2013

New Jersey Birth to Three Early Learning Standards

New Jersey Council for Young Children Adopted/Adapted with permission from Early Childhood Indicators of Progress: Minnesota’s Early Learning Guidelines for Birth to Three

TABLE OF CONTENTS

Background and Acknowledgements ...... 2 Committee ...... 3 Introduction...... 4 Domains and Components ...... 9 Overview and Definitions ...... 10 Domain I: Social and Emotional Development ...... 11 Components: Trust and Emotional Security ...... 1 Self-Awareness ...... 15 Self-Regulation ...... 17 Relationships with Peers and Adults ...... 19

Domain II: Approaches to Learning ...... 21 Components: Curiosity ...... 23 Persistence ...... 25 Creativity ...... 27 Initiative ...... 29

Domain III: Language Development and Communication...... 31 Components: Listening and Understanding ...... 33 Communicating and Speaking ...... 35 Emergent Literacy...... 37

Domain IV: Cognitive Development ...... 39 Components: Exploration and Discovery...... 41 Memory ...... 43 Problem Solving ...... 45 Imitation and Symbolic Play ...... 47

Domain V: Physical and Motor Development...... 49 Components: Gross Motor Development...... 51 Fine Motor Development ...... 53 Physical Health and Well-Being ...... 55

Summary of Indicators ...... 57 Developmental Concerns ...... 59 References and Resources...... 61

New Jersey Birth to Three Early Learning Standards Background and Acknowledgements

The New Jersey Council for Young Children was established in January 2010 to ensure collaboration and coordination among early childhood programs in the State of New Jersey. The Birth-to-Eight Early Learning and Development Standards Committee of the Council has responsibility for the development of a coherent set of early learning and development and program standards that address all areas of development for ages birth through eight that will lead to positive outcomes for infants, young children and their families.

As its first task, the Committeebeganthe processof developing Birth to Three Early Learning Standards by conducting extensive research of state early learning guidelines/standards. A number of states’ infant and toddler early learning guidelines/standards were reviewed and evaluated using a rubric designed to assess how well each met essential research-based criteria identified by the Committee. As a result of this process, the Committee, with the approval of theCouncil,requestedpermissiontoadopt/adapttheEarlyChildhoodIndicatorsofProgress: the Minnesota’s Early Learning Guidelines for Birth to Three as New Jersey’s Birth-to-Three Early Learning Standards. We gratefully acknowledge the Minnesota Department of Human Services for granting us permission to use, adopt and adapt their strategic work.

The Committee entered into a partnership with the national ZERO TO THREE organization for technical assistance to support the work of the Committee. The Committee also identified a consultant to facilitate the revision of the Early Childhood Indicators of Progress: the Minnesota’s Early Learning Guidelines for Birth to Three. Dr. Gail Roberts, who served as a consultant and author for Minnesota Early Learning Guidelines, was engaged as a consultant to work with the Committee.

A field review of a draft version of the New Jersey Birth to Three Early Learning Standards was coordinated by Dr. Keri Giordano and conducted during May through August 2012. The involvement, feedback and contributions of many individuals and groups throughout the state are gratefully acknowledged.

The following members of the Committee have given generously of their time, knowledge and experience for the success of this project.

2 New Jersey Birth to Three Early Learning Standards Early Learning and Development Standards Committee

Laura C. Morana – Chairperson, Red Bank Borough Schools, NJ Council for Young Children; Arlene Martin – Co-Chairperson, Professional Impact New Jersey and Kean University;DianaAutin,StatewideParentAdvocacyNetwork; AmandaBlagman,Advocates for Children of New Jersey (ACNJ); Elaine Bogoloff and Cathy Joseph, NJ Department of Children and Families, Office of Licensing; Terri Buccarelli, Coalition of Infant/Toddler Educators; Nezzie DeFrank, Professional Impact New Jersey; Linda Gillespie, ZERO TO THREE Organization; Keri Giordano, Early Childhood Specialist; Michelle Keenan, Beachwood Nursery School; Barbara Kiley, Coalition of Infant/Toddler Educators and NJ Council for Young Children; Sonja de Groot Kim, Kean University; Shonda Laurel, NJ Department of Human Services/DFD, NJ Council for Young Children; LisaLockwood, New Jersey Association for the Education of Young Children and NJ Council for Young Children; Beverly Lynn, Programs for Parents, Inc. and NJ First Steps – Northern Region; Peter Mangione, National Expert Reviewer; Karen Melzer, NJ Department of Health, Early Intervention System; Pat Mennuti, Community Coordinated Child Care; Kathleen Mulrooney, ZERO TO THREE Organization; Barbara Pittman, Family Child Care Provider; Kathleen Priestley, Advocates for Children of New Jersey; Alice Rose, McGuire Air Force and NJ Council for Young Children; VeronicaRay, NJ Head Start Association and NJ Council for Young Children; StacySalley-Proctor, Programs for Parents, Inc. and NJ First Steps – Northern Region;JenniferSantana,Early Head Start and Coalition of Infant/Toddler Educators; Meg Saunders, Lakewood Economic Action Program; Catherine Scott-Little, NationalExpertReviewer;DianneStetson,ZEROTOTHREEOrganization;LorriSullivan, Youth Consultation Services Institute for Infants and Preschool Mental Health; Elmoria Thomas, Southern Regional Child Care Resource Center/EIRC and NJ First Steps – Southern Region; Lynn Troianelli, Community Coordinated Child Care and NJ First Steps - Central Region; Joann Vesay, Rider University; Robin Wilkins, NJ Department of Education, Division of Early Childhood and NJ Council for Young Children, Project Director; SuzanneWilliamson, Coalition of Infant/Toddler Educators and Monday Morning, Inc. 3 Introduction The years from birth to three are the most important years of a child’s development as it is the period of greatest change and growth in life. Development during these early years occurs within the context of caring and nurturing relationships. These years also provide the foundation for the behaviors, skills and competencies that support lifelong learning and development.

Infant and toddler learning and development are nurtured and supported in a variety of settings, including: • children’s homes; • family, friend and neighbor homes; • family child care homes; • child care, Early Head Start and Head Start centers; and • early intervention programs.

The New Jersey Birth to Three Early Learning Standards provide families, child care providers, early childhood teachers, institutions of higher learning, community members and policy makers with research-based information to support the best learning and development for infants and toddlers.

Purpose and Goals

The New Jersey Birth to Three Early Learning Standards provide a common framework for understanding and communicating developmentally appropriate expectations for infants and toddlers. These standards are based on research about what children should know (understand) and do (competencies and skills) in different domains of learning and development.

The document was developed with three goals in mind:

1.To provide information which families and other caregivers can use to better understand develop- mentally appropriate expectations for infants and toddlers and support learning and development in those areas.

2.To promote healthy child growth and development, high quality child care and early childhood education for all children birth to three, including infants and toddlers with special needs and those learning a home language other than English.

3.To provide a common framework for those who are providing services to benefit families with infants and toddlers. 4 Guiding Principles

The following Guiding Principles informed the development of the New Jersey Birth to Three Early Learning Standards:

1. Infantsandtoddlersdevelopinthecontextoftheirfamilies,cultures andcommunities. Each child is unique with his/her own temperament and rate of development. Development is influenced by many different factors, including physical and emotional health and well being, nutrition, sensitive and responsive caregiving and the quality of their environment. Culture enriches family life and is a significant contributor to the ways development is supported in families and communities.

2. Nurturing and responsive caregiving helps infants and toddlers develop secure and trusting relationships. Infants and toddlers with secure and trusting relationships with adults and peers are better able to learn, play and grow. Infants and toddlers are active learners who learn through play, interaction with others and active exploration of their environment.

3. Theyearsfrombirthtothreerepresentaperiodofrapidgrowthanddevelopmentand are critical for the healthy development of young children. Development begins prenatally and learning during the first three years provides the foundation for school readiness and success in school and life. Positive early experiences can help reduce developmental delays and foster optimal growth and development.

4. Multipleabilitiesandskillsaredevelopingsimultaneouslyinachild’sfirstthreeyears of life. As these abilities and skills emerge, each affects the development of the others. For example, growth in an infant’s ability to remember affects how he/she responds to new people. Any single behavior we observe may involve multiple aspects of development. Development of the whole child requires maximizing potential across all domains.

5. Individual children vary considerably in achieving developmental milestones. Chronological age alone is not a good measure of a child’s development because the many influences on development result in a wide age range of “normal” or “typical” development. Children who do have special needs can be identified and referred to early intervention services to increase and enhance their ability to achieve these developmental expectations. 5 Infant and Toddler Developmental Period

The New Jersey Birth to Three Early Learning Standards are intended as a framework for supporting the growth and development of very young children in the age period of birth to three years. The indicators, examples and strategies are based on widely held developmental expectations observed in infants and toddlers at different ages within the infancy to three-year period. This period is separated into four age groups that make the standards more user-friendly and correspond to shifts or transitions in development. Young infants between the ages of birth to 9 months are in a stage of very rapid development that includes the integration of sensory, motor, social/emotional, language and cognitive systems. Babies at this age need the emotional security that comes from close relationships with primary caregivers. Older infants are infants between the ages of 8 months to 18 months whose increased ability to explore and move greatly affects their interactions with their social and physical environments. Infants at this age eagerly explore their surroundings but need familiar and trusted adults as a secure base of support. Young toddlers between the ages of 16 months to 26 months have an increased ability to influence their environments in many ways, including the increased use of verbal language and physical actions to obtain more of the things they need or want, which in turn enhances their development in other areas. Older Toddlers between the ages of 24 to 36 months are seeking new ways to increase their assertiveness and independence while also receiving reassurance and support from others who share in their adventures. It is important to emphasize that the developmental needs of older toddlers are distinct from those of preschool-age children.

Young Infants Older Infants Young Toddlers Older Toddlers Birthto9months 8 to 18 months 16 to 26 months 24 to 36 months

The overlapping of age groups reflects both the impact of individual differences in the rate of development and the most current research and understanding of how infants and toddlers grow and develop. Overlapping age groups convey the message that there is a wide range for when children meet developmental milestones. For example, the age range for walking is 9 to 15 months, meaning both the child who walks at 9 months and the child who doesn’t walk until 15 months are still considered to be within the “normal” or “typical” developmental range.

6 Cultural, Linguistic and Individual Differences Development progresses differently for each individual child. Children are influenced by their experiences within the family’s cultural values and practices and the diverse composition of their community. The family provides the primary context for interaction with others, for early learning experiences and for entrance into the broader world, especially for very young children.

The New Jersey Birth to Three Early Learning Standards are intended to be used to support culturally appropriate family practices. Early care and education programs and staff must respect and support the family’s home language and cultural practices. Although young children develop in generally similar stages, their individual experiences within their families contribute to greatly diverse patterns of behavior and learning. Such individual differences are normal and must be respected in order to foster positive concepts of self and self-worth in infants and toddlers.

The New Jersey Birth to Three Early Learning Standards must also be understood and applied to young children growing up in various family circumstances such as infants and toddlers in military families, migrant families and young children in the child welfare system. These and other specific family situations provide young children with unique supports and also many challenges that early care and education providers can meet by providing sensitive and responsive relationships and learning experiences.

Children with Special Needs

The New Jersey Birth to Three Early Learning Standards are intended to be used with young children showing either typical or atypical development. All infants and toddlers, including those with special needs, make progress on the skills, behaviors and concepts that are described by the indicators. There are individual variations that are impacted by genetic differences and individual life experiences. Families and early childhood professionals can use the standards to guide individualized planning and for developing strategies that support the optimal development of all children including those with special needs.

Information about developmental concerns and resources for families and other caregivers who have questions or concerns about a child’s development are given at the end of the document.

7 Early Learning and Development Standards: What they are and are not

The New Jersey Birth to Three Early Learning Standards are a resource to support the learning and development of infants and toddlers and to enhance the quality of their early care and education. The framework also provides strategies families, other caregivers and teachers can use to support learning in developmentally appropriate ways. The standards are not intended to be a curriculum or an assessment tool. Instead, the standards identify the best ways to support quality curriculum, instruction and assessment in early care and education programs.

The standards are intended to reflect widely accepted, research-based expectations for learning for children from birth to three. The indicators, examples and suggested strategies can assist caregivers in being responsive to the individual needs of young children. The standards provide information and support for the adults who care for infants and toddlers about what and how young children are learning and reflect the natural progression of skills, concepts and behaviors in the first three years of life. They provide realistic expectations for different ages and stages of development while allowing for individual differences in the rate and pattern of development. Finally, the standards reflect the importance of adult-child interactions and relationships that support the development of a child’s cultural identity within the context of their family and community.

Organization and Structure of the Document

The New Jersey Birth to Three Early Learning Standards are divided into five domains that reflect the full range of child development: • Social and Emotional Development • Approaches to Learning • Language Development and Communication • Cognitive Development • Physical and Motor Development Each domain of development is related to and influences the others. A description and purpose statementisgivenforeachdomainalongwithdefinitionsofsomeofthekeytermsassociatedwiththe domain. The domains are further divided into components that designate important areas of infant and toddler development within each domain. Indicators of progress for infants and toddlers in gaining competencies, knowledge, skills and behaviors are then specified within each component.

ExamplesandStrategiesthatcaregiverscanusetofacilitateinfantandtoddlerdevelopmentarelisted for each of the components within the domains. Caregiver in the examples and strategies refers to parents, close family members, child care providers, teachers and other primary adults in children’s lives. The examples and strategies are not intended to be all-inclusive or an exhaustive list, but rather provide further clarification of indicators and suggest strategies and play and learning activities that will enhance infant and toddler development. Not every child exhibits the behavior described in each example, but rather will demonstrate individual variations with similar behaviors. CaseStudies help to illustrate the application of the indicators in everyday situations. Multiple domains, components and indicators may be represented in each case study.

8 Domains and Components

DOMAIN I: Social and Emotional Development Components: Trust and Emotional Security Self-Awareness Self-Regulation Relationships with Peers and Adults DOMAIN II: Approaches To Learning Components: Curiosity Persistence Creativity Initiative DOMAIN III: Language Development and Communication Components: Listening and Understanding Communicating and Speaking Emergent Literacy DOMAIN IV: Cognitive Development Components: Exploration and Discovery Memory Problem Solving Imitation and Symbolic Play

DOMAIN V: Physical and Motor Development Components: Gross Motor Development Fine Motor Development Physical Health and Well-being

9 Overview and Definitions A DOMAIN is a major area of DOMAIN I: development. Social and Emotional Development A COMPONENT is a subpart Components: Trust and Emotional Security of each domain. INDICATORS define expecta- INDICATORS of • Engages in behaviors that build relationships with tions for a specific, observable developing trust familiar adults outcome for the child. and emotional • Shows preference for familiar adults security • Reacts to unfamiliar adults • Seeks ways to find comfort in new situations • Shows emotional connection and attachment to others FOUR AGE GROUPSareused: Examples of behaviors that show development of trust and Young Infants, Older Infants, emotional security Young Toddlers, and Older Toddlers.

Young Infants Older Infants Young Toddlers Older Toddlers EXAMPLES are used to guide (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) families, other caregivers and Follows movement Cries when left with Says “Hi” or “Bye- Seeks adult help in teachers in the interpretation and of caregiver about a new caregiver, but bye,” smiles or challenging application of the indicators. the room with may respond to waves when familiar situations or with Examples are listed in a his/her eyes. soothing words, people enter or difficult tasks. progressive order within each age holding and other leave the room. group. forms of comfort. CAREGIVER STRATEGIES to Some Caregiver Strategies for promoting trust and facilitate infant and toddler emotional security development are given for the components and indicators for each of the four age groups. Some strategies may apply across Young Infants Older Infants Young Toddlers Older Toddlers the age range and others are more (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) specific for each age group. Respond to baby’s Greet baby, pick up Talk with toddler Name familiar messages and cues baby, hold baby about where you are people in photos and to determine close and exchange going and when you talk about who they baby’s needs and hugs to provide will return. are, where they are continue to try comfort and and what they are other responses reassurance. doing. until baby is calmed or soothed.

CAREGIVER in the examples and strategies refers to parents, close family members, guardians, child care providers, teachers and other primary adults in the child’s life. CASE STUDIES illustrate the domains, components and indicators using everyday family and child experiences. Multiple domains, components and indicators may be represented in each case study. 10 DOMAIN I: Social and Emotional Development

he social and emotional domain includes the development of trust and emotional security, self-awareness, self-regulation and the beginning of relationships with adults and other T children. The healthy development of social and emotional competence greatly affects the development of skills and abilities in all the other domains. The sense of trust and emotional security that children develop during infancy shapes their interactions and relationships with others throughout their lives. The development of self-regulation allows infants and toddlers to begin to manage their emotions and reactions in a variety of situations and affects their ability to pay attention to people, events and the environment. Caregivers should keep in mind cultural differences in expectations for some social behaviors such as showing self-reliance or expressing emotion in their discussions with families. Purpose: To develop relationships with others based on trust and emotional security. 11 Components: Trust and Emotional Security DOMAIN I: Self-Awareness Social and Emotional Self-Regulation Development Relationships with Peers and Adults

Case Study Examples

YOUNG INFANT Trust and Emotional Security (Birth to 9 months) Ariel, age 3 months, spends a lot of time staring at her mother’s face. She especially looks at her eyes and mouth. Ariel sometimes reaches toward her mother’s face or hands. When Ariel’s mother talks to her, she quiets her body, listens intently and sometimes smiles. Mom sings familiar songs from her own childhood to Ariel, especially when she is putting her to sleep. Mom is consistent in responding to Ariel’s needs for attention as well as for food and rest. She shares Ariel’s care with Ariel’s father and grandmother. Together they nurture Ariel and help her feel safe and secure.

Self-Regulation OLDER INFANT Jose and his father have established some fun routines that (8 to 18 months) they look forward to each day. Jose, age 11 months, often initiates the pat-a-cake game his father has taught him. He often looks to his father to see if he is watching him. Now his father imitates him and cheers him along and encourages him to share his game with other children and adults. Jose and his father also have a favorite bedtime routine where Jose brings a book for Papa and him to look at before bed. When Jose takes a nap he sometimes snuggles with a blanket and a book as he falls asleep.

YOUNG TODDLER Self-Awareness (16 to 26 months) Katy, age 18 months, has just met her new baby cousin, Laura. While her mother holds the baby, Katy pokes with her finger at the baby’s tummy and then touches Laura’s face. Then she looks at her own tummy and touches her own face. She is surprised when the baby starts to cry. Katy’s mother tells her to be gentle with the baby and they talk softly to quiet Laura. Katy starts to smile and then laughs and gives the baby a big hug.

Relationships with Peers and Adults OLDER TODDLER Destiny, age 30 months, and Alex, age 28 months, are learning to play (24 to 36 months) together and enjoy each other’s company. Their mothers often take them to the playground together. They usually play near each other although they may be doing different things. When Alex fell off the climber and started crying, Destiny ran to get her mother, even though Alex’s mother was right there. She is starting to learn empathy as she sees her mother comfort and take care of children when they are hurt. 12 DOMAIN I: Component: Trust and Emotional Security Social and Emotional Definition: Feelings of comfort, support and Development stability from others

Indicators: • Engages in behaviors that build relationships with familiar adults • Shows preference for familiar adults • Reacts to unfamiliar adults • Seeks ways to find comfort in new situations • Shows emotional connection and attachment to others

of behaviors that show development of trust and emotionalExamples security

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Listens intently to familiar Greets familiar caregiver with Says “Hi” or “Bye-bye,” Attempts to gain approval voices. a look, smile or hug. smiles or waves when familiar from familiar adults. people enter or leave the Follows movement of Cries when left with a new room. Accepts adult help in caregiver about the room caregiver, but may respond to challenging situations or with with his/her eyes. soothing words, holding and Looks for or asks for difficult tasks. other forms of comfort. “Mommy” when he/she falls Accepts comfort by familiar down or gets hurt. Wants to take a familiar toy caregiver when tired, hungry Prefers comfort from familiar or blanket along on a visit or or upset. adult when he/she is tired or Greets a familiar caregiver trip. hungry. with enthusiasm. Responds with smiles and Accepts reassurance when cooing when picked up by Clings to caregiver when Reaches for familiar caregiver talking with a member of the familiar caregiver. unfamiliar adult approaches. when an unfamiliar adult family on the telephone. approaches. Avoids eye contact with Enjoys looking at, pointing to Takes turns with caregiver strange adults. or naming familiar people in Watches from a distance during play and interaction. family photos. before approaching a new Reaches for caregiver’s face visitor. Checks in with caregiver while being held for feeding. Calls for “Mama” or familiar from time to time for person when in a new Seeks contact with familiar encouragement and support Looks for familiar caregiver situation. adult when exploring a new while playing at the when tired, hungry or upset. situation. playground.

13 Some Caregiver Strategies for DOMAIN I: promoting trust and emotional security Social and Emotional Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Respond to baby’s messages Greet baby, pick up baby, Talk with toddler about where Name familiar people in and cues to determine baby’s hold baby close and exchange you are going and when you photos and talk about who needs and continue to try hugs to provide comfort and will return. they are, where they are and other responses until baby is reassurance. what they are doing. calmed or soothed. Give toddler familiar toys, Acknowledge baby’s feelings blankets or books to provide Reassure toddler often that Provide a limited number of of anxiety and allow baby to comfort and reassurance in familiar adults will return and consistent caregivers whom use primary caregiver for your absence. help him/her begin to baby relates to on a regular security in the presence of understand when. For basis. unfamiliar adults. Have photos of familiar adults example, describe a time that and caregivers available when mommy will be back, such as, Hold baby during feeding Allow baby time to get to toddler is feeling stressed or “after lunch” or “after your times and talk to baby in know a new caregiver while upset and talk with him/her nap.” soothing and reassuring you are present. about the people in the tones. photos. Provide encouragement for Talk with baby about where toddler to try out a new Comfort baby by holding you are going and when you Talk with toddler and offer climber or other activity while close, rocking or talking will return. reassurance when meeting you remain close by to offer quietly to baby when baby is new people. support. crying or upset. Develop familiar routines or rituals for leaving baby with Make yourself available as a Request toddler’s help with Introduce baby to new adults others and find ways to say source of safety and security simple tasks and everyday gradually and follow baby’s “good-bye.” when toddler ventures out to chores and show pleasure cues as to when baby is ready explore and play. when toddler cooperates. to be held by others. Accept baby’s cries and protests when you leave as a Reassure toddler that mom or Read stories with toddler that Provide a comfort object sign that he/she knows and dad will return and that you tell about families, friends and such as a blanket, favorite trusts you and feels a sense of will keep him or her safe. what people do and where toy, pacifier or other object security when you are near. they go. to help comfort baby when Accept toddler’s need for with an unfamiliar caregiver. Offer reassurance and leave some quiet time to reconnect Acknowledge toddler’s familiar pictures, favorite toy with you after your absence. increasing abilities to interact Cuddle, hug, talk or sing to or blanket with baby when with others, get what they baby to show how much you you go. need or want and solve enjoy being with the baby. problems.

14 DOMAIN I: Component: Self-Awareness Social and Emotional Definition: Individual’s perception of self Development

Indicators: • Expresses feelings and emotions through facial expressions, sounds, gestures or words • Begins to develop awareness of self as separate from others • Shows confidence in increasing abilities

Examples of behaviors that show development of self-awareness

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Stares at own hands or feet Expresses emotions, such as Recognizes and acknow- Sometimes recognizes as they move. sadness, happiness, anger ledges some of own feelings or emotions of and surprise. emotions, such as, “Are you others as well as self. Expresses feelings of sad?” or “Are you happy?” comfort, discomfort, Smiles at own reflection in Shows others a picture enjoyment or unhappiness. mirror or makes sounds Can identify eyes, nose, he/she made and looks for when looking at image in the mouth or other body parts approval. Looks at own reflection in mirror. and can also point to them the mirror as if it were on others. Calls self by name and another baby. Shows preferences for begins to use words, such as particular toys, blankets or Calls self by name or comes “I” or “me.” Attends to other people’s other objects. when called by name. faces and pictures or Says or uses sign language drawings of faces. Brings a ball over to Shows recognition of self for “mine” and holds toy or caregiver and another infant while looking in mirror by other object close to himself/ Claps hands and shows to start a game. touching nose, head or some herself when someone wants pleasure with own actions. other body part that he/she to take his/her possession. Shows awareness of own can see only with a mirror. name. Wants to do things by him/her self.

15 Some Caregiver Strategies for DOMAIN I: promoting self-awareness Social and Emotional Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Recognize and respect Imitate baby’s facial Help toddler understand Talk about feelings, baby’s feelings and talk expressions and watch to see his/her feelings by emotions and behaviors. about what he/she might be if baby imitates faces you “reading” his/her facial Ask how toddler is feeling, experiencing or expressing. make. expressions and body such as “Are you sad?” or language and talk about what “Are you happy?” Express your feelings with Play naming games about you think he/she might be your facial expressions, parts of the face or body feeling or expressing. Help toddler identify self tone of voice and body while holding baby or while and others in photos or language when interacting looking in the mirror. Encourage toddler to try to name family members. with baby. Talk about what do things by him/her self. you are feeling, for Describe and label emotions Recognize toddler’s ability to example, whether you are and facial expressions for Allow toddler to keep identify own characteristics, happy or sad. baby. For example, when his/her favorite toys or such as size, hair color or the baby is sad or happy, possessions in his/her own gender. Talk with baby and use show how “sad” or “happy” special place. his/her name in feels with your voice and Provide support for toddler conversation with baby. facial expressions. Place a mirror at a low level as he/she develops in a play area so toddler can awareness of self as separate Provide opportunities for Acknowledge baby’s new watch own expressions and from others. baby to see his/her emerging skills and ability to actions. reflection in a mirror. do things. Provide comfort for toddler Play naming games, such as when he/she feels anxious Encourage baby to imitate “Who’s this?” when looking or clingy. your sounds or hand at photos. motions. Accept toddler’s expressions of self-identity, such as using “Me” or “Mine.”

16 DOMAIN I: Component: Self-Regulation Social and Emotional Definition: Ability to manage one’s physical and Development emotional reactions to internal sensations or external events Indicators: • Begins to manage own actions, emotions and behavior • Develops ability to cope with stress and strong emotions • Begins to understand simple routines, rules or limitations

Examples of behaviors that show development of self-regulation

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Expects a response from a Sucks on his/her fingers or Tries to clean up when Complies with a request caregiver when crying or thumb to calm self when he/she spills or makes a even after initially saying upset. he/she is upset or when in mess. “No.” new or stressful situations. Sometimes calms self for Wants to put on shoes or Adjusts to some changes in short periods of time. Moves arms, legs or body to coat by himself/herself. activities or routines without get own bottle or toys. distress. Stops crying when held and Claps hands and shows gently rocked or talked to by Begins to understand what others after completing a Says “No” or shakes head familiar caregiver. “No” means, but may not be puzzle and then waits for a when he/she doesn’t want to able to stop the behavior. response from others. do something or doesn’t like Sucks fist, thumb or pacifier something. for calming down when Holds own bottle or feeds Gets own blanket when it is upset. self with fingers. time for a nap. Anticipates and follows simple rules with reminders. Looks for familiar caregiver, Copes with stress by playing Follows simple one-step favorite toy or blanket. with familiar toys in a directions, such as, “Get Waits for adult before going favorite spot. your shoes.” outside. Opens mouth for spoon while being fed by caregiver. Plays quietly with a toy for a Shows distress or gets upset Shows ability to comfort self short time while waiting to when familiar routines are in some situations. get up from a nap. disrupted.

17 Some Caregiver Strategies for DOMAIN I: promoting self-regulation Social and Emotional Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Notice baby’s changing Call baby by name and Allow toddler time to do Learn how to read toddler’s moods and states, such as describe actions you are things for himself/herself emotional states, such as waking up or going to doing with baby. and acknowledge the being tired, hungry, excited sleep, and support baby’s actions. or sad and provide support attempts to regain a sense Take along familiar toys or and reassurance to help of regulation by holding, blankets for baby when Help toddler regulate own toddler regulate feelings and rocking or singing to baby. visiting a new place. behavior and relieve stress emotions. by providing comfort, During caregiving routines Allow time for baby to rest, support and time to relax Model using self talk, such and at other times, talk with cuddle and be nurtured so and unwind. as “No, no,” “No touch” or baby about what you are he/she can restore ability “Hot” and acknowledge doing and what will happen to regulate and manage own Make it easy for toddler to toddler’s attempt to manage next. actions, emotions or be successful with simple his/her own behavior. behavior. tasks, such as putting on Provide opportunities for shoes or helping to pick up Encourage toddler to use baby to explore with you, Provide baby with toys, toys. pretend play to act out other people, places and such as stuffed animals or stressful events such as things in the environment. dolls, that he/she can hold Ask toddler to get ready for going to the doctor’s office and use as a comfort object. going outside by getting to get a shot. Notice baby’s responses to own hat or coat. stressful situations and Observe and comment Give clear expectations for his/her ways of seeking appropriately when baby Maintain consistent safe behaviors and use comfort and coping with looks to you for approval or routines when possible for simple rules that toddler can stress. disapproval before picking mealtimes and bedtime. understand. up something or doing Help baby find ways of something. Acknowledge and accept Acknowledge and talk about calming his/her self by some uncooperative or ways toddler is learning to reducing distractions, Carry out routines in a negative behavior as a sign follow routines or simple bright lights and loud consistent sequences so of asserting oneself. rules, such as, “I like the way noises when baby is tired or baby can anticipate what you hold my hand when we upset. will happen next. cross the street” or “You are being safe.”

18 DOMAIN I: Component: Relationships with Peers and Adults Social and Emotional Definition: Social connections with other children Development and adults Indicators: • Begins to show care and concern • Shows interest in and awareness for others of peers and adults • Uses social interactions, facial • Responds to and interacts with expressions, gestures or words to other peers and adults express feelings, needs and wants • Begins to recognize and respond • Begins to use imitation or pretend to the feelings and emotions of play to learn and practice new peers and adults roles and relationships

of behaviors that show development of relationships withExamples Peers and Adults

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Watches other infants and Reaches out to touch Knows the names of some Approaches groups of toddlers from a distance. another’s face or hair. other children and some toddlers to join in play. adults. Quiets down and smiles when Sits next to and plays with May share a favorite toy with he/she hears own name same toys that other infants Shows excitement when another toddler who comes spoken by familiar person. have. greeting other toddlers. to visit.

Starts to cry when other Responds to other’s Refuses to share a favorite Has a special friend or infants and toddlers in the excitement by watching and toy with another toddler. playmate. room are crying. showing some feelings or emotions. Looks for an adult to help Shows interest or concern Vocalizes and gets excited when another toddler is for others who are hurt by when near other infants and Offers a toy to another infant crying. touching or talking to them. toddlers. who is crying or upset. Imitates actions or behaviors Uses a napkin and pretends Looks at and watches Points to or asks for cup, of other toddlers at the to wipe off table after seeing another infant or toddler spoon or other objects that playground. another child spill some who is crying or upset. other infants or toddlers milk. have. Imitates tasks, such as Imitates facial expressions wiping the table, when Watches other toddlers during games with caregiver Holds and rocks a baby doll he/she sees others doing the playing house and suggests and other infants and and pretends to feed it food. activity. feeding the stuffed animals toddlers. some pretend food. 19 Some Caregiver Strategies for DOMAIN I: promoting relationships with peers and adults Social and Emotional Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Hold baby while showing Provide opportunities for Provide opportunities to Introduce toddler to small and talking about what the baby to see, interact and play with other children in a groups of children and other children are doing. play with other babies and variety of settings encourage play activities by other children. providing toys and materials. Call baby and other Support toddler’s children by name and allow Allow older children to talk interactions with others and Encourage toddler to learn older children to talk, smile and play with baby while acknowledge sharing and others’ names and practice and laugh with baby. you are holding baby. For helping behaviors. calling them by their names. example, suggest that Provide opportunities for another child bring a toy to Provide more than one of Encourage empathy by play and interaction with the baby or have the baby some toys or materials so talking about what toddler is other infants, toddlers, give another child a toy to toddlers can play next to feeling and how others may older children and adults. play with. and with other toddlers be feeling, such as why they without always having to are crying or are upset. Put baby in a safe place to Play games like “Peek-a- share or take turns. be part of interactions with boo” with baby where Sing songs or do finger plays others but not over- he/she can imitate your Suggest positive ways to with toddlers and model stimulated or overwhelmed. sounds, tone of voice, interact with infants and motions or gestures they can gestures or facial younger children, such as do with you while singing Talk about what other expressions. gently patting the baby or along or saying words. infants and toddlers are singing to the baby. feeling or expressing with Provide baby with toys, Facilitate imitation and their sounds, gestures or such as dolls or stuffed Encourage pretend play by pretend play with toddlers by facial expressions. animals that he/she can providing simple props and providing toys, such as dolls, pretend to take care of by initiating make-believe dishes, cars, trucks or blocks Encourage social holding, feeding, rocking conversations or acting out that can be used for pretend interaction with familiar or singing. stories together. or make-believe play. adults by greeting others. Play games, such as “Open Invite other familiar adults Talk with toddler about Shut Them” or other finger to share a book or activity family members and friends plays with baby and other with toddler. sharing a special event or infants where they can activity. imitate your actions, sounds or words.

20 DOMAIN II: Approaches to Learning

he Approaches to Learning domain includes the dispositions, attitudes and behaviors that reflect the diverse ways that infants and toddlers learn. The ways that infants and toddlers approach learning are influenced by characteristicsT they are born with, such as gender and temperament, as well as by attitudes and expectations of others. Caregivers can foster positive approaches to learning through encouraging the young child’s curiosity, persistence, creativity and initiative. Infants and toddlers will demonstrate these characteristics in their everyday interactions with other children and adults and with the objects, activities and experiences provided for them. Approaches to learning are central to social, emotional, language and cognitive interactions and influence actions and behaviors in the other developmental domains. There are cultural differences in the ways that infants and toddlers may express curiosity and initiative and other behaviors in their approaches to learning. Young children will also show individual variations in the ways they use hearing, sight and other senses to learn about their world.

Purpose: To approach the world with curiosity, persistence, creativity and a sense of wonder 21 Components: Curiosity DOMAIN II: Persistence Approaches To Creativity Learning Initiative

Case Study Examples

YOUNG INFANT Initiative (Birth to 9 months) Timmy, at 1 month, already elicits strong emotions and responses from his parents with his facial expressions and sounds. Timmy’s mother and father are learning to “read” the cues for what Timmy needs and wants. Timmy helps them understand by his facial expressions, sounds, and cries when he is tired, hungry, fussy or happy.

Curiosity OLDER INFANT Now that Wan, at 8 months, is able to sit by himself he is able to explore toys (8 to 18 months) with both of his hands. He turns the toys over and over, shaking or patting them, and often putting them in his mouth. He notices when there is a new toy and examines it closely. His parents provide a variety of interesting toys for Wan to play with.

YOUNG TODDLER Creativity (16 to 26 months) Maria,age17months, is interested in the sounds of music and singing that surround her. Maria loves to sing parts of songs and move in rhythm to the music when her grandfather comes over with his guitar. Maria and her mother also like to join other toddlers and parents for songs and stories at the neighborhood library.

Persistence OLDER TODDLER Keisha, age 32 months, (24 to 36 months) loves to build towers with blocks. When the tower falls down, she carefully stacks the blocks up again. Sometimes she sorts the blocks by color or shape or puts them all in a row. When Keisha is distracted or interrupted she may return to similar play later and finish her building or put the blocks away.

22 DOMAIN II: Component: Curiosity Approaches To Definition: Interest in things and people in the Learning environment

Indicators: • Shows interest in and actively explores the environment • Shows eagerness and curiosity as a learner • Seeks to discover and learn new things

Examples of behaviors that show development of curiosity

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Watches bright or flickering Moves after and tries to Expresses interest in what Asks a lot of “What’s that?” lights. reach a ball or other toy that makes a toy wind-up car go questions. rolls under a chair or table. and experiments with Shows interest in caregiver’s different ways to make it Experiments with different face. Explores new objects by move. ways of blowing bubbles. feeling, shaking, turning Quiets while listening to a over, mouthing or other Points to unfamiliar object Tries to do a new, more new sound. actions. in a picture book and looks difficult puzzle or game. to caregiver to name it. Looks at, touches or plays Explores boxes, pots and Enjoys visiting the zoo and with new toy. pans or other household Pokes fingers into the mud learning about the animals. objects that are available. or sand to make holes or Turns in direction of the designs. Turns the pages in a book source of people’s voices. Tries to push or pull a toy and asks questions about the while moving or walking. Eagerly explores new pictures. Reaches for and explores playground climber and new toys or objects. Lifts flap in a book to see swings. Often uses “Why?” when what picture is underneath. communicating with adults. Wants to help with tasks such as making cookies or planting flowers.

23 Some Caregiver Strategies for DOMAIN II: promoting curiosity Approaches To Learning

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Encourage exploration and Create interesting and safe Introduce new materials or Respond to toddler’s curiosity by providing places where baby can activities in ways to create questions with interest and interesting things for baby explore and experience new interest and excitement. enthusiasm. to see, touch and hear. activities. Provide opportunities for Engage toddler in discovery Provide some variety in the Allow baby to play with and toddler to explore with play such as pouring, environment by changing explore new uses for his/her senses using sand measuring and touching. room décor and materials everyday household objects. and water play. from time to time. Point out interesting or Provide toys and other Allow toddler to enjoy unusual things in the Use variations of familiar objects baby can carry or “messy activities” such as environment, such as clouds activities and introduce new take along while moving finger painting or bubble in the sky or a bird in a tree. experiences from time to around inside or outside. play. time. Visit the library and select Provide a variety of sensory Make small changes in the interesting books about Support and reassure baby materials and activities for environment by adding and nature and stories about when there are changes in baby to touch, feel, see, hear moving materials to create people and places. the environment. and taste. new interest and encourage discovery. Show interest and excitement when baby tries Encourage and reassure something new or makes a toddler when frightened or new discovery. upset by new experiences or changes in routines.

24 DOMAIN II: Component: Persistence Approaches To Definition: Continuing to work at challenging Learning tasks or activities even when encountering obstacles Indicators: • Attends to and tries to reproduce interesting events • Maintains social contact by continuing to engage with caregiver • Attempts challenging tasks with or without adult help • Explores thoroughly and tries to solve problems even when encountering obstacles

Examples of behaviors that show development of persistence

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Makes and maintains eye Reaches for caregiver’s Empties the entire toy box Attempts to put on shoes or contact while being held for hands to continue game of while looking for a favorite coat by self and keeps trying feeding. “Peek-a-boo” or “Pat-a- toy. for a while before asking for Cake.” help. Watches and then imitates Climbs into a box or open facial expressions. Looks for toy dropped from cupboard to get toys or Follows after and says a crib or table. objects that are out of reach. “Good-bye” when caregiver Finds ways to bring hand to is leaving the room or going mouth even when hand is Fills a container with small Turns puzzle piece in a out of the house. covered by a blanket or objects and dumps them out variety of directions to fit clothing. repeatedly. into puzzle frame. Requests to read a favorite book over and over. Splashes water in tub with Looks out the window and Continues to feed self even hand and repeats action. waits for a familiar caregiver when having difficulty First tries to fix a broken toy to return. keeping the food on the by pushing parts back Tries to reach a toy hanging spoon. together again and then asks from a high chair. Tries to get food to mouth for adult’s help. using fingers or a spoon. Waits at the window to wave Tries to move bottle, cries, “bye-bye” when family or touches adult when bottle Uses several different ways member leaves and returns is empty. to try to get a toy when it is to see if they are back. out of reach.

25 Some Caregiver Strategies for DOMAIN II: promoting persistence Approaches To Learning

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Provide time for Encourage baby to explore Provide objects and Acknowledge and encourage uninterrupted play and safe places and objects materials that make toddler’s effort to try to do exploration. without adult interference. interesting sounds or things on his/her own. actions and that can be used Repeat sounds, actions or Provide opportunities for in more than one way. Encourage toddler to try behaviors while interacting uninterrupted play and doing a puzzle again when with baby. exploration. Allow toddler to work a not successful the first time. longer time on a problem Allow sufficient time for Allow sufficient time for without interruption. Allow enough time when baby to thoroughly explore baby to try to solve visiting a park or a museum new objects and activities. problems without adult Respond to toddler’s so toddler can explore new help. request to read a chosen places. Avoid interrupting or book over and over. intervening too soon when Allow baby to discover Ask toddler how he/she baby encounters a problem consequences of own Provide opportunities for might solve a problem that or difficulty. behavior when it is safe to toddler to solve new or occurs and allow time for do so. interesting problems using him/her to try out various Provide help and what he/she knows about solutions. encouragement when baby Avoid loud noises and how things work. is about to give up on frequent distractions when Provide more challenging solving a problem. baby is playing with and Encourage toddler to keep games and puzzles as toddler exploring new objects. trying to solve a problem learns to solve simple ones. Sometimes place objects far when he/she is about to enough away from baby so give up. he/she must work to get them.

26 DOMAIN II: Component: Creativity Approaches To Definition: Developing ability to invent and try Learning new things

Indicators: • Uses unusual ways to explore people or objects in the environment • Finds new things to do with familiar objects • Uses imagination in playful, silly or messy ways

Examples of behaviors that show development of creativity

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Notices changes in the Watches new child who Uses a large crayon or Finds ways to feel, smell and environment such as having comes to play and marker to make scribbles on eat new fruits or vegetables. a visitor, seeing a new sometimes smiles or paper. person or seeing a new vocalizes. Tries to make a hat out of a picture on the wall. Pretends a block is a car box or a piece of cloth. Pushes water around with moving along a road. Shows interest in new hand on high chair tray or Offers caregiver a pretend activities or experiences. table. Uses a colorful scarf in snack or drink during different ways such as pretend play. Finds new ways to use a Bangs on pots and pans with dancing with it, waving it or familiar toy such as putting a a spoon to make noise and using it as a blanket. Carries on an imaginary block in a cup. then tries the same action on phone conversation using a other objects. Imitates a dog or cat by toy telephone. Laughs and tries to imitate crawling and making noises or silly sounds Imitates sounds that animals barking or meowing noises. Makes a variety of different animals make. make while playing with objects and shapes from animal puppets. Makes silly faces to see how playdough. other children or adults Finds new uses for everyday react. Combines different types of household objects. materials to make something new.

27 Some Caregiver Strategies for DOMAIN II: promoting creativity Approaches To Learning

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Provide baby opportunities Introduce baby to new Encourage toddler to use Use music and movement to experience new sights or people, places, activities toys, objects or materials in activities and experiences sounds both inside and and experiences. new and creative ways. with toddler. outside. Describe new activities, Provide simple art materials Provide paper and non-toxic Provide a variety of sensory objects, or people by calling such as paper, crayons or finger paint for toddler to experiences for baby attention to special paint for toddler to use and experiment with. including looking at and features. explore. feeling your face or looking Acknowledge toddler’s in the mirror. Provide action toys and Provide sensory materials, attempts to entertain self by different sensory materials such as play dough and using everyday objects to Talk about baby’s actions as for baby to play with. water, for toddler to make things. he/she examines or explore with all of his/her explores a new toy or other Encourage baby to imitate senses. Encourage pretend or make- object. noises or faces. believe play by providing Encourage toddler to toys or everyday objects to Provide a variety of Pretend to do familiar explore new objects or use as props. interesting toys or other actions such as combing materials on his/her own objects for baby to play with hair, rocking a baby or before offering suggestions Support toddlers working and explore. walking the dog. on what to do with them. together with materials to share ideas and create new Make silly faces or noises Act out stories with props, activities. for baby to imitate or sound effects and other reproduce. noises. Re-tell familiar stories using puppets, flannel board pieces or other storytelling props.

28 DOMAIN II: Component: Initiative Approaches To Definition: Ability to engage others in interaction Learning and start actions or behaviors

Indicators: • Shows initiative by engaging others in interaction • Takes action without being directed by others • Demonstrates initiative by making choices

Examples of behaviors that show development of initiative

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Vocalizes or makes noise to Lifts arms up in order to be Approaches other toddlers Says “Hello” to a new child attract caregiver’s picked up by caregiver. and watches or starts to play at the playground. attention. close by. Picks up cup to drink or Offers a ball or toy to Moves to reach a toy or reaches for spoon at Attempts to feed self and another toddler. other object in order to play feeding time. hold own cup or spoon. with it. Tries to get self dressed to Gets a favorite book and Shows a preference for a go outside. Uses facial expressions, brings to caregiver to read. favorite shirt or pair of sounds or gestures to show shoes. Goes to wash hands after likes or dislikes. Shows dislike for certain playing in the sensory table. foods or drinks. Chooses which book to Makes a game out of read at the library. When offered a choice, can knocking a toy over and Demonstrates a preference indicate what he/she wants making it come back up. for certain toys or activities. Joins other toddlers in a to eat or drink. sandbox and starts to shovel Takes blocks from shelf and sand. Starts to sing a song or move starts to build with them. to music and others join in.

29 Some Caregiver Strategies for DOMAIN II: promoting initiative Approaches To Learning

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Vary familiar routines from Offer baby a choice of toys Provide a child-sized dish, Allow toddler time to solve time to time, such as sitting and books and observe how cup and spoon to make it problems and figure out how in a different chair for baby responds. easier for toddler to feed things work. feedings or singing a new self. song. Follow baby’s lead when Provide opportunities for he/she initiates play Encourage toddler to make toddler to play and interact Respond positively when activities. things out of found objects with older and younger baby engages in interaction and everyday materials. children. with you or uses new Provide opportunities for actions or behaviors. baby to feed self some finger Encourage toddler to try to Attend and participate in food or to hold own cup. put on own shirt, socks or activities and events at new Provide a variety of new shoes. places, such as the park, activities or experiences. Provide new experiences library or other places in the such as sensory play with Allow toddler to make community. Share books and talk about water or sand. simple choices, such as what the pictures while reading color crayon to draw with or Offer toddler choices using to baby. Offer baby a choice between what paper to use. reasonable and acceptable two snacks. alternatives. Provide several toys for baby to choose from.

30 DOMAIN III: Language Development and Communication

he development of the ability to use language to communicate with others is a major aspect of human development. Infants and toddlers learn the languages of their families and cultures through the natural interaction that occurs T aspartofcaregivingandeverydayexperiences.Theearlyand rapid development of the components of language, including listening and understanding, communicating and speaking, and the emergence of early literary skills and abilities, is particularly fascinating to watch and understand. The ability of infants and toddlers to understand and uselanguagetocommunicatesupports the development of social-emotional, cognitive and physical skills as well as their relationships with others. The development of communication skills for infants and toddlers with social-emotional, cognitive or physical limitations is critically important and often requires early intervention andsupport. Forinfantsandtoddlersinfamilieswho speak languages other than English, the continued development of communication skills in their home language, as well as the acquisition of English language skills, must be actively supported by caregivers.

Purpose: To acquire language and the ability to communicate effectively with others 31 Components: Listening and Understanding DOMAIN III: Communicating and Speaking Language Emergent Literacy Development and Communication

Case Study Examples

YOUNG INFANT Listening and Understanding (Birth to 9 months) Josefena, age 5 months , has started making gurgling sounds after she has been fed or when she wakes up from her nap. She likes to listen to and play with sounds and sometimes blows bubbles. Josefena’s father imitates her sounds and joins in the bubble making fun. Sometimes Josefena listens quietly to the new sounds that her father makes.

Communicating and Speaking OLDER INFANT Laura, age 16 months , has a new baby brother and is curious about the (8 to 18 months) sounds he makes and tries to imitate them. Laura’s parents know they will be busy with a 16-month-old and a new baby and want the children to get along well with each other. They are encouraging Laura to do a few simple things to help, such as talking to the baby when he is fussy or getting a toy for the baby.

YOUNG TODDLER Communicating and Speaking (16 to 26 months) Steven’s parents are learning sign language because Steven,age22months , has some language delays but does imitate gestures, such as waving bye-bye and pat-a-cake. They use simple signs such as “more” and “milk” when they talk with Steven at the table. Recently Steven put his fists together and repeated the action and then pointed at the juice. His father said and signed, “You want more juice?” and offered him a drink from the juice cup.

Emergent Literacy OLDER TODDLER Ubah,age28months , and her mother (24 to 36 months) love to look at books together. Usually they just talk about the pictures. Sometimes Ubah’s mother tells the story in her own language even if the book is written in English. They like to visit the library to get books that her older brothers and sisters can read to Ubah. She points to the pictures and repeats the names of what she sees. Sometimes Ubah’s sisters and brothers draw a picture or act out what they see in the story with Ubah.

32 DOMAIN III: Component: Listening and Understanding Language Definition: Attending to and understanding Development and language and other forms of Communication communication from others Indicators: • Shows interest in listening to sounds • Listens with interest to language of others • Responds to verbal communication of others • Responds to nonverbal communication of others • Understands gestures, words, phrases or questions

of behaviors that show development of listening and understandingExamples

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Responds to a familiar voice Watches a person’s face and Listens to sounds animals Comforts others who are or sound by turning head in hands when they are talking make and tries to imitate crying or asking for help with the direction of the voice or or gesturing. them. a hug or looks for an adult to sound. help. Looks at person who calls Laughs when told a silly Quiets down or gets excited his/her name or speaks to rhyme or read a funny story. Listens and starts to pick up when he/she hears familiar him/her. toys when hears “Clean Up” voices. Responds to many questions song. Responds with gestures or with a non-verbal response, Smiles when spoken to or words when asked if he/she such as shaking head “Yes” Responds with actions or when greeted with a smiling wants to eat or play. or “No.” words to simple questions face. asking “Who?”, “What?”, or Responds with gestures or Understands words or signs “Where?” Cries in response to sudden words to simple requests or when told it is time to eat by loud noises, angry faces or questions. going to wash hands or Shows enjoyment in sharing voices. coming to the table. conversations with caregiver. Lifts arms when caregiver Responds to tone of voice, gestures or says “Up” while Responds appropriately Follows simple one-step such as becoming excited or picking up baby. when given simple requests directions and instructions, soothed when someone with words or gestures, such such as “Get your coat” or engages him/her in Looks for ball when asked, as “Sit down, please” or “Let’s go outside.” conversation. “Where is the ball?” “Give me the toy.” 33 Some Caregiver Strategies for DOMAIN III: promoting listening and understanding Language Development and Communication

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Communicate with baby and Observe baby’s response to Provide opportunities for Use language for simple one- allow time for him/her to nonverbal communication of toddler to hear the sounds of step directions and respond to you, perhaps by others, such as different nature, such as birds, acknowledge toddler’s turning his/her head to look pitch or tone of voice, animals, people and the rain. responses and actions. at you, smiling or cooing. gestures or body language. Talk about what you and Share stories, games and Watch for baby’s cues that Talk with baby and engage in others are doing or saying picture books with toddler he/she is attending or conversation with baby using and describe the actions and which are fun to look at, talk listening. Repeat sounds, simple words, signs, or results. about or read together. gestures or simple language. gestures. Ask toddler to point to the Encourage toddler to listen to Encourage face-to-face play Provide opportunities for picture in the book when you and recall familiar rhymes, and interaction. conversations with others name or sign common fingerplays and songs. who have varied voices or objects or actions. Greet baby and repeat interaction styles. Repeat and rephrase his/her name often in Describe simple routines questions or requests if conversation with baby. Recognize and support and repeat common requests toddler does not hear or baby’s learning of the home for toddler. understand the first time. Notice baby’s response when languages of his/her family adults use animated voices, and culture. Acknowledge toddler’s Start to use words showing gestures or exaggerated attempts to communicate actions and preposition words facial expressions while Use familiar gestures or with others by listening and like “over”, “on” or “under” communicating with baby. words during routines and using words or gestures. to see if toddler understands allow time for baby’s commands, such as “Put it in Repeat familiar words and response. Recognize that toddler the box” or “Get the ball gestures that accompany understands more language under the chair.” your actions when taking Allow time for baby to than he/she can express. care of or interacting with respond with gestures, baby. actions, sounds or words to simple requests or questions.

34 DOMAIN III: Component: Communicating and Speaking Language Definition: Producing and expressing language in- Development and cluding sounds, gestures, signs, words Communication and phrases Indicators: • Uses sounds, signs, words or • Uses sounds, gestures or actions phrases for a variety of to express needs and wants purposes • Uses consistent sounds, gestures, • Takes turns using language in signs or words to communicate simple back and forth • Imitates sounds, gestures, signs, conversations words or phrases of behaviors that show development of communicating andExamples speaking

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Uses different types of cries Produces own sounds or Shakes head or uses words Sometimes uses two- or for expressing hunger, babbles either by self or in to respond to “Yes” or “No” three-word sentences in discomfort, fear and other response to others talking to questions. communication with others. emotions. him/her. Imitates new words, signs or Initiates conversations, asks Makes sounds of pleasure Imitates sounds or familiar repeats simple rhymes. questions and answers and/or discomfort when words of home language. questions with two- or three- caregiver is present. Uses names for familiar word responses. Uses words or signs, such as adults or other children. Makes cooing sounds and “Bottle,” “Up” or “More,” Talks about past and future other sounds of home when he/she wants Points and says or signs events in simple ways, such as languages. something. “Cookie” or “Milk” when using yesterday or tomorrow. given a snack. Imitates vowel sounds, such Communicates the name or Uses “What”, “Why” and as “ah” or “oh” or “oo.” sign for familiar objects, Uses words or sign language “Where” questions to get animals or people. to tell what is happening. more information. Smiles or vocalizes to initiate social contact with Has a vocabulary of 10-20 Uses home language with a Engages in simple familiar caregiver. words in home language or vocabulary of 50 or more conversations using words, uses 10-20 signs words or signs by 26 signs, phrases or sentences Takes turns by making consistently by 18 months. months. with familiar people. sounds or gestures in response to adult talking Responds to questions or Takes turns in simple Shows increase in number of with him/her. simple requests with either a conversations with familiar vocabulary words or signs. non-verbal or verbal answer. adults. 35 Some Caregiver Strategies for DOMAIN III: promoting communicating and speaking Language Development and Communication

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) While feeding, bathing, Respond to baby’s use of Ask questions and allow for Look for new ways toddler changing or other simple sounds, words, either a verbal or nonverbal uses language, such as for caregiving routines, talk gestures or signs to express response from toddler. humor or pretending. about what you are doing his/her needs. and wait for response. Model using new words and Respond to toddler’s use of Introduce and model new two- or three-word phrases words or signs to ask for Listen and watch for sounds, gestures, signs or that toddler can imitate. what he/she wants or needs. different types of sounds, words for baby to imitate. gestures or cries that baby Describe actions that Talk about past and future makes. Play naming games with toddler can do, such as events in everyday baby, such as naming “Jump” or “Run” or “Sit conversations. Imitate sounds or gestures animals and making the down,” and encourage that baby makes and allow sounds of the animals. toddler to repeat the action Use descriptive vocabulary time for him/her to imitate and word. and slightly more complex your sounds or gestures. Use new as well as familiar sentences than toddler is words or sign language with Pay attention to toddler’s using to expand and extend Respond to baby’s cooing baby and repeat them in vocabulary, recognize the toddler’s language. and babbling and use different settings and new words or phrases conversations with baby as situations. he/she uses, and reinforce Encourage child to if he/she understands their use participate in family everything you are saying. Allow sufficient time for conversations by taking baby to respond to Read books with toddler turns with questions, Talk about what baby is questions or suggestions. and begin to use open- comments or responses. doing and acknowledge ended questions such as, his/her efforts to Point to the pictures in a “What is going to happen Observe if toddler’s communicate. book and say the names of next?” even if toddler is not language seems to be the people, places and yet able to respond. understood by most people Read and talk about books things in the book. most of the time. Model with interesting sounds, language by using complete such as rhyming books. sentences and speaking clearly.

36 DOMAIN III: Component: Emergent Literacy Language Definition: Developing skills and behaviors that Development and relate to later reading and writing Communication Indicators: • Shows interest in songs, rhymes and stories • Shows interest in photos, pictures and drawings • Develops interest in and involvement with books and other print materials • Begins to recognize and understand symbols such as those used in writing

Examples of behaviors that show development of emergent literacy

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Kicks feet or moves arms in Makes some motions for Knows several simple songs, Participates in songs, stories response to rhythm of “Pat-a-Cake” and other rhymes or stories. and finger plays and music. familiar rhymes and finger sometimes repeats favorite plays in home language. Looks at, turns pages and songs or rhymes. Looks at and attends to names or signs people or pictures of other babies or Points at, names or signs objects in picture books. Looks at a book, turns pages faces. objects, animals or people in and talks about or signs about photos, pictures and Brings favorite books to what is happening. Looks at books and pats the drawings. caregiver to read to pictures. him/her. Recognizes some common Sings or joins in on familiar and familiar signs on streets Listens and attends to songs with caregiver. Watches a caregiver telling a or buildings when walking or repetitions of familiar words, story using puppets. riding in a car or bus. signs, songs or rhymes in Turns pages of books, looks home language. at the pictures and uses Imitates drawing vertical Makes scribbles or shapes on sounds, signs or words. marks that adult makes on a paper to convey meaning. Hits buttons with pictures paper. on toys to hear or reproduce Makes random marks on a Asks an adult to write or draw sounds. paper with a large crayon or something, such as “My marker. name” or “Draw a picture of a dog.”

37 Some Caregiver Strategies for DOMAIN III: promoting emergent literacy Language Development and Communication

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Talk, sing, repeat rhymes, Repeat favorite songs, Sing familiar songs with Encourage participation in do finger plays or tell stories, rhymes or finger motions and do simple story times such as at the stories with baby in home plays in home language on a finger plays that toddler can local library or language. regular basis when try to imitate. neighborhood center. interacting with baby. Show baby pictures of Talk about favorite Use puppets and other props family members or photos Make a photo or picture pictures, drawings or to maintain interest in books of other babies and young book for baby with some of photos and name or sign and stories. children. his/her favorite people, the people and things in the animals and things. pictures. Make a poster or book with Provide cloth or cardboard pictures from a family trip or picture books for baby to Choose books for baby that Make board books available outing and write down hold and look at. have clear, colorful pictures for toddler to look at, turn toddler’s comments about and small amount of print. pages and talk about with the pictures. Identify and talk about you and others. familiar pictures or symbols Hold baby and read a Provide opportunities for on toys and household variety of books over and Provide simple writing toddler to become familiar objects. over when baby is materials for toddler to use, with a variety of writing interested. such as paper and large materials and allow time for Read simple books with one crayons, markers or paint scribbling and drawing. or two pictures on a page or Provide opportunities to brushes. with rhymes and interesting explore writing materials, Write down a story about sounds. such as large crayons, Suggest toddler make pictures that toddler draws markers and paper. marks in sand or mud using and talks about. a stick. Make signs with toddler to use with block play or pretend play.

38 DOMAIN IV: Cognitive Development

ognitive Development during infancy is one manifestation of the early and rapid development of the brain and related higher centers of thinking and knowing. Babies enter the world ready to learn and they begin Cimmediately to acquire and process new information. Their sensory systems function as a primary means of gaining information about their social and physical worlds. Through exploration and discovery they learn to understand what things are and how they work. The amazing memory and problem-solving abilities of infants and toddlers provide them with new learning and understanding on a daily basis. Infants and toddlers also show increasing ability to use imitation and symbolic play to represent what they are learning and understanding about the world around them. Adults have the responsibility of assuring that the environment is free of hazards so that infants and toddlers may explore safely. Adults may also need to make modifications in the environment so that all children, including those with special needs, have similar access to exploration and learning opportunities.

Purpose: To develop new skills and the ability to acquire and process information through play and interaction with others and the environment 39 Components: Exploration and Discovery DOMAIN IV: Memory Cognitive Problem Solving Development Imitation and Symbolic Play

Case Study Examples

YOUNG INFANT Exploration and Discovery (Birth to 9 months) Daimen, age 6 months, likes to reach with his hand for the toy that is hanging above his crib. He has learned that it makes an interesting sound when he hits it. Sometimes he tries to kick the toy with his feet or roll over to get closer to it. His mother changes the toy from time to time to maintain the baby’s interest in doing this activity over and over.

Memory OLDER INFANT Mai,age14months,spends a lot of time with her (8 to 18 months) grandparents who care for her while her mother and father work. Usually they come to Mai’s home to take care of her and she seems comfortable in a familiar setting. Mai’s mother is happy when they go to visit grandmother on the weekend and Mai gets excited, smiles, and says “Nana” when she sees her familiar caregiver.

YOUNG TODDLER Problem Solving (16 to 26 months) Alyssia,age20months,and her mother like being outside and enjoying nature. Alyssia is eager to collect sticks, rocks or leaves and share them with her mother. They talk about all the things Alyssia finds and look for a large enough bag so they can take some home with them. They make a place to keep the things they collect so Alyssia can play with them later. Alyssia’s mother is happy to see her daughter learning new information and gaining new skills.

Imitation and Symbolic Play OLDER TODDLER Jose, age 26 months, and Rob, age 30 months, are best buddies at the (24 to 36 months) family child care home where they are cared for while their parents work. They love to play with cars and trucks. They push the cars and trucks along the floor while making motor noises and saying “Beep, beep” as they crash their cars. Their caregiver has shown them how to make a road with the blocks that they can drive their cars on. Now Jose and Rob are making houses with the blocks and even made a garage for their cars.

40 DOMAIN IV: Component: Exploration and Discovery Cognitive Definition: Attending to and exploring people, Development objects and events especially those that are novel or unusual Indicators: • Shows interest and curiosity in • Pays attention to people and new people and objects objects • Makes things happen and • Uses senses to explore people, watches for results or repeats objects and the environment action • Attends to colors, shapes, patterns or pictures

of behaviors that show development of exploration and discoveryExamples

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Focuses on caregiver’s voice Touches and feels person’s Picks up leaves, rocks and Notices the difference or face during feeding times. hair or puts their hands on sticks during a walk outside. between big and small and person’s face to feel skin. asks for the “big cookie.” Attends to colors and lights or Watches intently and says notices patterns and shapes. Attends to and examines names or sounds of animals Feels the different textures small objects, such as at a zoo, farm, pet store or on the quilt and likes the soft Puts almost everything in crumbs, bugs or pieces of while looking at books. squares. his/her mouth to explore, paper. touch and taste. Does simple puzzles with Matches colors or shapes Puts shapes in a shape box different colors and shapes. when sorting toys and other Turns head and follows with with openings, matching objects. his/her eyes when a new colors and/or shapes. Likes to play a matching person enters the room. game by putting things that Arranges all the toy animals Reaches for adult hands to are the same together. in a row and orders some of Explores own body and looks continue a game of “Peek-a- them by size. at hands and feet when they boo.” Walks in a rain puddle and move. tries to make water splash Pushes riding toy or sits on it Pushes a button to turn a toy and then repeats action over and tries to make it move with Grasps a new toy and explores on or off to start or stop an and over. his/her feet. it by turning it over and over. action and may repeat the action. Notices when there is more Attempts to count objects or Swipes or kicks at toy above than one object the same. asks “How many?” the crib and repeats actions to make it move again and again. 41 Some Caregiver Strategies for DOMAIN IV: promoting exploration and discovery Cognitive Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Allow baby time to explore Provide a safe* Talk about what toddler Help toddler understand the through looking, sucking, environment for baby to sees or hears and call effects of his/her actions on reaching and touching. move around and explore. attention to new and others, such as using words surprising actions or to describe whether it hurts Provide a variety of safe* Allow baby to explore your events. or feels good. objects of different sizes, face, eyes, nose, mouth, shapes, colors and textures skin and hair. Provide toys that challenge Provide opportunities for for baby to look at and toddler’s skills, such as toddler to explore and explore. Provide opportunities for push and pull toys, puzzles experience nature while on uninterrupted play and time and sorting or matching walks or visits to a park. Place baby on his/her for discovery. objects. tummy for short periods of Provide blocks and other time when awake and Provide toys that offer Explore your surroundings building toys so toddler can someone is watching to possibilities for learning with toddler and look for make and build things. provide opportunities to about size, shape and color. things that stay the same look around and explore and things that change. Suggest ways that toddlers things. Provide opportunities for can put away blocks or other baby to use containers, Encourage toddler to toys so all the toys of one Provide toys and experiences stacking and nesting toys. explore inside and outside kind are in the same where baby’s action gives an and use their senses and container or box. interesting result. Comment positively when imagination to learn more baby learns a new action or about the things they find. Comment on the colors, Play with baby and skill to affect things in shapes, size, numbers, encourage baby to move his/her environment. Provide a variety of toys and patterns or sequences you arms and legs in different materials that are familiar observe in the materials that ways when playing music. Describe what baby is and those that provide more toddler is playing with. seeing when he/she notices challenge. Place baby in a quiet area, something new or different without a lot of distractions in the environment. *safe toys and safe and loud noises, for time to environments mean that explore and play. toys, materials and space do not provide a risk for Place toys around baby and harm, injury or damage. allow him/her to move and reach for the toys.

42 DOMAIN IV: Component: Memory Cognitive Definition: Ability to process, retain and recall Development information

Indicators: • Shows ability to acquire new information and use it at a later time • Recognizes familiar people, places and things • Recalls and uses information in new situations • Searches for missing or hidden objects

Examples of behaviors that show development of memory

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Stares intently at new faces Brings familiar person Notices when someone gets Washes hands when he/she or objects. his/her shoe, coat, purse or a new coat, shoes or some sees it is time to eat. some other personal object. other item of clothing. Smiles and shows Talks about something that excitement in recognition of Uses a blanket to cover or Looks for favorite toy where happened yesterday and familiar caregiver. hide a stuffed toy or doll. he/she left it last. remembers places, people or activities. Vocalizes and coos when Tries to follow a cat or dog Looks around home for a caregiver is talking to baby hiding under a chair or table. pet or calls the animal by Recreates a “birthday party” or using familiar cooing name. with stuffed animals or dolls sounds. Looks for missing toy, when after attending a party for a asked, “Where is the ball?” Recognizes a neighbor at a friend. Shows apprehension when grocery store and waves or an unfamiliar person enters Looks out the window and says “Hi.” Throws a ball over a sofa and the room. waits for a familiar caregiver then runs around behind the to return. Points to or talks about sofa to find where the ball Looks for toys that have familiar places or sights. went. been dropped or partly Says or signs “Dada” or covered over by a blanket or “Mama” when hears car other cloth. sounds outside.

43 Some Caregiver Strategies for DOMAIN IV: promoting memory Cognitive Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Greet baby by name, talk Talk with baby when Provide a convenient place, Follow established, simple about and name other he/she notices something such as a box or a shelf, for routines for everyday people or objects that are new, such as eyeglasses, a toddler to keep things so activities, such as mealtimes present. hat or a necklace on you or he/she can find them by or bedtimes, so toddler someone else. himself/herself. learns to anticipate what will Change and rearrange happen next and starts objects or pictures in the Play games with baby that Sing favorite songs over preparing for activities on environment regularly to provide opportunities for and over with toddler and his/her own. provide new sights and turn taking and give-and- comment when he/she visual interest. take, such as “Peek-a-boo” sings parts of songs on Talk about past and future or “Pat-a-Cake.” Watch his/her own. events, such as where you Talk about and name new for times when baby might went yesterday and who you people and places in the repeat these games or Play “Hide and Seek” saw or where you are going baby’s social world. activities in new situations games outside or around tomorrow. and with other people. the house and vary the Call attention to familiar hiding places and clues you Look for books at the library and new people, places and Play hiding games with baby provide. about places you have been things that you see. by hiding a toy or small with your toddler, such as a object under a scarf or Ask toddler to look for a toy garden or an airport, so you Play hiding games with baby blanket and asking while he/she has played with can talk about what you saw by partially hiding a toy gesturing with your hands, earlier, such as “Where is or will see the next time. under a blanket or cloth. “Where did it go?” or your teddy bear?” “Where is it?.” Play games of finding Provide consistent routines Talk with toddler about missing or hidden things or so baby learns to anticipate Allow time for baby to look people or places you see people. Vary the hiding what will happen next. for and find his/her missing when walking or driving. place and length of time toy, bottle, another person before looking for the or pet. Keep play materials in object. orderly and predictable Talk with baby when places so toddler can find he/she notices familiar them. people, places or things.

44 DOMAIN IV: Component: Problem Solving Cognitive Definition: Using cognitive abilities to find a Development solution to everyday problems

Indicators: • Experiments with different uses for objects • Shows imagination and creativity in solving problems • Uses a variety of strategies to solve problems • Applies knowledge to new situations

of behaviors that show development of problem solvingExamples

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Bangs spoon on table and Uses a spoon to bang on the Seeks new information with Anticipates what is needed, then attracts attention of dishes on a table to make questions such as, “What is such as bringing a tissue to caregiver. noise. that?” or “Who is that?” another child who is sneezing. Hits, shakes or kicks toy to Uses a string to pull a toy into Gets a stool or chair to climb make and/or reproduce the crib or over to him/her. on to reach a toy or other Uses several different ways sounds. object that is on a shelf. to solve problems Tries many different ways, Rolls over to get a toy on the such as poking with fingers, Attempts to reach a toy under Pretends to fix things using a other side or just out of shaking or dumping to get the table and then crawls toy hammer or screw driver. reach. clothespins out of a bottle. under to get it. Combines materials together Moves body up and down to Gets an adult and leads Tries hitting on a box to open to solve problems, such as get caregiver to continue him/her in order to obtain a it and then asks an adult for making a stick out of building bouncing him/her on cookie or bottle on a counter. help. toys to use to reach a ball caregiver’s knee. under a chair.

Drops toy repeatedly and waits for someone to pick it up.

45 Some Caregiver Strategies DOMAIN IV: promoting problem solving Cognitive Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Allow baby time to explore Allow baby freedom to move Set up the environment to Ask questions and express and examine objects and and explore how things allow new and more wonder about a problem to new things. work and what he/she can complex ways of playing help toddler to think about do with things. with toys and combining and remember how he/she Watch, but don’t interrupt, and using materials. solved similar problems when baby is busy exploring Provide a variety of before. toys or other objects. interesting action toys that Allow toddler to choose come apart, move and can different activities, times Encourage toddler to Occasionally place objects be used in many ways. and ways of doing things. experiment with new uses for far enough away from baby familiar objects, such as, so he/she has to move to get Allow baby time to explore Allow toddler to show “What can we make with them. safe, everyday objects, such his/her creativity and pieces of fabric?” as plastic nesting cups or imagination by solving Offer support and bowls, wooden spoons or problems in his/her own Provide toy tools, bucket and suggestions for problem- pots and pans. ways. take-apart toys such as, large solving, but avoid plastic links or rings for intervening too quickly. When baby encounters a Provide more challenging construction and pretend problem, offer suggestions tasks or activities in order to play. Comment positively on and support, but avoid encourage problem-solving baby’s attempts and intervening too quickly. skills and behaviors. Notice and comment positively successes in solving on the accomplishments, new problems. Notice and comment Ask questions that skills and abilities that toddler positively when baby solves challenge toddler to think develops. Show excitement when baby a new problem or applies about problem solving such discovers new uses for his/her knowledge to new as, “What can you do Invite toddler to help you familiar things, such as situations. next?” or “What do you when you encounter putting a block in a box or need to fix that?” everyday problems or pot. challenging situations.

46 DOMAIN IV: Component: Imitation and Symbolic Play Cognitive Definition: Copying the sounds, gestures or Development behaviors of others and using objects to represent something else during play. Indicators: • Observes and imitates sounds, gestures or behavior • Uses objects to represent other things • Uses imitation or pretend play to express creativity and imagination

of behaviors that show development of imitation and symbolicExamples play

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Attends to and imitates Tries to bite into a plastic Uses a round object for a ball Acts out a simple story or a gestures, such as opening apple or other fruit that looks and throws it across the play that has been read or seen. and closing the mouth, like a real one. room. sticking out tongue or Draws a picture with crayons opening and closing hand. Imitates adults by using a Imitates adult actions, such as or markers and makes up a cloth to wipe the table after putting a key in a keyhole, story about it. Imitates faces or sounds that eating. ringing a door bell or closing familiar caregiver makes. a door. Talks to stuffed animals or Pretends to comb or brush doll, pretends to feed them Imitates shaking or patting a his/her hair using his/her Uses familiar objects to and tells them to go to sleep toy or other object. hand or fingers. represent other things, such or says “Night-night.” as using a block moving along Coos, squeals or laughs Pretends to feed doll or the floor as a car or a piece of Plays with another child in the when familiar caregiver talks stuffed animal with his/her newspaper as a blanket. sandbox and pretends to and plays games with bottle or food. make cakes and pies him/her. Pretends to cook or eat together. imaginary food using pots, pans or toy dishes. Carries on a conversation with an imaginary playmate.

47 Some Caregiver Strategies for DOMAIN IV: promoting imitation and symbolic play Cognitive Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Imitate baby’s faces or Play games and do finger Model sounds that animals Suggest toddler watch other noises and watch to see if plays with baby where baby or cars make and observe children playing on the baby imitates you. can imitate your gestures or the ways that toddler uses climber at the playground motions, such as “Where is these sounds and his/her and try to do the same thing. Play with familiar toys, such your nose?” or “Where are toys in pretend play. as shaking a rattle or your eyes?” Show toddler how to open a patting a soft toy, and allow Watch and comment box of crackers and then give time for baby to imitate Provide real and/or toy positively about situations toddler the empty box for your actions. objects, such as a cup, where toddler uses other pretend play. spoon or telephone for objects to substitute or Play “Peek-a-boo” with pretend play. represent the real thing, Use puppets, stuffed animals baby by using your hands to such as using a stick for a or other props to make story cover and uncover your face Provide opportunities for fishing pole or a book for a time more interesting for while saying, “Peek-a- baby to express pillow. toddlers. boo!” himself/herself creatively, such as singing, moving Provide cups, containers, Act out different pretend Occasionally imitate baby’s arms or legs, and moving spoons, shovels and other roles during play with gestures, actions or body to music. tools for sand and water toddler, such as encouraging behavior to see if he/she play. him/her to cook you make- imitates you and then Introduce play with sand believe food and everyone repeat or modify the and water and provide other Provide opportunities for pretends to eat it. gesture, action or behavior. sensory experiences. pretend play with simple props for make-believe, Encourage interactive Carefully observe baby for Notice when baby uses such as dolls, stuffed pretend play with other other areas of concern if objects to represent animals, dishes and blocks. toddlers using a variety of baby does not imitate something else, such as props. familiar gestures by six to using a block for a car. eight months.

48 DOMAIN V: Physical and Motor Development

he physical, gross and fine motor skills and abilities that emerge during the infant and toddler stages of development affect the young child’s connections with others, with things and with their environment. Infants and toddlersT learn about themselves, others and their environment through the use of their motor skills and abilities and their increasing ability to coordinate their hands, arms, legs and their whole body. They use movement to explore their environment and expand their world. Children with physical limitations may need special accommodations and adaptations to develop motor skills and behaviors.

The healthy growth and development of infants and toddlers is an essential part of children’s overall well-being and affects all other areas of learning and development. Primary caregivers, with the support and assistance of others, are responsible for assuring that the physical and social/emotional needs of infants and toddlers are met. When these basic human needs are met, infants and toddlers can take full advantage of learning opportunities that will help them develop to their full potential. Family and cultural variations in physical care routines such as ways of feeding or sleeping and expectations for self-help skills can be supported by other caregivers as well.

Purpose: To develop physical and motor skills and improve health and well-being 49 Components: Gross Motor Development DOMAIN V: Fine Motor Development Physical and Physical Health and Well-Being Motor Development

Case Study Examples

YOUNG INFANT Gross Motor Development (Birth to 9 months) Isabella’s mother knows that it is important to always put Isabella, age 4 months, to sleep on her back. She also knows that “tummy time” is important when Isabella is awake and she is with her so that Isabella can strengthen her muscles and learn to raise her head and body with her arms to look around. Sometimes Isabella’s mother rolls up a towel to put under Isabella’s arms and chest to help support her body so that she can look around and reach for a toy while she is on her tummy.

Gross Motor Development OLDER INFANT JamalandJalynn’s parents are watching closely to see which of their twins, age (8 to 18 months) 12 months, will walk first. Jamal was eager to crawl and explore everywhere. Jalynn was more content to sit and play with her toys and started to crawl later. Now both babies are pulling themselves up to the furniture and soon they will start walking on their own. Jamal and Jalynn’s parents know they will have to do more “child proofing” to make the house safe for their new walkers.

Fine Motor Development YOUNG TODDLER (16 to 26 months) Aiden was born 2 months premature and at 22 months of age he is small for his age and shows some delays in motor development. His parents spend a lot of time doing activities with him and work with several specialists. Aiden likes to do puzzles and has several puzzles with large knobs on each piece that make it easier for him to pick up the pieces. He works hard at turning and pushing the pieces into place. Aiden often claps along with his parents to show his delight at completing a puzzle.

Physical Health and OLDER TODDLER Well-Being (24 to 36 months)

Farrah at 30 months, is learning about using the toilet and taking care of some of her physical needs such as washing her hands and wiping her nose by herself. She likes to pretend she is sitting on the potty and then runs away and says, “All done.” Sometimes she brings her toy bear to sit on the potty and then claps her hands and says, “All done!” Farrah’s mother hopes that Farrah will be potty trained before she goes to preschool next year. 50 DOMAIN V: Component: Gross Motor Development Physical and Definition: Body movements and skills that involve Motor Development the arms and legs or the whole body

Indicators: • Moves body, arms and legs with coordination • Demonstrates large muscle balance, stability, control and coordination • Develops increasing ability to change positions and move body from place to place • Moves body with purpose to achieve a goal

Examples of behaviors that show gross motor development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Makes repetitive motions Sits by self and maintains Walks easily or runs from Climbs on chair or stool to with arms and legs. balance while playing with a place to place by self. reach toys and other objects toy. that are up high. Holds head up or turns head Crawls or walks up steps and from side to side when Crawls on hands and knees then backs down or turns Enjoys playing on climbers placed on stomach. to get a toy. and walks down by self. or slides at playground.

Rolls over and over to get Scoots on bottom using legs Walks and sometimes runs Climbs stairs using alternate closer to a toy. to help move from place to across the room to greet feet. place. people. Uses arms and legs to move Stands on one foot or can forward or backward on Uses furniture to pull self up Jumps into puddles, piles of kick a ball with one foot while stomach or back. from sitting to standing or leaves or sand box. standing. lower self from standing to Sits up with support, such as sitting. Pushes or pulls a wagon or Tries to ride a tricycle or when propped with pillows. cart while walking. other riding toys with pedals. Walks while holding onto furniture or people and later Uses adaptive equipment to Likes to run, march around walks alone help with standing or or dance to songs and music. moving.

51 Some Caregiver Strategies for DOMAIN V: promoting gross motor development Physical and Motor Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Always place baby on back Provide safe,* interesting Provide space and Acknowledge toddler’s for sleeping safely. places for baby to move opportunities both inside physical skills that are used around and explore. and outside for toddler to in solving problems, playing Allow baby to experience walk, run, jump and climb. and interacting with others. open spaces during Provide close supervision as playtimes, such as lying on baby learns to move and Encourage toddler to move Provide toddler with a blanket on the floor in a explore his/her to get the things he/she opportunities and safe* area. environment, especially wants, such as, “Let’s go supervision for visits to places, such as stairways swing and I will push you.” playgrounds and parks to During play when baby is and doorways. exercise and play on various awake, sometimes place Provide safe* opportunities types of equipment. baby on his/her back and Encourage baby to move to to learn to climb stairs other times on his/her get what he/she wants, starting with two or three Encourage toddler to learn to stomach to provide broader such as a toy that is out of steps at a time. step up onto a stool so he/she views and encourage use of reach. can wash hands by self. legs, arms and hands. Provide toys, such as a “Child-proof” the spaces wagon or cart, to allow Provide riding toys so Put baby in positions where baby will explore and toddler to develop pushing toddler can learn to pedal he/she can turn or raise remove unsafe and valuable and pulling skills. and use other motor skills. his/her head and roll from objects. side to back or side to Observe and record Play large motor games that stomach. Sing songs or read books toddler’s increasing ability require coordination of with action movements that to walk, run, jump and words, movements and Sometimes prop baby up involve the whole body or climb with ease, balance actions, such as “Hide and with pillows so he/she can arms and legs. and coordination. Seek” or “Ring around the sit with support and hold or Rosy.” explore objects. Observe and record when *safe toys and safe baby is able to sit alone, environments mean that Observe and record toddler’s Observe and record crawl, pull self up, stand toys, materials and space do increased awareness of body, emerging physical skills, holding onto furniture, not provide a risk for harm, space and movement during such as when baby is able to stand alone and walk alone. injury or damage. physical activities. turn over by himself/herself.

52 DOMAIN V: Component: Fine Motor Development Physical and Definition: Physical movements and skills that Motor Development involve the feet, hands and fingers

Indicators: • Uses hands or feet to manipulate objects and make contact with people • Develops small muscle control and coordination • Demonstrates integration of the senses • Uses different actions on objects • Controls small muscles in hands when doing simple tasks Examples of behaviors that show fine motor development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Kicks or swipes at toy or Transfers a block or other toy Throws a ball toward another Watches adult to learn hand mobile hanging over crib. from hand to hand. child or to an adult. motions for finger plays.

Grasps a finger or small toy Holds two blocks, one in Stacks two or three blocks on Tears paper into small pieces placed in his/her hand. each hand and hits them top of each other. to glue onto another paper. together to make noise. Looks at an object in Holds a crayon or marker and Uses a crayon or marker to his/her hand while bringing Uses pincer grasp with thumb makes vertical lines on paper. make scribbles or circles on it to mouth. and forefinger together to paper. pick up small objects. Pushes and pats puzzle pieces Looks at brightly colored into place. Holds paint brush and makes socks while moving or Holds string and pulls toy marks at easel or at a table. kicking feet. while standing or walking. Digs in sand with spoon or small shovel. Puts things together, such as Uses hands and actions, Lines up blocks in a row. connecting blocks or linking such as hitting, shaking and Squeezes a sponge and toys, using hands and fingers. patting, to explore different Drops or throws balls and watches water drip on the ways to use a new toy. other objects while sitting or table. Uses pincer grasp with thumb standing. and fingers to wind up a toy. Claps hands when imitating Uses fingerpaint to make others or to show emotion. Coordinates and uses senses marks or circles on paper. Can do simple tasks that together, such as hearing and require coordination or Drops or puts small blocks looking or seeing and integration of sensory into a container. touching. information. 53 Some Caregiver Strategies for DOMAIN V: promoting fine motor development Physical and Motor Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Provide space for baby to Provide toys that encourage Provide different kinds of Provide materials and tools, move legs, feet, arms and movement and action with balls for toddler to throw. such as play dough, hands to hit and grasp arms and hands, such as modeling clay, hammers and objects. toys with wheels for baby to Provide toys and materials rolling pins for toddler to push and pull. that offer practice for fine roll, pound and make Allow baby to grasp motor skills and eye-hand shapes. caregiver’s finger while Observe and record baby’s coordination, such as playing with baby. use of hands, fingers and puzzles, pegs and Encourage toddler to hold thumb to pick up and pegboards, blocks, spoon or fork with fingers Prepare a safe* examine objects and to construction toys, beads to and to grasp a glass or a cup environment and remove bring them to his/her string and lacing cards. with hand for drinking. things that are so small that mouth. they could be a choking Provide toddler Provide paper and blunt- hazard. Provide a variety of safe* opportunities for sensory tipped scissors for toddler to toys with pieces that come experiences using sand or practice cutting and tearing. Place interesting objects apart, fit together or stack. water with toys, such as and toys within reach of shovels and buckets, cups, Encourage toddler to play baby for looking and Provide opportunities for spoons, pitchers and other with a variety of building, swiping at and hitting. play with toys, such as containers. snapping, linking blocks and nesting cups, containers, toys that require eye and Observe and record baby’s blocks, simple puzzles, Notice all the ways toddler hand coordination. eye-hand coordination stacking rings, shapes and uses musical toys, such as when he/she reaches for shape sorters. beating a drum, playing a Introduce easel painting objects and brings objects xylophone or pushing down with a paint brush with a to his/her mouth. Play games with baby that keys on a piano. large handle as well as using require physical actions, paper, paint and brushes at Provide opportunities for such as using different Allow toddler to explore the table. baby to practice reaching, kinds of balls to roll and drawing and using writing grasping, releasing and throw. materials by providing large *safe toys and safe grasping again various size crayons, markers and environments mean that small objects and toys. Use finger plays or songs paper. toys, materials and space do with actions to encourage not provide a risk for harm, Play hand or finger games baby to imitate actions or Provide fingerpainting injury or damage. with baby such as “Pat-a motions. experiences to encourage cake” or “Open Shut use of small muscles in Them.” hands and fingers.

54 DOMAIN V: Component: Physical Health and Well-Being Physical and Definition: Physical growth and basic health Motor Development needs, contributing to positive feelings and attitudes Indicators: • Shows characteristics of healthy development • Responds when physical needs are met • Expresses physical needs non-verbally or verbally • Participates in physical care routines • Begins to develop self-help skills • Begins to understand safe and unsafe behaviors

of behaviors that show development of physical health andExamples well-being

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Startles or cries when hears Shows growth in height and Participates in healthy care Pulls at pants or gives other sudden loud noises. weight typical for age routines, such as using signs of needing to use the according to growth charts. tissues to wipe nose, toilet. Grows proportionally washing and drying hands according to height and Splashes water on self and and holding a tooth brush. Holds hands under water to weight growth charts. plays in the water during be washed and later wants to bath time. Points at, says name or uses wash own hands. Cries when hungry and sign language for what quiets down when picked up Plays happily with toys after he/she wants to eat or drink, Picks up toys after playing or for breastfeeding or when a nap or a snack. such as “apple” or “milk.” when hears “Clean Up” song. sees caregiver with bottle. Cooperates when getting Uses a spoon to feed self or Pours own milk from small Coos, smiles or plays with physical needs met, such as drinks from a glass or cup. pitcher into cup. caregiver after being fed or getting his/her diaper after getting a dry diaper. changed, nose wiped or Shakes head or says, “Yes” Climbs into car seat when teeth brushed. or “No” when asked if asked and cooperates in Lifts arms when getting shirt he/she is “All done?” getting buckled in. put on or off. Feeds self some finger foods while sitting. Accepts other suggestions Walks with adult, holding Places hands on bottle while or redirection for unsafe adult’s hand before crossing being fed by caregiver. Responds to “Hot” or “No” behaviors or situations. the street. and begins to not touch things when told not to. 55 Some Caregiver Strategies for DOMAIN V: promoting physical health and well-being Physical and Motor Development

Young Infants Older Infants Young Toddlers Older Toddlers (Birth to 9 months) (8 to 18 months) (16 to 26 months) (24 to 36 months) Family arranges for regular Talk about what baby is Prepare the environment Family arranges for regular health and developmental seeing, hearing and doing and establish routines to health check-ups including exams, including vision and or what caregiver is doing allow toddler to begin to vision and hearing hearing screenings, with with him/her. take care of some of his/her screenings and health care provider. own physical needs. developmental exams. Allow baby to use gestures, Pay attention to signs that sounds and words to show Offer a variety of nutritious Provide a toothbrush and baby can hear noises and what he/she wants or foods and allow toddler to toothpaste and teach toddler voices and can see lights, needs. choose types and amounts about brushing teeth. colors and actions. of foods to eat. Begin to offer baby small Use child-size serving Watch and listen carefully amounts of cut up cooked Allow toddler to use utensils, such as a small to identify different types of food, peeled fruit, crackers gestures, sign language pitcher so toddler can pour cries, vocalizations, facial or cereal as “finger food” and/or spoken language to own milk. expressions and gestures. along with his/her regular ask for what he/she wants meals. or needs and to respond to Store toddler’s toys on a low Provide nutritious foods questions. shelf or in containers so that contribute to baby’s Avoid foods that could he/she can put away own physical growth and cause choking, such as Provide opportunities for toys. development. grapes and pieces of hot toddler to develop and use dog. self-help skills, such as State clear expectations for Hold baby during feeding feeding and dressing using safe behaviors and times to provide closeness Help baby learn safe himself/herself. closely supervise toddler and comfort. behaviors around stoves or when he/she is in unsafe other hot objects by saying Model, demonstrate and situations. Encourage baby to focus on “Hot” or “No” in a firm assist when needed, but caregiving tasks and what voice and redirecting baby’s avoid pressure if toddler Family, health provider and will happen next. Talk attention to other things. shows resistance for other caregivers observe and about what you are doing learning or using new monitor toddler’s and what you will do next. Talk with baby about what behaviors independently. development and discuss any he/she is doing and move areas of concern needing baby to another place when Ask toddler to hold your follow-up or further he/she is in an unsafe hand while you are going evaluation. situation. down stairs together.

56 New Jersey Birth to Three Early Learning Standards

I. Social and Emotional Development II. Approaches to Learning A. Trust and Emotional Security A. Curiosity • Engages in behaviors that build • Shows interest in and actively relationships with familiar adults explores the environment • Shows preference for familiar adults • Shows eagerness and curiosity as a • Reacts to unfamiliar adults learner • Seeks ways to find comfort in new • Seeks to discover and learn new situations things • Shows emotional connection and SUMMARY attachment to others B. Persistence • Attends to and tries to reproduce B. Self-Awareness interesting events OF • Expresses feelings and emotions • Maintains social contact by through facial expressions, sounds continuing to engage with caregiver INDICATORS gestures or words • Attempts challenging tasks with or • Begins to develop awareness of self without adult help as separate from others • Explores thoroughly and tries to • Shows confidence in increasing solve problems even when abilities encountering obstacles

C. Self-Regulation C. Creativity • Begins to manage own actions, • Uses unusual ways to explore emotions and behavior people or objects in the environment • Develops ability to cope with stress • Finds new things to do with familiar and strong emotions objects • Begins to understand simple routines, • Uses imagination in playful, silly or rules or limitations messy ways

D. Relationships with Peers and Adults D. Initiative • Shows interest in and awareness of • Shows initiative by engaging others peers and adults in interaction • Responds to and interacts with other • Takes action without being directed peers and adults by others • Begins to recognize and respond to • Demonstrates initiative by making the feelings and emotions of peers choices and adults • Begins to show care and concern for others • Uses social interactions, facial expressions, gestures or words to express feelings, needs and wants • Begins to use imitation or pretend play to learn and practice new roles and relationships 57 SUMMARY OF INDICATORS

III. Language Development IV. Cognitive Development V. Physical and Motor and Communication A. Exploration and Discovery Development A. Listening and Understanding • Pays attention to people and A. Gross Motor Development • Shows interest in listening to objects • Moves body, arms and legs sounds • Uses senses to explore with coordination • Listens with interest to people, objects and the • Demonstrates large muscle language of others environment balance, stability, control and • Responds to verbal • Attends to colors, shapes, coordination communication of others patterns or pictures • Develops increasing ability to • Responds to nonverbal • Show interest and curiosity in change positions and move communication of others new people and objects body from place to place • Understands gestures, words, • Makes things happen and • Moves body with purpose to phrases or questions watches for results or repeats achieve a goal action B. Communicating and Speaking B. Fine Motor Development • Uses sounds, gestures or B. Memory • Uses hands to manipulate actions to express needs and • Shows ability to acquire new objects and make contact wants information and use it at a with people • Use consistent sounds, later time • Develops small muscle gestures, signs or words to • Recognizes familiar people, control and coordination communicate places and things • Demonstrates integration of •Imitates sounds, gestures, • Recalls and uses information the senses signs, words or phrases in new situations • Uses different actions on • Uses sounds, signs, words or • Searches for missing or objects phrases for a variety of hidden objects • Controls small muscles in purposes hands when doing simple • Takes turns using language in C. Problem-Solving tasks simple back and forth • Experiments with different conversations uses for objects C. Physical Health and Well-Being • Shows imagination and • Shows characteristics of C. Emergent Literacy creativity in solving problems healthy development • Shows interest in songs, • Uses a variety of strategies to • Responds when physical rhymes and stories solve problems needs are met • Shows interest in photos, • Applies knowledge to new • Expresses physical needs pictures and drawings situations non-verbally or verbally • Develops interest in and • Participates in physical care involvement with books and D. Imitation and Symbolic Play routines other print materials • Observes and imitates • Begins to develop self-help • Begins to recognize and sounds, gestures or behaviors skills understand symbols such as • Uses objects to represent • Begins to understand safe those used in writing other things and unsafe behaviors • Uses imitation or pretend play to express creativity and imagination 58 Developmental Concerns

Ifyouareconcernedaboutachild’sdevelopment,pleasereviewthe following checklists at the appropriate age range for descriptions ofbehaviorsthatmayrequirefurtherobservationandconsultation. Alert your child’s doctor, nurse or early intervention staff about your concerns and if your child displays any of the early warning signsfortheiragerange. If you have concerns about a child’s development, you can also call aNewJerseystatewide,toll-freenumber: (888)653-4463. REPRINTED FROM: Your Child’s Development Important Milestones:(Birth–36months) FULLBROCHUREAVAILABLEAT: http://www.thefamilymatterswebsite.org/PDF/reic_developmental_brochure.pdf

(Birth – 4 months) (4 months - 8 months) Developmental Health Watch Developmental Health Watch I Does not seem to respond to loud noises I Seems very stiff, with tight muscles I Does not notice hands by 2 months I Seems very floppy, like a rag doll I Does not follow moving objects with eyes by 2 to 3 months I Head still flops back when body is pulled into sitting position I Does not grasp and hold objects by 3 months I Reaches with one hand only I Does not smile at people by 3 months I Refuses to cuddle I Cannot support head well by 3 months I Show s no affection for the person who cares for him or her I Does not reach for and grasp toys by 3 to 4 months I Doesn’t seem to enjoy being around people I Does not babble by 3 to 4 months I One or both eyes consistently turn in or out I Does not bring objects to mouth by 4 months I Pers istent tearing, eye drainage or sensitivity to light I Begins babbling, but does not try to imitate any of your I Doe s not respond to sounds around him or her sounds by 4 months I Has difficulty getting objects to mouth I Does not push down with legs when feet are placed on a I Doe s not turn head to locate sounds by 4 months firm surface by four months I Doe s not roll over in either direction (front to back or back to I Has trouble moving one or both eyes in all directions front) by 5 months I Crosses eyes most of the time (occasional crossing of the I Seems impossible to comfort at night after 5 months eyes is normal in these first months) I Doe s not smile on his or her own by 5 months I Does not pay attention to new faces, or seems frightened I Cannot sit up with help by 6 months by new faces or surroundings I Does not laugh or make squealing sounds by 6 months I Experiences a dramatic loss of skills he or she once had I Does not actively reach for objects by 6 to 7 months I Does not follow objects with both eyes at near (1 foot) and far (6 feet) ranges by 7 months I Does not bear weight on legs by 7 months I Does not try to attract attention through actions by 7 months I Does not babble by 8 months I Shows no interest in games of peek-a-boo by 8 months I Experiences a dramatic loss of skills he or she once had 59 (8 months - 12 months) (12 months - 24 months) Developmental Health Watch Developmental Health Watch I Does not crawl I Cannot walk by 18 months I Drags one side of body while crawling (for over one month) I Fails to develop a mature heel-toe walking pattern after I Cannot stand when supported several months of walking, or walks only on his toes I Does not search for objects that are hidden while he or she I Does not speak at least 15 words watches I Does not use two-word sentences by age 2 I Says no single words (“mama” or “dada”) I By 15 months, does not seem to know the function of I Does not learn to use gestures, such as waving or shaking common household objects (brush, telephone, bell, fork, head spoon) I Does not point to objects or pictures I Does not imitate actions or words by the end of this period I Experiences a dramatic loss of skills he or she once had I Does not follow simple instructions by age 2 I Cannot push a wheeled toy by age 2 I Experiences a dramatic loss of skills he or she once had (24 Months – 36 Months) Developmental Health Watch

I Frequent falling and difficulty with stairs Alert your child’s doctor, nurse or early I Persistent drooling or very unclear speech intervention staff about your concerns I Cannot build a tower of more than four blocks and if your child displays any of the I Difficulty manipulating small objects early warning signs for their age range. I Cannot copy a circle by age 3 I Cannot communicate in short phrases I No involvement in “pretend” play If you have concerns about a child’s I Does not understand simple instructions development, you can also call a I Little interest in other children New Jersey statewide, I Extreme difficulty separating from mother or primary caregiver toll-free number: (888)653-4463. I Poor eye contact I Limited interest in toys I Experiences a dramatic loss in skill he or she once had Other Resources for Developmental Concerns

Knowing early warning signs for developmental concerns can help parents and other caregivers know when to contact others for further information and assistance. The following websites provide valuable information about developmental milestones and developmental concerns. Learn the signs. Act Early. www.cdc.gov/ncbddd/actearly/milestones/index.html Obtain information about family resources. www.thefamilymatterswebsite.org

The Early Childhood Parenting and Professional Resource Center www.njparentlink.nj.gov/ 60 References!"#$%&#'()#'* '*# ' ) !# #* ')#!*# ' !)## and Resources

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