developmental surveillance and r “Third Report of the National Cholesterol Education Program (NCEP) Expert Panel on Detection, Evaluation, and Treatment [URL: http://aappolicy.aappublications.org/cgi/content/full/pediatrics;107/6/1456]. screening. Pediatrics. 2006;118:405–420 [URL: http://aappolicy.aappublications.org/cgi/content/full/pediatrics;118/1/405]. of High Blood Cholesterol in Adults (Adult Treatment Panel III) Final Report” (2002) [URL: http://circ.ahajournals.org/cgi/ c Every infant should have a newborn evaluation after birth, breastfeeding encouraged, and instruction and support offered. i Gupta VB, Hyman SL, Johnson CP, et al. Identifying children with autism early?Pediatrics. 2007;119:152–153 [URL: content/full/106/25/3143] and “The Expert Committee Recommendations on the Assessment, Prevention, and Treatment of d Every infant should have an evaluation within 3 to 5 days of birth and within 48 to 72 hours after discharge from the hospital, http://pediatrics.aappublications.org/cgi/content/full/119/1/152]. Child and Adolescent Overweight and Obesity.” Supplement toPediatrics. In press. to include evaluation for feeding and jaundice. Breastfeeding infants should receive formal breastfeeding evaluation, encour- j At each visit, age-appropriate physical examination is essential, with infant totally unclothed, older child undressed and suit- s All sexually active patients should be screened for sexually transmitted infections (STIs). agement, and instruction as recommended in AAP statement “Breastfeeding and the Use of Human Milk” (2005) [URL: ably draped. t All sexually active girls should have screening for cervical dysplasia as part of a pelvic examination beginning within 3 years http://aappolicy.aappublications.org/cgi/content/full/pediatrics;115/2/496]. For newborns discharged in less than 48 hours k These may be modified, depending on entry point into schedule and individual need. of onset of sexual activity or age 21 (whichever comes first). after delivery, the infant must be examined within 48 hours of discharge per AAP statement “Hospital Stay for Healthy Term l Newborn metabolic and hemoglobinopathy screening should be done according to state law. Results should be reviewed at u Referral to dental home, if available. Otherwise, administer oral health risk assessment. If the primary water source is defi- Newborns” (2004) [URL: http://aappolicy.aappublications.org/cgi/content/full/pediatrics;113/5/1434]. visits and appropriate retesting or referral done as needed. cient in fluoride, consider oral fluoride supplementation. e Blood pressure measurement in infants and children with specific risk conditions should be performed at visits before age 3 m Schedules per the Committee on Infectious Diseases, published annually in the January issue ofPediatrics. Every visit v At the visits for 3 years and 6 years of age, it should be determined whether the patient has a dental home. If the patient years. should be an opportunity to update and complete a child’s immunizations. does not have a dental home, a referral should be made to one. If the primary water source is deficient in fluoride, consider f If the patient is uncooperative, rescreen within 6 months per AAP statement “Eye Examination and Vision Screening in n See AAP Pediatric Nutrition Handbook,5th Edition (2003) for a discussion of universal and selective screening options. See oral fluoride supplementation. Infants, Children, and Young Adults” (1996) [URL: http://aappolicy.aappublications.org/cgi/reprint/pediatrics;98/1/153.pdf]. also Recommendations to prevent and control iron deficiency in the United States.MMWR Recomm Rep.1998;47(RR-3):1–36. w Refer to the specific guidance by age as listed in Bright Futures Guidelines. (Hagan JF, Shaw JS, Duncan PM, eds.Bright g All newborns should be screened per AAP statement “Year 2000 Position Statement: Principles and Guidelines for Early o For children at risk of lead exposure, consult the AAP statement “Lead Exposure in Children: Prevention, Detection, and Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents.3rd ed. Elk Grove Village, IL: American Hearing Detection and Intervention Programs ” (2000) [URL: http://aappolicy.aappublications.org/cgi/content/full/ Management” (2005) [URL: http://aappolicy.aappublications.org/cgi/content/full/pediatrics;116/4/1036]. Additionally, screen- Academy of Pediatrics; 2008.) ing should be done in accordance with state law where applicable.
●= to be performed = risk assessment to be performed, with appropriate action to follow, if positive ● = range during which a service may be provided, with the symbol indicating the preferred age Birth to 36 months: Girls NAME Length-for-age and Weight-for-age percentiles RECORD #
Birth 3 96 12 15 18 21 24 27 30 33 36 cm cm in AGE (MONTHS) in 41 41 L 40 40 E 100 95 100 39 90 39 N G 38 75 38 95 95 T 37 50 37 H 36 25 36 90 90 35 10 35 5 34 85 33 32 38 80 17 31 95 L 30 36 E 75 90 16 29 N 34 28 G 70 15 T 75 27 32 H 26 65 14 25 50 30 W E 24 60 13 I 23 25 28 G 22 55 12 H 10 26 21 5 T 20 50 11 24 19 18 45 10 22 17 16 40 9 20 15 8 18
16 16 7 AGE (MONTHS) kg lb 12 15 18 21 24 27 30 33 36 14 6 Mother’s Stature Gestational W Father’s Stature Age: Weeks Comment E 12 Date Age Weight Length Head Circ. I 5 Birth G 10 H 4 T 8 3 6 2 lb kg Birth 3 96 Published May 30, 2000 (modified 4/20/01). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 3 Birth to 36 months: Girls Head circumference-for-age and NAME Weight-for-length percentiles RECORD #
Birth 3 96 12 15 18 21 24 27 30 33 36 in cm cm in H AGE (MONTHS) E 52 52 A D 95 20 90 20 50 50 C 75 I R H 50 19 48 48 19 C E 25 U A 10 M D 18 46 5 46 18 F E C R 44 44 E I 17 17 N R C C 42 42 E U 16 M 40 50 F 22 48 E 15 21 R 38 46 E 20 44 N 36 14 19 42 C 95 18 40 E 34 90 38 13 17 75 36 32 16 50 34 15 12 25 32 30 10 14 5 30 W 13 28 E 12 I 26 G 24 11 11 24 H 22 10 10 22 T 20 9 9 20 18 8 8 18 16 16 W 7 7 14 14 E 6 6 I 1214 12 G 5 5 10 kg lb H 4 LENGTH T 8 cm 3 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98100 6 41403938373536343332313029282726 in 2 4 Date Age Weight Length Head Circ. Comment 2 1 lb kg cm 46 48 50 52 54 56 58 60 62 in 24232221201918
Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 4 Birth to 36 months: Boys NAME Length-for-age and Weight-for-age percentiles RECORD #
Birth 3 96 12 15 18 21 24 27 30 33 36 cm cm in AGE (MONTHS) in 41 41 L 40 95 40 E 100 90 100 39 39 N 75 38 38 G 95 50 95 T 37 37 H 25 36 36 90 10 90 35 5 35 34 85 33 32 38 80 95 17 31 L 30 90 36 E 75 16 29 N 34 28 75 G 70 15 T 27 32 H 26 50 65 14 25 30 W E 24 60 25 13 23 28 I 10 G 22 55 12 H 5 26 21 T 20 50 11 24 19 18 45 10 22 17 16 40 9 20 15 8 18
16 16 7 AGE (MONTHS) kg lb 12 15 18 21 24 27 30 33 36 14 6 Mother’s Stature Gestational W Father’s Stature Age: Weeks Comment E 12 Date Age Weight Length Head Circ. I 5 Birth G 10 H 4 T 8 3 6 2 lb kg Birth 3 96 Published May 30, 2000 (modified 4/20/01). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 5 Birth to 36 months: Boys Head circumference-for-age and NAME Weight-for-length percentiles RECORD #
Birth 3 96 12 15 18 21 24 27 30 33 36 in cm cm in H AGE (MONTHS) E 52 95 52 A 90 D 20 75 20 C 50 50 50 I R H 25 19 48 48 19 C E 10 U A 5 M D 18 46 46 18 F E C R 44 44 E I 17 17 N R C C 42 42 E U 16 M 40 50 F 22 48 E 15 21 R 38 46 E 20 44 N 36 14 19 42 C 95 18 40 E 34 90 38 13 17 75 36 32 16 50 34 12 25 15 10 32 30 14 5 30 W 13 28 E 12 I 26 G 24 11 11 24 H 22 10 10 22 T 20 9 9 20 18 8 8 18 16 16 W 7 7 14 14 E 6 6 I 1214 12 G 5 5 10 kg lb H 4 LENGTH T 8 cm 3 64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98100 6 41403938373536343332313029282726 in 2 4 Date Age Weight Length Head Circ. Comment 2 1 lb kg cm 46 48 50 52 54 56 58 60 62 in 24232221201918
Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 6 NAME Weight-for-stature percentiles: Girls RECORD #
Date Age Weight Stature Comments kg lb 76 34 33 72 32
31 68 30 29 64 28 lb kg 27 60 95 26 26 56 56 25 90 25
24 85 24 52 52 23 75 23
48 22 22 48 50 21 21
44 20 25 20 44 19 10 19 5 40 18 18 40 17 17 36 36 16 16 15 15 32 32 14 14 13 13 28 28 12 12
24 11 11 24 10 10 20 9 9 20 8 8 lb kg STATURE kg lb cm 80 85 90 95 100 105 110 115 120
in 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47
Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 7 2 to 20 years: Girls NAME Stature-for-age and Weight-for-age percentiles RECORD #
12 13 14 15 16 17 18 19 20 Mother’s Stature Father’s Stature cm in AGE (YEARS) Date Age Weight Stature BMI* 76 190 74 185 72 S 180 T 70 A 95 175 T 90 68 U 170 R 75 66 E in cm 3 4 5 6 7 8 9 10 11 165 50 64 160 25 160 62 62 155 10 155 60 5 60 150 150 58 145 56 140 105 230 54 S 135 100 220 T 52 210 A 130 95 50 T 125 90 200 U 48 190 R 120 85 E 46 95 180 115 80 44 170 110 90 75 42 160 105 70 150 W 40 75 100 65 140 E 38 I 95 60 50 130 G 36 90 55 120 H 25 T 34 85 50 110 10 32 80 5 45 100 30 40 90 80 35 35 80 70 70 W 30 30 E 60 60 I 25 25 G 50 50 20 20 H 40 40 T 15 15 30 30 10 10 lb kg AGE (YEARS) kg lb 234 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Published May 30, 2000 (modified 11/21/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 8 2 to 20 years: Girls NAME Body mass index-for-age percentiles RECORD #
Date Age Weight Stature BMI* Comments BMI
35
34
33
32
95 31 30
29
BMI 28 90 27 27
26 85 26
25 25
24 75 24
23 23
22 22 50 21 21
20 20 25 19 19 10 18 18 5 17 17
16 16
15 15
14 14
13 13
12 12
kg/m2 AGE (YEARS) kg/m2 2 3 54 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 9 NAME 2 to 20 years: Boys NAME Weight-for-stature percentiles: Boys RECORD # Stature-for-age and Weight-for-age percentiles RECORD #
Date Age Weight Stature Comments kg lb 12 13 14 15 16 17 18 19 20 76 Mother’s Stature Father’s Stature cm in 34 AGE (YEARS) Date Age Weight Stature BMI* 76 33 190 72 95 74 32 90 185 72 S 75 180 T 31 68 50 70 A 30 175 T 25 68 U 29 64 170 R 10 66 E 28 in cm 3 4 5 6 7 8 9 10 11 5 165 64 lb kg 27 60 160 160 62 62 95 155 155 26 26 S 56 56 60 60 25 25 T 150 150 90 A 58 145 24 85 24 T 52 52 U 56 140 105 230 23 23 R 75 54 E 135 100 220 48 22 22 48 50 52 210 21 21 130 95 95 25 50 200 44 20 20 44 125 90 10 48 90 190 19 5 19 120 85 46 180 40 40 115 80 18 18 75 44 170 17 17 110 75 42 160 36 36 105 50 70 16 16 150 40 W 100 65 E 15 15 25 140 38 I 32 32 95 60 14 14 10 130 G 36 5 H 13 13 90 55 120 28 28 T 34 85 110 12 12 50 32 80 45 100 24 11 11 24 30 40 90 10 10 80 35 35 80 20 9 9 20 70 70 W 30 30 8 8 E 60 60 lb kg STATURE kg lb I 25 25 G 50 50 20 20 cm 80 85 90 95 100 105 110 115 120 H 40 40 T 15 15 in 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 30 30 10 10 lb kg AGE (YEARS) kg lb Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with 234 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 the National Center for Chronic Disease Prevention and Health Promotion (2000). Published May 30, 2000 (modified 11/21/00). http://www.cdc.gov/growthcharts SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 10 Florida’s Early Learning and Developmental Standards Appendix B 11 2 to2 20 to 20years: years: Boys Boys NAMENAME StatureStature-for-age-for-age and andWeight-for-ageWeight-for-age percentiles percentiles RECORDRECORD # #
1212 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 Mother’sMother’s Stature Stature Father’sFather’s Stature Stature cm cmin in AGEAGE (YEARS) (YEARS) Date Date AgeAge Weight Weight Stature Stature BMI* BMI* 76 76 190190 95 95 74 74 90 90 185 185 S S 75 72 72 75 180180 T T 50 50 70 70A A 175175 T T 25 25 68 68U U 170170 R R 10 10 66 66 E E in incm cm 3 344 5 5 6 6 7 7 8 8 9 910 1011 11 5 1655 165 64 64 160160 160160 62 62 62 62 155155 155155 S S60 60 60 60 T T 150150 150150 A A58 58 T T 145145 U U56 56 140140 105105230230 R R 54 54 E E 135135 100100220220 52 52 130130 95 9595 95210210 50 50 125125 90 90200200 90 48 48 90 190190 120120 85 85 46 46 180180 115115 80 80 75 75 44 44 170170 110110 75 75 160 42 42 160 105105 50 5070 70 150150 40 40 W W 100100 65 65 E E 25 25 140140 38 38 I I 95 95 60 60 10 10 130130G G 36 36 90 90 5 555 55120120H H T 34 T 34 85 85 50 50110110 32 32 80 80 45 45100100 30 30 40 4090 90 80 80 80 35 35 35 3580 70 70 70 70 W W 30 30 30 30 E E60 60 60 60 I I 25 25 25 25 G G50 50 50 50 20 20 20 20 H H40 40 40 40 T T 15 15 15 15 30 30 30 30 10 10 10 10 lb lbkg kg AGEAGE (YEARS) (YEARS) kg kglb lb 232344 5 5 6 6 7 7 8 8 9 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 PublishedPublished May 30, May 2000 30, (modified 2000 (modified 11/21/00). 11/21/00). SOURCE:SOURCE: Developed Developed by the b Nationaly the National Center Center for Health for Health Statistics Statistics in collaboration in collaboration with with the Nationalthe National Center Center for Chronic for Chronic Disease Disease Prevention Prevention and Health and Health Promotion Promotion(2000).(2000). http://www.cdc.gov/growthchartshttp://www.cdc.gov/growthcharts
Florida’sFlorida’s Early Early Learning Learning and Developmentaland Developmental Standards Standards AppendixAppendix B 11 B 11 2 to 20 years: Boys NAME Body mass index-for-age percentiles RECORD #
Date Age Weight Stature BMI* Comments BMI
35
34
33
32
31
30 95 29
BMI 28 90 27 27 26 85 26
25 25 75 24 24
23 23 50 22 22
21 21 25 20 20 10 19 19 5 18 18
17 17
16 16
15 15
14 14
13 13
12 12
kg/m2 AGE (YEARS) kg/m2 2 3 54 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Published May 30, 2000 (modified 10/16/00). SOURCE: Developed by the National Center for Health Statistics in collaboration with the National Center for Chronic Disease Prevention and Health Promotion (2000). http://www.cdc.gov/growthcharts
Florida’s Early Learning and Developmental Standards Appendix B 12 GLOSSARY Florida Birth to Five Early Learning and Developmental Standards
Agency for Workforce Innovation: The state agency in Florida responsible for administering the School Readiness, Voluntary Pre Kindergarten and Child Care Resource and Referral programs
Approaches to Learning: The multiple ways in which young children engage in acquiring and using information and skills to solve problems and engage in reciprocal relationships
Attribute: A quality, property, or characteristic of somebody or something
Caregiver: A person who provides direct care for children in an early learning setting, such as a home, early learning program or other environment; can include formal caregivers such as teachers and other adults such as parents or relatives
Child Assessment: A process of gathering and describing or quantifying information across all domains about young children’s development, based on an understanding of developmental expectations and research, and using findings to inform families, services, and practices
Child Screening: A procedure that is designed to identify only those children who may need a more intensive assessment of potential developmental delays
Cognitive: Thinking activity; conscious intellectual activity
Cognitive Development: The process by which young children build upon previous learning and experiences, scan their immediate environments, seek additional information, and then solve problems and challenges that they encounter in their everyday interactions with people and objects
Competency: Ability; the ability to do something, especially measured against a standard
Concept and Memory: The capacity of young children to learn about the differences and similarities among objects, people and situations, and to use that information in their exploration of new environments
Congenital: Existing at birth
Creative Arts: The expression and representation of each child’s unique world through music, art, movement and dance
Creativity and Inventiveness: The capacity of young children to use alternate and new strategies to explore their worlds and to solve problems
Florida’s Early Learning and Developmental Standards Glossary 1 Culture: The customary beliefs, social forms, and material traits of a racial, religious, or social group
Curriculum: Everything a child experiences in an early learning program, including social interactions, learning experiences and routines; curriculum (a) has multiple components, such as goals, content, and instructional practices, and (b) is influenced by many factors, including society’s values, content standards, accountability systems, research findings, community expectations, culture and language, and individual children’s characteristics
Developmental Assessment: Either an informal or a structured evaluation of a child’s growth in the areas of physical, language, intellectual, social, and emotional development
Developmental Screening: A short, quick procedure designed to identify children who might need to be referred for more intensive evaluation of potential developmental delays
Developmentally Appropriate Practice: The provision of learning opportunities designed to encourage the practice of newly-acquired skills while offering challenges just beyond young children’s current mastery level, and doing so in a safe, nurturing environment
Domain: An area of development or knowledge
Diversity: The inclusion of different people (as people of different races or cultures) in a group or organization
Eagerness and Curiosity: The capacity of young children to explore situations and people that is unfamiliar
Early Reading: The development of young children’s vocabulary knowledge, phonological and print awareness, and love of literature through a variety of print and audio materials and experiences
Early Writing: The development of young children’s capacity to represent their ideas and feelings on paper through a variety of experiences utilizing writing implements
Environment: The world around us including our physical surroundings and the people we interact with
Emerging: Coming about slowly; showing up a little at a time
Exploration and Discovery: The capacity of young children to use their prior learning and new skills to make sense of situations, events and relationships
Expressive language: What children can say to communicate with others, progressing from coos and gurgles to words and sentences; includes sign and gesture in children with limited speech abilities
Family: A group of individuals living together
Florida’s Early Learning and Developmental Standards Glossary 2 Fine motor skills: Abilities using the small muscles of the hands; activities using these skills include grasping toys, picking up or holding food, connecting links, lacing, drawing, crushing paper and cutting
General Knowledge: The accumulation of information about people, objects and situations, facilitating growth of young children’s problem-solving and daily interaction skills
Genetic: Caused by, or controlled by genes
Gross motor skills: Abilities using large muscles of the arms, legs and torso: activities using these skills include crawling, pulling up, walking, running, jumping, pedaling, throwing and dancing
Health: A term that encompasses young children’s physical, dental, auditory, visual and nutritional development and well-being
Initiate: To make something happen
Inventiveness: Children’s ability to make discoveries and explore ideas, objects, and materials
Language and Communication: The growth of young children’s capacity to gather and share information through verbal and written communications with others
Mathematical Thinking: The capacity of young children to identify spatial, temporal, and numerical relationships among objects and among people, and to use that information to better understand their world
Milestone: A significant point in development
Persistence: A child’s ability to stick with a task for a time, sometimes employing creative methods to solve problems, such as fitting a puzzle piece into its place, without giving up easily
Phonological awareness: The ability to hear and discriminate the sounds of language
Physical Development: The growth of young children’s gross and fine motor and self-help skills, as well as their physical, dental and nutritional growth
Physiological: Having to do with a child’s healthy or normal body functions
Pincer grasp: Take hold of something using the finger and thumb
Planning and Reflection: The capacity of young children to think about their actions before initiating an event, and to evaluate the results of their behaviors
Florida’s Early Learning and Developmental Standards Glossary 3 Problem-Solving and Creative Expression: The capacity of young children to use current knowledge and skills to gain information, interpret their surroundings, and to try out multiple solutions to challenges they are facing in their environments
Prosocial: Behaviors that are helpful, caring and respectful of others; skills that enable children to engage positively with others, understand themselves and others better, and express and understand emotions
Receptive language: What children can hear and understand; includes understanding sign language and gestures in children with limited hearing
Scientific Thinking: The capacity of young children to ask questions, develop hypotheses, test the predictions, and evaluate the results
Self-concept: A child’s understanding of who they are in the world, including their personality traits, what they are good at, and how they relate to others
Self-regulation: A child’s ability to gain control of bodily functions, manage powerful emotions, and maintain focus and attention
Self-help: A child’s ability to accomplish health and self-care routines, such as dressing, washing hands, and toileting, with or without help from an adult
Seriation: Grouping things based on a single attribute, for example lining up counting bears from smallest to largest
Social-Emotional Development: The growth of young children’s capacity to form and maintain positive and productive relationships with others, and to understand and value their own abilities and uniqueness
Social Studies: The capacity of young children to identify family roles and relationships, understand how groups function, and to use social information in their daily interactions with others
Standard: An expectation regarding a skill or knowledge level that a young child will exhibit based on study and research of a child population group
Tactile: Relating to the sense of touch
Temperament: Habitual mode of emotional response
Florida’s Early Learning and Developmental Standards Glossary 4 The Florida Early Learning and Developmental Standards were created by using multiple resources, of which, one was the Alaska Guidelines. It is important to note that Alaska Guidelines were adapted from the Washington State Guidelines and were revised by Alaskans to meet the unique concerns of children their State. We wish to acknowledge the work of Alaska and Washington State. Specifically, for Washington State, we want to thank The WA State Department of Early Learning, the Office of Superintendent of Public Instruction, Washington State Core Interagency Team and Dr. Sharon Lynn Kagan and her team at Columbia University for providing the basis for the Alaska Early Learning Guidelines which greatly influenced Florida’s guidelines.