DRAFT Virginia's Unified Early Learning and Development Standards for All Children Ages Birth 5
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Virginia’s Unified Early Learning and
Development Standards for All Children
Ages Birth – 5
DRAFT
VA ELDS | 10/01/2020Table of Contents
INTRODUCTION 4
The Need for a Unified Set of Early Learning and Development Standards in Virginia
How to Use Virginia’s Unified Early Learning and Development Standards
FUNDAMENTAL BELIEFS 5
Grounding Knowledge
Guiding Principles
DESIGN OF THE STANDARDS DOCUMENT 8
Virginia’s Early Learning and Development Standards at a Glance
ORGANIZATION OF THE STANDARDS 11
Process
WRITING STYLE 12
ACKNOWLEDGEMENTS 14
APPROACHES TO PLAY AND LEARNING 16
Curiosity and Initiative
Creativity and Imagination
Executive Functions and Cognitive Self-Regulation
Behavioral Self-Regulation
SOCIAL AND EMOTIONAL DEVELOPMENT 26
Positive Self-Concept
2Emotional Competence
Interacting with Others
COMMUNICATION, LANGUAGE, AND LITERACY DEVELOPMENT 39
Communication
Foundations of Reading
Foundations of Writing
HEALTH AND PHYSICAL DEVELOPMENT 50
Using Senses
Gross Motor
Fine Motor
Physical Health and Self-care
COGNITIVE DEVELOPMENT 60
Science: The Natural and Physical World
Social Science: People, Community, and Culture
Mathematics
Fine Arts
GLOSSARY 75
APPENDIX A: REFERENCES AND SOURCES CONSULTED 82
APPENDIX B: STATES CONSULTED 88
3INTRODUCTION
The first five years of a child’s life involve significant impact on the developing brain and early learning. The concepts and skills
that children learn during their early years also lay the groundwork for a successful transition to kindergarten and all later
schooling. Virginia is committed to providing every child in the Commonwealth with the experiences and supports that will
provide a solid foundation for their learning and life.
THE NEED FOR A UNIFIED SET OF EARLY LEARNING AND DEVELOPMENT STANDARDS IN VIRGINIA
Virginia is home to over 500,000 children ages birth through five. Many of the Commonwealth’s young children have access to
early settings and experiences that are well equipped to support development and learning. Others, however, lack that access for
a number of reasons including geography; cost; demand that exceeds supply; and inadequate resources or supports for quality
care. Still other children have needs that require special considerations from their programs and providers.
The goal of early care and education is to help all children prepare for kindergarten, and for a good start in life, through high
quality early education or early intervention programs. Many factors contribute to program quality, including the provider’s
understanding of how children learn and grow throughout early childhood, and what adults can do to best support the developing
child. Virginia’s Unified Early Learning and Development Standards (ELD Standards) provide parents and all early childhood
providers with a resource for understanding what children should know and be able to do as they grow and change from birth until
they enter formal schooling.
HOW TO USE VIRGINIA’S UNIFIED EARLY LEARNING AND DEVELOPMENT STANDARDS
This document is designed for adults who teach and care for young children in a variety of settings including home-based child
care, center- based child care, Head Start classrooms, early intervention programs, private preschools, public early childhood
programs, and Virginia Preschool Initiative (VPI) classes.
The ELD Standards are a reference to help adult providers to understand what most children are able to know and to do, across
different areas of development, by a given age. This information can further suggest ideas about what kinds of materials,
experiences and conversations early educators can provide so that the children in their care have the opportunity to explore,
practice, talk about and learn important ideas, behaviors and skills.
This document describes development across six overlapping age bands. The overlap conveys the reality that children develop at
different rates. Individual skills will appear, across children, at different times. Those differences are often consistent with
“expected” or “typical” development.
This document is not intended to serve as a developmental checklist, an assessment, or a curriculum. The ELD Standards do,
however, suggest the general path of development against which we might see that a child is not making expected progress.
4Attention to the ELD Standards might also help a provider recognize a particular area of development (e.g., fine motor
development, communication skills) in which a child needs more support or different approaches.
The ELD Standards can be used by individual providers and early childhood programs to:
● understand how children build skills and understanding, in different areas of development, from birth to age 5;
● discern whether a particular child is learning and growing according to general expectations;
● identify topics for training to help all providers continually grow and improve as early educators.
The ELD Standards are, in short, the “bottom line” of what we should aim for each child in Virginia. A child whose development
and learning generally aligns with these behaviors and skills will have a good start on their readiness for school and their
continued growth throughout life.
GROUNDING KNOWLEDGE AND GUIDING PRINCIPLES
At the core of these ELD Standards is the belief that all children in Virginia deserve to build on their capabilities, and deserve to
start school ready to learn. Related to that conviction is the belief that early childhood educators and caregivers need access to
clear, actionable guidance that supports their understanding of how children develop, what skills children will need, and how
adults can help children build their skills and master the milestones of early development.
In order to highlight discrete skills and behaviors that adults should look for when interacting with and observing a young child,
this document focuses on each of five Areas of Development. Within each area, the ELD Standards describe specific concepts and
skills that adults should look for and support as children grow and change. All areas are grounded in what is known about early
development and learning, and beliefs about young children and early childhood education.
Grounding Knowledge
We know that during the years from birth through age 5, and particularly the years from birth through 3, the young child’s brain is
growing and developing the capacity for all later learning (Shonkoff & Phillips, 2000). We also know that the brain’s growth is
supported or undermined as a function of the child’s environment and experiences. Finally, and most importantly, we know that
interactions and relationships with caregiving adults and teachers are of primary importance in supporting a child’s early
development and learning (Child Trends, 2015; Dougherty, 2014; Flores et al., 2016).
What happens - or what does not happen - during a child’s first five years makes an important difference that will influence the
child’s life and learning well beyond the early childhood period.
5Guiding Principles
Over the course of a child’s early years, we begin to know them by paying careful attention to the unique individual they are
becoming. Supporting learning for all children means understanding how we generally expect a child to develop and change.
Supporting learning for an individual child means paying careful attention to whether and how the child progresses; considering
whether something is interfering with the child’s development; and learning ways to help a child whose growth is not unfolding as
we typically expect. While children bring their individuality and diversity to early childhood settings, these guiding principles
reflect knowledge that will help adults provide the best environments, experiences, and relationships for all the children in their
care.
Development occurs with some predictability, but children progress through their development at their own rate and
in their own way. We can describe how development generally unfolds - which skills are likely to come before others and
when. But a child may skip over some steps altogether. They may progress in one area more quickly or slowly than others.
Developmental guidelines provide a road map, but each child will have their own, unique route for learning.
Learning is a dynamic phenomenon, integrated across all areas of development. As young children grow and learn, their
changing abilities reflect the interplay of many areas of development, working in concert with one another. Preschoolers’
ability to manage their impulses, for example, enables them to persist through the challenge of building with blocks as
they develop as mathematical thinkers; to quiet themselves in order to listen to others as they grow in social skill and in
collaboration; and to follow established rules of play as they become members of a group that learns and plays together.
Skills may be thought about in terms of a particular area of development, but they are very often interwoven and
interdependent.
Early learning will require special attention, support, and strategies for children with developmental disabilities or
delays. Early growth and development for some children will be influenced by the presence of an individual difference, a
disability, or a developmental delay. These differences can include visual or hearing impairments; communication, speech
or language delays; physical disabilities or motor delays; and differences affecting a child’s social development or
emotional growth. Children with disabilities may need adaptive materials and environments to support their learning and
may benefit from numerous opportunities for participation and interaction. The presence of such differences should not
prevent a child from participating in an early childhood program with peers whose development is more typical. That said,
teachers and caregivers may need access to more specialized guidance, equipment, materials and methods to help these
young learners to develop and demonstrate their abilities. Those additional teaching tools and strategies are often helpful,
not only for a child or children with special needs, but for other children as well.
A child’s home culture and language must be recognized, respected, and accommodated in the early learning
processes. The ELD standards describe how we generally expect children to change and learn over time. The ELD
Standards include indicators that refer to behaviors such as curiosity, persistence, attention, and exploration. As providers
6use these standards to understand learning and development in general, it is important to also recognize that children
bring their cultural learning to the process. That learning might have taught a child, for instance, to focus on and follow
the directives of adults, as opposed to taking initiative on their own. A young child might also have learned to inhibit their
questions and comments, out of deference to adults, and to quietly wait and observe until invited to speak. Understanding
a child in the context of their culture calls on us to partner with families who can help us learn about their culture’s
practices and strengths. Language is only one aspect of culture, but language requires its own considerations. Children
who are dual language learners, for example, need ongoing connection to, and learning in, their home language as they
learn English as their second language. Both dual language learners and English learners will also benefit from teachers
who give careful thought and planning to how concepts and skills will be introduced.
Other factors in the child’s environment will have an impact on learning. Experiences that can cause challenges to a
child’s learning include illness, poverty, and trauma. It is important that teachers and caregivers know and understand
each child fully in order to provide the best and most effective care and teaching. It is also important that teachers and
caregivers are able to access the knowledge and develop the practices that will support children whose circumstances
present such challenges.
Young children learn through play. Play, alone or with other children, is the child’s laboratory. Playing provides children
with opportunities to imagine, question, investigate, collaborate, negotiate, practice, and discover. Playing is how young
children learn. Adults observe and guide children in play to ensure that children learn as they play.
Technology and digital experience can have a place in early learning, but should not be the primary medium for
learning. Children aged 2 and under should have little or no reliance on digital devices for their entertainment or learning.
It is undeniably the case, however, that most young children see and interact with the digital world - even if only through
a parent’s cell phone - from a very young age. The imperative for adults who are supporting young children’s experience of
digital technology, is to position those media and devices as tools that enable investigation, communication, collaboration,
and creativity.
An available, responsive adult is the most important support to the young child’s learning. Children are born wired to
learn, but learning does not occur in a vacuum. Adults activate, motivate, guide, interpret, and support the young child’s
exploration and understanding of their world. Parents are children’s first and most important teachers. When children
enter a program, or another adult’s care, their teachers and caregivers partner with parents in making the most of the
early years as the foundation for lifelong learning.
7DESIGN OF THE VIRGINIA EARLY LEARNING AND DEVELOPMENT STANDARDS DOCUMENT
These standards organize information into five Areas of Development. While not reflective of the true, integrated nature of
development, this organization aims to help providers know what to encourage and what to look for as they support and keep
watch over a child’s development and learning. The Areas of Development include:
● Approaches to Play and Learning
● Social and Emotional Development
● Communication, Language, and Literacy Development
● Health and Physical Development
● Cognitive Development
Each Area of Development is organized into Sub Areas and Focus Areas. Each Focus Area, in turn, details Indicators that describe a
developmental progression of how we expect a child to change across six overlapping age-bands, from birth to age 5. When Focus
Areas include skills that develop during the later years, the developmental progression will start at the appropriate age range
leaving earlier columns blank. This organization aims to underscore the reality that, while development occurs along a general,
expected trajectory, an individual child will not necessarily conform to an exact timeline for achieving milestones. Each child will
also, by virtue of individual, environmental, and cultural differences, demonstrate a milestone in varied ways. The ELD Standards
aim to convey some of that variability in both the design of the document and the substance of the examples provided.
The charts on the following pages (VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS AT A GLANCE) provide the Sub Areas
(e.g., APL1) and Focus Areas (e.g., APL1.1) for each of the five Areas of Development.
8VIRGINIA’S EARLY LEARNING AND DEVELOPMENT STANDARDS AT A GLANCE
Approaches to Play and Learning Social and Emotional Development Communication, Language, and Literacy
Development
APL1. Curiosity and Initiative SED1. Positive Self-Concept CLLD1. Communication
APL1.1. Being curious learners SED1.1. Developing self-awareness CLLD1.1. Understanding verbal and
APL1.2. Taking initiative SED1.2. Developing self-confidence nonverbal cues
SED1.3. Becoming autonomous and CLLD1.2. Using vocabulary and nonverbal
APL2. Creativity and Imagination independent cues to communicate
APL2.1. Showing creativity and imagination CLLD1.3. Learning and engaging in
SED2. Emotional Competence conversational interactions
APL3. Executive Functions and SED2.1. Seeing and naming emotions in self
Cognitive Self-Regulation and others CLLD2. Foundations of Reading
APL3.1. Focusing and paying attention SED2.2. Expressing emotions CLLD2.1. Paying attention to print as
APL3.2. Building working memory SED2.3. Communicating feelings, wants, meaningful
APL3.3. Thinking flexibly and adapting and needs CLLD2.2. Understanding ideas, vocabulary,
APL3.4. Inhibiting responses SED2.4. Regulating emotions and information in stories and
APL3.5. Persisting and problem-solving SED2.5. Showing care and concern for texts
others CLLD2.3. Learning spoken language is
APL4. Behavioral Self-Regulation composed of smaller segments of
APL4.1. Managing actions and behaviors SED3. Interacting with Others sound
SED3.1. Developing relationships with CLLD2.4. Learning how letters and print
adults work to create words and
SED3.2. Developing relationships with meaning
other children
SED3.3. Engaging in cooperative play CLLD3. Foundations of Writing
SED3.4. Solving social interaction problems CLLD3.1. Drawing, scribbling, and writing
to communicate
CLLD3.2. Developing writing habits and
skills
CLLD3.3. Handling writing tools
9Health and Physical Development Cognitive Development
HPD1. Using Senses CD1. Science: The Natural and Physical World
HPD1.1. Learning through all senses CD1.1. Paying attention to the natural world
CD1.2. Testing questions and ideas
HPD2. Gross Motor
HPD2.1. Developing large muscle control CD2. Social Science: People, Community, and Culture
HPD2.2. Exploring the environment CD2.1. Learning about ways that people interact
CD2.2. Understanding relationships and connections
HPD3. Fine Motor CD2.3. Learning about differences
HPD3.1. Using eyes and hands together
HPD3.2. Developing small muscle control CD3. Mathematics
CD3.1. Comparing numbers, counting, and recognizing quantities
HPD4. Physical Health and Self-care CD3.2. Understanding number relationships and solving problems
HPD4.1. Taking care of daily health needs using operations
HPD4.2. Adopting safe behaviors CD3.3. Geometric thinking and spatial reasoning
HPD4.3. Eating with healthy habits CD3.4. Sorting, classifying, and patterning
HPD4.4. Developing healthy habits for rest and sleep CD3.5. Describing, comparing, and measuring
CD4. Fine Arts
CD4.1. Exploring and expressing ideas through movement and
dance
CD4.2. Learning about and through music
CD4.3. Building understanding, empathy and relationship skills
through dramatic and theatre arts
CD4.4. Using visual arts media to express thoughts and feelings
10ORGANIZATION OF THE STANDARDS
Area: Approaches to Play and Learning (APL)
Sub-Area
APL1. Curiosity and Initiative
Focus Developmental Progression
Area
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
APL1.1. ● Shows awareness ● Shows interest in ● Participates in ● Asks questions ● Seeks out new ● Shows curiosity
Being of what is going new experiences new about materials information, by saying things
curious on around them such as reaching experiences, and how they are asks “Why?” like, “I wonder
learners by turning head out to touch begins to ask used (APL1.1e) (APL1.1g) what will happen
and looking rain, hearing a questions, and next.” (APL1.1h)
● Shows interest
around (APL1.1a) new song, or experiments
and awareness in ● Seeks out new
examining new with new
● Shows changes in the information by
items (APL1.1c) materials
excitement with environment asking, “How
(APL1.1d)
facial (APL1.1f) does that work?”
expressions, (APL1.1i)
vocalizations, or
● Shows eagerness
physical
to learn about a
movements
variety of topics
(APL1.1b)
(APL1.1j)
Indicators
11Process
Many documents, studies and individuals were consulted in the process of developing the ELD Standards. Virginia’s standards have
been informed by:
● the Position Statement on Early Learning and Development (ELD) Standards from the National Association for the Education
of Young Children (NAEYC)
● the Joint Position Statement on Early Childhood Inclusion from NAEYC and the Division for Exceptional Children (DEC) of
the Council
for Exceptional Children
● the Summary Report of the North Carolina Enhanced Assessment Grants (EAG) Consortium
● existing Virginia Standards
o Milestones of Child Development
o Foundation Blocks of Learning
o Kindergarten Standards of Learning
● the Head Start Framework for Early Learning Outcomes
● a review of relevant research literature
Additionally, standards from many states were consulted as part of the development of the ELD Standards. See Appendix B for a
list of states whose standards documents were consulted.
Drawing upon these resources, a collaborative process in which a statewide cohort of stakeholders has engaged in a collaborative
process to guide the work of teams to develop the five sections of the ELD Standards document. The stakeholders, listed below,
brought insights from all areas of Virginia: from a variety of service delivery models and systems, from different cultural
perspectives, and from the colleges and universities involved in preparing the early childhood workforce. Workgroup members,
also listed below, represent numerous organizations, colleges and universities. This broad-based participation underscores the
effort to present standards that will serve and support all of Virginia’s early childhood providers and, by extension, all of the
Commonwealth’s young children.
WRITING STYLE
The ELD Standards are intended to be written in a clear way that is understandable to anyone who interacts with children on a
regular basis. Indicators are written in an objective and active tone with the purpose of promoting a positive skill instead of
avoiding a negative behavior. Some examples are embedded within certain indicators to help illustrate or clarify a general
statement.
Guidance was followed in the Publication Manual of the American Psychological Association (APA), 7th edition (2020) whenever
applicable to ensure that the writing is professional as well as reader friendly. In addition to using person-first language, we
12followed APA 7th edition on the usage of the pronoun “they.” APA advocates for the singular “they” because it is inclusive of all
people and it helps readers avoid making assumptions about gender. For example, instead of “engages in an activity that interests
him or her,” the standard is “engages in an activity that interests them.” Instead of “the person is saying his or her name” the
standard is “the person is saying their name.”
13ACKNOWLEDGEMENTS ANN PARTEE Communication, Language and Literacy
Society for Research in Child Development Development
PROJECT LEADERSHIP (SRCD) Pre-Doctoral State Policy Fellow,
Office of Early Childhood *CHRISTINE SCHULL
LEAD DEVELOPMENT TEAM Early Childhood Development, Northern
EARLY LEARNING AND DEVELOPMENT Virginia Community College
YAOYING XU STANDARDS WORK GROUPS (*CHAIR)
Virginia Commonwealth University CHRISTAN COOGLE
(Co- Principal Investigator) Approaches to Play and Learning Early Childhood Special Education, George
*TERESA HARRIS Mason University
JOAN RHODES Early, Elementary and Reading Education,
James Madison University LESLIE LACROIX
Virginia Commonwealth University
College of Education and Human Development,
(Co-Principal Investigator)
PAT KENNEDY George Mason University
Young Children’s Program, James Madison
DEANA BUCK MIRA WILLIAMS
University
Partnership for People Disabilities Virginia Education Foundations and Exceptionalities,
Commonwealth University James Madison University
HOLLY MCCARTNEY
Early, Elementary and Reading Education,
IRENE CARNEY James Madison University Physical Development and Health
Project Manager
MARYAM SHARIFIAN *DEANA BUCK
TERESA HARRIS Early, Elementary and Reading Education, Partnership for People with Disabilities,
James Madison University James Madison University Virginia Commonwealth University
VIRGINIA DEPARTMENT OF EDUCATION TERESA HARRIS
Social and Emotional Development Early, Elementary and Reading Education,
JENNA CONWAY James Madison University
*SANDY WILBERGER
Chief School Readiness Officer, VDOE Training and Technical Assistance Center
Division of School Readiness BELINDA HOOPER
(T/TAC), Virginia Commonwealth University
Department of Child Care, John Tyler
ERIN CARROLL Community College
BONNIE GRIFA
Director Office of Early Childhood Partnership for People with Disabilities,
JESSICA LEE
Virginia Commonwealth University
TAMILAH RICHARDSON Occupational Therapy, Virginia Commonwealth
Associate Director University
SARA MILLER
Office of Early Childhood Education and Special Education, Longwood
Cognitive Development
University
CHERYL STROBEL
Associate Director of Early Childhood, Retired *MEG PIENKOWSKI
CHRISTINE SPENCE Smart Beginnings of Greater Richmond
Counseling and Special Education, Virginia
Commonwealth University
14IRENE CARNEY The Children’s Center, Suffolk, VA WENDY LIPSCOMB
ELDS Project Manager Blessed Sacrament Huguenot High School,
YESENIA DELACRUZ Powhatan, VA
KIM GREGORY Total Action for Progress, Roanoke, VA
Early Childhood Development, Virginia Western ANITA MCGINTY
Community College JENNIFER EDELEN University of Virginia, Charlottesville, VA
Wolf Trap Foundation for the Performing Arts,
KATHY LARUE Vienna, VA CHERYL MORMON
Early Childhood Education, J Sargeant Virginia Alliance of Family Child Care
Reynolds Community College NAVINE FORTUNE Associations, Richmond, VA
Norfolk State University, Norfolk, VA
MISTI MUELLER BERGEN NELSON
Teaching and Learning, Virginia SHIKEE FRANKLIN Virginia Commonwealth University Health
Commonwealth University Hampton Roads Community Action Program, System, Richmond, VA
Inc., Newport News, VA
PROJECT PARTICIPANTS MYRA SAWYERS
BONNIE GRAHAM Virginia Child Care Association, Glen Allen, VA
EARLY LEARNING AND DEVELOPMENT New River Community College, Dublin, VA
STANDARDS STAKEHOLDERS CHRISTINE SCHULL
PHILLIP HAWKINS Northern Virginia Community College,
Norfolk Public Schools, Norfolk, VA Alexandria, VA
MARITSA ALGER
Norfolk Public Schools (Retired), Norfolk, VA DAWN HENDRICKS KATIE SQUIBB
Virginia Department of Education, Richmond, Virginia Early Childhood Foundation,
ADRIA BADER VA Richmond, VA
LeafSpring Schools, Richmond, VA
CORI HILL AMY STUTT
CHANEL BEA Partnership for People with Disabilities, Child Development Resources, Norge, VA
Peter Paul Development Center, Richmond, VA Virginia Commonwealth University, Richmond,
VA CECILIA SUAREZ
CAROL CLARKE Creative Learning School, Alexandria, VA
Smart Beginnings, Fredericksburg, VA GAIL JOHNSON
LeafSpring Schools, Richmond, VA JESSICA WHITTAKER
JESSICA COSTA University of Virginia, Charlottesville, VA
Virginia Department of Education, Richmond, ARLENE KASPER
VA Virginia Department of Social Services, KYRA WOOLEY
Richmond, VA Norfolk Public Schools, Norfolk, VA
ROSALIND CUTCHINS
15Area: Approaches to Play and Learning (APL)
Approaches to Play and Learning focuses on how young children learn. Regardless of content area or subject matter,
engaging in learning activities requires children to call upon a set of habits and skills including curiosity, initiative,
creativity, imagination, and cognitive and behavioral self-regulation. These habits and skills begin to develop during infancy
as children explore their environment through touching, tasting, smelling, listening, and observing. Throughout the toddler
and preschool years, children begin to develop strong interests in certain areas and pursue tasks and activities to learn more
about their interests. Children also become increasingly able to pay attention for longer periods of time; to use what they
remember to learn new things; to adapt their thinking when needed; to control their actions; and to persist and continue
trying, even when they encounter challenges or frustrations. Children grow in these abilities in the context of safe and
responsive relationships with adults and by practicing these skills in authentic ways through play and other peer
interactions. Children will vary in how they approach learning and demonstrate these habits and skills. These differences
may reflect the child’s temperament, home culture, or parental caregiving. For example, some children may be more likely
to seek adult assistance while others tend to try to solve a problem independently. For children with disabilities, providers
need to understand children’s attempts and intentions to be able to support their learning, in addition to providing adaptive
materials and environments. Children who are English learners or dual language learners may develop greater flexibility in
their thinking and working memory as they learn new languages, while also needing providers to offer alternative language
support and multiple interactions with new words. While all children play and learn, their means of engagement may differ.
It is essential that providers expect and understand these differences so they may provide the appropriate support as they
work with all children in their care.
APL1. Curiosity and Initiative
o APL1.1. Being curious learners
o APL1.2. Taking initiative
APL2. Creativity and Imagination
o APL2.1. Showing creativity and imagination
APL3. Executive Functions and Cognitive Self-regulation
o APL3.1. Focusing and paying attention
o APL3.2. Building working memory
o APL3.3. Thinking flexibly and adapting
o APL3.4. Inhibiting responses
o APL3.5. Persisting and problem-solving
APL4. Behavioral Self-Regulation
o APL4.1. Managing actions and behaviors
16APL1. Curiosity and Initiative
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Shows awareness ● Shows interest in ● Participates in ● Asks questions ● Seeks out new ● Shows curiosity
APL1.1. of what is going new experiences new experiences, about materials information, asks by saying things
on around them such as reaching begins to ask and how they are “Why?” (APL1.1g) like, “I wonder
Being curious by turning their out to touch rain, questions, and used (APL1.1e) what will happen
learners head and looking hearing a new experiments with next.” (APL1.1h)
around (APL1.1a) song, or new materials ● Shows interest
examining new (APL1.1d) and awareness in ● Seeks out new
● Shows excitement items (APL1.1c) changes in the information by
with facial environment asking, “How
expressions, (APL1.1f) does that work?”
vocalizations, or (APL1.1i)
physical
movements ● Shows eagerness
(APL1.1b) to learn about a
variety of topics
(APL1.1j)
17APL1. Curiosity and Initiative
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Explores their ● Explores objects ● Initiates ● Tries out ● Purposely tries ● Chooses different
APL1.2. own body by using their senses activities of different ways of different ways of ways to explore the
mouthing and and manipulating interest and tries using new doing things to see environment based
Taking clapping hands and them in a variety to get others materials (APL1.2l) what happens on prior
initiative by kicking and of ways (e.g., involved (APL1.2j) (e.g., builds ramps experiences with
touching feet bangs, shakes, with different tools or actions
(APL1.2a) throws) (APL1.2e) ● Uses toys to blocks to make (APL1.2o)
make things their cars go faster
● Reaches, ● Moves toward happen (e.g., ● Suggests new
and farther)
stretches, or works interesting people, pushes a button on ideas for play
(APL1.2m)
to crawl towards a sounds, objects, a toy to create a activities and
desired object or and activities sound) (APL1.2k) ● Makes attempts follows through
person (APL1.2b) (APL1.2f) at new and with self-direction
challenging and independence
● Repeats actions ● Seeks out objects activities (e.g., (APL1.2p)
to get same that an adult hides climbs a new,
reaction from an (APL1.2g) ● Seeks new
higher slide)
adult (e.g., challenges with
(APL1.2n)
smiling, laughing, ● Plays with one familiar materials
verbalizing) object for a few and activities
(APL1.2c) minutes before independently
focusing on a (e.g., climbs up the
● Repeats actions different object slide) (APL1.2q)
on objects to get (APL1.2h)
same reaction from
the object (e.g., ● Initiates turn-
kicking items on taking with familiar
mobile, moving adults (e.g., gives
arms to sound parent a toy and
rattle or bell noise parent offers a new
on wrist) (APL1.2d) toy) (APL1.2i)
18APL2. Creativity and Imagination
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Explores toys and ● Observes other ● Uses realistic ● Creates three ● Transitions ● Represents reality
APL2.1. safe objects with people’s use of objects in dimensional between reality through the arts
hands and mouth objects (APL2.1b) pretend play structures using and imagination and with art
Showing (APL2.1a) ● Imitates simple (e.g., pretends to blocks and found in cooperative materials (e.g.,
Creativity actions (e.g., fit toy keys into a materials (e.g., play, dramatic by creating
and claps hands door lock) stones or sticks) play, or during stories, drawing,
Imagination together, covers (APL2.1e) (APL2.1i) guided drama or enacting
eyes with hands) experience experiences in
● Plays with stuffed ● Incorporates
(APL2.1c) (APL2.1l) dramatic play)
animals as though props while talking
(APL2.1o)
● Uses everyday they were real about actions (e.g., ● Begins to
objects for a (APL2.1f) takes play dough to sequence actions ● Utilizes realistic
variety of the housekeeping in dramatic play and open-ended
● Shows
purposes area to fill muffin (e.g., gathers materials in
imagination by
(APL2.1d) tins before putting pots, spoons, and cooperative play
using objects to
them in the play plastic vegetables (APL2.1p)
stand-in for other
oven) (APL2.1j) to “make soup”)
objects (e.g., ● Shows purpose
(APL2.1m)
uses a block to ● Creates new and inventiveness
represent a words or rhymes ● Connects in play (e.g.,
phone or a car) (APL2.1k) dramatic play to collects different
(APL2.1g) story (e.g., acts shapes of blocks
as a familiar to build a castle)
● Reenacts familiar
character) (APL2.1q)
events using
(APL2.1n)
props (e.g., pats
a doll on the
back, says,
“night, night”
and puts it in the
toy bed)
(APL2.1h)
19APL3. Executive Functions and Cognitive Self-Regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● With adult ● Demonstrates ● Participates in ● Focuses on self- ● With adult ● Focuses attention
APL3.1. support, starts to increasing ability activities with initiated activities prompts and on tasks and
filter distractions to attend to people and for a short amount support, focuses activities like
Focusing to focus on people, objects materials that of time (e.g., attention on painting or block
and people or objects and activities (e.g., require works on a puzzle) activities like building for longer
Paying in environment quiets motor attention like (APL3.1g) listening to stories periods of time with
Attention (APL3.1a) movements and listening to read to a group for increasing
● Sustains interest
shows intense simple stories as short periods of independence
● Limits sensory with one or two
concentration) they are read time in spite of (APL3.1k)
input by breaking tasks that interest
(APL3.1c) (APL3.1f) interruptions or
gaze and shifting them (e.g., plays ● Sustains
distraction (APL3.1i)
attention ● Notices when at the sensory engagement with a
(APL3.1b) something table for 5-10 ● Stays with a task that interests
expected does not minutes) (APL3.1h) variety of tasks that them for long periods
happen (APL3.1d) interest them (e.g., of time (e.g., works
plays in the in the art center
● Kicks a toy
dramatic play and creating a watercolor
repeatedly and
block areas for 10 painting for 30
notices the
minutes) (APL3.1j) minutes) (APL3.1l)
movement of the
toy (APL3.1e) ● Begins to attend to
adult-initiated tasks
that are not based on
their interests (e.g.,
participates in a
teacher-led small or
large group)
(APL3.1m)
20APL3. Executive Functions and Cognitive Self-regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus ● Shows ● Shows ● Points to and ● Practices ● Repeats a list of ● Remembers
Area recognition of recognition and names parents, remembering by items needed for several steps in
APL3.2. familiar faces and memory of familiar siblings, body recounting a story self-care or play sequence to
voices by attending faces and objects parts, and familiar or verbally (APL3.2j) complete multi-
Building to that person over longer periods objects (APL3.2e) describing a step directions
Working ● Plays simple
(APL3.2a) of time since last picture no longer in (e.g., complete a
Memory ● Sings some of the memory and
seen (APL3.2c) view (APL3.2h) puzzle, return it to
● Develops words to a favorite matching games
the shelf, and join
expectations of ● Correctly looks song (APL3.2f) ● Remembers (APL3.2k)
the group at the
what will happen and reaches toward where materials
● Follows simple 1- ● Remembers and rug) (APL3.2m)
based on prior a toy’s hiding place are kept in familiar
step verbal follows 2-step
experiences (e.g., when the place has environments (e.g., ● Remembers
directions like “put directions to
caregiver will come been changed from can retrieve spare actions that go
your spare clothes complete simple
when baby cries) one location to clothes from with stories or
in your cubby” tasks (e.g., “wash
(APL3.2b) another (APL3.2d) cubby) (APL3.2i) songs (APL3.2n)
(APL3.2g) your hands then
help prepare or eat ● Teaches another
a snack”) (APL3.2l) child the steps
taken for a given
action (e.g., shows
a peer how to use
soap to wash hands
before snack)
(APL3.2o)
21APL3. Executive Functions and Cognitive Self-regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Explores objects ● Shows ability to ● Tries a variety of ● Adjusts to ● Demonstrates ● Adapts to new
APL3.3. by putting in the shift focus to approaches to get changes in routines “cognitive rules in game or
mouth and then attend to what is wanted when informed in flexibility” by activity (e.g.,
Thinking rattling or shaking something else (APL3.3f) advance (APL3.3h) trying another sorting cards by
Flexibly and (APL3.3a) (APL3.3c) approach, with color and then by
Adapting ● Modifies actions ● Identifies signals
adult support, shape) (APL3.3m)
● Modifies ● Participates in a or behavior in for changes
when something
expressions and new activity or social situations, between activities ● Considers ideas
does not work the
actions based on tries new ways to daily routines, to (APL.3.3i) from adults and
first time (e.g.,
others’ responses solve a problem problem solve other children in
● Makes transitions tries a different
(e.g., begins to with little protest (APL3.3g) finding a solution
that are part of a way to climb a
smile in response (APL3.3d) or strategy
daily schedule structure when the
to caregiver’s (APL3.3n)
● Allows caregiver (APL3.3j) first effort does not
smiling face)
to interrupt an work or uses a tool ● Demonstrates
(APL3.3b)
activity to perform or another person flexibility and
a routine as long as to get an item out adaptability with
the caregiver of reach) (APL3.3k) less adult
notifies in advance prompting (e.g.,
● Shows ability to
(e.g., child playing sharing toys or
shift attention
with toy allows trying out new
from one task or
caregiver to wipe materials)
activity to another
face) (APL3.3e) (APL3.3o)
when necessary
(APL3.3l) ● Responds
consistently to
adult suggestions
to try out different
activities (APL3.3p)
22APL3. Executive Functions and Cognitive Self-regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Begins to take ● Seeks adult help ● Controls impulses
APL3.4. turns and wait in when distressed with more
line for short with behavior of or independence
Inhibiting periods of time interaction with a (e.g., walks instead
Responses with adult support peer (APL3.4b) of runs; asks for a
(APL3.4a) turn with a toy
● With adult
instead of
support, begins to
grabbing; waits to
use words, signs or
share out instead
gestures to express
of calling out)
distress with peers
(APL3.4e)
(instead of biting
or pushing) ● Uses strategies to
(APL3.4c) help control own
actions more
● Begins to inhibit
frequently such as
impulsive behaviors
creating physical
with adult support
distance or finding
(e.g., inhibits
an alternative toy
initial response to
Note: The or activity
call out an answer
progression of (APL3.4f)
this focus area to a question
begins to during story time
develop in with teacher's
later age reminder)
bands. (APL3.4d)
23APL3. Executive Functions and Cognitive Self-regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Cries ● Repeats attempts ● Shows ● Practices a skill ● Persists on ● Sometimes
APL3.5. persistently until to communicate or increasing ability or activity many preferred tasks persists on less
needs are met repeats actions to to stay engaged times, even with that may be preferred activities
Persisting and (APL3.5a) get desired action and complete difficulty (e.g., challenging, with with or without
Problem or object (APL3.5d) task (e.g., building a taller or without adult adult support
Solving ● Repeats
putting all shapes block tower or support (APL3.5o) (APL3.5r)
attempts to reach ● Persists in
in a shape sorter) balancing on a log
a desired object looking to find ● Remembers ● Figures out more
(APL3.5g) or balance beam)
by looking at or things that are solutions than one solution
(APL3.5l)
moving toward hidden (APL3.5e) ● Repeats discovered before to a problem (e.g.,
the object preferred ● Alters approach and uses them using packing tape
● Uses trial and
(APL3.5b) activities and to tasks when (e.g., uses a spoon with strings to hold
error to solve
gestures, signs or initial approach to mix flour and cardboard pieces
● Uses more than problems (e.g.,
asks for “more” does not work water for together when
one strategy to pressing a lever to
(APL3.5h) (e.g., tries playdough when masking tape
get what they make a particular
different fingers get sticky doesn’t work)
want (e.g., toy pop up) ● Turns puzzle
techniques when from using hands) (APL3.5s)
vocalizing as well (APL3.5f) pieces different
assembling a shape (APL3.5p)
as reaching or ways to complete
puzzle) (APL3.5m)
moving toward) a puzzle (APL3.5i) ● Responds to
(APL3.5c) ● Responds to adult’s positive
● Begins to use
adult’s verbal feedback for effort
different
encouragement to to continue trying
strategies to
try a new object or or practicing a new
solve a problem
experience or try skill (APL3.5q)
when one
again after an
approach does
unsuccessful
not work
attempt at an
(APL3.5j)
activity (APL3.5n)
● Uses language
to request help
(APL3.5k)
24APL4. Behavioral Self-Regulation
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Responds to ● Looks to adult ● Follows simple ● Participates in ● Follows ● Follows
APL4.1. caregivers' for guidance routines simple routines classroom rules classroom rules and
attempts at before acting in established by with adult and routines with routines more
Managing regulation (e.g., novel situations adults (e.g., support (e.g., prompting and independently
Actions and by rocking, (e.g., looks at eating, napping, hand washing reminders from (e.g., morning
Behaviors talking to child) adults' facial playing) (APL4.1c) before eating, adults (e.g., uses arrival) (APL4.1i)
(APL4.1a) cues) (APL4.1b) clean up after visual aids to
● Follows simple ● Uses classroom
eating) (APL4.1e) meet behavioral
instructions from materials
expectations)
adult (e.g., puts ● Becomes appropriately
(APL4.1g)
toy in a specified familiar with (APL4.1j)
location) (APL4.1d) basic safety rules ● Uses classroom
● Manages actions,
(e.g., hold an materials with
words, and
adult's hand when adult support
behavior with
crossing the (e.g., how to
increasing
street) (APL4.1f) handle
independence
appropriately,
(e.g., matches
how to properly
behavior to context
store) (APL4.1h)
and expectations)
(APL4.1k)
25Area: Social and Emotional Development (SED)
Early care and education settings are social places where children begin to develop ideas about themselves and how they relate
to other children and adults. In these settings, emotions also run high – from excitement and joy to frustration and sadness.
Social and emotional skills allow children to successfully participate in the learning environment and set a strong foundation for
developing positive relationships with others that they will carry forward throughout their life. Through close, caring
relationships with adults, children form positive ideas of themselves and their abilities, develop emotional competence
including expressing and managing emotions in healthy ways, and learn how to interact with other children and adults. Social
and emotional skills gradually become more sophisticated over time, moving from spontaneously expressing a wide range of
emotions to regulating emotions, considering the emotional states of others, and problem-solving social conflicts with greater
independence. Children develop social and emotional skills in the context of family, community, and culture, all of which shape
how a child displays their emotions or approaches interacting with others. Temperament, or children’s natural inclination for
responding to people and their surroundings, is also a key factor in children’s social and emotional development. Children with
disabilities may express their emotions in different ways, need assistance in demonstrating their feelings, or express themselves
through alternative modes of communication (e.g., manual signs, pictures, or an electronic communication device). Children
who are English learners or dual language learners may use different languages or different ways to show their understanding of
emotions and interactions. Providers who are attuned to children’s individual needs and intentionally support them to navigate
the social and emotional complexities of the early learning environment will help children learn and develop life-long skills in
the process.
● SED1. Positive Self-Concept
○ SED1.1. Developing self-awareness
○ SED1.2. Developing self-confidence
○ SED1.3. Becoming autonomous and independent
● SED2. Emotional Competence
○ SED2.1. Seeing and naming emotions in self and others
○ SED2.2. Expressing emotions
○ SED2.3. Communicating feelings, wants, and needs
○ SED2.4. Regulating emotions
○ SED2.5. Showing care and concern for others
● SED3. Interacting with Others
o SED3.1. Developing relationships with adults
o SED3.2. Developing relationships with other children
o SED3.3. Engaging in cooperative play
o SED3.4. Solving social interaction problems
26SED1. Positive Self-Concept
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Learns about ● Recognizes own ● Shows ● Shows ● Demonstrates ● Describes
SED1.1. self by exploring name (e.g., looks awareness of awareness of awareness of self as themselves (e.g.,
hands, feet, body, up, smiles, or one's own being part of a a unique individual talks about self in
Developing and movement turns head toward thoughts, family and a (e.g., refers to terms of looks,
Self- (SED1.1a) a person who is feelings, and larger community favorite shirt or gender, family, and
Awareness saying their preferences (e.g., (e.g., identifies boots) (SED1.1k) interests) (SED1.1n)
● Turns to
name) (SED1.1d) child hits peer, siblings in family
familiar voice ● Uses own first ● Positively
then says, “I’m photo) (SED1.1h)
(SED1.1b) ● Discovers how and family (last) identifies self as a
mad”) (SED1.1f)
movement and ● Describes own name (SED1.1l) member of a
● Displays
gestures can be ● Uses own first physical specific culture or
personal ● Describes their
used to relate to name (SED1.1g) characteristics group that fits into
preferences and physical
others (e.g., and behaviors a larger world
individual characteristics,
reaches hand out (SED1.1i) picture (SED1.1o)
temperament behavior, and
to grab a snack
(SED1.1c) ● Indicates likes abilities positively ●Shares other
from dad)
and dislikes when (e.g., tells a peer, identifying
(SED1.1e)
asked (SED1.1j) “My hair is curly information (e.g.,
and beautiful.”) parent’s name)
(SED1.1m) (SED1.1p)
● Describes a larger
range of individual
characteristics and
interests and
communicates how
these are similar or
different from
those of other
people (SED1.1q)
27SED1. Positive Self-Concept
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Smiles or is ● Shows likes and ● Shows awareness ● Performs the ● Begins to ● Displays pride in
SED1.2. comforted when a dislikes consistent of being seen by tasks requested of experiment with their
trusted caregiver with the family’s others such as them and may their own potential accomplishments
Developing speaks to them cultural repeating an action initiate tasks on (e.g., sees how (SED1.2k)
Self- (SED1.2a) expectations (e.g., when someone is their own high they can climb
Confidence happily eats the watching (SED1.2c) (SED1.2e) on the playground
curry mashed equipment or sees
● Begins to ● Expresses likes
vegetables and how fast they can
recognize own and dislikes,
signs “more”) complete a task)
abilities; is aware including favorite
(SED1.2b) (SED1.2h)
of self and own foods, colors, or
preferences activities (SED1.2f) ● Shows positive
(SED1.2d) self-identity (e.g.,
● Demonstrates
“I am a smart girl”)
new skills and
(SED1.2i)
abilities to others
(SED1.2g) ● Exhibits
confidence in
performance (e.g.,
“Look how high I
jumped”) (SED1.2j)
28SED1. Positive Self-Concept
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Uses facial ● Becomes calm ● Shows anxiety ● Shows signs of ● Transitions into ● Acts
SED1.3. expressions and when needs are upon separation security and trust unfamiliar settings independently in
body movements to met (SED1.3c) from primary when separated with assistance of unfamiliar settings
Becoming express comfort or caregiver and/or from familiar familiar adults with unfamiliar
Autonomous ● Relies on familiar
discomfort (e.g., familiar adults adults (SED1.3g) (SED1.3j) adults (SED1.3l)
and adults for help or
turns head away (SED1.3e)
Independent assistance ● Asks for help ● Asks for help ● Attempts to
when no longer
(SED1.3d) ● Asks for help from familiar from adults when complete tasks
hungry) (SED1.3a)
from familiar adults, but may needed, but may independently
● Relies on familiar adults but may push away and prefer to complete (SED1.3m)
adults to meet all attempt to refuse help tasks
● Asks for support
basic needs complete parts of (SED1.3h) independently
from adults only
(SED1.3b) tasks (SED1.3k)
● Knows and states when needed
independently
independent (SED1.3n)
(SED1.3f)
thoughts (e.g., “I
do it myself.”)
(SED1.3i)
29SED2. Emotional Competence
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Watches, ● Shows a range of ● Imitates ● Recognizes ● Identifies ● Begins to
SED2.1. observes, and emotions (e.g., emotions of others emotions of others complex emotions recognize their
listens to adults shares in wonders, (e.g., pats a child (e.g., "mama sad," in a book, picture, own emotions
Seeing and and other children amazement, or adult when "papa happy") or on a person’s before reacting
Naming (SED2.1a) delight, and upset) (SED2.1e) (SED2.1g) face (e.g., (e.g., pauses and
Emotions in disappointment) frustrated, takes deep breath
Self and ● Responds to ● Recognizes and
(SED2.1c) confused, excited) when mad)
Others interactions from labels own feelings
(SED2.1h) (SED2.1i)
familiar caregiver ● Begins to have a with adult support
(e.g., smiles when greater awareness (SED2.1f) ● Communicates
caregiver smiles, of own emotions how other children
turns head when (e.g., says or or adults may be
hears familiar gestures “no” to feeling and why
voice) (SED2.1b) refuse, babbles or (e.g., states that a
laughs when happy) peer is sad because
(SED2.1d) their toy was taken
away) (SED2.1j)
30SED2. Emotional Competence
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Expresses ● Begins to ● Uses gestures and ● Demonstrates an ● Expresses ● Recognizes
SED2.2. feelings through spontaneously symbolic actions to emotional response feelings that are appropriate
facial expressions, make emotional demonstrate to a situation (e.g., appropriate to the reaction to
Expressing body movements, gestures and facial feelings and needs throws toy because situation (SED2.2i) situations
Emotions crying and expressions that (e.g., lays head on told to clean up; (SED2.2k)
● Begins to
vocalizing, often match the situation caregiver’s lap smiles and cheers
recognize and ● Uses words and
depending on (e.g., happiness, when tired) when it is time to
express own respectful language
adults for sadness, anger, (SED2.2d) go outside)
emotions using to express thoughts
emotional comfort fear) (SED2.2b) (SED2.2g)
● Names some words or visuals and emotions (e.g.,
(SED2.2a)
● Recognizes and emotions, (e.g., ● Begins to express rather than actions “I’m frustrated
expresses emotion “me sad”) complex emotions (e.g., uses a because Jay won’t
toward a familiar (SED2.2e) such as pride, communication let me play” or
person (e.g., shows embarrassment, board to point to “I’m excited to
● Uses movement
emotion by hugging shame, and guilt picture of sad face) play with my cousin
or facial
a sibling) (SED2.2c) (SED2.2h) (SED2.2j) Jose tomorrow.”)
expressions to show
(SED2.2l)
an emotion (e.g.,
jumps up and down
or shows wider
smiles when
excited, stomps
feet when upset,
shows bigger eyes
when surprised)
(SED2.2f)
31SED2. Emotional Competence
Developmental Progression
Early Infancy Later Infancy Early Toddler Later Toddler Early Preschool Later Preschool
0-8 months 6-14 months 12-24 months 22-36 months 34-48 months 44-60 months
Focus Area ● Signals for ● Communicates ● Uses verbal and ● Communicates ● Uses appropriate ● Demonstrates
SED2.3. needs (e.g., with a wide range nonverbal wants and needs communication confidence in
cries when of signals as crying communication to verbally or skills when meeting own needs
Communicating hungry, arches diminishes (e.g., signal the need for through expressing needs, (SED2.3f)
Feelings, Wants, back in smiles, gestures, their caregiver alternative wants, and feelings
and Needs ● Seeks and accepts
discomfort) uses words) (e.g., calls by communication (e.g., uses
help when needed
(SED2.3a) (SED2.3b) name, crawls into a (e.g., “pick me communication
(SED2.3g)
familiar adult’s lap) up” or raises up device to tell
(SED2.3c) arms) (SED2.3d) adults when they
are hungry)
(SED2.3e)
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