Early Learning Guidlines-Revised-2020

New York State
EARLY
LEARNING
GUIDELINES:
A Child Development Resource for Educators
of Children Ages Birth Through Eight
New York Works for
building knowledge building careers building futures

NYS EARLY LEARNING GUIDELINES
New York Works for
New York Works for Children is New York State’s integrated professional
development system for the early childhood and school age workforce. Our
mission is to positively influence outcomes for young children and families
through the development of a skilled, knowledgeable, well-compensated, and
committed early childhood education work force.
Copyright ©2019 by the New York State Early Childhood Advisory Council.
Dear Colleagues,
It is our pleasure to bring this publication to you in support of your practice with or on behalf of New York’s young
children and their families. The Early Childhood Advisory Council (ECAC) is committed to realizing the vision that
all young children are healthy, learning, and thriving in families that are supported by a full complement of services and
resources essential for successful development.
We see the publication and dissemination of the New York State Early Learning Guidelines as a critical step in
moving closer to the ECAC’s vision. Understanding child development is key to supporting the well-being of children.
When you understand child development, you will be able to anticipate developmental changes, have reasonable
expectations of children’s behavior, act with empathy and provide support.
The best early childhood educators are always learning and developing their skills. The New York State Core Body of
Knowledge: Core Competencies for Early Childhood Educators, describes the knowledge, skills and dispositions you
need to work with young children. The Early Learning Guidelines are designed for you to use in concert with the
Core Body of Knowledge as a daily resource and reflection tool. The Guidelines provide information about devel-
opmental milestones and specific instructional, environmental and family engagement supports you can use to
support young children’s development and are an ideal companion to the state’s early learning standards developed
by the New York State Education Department.
The Guidelines are also aligned with strategies recommended by the Pyramid Model, an evidence-based framework
for building the social and emotional competence of all early care and education settings. When you use the Early
Learning Guidelines, you work toward the goals of the Pyramid Model by building nurturing and responsive relation-
ships with children, creating high quality supportive environments and becoming more effective in your work.
It is important to make the distinction that The Early Learning Guidelines are not standards and cannot be used as a
replacement for standards. Learning standards are goals for New York State students; they describe learning ideally
intended to be accomplished by the end of each instructional year. New York State Education Department publish-
es learning standards and guidance documents for children in pre-K through 12th grade. The New York State Early
Learning Standards were revised in 2017, and the Office of Early Learning published the consolidated Prekindergar-
ten Learning Standards: A Resource for School Success, and the New York State Kindergarten Learning Standards: A
Resource for School Success in 2019. You can find these documents and additional resources at http://www.nysed.
gov/curriculum-instruction
Thank you for all that you do to support the success of young children and their families.
Patricia E. Persell Sherry M. Cleary

ECAC Co-chair ECAC Co-chair
Table of Contents
Introduction
• New York Works for Children.............................................................................................................................6
• Guiding Principles.................................................................................................................................................7
• The Importance of Understanding Child Development.........................................................................8
• Culture, Equity, and the Early Learning Guidelines................................................................................ 10
• Emergent Multilingual Learners and the Early Learning Guidelines............................................... 11
• Children with Disabilities and the Early Learning Guidelines............................................................ 12
• The Arts and the Early Learning Guidelines.............................................................................................. 13
• Standards and the Early Learning Guidelines.......................................................................................... 14
• How to Read the Early Learning Guidelines............................................................................................. 15
• How to Use the Early Learning Guidelines (Cycle of Intentional Teaching and Learning)....... 16
Development by Domain
I. Approaches to Learning.................................................................................................. 21
A. Curiosity and Interest...................................................................................................................................... 22

B. Initiative................................................................................................................................................................ 26
C. Persistence and Attentiveness..................................................................................................................... 30
D. Creativity and Inventiveness......................................................................................................................... 34
II. Physical Well-Being, Health and Motor Development............................................. 41
A. Large Motor Skills............................................................................................................................................. 42

B. Small Motor Skills.............................................................................................................................................. 46
C. Sensory Integration.......................................................................................................................................... 50
D. Self-Care............................................................................................................................................................... 54
E. Healthy Sexuality............................................................................................................................................... 58
III. Social and Emotional Development........................................................................... 64
A. Trusting Relationships with Adults............................................................................................................. 66

B. Sense of Belonging........................................................................................................................................... 70
C. Sense of Self........................................................................................................................................................ 74
D. Empathy............................................................................................................................................................... 78
E. Cooperation and Negotiation....................................................................................................................... 82
F. Emotional Self-Regulation.............................................................................................................................. 86
G. Rhythms, Rules, and Routines...................................................................................................................... 90
IV. Communication, Language, and Literacy.................................................................. 96
A. Speaking.............................................................................................................................................................. 98
B. Listening and Understanding.....................................................................................................................102
C. Social Communication..................................................................................................................................106
D. Engagement with Stories and Books.......................................................................................................110
E. Phonological Awareness...............................................................................................................................114
F. Composing.........................................................................................................................................................118
G. Creating and Interpreting Multimedia Texts.........................................................................................122
V. Cognitive Development............................................................................................... 129
A. Understanding Stability and Change......................................................................................................130

B. Representing.....................................................................................................................................................134
C. Memory and History......................................................................................................................................138
D. Investigating and Exploring........................................................................................................................142
E. Understanding Cause and Effect...............................................................................................................146
F. Engineering: Problem-solving with Materials.......................................................................................150
G. Math....................................................................................................................................................................154
1. Comparing and Categorizing...........................................................................................................154
2. Number Sense and Quantity............................................................................................................158
3. Patterning................................................................................................................................................162
4. Spatial Sense and Geometry............................................................................................................166
Appendix............................................................................................... 171
• Worksheets....................................................................................................................... 172
1. Home Language Survey.....................................................................................................................172
2. Funds of Knowledge Survey.............................................................................................................173
3. Observation Template........................................................................................................................174
4. Responsive Planning Form ...............................................................................................................175
• Glossary............................................................................................................................ 176
• Appendix References..................................................................................................... 179
• Selected Children’s Books ............................................................................................. 180
• Acknowledgments.......................................................................................................... 182
New York Works for Children: The State’s Integrated

Professional Development System
Well-educated and committed early childhood educators are among the most valuable
resources that we can offer young children. Healthy development depends on the quality
and reliability of children’s relationships with trusted adults. New York Works for Children’s
(NYWFC) — the state’s early childhood professional development system — is designed to
positively influence outcomes for young children and families through the development
of skilled, knowledgeable, and committed early childhood educators.
New York Works for Children publications:
1 2
The New York State Early Learning Guidelines The New York State Core Body of Knowledge:
The NYS Early Learning Guidelines represent New York State’s Core Competencies for Early
a child development resource for all early Childhood Educators
childhood educators working with children from http://earlychildhoodny.org/nywfc/cbk.php
birth through age eight, across all early learning The NYS Core Body of Knowledge: New York
settings. The Guidelines describe how children State’s Core Competencies for Early Childhood
develop and provide strategies that educators Educators (CBK) outlines the knowledge,
can use to promote child development. dispositions, and skills required to work with
young children. The CBK describes the actions
that educators can take to build meaningful
relationships with children, families, and
colleagues; create stimulating environments;
and develop professionally in this incredibly
important field.
The New York State Early Learning Guidelines provide a critical reference tool for trainers, coaches, and educators. The
strategies suggested within the Guidelines are aligned with five CBK domains: (1) Child Growth and Development,
(2) Family and Community Relationships, (3) Observation and Assessment, (4) Environment and Curriculum, and (5)
Health, Safety, and Nutrition.
6 Introduction
Guiding Principles
To assure alignment, the Core Beliefs of the New York State CBK serve as the guiding
principles for the New York State Early Learning Guidelines. These principles guide a
shared vision of quality for early childhood educators in New York State.
i. Children are born ready to learn.
ii. Every human being is a unique individual, with diverse modes of learning and expression, as well as interests
and strengths.
iii. Children are worthy of the same respect as adults.
iv. Children’s needs for shelter and for physical, intellectual, emotional, and social nourishment must be met for
them to grow, develop, and learn to their fullest potential.
v. Children have the right to secure, trusting relationships with adults and to safe, nurturing environments.
vi. Children learn through play.
vii. Children construct their own knowledge based on their curiosity and driven by their interests. This active
construction is facilitated by interaction with adults and other children.
viii. Children’s learning is active and follows a recurring path: awareness, exploration, inquiry, and application.
ix. Children learn best when exposed to and engaged in high-quality environments, interactions, and
relationships.
x. Children learn best when adults in their lives work in partnership with one another.
xi. Children and families of all ethnic origins, value systems, faiths, customs, languages, and compositions must
be equally respected.
xii. Families and children have the right to support systems that foster their growth and development.
xiii. Teaching and learning are dynamic, integrated, and reciprocal processes.
Introduction 7
The Importance of Understanding Child Development

Early childhood educators’ knowledge of child development is an important protective
factor. Protective factors are conditions that improve the health and well-being of
children and families and minimize harmful experiences. When educators understand
child development, they are able to anticipate developmental changes, have reasonable
expectations of children’s behavior, act with empathy, and provide support. They respond
more intentionally and feel confident of their ability to meet children’s needs.
In order to understand children’s development, educators must learn about the cultural
values, beliefs, goals, and expectations of children’s families. Educators who have a
culturally grounded understanding of child development are able to make good decisions
about how to extend children’s learning.
The Importance of Understanding Development: Examples in Practice
Infancy Example Toddler Example

Knowing that babies need to move freely to develop If an educator didn’t know that holding on to a special
their muscles and bones, educators create safe places object helps some toddlers manage their feelings, they
for infants to play near caregivers and other children. might tell families to keep objects from home out of the
Educators give infants, like Lucia, lots of time to lie on learning environment. When educators talk to families
the floor so they can stretch, kick their legs, and reach about what helps their children feel better when upset,
for toys. they can facilitate familiar and comforting experiences
to support toddlers’ well-being.
Lucia (6 months) is lying on the floor on her blanket.
Rolling over on her tummy, she spots a wooden ring Jackson (28 months) misses his family during nap
nearby on the floor. She reaches for it, kicking her time. As he curls up on his cot, Ms. Lopez brings him
legs and stretching her arm out. Almost … and then the teddy bear his mother gave him. Jackson rubs
she gets it. She pulls the ring toward her, babbling the soft fur between his thumb and forefinger as
the whole time. She rolls onto her back, looks at the Ms. Lopez sits nearby. He looks up at her and asks,
ring, smiles broadly, and brings it to her mouth. “Mommy’s coming after snack?” Ms. Lopez responds
in a gentle voice, “Yes, she’s coming to take you
Without this knowledge, an educator might keep infants home after snack. She will be so happy to see you.”
in a swing or an infant seat that limits movement and Jackson smiles and drifts off to sleep, hugging the
development. Lucia wouldn’t have had this experience, teddy bear.
which gave her the chance to develop physical skills, be
successful and competent, and learn a little more about Without an understanding of child development or
her world. asking Jackson’s mother’s advice, the educator may
not have allowed objects from home. Instead, she was
able to create a reassuring and nurturing naptime
experience that helps make the children feel safe,
secure, and valued when they are at the program.
8 Introduction
Preschool Example Primary Example

Preschool educators who know about child Knowing that primary age children often form groups of
development understand that between the ages of peers who share their cultural or linguistic backgrounds
three and five, it is typical for children to demonstrate and that these peer groups provide a sense of
a growing awareness of the body and its functions. belonging, educators affirm and create opportunities for
Young children are often talkative and curious about children’s friendships.
everything, including their bodies and the bodies of
others. Juan (6 years old) joined Mr. Jones’ class in
November. His family recently moved to New York
Luda and Min (both 4 years old) are in the from Guatemala, and he doesn’t yet speak English.
bathroom. When Luda starts to pee, Min asks, “Why Mr. Jones decided that Juan should sit beside Carlos
doesn’t she have anything there? I have a wee-wee.” and Maritza, who also speak Spanish at home. He
Their teacher takes a deep breath, gets down on hoped that this decision would help Juan to make
Min’s eye-level, validates the child’s curiosity, and friends in the new setting and that these new friends
answers his question accurately. “That’s a good would help Juan find his way around the classroom
question, Min! Thanks for asking me. Some bodies and school. Mr. Jones also added more books in
have penises, like you, and some bodies don’t. Many Spanish and books set in Guatemala, such as Mama
boys have penises — that’s what we call a wee-wee & Papa Have a Store by Amelia Lau Carling, to the
at school — lots of girls have a vagina.” classroom library.
If the children’s teacher had not been equipped with Without understanding child development, Mr. Jones
an understanding of child development, they may might have thought the most important task was for
have been surprised or alarmed by Min’s question. The Juan to learn English and made sure he was grouped
teacher may have struggled to articulate an appropriate with English-speaking children. Instead, he was able to
answer. Instead, the teacher in this scenario was able recognize the value of multilingual and social-emotional
to respond calmly, using culturally responsive, gender- development. He created the foundation for Juan’s use
inclusive, and anatomically correct language. of his home language as a resource for teaching and
learning.
In addition to understanding child development, protective factors for

children include:
• Trusting relationships between children and families
• Social connections for families, such as extended family and friends
• Concrete support for families, such as housing and food
• Adult family members’ resilience, their inner resources, and coping skills
• The social and emotional competence of children
Protective factors mitigate the effects of Adverse Childhood Experiences (ACES). Educators can
learn more about ACES and Protective Factors through Prevent Child Abuse NY.
https://www.preventchildabuseny.org/
The Social-Emotional Domain and the “ways the educator might support children’s development”
sections throughout the Early Learning Guidelines include suggestions for ways in which educators
might foster the development of these additional protective factors.
Introduction 9
Culture, Equity, and the Early Learning Guidelines

The Early Learning Guidelines define culture as a set of The revised New York State Early Learning Guidelines
shared understandings or shared expectations. Culture include the phrase: “what the educator might observe.”
fuels every aspect of every human’s development. From This language reminds users to take an inclusive view of
the moment of birth, all families engage in childrearing development. Educators may not observe any or all of
practices designed to promote the healthy adaptation the items. Educators are invited to think critically about
of the baby to social life in the community. Each family’s these norms and be aware of the ways in which they
cultural beliefs and values enable their children’s may privilege one group over another.
development.
Educators are encouraged to begin by talking to families
Childrearing practices reflect the family’s worldview and about the family’s expectations for child development.
are so deep and complex that they are often difficult Educators may approach these conversations with an
to describe. For example, it may be easy to talk about awareness that families may view the educator as the
the holidays a family celebrates, but harder to describe “expert” on child development. Families may not feel
how a family believes people should cooperate in that their own observations and expectations will be
groups. The unconscious assumptions that make up valued. To demonstrate that their input is important,
each family’s childrearing practices result in different educators may invite the family to speak first, maintain a
expectations for the ages at which children should stance of curiosity, and be genuinely willing to learn.
achieve developmental milestones.
Educators are also invited to reflect on the origins
There is not one universally “right” or “correct” age of their own developmental expectations. Self-
at which a child should achieve a developmental reflection helps educators to recognize how their own
milestone. One family’s expectations are not more preferences, culture, and biases affect their judgment
valid than another family’s expectations. The “norms” when observing and analyzing children’s development.
that are often referred to as developmental milestones If the educator’s own
are derived from decades of research that primarily developmental expectations
includes white middle-income children who live with are not in accord with a
two heterosexual parents and who speak English as family’s expectations,
their home language. Historically, these norms have defer to the family as
privileged children from these families while placing the expert on their
other groups at a disadvantage. own child.
For example, lists of developmental guidelines

traditionally state that two-year-olds should be able to
feed themselves with a spoon. However, many families
do not expect two-year-olds to feed themselves. Some
educators have used this developmental milestone
to suggest to families that their children or their
childrearing practices should change. This way of
using the developmental guidelines can shame and
marginalize children and their families.
The professional knowledge base on child development

is evolving to become more inclusive of children from
historically marginalized families. Professionals now
recognize promoting one cultural group’s expectations
as the “norm” may harm children; additional
research and new forms of communication are
required to describe child development more
equitably.
10 Introduction
Emergent Multilingual Learners and the Early Learning

Guidelines
The revised New York State Early Learning Guidelines on how a child’s emergent multilingualism is observable
use the term “emergent multilingual learners” to refer to across the domains of development.
children ages birth through age eight who are learning
multiple languages and who have the opportunity The child’s sense of self and sense of belonging in the
to become bilingual or multilingual adults. This term learning environment influence their ability to engage
aims to recognize and promote multilingualism as a and learn. All educators are encouraged to learn about
strength. Research shows that there are many benefits and adopt multilingual approaches. Educators who are
associated with speaking more than one language, such able to speak the child’s home language or language
as increased ability to focus, enhanced problem-solving varieties should do so during both instructional and
abilities, greater working memory, and enhanced ability social activities. All educators can welcome the families
to apply concepts to new situations. and children to speak in their home languages in
the learning environment. Educators communicate
The “educators might observe” sections of the the value of multilingualism by encouraging families
Guidelines include many items in which the child to speak, play, and read to children in their home
speaks or responds to speech. These items are not languages.
specific to English. The child might make or respond
to a similar statement in their home language(s) or The “ways the educator might support the child’s
language varieties. As this is true for all such items in development” sections within the NYS Early Learning
the Guidelines, “in their home language” is not specified Guidelines include specific suggestions for supporting
for each one. emergent multilingual learners. They include ways that
educators can support the development of children’s
Families often have different information about home language(s) and language varieties, including
children’s language practices than that held by instructional, environmental, and family-engagement
educators. It is important to engage families in ongoing supports.
two-way communication in order to form a complete
picture of children’s development. Educators need
this information from families in order to accurately
understand emergent multilingual children’s
developmental progress.
To establish a collaborative partnership with families

and gain as much information as possible, educators
are encouraged to ask families to complete a home
language survey when they enroll in the program. A
home language survey is a tool that allows educators
to collect important information about children’s
language practices. At the time the survey is completed,
educators engage families and, if appropriate, children,
in conversation about their language practices, their
observations of the child’s development, and the best
ways to create a smooth transition into the learning
environment. A sample home language survey is
included in the Appendix of this document.
Language learning progressions are dynamic, different

for each child, and subject to fluctuation. Educators
may use the NYS Early Learning Guidelines to reflect
Introduction 11
Children with Disabilities and the Early Learning

Guidelines
The Revised New York State Early Learning Guidelines environment to make it easier for the child to function?
defines disability as any condition of the body or mind Educators may experiment with different adaptations
that makes it more difficult for the person to function and observe the child’s response.
in the environment around them. This definition is
dynamic in that it depends both on the individual If a developmental screening result suggests that
and the environment. Adaptations that make the the child needs further evaluation, or if the family
environment more or less accessible alter the degree to has concerns about their child’s development,
which an individual is disabled. educators may suggest that the family follow up on
these concerns with their child’s health care provider.
Some children have disabilities that their families Developmental monitoring is an important part of
learned about before they were born or in early infancy. children’s health care, and a health assessment—and
For other families, early childhood is the time when they possibly other evaluations—may be needed. Doctors
gradually become aware of their children’s disabilities. are in the best position to talk with families about the
Offering all families developmental screening with valid, next steps to take in evaluating children’s health and
reliable, and culturally and linguistically relevant tools is development. Families may also refer to the New York
an important part of the early childhood educator’s role. State Parent Guide for more information about child
(The revised New York State Early Learning Guidelines development and referral resources: https://www.
should not be used as an assessment, progress nysparentguide.org.
monitoring or developmental screening tool. This
document is NOT designed or intended to be used as By law, all children with disabilities are required to be
part of the process of developmental screening.) educated in the least restrictive environment. For most
children, this means that they will attend childcare,
The broad range of individual differences among preschool, and primary learning environments in
young children often makes it difficult to differentiate their communities. One way to welcome children with
between normal variations in development and disabilities into the learning environment is to learn
disabilities. It is important to remember that young from their families about ways to help them to be
children’s acquisition of skills and abilities is widely successful.
variable. It is to be expected that children of the same
age will develop skills at different rates and at different
times. In fact, children often make significant gains
in one area while other areas lag behind temporarily.
Differences in childrearing practices among families
result in different expectations for the ages at which
children will achieve developmental milestones. The
abilities of emergent multilingual learners may not
be immediately observable in an English-language
learning environment.
For these reasons, educators should be thoughtful

when interpreting developmental screening results or
considering if and why a child may be having difficulty
functioning in the learning environment. Engaging the
family from a stance of curiosity is a good place to start.
Is there a mismatch between the family’s expectations
and the educator’s? Does the family have suggestions
for how the educator might adjust the learning
Photo credit: Disability Rights Maryland
12 Introduction
The Arts and the Early Learning Guidelines

What does art look like in early childhood? The Early Learning Guidelines include descriptions of
• A toddler making shapes with their shadow the processes by which children engage in art. These
against a wall. include:
• A two-year-old stirring a bucket full of mud and • Creativity and Inventiveness (Approaches to
colorful leaves. Learning)
• A three-year-old rolling out clay snakes. • Representing (Cognitive Development)
• A four-year-old building a house out of blocks • Composing (Language and Literacy)

and then imagining that small figures represent • Creating and Interpreting Multimedia Texts
family members and what they say and do during (Language and Literacy)
meal time.
• A five-year-old pretending to be a superhero in The educator’s role is to provide children with a variety
the dramatic play center and at recess. of interesting materials and time to explore them.
Children’s artwork should be open-ended and entirely
• A six-year-old working with friends to paint their own. Experiences in which children follow an
the backdrop for a performance of a story they educator’s model and there is a “right” way to complete
dictated. the project are lessons in following instructions rather
• A group of seven-year-olds singing in a choir. than examples of children’s artistic expression.
• An eight-year-old performing a dance they have
rehearsed while their friend plays the drums. As children mature, the educator’s role also includes
introducing them to the formal vocabulary of dance,
From an early age, children engage with the world as music, theater, and visual and media arts. Children
artists, composing arrangements of objects, lines, colors, should have the opportunity to learn both the
words, sounds, movements, and gestures. Children use vocabularies of artistic expression from their own
art all the time, to represent their ideas about beauty, cultures and from other cultures. It is important that
science, math, history, and relationships. Art-making that all children have an opportunity to explore all the
is an important component of social-emotional arts, so that they may find forms of expression that
development, giving children ways to express and resonate with them.
understand their feelings. Children’s engagement in
art is intense and concentrated, and their creations are
often startlingly poetic.
Within a play-based learning environment, children

access all the arts, continuously, to represent their
thinking in increasingly precise, varied, and complex
ways. Each child develops unique forms of expression
that reflect their own disposition, interests, and abilities.
For these reasons, dance, music, theater,and visual and
media arts do not each have their own domain within
the Early Learning Guidelines but are incorporated
throughout all of the sub-domains.
Photo credit: Sherry Cleary Introduction 13

Photo credit: Justin Weiner
Standards and the Early Learning Guidelines

The Early Learning Guidelines are not standards. might observe children doing at each age level. They
Standards are student learning expectations: concepts are a tool to guide educators in understanding and
children should understand and tasks children should supporting young children’s growth and development.
be able to do as a result of skilled instruction. The New For example, in social and emotional development,
York State Education Department sets grade level the Early Learning Guidelines state that three-year-
standards for children from pre-kindergarten through old children may express strong feelings physically by
grade 12. The Office of Head Start provides a set of kicking, hitting, or throwing items. It is not a learning
standards for children from birth through age five called expectation that three-year-old children express
the Early Learning Outcomes Framework. their feelings physically. Educators may use the Early
Learning Guidelines to understand the development of
In contrast to standards that describe student learning emotional self-regulation in young children and to find
expectations, the NYS Early Learning Guidelines ways to connect with and support children’s growth in
describe how children develop — what educators this area.
The Early Learning Guidelines are:

• A resource that educators can refer to for information about how children develop
• A resource for ways educators can support children’s development through:
• self-reflection
• family engagement
• environmental design
• activities
• books
The Early Learning Guidelines are not:

• A screening tool to determine a child’s needs or eligibility for special education services
• An assessment system that can provide valid and reliable information about whether children
are meeting widely held expectations for their development
• A set of standards that detail what children are expected to learn at each age level
• A curriculum, although you can use them to individualize experiences for children
14 Introduction
How to Read the Early Learning Guidelines

Over time, and with guidance and encouragement,
children develop: Curiosity and Interest
Subdomain
Child approaches the world with curiosity and develops knowledge about
specific topics.
6-year-olds 7-year-olds 8-year-olds

Definition of subdomain
What the educator What the educator What the educator
might might might Use the age bands flexibly. There is
observe: observe: observe: broad range of individual differences
among young children. Developmental
• Locates an information- • Recognizes that reality • Conducts research
expectations vary by culture.
al text in the classroom is not directly knowable based on a topic of
to find out about topics and that people may interest
they are interested in have different inter- Examples of what educators might
• Uses prior knowledge notice children doing at each age
pretations of the same to develop research
• Asks questions of level. These are not standards.
event questions (e.g., learns
experts (e.g., during a
field trip to the waste • Pursues a particular about how fish spawn
Check the glossary for definitions of
treatment plant, child interest by reading mul- eggs and then decides
words
asks questions about tiple books about the to find out about the
how the pipes are con- topic and writing and reproductive cycle of
nected) drawing about it amphibians)
• Observes and records
information over time
(e.g., observes and Educator: Family child care provider,
records notes about the nursery school teacher, center-based
guinea pig in its cage child care lead and assistant teacher,
each day) district school teacher, paraprofession-
al, home-based educator, home visitor,
Ways the educator might support the child’s development: or related service provider.
• Include time in the daily • Create lists of children’s • Talk with families and
interests as part of children about the Ideas for supporting children’s
schedule during which
learning about one interests they are pursu- development through:
children may follow
their own ideas to another ing at home • self-reflection
make, build, and com- • family engagement
• Encourage children to • Provide access to books
pose their own works ask their own questions and computer resources • environmental design
• Allow students access about books (e.g., “Do for children to use in • activities
to a variety of materials you have any questions researching their own • books
to pursue their interests: about the character?”) interests and questions Use ideas from any column that meet
»Blocks
» and ramps • As the class begins a • Provide graphic the individual child’s needs
»Writing
» and drawing study, the educator organizers to support
materials gathers questions from children in researching
the children, asking their own questions and
»Books
»
them: curiosities and in using
»Legos
» information to create
»“What
» do you want to
»Clay
» their own works
find out about this?”
»Math
» manipulatives and recording their
ideas
• Visit the library with
children and show them »Invite
» children to cre-
how to look for books ate a presentation for Domain
related to their topics of the class on a topic
interest or experience they
know a lot about.
Introduction 15
How to Use the Early Learning Guidelines

Each day, all day, early childhood educators make decisions about how to support children’s development.
When am I not making decisions? What to serve for snack, what book do we read, what song to sing, which child(ren)
could use some one-on-one time with me, what interesting object should I put out on the welcome table, how many seats
should I put at the painting table, what are important things to share with mom and dad today?
Another educator adds: Materials, placement of materials, resolving disputes between the kids, is the nap area
comfortable, is the circle time long enough or short enough, are they interested in what we are learning, what book should
I read? EVERY decision I make in the day affects the environment, my interactions with children, and their interactions with
each other.
The Revised New York State Early Learning Guidelines can help educators to understand child development so that
they can make more intentional decisions.
How can educators feel confident in their decisions and make sure their decisions are intentional? The Cycle of
Intentional Teaching and Learning is designed to be used in a play-based learning environment to guide educators’
decisions. When using the Cycle of Intentional Teaching and Learning, educators adopt a stance of curiosity about
children. They think of themselves as teacher-researchers. When educators approach children with curiosity, they are
less likely to be influenced by their own assumptions about what children should be doing.
Figure 1: The Four Components of the

Cycle of Intentional Teaching
Wonder
Be
Respond Curious Observe
Reflect
16 Introduction
The Cycle of Intentional Teaching and Learning has four components (see Figure 1) and the Guidelines can help
teachers as they engage in each component. The Cycle begins with wondering. Here educators generate questions;
they think of things they would like to know about the child. The Early Learning Guidelines can assist educators in
identifying areas they would like to know more about:
• I wonder how this child is cooperating and negotiating with their peers.
• I wonder who the important adults are in this child’s life. (Trusting Relationships with Adults)
• I wonder why this child speaks so much at home and so little at school. (Speaking)
• I wonder what this child is most interested in right now. (Interest and Curiosity)
The next step is to observe children’s learning. When educators observe, they step back, notice, and record what is
happening to answer their question. They try to be objective by focusing on who, what, where and when, rather than
why something is happening. There are many ways to do this:
• Photos
• Videos
• Work samples (drawings, paintings, block buildings)
• Written observations
• Voice recordings
• Transcriptions of children’s language
• Family observations and stories
All of these records of children’s development are referred to as documentation. A sample observation template is
included in the Appendix.
Next educators reflect on their observations. They spend time looking at and thinking about the documentation.
They also share the documentation with children’s families and their teams to deepen their understanding of
the child’s development. During this step, educators use the Early Learning Guidelines “What the educator might
observe” sections to compare their documentation to the sample observations. What have they found out about their
original question? Where is this child on their unique developmental pathway? How does the child’s culture emerge
from what they see? This is the time when educators and families might talk about why the child is doing something.
The final step in the Cycle of Intentional Teaching and Learning is to respond. Educators can use the “Ways the
educator might support the child’s development” sections of the Early Learning Guidelines to make an intentional
decision about what to do next. They might:
• Engage in self-reflection.
• Plan to learn more from families.
• Plan what to do the next time that happens
• Plan what to say the next time that happens
• Change the environment
• Change the schedule
• Choose a book to read
• Plan an activity
• Plan an outing or simple trip
• Gather materials for an art experience
• Share documentation, reflections, and ways to extend learning with families and the school community
Introduction 17
Introduction References
Child Welfare Information Gateway. (2014). Protective factors approaches in child welfare. Washington, DC: U.S.
Department of Health and Human Services. Retrieved from https://www.childwelfare.gov/pubs/issue_briefs/
protective_factors.cfm
Ministry of Education. (2017). Te Whāriki: Early childhood curriculum. New Zealand: Author.
Morell, Z., & Medellin, C. (2018). Core principles for supporting emergent multilingual learners (EMLLs). New York City
Division of Early Childhood Education
Rabadi-Raol, A., & Souto-Manning, M. (2018). (Re)centering quality in early childhood education: Toward
intersectional justice for minoritized children. Review of Research in Education, 42, 203–225.
Reid, J. L., Kagan, S. L., & Scott-Little, C. (2017). New understandings of cultural diversity and the implications for early
childhood policy, pedagogy, and practice. Early child development and care, 189(6), 976-989.
Shonkoff, J. P., et al. (2012, reaffirmed 2016). The lifelong effects of early childhood adversity and toxic stress.
Pediatrics, 129(1), 232–246.
Shonkoff, J., & Phillips, D. K. (2000). From neurons to neighborhoods: The science of early childhood
development. Washington, DC: National Academies Press.
York, S. (2003). Roots & wings: Affirming culture in early childhood programs. St Paul, MN: Redleaf Press.
18 Introduction
I. Approaches to Learning
I. Approaches to Learning
A. Curiosity and Interest
B. Initiative
C. Persistence and Attentiveness
D. Creativity and Inventiveness
Photo credit: Sherry Cleary
Approaches to Learning
The Core Beliefs of the New York State CBK, which also serve as the guiding principles of this document, state that:
• Children construct their own knowledge based on their curiosity and driven by their interests. This active
construction is facilitated by interaction with adults and other children.
• Children’s learning is active and follows a recurring path: awareness, exploration, inquiry, and application.
The “Approaches to Learning” section of the Early might look like reading a book about radios. And, for
Learning Guidelines describes what active learning still another child, it might look like quietly observing an
looks like in early childhood. In this section, you can adult taking apart a radio. It is important that educators
see how children construct their own knowledge reflect on their own preferences, assumptions, and
through exploration and inquiry at each age. This cultural expectations before deciding how to extend
domain provides guidance for how to support children children’s approaches to learning.
in developing the characteristics of an active learner:
curiosity, creativity, initiative, and persistence. The “Ways the Educator Might Support the Child’s
Learning” sections include ideas that may be a cultural
Fostering these approaches to learning in early mismatch for some educators and families. For example,
childhood prepares children to become independent it suggests that in order to develop a child’s ability to
learners who are able to engage in complex thinking take initiative, the educator should follow the child’s
and analytical reasoning. When educators create lead, notice what they are interested in, and then join
learning environments and engage in interactions that their interests. Educators who were brought up to
build these approaches to learning, children develop demonstrate ultimate respect to their elders may not
the cognitive processes they will need to be successful feel that following a young child’s lead or giving them
in most schools. These cognitive processes include the choices is valuable. Educators are encouraged to reflect
ability to set their own goals, focus on a task, look at it with colleagues and families about the approaches to
from multiple perspectives, describe their thinking, and learning that prepare children to be successful in their
persevere. cultures. What would these be called? What might
educators observe at each age to see that the child was
In using the “What the Educator Might Observe” sections developing these approaches to learning?
of this domain, be sure to account for the individual and
cultural variations of the learner. For example, curiosity
looks very different in different people. For one child,
curiosity might look like telling the educator that they
need a screwdriver to take apart an old radio and then
energetically pulling it to pieces. For another child, it
I. Approaches To Learning 21
I. APPROACHES TO LEARNING
A. Curiosity
and Interest
Child approaches the world with curiosity and develops knowledge about specific topics.

22
Over time, and with guidance and encouragement, children develop:

Curiosity and Interest
0–9 months 8–16 months 15–24 months 24–36 months
What the educator might What the educator might What the educator might What the educator might
observe: observe: observe: observe:
• Will gaze at something that • Feels, bangs, gets in, sits on, • Points to objects, vocalizes, • Asks simple questions
has caught their attention and throws objects to find and looks to educator to involving what, where, and
(e.g., a fan, pinwheel, or a out more about them identify the object why; may not attend to the
mobile) answer
• Crawls, cruises, climbs or • Brings objects they are curi-
• Changes behavior when inter- walks toward objects of in- ous about to an educator • Asks questions about where
ested in an object, person, or terest (e.g., attempts to reach people are when they can’t
• Takes things apart
experience (e.g., by becom- objects that are high up) be seen
ing quieter or louder, or by • When walking outside, stops
• Repeats experiences to de- • Will approach things, or
changing facial expressions) to examine objects, such as
velop their understanding. devise ways to reach items
a leaf
• Explores educator’s face, (e.g., learns to crawl up stairs, of curiosity, such as pulling
hands, or clothing while feed- and subsequently crawls up • Will play with one object over a chair to reach a table
ing, by staring and reaching every set of stairs they find) again and again (e.g., asks
out to touch their features to hear the same book, and
books on the same topic,
• Explores the way objects, again and again)
such as leaves or apple-
sauce, feel
• Finds objects and puts them
in their mouth
• Looks at themselves in the
mirror and tries reaching
their own reflection
Ways the educator might support the child’s development:

• Observe, record, and reflect • Provide freedom of move- • Ask families what the child • Include nature in the learn-
on the child’s movement, ment and a safe space within is interested in, and invite ing environment:
responses, reactions, and the learning environment. them to contribute objects »Non-poisonous
» plants
gestures When not engaged in related to the child’s inter-
caregiving activities the child ests to the learning environ- »Butterfly
» farms
• Invite the child to participate
may crawl, climb, touch, and ment »Fish
» tanks
in exploring their senses by
tumble, with ample space • Include different kinds of
naming them. (e.g., “Yes, you • Model curiosity. Ask
to accomplish all of these building materials in the
feel the sun on your face. open-ended questions and
movements learning environment:
It is warm. Oh no. No more then provide the answers
sun. I wonder where the sun • Avoid battery-operated toys, »Blocks
» (e.g., “Oh look, here is an
goes. Oh Mr. Sun where did electronic toys, or close-end- acorn. I found it on the
you go?”) ed materials »Cylinders
» ground near the tree. Where
• Listen to the sounds of • Provide the child with many »Tunnels
» did it come from? How did it
nature together: opportunities to explore get in the grass? Look I think
»Ramps
»
different foods. Describe the it fell from the tree. I think
»Rain
» falling »Recycled
» materials squirrels like acorns. Maybe
different characteristics (e.g.,
»Birds
» chirping “The cracker is crunchy.” or • Build obstacle courses for we should leave it by the
“The orange is sweet and the child to climb on and tree and maybe a squirrel
»Older
» children playing
juicy.”) crawl through will come by.”)
»Leaves
» rustling the trees
• Provide sensory materials • Provide opportunities for the
»Dogs
» barking that are safe for babies, such child to observe live animals
»Wind
» chimes as silicone muffin baking
cups, large pot holders, or
lightweight metal bowls

What the educator might What the educator might What the educator might
observe: observe: observe:
• Often asks “why?” • Learns details about a topic of interest, • Recognizes their peers’ knowledge and
(e.g., after reading a book about sharks, asks them about things that they are
• Makes up stories about objects around
reads more books about sharks and experts in
them (e.g., observes fish tank and tells a
learns the names of many sharks) • Asks scientific questions, (e.g., what
story about the fish’s family)
• Collects objects that they are interested happens to the caterpillar when it is in
• Notices the interests of their peers (e.g.,
in, for example, sticks the chrysalis)
observes their play and then imitates it)
• Tries to reproduce things they are • Believes that there is one objective
• Investigates the details of caregiving
interested in (e.g., looks at a book about truth about a subject and thinks that if
(e.g., asks to help cook)
a castle and then tries to build a castle others have a different interpretation,
• Compares experiences in one setting in the block area) they do not know the truth
and another (e.g., after reading a book
• Asks for explanations of how things
about pets, the child says, “I have a dog
work, (e.g., asks where the water in the
too.”)
faucet comes from)
• Makes connection between their ex-
periences at home and in school, (e.g.,
says, “I have paints at home too!”)

• When a child asks a “why” question: • Ask families what the child has ex- • Support children’s ability to learn from
»Restate
» their question pressed interest in at home one another:
»Allow
» time for sharing work
»Acknowledge
» their curiosity. (“That’s • Make those interests present in the
an interesting question!”) learning environment »Welcome
» questions and comments
from other classmates about one
»Ask
» what they think the answer • Respect children’s efforts, and make
another’s work
might be special places to hold their collections
• Provide resources related to children’s
»Talk
» together about how you might • Go to the library and check out several
interests. (e.g., if you hear children
find the answer books related to a child’s interest
talking about dinosaurs, add dinosaur
»Go
» together to consult an expert, • Organize outings and field trips related books, figures of dinosaurs to the learn-
look for a relevant book, or visit a to the children’s interests ing centers)
website
• Welcome the child to contribute to
caregiving routines
• Join the child in making up stories
24 I. Approaches To Learning

• Locates an informational text in the • Recognizes that reality is not directly • Conducts research based on a topic of
classroom to find out about topics they knowable and that people may have interest
are interested in different interpretations of the same • Uses prior knowledge to develop
event research questions (e.g., learns about
• Asks questions of experts (e.g., during a
field trip to the waste treatment plant, • Pursues a particular interest by reading how fish spawn eggs and then decides
child asks questions about how the multiple books about the topic and to find out about the reproductive cycle
pipes are connected) writing and drawing about it of amphibians)
• Observes and records information over
time (e.g., observes and records notes
about the guinea pig in its cage each
day)

• Include time in the daily schedule • Create lists of children’s interests as part • Talk with families and children about
during which children may follow their of learning about one another the interests they are pursuing at home
own ideas to make, build, and compose • Encourage children to ask their own • Provide access to books and com-
their own works questions about books (e.g., “Do you puter resources for children to use in
• Allow students access to a variety of have any questions about the charac- researching their own interests and
materials to pursue their interests: ter?”) questions
»Blocks
» and ramps • As the class begins a study, the educa- • Provide graphic organizers to support
»Writing
» and drawing materials tor gathers questions from the children, children in researching their own
asking them: questions and curiosities and in using
»Books
»
information to create their own works
»“What
» do you want to find out about
»Legos
»
this?” and recording their ideas
»Clay
»
• Invite children to create a presentation
»Math
» manipulatives for the class on a topic or experience
• Visit the library with children and show they know a lot about.
them how to look for books related to
their topics of interest
B. Initiative
Child pursues their own goals.
Photo credit: Shannon Taggart

26
Over time, and with guidance and encouragement, children develop: Initiative
• Actively explores the envi- • Moves toward object or per- • Vocalizes to express desire • Finds ways to accomplish
ronment with their senses son they are interested in for an object or curiosity their own goals, such as
about it, with such phrases climbing onto a table to
• Engages familiar adults in • Wants to participate in self-
as “Dis?” reach something up high
interactions (smiling, ap- care routines (e.g., wants to
proaching, gesturing) hold their own toothbrush) • Tries activities that their • Explores on their own and
educator suggests they then returns to educator (i.e.,
• Rolls or crawls closer to • Crawls or toddles to an edu-
engage in (e.g., goes down runs to see something that
touch an object cator with a book they have
the slide after their caregiver looks interesting to them
selected
• Reaches for something of suggests it) and then circles back to
interest, such as a caregiver’s • Holds objects up or out to educator)
• Is inspired by the activities of
glasses or a toy educator that they are curi-
their peers (e.g., after seeing • Tells an educator what they
ous about
• Tries to hold bottle and feed another child push a doll want to do
self stroller, tries to take the doll
stroller and push it them-
selves)
• Looks or points at activities
that they are interested in
participating in

• Allow the child to freely • Support the child by using • Build opportunities through- • Engage the child in taking
explore the learning envi- vocabulary that indicates out the day for the child to care of their stuffed animals
ronment initiative (e.g., “Oh look, yes, make simple choices or baby dolls in ways that
you can open the box. What mirror their self care: wash-
• Remove items such as • Slow down to the child’s
is inside? Scarves. Yes, you ing, diaper changing, trying
bouncers and electronic pace, showing interest in
are shaking the scarves.” to use the potty, reading
swings that restrict a baby’s what they are doing
books, and preparing for
movement • Follow the child’s lead,
rest time with a blanket and
taking time to stop and
• Place interesting and lullaby
examine objects they are
appealing materials in the
interested in with them • Allow child to attempt tasks
child’s line of sight, so they
by themselves without do-
can choose what objects • Invite and welcome the
ing it for them right away
and materials to move child’s attempts to assist
toward and take initiative to with routine tasks such as
explore sweeping the floor and
washing the tables, as well
• Allow the baby to feel
as picking up toys
and mouth the books and
objects
• Engages in solitary play with a preferred • Gathers the materials that they need • Takes care of classroom chores without
toy for a simple project, such as making being asked (e.g., throws out napkin
imaginary soup after snack).
• Asks educator to read them their favor-
ite book • Finds their own clothing in their cubby • Develops a play idea day after day (e.g.,
and puts it on child returns to block area to continue a
• Watches what another child is doing
construction and play scenario that has
and then begins to do it alongside • Makes a plan for what they want to
been developed throughout the week)
them create (e.g., plans to draw a house)
• Advocates for their plot ideas when en-
• Chases another child and then turns so • Makes a choice about which area of the
gaged in dramatic play with peers (e.g.,
that they may have a turn being chased classroom they want to play in
when playing hospital in the dramatic
• Makes a new friend by playing along- play area, child asserts that the patient
side or with them and engaging in should be cured, while peer thinks they
conversations should die)

• Include duplicates of toys in the • Discuss with families ways in which chil- • Notice children’s attempts to initiate
learning environment so that multiple dren’s initiative is a value in their family, play ideas with peers, and advocate
children can play next to each other community, and culture. Acknowledge for those children whose ideas are not
simultaneously different perspectives acknowledged
• Help children to initiate play by giving • Recognize that a child may not demon- • Use children’s suggestions to set up a
verbal cues (e.g., “Your turn! Now it’s strate and express initiative in the same helper or job chart, with children vol-
Chelsea’s turn, which means that you way in all settings (e.g., may take initia- unteering for helper roles on a weekly
run and try to catch her!”) tive with peers but not in the presence basis
of elders)
• Involve the child in small group
activities where they can contribute, • Use vocabulary related to initiative:
participate, take turns, and anticipate as »“You
» decided to…”
well as initiate turn-taking
»“You
» made a choice…”
»“You
» were planning to play…”
• Thinks of ideas for stories they want to • Applies learning in new contexts (e.g., • Recognizes that trying something new
write about learns about gardening in school and may be difficult at first
then brings seeds home and plants • Independently determines direction
• Volunteers to help with classroom
them in back yard) for their future learning (e.g., decides
chores
• Attempts to master styles of drawing that they would like to learn to play the
• Talks to an educator about how to
and creating (e.g., sees manga in a guitar)
solve a social problem (e.g., talks about
graphic novel and tries drawing in that • Considers alternatives before beginning
homeless people they see on the way
style) a project
to school and asks how we might offer
shelter to them) • Selects materials to create engineering • Knows what their own talents are and
solutions (e.g., uses wire, tape, and piec- offers to use them to help others
es of wood to create a drawbridge)
• Evaluates their progress on their goals
• Uses writing to meet their goals.(e.g.,
writes a card to a friend when they are
out sick)

• Include a writing area in the learning • Engage children in conversation about • Talk with families and children about
environment that has multiple and their unique strengths and approaches skills the child is developing outside of
varied tools, materials, and resources. to learning school, such as the ability to play soccer
(e.g., different types of paper and blank • Allow children to bring functional ma- • Notice when children are taking ini-
books with a few lines on each page for terials from one area of work to another, tiative, and invest time and resources
children to draw and write their own for example tape and paper to the in helping them to achieve ambitious
stories) block area to hang signs goals
• Engage children in conversation about • Observe children’s work with them, • Provide models of individuals who no-
their own goals reflect on what they have done or ticed a problem and decided to act
• Discuss problems and plan solutions; created and their ideas, and plan next • Engage children in service learning
ask for the child(ren)’s ideas for plans of steps together projects
action and document these in writing
or drawing
Photo credit: Shannon Taggart I. Approaches To Learning 29

C. Persistence and
Attentiveness
Child focuses on tasks and perseveres in accomplishing them.
Photo credit: Sarah Ferholt

30

Persistence and Attentiveness
• Repeatedly shakes rattle to • Is deeply focused on mas- • Tries many ways of getting • Sits on a caregiver’s lap
produce noise tering a new skill for days to an object that is out of while they read a board
at a time (e.g., works to get reach book from start to finish
• Holds the attention of their
onto all fours and then rocks • Wants to do favorite activi- • Maintains their focus on a
caregiver (e.g., smiles, bab-
when learning to crawl) ties and practice developing desired outcome
bles, sustains eye-contact,
cries) • Focuses on the same thing skills over and over again »Stacks
» large cardboard
as the caregiver (e.g., watch- (e.g., repeatedly jumps off blocks until they balance
es the caregiver’s hands and low step)
looks at their face as they »Completes
» 3–5 piece
• Continues to try a difficult puzzle
turn the pages of a book) task when a caregiver sits
• Puts blocks in a bucket and close to them »Pushes
» and pulls a wagon
then dumps them out and up a hill
does it again

• Respond to the child’s need • Create learning environ- • Ensure that the child’s care- • Provide materials and
for rest and nourishment as ments and schedules that giving needs are met so that opportunities that meet
a precursor to the child be- promote the development of they can focus on the task their growing skill level. For
ing attentive and persistent focus and attention at hand example:
• Create time in the day in »Regular
» uninterrupted • Join the child in paying »Scissors
» that cut well and
which the educator sits on time for free play attention to an object or are designed for left- or
the floor with the child as experience of interest right-handed dominance
»Enough
» space for move-
they freely engage with ment • Talk with the child about »Small
» pitchers and stable
materials of interests their activities using cups so that children may
»Limited
» number of ma-
• Enthusiastically mirror a open-ended questions, such pour independently
terials
child’s delight and joy as “How did you do that? Tell »Easy
» to manage clothing
»Limited
» environmental me more.”
• Be present for the child; hold such as pull-on pants
distractions and intention-
them for extended periods • Notice the child’s verbal and »Sinks
» and toilets at child
al use of recorded music
while singing, humming, non-verbal expressions of level or safely adapted for
(e.g., during nap time, but
and sharing spontaneous determination, such as “Me independence
not as background music
stories aloud do.” Provide time for the
during free play)
child to attempt the task
• Remove screens and elec- »Minimize
» visual distrac- independently and acknowl-
tronic toys from the learning tions with walls that are edge their effort
environment in order to simple, neutral in color,
foster deep and meaningful and free of commercial
engagements materials
Note: In order to supervise
children and be present with
them, educators should refrain
from accessing their personal
phones in the learning environ-
ment. Photographs and videos
of children should be taken
with a dedicated device.

• Focuses on the character and plot when • Makes a bead necklace of their name • Attends to open-ended tasks that they
engaged in pretend play (e.g., pretends and sorts through all the letters until are interested in for a minimum of 20-
to be the mother and stays in this role they find those needed 30 minutes
as the doll babies are fed and put to • Puts blocks away in their designated • Pauses work to get up to talk to their
bed) places until every block has been put peers
• Listens to a short story from start to away • Rebuilds their elaborate
finish with a small group of children • Listens to a storybook read to the • block structure after it has been
• Tries several times to put on their own whole group from start to finish knocked down
shoes before asking for help • Asks for help from a caregiver to com- • Tries several different ways of solving
• Chooses the same puzzle every day plete a task a problem (e.g., tries making a bridge
until they can do it with ease with blocks to drive a car over, and
when it falls, tries a new foundation so
that it will support the cars)

• Follow the child’s lead in play; this may • Offer the child genuine opportunities • Choose a book to read aloud to the
mean that the child assigns a role to the to care for the learning environment, class over several days; each day ask
educator, often with the educator being indicating how important and mean- children to recall details from the
a child, and the child assuming an adult ingful it is to be mindful of such tasks as previous readings and predict what will
role watering plants, putting materials away, happen next
or stacking objects • Offer children a variety of materials for
• Though materials in the learning envi-
ronment should be rotated, allow for • Notice children’s accomplishments, open-ended work, encouraging them
previously used materials to reappear at patience, and persistence and describe to stay with work they do not finish in
the child’s request, and keep materials why their efforts are important one working period
that the children are actively engaged • Provide opportunities for children to • Take time to reflect on the process
with available to them revisit experiences and materials again together, asking:
• Allow for ample time for the child to and again so they are able to deepen »“How
» did you do that?”
practice tasks such as dressing them- their understanding.
selves and to develop self-help skills. »“Where
» did your idea come from?”
• Encourage the child in their work,
rather than solving the problem for
them. Ask:
»“How
» can you figure that out?” Photo credit:
»“How
» can you fix that?” Justin Weiner

• Sustains interest in a chapter book the • Is able to concentrate for extended • Screens out distractions and concen-
educator is reading the class over the periods of time (30 minutes or more), trates on relevant information as they
course of several weeks even on non-preferred tasks work
• Reflects on their work and makes • Makes several attempts to solve a • Makes a decision about how to work so
changes based on feedback from peers problem, but doesn’t give up until they they will be able to focus
or educators find a solution • Decides to step away from a challenge
• Tries multiple strategies for solving a when frustrated and then returns to it
problem • Organizes long-term projects (e.g.,
• Remembers essential facts over a peri- begins a project by gathering support-
od of days ing texts)
• Is conscious of the presentation of their • Revises their writing, checking for
work and makes revisions to improve meaning, spelling, and punctuation
their work

• Provide large, uninterrupted time • Encourage children to choose and read • Notice and provide encouragement
blocks for work on projects books that they need several days to when children feel frustrated or impa-
finish; when you check in with them ask tient. (e.g., “I see that this is taking lon-
• Ask children to share work in progress,
them to summarize and predict ger than you expected, and sometimes
reflect on their process, and plan aloud
when we have to take many steps to
their next steps; other children can • Support children in planning and
solve a problem, we get tired!”)
offer suggestions for next steps carrying out projects over time; offer
structures for them to keep track of • Acknowledge persistence. (e.g., “Wow,
• Create areas in the classroom for “works
steps in their work (i.e., check lists, story you are wrestling with that long text!
in progress”
maps, and planning pages) I bet you are learning so much. I can’t
wait to hear your thoughts about it.”)
• Create formats for reflective talking and
writing about the child’s work process- • View mistakes as learning opportuni-
es, including such prompts as ties. (e.g., “I love seeing your work on
this problem; every time I see you find a
»“What
» was hard in making your
mistake and use a new strategy, I know
project?”
your brain is growing!”)
»“Where
» did you get stuck?”
• Reach out to families to help with es-
»“How
» were you able to figure out the tablishing a routine for homework time
problem?” and modeling positive support
Photo credit:
Sarah Ferholt
D. Creativity and
Inventiveness
Child uses their imagination to create and invent.

34

Creativity and Inventiveness
• Imitates expressions on • Imitates unusual uses for • Invents new uses for every- • Uses everyday objects in
caregiver’s face objects (e.g, places pot on day materials ( e.g., bangs on imaginary play (e.g., picks up
head as a hat) pots and pans) sticks and pretends they are
• Shakes, mouths, and drops
swords)
objects • Tries out ways to use objects • Tries different combinations
that they have observed in of objects (e.g., tries to fit • Experiments with using
other places (e.g., bangs on a small blocks into a peg various materials to solve
surface after watching drum- sorter) problems (e.g., places a
ming at a cultural event) block on a stack of papers
• Imitates adult’s idea (e.g.,
that is blowing away)
following educator’s exam-
ple to makes themselves a • Dresses up as characters,
necklace by stringing large (e.g., wraps scarf around
beads or tubes together) neck and pretends to be a
superhero)

• Meet the needs of the • Observe and acknowledge • Include open-ended mate- • Provide different kinds of
children so they experience children’s creative use of rials in the learning environ- music and encourage the
trust, happiness, and joy objects ment child to move to the differ-
ent beats and tempo
• Have fun with the child— • Create environments where »Various
» wooden blocks
laugh, sing, giggle, and children can experience free- • Include open-ended props
»Cardboard
» blocks
dance dom of movement, explor- for dramatic play, such as
ing their bodies in space and »Textural
» fabrics boxes, bags, and large piec-
• Include pictures of babies
experiencing what they can »Various
» kinds of paper es of cloth
and children showing differ-
do physically • Provide everyday items for
ent emotions from different »Clay
»
cultures in the learning • Remove screens and elec- children to play and create
environment tronic toys from the learning »Egg
» cartons with, such as paper towel
environment »Play
» dough rolls, tissue paper, yarn,
• Provide a variety of teethers
string, and tape
that are different sizes, and • Sing songs from your own »Interlocking
» toys
textures and that make culture and learn songs from
»Crayons
»
different gentle sounds the children’s families and
cultures »Paints
»
• Be creative and inventive
with language; engage in
wordplay by making up silly
words that rhyme with one
another

• Asks adult for assistance with their cre- • Engages in detailed pretend play with • Adds detail to creations (e.g., makes a
ations (e.g., child asks educator to make peers clay bird with wings and a beak)
a tent by putting a sheet over a table) • Makes objects that they need for • Asks more experienced people for ad-
• Embodies a pretend play character day pretend play (e.g., makes a boat out of a vice about their creations (e.g., discuss-
after day cardboard box) es ways to build stairs with an educator
and then uses their advice)
• Experiments with materials (e.g., dips • Tries several ways to create the object
paint into water and sees what color they have in mind. (e.g., child experi- • Uses writing to add detail to their proj-
the water turns) ments with different foundations until ects (e.g., includes a stop sign in their
they have found the one that will hold block construction)
• Invents words in play (e.g., says the
up a block bridge) • Makes detailed and elaborate costumes
specks of dirt in the sunlight are “bittle”)
• Develops techniques for painting and for pretend play
• Sings made up songs to themselves
drawing (e.g., makes fast and slow
• May have an imaginary friend strokes, or thick and thin lines)
• Hears peers speaking a different
language and makes up nonsense
words and says they are speaking that
language

• Provide access in the learning environ- • Allow children to save artwork and • Include books in the learning envi-
ment to open-ended materials children return to it. Have a place to keep proj- ronment about inventive and creative
can use in a variety of ways ects if the child needs to transition to characters
another activity and wants to continue »
»Frederick by Leo Lioni
»Blank
» paper of different sizes, tex-
to work on the project at another time
tures, and colors »
»Harold and the Purple Crayon by
• Display children’s art, at child’s level, Crockett Johnson
»Watercolor
» and tempera paints
around the room and in the hallway.
»Pencils,
» colored pencils, crayons, and Document and share the process in »
»Iggy Peck Architect by Andrea Beatty
markers which the art is being created with »
»Rosie Revere Engineer by Andrea
»Collage
» materials such as origami children, through written descriptions Beatty
paper, pom-poms, and buttons and photographs
»
»The Dot by Peter Reynolds
»Sculpture
» materials, such as pipe • Provide child with access to artists and
artwork from own and other cultures »
»Beautiful Oops by Barnie Saltzberg
cleaners and cardboard
(e.g., pictures of famous artworks, • Teach vocabulary related to art-making
»Pieces
» of cloth in a pretend area sculptures, and artifacts) (“One color of paper could overlap,
»Boxes
» • Include time in the day for children to or go on top of another color, in your
experiment with musical instruments, collage”)
»Scissors
»
song, and dance • Provide opportunities for learning in
»Masking
» tape and glue
which there is no right or wrong way
• Guide the child’s use of materials, notic- to accomplish the goal, and encourage
ing and commenting on their actions children to try different strategies or
solutions

• Uses their knowledge of science or • Uses standardized tools to assist them • Presents an idea for a creative project
social studies in creating (e.g., finds a in their projects (e.g., uses a yardstick to the group and then waits for the
beetle and makes a home for it with to measure the amount of string they group’s feedback and incorporates their
leaves and sticks) need to hang up a curtain) ideas
• Collaborates with peers to create a • Thinks flexibly about how to create a • Considers how objects appear from
project over time (e.g., works together project points of view not their own (e.g., tries
in a small group to paint the backdrop drawing a picture from a bird’s-eye
• Creates variation of existing games with
for a play) perspective)
peers
• Uses a familiar story as the basis to • Incorporates ideas from cultures they
• Adds functional details to a project
tell a new version (e.g., learns several have learned about into their creations
(e.g., sews on a button and makes a
Anansi stories and then makes up their rough buttonhole to hold on a cape)
own story about a tricky spider)

• Include “choice time” in the daily sched- • Provide specific challenges to see how • Create opportunities for children to
ule during which the child has access children encounter them, (e.g., ask chi work collaboratively on creative proj-
to a variety of materials and may follow ldren if they can figure out how to use a ects over the course of several weeks
their own idea for a project piece of paper to support a book) • Facilitate group reflection on projects,
• Provide familiar tools such as scissors, • Ask the child(ren) to use drawing and exploring what children noticed, what
rulers, tape, and glue for work writing to plan a longterm project, observations they made, and what they
alone and in groups, and include a ma- learned about working together
• Document and facilitate children in
terials list and book/computer resource • Provide more specialized tools and
recording their work with photographs,
list for project materials for use in making projects
drawings, and writing; reflect on the
process of creating • Support child(ren) in collecting mate- »Scales
» to compare weights
rials to create their project (e.g., collect
• Introduce the formal vocabularies of »Graphite
» pencils
bottle caps for children to use for
music, dance, and visual arts
wheels when building vehicles) »Chalk
» pastels
»Editing
» software
• Visit museums and libraries to learn
about varieties of art -making and
engineering
Approaches to Learning References

California Department of Education. (2008). California preschool learning foundations. Sacramento, CA: Author.
Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf.
California Department of Education. (2009). California infant/toddler learning & development foundations. Sacramento,
CA: Author. Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf.
Colorado early learning and development guidelines. (n.d.). Retrieved from https://earlylearningco.org/pdf/ELDG_
Guidelines_English.pdf.
Dombro, A. L., Jewkes, A.M., Marsden, D.B., Meisels, S.J., & Weston, D.B., (2003). The ounce scale: standards for the
developmental profiles (birth–42 months). New York, NY: Pearson Early Learning.
Dichtelmiller, M.L. (2013). The work sampling system omnibus guidelines (preschool through third grade). New York, NY:
Pearson.
Hammond, Z. (2014). Culturally responsive teaching & the brain. Thousand Oaks, CA: Corwin Press.
High Scope Educational Research Foundation. (n.d.). Preschool child observation record. Ypsilanti, MI: Author.
Irving Harris Foundation Professional Development Network. (2012, updated 2018). Diversity-informed tenets for work
with infants, children, and families. Chicago, IL: Irving Harris Foundation. Retrieved from https://imhdivtenets.org/
tenets/.
Office of Head Start. (2015). Head Start early learning outcome framework. Washington, DC: U.S. Department of Health
and Human Services.
Office of Head Start. (2018). Revisiting and updating the multicultural principles for Head Start programs serving children
ages birth to five. Retrieved from https://eclkc.ohs.acf.hhs/gov/culture-language/article/mulituculral-principles-early-
childhood-leaders.
Washington State Department of Early Learning. (2012). Washington State early learning and development guidelines:
Birth through 3rd grade. Olympia, WA: Author. Retrieved from www.del.wa.gov/development/benchmarks/Default.
aspx.
Wood, C. (2018). Yardsticks: Child and adolescent development 4–14. (4th Ed.). Turners Falls, MA: Center
II. Physical Well-Being, Health and
Motor Development
A. Large Motor Skills

B. Small Motor Skills
II. Physical Well-Being, Health

C. Sensory Integration
and Motor Development

D. Self-Care
E. Healthy Sexuality
Photo credit: Sudbury Families

Physical Well-Being, Health and Motor

Development
Children’s bodies and minds grow together. From birth, children use their whole bodies to engage with the world.
A baby seems to smile with their toes, reaching out with every part of their being to express delight. A toddler picks
up a ball in each hand and then looks intensely at a third ball, reasoning about what will happen if they stop to pick
it up. A preschooler rides a tricycle with a friend around the playground, sees a hose, and says, “I think we need more
gas.” A child in the primary grades rehearses a dance performance with a friend. At every stage, the child’s physical
development connects to their social emotional and cognitive development.
Motor Development Physical Well-Being

Early childhood educators may use the Early Learning With the guidance of caring educators, young children
Guidelines to design the learning environment to gradually develop responsibility for their physical
support children’s growing motor skills. For example, well-being. It is important for educators to have
the Guidelines suggest providing space and time for conversations with families to create alignment with
infants to freely move and explore, rather than confining families’ expectations around physical care. Some
them to swings, walkers, and seats. Higher levels of toddlers are eager to do routine self-care activities, such
physical activity in early childhood have also been as hand washing and tooth brushing, by themselves.
associated with lower incidence of obesity chronic Providing children with materials and tasks they can
disease in adulthood. manage independently develops their positive sense of
self. As children move from the preschool to the primary
The Guidelines contain lists of materials that support grades, they can increasingly use signs with print and
the development of children’s ability to use the small pictures to follow the steps of self-care routines.
muscles in their hands and wrists at each age. Young
children benefit from such activities as cooking, Young children may also be eager to take responsibility
sculpting, tinkering, weaving, and sewing, which for their physical safety and well-being. When given the
strengthen their hands. Small muscle strength is opportunity, children often make good decisions about
essential for efficient and legible handwriting. managing risk. The Early Learning Guidelines provide
guidance about creating safe learning environments
Young children are just discovering the world with and closely monitoring children’s risk-taking.
all of its sensations. Early childhood educators can
create learning environments that nourish, delight, The foundation for healthy sexuality starts at birth. The
and intrigue the child’s senses. Nature provides a revised Early Learning Guidelines include information
perfect balance of beautiful, soothing, and stimulating about children’s sexual development at each age and
experiences. Educators often notice that when they suggestions for how educators can work with families to
provide children with satisfying sensory experiences, ensure that each child has a healthy relationship to their
children are happier, calmer, more engaged, and apt to body, pleasure, and gender.
sleep better.
II. Physical Well-Being, Health and Motor Development 41

II. PHYSICAL WELL-BEING, HEALTH AND

MOTOR DEVELOPMENT
A. Large Motor
Skills
Child uses and coordinates their large muscle groups.
42 Photo credit: Shannon Taggart


Large Motor Skills
• Holds head upright and in mid- • Moves between lying down, • Runs • Changes speed or direction
dle of body when carried sitting, and balancing on hands while moving though may have
• Kicks a ball
and knees difficulty stopping with control
• Brings hands together while
• Climbs onto an adult-sized
lying on their back • Crawls • Walks up stairs, placing one foot
couch
on each step
• Lies on their back and holds • Pulls to a standing position
• Walks up and down stairs while
onto their feet • Bends over to pick up a toy and
• Sits back down and moves to holding onto an educator’s hand
stands back up
• Rolls from back to front crawling after sitting down
• Walks up and down stairs or
• Jumps forward with both feet at
• Rolls from front to back • Pulls to standing, and uses one climbing equipment by step-
the same time
hand to manipulate toys ping with both feet on each step
• Sits unsupported and reaches
• Walks on tip-toes when asked
for objects • Cruises (walks holding on to
furniture) • Climbs a playground ladder
• Moves from sitting to hands and
knees • Adjusts body position when • Catches a medium-sized ball
moving up or down slopes or
• Rocks back and forth on their • Pedals a tricycle
along different surfaces
hands and knees
• Crawls up the stairs
• Pulls body forward while on
stomach (commando crawl) • Starts to walk around tables with
support
• Pushes a doll stroller or other
wheeled object while walking
• Walks without support
• May walk a bit and then sudden-
ly sit down
• Stops walking, squats, and
stands back up
• Throws a ball

• Dance with the baby in your arms • Create an indoor learning envi- • Create outdoor spaces that are • Play ball with children, intro-
so they can feel your movements ronment that provides oppor- safe for young toddlers to freely ducing concepts of taking turns,
and begin to move with you tunities for children to develop explore catching, and throwing
their large motor skills
• Place infant in front of a mirror • Include large motor furniture in • Introduce action songs such as,
so that they can see the different »»Open spaces where new the indoor learning environment “Animal Action,” “Sammy,” and
ways that they move walkers can practice walking “We’re Going on a Bear Hunt”
»»Small slide
back and forth
• Create spaces, places, and • Give children opportunities
»»Steps with platform
times for whole body play and »»Different levels so that chil- to walk barefoot on different
movement dren are able to pull them- »»Rocker boat/ bridge surfaces, such as carpets, wood
selves up on something »»Tunnel floors, linoleum floors, sand,
• Place babies on their abdomen
concrete, or soft matting
with toys placed within sight but »»Mats or rugs for rolling and »»Large blocks made of wood
slightly beyond their reach; recog- stretching or cardboard
nize the baby’s efforts to move
»»Large baskets and boxes for
toward the toys by saying such
crawling in and out of
phrases as, “You really worked
very hard to reach that toy and • Create schedules in which
now you have it!” children are able to move their
bodies freely whenever they
• Respect babies’ sense of dignity
are not engaged in caregiving
and autonomy by allowing them
routines
to move freely in the ways that
they would like; avoid furniture
that limits babies’ movements
such as bouncers and walkers


Large Motor Skills
• Walks along curb or beam for short • Runs smoothly around obstacles, stops • Skips using alternating feet
periods and starts, plays tag • Walks backwards
• Jumps off a step with both feet • Jumps for height and distance • Turns somersaults
together • Hops on one foot • Catches a playground ball from 3 feet
• Throws ball overhand • Balances on one foot for a few mo- away
• Catches medium- to large-size balls ments • Balances on either foot
and similar objects by trapping them • Pedals tricycle while navigating corners
against body with straight arms • Walks up and down stairs while holding
and obstacles an object
• Climbs up playground ladders • Walks up and down stairs, alternating • Moves confidently around an obstacle
• Gallops feet, without support course, maintaining balance while
• Has a smooth walk/run gait • Climbs down playground ladders stopping and turning
• Can stop body before running into • Squats without falling over
other peers o obstacles
• Runs and stops suddenly without falling

• Provide access to playground materials • Play games with children that facilitate • Provide access to playground materials
that support the development of gross the development of gross motor skills, that support the development of gross
motor skills such as motor skills.
»Balls
» of various sizes »Simon
» Says »Hula
» Hoops
»Ribbon
» dancers »Freeze
» tag »Basketballs
»
»Tricycles
» »Hokey
» Pokey »Soccer
» balls
»Scooters
» »Head,
» Shoulders, Knees, and Toes »Large
» wooden blocks
»Low
» steps »Red
» Light, Green Light »Jump
» ropes
»Large
» blocks »Songs
» with dance steps that include
galloping, skipping, and walking in
»Balance
» beams
rhythm
• If possible, take children on walks in
• Provide times in the daily schedule for
nature during which they have the op-
both structured and unstructured gross
portunity to walk on different surfaces
motor activity
and climb over rocks and logs
44 II. Physical Well-Being, Health and Motor Development


Large Motor Skills
• Kicks a ball at a target • Runs up and down stairs with alternat- • Shows good form in basic movement
ing feet even when participating in fast-moving
• Pumps legs to swing
games
• Runs to catch moving ball
• Rides a bicycle without training wheels
• Dribbles ball forward
• Turns cartwheels
• Jumps rope
• Runs forward while tossing a ball back
• Swims
• Dribbles basketball a few times and forth with a peer
• Learns a series of dance steps
• Mirrors partner’s movements in a dance
• Swings bat and hits ball
• Tosses a ball to themselves and hits it
with a bat

• Sing songs or chants with some dance • View recess as a right, not a privilege • Talk to families about the importance of
steps to practice galloping, skipping, gross motor play during out-of-school
• Teach playground ball games such as
side stepping, walking in rhythm, such time
kickball, foursquare, and tetherball
as • Connect families to local opportunities
• Create opportunities for children to
»“Skip
» to My Lou” to participate in sports (e.g., soccer
choreograph sequences of movements
leagues, local playgrounds, public
»“Going
» to Boston” • Organize competitive games with chil- swimming pools)
»“El
» Juego Chirimbolo” dren and model sportsmanship
»“Sasha
» 1-2-3” learn and practice dances from their
»“Little
» Johnnie Brown” families’ communities and cultures
»“Funga
» Alaffia”
• Provide structured gross motor breaks
throughout the day.
• Provide unstructured, outdoor recess
time each day.


MOTOR DEVELOPMENT
B. Small Motor
Skills
Child controls the small muscles in their hands and wrists.
46 Photo credit: Justin Weiner


Small Motor Skills
• Discovers fingers and toes • Uses forefinger and thumb • Holds a truck in one hand • Use child-safe scissors in
to pick up smaller objects and uses the other hand to one hand to make snips in a
• Holds feet in hands or put
like cereal or pasta explore the wheels piece of paper
hands in mouth
• Picks up small blocks and • Pulls toys by tugging on a • Strings large wooden beads
• Opens and closes hands
drops them into a container string onto a shoelace
• Grips caregiver’s finger or
• Practices placing objects on • Holds on to two blocks while • Balances 5–6 blocks on top
similar object
top of one another, such as trying to reach for another of one another
• Coordinates hands and eyes blocks or stacking cups block • Open a door by turning the
when reaching for and hold-
• Grasps the string of a pull- • Uses large brush to stand round handle
ing a toy, such as a rattle
toy and paint at the easel • Picks up a cup with one
• Reaches out and pushes ball
• Makes holes with one finger • Holds board book upright hand to drink from it
• Picks up an object, such as in play dough and turns the pages • Turns the pages of a paper
a rattle , turns it over, and
• Points, with index finger • Holds a crayon between book one at a time
drops it
extended and other fingers fingers and thumb and
• Grasps objects in each hand in a fist scribbles with big arm move-
and bangs them together ments
• Uses wrist to rotate knob
puzzle pieces to fit them in
puzzle board

• Speak gently to the baby • Include materials in the • Acknowledge the child’s • Include materials in the
grasping your finger in a fist learning environment that efforts at mastery of their learning environment that
foster fine motor skills fine motor skills and share foster fine motor skills
• Gently touch the baby’s
authentic praise of their »Balls
»
hands so that they can »Nesting
» toys
accomplishments
become aware of them »Linking
» rings »Blocks
»
• Sings songs in which the
• When child is able to sit up- »Busy
» boxes »Cardboard
» tubes to string
child can observe your hand
right in a chair or high chair with yarn
»Cloth
» books movements, such as “The
offer them soft finger foods
Itsy Bitsy Spider” and “Little »Knob
» puzzles
that they can feel and pick »Squishy
» balls Fish, Little Fish, Swimming
up, such as cereal rings and »Large
» pegboards
• Observe and reflect to the through the Water”
very soft vegetables
child what their hands are »Modeling
» compound
doing »Spoons
» and scoops in
• Provide objects of different sand and water areas
textures for the child to hold »Cloth
» to collage
or bang; describe what the
child is doing (“You are hold- »Safety
» scissors
ing that spoon so tightly. You »Paper
» to crumple/rip
opened your fingers and let
it go.”) »Variety
» of painting sup-
plies
• Support the child’s sense of
dignity and autonomy by al-
lowing them to choose what
to do with their hands; avoid
manipulating the child’s
hands for them


Small Motor Skills
• Uses crayon, marker, or pencil to draw • Strings small beads onto laces • Consistently uses their right or left hand
lines and rough circles and shapes that • Builds a tower of 10 or more blocks • Tears a small piece of tape off a tape
may resemble letters and people dispenser
• Hits nails and pegs with a hammer
• Turns the pages of a book one at a time • Uses scissors with one hand to cut out
• Forms shapes and designs out of clay
• Builds a tower of 8 or more small blocks shapes
(such as cookies with chips or snakes
• Cuts across small piece of paper with with eyes) • Uses pencil to copy many shapes and
scissors letters; these may be overly large or
• Buttons medium-large buttons when
rough looking but the letter will be
• Pinches, pounds, rolls, and squeezes dressing themselves
apparent
clay • Cuts along a line
• Spins a top
• Can place and remove a cookie cutter • Pulls tape off a dispenser, then attempts
from a mound of clay • Zips up own coat
to tape items to a page or form tape
• Places small pegs in in pegboard into a ball
• Pours water from a small pitcher into a
cup with minimal spillage.
• Can use forks, spoons, or chopsticks

• Include materials in the learning envi- • Include materials in the learning • Include materials in the learning envi-
ronment that foster fine motor skills environment that provide a variety of ronment that foster fine motor skills
opportunities for practicing writing and »Geoboards
»
»Safety
» Scissors
drawing
»Magazines
» to tear and cut »Legos
»
»Markers
»
»Clay
» and play dough »Bottles
» of glue
»Colored
» pencils
»Small
» blocks »Tape
»
»Dry
» erase boards
»Duplos
» »Wire
»
»Slates
» with chalk
»Fingerpaint
» »Plasticine
»
»Bingo
» markers
»Easel
» painting »Small
» beads for stringing
»Oil
» pastels
»Pegboards
» »Tops
»
»Magnetic
» writing boards
»Puzzles
» • Show sensitivity to children’s flexible
»Playground
» chalk directionality, and demonstrate left to
»Small
» cups and containers in the
»Watercolor
» painting supplies right directionality with writing and
sand and water areas
counting, as on a number line
• Practice writing letters in materials that
»Chunky
» crayons
provide sensory input, such as trays of
»Stickers
» shaving cream or sand
»Large
» wooden beads for stringing


Small Motor Skills
• Cuts out a shape, such as a house, with • Uses saws and hammers to build a • Folds paper into simple origami shapes
scissors construction • Cuts out complex shapes
• Uses a pencil to write letters • Peels carrots and potatoes efficiently • Print has a consistent shape and size
with a peeler
• Makes braided chains of yarn or fin- • Learns cursive
ger-knits • Writes using letters that are the same
size; stays on line when writing
• Uses a large needle and thread to sew a
pouch or a pattern • Knits a scarf
• Weaves yarn or strips of paper together • Uses appropriate pressure when writing
• Grips and squeezes a paper punch or
pliers
• Ties shoelaces in bow

• Include materials in the learning envi- • Provide opportunities for children to • Invite a calligrapher to visit the class to
ronment that foster fine motor skills use their fine motor skills for meaning- demonstrate the beauty of writing
ful work such as • Encourage children to pay attention to
»Legos
»
»Using
» a knife to spread cream cheese handwriting in the final revision of their
»Geoboards
»
or nut butter on crackers or celery writing projects
»Clay
»
»Cutting
» and coring apples with an • Continue to provide time for activities
»Yarn
» apple corer designed to strengthen the muscles in
»Sewing
» materials children’s hands
»Peeling
» carrots and potatoes for soup
»Hand
» looms • Provide keyboards for children whose
»Tying
» shoelaces
fine motor skills interfere with their abil-
»Scissors
» »Using
» a screwdriver to fix a desk ity to express themselves in writing
»Hole
» punches »Knitting
» a scarf
»Hammer
» and nails »Making
» their own books and comics
»Drill
»
»Pliers
»


MOTOR DEVELOPMENT
C. Sensory
Integration
The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and
vestibular function (balance) to perceive and respond to the world around them.

50

Sensory Integration
The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive
and respond to the world around them.
• Has a range of vision that • Nuzzles their face into a • Starts to move body to fit • Notices textures on their
is several feet by the age of freshly washed blanket to into different spaces (e.g., clothes (e.g., a lumpy sock
four months smell it fits their body into boxes, or pants made of different
shelves, or laundry baskets) fabric than their shirt)
• Calms while being held as • Moves their body to the
educator dances, sways, or rhythm of music • Pats, pushes, mounds, and • Tries different positions for
rocks squeezes modeling com- walking quickly or running
• When a new food is intro-
pound (e.g., leaning forward, rotat-
• Tracks objects by moving duced, makes a face and
ing arms like propellers, or
both eyes together; makes might spit it out • Enjoys (or shows a dislike for)
running sideways)
eye contact with educator messy activities
• Feels objects in the envi-
• Jumps off a step
• See objects at a distance by ronment (e.g., mashes and
seven months mixes the food on their high • Rolls across the floor
chair tray or, when walking, • Touches everything in their
• Uses eyes, hands, feet, and
stops to pat a puddle) environment
mouth together to explore
the environment (e.g., picks • Jiggles (e.g., sits on an edu-
up an object, looks at it, cator’s knee and bounces up
then mouths it and looks at and down or pulls them-
it again) selves to stand and bounces
on their own knees)
• Hears door closing and looks
to see who is coming
• Falls asleep when moving
(e.g., in sling, stroller, or car)

• Gently massage, rock, rub, • Create a learning environ- • As educators cook, they may • Create a learning environ-
and stroke the child to ment that provides opportu- offer the child cornstarch or ment that provides opportu-
soothe and comfort nities for children to develop flour to feel nities for children to develop
their senses; consider In- their senses; consider Includ-
• Create simple, aesthetically • Talk about smells with
cluding ing:
pleasing environments in children, such as the aroma
which the child’s senses are »Natural
» sunlight of cooking or the scent of »Beautiful
» objects
both stimulated and calmed natural items such as flowers »Heavy
» objects for children
»Time
» for singing with hu-
and grass to move and carry, such
• Give words to the child’s man, rather than recorded,
experience of the sensory voices • Provide time for children to as phone books wrapped
world (“Yes, I feel you. Do spend in nature in duct tape or laundry
»Drums
» and rainsticks
you feel my hand? You smell detergent containers filled
• Invite children to participate
so good. I see your big eyes »Toys
» made of natural with sand
in meaningful jobs that
looking at me.”) materials, such as cloth
require lifting, pushing, pull- »Large
» pieces of cloth in
and wood
• Provide teething rings and ing, and carrying objects of which children can wrap
items that can be chewed on »Items
» with different tex- various sizes and weights themselves
and easily washed tures for children to feel
»Opportunities
» for practic-
ing balance, such as riding
a rocking horse
»Water
» and sand tables
»Materials
» that can be
stretched, squeezed, and
rubbed.


Sensory Integration
• Navigates learning environment, occa- • Not able to see close up as well as they • Developing left-to-right visual tracking
sionally bumping into tables and chairs can far away • Moves around the learning environ-
• Perceives the difference between simi- • Jumps off platforms ment easily and successfully
lar colors (e.g., red and orange) • Experiments with different kinds of • Spends time moving their body into
• Turns around and around until dizzy slides and ways to slide different positions (e.g., upside down)
• Expresses preferences about the way • Roughhouses with peers
things feel (e.g., whether the tempera- • Swings and holds balance without
ture of the air is too hot or too cold) falling off

• Invite children to explore different • Engage families in conversation about • Have meetings before rough-and-tum-
textured materials, such as velvet, felt, their values around rough-and-tumble ble play to establish safe limits
satin, cotton, dry leaves, seeds, dirt, and play • Provide activities that engage children’s
flowers • Identify and evaluate which local play- senses
• Create simple cooking experiences grounds have equipment for climbing, »Rolling
» down a hill
with the children that involve smelling swinging, and balancing that meets
the ingredients, pouring, mixing, and safety guidelines »Wheelbarrow
» walks
stirring • Provide access to experiences that »Monkey
» bars
• Add scents such as lavender or apple develop the child’s sense of balance »Rolling
» and carrying gallon jugs full
pie spice to homemade play dough, »Balance
» boards of water
checking for allergies beforehand
»Low
» balance beams »Cartwheels
»
• Provide opportunities for children
to use sensory tables, including light »Tire
» swings »Jumping
» jacks
tables and water/sand tables on a daily »Bucket
» swings • Include soft and cozy elements in the
basis learning environment
»Slides
»
• Provide a quiet space with soft furnish-
ings that may also include a listening »Climbers
»
center, soft animals, objects to squeeze, • Take the children on listening walks and
or picture books then talk about what you heard


Sensory Integration
What the educator might What the educator might

observe: observe:
• Eye muscles are adequately developed • Children’s senses are well-integrated
to allow them to move their eyes effi-
ciently across a series of letters
• Identifies and describes sensations they
find soothing or disagreeable
• Propels self on swing by pushing off
tree or other surface with their feet, and
begins to pump their legs

• Support children in developing • Provide activities that challenge children to use their senses in coordination:
self-awareness about their sensory »Bike
» riding
preferences
»Cooking
»
• Honor children’s requests for quieter
environments, movement breaks, or »Obstacle
» courses
alternative seating »Hiking
»
• Reflect with colleagues on options
available to children during recess, and
add elements to the outdoor environ-
ment as necessary


MOTOR DEVELOPMENT
D. Self-Care
Child cares for their physical well-being.

54
Over time, and with guidance and encouragement, children develop: Self Care
• Roots to find nipple • Has a sound or gesture that they • Crawls or toddles toward or away • Tries a wider range of textures
use to indicate that they want to from changing table when educa- and flavors of food
• Indicates to their family mem-
nurse or eat (e.g., “Num num”) tor suggests a diaper change
ber or caregiver when they want • For breastfeeding toddlers,
to nurse or eat by using crying, • Tries new foods according to the • Holds out hands or pulls them begins to have interactions with
sounds, and gestures cultural expectations of their away when educator brings them their mother about when and
family and community to the sink for hand washing how they like to nurse
• Indicates when they are done
by turning away from the nipple • For breast-feeding babies, crawls • Opens mouth for educator to • Anticipates and participates in
or bottle or walks to mother and climbs brush their gums and teeth, or, if family and/or childcare sleeping
into lap to nurse when desired they would not like their gums to routines
• Raises legs during diaper
be brushed, closes mouth firmly
changing • Feels and mouths object to • Shows interest in toilet training
distinguish between food and • Participates in sleeping routines and may start to use toilet regu-
• Responds to educator’s
non-food items in culturally appropriate ways larly with assistance
language during caregiving
(e.g., lying down with grandma,
activities by making eye contact • Feeds self-with fingers • Washes and dries hands after
gathering blanket and pacifier, or
and smiling toileting and before meals, with
• Removes loose clothing (e.g., crawling to a rocking chair)
assistance
• Assists educator in holding their socks, hats, or mittens)
• Drinks from an open cup
bottle • Cooperates and assists educator
• Undresses themselves completely in tooth-brushing
• Reaches for family member or
educator when wanting to be
hugged or held

• Respond lovingly to the baby’s • Actively learn about the caregiv- • Model, mirror, and reflect both • Talk to families about their values.
verbal and nonverbal cues; in ing practices of the family actions and reactions (“Thank (Are independence and autonomy
this way the child learns that by you. You are doing such a great important to them? In which
• Critically assess the degree to
indicating a need for help, they job of taking care of yourself by areas?) Acknowledge different
which all educator–child interac-
will be cared for getting your coat.”) perspectives
tions, including the basic care pro-
»»Hold and rock the baby when cedures such as diaper changing, • Tell the child that it is time for a • Provide the child with oppor-
they are tired eating, sleeping, and comforting, caregiving activity, such as dia- tunities to do tasks that their
are similar or different to those of per changing, and then pause to family expects them to learn to do
»»Feed the baby when they are
the child’s home give the child the opportunity independently
hungry
to decide to participate (e.g.,
• Commit to making changes in »»Pour their milk and help
»»Change the baby’s diaper as getting a new diaper and going
your caregiving practices to better themselves to a rice cracker
soon as the baby has urinat- to the changing area)
align them with the child’s experi- from a plate on the table
ed or had a bowel movement
ences in the home • Narrate your actions as you
»»Dress and undress themselves
»»Change the baby’s position change the baby’s diaper (“Now
• Identify, create, and maintain safe
when uncomfortable I am going to use a wipe to »»Brush their teeth
indoor and outdoor environments
• Create opportunities for redirec- clean off your penis. It is going »»Set the table for meal times
for the child to explore freely
tion, distraction, and substitu- to feel cold for a minute. It’s all
»»Cover electrical outlets clean now.”) »»Put on their shoes
tions if the child approaches
danger »»Install gates at top and bot- • When children express their • Offer the child appropriate choices
tom of stairs growing autonomy by resisting when dressing (“Do you want
»»“Ms. Sue’s coffee is too hot, I
a caregiving activity, reflect their to wear your star shirt or your
need to put it away. Here is »»Ensure poisons and choking
feelings and gently carry on with elephant shirt?”)
some milk for you.” hazards are out of reach
the activity (“You don’t want to • Post supporting visuals to encour-
»»As the child reaches for a »»Keep hot liquids outside of have your diaper changed right age independence; for example,
cord: “Let’s hold on to this learning environment now. You are so mad. We will be show the steps of hand washing
teddy bear. That’s for the done soon. Would you like to
• Redirect children using positive above the sink or the steps of
lamp, teddy is for you.” hold the clean diaper?”)
language and examples. For washing their own cup and plate
»»“You are curious about instance, if a child approaches a • Use picture labels on toy in the kitchen
crawling down the stairs. Why baby, show them a gentle touch containers and corresponding • Explore toileting by reading:
don’t I hold your hand while and say, “Oh, you see her hair! Yes, shelves so that children may
you bump down on your that’s her hair.” »»Everyone Poops, by Taro Gomi.
clean up independently
bottom?” »»Once Upon a Potty, by Alona
Frankel.
»»Diapers Are Not Forever, by
Elizabeth Verdick

• Eats socially, as is appropriate for their • Independently uses the toilet • Manages the contents of their back-
family and community’s culture (e.g, by pack (e.g., takes out their folder and
• Independently washes hands before
taking a portion from a common bowl hangs it on their hook when they arrive
eating and after using the toilet with
and passing the bowl to the next child) in school)
minimal reminders
• Communicates to educator when they • Gets lunch on their tray or their
• Dresses themselves, but may need help
need to use the toilet lunchbox from their backpack and eats
with zippers, snaps and buttons
without prompting during lunch time
• Begins to follow the steps of using the • Communicates to educator about their
toilet with assistance • Safely manages increasing levels of risk
own feelings of being hungry, tired or ill
in physical play
• Washes hands before eating and after • Brushes their own teeth
using the toilet, with reminders
• After a couple of weeks at school,
• Puts on their own coat before going knows the morning routine such as
outside placing their backpack into their cubby
• Wipes their own nose with a tissue, with and hanging up their coat
a reminder
• Brushes their teeth, with help to reach
all areas of the mouth
• Recognizes their own cubby to store
personal items

• Transition a tired child to a quieter ac- • Include materials in the learning envi- • Gently introduce the routines of the
tivity or area so that their body can rest ronment that foster the development of learning environment, taking special
self-help skills time with children who did not go to
• Provide enough time during transitions
preschool
so that the children can practice self- »Accessible
» sinks
help skills such as putting on their coats • For children who eat in school cafe-
»Child-size
» toilets
terias, arrange lunch procedures that
• Notice and acknowledge children’s »Sponges,
» washcloths, and napkins at allow time, space, and appropriate
growing independence a low level noise levels for children to eat and
• Establish times in the daily schedule for »Snack
» table where they can inde- enjoy their food
toilet use, and remind children who are pendently serve themselves food • Review rules and protocols for safety
learning to use the toilet to go more
»Pitcher
» and cups for pouring their procedures such as evacuation drills,
frequently
own milk or water crossing streets, and lock down drills
• Establish good health routines, includ- before they occur; reflect on children’s
ing tooth brushing, serving healthy »Quiet
» cozy area where they can go practice together afterwards
foods, and hand washing when tired
• Observe children closely as they take
»Individual
» cubbies for personal items calculated risks in active play
»Items
» in the dramatic play area that
allow children to practice self-help
skills such as clothes with buttons,
snaps and zippers
• Provide opportunities for children to
learn about pedestrian, bicycle, and
water safety.

• Describes the purpose of events at the • Differentiates between conflict and • Asks questions about laws and regula-
doctor’s office (e.g., says that a vaccine bullying tions that make the community safe
will keep them from getting sick in the • In play with peers, establishes and • Intervenes when they see a child break-
future) follows own safety rules (e.g., says, ing a safety rule (e.g., attempts to stop
• Discusses consent with educators and “Let’s play tag, but no pushing hard, just a child who is about to ride a bicycle
peers; for example, says, “I would prefer tagging.”) without a helmet)
to shake your hand, not give you a kiss.” • Checks in with educator before assum- • Is aware that different educators and
• Knows to call 911 in an emergency ing new levels of risk, for example, says, families have different rules, and they
‘We are going to go down to play by should follow the rules of the adults
• Knows what bullying is and how to
the woods, ok? who they are with
report bullying to a trusted adult

• Offer healthy snacks and ask children to • Visit a farmer’s market or grocery store • Talk with families about chores that chil-
try unfamiliar or non-preferred foods and notice the things you see at differ- dren are expected to do in their family
ent times of the year and community
• Provide independent access to Band-
Aids • Talk about safe and unsafe levels of • Invite children to help plan a snack
risk-taking menu and to prepare the snacks
• Provide sufficient time for children to
independently put on their own coat, • Talk about consent with children. Invite • Invite children to talk about dangers
hat, and gloves them to role play scenarios in which they have on the news or through social
they can practice saying, “This does not media
• Make plans about what a child should
feel good to me” and “I don’t like that.” • Engage children in thinking about the
do if separated from the group during
outings • Engage in group conversations about ways laws keep us safe and how laws
conflict and bullying could be changed to keep us more safe
• When practicing fire, lockdown, and
(e.g., gun control legislation)
other drills with children • Invite police officer or fire fighter to visit
the class and speak to the children • Begin a conversation about helping one
»Invite
» children to express their fears
another stay safe
and provide reassurance and emo-
tional support
»Inform
» families that there was a drill
»Provide
» families with information
about how to address children’s fears
about safety at school


MOTOR DEVELOPMENT
E. Healthy Sexuality
Child develops a healthy relationship to their body, pleasure, and others. This healthy
sense of self is supported and demonstrated through respectful, caring, and loving
relationships with families, educators, and other children.

58
Over time, and with guidance and encouragement, children develop: Healthy Sexuality
Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and
demonstrated through respectful, caring, and loving relationships with families, educators, and other children.
• Explores body parts, including • Enjoys sensual, non-sexual • Touches or rubs their genitals • Learns the language for
their genitals experiences (e.g., breast feed- themselves for pleasure (Note: different body parts and their
ing, thumb sucking, rocking to Children this age are not mas- functions (e.g., penis, vagina,
• Prefers to be unclothed
bed, cuddling) turbating to orgasm.) or breasts)
• Looks at body parts on self,
• Expresses delight and a sense • Says “no” or walks away when • Communicates their gender
others, and in mirror
of pride in the things their another child tries touch, hit, identity (e.g.,“I’m a girl!”) and
• Responds positively to healthy body can do independently or kiss them categorizes others by gender
touch from loving adults (e.g., (e.g., crawling up stairs, and
• Expresses curiosity about their
is soothed by massage) throwing or dropping objects)
own body and the bodies of
• Communicates bodily discom- • Bats at, touches, grasps, or others (e.g., trying to see oth-
fort (e.g., cries during tummy pulls their genitals during er people’s bodies or asking
time or gives strong signal diaper changing questions like: “Why doesn’t
that a different position is Kayla have a wee wee?”)
preferred)

• Talk to families about ways • Model respect for children’s • Explore books about the body • When toilet-teaching, use
they express care and love for bodies by telling them what to and appropriate physical accurate language to describe
their infant; get to know and expect before touching them touch by reading genitals; validate children’s cu-
respect cultural differences or picking them up riosity and provide accurate,
»»Whose Toes Are Those? by
in the way care and love are age-appropriate answers to
• Narrate what you’re doing Jabari Asim
expressed their questions
when you touch them (“I’m
»»More, More, More, Said the
• Be mindful when chang- going to pick you up now”) • Engage in two-way communi-
Baby, by Vera B. Williams
ing children’s diapers, and so they have a sense that cation with families regarding
describe the sensations that unexpected things don’t just »»C is for Consent, by Eleanor toilet teaching , and include
children will experience next happen to their bodies Morrison
»»Words for penis and
(e.g., “I am going to use a cold »»Baby Says, by John Steptoe
• Express healthy, matter-of- vagina in the child’s home
wipe to clean your vagina. So
fact attitudes about children’s »»Ten Little Fingers and Ten language
cold! There, I’m all done now”)
bodies and bodily functions; Little Toes, by Mem Fox »»Cultural expectations for
• Allow children freedom to ex- avoid conveying shame or
»»Loving Me, by Debby Slier privacy in the bathroom
plore and observe their bodies naughtiness about erections,
bowel movements, and other »»Kiss by Kiss, by Richard Van • Encourage children to read
• Avoid sexualizing children’s
toileting activities Camp facial expressions and other
behavior (e.g. ,“He’s such a
body language (scared, sad,
flirt”) »»Full, Full, Full of Love, by Trish frustrated, happy, angry, etc.)
• Read books on body parts For Cooke
example
»»My Face Book, by Star Bright
Books
»»Hello World! My Body, by Jill
McDonald
»»All of Baby Nose to Toes. by
Victoria Adler
»»Global Babies, by The Global
Fund for Children
»»Where is Baby’s Belly Button?,
by Karen Katz
»»Pretty Brown Face, by An-
drea Pinkney
»»Busy Fingers, by C. W. Bowie

• Expresses positive feelings about their • Asks questions about their bodies and • Uses correct names for parts of the
body and actively explores what it can the bodies of others body
do (e.g., may experiment with different • Curious about birth, reproduction, and • May be familiar with exploring genitals
positions for urinating) how families are made (e.g., child may but still have questions about their
• Understands that their bodies belong ask, “Where did I come from?” or “What functions
to themselves and that they have a makes a baby?”) • Understands that certain bodily activ-
right to say “no” to unwanted touch • Plays “doctor,” taking off clothes and ities have particular times and places,
• Imitates the relationship behavior of examining peers’ genitals and accepts limits (e.g., may pick their
adults (e.g., children may engage in nose in the bathroom)
• Seeks bodily pleasure (e.g., may want to
“kissing” or “playing house”) cuddle when they wake up from nap or • Explores the idea of family and
• Expresses curiosity about their body enjoy dressing up in silky dresses) marriage, and understands that some
and the bodies of others (e.g., a child adults are married and that some are
• Masturbates either with their hands or
may examine the “bottoms” of pets and not; is aware that there are lots of differ-
through rubbing their genitals against
stuffed animals) ent ways to make a family
surfaces like pillows or chairs
• Uses “potty talk” to test limits and make
people laugh

• Talk to children about the human body • Provide straightforward, honest an- • Allow children to explore the idea of
(parts and functions); equip children swers to children’s questions, and be partnerships with each other, regard-
with accurate vocabulary for their mindful to provide answers in ways that less of their gender identity
genitals in the same way you provide are inclusive of all genders, all bodies, • Reflect on your own biases and exam-
accurate vocabulary for all of their other and all of the different ways that people ine your habits, curriculum, and class-
body parts make families. (For example, instead room environment for subtle or overt
of saying, “Girls have vaginas and boys messages children may be receiving
• Model consent throughout your every-
have penises,” you could say, “Many or about gender, bodies, and relationships
day teaching practices; for example,
most girls have vaginas, and many or
give children options for how they • Actively learn about the families of the
most boys have penises.”)
would like to be greeted in the morning children you serve and ensure that your
(e.g., hug, high five, or wave) • Communicate with families early and curriculum reflects and honors their
often about your policies and practices diversity and their strengths
• Communicate with children about your
regarding gender and sexuality
own physical boundaries ( “I don’t like • Include books in the learning environ-
when people touch my hair without • Avoid overreacting to common (or ment that celebrate all kinds of families
asking. It’s great to be curious. So, if you typical) child sexual behavior like mas-
are feeling curious about how my hair turbation; set limits without shaming »
»Dear Child, by John Farrell
feels, you can ask me, and I might say children »
»The Different Dragon, by Jennifer
yes and I might say no.”) • Teach children to ask permission before Bryan
• Teach children that “no” and “stop” are touching or embracing a playmate, »
»The Family Book, by Todd Parr
important words and should be hon- using language such as, “Jasmine, let’s
ored in relation to their own bodies and ask Joe if he would like to hug bye-bye.” »
»Stella Brings the Family, by Miriam B.
the bodies of others; support children If Joe says “no” to this request, cheerful- Schiffer
as they begin to learn how to read and ly tell the child, “That’s okay, Jasmine! » Family is a Family is a Family, by Sara
»A
respond to others’ non-verbal commu- Let’s wave bye-bye to Joe and blow him O’Leary
nication a kiss instead.”

• Less interested in exploring sexuality • Looks to peers, media, and other • Some children’s bodies are changing
than they were earlier sources for information about sex and (e.g., they may grow breast buds and/
sexuality; knows that not everything or pubic hair)
• May continue to masturbate and un-
they hear from peers or see on T.V. or • Knows that many (but not all) grownups
derstand that it is a healthy activity that
the internet is true fall in love with (and sometimes marry)
has a specific time and place
• Children have questions about sex, people of a different gender; under-
• Begins to understand concepts of the
crushes, dating, and relationships stands that it’s not accurate to assume
body changing as it grows older
that all families have a mother and
• May express internalized patriarchy and
• Knows that they have agency over and father and begins to explore many
homophobia through teasing, using
are the experts on their own bodies different family structures
sexually explicit language (or slurs),
and gender identity (i.e. they get to
and/or talking about girls’ bodies
decide if they are a boy, girl, both, or
something else) • Expresses their wants and needs with
respect to their body (e.g., “Can I have
• Understands that there are lots of dif-
some space?”) and respects the wants
ferent kinds of loving relationships (e.g.
and needs of others (e.g., will stop
parent, sibling, friend, etc.)
roughhousing with a peer when told to)

• Check in with families about children’s • Talk to families about their cultural • Monitor the comments you make about
curiosity regarding partnerships and norms and expectations for children’s your own and other people’s bodies
sexuality gender and sexuality development and appearance
• Explore the changing and growing • Learn from families about their chil- • Engage children in ongoing critical
body by comparing photos of when dren’s knowledge of sex and sexuality literacy activities that support them in
children were younger with what they developing the skills to analyze litera-
• Communicate with families about
look like now ture and media for sexism, sizism, and
conversations related to gender and
homophobia
• Be sensitive to the variety of family sexuality that arise in the classroom
configurations in the classroom in your • Use books to support direct conver-
words and actions. (e.g., avoid saying, sations about questions related to sex
“Go home and tell your moms and when they arise
dads.”)
»
»What Makes a Baby, by Cory Silver-
• Nurture children’s positive self-image; berg
draw self portraits and talk about what
» is a Funny Word: A Book about
»Sex
they love and appreciate about their
Bodies, Feelings, and You, by Cory
bodies
Silverberg

Physical Well-Being, Health and Motor

Development References
Burt, T., Gelnaw, A., & Klinger Lesser, L. (2010, January). Creating welcome and inclusive environments for lesbian, gay,
bisexual and transgender (LGBT) families in early childhood settings. Reprinted from Young Children.
Chrisman, K. (2002). Healthy sexuality development: A guide for early educators and families. New York, NY: NAEYC.
Dombro, A. L., Jewkes, A.M., Marsden, D.B., Meisels, S.J., & Weston, D.B, (2003). The ounce scale: standards for the
developmental profiles (birth–42 months). New York, NY: Pearson Early Learning.
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Pearson.
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Kellogg, N. D. (2009, August 31). Clinical report—the evaluation of sexual behaviors in children. American Academy of
Pediatrics, 992–999.
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Nicholson, J., et al. (2019). Supporting gender diversity in early childhood classrooms: A practical guide. London, England:
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Wood, C. (2018). Yardsticks: Child and adolescent development 4–14. (4th Ed.). Turners Falls, MA: Center for Responsive
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professional-criteria#downloads.

II. Social and Emotional Development
A. Trusting Relationships with Adults

B. Sense of Belonging
C. Sense of Self
D. Empathy
E. Cooperation and Negotiation
F. Emotional Self-Regulation
G. Rhythms, Rules, and Routines
III. Social and Emotional

Development
Social and Emotional Development
The trusting relationships that children form with self-regulation by being warm and reassuring and
responsive adults in infancy and early childhood lay the providing the predictable limits and consistent routines
foundation for all the learning that will come later. The children need to feel safe. Educators can prepare to care
baby’s favorite thing to look at is their mother, father, or for children by taking good care of themselves, resting
other significant family member’s face, and their favorite and eating well, reflecting with trusted colleagues, and
sound to listen to is that person’s voice. The baby is asking for help when they need it.
completely attuned to the person they are depending
on to meet all of their physical and emotional needs. Children travel between the social worlds of their home
Through predictable and loving interactions, babies and their learning environment. It is important for their
develop secure attachments to their family members emerging sense of self that they feel they belong in
and educators. They are able to confidently explore the each place. For many children, the cultural values and
world because their beloved people are there for them. expectations of home are very different from those of
the learning environment. For example, early learning
Early attachment relationships are critically important. environments often promote independence and self-
They predict children’s ability to grow into resilient sufficiency. This is evident in expectations that children
adults, who can regulate their emotions, engage in will be able to care for themselves and put themselves
interactions, and resolve conflicts. Early childhood to sleep from an early age. Many families value helping
educators form trusting relationships with children one another and think that it is right for older people
when they notice and attend to children’s physical, to assist and comfort younger ones. Educators can
emotional, and learning needs. Educators can also promote children’s positive sense of self and belonging
support the development of the child’s healthy by engaging in ongoing two-way communication
attachment relationships to their family. They do this with families to align their expectations, values, and
when they respectfully acknowledge the family as the caregiving practices.
expert on their child’s development and promote the
family’s positive feelings about their child. As children enter the preschool and primary years, their
relationships with other children become increasingly
Children with strong attachment relationships learn, over important to them. Social skills, such as empathy,
time, to regulate their feelings. They develop the ability cooperation, and negotiation, are developing at this
to express a socially and culturally acceptable range of time. Modeling social skills is important at this age,
feelings. When children have insecure early attachments, as children learn from educator’s own efforts at self-
they feel the need to test the security of all of their regulation and conflict resolution.
relationships. They may have learned that expressing
themselves results in negative reactions, causing
insecurity, mistrust, and fear. Educators support children’s
The Pyramid Model in New York:

Early childhood leaders in New York State identified a critical need to better support and teach young children and
families social and emotional skills. In response, the New York State Council on Children and Families took the lead in
2015 to bring together a team of public and private agencies to form a Pyramid Model State Leadership Team to guide
the implementation across the state. The New York State Pyramid Model Leadership Team is promoting the statewide
use of the Pyramid Model, an evidence-based framework proven to be an effective approach to building social and
emotional competence in all early care and education settings. For more information please go to http://www.nysecac.
org/contact/pyramid-model.
Goals
• Increase the number of early childhood trainers • Eliminate the suspension and expulsion of children
and coaches providing professional development under six in New York
to the early childhood workforce on the Pyramid • Support the implementation and sustainability of the
Model practices to meet the social and emotional Pyramid Model in all early childhood settings
development needs of young children • Evaluate the effectiveness of implementing the
• Support partnerships between educators and families Pyramid Model in New York State
The “ways the educator might support the child’s development” sections of the Early Learning Guidelines are aligned
with practices endorsed by the Pyramid Model. They are designed to create learning environments in which every
child feels they belong; promote children’s social engagement and positive relationships; and teach children routines,
expectations and problem-solving strategies that will help them to be successful.
The Pyramid Model:

Promoting Social Competence and
Addressing Challenging Behavior
Tertiary Intervention: Assessment based intervention

Few Children Intensive
that results in individualized
Intervention
behavior support plans
Secondary Prevention:
All Children
tic
te ma es to ills e
s h sk
Sy oac cial tativ
p r so en ct
ap ing rev effe
Targeted So
cial Emotiona ch a p ial
Universal Promotion: l tea have med
Supports n re
ca nd d
All Children oo e
a
i l dh sitiv
h o
yc ep n
e arl mot ildre ips l
a lity pro ll ch n sh entia
qu ents for a o s ial
ati es
gh
Hi ronm me
s e rel s an y soc
High Quality i v i h
Supportive vi co ns en alt
Environmen en out po ldr he nt e
ts res chi ote pme th
i ve and om elo a in
t t
or ts pr ev us
pp ul to l d d s ices
Su g ad ent iona n t
on on ot ea c
Nurturing an
d Responsive am omp em ot pra
m
Relationships c ro sed
i e s p -ba
e
lic nc
d po ide
n ev
s a e of
m s
ste u
Effective Wor
kforce Sy
III. Social and Emotional Development 65

III. SOCIAL AND EMOTIONAL DEVELOPMENT
A. Trusting
Relationships
with Adults
Child develops trusting relationships with nurturing adults.

66

Trusting Relationships with Adults
• Quiets when comforted by • Explores environment with guid- • Indicates need for assistance • Imitates adult activities (e.g.,
familiar adult, most of the time ance from trusting adults from a trusted adult (e.g., looks pretends to cook or “reads” next
to adult and points to ball to to adult who is reading)
• Shows preference for familiar • Seeks security and support from
indicate they need help when a
educator through facial expres- primary educator • Communicates with adults
ball rolls under shelves)
sions and gestures (e.g., smiles about recent activities. (e.g.,
• Exhibits separation anxiety by
or laughs) • Periodically checks with caregiv- “Mama and I went to the store.”)
staying close to familiar adults in
er for help or reassurance when
• Initiates and maintains inter- presence of strangers • May show discomfort with sep-
playing alone or with peers (e.g.,
actions with educators (e.g., aration or new situations when
• When in a new situation, will moves body to caregiver to get a
smiles, gestures, or verbal familiar caregiver is not present
make eye contact with trusted hug then goes back to playing)
expression) (e.g., by protesting loudly,
adult to “check in” with them
• Initiates interactions and plays crying, or withdrawing)
• Cries, makes sounds, or uses
• Tests and confirms educators’ with adults (e.g., brings book for
body movements to signal care- • Seeks adult assistance with chal-
responses to own behavior (e.g., adult to read)
giver for assistance, attention, or lenges but may become angry
reaches for a forbidden object
need for comfort • Responds to adults’ verbal greet- when help is given. (e.g., “Help
and looks at educator to check
ings either verbally or nonver- please, I do it myself.”)
• Looks for educators’ response in response)
bally by, for example, waving or
uncertain situations (e.g., when
blowing a kiss
stranger enters the room)

• If possible, visit families in their • Schedule regular meetings with • Openly share observations and • Connect families to community
home, and talk to them about the child’s family during which information with families at supports such as parenting pro-
their values, culture, strengths you invite families to raise issues drop-off and pick-up grams, book groups, and peer
and needs openly, collaboratively discuss learning communities
• Nurture child with kind words
the child’s development, and
• Identify a primary caregiver for and positive engagement (e.g., • Welcome the child as they are
identify ways in which you can
each child who carries out most hug, cuddle, sing, read, dance, coming back to check in with
work together
of the daily routines and gets to play, etc.) you, and express confidence
know the child and the family • Meet children at their level; sit or in their ability to go out and
• Make reading an intimate
well. The primary caregiver is lie down on the floor with them, explore the world
experience (e.g., hold child in lap
responsible for the child’s re- and use a low stool so that you
while reading, and pause to talk • Observe children playing inde-
cords, for monitoring the child’s may sit at the table at their level
to them about the pages they pendently and offer guidance
development and maintaining
• Interact with individual children are interested in) when needed (e.g., “I see you
close ties with the family
during routines and activities want to play with a truck with
• Use a positive approach with
• When making primary caregiv- (e.g., singing during feeding and Diego. I found a truck you can
children, telling them what they
ing assignments, consider: diaper changing and using their play with.”)
can do versus what they can’t
name)
»Home
» language of the (e.g., “In the classroom we use • Listen carefully and with interest
child walking feet, and you can run or to what the child says and
jump when we go outside.”) expand on the conversation.
»Cultural
» continuity with (e.g., “When you went to the
the child’s family park, Daddy brought you an
apple? What color was it? I like
»Educator
» and child sched-
apples too.”)
ules
• Thank the child when they fol-
»Educator
» and child dispo- low directions or help another
sitions child.
• Create a learning environment
that is a welcoming and predict-
able place for all children and
families—one that feels safe,
relaxed, and comfortable for all
members of the community
• Create a comfortable place
for breastfeeding within the
classroom, and use images and
signs to let families know that
breastfeeding is welcome in
your program

• Separates with assistance from signifi- • Asks for help in completing projects • Interacts with significant adults outside
cant adults and transitions to educator that they are interested in but that are of the family and classroom (e.g.,
beyond their physical capabilities (e.g., speaks with the bus driver and cook)
• Asks for educator’s assistance with an
asks caregiver to tape corners of card- • Seeks guidance from family members,
activity they want to do (e.g., asks edu-
board construction together) educators, and other familiar adults
cator to hold their hand as they balance
along a curb) • Carries out actions to please adults at • Transitions into unfamiliar settings with
times (e.g., cleans up at clean-up time) the assistance of a familiar adult
• Brings simple problem to adults atten-
tion (e.g., informing them a tricycle has • Expresses feelings about adults (e.g., “I
gotten stuck) love Auntie because she always plays
with me.”)
• Follows educators’ guidelines for ap-
propriate behavior in different environ-
ments

• Build relationships with individual chil- • Talk to the family about their hopes • Assist children in sustaining interac-
dren throughout the day (e.g., during and dreams for the child, and hold that tions in play by modeling, cooperating,
small groups, one on one play with image in your mind helping, and suggesting new ideas for
child, conversation at meal times, etc.) play
• Notice when the child may need com-
• Create predictable separation routines fort and reassurance and provide sup- • Help the child identify community
at drop-off port, even when they do not ask for it members they can trust and ask for
assistance (e.g., home visitors, mentors,
• Meet children’s caregiving needs • Promote the idea that everyone shares
older extended family members, or
promptly and empathetically (e.g., the responsibility for the well-being of
caring individuals within the communi-
when a child has a toileting accident, children
ty at large)
shows compassion and respect) • Use observation, recording, and
• Show interest in the child’s other inter-
• Listen to children and show you value reflection to notice the areas in which
personal relationships (e.g., “What do
what they are saying by acknowledging children are struggling and plan to offer
you and Gus the bus driver talk about
them and expanding upon their ideas them extra support in those areas
when he takes you home?”)
• When a child is talking with you, get • Ask open-ended questions to sustain
• Take time to do something that you
down at their level, either by sitting in a conversations with children
know is special for the child (e.g., ask
chair or on the floor; allow the child to
them to teach you some words in their
talk and explain as much as possible
home language)
• Thank child for coming to get you in
times of need
68 III. Social and Emotional Development


• Greets educators or other adults when • Discusses a problem with classroom • Respectfully engages adult with a dif-
arriving in the learning environment teacher, resource teacher, or volunteer ferent viewpoint and considers adult’s
alternative suggestions in conversation
• Engages in informal conversations • Talks to educators and staff about what
(e.g., listens to adult share views about a
with adults (e.g., talks with educator they do at home with their family
movie and offers a different viewpoint)
every day about what their new kitten • Seeks assistance from an educator
is doing) • Volunteers to help educator with tasks
when a task is too difficult to accom-
(e.g., staple or hand out papers)
• Seeks educator’s assistance when a plish by themselves
group of children cannot agree on the • Identifies family, school, and communi-
• Initiates conversation with adult to “be
rules for a game ty strengths and supports
together”
• Seeks educator’s advice on how to deal
with a conflict with a friend

• Help children and families identify and • Establish lines of help with children • Foster the family’s positive regard for
develop supportive relationships with (“You can come to me or the assistant if their child by taking a strength-based
family, friends, neighbors, co-workers, you need support.”) stance when sharing observations
community members, and service • Take a request for support as a true • When addressing sensitive issues with
providers need. (Respond, for example, “I can help a child and/or their family, be sure to
• Model language of assistance and you with that. What have you tried so do so in privacy. Convey respect and
support (“How can we work together to far?”) compassion
figure this out?”) • Chart or map grownups with whom • Thank the child for coming to you when
kids have special relationships, both in they have a problem, and affirm your
the school community and outside desire to be a resource for them
Photo credit: Eva Kovacs III. Social and Emotional Development 69

B. Sense of
Belonging
Child experiences a sense of belonging in environments that link, extend, and affirm the
child’s family and community. Child expresses comfort and joy with human diversity.

70

Sense of Belonging
Child experiences a sense of belonging in environments that link, extend, and affirm the child’s family and community.
Child expresses comfort and joy with human diversity.
• Expresses contentment or • Plays beside other children • Displays ease and comfort in • Identifies self as a member
joy when trusted adult is a variety of places when with of a family; talks about
• Demonstrates ease and
present familiar adults family members who are not
comfort when spoken to in
present
• Develops cultural identity their home language • Follows familiar routines
through daily caregiving in- (e.g., knows what chair • Is curious about physical
• Cries when family member
teractions, household smell, is theirs when meal time characteristics of self and
leaves
sounds occurs) others (e.g., skin color, hair
texture, or gender anatomy)
• Babbles a range of sounds
and imitates intonation • May begin to use social la-
and sounds of the home bels such as race to describe
language(s) people and “match” them
based on physical charac-
• Looks more at faces that re-
teristics
semble the faces of familiar,
trusted adults • Asks simple questions about
other children. (e.g., “Where’s
• May react to and/or interact
Tommy?” “What’s he doing?”)
differently with others who
do not resemble their family • May begin to show fear,
members and who speak discomfort, or dislike toward
other languages or language people who look or speak in
variations unfamiliar ways

• Talk to the family about their • Affirm the baby’s choice to • Participate in cultural events • Invite families to celebrate
caregiving practices and seek comfort and care from in the community the child’s culture and
adopt similar practices in the an educator who shares their • Invite families to make family traditions with the group
learning environment racial, linguistic, or cultural (e.g., family comes to school
books or share photo albums
background snack time and serves sushi
• Help families identify, find, of people who are important
to children)
and receive supports need- • Show empathy and accep- to the child; keep these in
ed to grow and thrive (e.g., tance of children’s feelings, a place that is accessible to • Gently introduce the child to
food, housing, mental health and be emotionally close the child a new learning environment,
resources, and books in the verbally and physically
• Be open to close physical • Ensure that the materials in
home) showing the child items to
contact with the child; allow the learning environment in-
be played with and places
• At a minimum, learn a few children to hold your hand corporate home cultures and
their caretaking needs will
simple and essential words, and sit in your lap introduce diversity through
be met; allow the child to
especially greetings, in fami- • Encourage a sense of be- books, posters, and puzzles
observe and enter the envi-
lies’ home language longing within the classroom • Allow objects that are ronment at their own pace
• Provide opportunities for by having homelike touches, important to the child and
• Point out familiar items or
the baby to interact with all including pillows, pictures of representative of their fami-
people within the envi-
kinds of people by taking the children’s families (at eye ly, community, and culture to
ronment (“Look, Susie is
them on community walks level), comfort items, and be brought into the learning
here! You played with Susie
and introducing them to a place to hold the child’s environment
yesterday with the cars.”
neighbors belongings • Encourage children of all “There is a maraca; you have
• Express togetherness. Smile genders to play with a wide a maraca like this at home.”)
when the baby smiles, laugh variety of toys (dolls, puzzles,
• Facilitate the initiation and
when they laugh; (“I am dress-up, trucks, etc.)
inclusion of children in play
happy to be with you.”)


Sense of Belonging
• Uses pretend play to explore, practice, and • Identifies self as a member of a group (e.g., • When a child’s home culture or experience
understand social roles refers to our family, our school, our faith, or differs from the dominant or mainstream
our culture) culture, they may
• May assign roles to other children during
dramatic play that reflect their lived experi- • Begins to show evidence of internalized »»Reject their home culture and adopt the
ence (e.g., “You be the Mama, and I’ll be the superiority or internalized oppression based dominant one
Papa with the baby.”) on race, ethnicity, class, gender, religion,
»»Reject dominant culture and insist on
ability status, family structure, body size,
• Identifies gender and other similarities and home culture
and/or language
differences between self and others; may
»»Learn to adjust behavior and to become
draw conclusions based on stereotypes and • Adjusts behavior to different settings (e.g.,
bi-cultural
personal experience family vs. learning environment)
• When a child’s home culture and experience
• Notices differences, and may ask why (e.g., • Compares similarities or differences of others
has been affirmed, they may express pride in
“Why is he in a wheelchair?”) (e.g., height, hair color, or skin tone)
their racial, linguistic and cultural identity
• Children may begin using their home • Seeks out people and objects in the learning
• When a child’s home culture or experience
language in certain places and times or with environment that affirm their sense of
aligns with dominant or mainstream culture,
certain people belonging (e.g., educator who shares their
they may
home language, family photo, item from
home) »»Internalize a false sense that they are
“normal” or superior
• Develops their own theories about what
causes differences in ability, gender, and skin • Prefers a child who speaks their own lan-
color guage or language variation as a friend
• May mask fear of differences with avoidance
and/or silliness

• Describe gender as how a person feels • Welcome children’s questions about differ- • Invite family members into the classroom
(“Josie is a boy because Josie feels like a boy ence. (“You are noticing your skin color is and talk to them as part of a study of fami-
on the inside.”) different than mine. What words would you lies, careers, or interests
use to say what color my skin is?”)
• Make the child’s home language seen and • Engage families in conversations about their
heard in the learning environment • Include books and materials within the national and family origins to affirm positive
learning environment that respect and social identities
• Adapt curriculum and materials in the learn-
honor differences and those by authors of
ing environment so that all children are able • Record families telling stories in their home
different backgrounds (e.g., culture, gender,
to participate language and include them as part of your
ethnicity, language, and abilities)
listening center/library
• Connect families in their learning environ-
• Ask families to send in photos of things that
ment to one another • Intentionally plan activities to counter
are meaningful to each child, such as foods,
potential overgeneralizations or existing
»»Family breakfast in the classroom or celebrations, and family activities; use pic-
stereotypes
program tures to make personalized posters, displays,
and class books • Engage children in conversation about
»»Book groups
unfair social differences, including wealth
»»Parenting reflection groups • Ask families to bring familiar objects from
and power
their home, such as music, instruments,
• Encourage families to engage in play-based household items, clothing, and toys, and • Model and explain accurate and appropriate
learning activities in their home language encourage children to talk about and use vocabulary for different social groups. For
• Accept silence or quiet observation as an them in the classroom example, name your own racial identity
acceptable way for children to participate, • In non-parochial schools, refrain from cele- • Teach children about what causes differenc-
particularly when they are new to the learn- brating religious holidays, such as Christmas; es in skin color using books like All the Colors
ing environment or if that is consistent with instead invite families to visit the class and We Are: The Story of how We Get Our Skin
their personality share their cultural traditions Color, by Katie Kissinger
• Reflect on your own biases and the ways
those biases manifest in your interactions
with children, colleagues, and families


Sense of Belonging
• Shows evidence of social messages • Represents themselves as part of racial,• Exhibits understanding of larger con-
affecting how they feel about their self cultural, linguistic, or national groups cepts related to self and belonging (e.g.,
and group identity (e.g., evidence of safety, respect, kindness, and care for
• Forms groups of friends who share their
internalized superiority or internalized objects, self, and others)
gender, racial or cultural identities
oppression) • Identifies gender and racial stereotypes
• Describes how they adjust their behav-
• Knows that insults related to race, gen- in books and media
ior between home and the learning
der, and cultural identity are hurtful environment • Knows some historical facts about their
• May choose to play only with children family, community, and culture
close to their gender, racial, or cultural • May disengage from learning if they
identities feel like they do not belong at school
• Explores the similarities and differences
in the home cultures of their peers

• Convey to families that you respect • Support a strong classroom community • Suggest out-of-school time connections
them as their child’s best advocate by allowing children to learn about one for children; recommend to families
another informally and formally of specific children which classmates
or afterschool programs may be good
know each other by interviewing each • Read stories and books to the class
matches, and include this suggestion in
child in a group as part of a name study that reflect the diversities represented
mid-year reports and meetings
or family study therein
• Create multiple opportunities each
• Incorporate the four goals of Anti-Bias • Use maps to allow children to locate
week for children to share personal
Education (listed below) into the daily their homes in the community and their
experience with their classmates. (e.g.,
curriculum national origins
include sharing about their lives or
»Each
» child will demonstrate • Connect families to work together reading aloud personal narratives at
self-awareness, confidence, family on volunteering in the classroom, on daily morning meeting)
pride, and positive social identities fundraising projects, and chaperoning
• Provide class-wide opportunities for
field trips, etc.
»Each
» child will express comfort and children to build their own social
joy with human diversity; accurate • Include community-building games in context
language for human differences; and the daily routine at morning meeting
»Write
» get-well notes to classmates
deep, caring human connections and closing meeting
who are ill for many days
»Each
» child will increasingly recog-
»Make
» “celebrating you” booklets on
nize unfairness, have language to
children’s birthdays in which each
describe unfairness, and understand
child contributes a note or drawing
that unfairness hurts
for the birthday child
»Each
» child will demonstrate empow-
• Incorporate social justice into your
erment and the skills to act, with
curriculum, providing opportunities
others or alone, against prejudice
for children to engage in inquiry and
and/or discriminatory actions
action around social issues that they
care about in their community

C. Sense of Self
Child develops a sense of self through noticing and developing their own interests,
preferences, and abilities. Child increasingly develops self-awareness, confidence, family
pride, and positive social identities.

74

Sense of Self
Child develops a sense of self through noticing and developing their own interests, preferences, and abilities. Child increasingly
develops self-awareness, confidence, family pride, and positive social identities.
• Discovers body parts and • Smiles at self in mirror • Expresses thoughts and feel- • Understands that they are a
explores own body (e.g., ob- ings by saying “no!” separate person
• Makes choices about what
serves hands, reaches for toes)
toys to play with • Uses name or other family • Refer to themselves as “me”
• Explores the face and other label (e.g., nickname or birth (e.g., “Me big.”)
• Plays with one object more
body parts of others (e.g., order such as “little sister”)
often than others • Tests limits and strives for
touches caregivers’ mouth, when referring to self
independence
hair, or hands) • Has favorite foods, comfort
• Shows pride in accomplish-
objects, people, etc. • Communicates with phrases
• Responds with gestures ments/achievements (e.g.,
such as “I doing this,” “I don’t
(waves hands, smiles) or vo- smiles after making hand
do this, “I can do this,” or “I did
calizations (squealing) when print)
this”
name is spoken
• Expresses comfort with and
• Identifies objects as belonging
• Protests when they do not preference for foods and
to them, such as a lunchbox or
want to do something (e.g., songs that are culturally
a stuffed animal. (e.g., “That’s
arches back to avoid sitting familiar
mine!”)
in chair)
• Recognizes and calls attention
• Makes choices (e.g., what toys
• Looks at self in mirror to self, by pointing, when
to play with or what clothes
looking in the mirror or at
to wear)
photographs
• Communicates their gender
identity (e.g.,“I’m a girl!”) and
categorizes others by gender

• Visit families in their home; • Hang photographs of children • Practice cultural humility • Use songs and tell stories that
ask them to share the child’s and families at child’s level; are rooted in children’s home
»»Take time to critically reflect
strengths, needs, and prefer- talk to children about these languages and cultures
on your own values, beliefs,
ences with you pictures, especially when they
experiences, and culture • Provide the child with a vari-
are missing their caregivers
• Welcome families to the learn- ety of materials and experi-
»»Address power dynamics
ing environment • Hang a mirror on the wall at ences to help them discover
in your relationships with
eye level; comment lovingly preference and abilities; add
»»Greet families in their home families
on similarities between the materials based on child’s
language
educator’s image and the • When culturally appropriate, interests
»»Let families know they child’s allow the child opportunity to
• When appropriate, provide
may stay in the learning complete a task on their own
• Acknowledge the child’s choices and respect children’s
environment for as long as before offering help
choices and preferences (“You preferences (“Would you like
they like
really liked that applesauce.”) • Take pleasure in the child’s to brush your teeth first or go
»»Learn how to pronounce attempts and successes by to the bathroom first?”)
• Intentionally reflect and
the child’s name accurately verbally expressing delight
affirm marginalized aspects of • Proactively deepen your
(“You did it!”)
• Engage with the child by mak- children’s social identities; for knowledge of children’s fam-
ing eye contact, and narrating example, use books like I See • Model positive self-talk (“Wow! ilies, communities, and cul-
what the child is doing. (“I see Me, by Margaret Manuel, to Look at my strong legs! They tures so that you can provide
that you are looking at your highlight the beauty of Okana- help me run so fast!”) culturally responsive care
hands. Oh look! Your hand is gan culture and language
• Include books in the learning
touching your nose.”)
environment that promote a
• Show the child they are im- positive sense of self
portant by physically nurtur-
»»My Heart Fills With Hap-
ing and responding promptly
piness, by Monique Gray
to their needs
Smith
»»I Can, Can You? by Marjorie
W Pitzer


Sense of Self
• May talk to self and/or engage in conversations • Describes family members and the structure of • Identifies and expresses own interests, preferenc-
with imaginary playmates their family es, and abilities
• Describes self by physical attributes and gender • Describes self by physical attributes, abilities, and • Confidently expresses likes and dislikes
feelings
• Uses personal pronouns (I, me) rather than refer- • Has unrealistic positive overestimations of their
ring to self in third person • Experiments by trying new activities and testing own abilities
their abilities
• Chooses preferred activities (e.g., painting, doing • Compares or contrasts self to others (e.g.,
puzzles) • Identifies feelings, likes, and dislikes, and express- physical characteristics, preferences, abilities, and
es own ideas and opinions; begins to be able to feelings)
• Expresses self in different roles during pretend
explain why they have them
play
• Becomes aware of and explores the meaning of
• Exerts will and preferences with actions and
their racial, cultural, gender identities; under-
language
stands that they are a member of various social
• Acts as though they are capable of doing new groups that have names (e.g., White, Black,
tasks and activities (e.g., copies use of adult tools, African American, Dominican, Muslim, boy,
tries to sweep the floor with adult sized broom) transgender, etc.)
• Children begin to internalize gender stereo-types
and may begin to conform to society’s gendered
expectations for their own behavior and/or
express gender biases (e.g., only boys play with
blocks or only girls wear dresses)

• Assist child in exploring “All about Me” by making • Talk to the child’s family to learn about their • Allow children to hold responsibilities within the
collages and books with pictures and captions; strengths, knowledge, and experiences classroom
include the family, extended family, and commu- »»Home languages • Provide opportunities for child to attempt new
nity members when possible
»»Traditions tasks without prompting or reinforcement
• Affirm children’s self-identification and model »»Friends and family members • Showcase children’s cultures, interests, and
accurate and appropriate vocabulary around
»»Caregivers and caregiving practices capabilities
race, ethnicity, and gender
»»Educational activities »»Create an art gallery of children’s work
• Encourage children to try new things and talk
»»Chores
with them about their impressions »»Use study examples and displays created by
»»Family outings and trips children
• Observe children’s interests and plan activities to
»»Occupations
support them »»Verbally reinforce children’s thinking process,
»»Scientific knowledge capabilities, and accomplishments
• Create opportunities for the child to make mean-
ingful decisions (e.g., what to name the pet fish) • Make the families’ strengths, knowledge, and »»Encourage children to demonstrate and share
experiences present in the classroom through their own uniqueness
• Ensure that children’s home languages are visible materials, curriculum, field trips, and conversation
in the classroom, in the library, and on charts and • When doing introductions, invite all members of
labels • Provide paint, markers, crayons, construction pa- the community to share their gender pronouns
per, and other materials in a range of skin tones along with their names “What words would you
• Acknowledge children’s accomplishments when that children can utilize in their artwork like us to use when we talk about you? When
they have solved a task or problem on their own
• Teach children about some of the different words people talk about me, I like them to say ‘she/her.’
• Encourage all types of play for children of all gen- people use to describe their identities • Actively celebrate children’s marginalized social
ders (for example, allow boys to hold the babies
• Gently intervene when you notice children identities and validate their observations of in-
and pretend to breastfeed; allow girls to splash in
enforcing rigid gender roles. For example, if you justice; acknowledge and talk about their healthy
mud puddles)
overhear a child saying, “You can’t play with us! feelings of confusion, sadness, fear, and anger
• Include books in the learning environment that Only boys can be firefighters,” you can ask, “Is that in individual, small group, and whole group
can support your ongoing conversations about true? I don’t think it’s accurate to say that only conversation
gender and gender stereotypes, and affirm a boys can be firefighters. There are many women • Explore feelings, confidence in one’s abilities, and
wide variety of gender identities and expression, firefighters.” identity using books like
such as
»»Katy and the Big Snow, by Virginia Lee Burton
»»Who Are You? by Brook Pessin-Whedbee
»»Be Boy Buzz, by bell hooks
»»I’m Jay, Let’s Play, by Beth Reichmuth
»»I Love My Hair! by Natasha Ana Tarpley
»»Julian is a Mermaid, by Jessica Love


Sense of Self
• Shows satisfaction and pride in their • Describes likes, dislikes, needs, wants, • Reflects on and evaluates their own
work (e.g., expresses joy when they strengths, challenges, and personal thinking and learning
are selected to work on a new science opinions • Takes pride in individual accomplish-
project) • Asks for help from a educator or peer ments and respects accomplishment of
• Compares abilities to those of their when a task is too difficult to accom- others (e.g., “Your story was so detailed.
peers plish alone (e.g., “Can you help me with I really liked it!”)
this math problem? I don’t remember • Plans for learning and physical needs
• Seeks approval of abilities from peers
how to do it.”) ahead of time (e.g., brings their own
and adults
• Identifies goals for individual progress, stress ball to circle time)
• Can name some of their group identi-
accomplishment, or success • Identifies role models who share some
ties and express how they feel about
being a member of those groups • Identifies strategies that help them to of their interests and marginalized
be successful as a learner (e.g., “It helps group identities
me stay focused if I clear off my desk.”)
• Internalizes societal messages related
to gender and body image (e.g., girls
may internalize a belief that they aren’t
good at math or may express a desire to
be thinner)

• Create time for children to share their • Engage in reflective writing as a routine • Invite students to plan for and partici-
work, either before or after a working and at key points, such as after finishing pate in a conference with their families
period; allow children to choose the a project or before a conference with • Engage in casual conversation with the
work they want to share families; ask such questions as “What child about what they like to do outside
is hard for you in our classroom?” of school
• Display children’s work with their words
and “How have you been working to
of guidance or explanation beside it • Provide time, space, and materials for
improve?”
• Create structures for children to show chosen work and some choice within
• Record children telling stories in their assigned work
their interests and preferences, such as
home languages, and share those sto-
choice time • Support and encourage students to
ries with the community
• Make time for reflective conversations participate in identity-based affinity
• Invite family members to come to groups
(“How are you doing in our classroom
school to be interviewed by the chil-
routines? How is reading going?”) • Notice and address opinions reflecting
dren
• Avoid asking children to line up or societal messages that equate material
• Use books to support direct conversa- acquisitions with self-worth
choose partners by gender
tions about questions related to gender
stereotypes, and bullying when they
arise
»
»King & King, by Linda De Haan
»
»One of a Kind Like Me, by Laurin
Mayeno
»
»Allie’s Basketball Dream, by Barbara E.
Barber
»
»The Gender Fairy, by Jo Hirst.
»
»Princess Hair, by Sharee Miller
» Princess Boy, by Cheryl Kilodavis
»My
»
»Amazing Grace, by Mary Hoffman

D. Empathy
Child forms deep, caring, human connections by imagining what someone else may
be thinking or feeling and responding with care. Child recognizes unfairness and
understands that unfairness hurts.

78
Over time, and with guidance and encouragement, children develop: Empathy
Child forms deep, caring, human connections by imagining what someone else may be thinking or feeling and responding with
care. Child recognizes unfairness and understands that unfairness hurts.
• Smiles when they see a • Looks to educator to gauge • Uses known strategies to • Understands that people
smiling face, especially a their response to a new try to help other children have beliefs that are not true
familiar one person or situation who are upset or sad (e.g., • Understands that just as
brings a crying friend to the they have thoughts, feelings,
• Reacts when someone is • Pats and strokes others who
educator) and goals, other people
sad or upset; this reaction are distressed
may include startling, eye • Notices and disapproves of have thoughts, feelings, and
• Shows guilt when they harm
contact, or becoming upset unfair (unequal) distribution goals too
someone or do something
themselves of desired objects • Begins to understand that
forbidden
• Observes other’s faces for • Attempts to help with a per- not everyone likes the same
• Distinguishes between kind
clues about how they should and cruel actions ceived need, (e.g., opens a things
feel cabinet for someone whose • Assigns feelings to dolls or
• Stays nearby and quietly hands are full) toys and cares for them
watches a child who is upset
• Wants to see good actions
rewarded and bad actions
punished

• Show authentic emotional • Talk to families about how • Acknowledge acts of kind- • Provide pets for the children
responses to situations empathy is expressed in ness (“You helped Frannie to observe and care for. (“I
their culture and community find her shoes.” “Thank you! wonder if our fish is feeling
• Respond quickly and loving-
That hug really helped to hungry?”)
ly to child • Suggest how children can
make Josie feel better.”) • Empathize with the child. (“I
show empathy; encourage
• Notice when children are
the child to offer a tissue, • Model empathy. (“Bill was know it’s hard to wait for a
uncomfortable and provide
comfort item, or pat on the tired. I could tell because turn.”)
reassurance
back to family members or he was crying, so with your • Rethink the use of ‘I’m sorry,”
• Name emotions (e.g., happy, friends who may be feeling help, we went and got his as children may not know
sad, mad, scared, excited, hurt or sad blanket that he sleeps with. what this means; instead
etc.) This made him feel better, describe children’s feelings.
and he has stopped crying.”) (“Look at Sheila. She’s sad.
She’s crying. She’s holding
her arm where you pushed
her. Let’s see if she’s ok.”)

• Tells an adult when another child does • Expresses how another child might feel • Begins to recognize how own actions
something unkind or unfair (e.g., “I think Tanya is sad because she is affect others
crying.”) • Listens to viewpoints of others
• Is more likely to help someone who has
previously helped someone else and • Shows concern about fairness within • Offers support to another child or
is less likely to help someone who has peer group shows concern when a peer is upset
been unkind to someone else • Develops awareness that some racial, (e.g., “I see you’re sad. Do you want to
• Adopts a variety of roles and feelings cultural, gender, and linguistic identities play with me?”)
during pretend play are unfairly valued more than others in • Develops their own theories about so-
society cial inequities (e.g., why some groups of
• Identifies and responds to the feelings
and experiences of the characters in people tend to have more money and
stories decision-making power than others)

• Validate child’s feelings (“You’re sad. I • Assist children in acknowledging and • Acknowledge children’s ability to prac-
would feel sad if I lost my teddy bear understanding how a peer is feeling by tice empathy (“I saw how you let Diego
too.”) pointing out facial expressions, voice, have the markers when he was upset.
tone, body language, or words the child I bet you wanted the markers too, but
• Read books about feelings and discuss
is using. you chose to help a friend.”)
character’s feelings, asking such ques-
tions as, “How would you feel if that • Use “I” statements to teach children • Throughout the year, talk to children
happened?” self-awareness (“I don’t like it when you about past and present injustices and
ignore me. It makes me feel sad.”) social justice movements
• Demonstrate how to ask for and un-
derstand the viewpoints and opinions • Using an anti-bias approach, introduce • When children notice injustice in their
of others (“Tell me how you feel about critical thinking (true/not true, fair/not classroom or community, engage them
that.”) fair) about pervasive stereotypes in group action to try to make things
fairer
• Use pretend play to help children de- • Put a seed in a jar every time a child
velop understanding of others’ feelings. practices an act of kindness and plant a • Read books about kindness
(“The hippo’s mommy is going to work. kindness garden when the jar is full »
»The Last Stop on Market Street, by
How does baby hippo feel?”) Matt de la Peña,
• Teach children that feelings change; »
»The Lion and the Mouse, by Jerry
help them reflect on how they felt earli- Pinkney
er in the day and how they feel now
»
»The Big Umbrella, by Amy June Bates

• Dislikes being at a relative disadvan- • Stands up for others when they en- • Uses previous experiences when inter-
tage to others (e.g., would rather that counter unfairness preting another person’s feelings (e.g.,
nobody got cookies, then that their notices a child playing alone on the
• Feels strongly about equality of out-
friend got two and they got one) playground and invites them to play)
come
• Does not object to being at a relative • Observes and determines reactions of
• Understands that people think about
advantage to others (e.g., does not ad- others when responding (e.g., The child
what others are thinking or feeling
vocate for fairness when they get three remembers that their friend likes to
(e.g., says, “He invited her to the party
cookies and their peer gets one) be alone when they are frustrated and
because he didn’t want her to feel left
waits for them to calm down before
• Notices and describes social inequities out.”)
approaching)

• Observe that life seems easier for some • Read books about kindness: • Use shared reading to develop perspec-
people and harder for others, and tive-taking, asking, for example, “How
»
»Each Kindness, by Jacqueline Wood-
explore with children the reasons for would you help this character when
son
these inequities; teach that inequities they are feeling so worried?”
are not a consequence of anything that »
»Under the Lemon Moon, by Edith
marginalized people did wrong Hope Fine
take meaningful action to address
• Teach children to show compassion »
»The Quiltmaker’s Gift, by Jeff Brum- social inequity in their community
and support for their peers beau
• Offer children structured contexts in
• Assume children’s good intentions »
»Those Shoes, by Maribeth Boelts which to identify, practice, and receive
»
»One Green Apple, by Eve Bunting empathy
• When children come to educator with
an interpersonal conflict, ask them to »
»The Invisible Boy, by Trudy Ludwig »Play
» a “jump in” theater game in
start resolving it by first trying to imag- which two characters act out a
ine and articulate how the other party • Use empathic group problem solving conflict and anyone is welcome to
feels, and then invite them to articulate (“Our friend is having a hard time. Can “jump in” as a third character to offer
to each other how they really feel anyone think of a way to help?”) empathy to either or both parties if
• Work on perspective-taking in inter- they see a way to help resolve the
personal interaction (“If she did to you conflict
what you did to her, how would you
feel? What would you want her to do?”)
Photo credit Sarah Ferholt

E. Cooperation
and Negotiation
Child navigates friendships with peers through cooperation and negotiation.

82

Cooperation and Negotiation
• Watches babies and other chil- • Passes a toy or a ball back and • Physically removes toys from • Responds physically when
dren and imitates their sounds, forth with an adult or another another child’s grasp that they another child takes a toy (e.g.,
actions, and motions child, at least once or twice would like to play with pushing, hitting, or biting)
• Shows interest and enjoyment • Imitates the simple actions of • Refuses to give peer a turn • Recognizes there is conflict and
in interaction with other chil- a peer (e.g., banging blocks seeks out educator’s assistance
• Accepts adult help to negotiate
dren and adults, as expressed together)
disputes over toys • Understands concept of “mine”
in gestures, facial expressions,
• Helps educator with caregiving and is starting to develop the
and vocalizations such as • Expresses interest in playing
tasks (e.g., holds out their foot concept of “his/hers/theirs”
babbling, exclamations, and with a certain child
so their caregiver can put on
laughter • Seeks out, initiates, and
their shoe)
responds to other children for
• Engages in back-and-forth
• Indicates preferences and social interactions for short
interactions with the educator
intentions by answering yes/no periods of time
for short periods of time (e.g.,
questions (e.g., child nods head
rolling a ball, playing peek-a- • Plays side by side with another
yes and hands a doll to teacher
boo) child, making comments to
when asked if they are finished
them
• Makes judgments about others playing with it)
by observing their helpful and • Participates in loosely struc-
unhelpful actions tured group games (e.g., chase,
dramatic play, or ring-a-round-
• Reaches out to touch other
a-rosie)
children or the toys they are
playing with • Sometimes accepts and
imitates other children’s ideas
for play with adult prompts
as needed (e.g., takes a shovel
that is offered and briefly digs
in sandbox beside another
child)

• Take time to be present with • Play back-and-forth games; for • Provide simple tasks and • Respond to conflicts objec-
babies; acknowledge their example, hand an object to a toddler-sized materials so that tively, using simple language
effort to connect to you baby, wait for them to grasp it, the children may cooperate to describe the conflict and
and then reach out your hand in caring for their learning phrases such as, “We have a
• Provide time for babies to play
so they may hand it back to you environment; for example, offer problem, so what can we do to
near one another
if they like children small sponges to help solve it?”
• Notice when the baby is watch- clean off the table
• Invite the baby to roll a ball to • Stay with children until the
ing other children play with an
another child who rolls it back • Support children’s curiosity conflict is resolved
object; hand the object to the
about other children; when a
baby, saying, “Would you like to • Provide duplicate or similar • Notice and verbalize children’s
child reaches for another child,
hold this?” or “It’s your turn.” toys to avoid conflicts from feelings (“I see you really want
model what “gentle touches”
arising to play with that toy and it is
mean and practice gentle
hard to have to wait for it.”)
touches on a stuffed animal
• Provide alternate objects and
activities while children wait
for a turn
• Show respect for the child’s
choices and attempts at
problem solving (“Hmm, I see
you want that toy and you said,
‘Turn please.’ I wonder if we
could find another toy to trade
with Diana?”)

Over time, and with guidance and encouragement, children develop: Cooperation and
Negotiation
• Negotiates with peers (e.g., takes • Assigns roles in play • Shares, take turns, and cooperates in a
turns, plans play) and communicates group
• Uses different turn-taking strategies
disagreement to other children (e.g., bartering, trading, or waiting for • Listens to others’ ideas and wants;
• Understands the concept of “mine” and a turn) shares own ideas and wants
“theirs” • Uses simple strategies to solve prob- • Understands that sometimes you are
• Chases other children and then turns lems, either individually or in a group a leader, and sometimes you are a
and allows themselves to be chased follower
• Negotiates with other children to solve
a problem • Plays simple card games that require
turn-taking and waiting
• States a position with reasons. (e.g.,
“I don’t want to play blocks right now
because I want to draw.”)

• Ensure that there are enough materials • Include books about friendship in the • Reflect with families about how they
for each child to have a reasonable learning environment, such as feel children should act toward their
amount friends and siblings
»
»Making Friends, by Fred Rogers
• Observe, record, and reflect on the ef- • Consider peer placement during
»
»Amos and Boris, by William Steig
forts of emergent multilingual learners classroom activities; notice children
to connect with their peers; intentional- »
»Alexander and the Wind-up Mouse, who have been connecting with one
ly create opportunities to extend these by Leo Lionni another and place them together
connections • If possible, create opportunities for • Read books about cooperation and
• Make adaptations so that all children emergent multilingual children who negotiation
can be involved in a meaningful way in share the same home language to sit
»
»Swimmy, by Leo Lionni
individual and group activities and play together
»
»Seven Blind Mice, by Ed Young
• Create puppet shows in which conflicts • Use conflict-resolution strategies such
between children are dramatized; allow as a problem-solving script »
»Anansi the Spider, by Gerald McDer-
children to identify how to solve the mott
1. “I don’t like it when…”
conflict • Encourage peer partnerships, such as
2. “What can I do to make you feel
• Use naturally occurring problems as an play partners or clean-up buddies
better?”
example to practice problem-solving • Tell the folk story of stone soup and
skills (“Uh-oh, we have only one of 3. “You can …”
make stone soup together as a class;
those trucks and I see that Juan is mad • Use visual aids to illustrate strategies discuss the value of working together
that Devonte grabbed it from him. What for problem-solving; for example, allow
can we do to help Juan not feel mad?”) • Include child-directed activities in the
children to select a picture that depicts
daily schedule in order to give children
• Provide activities that are done in pairs how they feel and what will make them
the opportunity to learn to cooperate
(e.g., “marbles in box” painting, which feel better
and negotiate
requires two children to hold and tilt • Provide opportunities for the child to
the corners of the box) experience the reactions of their peers
by not rushing in too quickly to resolve
conflicts

Over time, and with guidance and encouragement, children develop: Cooperation and
Negotiation
• Negotiates with other children by using • Is concerned about having friends and • Values group membership and peer
words to express ideas and feelings being liked acceptance
• Plays games that have clear roles for • Engages in competitive games with • Understands that friendships can re-
two players (e.g., card games, board peers main even when disagreements occur
games, and computer games) • Works cooperatively on a group project • Balances needs and rights of others and
• May change the rules of structured (e.g., a mural or group collage) their role in group work
games to ensure that they win • Lets others join a game that is already • Contemplates other viewpoints when
• Dislikes being corrected or losing at in progress (e.g., “We just started resolving conflict
games playing but you can join us and go after • Independently follows the rules of a
Alex.”) game to ensure fair play
• Identifies actions of others as purpose-
ful or accidental • Listens to others’ points of views and
considers ways to compromise
• Sense of friendship with the same child
may change abruptly within the same • Identifies strategies to successfully re-
day solve conflicts (e.g., “Let’s read the rules
so we all agree on how to play.”)

• Consider shared interest among chil- • Offer a variety of games • When guiding children through conflict
dren as basis for connection; children resolution, be alert to family and cultur-
»Chutes
» and Ladders
who like to build, children who like to al differences in how people handle and
read about animals, etc. »Go
» Fish, Uno, or other card games navigate conflict
• Suggest out-of-school time connec- »Jenga
» • Foster social connections among family
tions for families »Connect
» Four members; ask families about times and
kinds of events that would work best
• Offer shared language for respectful »Checkers
» for them
conversation, including respectful dis-
agreeing: (“I disagree” rather than “No! • Foster friendships; allow children to • Notice children who may be left out
You’re wrong!”) choose their own work partners at and give them special jobs to do with
times a friendly peer; provide time to openly
• Read books about cooperation and
• Support children’s desire to spend time discuss feelings related to peer group
negotiation, such as
with peers who affirm their developing inclusion and exclusion
»
»Click, Clack, Moo: Cows That Type, by social, linguistic, and cultural identifies • Discuss books about conflict and
Doreen Cronin
• Help children generate nonviolent, as- negotiation, asking children to name
» and Rat, by Ed Young
»Cat sertive language to communicate; be a the point of conflict, feelings of each
»
»The Three Little Wolves and the Big Bad supportive witness as children practice protagonist, and effective and inef-
Pig, by Eugene Trivizas these skills fective behaviors that each character
engaged in
• Offer “counselor,” a role that helps chil-
dren resolve conflicts, as a classroom
job

F. Emotional
Self-Regulation
Child expresses and manages their feelings and impulses.

86

Emotional Self-Regulation
• Signals needs with sounds • Seeks educator support and • Uses a variety of strategies to • Continues to do an action,
or motions (e.g., turns head attention when encounter- manage their feelings, such such as climbing over the
and roots or cries when hun- ing a challenge as withdrawing from the top of a table, after an edu-
gry. or reaches for wanted group, seeking a hug from cator has asked them to stop
• Imitates adults’ facial expres-
object of comfort) the educator, or holding on • Protests loudly, and may
sions and moods
to a special object have tantrums, in response
• Relaxes or stops crying • Uses physical contact to ex-
when comforted, especially • Tells educator “I’m ok!” after to limits
press emotions (e.g., kissing,
by familiar adult (e.g., when they fall down • Names some emotions (e.g.,
biting, hugging, or patting)
swaddled or spoken to • Says phrases like “Mommy happy, sad, excited, mad,
softly) • Rubs comfort object or sucks
bye-bye” and points to the tired, or scared)
thumb when upset or tired
• Responds to emotional cues door to communicate that • Begins to use pretend play
and social situations (e.g., • Repeats sounds or words to they miss their family to express/act out emotions
crying when other babies draw educator’s attention to
cry) their needs and begins to cry
if educator does not respond
• Smiles, waves, or laughs in quickly enough
response to positive adult
interaction
• Comforts self by clutching,
sucking, or stroking when
tired or stressed (e.g., calms
while stroking or holding
soft blanket)

• Engage in self-care so that • Ask families what helps their • Set clear and consistent • Invite the family to provide a
your own feelings and child to feel better when limits in a loving way comfort object from home,
moods are well-regulated they are upset such as a blanket or a stuffed
• Include soft items in the
animal that a child may use
»Sleep
» well • Respond to child’s displays caregiving environment that
to calm down
of pleasure by matching the child can snuggle with
»Eat
» regularly
child’s emotions with facial • Use words to teach children
• Allow the child to freely
»Take
» breaks expressions, tone, and words to associate feelings with
experience and feel their
»Reflect
» on the joys and proper names (e.g., “She’s
• Model facial expressions emotions in safe ways; label
challenges of educating smiling. Do you think she’s
to express emotions and all feelings, especially in-
young children with trust- happy, excited, or silly?”)
label emotion (e.g., happy tense ones, so that the child
ed friends and colleagues face-smile, sad face-frown, or starts to connect the feeling • Talk with children about
»Make
» a list of positive sup- angry face-scowl) with the word the feelings characters are
ports in your own life having in books
• Identify which behaviors are • Name your own genuine
• Comfort a child whenever upsetting for you, and devel- feelings as they arise. (“I feel • Support the child by reflect-
they cry op a new response to those so happy to be with you ing back their responses and
behaviors (e.g., “When chil- today.”) reactions (“I see you. You
• Respond to baby’s cues and dren hurt each other, I used are hitting and kicking. I am
vocalizations by expressing • Create a balance between
to yell at them to stop. Now, here to help you.”)
concern about their feelings quiet and louder activities
I teach them about “gentle in the learning environment • Stay with children while they
and then confidence in be- touches,” and when they are
ing able to meet their needs and throughout the day are having strong feelings,
rough, I say, “Remember, and let them know they are
(“You are crying so hard. I gentle touches.”)
am coming. I will hold you. safe
You are letting me know • Notice and acknowledge the
that you need a bottle.”) child’s preferred strategies
for managing their feelings

Over time, and with guidance and encouragement, children develop: Emotional Self-
Regulation
• Expresses strong feelings physically • Tries to express strong feelings verbally, • Often expresses strong feelings in so-
(e.g., kicks, hits, or throws items) but then may resort to physical expres- cially and culturally accepted ways
sion (e.g., breaking toys) • Identifies emotions and uses words to
• May feel overwhelmed by emotions
such as excitement or disappointment • Acts out and resolves emotions in describe them
dramatic play • Describes why people may feel differ-
• Talks to an imaginary friend about their
thoughts and feelings • Explains the reason behind their emo- ently about the same situation
tions • Intentionally uses humor (e.g., begins
• Assigns certain inanimate objects their
own feelings (e.g., the stuffed dog is • Uses vocabulary for complex emotions, to tell jokes)
said to be mad because it can’t have a such as disappointed, frustrated, em- • Begins to understand and explain reac-
cookie before bed) barrassed, or thrilled tions to certain circumstances
• Talks about their emotions when some- • Advocates for what they want and what
one notices they are sad and asks them they like
about it • Identifies some things that help them
• Asks “why” questions to show effort at feel better when they are upset
understanding effects of behavior

• Talk to families about how emotions are • Reflect with colleagues to determine • Talk to families and colleagues about
expressed in their family, community, what message children’s feelings, be- their expectations for children’s
and culture haviors, and impulses are conveying behavior; acknowledge contrasting or
conflicting beliefs
• Reflect on personal beliefs regarding • Wait until you are calm before talking to
the acceptability and unacceptability of a child about a moment in which they • Try multiple strategies consistently to
specific types of child behavior had strong feelings prevent child(ren)’s adverse feelings
and impulses
• Create a cozy area with books, pillows, • When you and the child are both calm,
soft fabrics, and a variety of objects talk to the child about what happened • Verbally reinforce children’s attempts
they can pull or squeeze (e.g., “Earlier you cried when Ellen took at self-control (e.g., “I see that you are
the toy from you. How do you think you mad. I am happy to see you take some
• Use self-talk to label own emotions
were feeling? What could you have said deep breaths.”)
and coping strategies (e.g.,” I am feeling
to tell Ellen how you felt?”) • Avoid removing the child from an
frustrated, so I am taking a deep breath
to calm down.”) • Teach children coping strategies for activity or from the classroom as a
self-regulating/or self-monitoring consequence
• Incorporate books on feelings reflective
behaviors
of the language and cultural back-
ground of the children • Avoid stereotyping children’s expres-
sion of emotion (e.g., validate boys
when they cry, and girls when they get
angry)

Over time, and with guidance and encouragement, children develop: Emotional Self-
Regulation
• Identifies socially and culturally • Demonstrates flexibility and socially • Demonstrates patience with personal
acceptable behavior (e.g., listening vs. appropriate behavior at school (e.g., circumstances (e.g., When doing math
interrupting) “When we are in the hallway we keep says, “I need to add slowly when work-
our voices down so other classes can ing with big numbers so I don’t make a
• Becomes upset when they lose a game
work.”) mistake and get frustrated.”)
but is able to use a strategy to cope
• Manages strong emotions using known • Identifies their strengths and challenges
strategies (e.g., talks to a friend about
being reprimanded by the educator)

• Read books about self-control, such as: • Talk to families and past teachers about • Reflect with families and colleagues
the development of the child’s ability to about the way strong feelings are
»
»Sophie Gets Angry, Really, Really
self-regulate expressed in the communities and cul-
Angry, by Molly Bang
tures of the children in your class
• Notice, recognize, and communicate
»
»Ahn’s Anger, by Gail Silver
when children take hard steps to • Encourage the development of chil-
»
»Lily’s Purple Plastic Purse, by Kevin achieve control (e.g., “I saw that you dren’s self-awareness by suggesting
Henkes left the game when you were getting that they write about their personal
• Discuss the books with the children, upset.”) strengths and challenges
asking • Sing songs like “I Get Up In The • Let children know which trusted adults
»Have
» you ever felt the same way as Morning,” which contains the refrain, are available to be with them when
___? “Everything’s going to be all right,” to they have strong feelings
remind children that strong feelings
»What
» would you do if you were ___? pass; try “Here Comes the Sun,” to recall
»What
» would you say to___? that feelings change
• Create strategy charts for feelings,
impulses, and ways to act on them
Photo credit: Sarah Ferholt III. Social and Emotional Development 89

G. Following
rhythms, rules
and routines
Child follows the rhythms, rules, and routines of the learning environment.

90

Rhythms, Rules and Routines
• Develops increasing consis- • Recognizes that certain adult • Begins to assert self by resist- • Follows some consistently
tency in sleeping, waking, actions are associated with ing educator requests set rules and routines (e.g.,
and eating patterns expected behavior (e.g., chooses a book after lunch
• Reaches to take a toy from
waits to be buckled into for quiet time)
• Anticipates and participates a peer, but then pulls back
stroller) their hand in response to the • Challenges boundaries and
in routine interactions (e.g.,
lifts arms toward educator to • Anticipates familiar routines educator’s look rules while striving for inde-
be picked up) or activities (e.g., watches for pendence
a family member when it is • Experiences difficulty transi-
• Engages in some regular
time to go home) tioning from one activity to
behaviors (e.g., sings or
babbles self to sleep; goes to • Recognizes that different the next
high chair when hungry) behaviors will elicit different • Can verbally start to tell
reactions from adults what comes next in the rou-
• Makes eye contact with edu- tines, and helps guide others
cator when doing something in different transitions and
that is off-limits activities

• Develop an individualized • Offer individualized sched- • Provide appropriate alterna- • Meet with families to discuss
routine that is predictable ules for those children who tives and substitutes (e.g., “I the rules in their home.
and consistent so that the may need to nap longer or see you want the baby doll. Identify which of these rules
child learns that their needs eat earlier than the rest of Can you hold the puppy families consider cultural
will be met; not every child the group while you’re waiting?” or values; establish rules in the
will be on the same schedule • Have a consistent routine “Chairs are for sitting. You classroom that provide con-
can climb on the climber.”) tinuity with the children’s
• Assign primary caregiving throughout the day, and
experience at home
groups so that an educator prompt child with verbal • Use familiar cues such as
does most of the important cues about what may come dimming of lights, playing • Agree on a simple set of
daily tasks such as transi- next. (e.g.,“We’re going to music, singing a song, or dis- rules with your team of
tions, diapering, feeding, change your diaper and then playing a picture to indicate educators
and providing comfort give you a bottle.”) a transition • Provide time for children to
• Respond to child’s cues as • Use a positive approach with • When giving a child direc- learn and practice rules
soon as possible, and ver- children; tell the child what tions • Create a picture schedule
bally let the child know that they can do, rather than »First
» gain the child’s and post at the children’s
you are acknowledging their what they can’t do attention level to help children antic-
feelings ipate transitions; review the
»Use
» simple language
• Use words to express what picture schedule at the start
the child is requesting (e.g., »Give
» one direction at a of the day
“You are starting to rub your time
• Encourage children to feel
eyes, so it looks like you are »Use
» positive language ownership of the learning
getting sleepy.”) (e.g., “Gentle hands,” rather environment; for example,
than “Don’t hit.”) provide access to a small
»Give
» time for children to sponge so they can wipe up
respond to direction their own spills
»Follow
» through with posi-
tive acknowledgement

Over time, and with guidance and encouragement, children develop: Following
rhythms, rules and routines
• Participates in routine activities such as • Adapts to changes in daily schedule • Changes actions to meet expecta-
meal time, snack time, and nap time (e.g., “Today is Wednesday, and we have tions of different settings (e.g., takes
our art lesson with our visiting artist.”) off shoes at home but wears shoes at
• Follows simple rules with few reminders
school)
(e.g., handles toys with care, clears plate • Predicts what comes next in the day,
after lunch, cleans up before moving to when there is an established and • Applies familiar rules in new but similar
another center) consistent routine (e.g., “After nap we situations (e.g., uses a quiet voice
have a snack, then my Mom comes to inside)
• Begins to follow basic safety guidelines
get me.”) • Adapts to new environment by behav-
and requirements, such as walking
rather than running inside, but may not • Demonstrates understanding of the ing and displaying emotions in expect-
do so consistently consequences of own actions on others ed ways (e.g., goes to a new friend’s
(e.g., “I gave Anna the toy and so she house and is able to be calm, share, and
feels better.”) take turns)
• Waits for turn during group activities

• Talk with families about their beliefs re- • Implement the schedule consistently • Create rules that are manageable (3–5
garding discipline and how they would classroom rules around safety, for
• Teach children about the schedule and
like their child to relate to authority example), ask for children’s input about
encourage them to verbally express
figures the rules, and discuss what makes a
what comes next
strong rule
• Design the schedule to include a bal- • Teach children the expectations for
ance of large and small group activities, • Review the rules and classroom expec-
transition times
and active and quiet times tations regularly, at a time when things
• Provide clear verbal and visual warnings are calm
• Design the schedule to minimize the prior to transitions
number of transitions in the day and • Post rules in words and pictures
the amount of waiting during transi- • Follow through with positive acknowl-
• Enforce rules and consequences consis-
tions; this may involve breaking up the edgement of children’s behavior and
tently and fairly for all children
classroom into smaller groups following of rules
• Reflect about which children are most
• Recognize there are individual varia- • Provide gentle reminders about rules of
commonly disciplined in the learning
tions in what forms of acknowledge- different areas, such as the playground
environment; do these children belong
ment are interpreted as positive by chil- and the classroom
to marginalized groups?
dren and choose the best fit for each • Establish, explain, and model simple
child (e.g., verbal, physical, non-verbal, • Reflect with families and colleagues
rules in ways children can understand
etc.) about how children may perceive the
(e.g., nap time might involve going to
educator’s attempts to provide direc-
• Provide frequent, clear, and consis- the bathroom, seeing the lights go off,
tion (e.g., Educator says, “Would you
tent verbal and non-verbal positive getting into bed, and hearing calming
return to your seat?” and child perceives
feedback music)
it as a question rather than a request)

Over time, and with guidance and encouragement, children develop: Following
rhythms, rules and routines
• Adheres strongly to rules (e.g., “James • Knows the daily and weekly schedule • Understands and follows large concepts
isn’t raising his hand to talk, but I am!”) and routines and follows routines or rules regarding safety, kindness,
accordingly (e.g., time for art, physical respect, and care within different envi-
• Follows routines with multiple steps in-
education, recess, lunch, etc.) ronments
dependently (e.g., arrives in the morn-
ing and knows what to do to begin day: • Adapts to the majority of a group even • Understands the purpose of laws
hangs up belongings, takes out their when the group’s ideas differ from their • Follows rules alone or within a group
folders, and chooses an activity until own (e.g., group plays a game with (e.g., quietly enters or exits building,
group time is announced) rules different from the actual rules) gym, or library alone or in a group)
• Takes turns in group discussion (e.g.,
raises hands, quietly listens to others,
and proposes ideas when it’s their turn
to talk)
• Adapts rules to fit a particular situation
or their own desires

• Reflect on your own cultural expecta- • Learn from families about rules and rou- • Engage children in reflecting on the
tions related to discipline tines they have at home origins and intentions of social laws
• Create some routines together; ask • Create illustrated charts of complex • Engage children in conversation about
children, for example, how they think routines, like cleaning up paint or pack- social movements to make society more
an area could best be organized and ing up at dismissal fair
use their input to create some routine • Sing songs or chants to remind children • Invite children to discuss the difference
procedures of steps in a routine in rules between various cultures, com-
• Decide on logical consequences for munities, and families
rules with all staff; reconsider the use of
social exclusion as a consequence
Photo credit: Andrea Bruno

Social and Emotional Development References

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Department of Education and WestEd.
Bloom, P. (2013). Just babies: The origins of good and evil. New York, NY: Crown Publishers.
Burt, T., Gelnaw, A., & Klinger Lesser, L. (2010, January). Creating welcome and inclusive environments for lesbian, gay, bisexual and transgender (LGBT) families
in early childhood settings. Reprinted from Young Children.
California Department of Education. (2008). California preschool learning foundations. Sacramento, CA: Author. Retrieved from http://www.cde.ca.gov/sp/
cd/re/documents/preschoollf.pdf.
California Department of Education. (2009). California infant/toddler learning & development foundations. Sacramento, CA: Author. Retrieved from
http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf.
Center on the Social and Emotional Foundations of Learning. (2006). Inventory of practices for developing social and emotional competence. Vanderbilt University.
Cheruvu, Ranita. (2019). Supporting children’s understanding about diversity. In J. Strasser & L. Bresson, (Eds.), Big questions for young minds: extending
children’s thinking. New York, NY: NAEYC.
Colorado early learning and development guidelines. (n.d.). Retrieved from https://earlylearningco.org/pdf/ELDG_Guidelines_English.pdf.
Dombro, A. L., Jewkes, A.M., Marsden, D.B., Meisels, S.J., & Weston, D.B, (2003). The ounce scale: standards for the developmental profiles (birth–42 months).
New York, NY: Pearson Early Learning.
Derman-Sparks, L., & Edwards, J. O. (2013). Anti-bias education for young children and ourselves. New York, NY: NAEYC.
Derman-Sparks, L. (2012) Stages in Children’s Development of Racial and Cultural Identities and Attitudes. For Sophia Lyon Fahs Lecture. Retrieved from
https://www.uua.org/sites/live-new.uua.org/files/documents/derman-sparkslouise/1206_233_identity_stages.pdf.
Derman-Sparks, L., & Ramsey, P. (2011). What if all the kids are white?: Anti-bias multicultural education with young children and families. New York, NY:
Teachers College Press.
Gelnaw, A. (2005, May/June). Belonging: including children of gay and lesbian parents—and all children—in your program. Exchange, 42–45.
Gilliam, W. S., Maupin, A.N., Reyes, C. R., Accavitti, M., & Shic, F. (2016). Do early educators’ implicit biases relate to behavior expectations and recommendations
of preschool expulsions and suspensions? New Haven, CT: Yale Child Study Center.
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Irving Harris Foundation Professional Development Network. (2012, updated 2018). Diversity-informed tenets for work with infants, children, and families.
Chicago, IL: Irving Harris Foundation. Retrieved from https://imhdivtenets.org/tenets/.
Kissinger, K. (2017). Anti-bias education in the early childhood classroom. New York, NY: Routledge.
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develop-empathy.
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IV. Communication, Language, and Literacy
A. Speaking
B. Listening and Understanding
C. Social Communication
D. Engagement with Stories and Books
E. Phonological Awareness
F. Composing
G. Creating and Interpreting Multimedia Texts
Language, and Literacy

IV. Communication,
Communication, Language and Literacy
Language development begins before birth. The the stories that are important in their own lives. These
infant becomes attuned to the sounds of their families’ stories will often transfer to paper and pencil as the
voices when they are in the womb. After they are born, child describes their narrative using scribbles, pictures,
babies make sounds, gestures and expressions, and a and/or words.
trusted adult interprets them, providing love and care.
Babies gradually learn that their sounds, gestures, and One of the most important ways that educators can
expressions have meaning, and they begin to use them support children’s language development is to read
more intentionally. to them. The educator may welcome the child to sit
on their lap or gather them in a small group to read
Babies notice everything that their trusted adult does; and look at a wide variety of picture books together.
their brains are designed for imitation. They begin to Noticing and extending children’s engagement by
associate the trusted adult’s sounds, gestures, and stopping to discuss pictures, characters, or events can
expressions with specific experiences. Soon they begin inspire a lifelong love of reading and further a child’s
to pass sounds, gestures, or expressions back and forth learning.
with the trusted adult. The trusted adult blows a kiss,
and the baby blows a kiss. The baby says, “Ba-ba-ba!” The way children learn to write is similar to the way they
and the trusted adult says, “Ba-da-ba-da!” This is called a learn to talk. They make marks, and gradually those
serve-and-return interaction. marks come to resemble objects in the environment —
a face, a house, a flower. They notice the marks that the
Serve-and-return interactions, in which the baby educator makes and imitate those marks, beginning to
and the trusted adult are completely focused on one form rough letter shapes. They start to recognize that
another and passing language back and forth, are the letters can make up words, such as their name. They
critical for children’s development. It is through these learn the sounds that the letters represent and begin to
interactions that children learn vocabulary, sentence use the letters intentionally to spell things. Their initial
structure, and social skills. The ways in which people spellings are phonetic; they might use just the first and
interact vary from culture to culture, and these early the last sound in the word, such as “pk” for “park.” Over
interactions teach children how to communicate socially time, children learn more standard spelling patterns and
in their communities. use writing to communicate in more sophisticated ways.
Many children have families who speak a language Background Knowledge

other than English or speak another variation of English.
For these children, it is helpful if there is at least one Throughout early childhood, children develop
adult in the learning environment who speaks the same background knowledge that will be essential to their
language or language variation as their families. If this success in school. Background knowledge refers to
is not possible, educators are encouraged to recognize related knowledge about a specific topic or approach
that the child’s potential to become a multilingual to learning that children store in their memories.
student is a gift. They can encourage the family to Background knowledge could include information
nurture their child’s home language and include books about themselves, other people, objects, and the
and print in the learning environment that reflect that world around them, as well as the beliefs, values, rules,
language. Children with strong foundations in their and expectations in children’s cultures, environments,
home language are more successful English-language and languages. Children may develop background
users later in childhood. knowledge in their home language and transfer it to
another language later. As they learn and grow, children
Learning environments in early childhood should be build on their background knowledge.
full of children’s voices. One of the most important ways
young children develop language is through dramatic For example, if a child developed strong background
play. Make-believe play gives children the opportunity knowledge about bears, they might know the names of
to experiment with questioning, responding, several kinds of bears, that bears hibernate in the winter,
negotiating, and listening. In playful interactions, and that polar bears are threatened by global warming.
children construct and rehearse storylines that reflect As a result of their background knowledge about bears,
they might also know the names of other animals that educators can use to interview families about their
that hibernate and some facts about climate change. background knowledge is available in the appendix.
In the process of learning about bears, they might
have learned how to use the library and the difference It is also important for educators to be aware of the
between fiction and non-fiction books. kinds of background knowledge children will later
need to engage in social studies and science learning.
Background knowledge is essential for reading Intentionally connecting children’s funds of knowledge
comprehension. It helps children to figure out what to academic language will provide them with a strong
a story or informational text is about. For example, foundation for school success.
a child might draw on their background knowledge
to comment during story time, “I know what is going 1. Physical Science — Children build background
to happen next! The bear is going to come out of the knowledge about physical science when they
cave and look for grubs and berries!” In this example, experiment with solids and liquids, pushes and pulls,
the child is drawing on their background knowledge sounds and vibration. For example, an educator may
on bears, as well as on their background knowledge discuss the transformation of a liquid batter to a
about how to engage in conversations about books and solid bread when baking a snack.
stories.
2. Natural Science— Children build background
Background knowledge also fuels children’s knowledge about natural science when they observe
engagement as independent learners in play-based and care for plants and animals. Gardening with
learning environments. It helps children engage in young children provides a rich array of opportunities
language-based imaginative play with their peers. For to develop knowledge of the scientific process.
example, if one child says, “We’re bears! Let’s hibernate,” 3. Earth and Space — Children build background
a child with strong background knowledge will get knowledge about Earth and space when they
a sheet to build a cave in which to hibernate. In this observe the movement of the sun and changes in
example, the child is drawing on their background the weather. Educators can introduce vocabulary
knowledge about bears and their background such as “rotation” when children spin around in
knowledge about how to play-act with peers. circles, and “revolution” when they run around in
circles.
All children come to school with “funds of knowledge”—
background knowledge that they have learned from 4. Family and Community — Each child arrives in
their families. Children often have knowledge related school with a wealth of knowledge and experience
to their families’ everyday practices and skills gained to share. Children build background knowledge
from employment, hobbies, traditions, languages, and/ about family and community when educators
or travel. It is important for educators to find out what welcome the language and cultures of all the
children have learned from their families so that they families in the class into the classroom.
can intentionally extend children’s learning.
5. Geography, Humans, and the Environment —
Educators build on children’s funds of knowledge by Children build background knowledge about
linking their plans to topical knowledge and approaches geography, humans, and the environment when
to learning children have gained from their families. For they engage in caring for their learning environment.
example, a child of migrant workers employed in the Educators can connect the daily choices children
dairy industry might know the names of the equipment make about materials to broader conversations
in the milking parlor. An educator might respond by about sustainability.
including informational texts about engineering in the
book area or inviting them to tinker with pipes in the
water table. Educators might intentionally acknowledge
the importance of families’ work in the dairy industry
when cooking recipes that include milk.
Educators may find effective ways of engaging families

in their community in the life of the program so that
they can learn about their funds of knowledge. A form
IV. Communication, Language, and Literacy 97

IV. COMMUNICATION, LANGUAGE, AND LITERACY
A. Speaking
Child will develop the ability to speak and/ or sign in increasingly complete, complex,
precise, and varied ways.

98
Over time, and with guidance and encouragement, children become increasingly
capable of: Speaking
Child will develop the ability to speak and/ or sign in increasingly complete, complex, precise, and varied ways.
• Sucks on fingers or pacifiers and • Uses facial gestures to engage • Points to items that they want • Puts two or more words togeth-
moves head and mouth towards with adult, such as blinking eyes or want the caregiver to give er to express more complex
milk or sticking out tongue attention to thoughts (e.g., “All gone bub-
bles,” “Mommy eat,” “I want,” or “I
• Laughs and chuckles • Makes physical contact to get • Uses two words together to
no want.”)
educator’s attention, including express wants, needs, or ideas,
• Cries when hungry, upset, or in
holding educator’s face in their such as “Papi, go.” • Uses past tense in simple sen-
need of attention
hands or patting educator’s leg tences that may contain errors,
• Shakes head “no” in response to
• May repeat cooing sounds, such until attention is given such as “I goed to school.”
questions
as “ooh” and “ah”
• Uses utterances consistently • Uses the possessive, though
• Uses made-up words to refer to
• Watches caregiver’s mouth to refer to people or favorite not always correctly, (e.g., “Her
familiar objects and experiences
closely as they are talking objects (e.g., ”Mama” for mother, Julia.”)
that family members and educa-
• May sign “milk” by hand gesture “Dada” for father, and “Ba-ba” for
tors understand • Starts to label different items
approximating the opening and blanket)
with an adjective such as a big
• Uses some words to refer to
closing hand • Uses a few words to express chair or blue ball.
more than one thing (e.g.,
• Babbles and may make “p,” “b,” needs and wants that are
“wowa” may mean both sitting • Emergent multilingual learners
and “m” sounds that can begin understood in context by adults
in the stroller and going outside) will play with using more
to seem like “papa,” “baba,” or in the child’s environment (e.g.,
than one language in a single
saying “up” to indicate desire to • Adds new words to their vocab-
“mama” sentence or conversation (e.g.,
be held) ulary every day.
• Holds up arms to be lifted up or “More leche please.”)
Note: Expressive language de- • Socializes and interacts with
for a hug
velopment may pause as a child peers using nonverbal (gestural)
learns to walk and increase their means, along with words or
mobility phrases (e.g., making a motion
to push another child away and
saying, “Go Away.”)

• Talk to the baby • Talk with families about what • Include books in the learning • Encourage families to read, sing,
they notice about their children’s environment that represent the and play with their child in their
»»Use the baby’s home lan-
language development at home home languages or language home language
guage, if possible
variations and cultures of the
• Invite families who speak a dif- • Have meaningful conversations
»»Imitate and repeat the baby’s children
ferent home language to teach with the child; notice what they
vocalizations, making mean-
you a few key words • Bend down to the child’s level are thinking and talk to them
ing of sounds like “ma-ma”
when they are talking to you about it
and “da-da” • Learn and sing songs and
rhymes in the home languages • Use children’s names when you • Pause and wait for the child to
»»Read and sing in home lan-
of the children in your class talk to them respond to your questions
guage/language varieties
• Play “peek-a- boo” and engage in • Create a language-rich environ- • Demonstrate that you are
»»Tell the infant stories, espe-
face-to-face play as well as nose- ment with many opportunities committed to understanding
cially about their day
to-nose games with giggles, for back-and-forth interactions children who speak a different
»»Repeat rhymes and songs laughs, coos, and babbles that home language than you
• Keep sentences short and to the
from the infant’s culture and become words
point. (“I see that you are playing • Reflect on personal biases and
in-home language(s)
• Sing throughout the day; incor- with the ball. Oh look, Carl is also assumptions about “proper
»»Describe what you are doing porate the baby’s babbles and playing with the ball!”) speech.” Ask families about
during caregiving routines favorite words into songs that words and grammar from
»»Narrate the baby’s feelings you make up language variations with which
you are unfamiliar
• Listen for comfort sounds to
discover the things that help the
baby feel good and secure
• Respond to the baby’s cry as
soon as possible; listen for the
differences in the baby’s cries
and sounds: is the baby crying
because they are in pain, hun-
gry, wet, or in need of attention?

• Asks questions such as “¿Quieres jugo?” • Uses past and future tenses (“Yesterday • Initiates and maintains a conversation
(“Do you want juice?”) along with we went to the park, where I’m gonna with peers for exchanges over longer
“when” and “how” questions. have my birthday party!”) periods of time
• Answers “who,” “what,” “where,” and • Talks about a variety of topics for differ- • Talks about language, as in “I know
“when” questions in preferred language ent purposes Spanish,” or “I think that is what you
(e.g.,“Vivo en Nueva York.” [“I live in New said.”
• Demonstrates more complex sentences
York.”]) and precise vocabulary in areas of inter- • Responds to the question, “What did
• Uses some pronouns correctly, such as est, explaining, for example, “No, that’s you say?”
“I,” “you,” “me,” “he,” and “they” not a digger, it’s an excavator!” • Uses increasingly complex sentence
• Uses some plural words, like “toys,” • Emergent multilingual learners may ask structure to express thoughts (“I am
“birds,” and “buses” to participate in activities using short going to the hospital, but I’m pretend-
sentences or approximations, for exam- ing. I’m not going to have the baby. The
ple, “Can I play?” or “I play?” mommy is going to have the baby.”)
• Talks in different ways depending on
place and listener
• Tells simple stories

• Conduct a home language survey at the • Learn and use key phrases in the home • Set up your library with books in multi-
start of the year and ask families language of the children ple languages
»What
» languages does the child speak • Sing songs, chants, rhymes, and finger • Value and make time for extended con-
and understand? plays in English and the home language versations, and engage in one-to-one
to help children learn common phrases exchanges around children’s interests
»What
» languages does the child speak
and words through music and questions
to their siblings?
• Repeat new and interesting vocabulary • Ask open ended questions:
»In
» what language does the child play
in different settings and times through- »Why
» do you think…?
with peers?
out the day
»What
» has the child’s exposure to »What
» happened when…?
• Allow children to use translanguag-
English been? »What
» would happen if…?
ing, which involves using their home
• Set up the dramatic play area to re- language and English interchangeably; »What
» is the story in this picture?
semble home and real-life situations to children should be encouraged to ac-
guide and promote language cess all languages available to them
»Include
» details such as a tablecloth • Sit with children during snack and
and flowers on a table lunch time to model language and
»Turn
» the area into a laundromat, fire encourage conversation
station, or other community location
»Ask
» families to bring in empty boxes
of food to include in dramatic play
»Include
» items that are specific to
children’s home cultures
100 IV. Communication, Language, and Literacy

• Speaks clearly so that others under- • Speaks clearly, modifying volume so • Expresses an opinion or point of view
stand that all listeners can understand on a story, referring to relevant exam-
ples or details
• Tells a joke to a friend • Asks and answers “who,” “what,” “when,”
“where,” and “why” questions about an • Summarizes a text in a retelling
• Uses most parts of speech or grammar
topic of interest • Uses a wide range of vocabulary specif-
correctly (e.g., uses a contraction)
• Refines vocabulary so it better ex- ic to academic subjects to explain what
• Uses vocabulary specific to science,
presses the meaning that they want to they learned in school
math, social studies, and the arts
express • Uses their knowledge of home lan-
• Categorizes vocabulary by parts of guage to find cognates in English
speech
• Enjoys puns
• Artfully combines English with home
language(s) to better convey meaning,
play with language, and/or strengthen
relationships

• Provide opportunities for children to • Use translanguaging with children, and • Choose a sentence that has a complex
engage in informal talk throughout the scaffold their use of academic language structure
day by strategic use of home language and »Engage
» in word play by altering the
English vocabulary in the sentence
use new content area vocabulary in • Learn key words in the child’s home »Chart
» sentence and unpack meaning
conversation and with their family by language related to the topic of study
sending home conversation starters »Use
» sentence starters to practice
• Draw on cognates in both English and making new sentences with a similar
(e.g., “Ask your child about the geodes the child’s home language
we opened today in science.”) structure
• Provide opportunities for children to • Research the bases and parts of words
• When children are engaged in a con- represent the meaning of words in a
tent area like visual arts, repeatedly use with children; look for and point out
variety of ways (e.g. through dance, in meaning in the structure of words
vocabulary specific to their processes, song, or in a drawing)
such as “perspectives” and “dimensions”

B. Listening and
understanding
Child will develop their ability to listen and understand complete, complex, precise, and
varied language.

102
capable of: Listening and understanding
Child will develop their ability to listen and understand complete, complex, precise, and varied language.
• Responds to sounds in the • Responds to “yes” and “no” • Points to familiar people when • Answers/asks simple questions
environment (e.g., startles or asked where they are (Note: child’s answer may not be
• Responds to requests such as
cries when there is a siren or an a response to what was asked,
“wave bye-bye” • Shows joint attention with
unexpected sound) but may instead involve what
adults (e.g., looks at and points
• Looks toward door when door- they want to talk about in the
• Leans intentionality towards a to elephant with daddy at the
bell rings and educator asks, moment)
familiar person’s voice zoo)
“Who is it?”
• Demonstrates understanding
• Makes frequent eye contact • Shows understanding of pro-
• Responds to simple requests of simple directions in familiar
while listening, and gestures in nouns such as “my” and “your”
or statements accompanied context by responding appro-
response (e.g., points to their belly button
by gestures, such as when the priately (e.g., “Give daddy the
when asked, “Where is your belly
• Turns and looks toward familiar caregiver asks for a specific toy cup, please.”)
button?”)
sounds and/or words (e.g., when while pointing at it
• Responds to directions that
name is called) • Identifies people, objects, and
• Shows understanding of the include verbs (e.g., run, jump,
actions when asked
names of most familiar objects reach, open)
and people by looking toward
• Understands statements with
them when they are mentioned
descriptive words for time (e.g.,
“After we clean up, we’ll go to
the bathroom.”)
• Understands words and phrases
associated with family life in
their home language

• Talk to the baby • When sounds are heard, point • Talk to families about the • Encourage families to limit
»»Use the baby’s home lan- them out to the child (“Hear the importance of talking with and screen time and be active
guage if possible car? Beep Beep. Hear the train? reading to their children in their viewers with the child by talking
»»Use rich descriptive vocab- Choo Choo.”) home language about what they are seeing on
ulary the screen
• Read books multiple times • Include pictures or movements
»»Narrate your actions through- when introducing words to • Give specific descriptions of
• Read books with rhymes and
out the day help children understand new objects, events, and activities in
rhythm
»»Name familiar people vocabulary the child’s world (“We are going
• Read books with few words to school with the blue door
»»Pair known words with un- • Point to colors and shapes in the
familiar words (“Bye-bye, fire • Use books that engage the tomorrow, and you will see your
real world (“I see a red balloon.”)
truck. Bye-bye ambulance.”) child’s responsiveness and friends and Miss Tatia.”)
participation • Read to the child and have them
• Sing to the baby.
• Play hello and goodbye games; turn the page and answer sim-
»»Use songs with movements
put baby doll or stuffed bear to ple questions. (“Where’d doggy
»»Sing during transitions to and go? Oh, there he is, under the
from sleep sleep, saying, “Night night, baby”
or “Night night, bear” bed.”)
»»Sing songs in the baby’s
home language
»»Do simple, gentle exercises
with the baby, singing as you
go; for example, holding the
baby’s hands, gently lift up,
then out, then down, singing
“Up, Out, Down”
• Read to the baby
»»Read starting a birth
»»Tell a story in the home lan-
guage based on the pictures
»»Describe the baby’s actions
with the book (“Turn the
page, and let’s see what’s on
the next page.”)

• Answers questions that show knowl- • Answers open-ended questions • Responds to multi-step directions or
edge of events requests (e.g., “First, wash your hands.
• Follows directions that involve a two- or
Then bring me the green towel, and
• Asks questions that show attention to three-step sequence of actions, which
then we will have snack.”)
activities (e.g., “Why did the boy run may not be related (e.g., “Please pick up
away?”) your toys, and then get your shoes.”) • Observes and interprets details about
environment, events, or speakers
• Follows two-step directions (e.g., • Extends/expands the thought or idea
“Please put the blocks away, then sit on expressed by another • Understands words for time, like “yes-
the rug.”) terday,” “today,” and “tomorrow”
• Engages in conversation that develops
• Begins to understand opposites (e.g., a thought or idea (e.g., talks about a • Role plays familiar events described by
hot and cold, stop and go, up and past event) others, such as a friend’s story
down) • Listens to others in a group discussion • Understands forms of social speech
for a short period; gains information from their family, culture and commu-
through listening nity

• Bring the child to places where you can • Engage in back-and-forth informal • Take dictation of a story, and then have
introduce new vocabulary conversations about topics that are children act the story out as the educa-
relevant and important to children’s tor reads it, turning text into action
»Neighborhood
» walk
own lives • Invite children to discuss a topic of
»Garden
»
• Encourage children to engage in dra- study in whole group, small groups and
»Farm
» matic play in their home language pairs
»Grocery
» store • Create opportunities for informal • Offer children instructions with sequen-
»Zoo
» extended exchanges between peers tial words (“First do this and then this.”);
throughout the day observe how they follow through
»Museum
»
• Use wait-time; after asking children • Encourage emergent multilingual
»Post
» office a question, pause for at least 3 extra learners to translate vocabulary into
»Laundromat
» seconds to allow children time to think their home language and to make con-
and respond nections between topics of study and
• Give clear and simple directions with
their own lives
tasks that you know that the child can
accomplish on their own, for example,
“Please get the cup from the bottom
shelf and place it onto the table.”
• Incorporate opposites into everyday
interactions; for example, point out hot
and cold objects or cars stopping and
going
• Use increasingly complex words, in con-
text, and explain their meaning when
talking with child

• Remembers a story that a friend told • Understands positional and directional • Listens to peers and attends to conver-
yesterday words (e.g., here, there, over, next to, in sational turns in a small group
front, under, or between) • Attends during a presentation by a
• Responds and can follow a sequence of
two- or three-step directions in a row • Becomes logical in their comprehen- guest speaker who shares about a topic
sion of vocabulary (e.g., figures out the for a sustained period
• Listens to a peer’s idea and participates
meaning of words based on their root) • Shows refined understanding of social
in a conversation with a partner
• Demonstrates knowledge of sequence contexts and uses gestures or nonver-
• Compares or uses specific traits to
of events and understands cue words bal behavior to respond to situations
describe characters in a story that the
and phrases (e.g., before, yesterday,
educator has told
later that day, after, next year)
• Uses clues in story they have heard to
make inferences

• Listen and provide feedback to clarify • Reinforce key vocabulary and content • Model strategies for self-monitoring,
and extend understanding; for in- words in activities; for example, play understanding, and using questions to
stance, restate in another way or use an games such as Simon Says to strength- clarify
image or a gesture to clarify en understanding of prepositions or • Ask peers to elaborate or role play the
classification games to deepen under- ways in which partners can request
• Engage peers in a variety of activities
standings of meanings more information to increase under-
in a range of different topics that foster
sustained interactions • Use role plays with partners or small standing
groups to establish understanding of • Structure activities that include speak-
• Use translanguaging between English
characters and relationships ing with partners and using specific
and home languages to encourage
participation and keep children in the • Model body language as an active words or parts of speech; for example,
conversational loop listener to extend conversation interviewing about something in the
past that requires understanding of
• Make comparisons with familiar charac- • Draw on home languages or actively
verbs in past tense
ters and plots to sustain interactions encourage partners to speak it to rein-
force and ensure understanding • Use think-aloud or sentence starters to
model the thinking process and encour-
age understanding of one’s own or a
character’s feelings, changes, motiva-
tions, and inner thoughts

C. Social
Communication
Child uses language to relate to others according to the social expectations of their family,
community, and culture.
106
capable of: Social Communication
Child uses language to relate to others according to the social expectations of their family, community, and culture.
• Looks at a caregiver as they • Participates in a conversation • Starts to shake head “Yes” • Sustains conversation about
are speaking by making sounds or using or “No” in answer to simple a single topic for one or two
words in response to adult questions turns
• Uses sounds and whole-
(e.g., educator says, “Mmm” • Makes requests by pointing • Makes a request or response
body gestures to engage in
when feeding the baby, and and vocalizing (e.g., “I can,” “Yo quiero”, or “I
interactions with educator
the baby says, “Mmm” back) want.”)
• Repeats and imitates cooing • Repeats themselves if the
• Begins to demonstrate educator does not respond • Repeats part of what the
sounds
turn-taking in conversation or understand them educator said to continue
• Uses facial gestures to by babbling and then paus- the conversation
engage with adult (e.g., ing and looking to educator • Talks into pretend phone
blinking eyes, sticking out to respond and then pauses, as if to • Uses translanguaging, such
tongue, clapping, covering listen to the other person as “That’s my abuelita.”
• Makes eye contact when
face with hands) • Makes related comments • Uses single and paired
vocalizing or being spoken
• Makes sounds when educa- to, as appropriate to cultural (e.g., when adult says, “Here words to command, indicate
tor is singing context is your water,” child says, possession, express prob-
“cup,” “agua,” or “water cup.” lems, and gain attention
• Waves bye-bye • Initiates conversations by
bringing objects to show • Answers questions such as
caregivers “What’s that?” and “Where
is it?”
• Differentiates between tones
of voice (angry, friendly) and • Begins using language to
smiles back at caregiver as engage others in pretend
appropriate play

• Talk with the baby’s fam- • Emphasize names of family • Learn greetings and social • Use phrases like “my turn,”
ily about how the baby members and others when phrases in the child’s home “your turn,” and “When
expresses different needs, they come in close proximity language you’re finished, can I have a
interests and feelings to the baby turn?”
• Play games that encourage
• Practice recognizing the • Model social cues and skills; back and forth interactions • Encourage awareness of the
intention of the baby’s vo- say “Hello;” “Goodbye,” and larger social world by par-
»Catch
» and release
calization or gestures “How are you?” ticipating in activities where
»Hide-and-seek
» familiar faces are seen and
• Respond to the baby when • Play social games of peek-
»Peek-a-boo
» community is encouraged.
they communicate through a-boo, hide-and-seek, blow
facial expression and whole- and pop bubbles, patty cake, »Open
» and shut them »Take
» a walk around the
body movements or musical games where local park
objects are passed and »Run
» away and jump into
• Talk to the infant, then my arms »Visit
» the library
returned
pause and wait for a gesture » to the farmer’s market
»Go
or sound before saying • Ask questions when the
something else child points to something,
and wait for the response of
the child before proceeding

• Asks questions about the current activi- • Adds to a conversation by retelling a • Pays attention to speaker in a conver-
ty (“Can I have a brown crayon?”) similar experience (“I love ice cream too, sation
and I had some vanilla yesterday.”) • Takes turns during group conversations,
• Begins to take turns during conversa-
tions • Initiates an exchange to provide infor- raising hand to speak, with reminders
mation or to clarify (“My teacher said • Emergent multilingual children gauge
• Makes formal requests or responses,
today is Monday. On Mondays I go to and then speak in the dominant lan-
such as “May I please...” and “Thank you.”
karate!”) guage of communication used by the
• Recognizes what rising and falling
• Takes turns on topic in an extended person with whom they are speaking
speech sounds mean and attempts to
exchange, and shows knowledge of the • Provides additional information to clar-
answer questions
speaker/listener role ify when listener does not understand
• Acknowledges a partner’s message
• Switches language or mode of com- the child’s meaning
using fillers, such as “yeah” and “ok.”
munication as appropriate with family • Uses language to persuade or to state
• Begins code-switching and uses simpler member or person with whom they are
an opinion
language when talking to very young speaking
children • Uses body language, facial expressions,
• Tells stories with chains of events and and tone to predict behavior
actions
• Tells stories with characters and a more
• Uses terms that have meanings that are complex sense of structure to events
dependent on context, such as “this,” and actions
“that,” “here,” and “there”
• Experiments with the effects some
words (such as “Poo-poo head”) can
have on others

• Model polite language in social • Encourage children to speak to class- • Establish norms for structured group
situations, such as saying “Please” and mates who share their home language conversations, ensuring that all children
“Thank You” have the opportunity to be heard (e.g.,
• Provide visual supports for turn-taking
an expectation that there will be only
• When asking questions, pause and wait during group conversations
one voice at a time)
for answers; the child may need time to »Write
» a list of who will be speaking
think about the answer • Provide children with time to interact
next, and check it off
socially throughout the day
• If child interrupts another child, say »Use
» a “talking-stick” that the speaker
something like, “Frank was talking. Why • Discuss social dynamics with children.
holds and passes when they are done
don’t we wait and see what he has to (“Some kids have been asking to sit
talking
say and then respond? I know you have together at lunch every day. How does
something else to say but let’s let Frank • Provide scripts for children to initiate it seem if they sit together every day?”
continue.” social interactions. (“I see you watching
your classmate play in the sandbox. if
you want to play with them, let’s think
about what you could say.”)

• Understands the body language or • Makes up secret languages • Takes the perspective of another person
facial expression of a peer and uses it in a group into account and modifies
• Uses language to include or exclude
to check in with or to modify language their language use or actions as needed
children from peer groups
and/or behavior with that child • Converses on a topic, maintaining
• Navigates different ways of using lan-
• Converses with a partner taking a attention to what the other person
guage and flexibly uses different forms
number of turns and building on and understands and sharing their own
and variations to improve communica-
extending the topic understanding
tion or affiliation
• Shares knock-knock and other jokes • Uses language to persuade and argue
with peers opinions and to understand and re-
spond to another’s point of view

• Talk to families about children’s use of • Observe and reflect on children’s use of • Establish norms for social communica-
social language outside of school; Find social language in non-academic envi- tion in the learning environment
out if a child who is quiet at school is ronments such as the playground • Teach children to identify micro-aggres-
talkative at home or in their community • Provide time for children to discuss sions: brief hostile, negative prejudicial
• Observe emergent multilingual chil- social interactions and how those inter- slights and insults toward any group
dren’s use of social language when they actions made them feel • Ask children to write from the perspec-
are speaking in their home language • Be aware of whose voices are not tive of someone from a different time
• During read-aloud time, invite predic- being heard in group conversations or place
tions about characters’ relationships and provide supports for all children to • Invite children to develop and share a
and interactions (“What might this participate point of view on a topic of interest
character say to this one if she has that • Teach children language that they can
feeling?”) use to resolve social conflicts

D. Engaging with
Stories and Books
Child enjoys, attends to, understands, and makes meanings from spoken and written
language of storytelling and books.

110
capable of: Engaging with Stories and Books
Child enjoys, attends to, understands, and makes meanings from spoken and written language of storytelling and books.
• Smiles, babbles, and laughs • Looks at a picture book with an • Points to and names familiar • Contributes language from the
when the educator reads, sings, educator and makes sounds people and objects in photos text at the expected time (e.g.,
or tells stories to them or books calls out “Caps for sale! Fifty
• Shows preference for certain
cents a cap!” during a group
• Touches, feels, manipulates, and stories or texts, such as lift-the- • Points to pictures related to the
reading of that book)
tastes books flap books text the educator is reading
• Asks for or picks out favorite
• Looks at books presented by the • Smiles, dances, or sings along to • Holds board books upright and
story to read at bedtime or
educator familiar songs turns pages
during play
• Shows pleasure when caregiver • Imitates gestures that go with
• Starts to point to words in the
shares an image, tells a story, rhymes or simple songs, such
book and pretends to “read”
or sings a lullaby (e.g., smiles or as “Row, Row, Row Your Boat” or
them aloud
vocalizes) “Pin Pon”
• Spends time looking at books
• Listens to a story or looks at
by themselves
books for a short period of time
• Responds to storytelling and
texts with short questions,
comments, or movements (e.g.,
flapping their arms when a bird
appears in a book)

• Talk, sing, and tell stories to • Look at books with the child • Create a classroom library • Select books that are connected
babies throughout the day sitting on your lap, taking time including to a child’s life
to talk about the pictures they »»Baskets of books »»Read books in the child’s
• Look at books with babies and
show interest in home language
talk to them about the images »»Bookshelves
in their home language • Point to the pictures that »»Cookbooks »»Read books that take place
represent the words that you in the child’s community or
• Hold the baby and book at the »»Coloring books
are saying culture
same time; involve the baby in »»Books with photographs
repeating sounds over and over, • Read in short spurts if necessary, »»Read baby books to a child
»»Family albums whose sibling was just born
which promotes playfulness, gradually reading more if the
enjoyment, and engagement child shows interest »»Plastic books »»Read books related to the
»»Textured books child’s developmental experi-
• Include a variety of books in the • Use accessories to engage chil-
»»Pop-up and lift-the-flap ences (e.g., toilet learning )
learning environment dren in the book or story
books • When reading, emphasize
»»Cloth books with different »»Puppets
textured pages that the • Draw the baby’s attention to connections with the child’s
»»Hats
child can safely chew on and print-related activities lived experience; while reading
»»Stuffed animals a book about going to the
manipulate »»Read the subway map
»»Dolls doctor, for example, point out
»»Books that have interactive »»Cook from recipes
»»Little toys similarities to the child’s own
components like flaps and
»»Look at catalogues doctor, or when reading about
holes
»»Look at menus a market trip, comment on the
»»Books of songs foods a child might see in their
»»Narrate actions as you write a
• Follow the baby’s lead; if they grocery list local store
want to open and close the
»»Discuss the mail
pages rather than reading se-
quentially, do so, talking about »»Point out and identify store
what they are doing signs
• Read the child’s favorite books
many, many times, because
repetition is comforting and pro-
motes enjoyment.
• Use movements that correspond
with the songs and stories that
are being read.

• Makes connections between their experi- • Looks for and finds texts that are enjoy- • Expresses an opinion about a story
ence and the experience of a character in able to look at or read from a library
• Compares stories with one another (e.g.,
a story or text (e.g., telling a friend at the
• Participates in dialogue about stories, “In all the Skippy Jon Jones books, Skippy
park, “I’m planting seeds, just like Harold.”)
images, or texts in preferred language goes on adventures in his closet.”)
• Delights in stories and texts (e.g., looks at (e.g. says, “También me gusta.”)
• Asks questions about the stories and texts
books independently, laughs at a humor-
• Talks about characters in stories or texts,
ous story, has a favorite book of poems, or • Makes predictions about what will
such as something funny that characters
treasures a birthday party invitation) happen in stories or texts based on adult
said or did
modeling
• Demonstrates emergent reading behavior
• Retells a favorite story or text in play,
(e.g., holds a book and reads aloud to • Responds to stories or texts by incorporat-
imitating the rhythm or structure of the
dolls or stuffed animals; shows pictures or ing characters and narratives from them
story/text (e.g., creating a coconut tree
repeats memorized part of text) into dramatic play
from a paper towel roll and using letter
• Turns pages of a familiar book in the magnets to retell the book Chicka Chicka • Uses books to learn more about topics of
direction that print follows in their home Boom Boom) interest (e.g., creates a map of the subway
language system based on text and their lived
• Asks and answers open-ended questions
experience)
• Demonstrates understanding of narratives about the meaning of pictures or texts
by telling and retelling stories nonverbally (e.g., “How do the colors that the illustra-
and/or verbally tor used make you feel?”)
• Asks and answers “what,” “where,” “who,”
and “why” questions about books and
during read-aloud sessions
• Uses background knowledge to connect
with culturally relevant stories or pictures

• Talk to families about joining the library • Before reading a book, look at the cover • Read a variety of books aloud daily
with the children; ask, “What do you think »»Picture books with shorter and longer
• Visit the local library with children, and
will happen in this story?” text
invite the librarian to visit your class
• Use self-talk to describe comprehension »»Chapter books
• Read books one-on-one with a child; al-
strategies (e.g., “I see that the illustrator »»Non-fiction texts
low the child to gaze at pictures in books
used bright yellow, orange, and red, and
that have caught their interest, and talk »»Poetry
those colors make me feel happy.”)
about the pictures with them
• When reading, pause to define new, un-
• Read some story books from start to finish
• Provide various texts, pictures, photo- familiar, and interesting words, and invite
so that children may enjoy the plot
graphs, and books that reflect the home students to use them
cultures of the children in the classroom • When reading non-fiction books, pause
• Summarize and retell stories
on a page to ask and answer questions
• When reading a book, if the children be-
about the pictures • Give children the opportunity to return to
come unengaged, gently close the book
familiar books and stories, in order to play
and move on to the next activity • Select and create texts related to chil-
with storylines and characters. (e.g., after
dren’s interests and unit of study to reread
• When reading to the whole group, allow reading several versions of Stone Soup,
multiple times; create connections from
the children to sit in a group, not a circle, child writes “Stone Soup Recipes”)
these texts to learning centers
to promote optimal viewing of the text
• Activate children’s background knowl-
and pictures • Include books in all areas of the learning
edge and encourage them to connect
environment
• Display books at the child’s level so that texts to their own lives
they are able to access them throughout
• Build children’s background knowledge by
the day
helping them understand texts through
• Keep favorite books available to children field trips and experiential learning
and rotate new books, including non-fic-
• Create book time for children to look at
tion books into the learning environment
and “read” self-selected books on their
own and with friends

• Listens to a nonfiction book and shares • Reads independently for pleasure • Reads all the books in a series
a personal connection (e.g., connects • Paraphrases a part of a book and ex- • Slows down when the text becomes
with text about a family from Mexico plains why it is important more difficult to read
and the United States by stating, “I am
from both places too.”) • Monitors own comprehension and • Makes an argument with relevant de-
understanding in a variety of ways tails during a book discussion (e.g., uses
• Understands and responds to a favorite information learned from watching a
part of a book during buddy reading • Reads an informational book to learn
National Geographic television program
about an area of interest, using text
• Retells a story from a picture book (e.g., to add to a discussion of a book)
features such as the glossary to find
summarizes a plot about how a neigh- information • Reads a letter from a friend and re-
borhood transforms with mural art) sponds to social questions
• Hears a well-known story told by a
friend and compares it to a movie • Identifies an author’s purpose (e.g.,
version of the same story, pointing out “I think the author wanted to teach peo-
differences in the main character ple not to be afraid to try new things.
I’m going to go to try to do the monkey
bars.”)
• Consults other books, maps, websites,
hyperlinks, and photographs to en-
hance their reading

• Engage in extended conversation and • Scaffold thinking about the narrative • Give children time to respond to texts in
dialogue about what children notice structure of stories and books in a vari- a variety of ways
when they read ety of genres »Assign
» parts to act out a book or
• Listen to what children say in response »In
» fictional genres, think aloud about: story
to open-ended questions and clarify, 1) the beginning and the introduc- »Encourage
» children to collaborate,
expand, or extend their ideas tion to the main character, 2) the improvise, and use props to perform
middle and the main character’s the story
• Ask peers to respond to other children’s problem, and 3) predict or ask what
questions and comments about their might happen at the end. • Establish centers where children can
reading make art or explore science materials in
»For
» an informational text, think aloud response to books or stories on a theme
• Use self-talk to model making connec- about: the main idea, examples, and
tions to a story or topic
key details.
• Ask children if they have ever had an
experience similar to the character in
the story
• Ask children to draw a picture in re- Photo credit: Shannon Taggart
sponse to a story they heard read aloud

E. Phonological
awareness
Child develops the ability to recognize and manipulate the different sounds in spoken
language(s).
Photo
Photocredit:
credit:Shannon
ShannonTaggart
Taggart
114
capable of: Phonological awareness
Child develops the ability to recognize and manipulate the different sounds in spoken language(s).
• Listens, attends to, and • Produces lengthy conso- • Speech shows their ability to • Imitates substitution of
reacts to speech sounds in nant-vowel-consonant-vow- use a variety of sounds and the first sound in a word to
the environment el babbles (e.g., a-ga-a-ga syllables from their home rhyme (e.g., substitutes the
a-ga) language initial sound of the name
• Babbles and makes sounds
of friends to play a rhyming
exploring different ways to • Makes animal sounds from • Imitates sounds of adult
game or sing “Willaby Walla-
vocalize (e.g., “ba-ba” and their home language speech to quickly learn new
by Woo.”)
“eee”) words
• Changes tone when bab-
• Plays with sounds of words
• Imitates sounds heard in bling so that their babbles • Attends to, repeats, and uses
in context, and makes silly
familiar spoken language(s) sound more like the speech a few words from culturally
substitutions
sounds of their home lan- and linguistically familiar
• Is more attuned to the
guage rhymes, phrases, or refrains
speech sounds of their
from stories or songs
home language than those • Demonstrates understand-
of other languages ing that a word is a combi- • Laughs when adult makes
nation of sounds by creating up rhymes containing non-
• Reacts differently to an
own words to represent sense words
unfamiliar sound by gazing
something (e.g., calls their
or attempting to recreate
brother “Buba”)
sound

• Create sounds rooted in • Sing familiar songs and • Repeat books and stories • Draw focus to words with
playful interactions with the change the lyrics (“The horn over and over with enthusi- similar endings (e.g., Oh, yes,
child; show a photo of an on the bus goes beep beep astic rhythmic intonations you have a nose, and the
animal or an object from a beep; the dogs on the bus (e.g., Please Baby Please, by nose smells the rose!”)
book and make the appro- go ruff, ruff, ruff”) Spike Lee and Tonya Lewis
priate sound (“cluck, cluck,” Lee) • Read stories with short
• Sing and chant nursery sentences that emphasize
“pio, pio,” or “choo choo,” for rhymes • Talk about animal sounds
example) rhyming sounds (e.g., Brown
and sounds in the environ- Bear Brown Bear What Do You
»This
» Little Piggy Went to
• When a sound is heard, ment by using descriptive See? by Eric Carle)
Market
mimic and identify it, over- words (“The bus made a
emphasizing the phonemes »Open
» Shut Them very loud sound when it
»The
» Itsy Bitsy Spider stopped!”)
• Recreate sounds and vocal-
izations playfully »Down,
» Down Baby
»Mr.
» Foster Came from
• Include books, rhymes, and
Gloucester
songs in the environment

• Repeats simple familiar rhymes or sings • Demonstrates rhyme recognition, such • Demonstrates awareness that spoken
favorite songs as identifying which words rhyme from a language is composed of smaller sound
group of three like hat, log, and cat segments (e.g., labels a drawing using
• Shows enjoyment of rhyme and alliter-
initial sounds)
ation (e.g., sings to themself, “Mee, gee, • Recognizes phonemic changes in words,
fee, tee”) such as noticing the change in “Old Mc- • Shows word awareness by isolating a
Donald had a charm” single word from a sentence
• Participates in a read-aloud with a rhym-
ing pattern, filling in the missing rhyming • Provides a rhyming word such as “clay!” • Produces one or more words that rhyme
word when given the clue “I’m thinking of with another word (e.g., “What rhymes
something like play dough that we have with log?”)
out at the art area that rhymes with play.”
• Provides a word that fits with a group of
• Notices and identifies words that start words sharing an initial sound (e.g., “Sock,
with the same sound Sara, and Song all start with the /s/ sound.
What else starts with the /s/ sound?”)
• Produces the sounds made by many
letters
• Uses initial and some final sounds in
invented spelling (e.g. writes, “IATK” For “I
ate cake”)
• Emergent multilingual children show
awareness of sounds from home lan-
guage(s)

• Incorporate finger plays and interactive • Include rhyming books and songs in the • Sing songs and recite poems and rhymes,
stories into everyday meetings (e.g., Here environment to encourage phonological such as “BINGO,” and “I Like to Eat Apples
is the Beehive; 5 Little Ducks) awareness and Bananas”
• Make felt board characters for favorite »»The Very Hungry Caterpillar, by Eric Carle • During read-aloud and other small and
rhymes that children can interact with »»Chicka Chicka Boom Boom, by Bill large group discussions examine words
outside of circle time Martin Jr. for sounds and letters that represent
»»I Ain’t Gonna Paint No More, by Karen them; do this for words that are meaning-
• Encourage children to “fill in the blank”
Beaumont ful to children, such as letters/sounds of
with rhyming words by using stories and
their names
pictures »»Mama Llama Red Pajama, by Anna
Dewdney • Introduce longer songs that rhyme, which
»»There Was an Old Lady Who Swallowed a allow children to make up their own
Fly, by Pam Adams rhymes (e.g., sing “Down By The Bay” and
incorporate lines like: “Have you ever seen
»»“Juanito Cuando Baila”
a fish making a wish?”)
• Include alphabet books in the learning
• Point out sound-letter correspondences,
environment
especially in high-interest words and/or
»»Alphabet City, by Stephen T Johnson children’s names
»»Chicka Chicka Boom Boom, by Bill • Encourage children to label objects in
Martin Jr. their drawings with initial letters
»»I Spy An Alphabet in Art, by Lucy Mick- • Teach word-learning strategies such as
lethwait making connections to home languages
»»Eating the Alphabet, by Lois Ehlert
»»Alligators All Around, by Maurice Sendak
»»On Market Street, by Arnold Lobel

• Generates a group of rhyming words • Explores and identifies the concept of • Asks about rhymes in languages other
from one word silent “e” (e.g., adds “e” to “hid” to change than their own (e.g., “What rhymes with
the word to “hide” and understands the Estrella?”)
• Segments simple words into their
vowel sound has changed) • Repeats sophisticated tongue twisters,
initial, middle, and ending sounds
• Develops awareness of letters that have such as “Peter Piper picked a peck of
• Taps out the number of syllables in a
more than one sound (e.g., notices the pickled peppers,”
multisyllabic word
“o” in “row” makes a different sound
• Changes the middle sound of a short than the “o” in “dog”)
word to make a new word (e.g., chang-
• Incorporates blends, digraphs, prefixes,
es dog to dig by substituting the “i”
and suffixes into their invented spelling
sound for the “o” sound”)
• Uses segmenting in order to read larger
• Uses first, last, and some middle sounds
words by breaking word down into
in invented spelling (e.g., writes, I WNT
initial sounds or syllables (/fac/ /tor/ /y/
TO THE PRK for “I went to the park.”)
for factory)
• Begins to explore and identify blends
• Recognizes the base of a word and
such as “pl” in play and “br” in brown
common prefixes and suffixes and uses
them to make different words (e.g.,
“trans,” “port,” and “ed” or “ing”)

• Explore sounds of the alphabet by • Play familiar games with rhymes (hand • Invite children to compose a song for a
playing a clapping game (“When I say a claps, jump rope chants) invite a family friend by changing the lyrics of a favor-
word that starts with an “m,” clap your member to come in to introduce the ite song to personalize it
hands!”) game
• Play a familiar card game, and replace
• Create an activity in which children can • Introduce a book such as Adivinanzas in cards with images and words that
listen to beginning and ending sounds, Mixteco (Riddles in Mixteco) that is writ- match; for example, children can play
noting the difference between each ten or translated into several different “Go Fish” and ask for a word that rhymes
languages and language varieties; ask with the card they have
families about riddles in their home
languages • Invite students to create their own
• Explore vowel sounds by singing songs rhyming poems, songs, or haikus
in a variety of languages (e.g., “Juanito
Cuando Baila”)

F. Composing
Child uses materials and/ or language to make meaning for themselves and/or an
audience.

118
capable of: Composing
Child uses materials and/ or language to make meaning for themselves and/or an audience.
What the educator might What the educator might

observe: observe:
• Makes decisions about how • Uses objects such as stuffed
to manipulate and order animals or action figures to
objects in the environment act out simple stories (e.g.,
(e.g., drops crayons into a going to bed and waking
paper towel tube) up)
• Organizes visual materials
(e.g., play dough, paint,
collage); may not intend
to represent something or
may change what they are
representing throughout the
process
• Pretends to be a character
(e.g., puts on cape and flies
like Superman)

• Set up an overhead projec- • Observe children’s inter-
tor, and allow children to actions with toys and art
experiment with making materials
shadows against the wall »Are
» they telling a story as
• See children’s manipulation they play?
of objects as holding mean- »Are
» they arranging
ing and or significance for objects and marks with
them even if temporary greater intentionality?
• Acknowledge the marks »Are
» they pretending to be
children intentionally or ac- a character?
cidentally make with crayons
or markers • Acknowledge and extend
children’s story-making
• Provide many and varied
writing tools and materials,
including markers, crayons,
pencils, and chalk

• Uses stuffed animals or small figures to • Uses visual art materials (e.g., drawings, • Collaborates on shared writing (e.g.,
recreate events from their lived experi- paintings, sculptures, and collages) to contributes a sentence to a class letter
ence or from media express ideas, knowledge, and feelings thanking the custodial staff )
• Draws to represent an idea or experi- • Begins to form letter shapes that resem- • Uses drawing and invented spelling
ence; drawing may not be recognizable ble the script of their home language to tell an original story of connected
events or related ideas on a topic
• Scribbles, or draws letter-like shapes • Attempts to write own name
and says they are writing • Shares expertise about a topic of
• Combines drawing and emergent writ-
interest though a verbal presentation,
• Dictates a short story to be read aloud ing (e.g., child draws their friends and
drawing, and/ or writing
and acted out (e.g., “Daddy came home labels them with rows of scribbles and
and made dinner. Batman ate dinner shapes that resemble home language • Collaborates with peers to recount an
too.”) or English) event, each child adding to the story
• Plans dramatic play with peers (e.g., • Narrates a storyline that involves mul- • Plans and extends dramatic and sym-
“You be the baby and I’ll be the mom- tiple characters and actions that occur bolic play with peers
my. And I’ll go to work, ok?”) in a specific setting (e.g., pretend family • Develops characters and settings with-
takes a trip to the beach) in dramatic play
• Dictates a story to an adult to transcribe • Composes messages that approximate
in their home language the features and qualities of scripts in
• Uses environmental print to communi- more precise ways (e.g., writes more
cate (e.g., draws orange circle with an recognizable letters; writes from left to
“M” inside to tell about their trip to the right in English)
Met’s game)

• Learn about, support, and show respect • Include text in the children’s home lan- • Create shared texts for the class by writ-
for children’s home languages and guages in the learning environment ing familiar songs, rhymes, and poems
cultures »Welcome
» sign on door on posters
• Encourage families to share photo- »Labels
» for where learning materials • Provide writing paper with space for
graphs from home and write down go drawing and some lines for writing
children’s words about what is happen- »Hand-washing
» directions • Allow children to collaborate in groups
ing in the photo with peers who share their home
• Take dictation of children’s narration
• Invite children to tell you about what of their drawing, showing the children language
they just wrote or drew that the words they say become text • Assume that children are making sense
• Observe children as they pretend to with writing; reread their words with with their early writing; when a child
write. Are they moving their pencil in them writes on their own a string of letters
the same direction as the script in their • Notice and acknowledge children’s that do not make sense to the educator,
home language? various composing processes the educator asks, “What story did you
write?” or “What story do your words
• Observe children’s composing in the • Set up a letter-writing station for writ- tell?”
dramatic play area ing to their peers, parents, siblings, and
»Are
» they planning roles? other family members; have envelopes,
»Are
» they dramatizing characters? pieces of paper that children can make
into stamps, and other letter-making
»What
» scenarios are they acting out?
materials

• Uses drawing and invented spelling • Varies the types of sentences that they • Composes a letter to a friend that uses
to write about an experience, idea, or use in their compositions their home language variation
topic • Writes stories with a beginning, middle, • Makes a case in a debate by stating an
• Follows some social rules for composi- and end argument, investigates information, and
tion (e.g.,, begins messages with “Dear” includes reasons with relevant support-
• Collaborates with a peer to plan, write,
or “To” and concludes with “Love” or ing details in writing
and illustrate a story
“From”) • Writes a version of a fairy tale with a
• Plans and develops a writing composi-
• Adds their own ideas to a story their character using a particular voice
tion over the course of several days
peers are making up • Seeks to master mature styles of com-
• Uses an editing checklist to try to
• References known stories and styles in position (e.g., draws scenes for a comic
incorporate features of non-fiction (For
their own composing (e.g., reads sev- book or graphic novel)
example, to revise the non-fiction book
eral versions of Jack and the Beanstalk All About Birds, the child uses a checklist • Uses resources to enhance their
and dictates their own version.) and adds a Table of Contents) compositions (e.g., uses a thesaurus to
find a word with a particular nuance to
express an emotion or idea)

• Brainstorm ideas for compositions with • Discuss contrasting features of a child’s • Welcome and celebrate the variety of
children home language with English, such as children’s composing processes
use of accent marks in Spanish and
• Make time for children to share a scene • Discuss what makes an argument effec-
English
or to act out parts of a story for a peer tive and how to find an equally effective
audience with props • Explore the scene or setting of a play by counterargument
talking about the author’s word choice
• Celebrate children’s completed compo-
sitions with a publishing party • Model writing the beginning of a story, • Provide models of approaches to com-
and revise it to introduce the main position; discuss and chart an author’s
character’s personal voice intent or purpose across various types
of texts in an author’s body of work
• Ask children for explanations of why (e.g., discuss the purpose of Patricia
they made certain choices while au- Polacco’s Chicken Sunday, Thank You, Mr.
thoring Falker, and Pink and Say)
• Challenge children to use rich vocab-
ulary and complex sentences in their
compositions

G. Creating and
interpreting
multimedia texts
Child views, creates, and makes meaning of visual communication and multimedia
documentation, which includes drawings, collections, photographs, videos and displays.

122
capable of: Creating and interpreting multimedia texts
Child views, creates, and makes meaning of visual communication and multimedia documentation, which includes
drawings, collections, photographs, videos and displays.
• Tracks people or objects by • Reacts differently to a video • Identifies themselves and fa- • Makes connections between
moving their head or eyes of themselves than to a vid- miliar people in photographs a display of objects or imag-
eo of another familiar person • Notices and identifies es of personal experiences.
• When talking to a family pictures, road signs, and
member on a video chat, graphics
crawls behind the laptop to
see where the person is
• Tries to climb inside or take
objects out of images (e.g.,
positions foot as if to climb
inside a car depicted in a
book)

• Limit cell phone and TV • Ask families before creating • Take time to look at doc- • Take photographs of local
access to meaningful mo- visual images of their child; umentation of children’s landmarks, familiar commu-
ments such as video-chat- be mindful of cultural and development with children, nity members, or children’s
ting with a grandparent religious prohibition about families, and colleagues houses; make a book of
image-making them or post them in the
• As the child lifts their head • Document the development
classroom
or follows with their eyes • Create family photo murals of a child’s interest or skill
in response to sounds and and post them at the child’s over time • Document experiences that
voices, name the individual eye level in the learning • Look at the evidence of their were meaningful to the
or object in the environment environment curiosity and learning with child, such as a time they
• Alter the child’s position in • Use video, audio, and pho- them jumped off a step, and use
relationship to their interest tographs to document skills the documentation to reflect
and experiences the child is on the experience with the
• Place pictures and mirrors
interested in, such as rolling, child
low on the wall or by the
crawling, swinging, and
side of changing table so • Use photographs of the
dancing
that the child can gaze at children in the classroom to
them as diaper changing create a picture schedule of
and play occurs the day

• Collects and shares objects with others • Uses documentation of previous • Plans to use multimedia documenta-
(e.g., on a nature walk collects acorns experiences in the learning environ- tion to record and extend their work in
and leaves to show educators and ment to plan their play (e.g., looks at a the learning environment
peers) photograph of a block building from • Reflects on accuracy of visual docu-
the day before and tries to recreate the mentation (e.g., looks at a picture of a
• Makes connections between documen-
building) dinosaur and says, “I think they were
tation boards, drawings, and charts and
past events (e.g., the child looks at a even bigger than that.”)
documentation board of the class trip
to the fire station and says, “We saw the
big hose.”

• Encourage families to share photos and • Include children in documenting learn- • Engage children in planning how to
videos documenting the child’s experi- ing; provide them with paper, pencils, record experiences that are meaningful
ence and development at home journals, and cameras to them
• Provide child with time to view image • Provide opportunities for children to • Support children in creating displays
or object and reflect on related expe- reflect on the documentation of their to share their learning with educators,
rience learning individually and in small and families and peers
large groups. • Engage children in conversation about
• Record children’s dictation as they look
at documentation of experiences • Use documentation as the basis for the accuracy of visual documentation
storytelling and curriculum planning
• Ask follow-up questions around child’s
creations and utterances, focusing on
having the child tell you more detail
and expanding the story

• Views a slideshow of documentation • Uses vocabulary, such as “audience” • Identifies visual communication that is
from the learning environment and and “represent,” to discuss the work of a misleading
selects an image of an experience for filmmaker • Takes into consideration the aesthetic
further investigation • Discusses an artist’s decision to use aspects of images, audio, and video
• Responds to the visual work of a peer memory, imagination, or observation in related to their social and cultural
using observations, comments, and their creation meanings for an intended audience
questions

• Identify museums and galleries to visit • Find out about free or low-cost oppor- • Invite a video editor to visit the class
with children tunities to see art in the community, and ask them to explain the process
and share these opportunities with of experimenting and editing with
• Invite children to use drawing as a way
families different tools to modify size, color, and
to look closely at sculptures
shape for intended message
• Support children in making connec-
• Invite a visual artist or filmmaker to visit
tions between popular culture and their • Provide tools for children to make their
the classroom
own multimedia work in the classroom own videos
• Create a slideshow of documentation
• Look at a block building from differ- • Support use of critical media literacy by
from the learning environment and
ent heights and talk about ways to provocations to discuss credibility and
share it with children each Friday
represent with different points of view evidence
(worm’s eye view, bird’s eye view, or • Teach children to identify bias in media
child’s eye view)
Photo credit: Eva Kovacs

Communication, Language, and Literacy References

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Communication-Benchmarks.pdf.
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Retrieved from https://www.asha.org/public/speech/development/communicationdevelopment/.
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http://www.cde.ca.gov/sp/cd/re/documents/preschoollf.pdf.
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Retrieved from http://www.cde.ca.gov/sp/cd/re/documents/itfoundations2009.pdf.
Colorado early learning and development guidelines. (n.d.). Retrieved from https://earlylearningco.org/pdf/ELDG_Guidelines_
English.pdf.
González, N., Moll, L. C., & Amanti, C. (Eds.). 2005. Funds of knowledge: Theorizing practices in households, communities, and
classrooms. Mahwah, NJ: Erlbaum.
Irving Harris Foundation Professional Development Network. (2012, updated 2018). Diversity-informed tenets for work with infants,
children, and families. Chicago, IL: Irving Harris Foundation. Retrieved from https://imhdivtenets.org/tenets/.
Morell, Z., & Medellin, C. (2018). Core principles for supporting emergent multilingual learners (EMLLs). New York City Division of Early
Childhood Education.
Marotz, L., & Allen, E. K. (2015). Developmental profiles: Pre-birth through adolescence. (8th Ed.) Boston, MA: Cengage Learning.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures.
Washington, DC: National Academies Press.
New York State Education Department. (2019, April 17). New York State next generation English language arts learning standards.
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standards.
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org/resources/305-learning-to-write-and-draw.

V. Cognitive Development
A. Understanding Stability and Change

B. Representing
C. Memory and History
D. Investigating and Exploring
E. Understanding Cause and Effect
F. Engineering
G. Math
1. Comparing and Categorizing
2. Number Sense and Quantity
3. Patterning
4. Spatial Sense and Geometry
V. Cognitive Development
Cognitive Development
This domain encompasses the development Change” sub-domain. In infancy, children begin to
of reasoning, problem-solving, and memory. understand that when an object is out of their sight,
Mathematical, scientific, and historical thinking are also it has not disappeared altogether. The baby wonders
included in this domain. about, plays with, and explores this concept through
peek-a-boo and hide-and-seek games. The educator
Children begin learning at birth, using all their senses supports their understanding by providing boxes that
combined with their ever-increasing motor skills to the toddler can put things in and pull things out of.
explore and understand their environment. The learning The educator provides time for the child to do this
that occurs in the first months of life lays the foundation over and over again, knowing that this play builds
for concepts that educators will formally introduce later the child’s understanding that the world is a reliable
in childhood. For example, when an educator creates a and predictable place. Children in the preschool and
predictable rhythm for a child’s day, the child develops primary grades have mastered the concept of object
a sense of patterns. This learning lays the foundation for permanence. However, they continue to explore
the child’s ability to recognize and analyze numerical concepts related to stability and change, such as
patterns, which is part of algebra. melting and evaporation, through play.
Responsive and predictable interactions with loving Intentional interactions in a play-based environment
educators are the most important way young children support the development of children’s mathematical
develop their cognitive skills. Educators may use the understanding. Children begin to internalize ideas
cycle of intentional teaching and learning described in about quantity and numeracy as they stack blocks
the introduction of this book to make decisions about and put one teddy bear in each toy bed. As they play,
how to interact with children to extend their learning. educators respond by introducing math vocabulary
Educators pause to wonder what children are learning such as “more,” “less,” and “equal.” As children get older,
about. They observe children’s engagement with ideas they express their understanding with written numbers
and materials, and then reflect with children on what and symbols, but they continue to benefit from access
they noticed or figured out. Educators respond by to math materials that they can manipulate to support
making comments, asking open-ended questions, or their conceptual understanding.
providing new materials to extend children’s thinking.
Young children represent their thinking in many
Children learn through play. Early childhood creative ways. Some children love to act their ideas
educators create schedules in which the majority of out in dramatic play, others draw, some sing, and
the child’s day is spent in self-directed play and choose others build small worlds with blocks as figures. As
materials for play that will be interesting and engaging children’s language develops, their ability to represent
for children. Educators trust children to initiate and their thinking symbolically in a play-based setting
build on their own learning. develops as well. Young children often have a mode
of representing that they strongly prefer. In order to
For example, one of the most important areas facilitate the development of children’s cognitive skills,
of cognitive development in early childhood is early childhood educators create ample opportunities
the understanding of object permanence. This for children to represent their thinking in their preferred
understanding is described in the “Stability and ways.
V. Cognitive Development 129

V. COGNITIVE DEVELOPMENT
A. Understanding
Stability and
Change
Child recognizes and develops the ability to explain how material objects change and
how they remain stable.

130
capable of: Understanding Stability and Change
Child recognizes and develops the ability to explain how material objects change and how they remain stable.
• When something is dropped • Tests the stability of physical • Uses a variety of strategies • Is curious about physical
and make a sound, looks objects, for example, patting, to find missing people or objects that appear to be
towards that sound banging, reaching inside, objects, including looking in stable but whose properties
and sitting on an empty box multiple locations for things change, such as ice and sand
• Looks for educator after they
that have been missing for • Reacts to puppets and
step out of the room • Looks for a toy that has been
some time adults in costume as if they
hidden under a blanket
• Looks for or orients toward
• Waits or watches at window were real
a pacifier that they have just
for the return of a family
dropped
member
• Finds a rattle that is hidden
• Thinks that they may go
under a blanket when
down the toilet or bathtub
only part of the handle is
drain
showing

• Play peek-a-boo with the • Read books like Where’s • Play with a Jack-in-the-Box • Set up activities such as
child Spot? and encourage the alongside the child (Note: mixing color stations or
baby to lift the flaps; share in sometimes children do not watercolors over ice cubes
• Partially cover a familiar
the baby’s excitement readily accept this toy.) to show how things change
object with a cloth or blan-
properties
ket and ask, ”Where Is It,” • Sing “Where is Thumbkin?” • Give the child a box large
showing excitement when while slowly revealing your enough for them to climb in • Plant bean or grass seeds
the child uncovers the toy hands and fingers and then and out of so that they can and watch them grow
folding them away be “Jack.” • Notice and respect children’s
• Carry the child to look for
familiar people, toys or pets, • Play a simplified version of feelings about puppets and
asking, “Where Is…” hide-and-seek using sounds costumes
to help the baby find you;
repeat the game by having
the baby hide

• Hides own eyes but leaves parts of their • Plays hide-and-seek, fully hiding body, • Begins to understand death as a biolog-
body exposed while playing hide-and- but laughing or otherwise staying in ical event
seek touch with playmates through sound • Begins to understand how the body
• Uses phrases to initiate and identify • Plays with their shadow, trying to step functions to sustain life
make-believe play with others (“Let’s on it or get away from it
pretend…” or “I was just pretending!”) • Has difficulty imagining that their adult
• Asks about the permanency of their family members were once children
gender and racial identity (e.g., “Will I • Investigates the permanence of death
always be a boy/girl? Will I always have through observation of insects and
my skin color?) animals and in dramatic play; will ask
• Offers magical explanations for change questions about where the insect or
(e.g., says that a fairy puts the moon in animal may go
the sky every night)
• Uses language about death, without
necessarily thinking it is a permanent
state

• Ask follow-up questions to children’s • Provide concrete examples of changes • Include non-fiction books about life
magical explanations of how things that occur. cycles in the learning environment
change (e.g., ”Tell me more about that.” »Document
» the growth of a caterpillar • Include simple biological information
“What makes you think that?”) into a butterfly in discussion of death (“Their heart has
• Encourage child to draw or paint a »Collect
» different colored leaves stopped beating. They are not coming
picture to express their thoughts or (green, red, and brown) back.”)
feelings about change »Watch
» a pumpkin decompose
• Gently clarify when children suggest »Trace
» their shadows at different times
that a dead person or animal will come of the day
alive again; use simple language »Observe
» patterns of change in
weather conditions, daily and sea-
sonally
• Allow the children to have a ceremony
when a classroom pet has died; answer
their questions about death factually
132 V. Cognitive Development

• May be anxious about death • Discusses what happens to the body • Start to understand how ecosystems
after death can change quickly (a storm) or slowly
• Discusses the physical changes that
(a pond becoming a meadow)
accompany age • Understands the patterns of the days of
the week and the months of the year • Combines and separates mixtures in
• Can imagine their adult family mem-
sophisticated ways (e.g., uses a series
bers growing old • Asks questions about the properties of
of strainers to separate out the pebbles
materials (e.g.,” What is the air made out
• Compares the life cycles of different and silt in river water)
of?”)
organisms (e.g., says that people live
longer than dogs)
• Becomes conscious of time, but is not
yet able to tell time on the clock (“Is it
three o’clock? My grandma is coming to
get me.”)

• Include books in the learning environ- • Talk to family members about their be- • Create opportunities for children to
ment that help children understand liefs about death and how they would explore stability and change in local
death like to explain death to the child contexts
»
»And So It Goes, by Paloma Valdivia • Talk to children about the inevitability »Visit
» a local watershed to study water
»
»Goodbye Mog, by Judith Kerr of the life cycle, and how it applies to quality
»
»The Goodbye Book, by Todd Parr everything that is alive »Look
» at photos of the local area in
• Observe food as it turns to compost; years past in comparison to today
» Always, by Caron Levis and
»Ida
Charles Santoso; discuss how it changes • Ask about characters in chapter books
»
»The Dead Bird, by Margaret Wise (“How do they change over the course
Brown of the story? Why do they change? What
is the same about them throughout?”)
• Read non-fiction books about the life
cycles of familiar animals (such as cats,
dogs, and other animals that children
see in their communities); explore
rituals and routines for having pets and
for pet deaths
Photo credit: Justin Weiner V. Cognitive Development 133

B. Representing
Child uses symbolic thought to represent.

134
capable of: Representing
• Rolls a toy car back and forth • Substitutes similar objects • Uses objects flexibly for
on the floor in dramatic play (e.g., uses a symbolic play (e.g., a stick
block as a phone) becomes a spoon then a
• Uses two objects that go to-
wand; a box is a boat then a
gether to pretend (e.g., puts • Imitates a few steps of adult
house)
a spoon in a bowl and stirs) behavior in dramatic play
(e.g., puts doll in bed and • Animates and interacts
• Uses a bottle and pretends
says, ‘night-night.’) with objects (puppets, toys,
it contains a favorite drink
sticks, or dolls) as characters
(e.g., “leche”)
who speak aloud and have
feelings
• Talks to self during dramatic
play even when no play-
mates are around
• Completes a series of
actions related to a theme
in dramatic play, such as lis-
tening to a doll’s heart, then
giving the doll a shot and a
bandage
• -Makes marks on paper and
says they represent some-
thing (”I drew Mommy.”)

• Provide materials for the • Talk with families about the • Provide fabrics and props for
child to imitate caregiving way they use storytelling, the child to use in dramat-
routines song, theater, and art in their ic play so they can create
»Doll
» stroller home and community scenarios
»Brush
» or comb • Make play dough with the • Encourage child to talk
»Bottle
» child and use household ob- about or point to specific
jects such as wooden spoons parts of their drawings,
• Play games with a script or cookie cutters paintings, and sculptures
(“Where is Mommy?” “There by saying, ”Tell me about
is Mommy!” “Where is baby?” • Use music to enhance the
your…” or “Oh, you are
“There is baby… there you telling of stories
pointing at a red tree!”
are!”)

• Assigns peers, adults, or objects roles as • Constructs and experiments with lon- • Adds details from a scene to its visual
characters in play ger, complicated storylines in dramatic representation (e.g., the landscape or
play the weather)
• Plans with other children what they are
going to pretend before starting to play • Invents storyline and initiates play with • Differentiates fantasy from reality
(e.g, “Let’s play doggies!”) a peer (e.g., “Are you coming to my
restaurant? Can I take your order?”)
• Uses objects to make arrangements
and represent a storyline; may repeat • Negotiates roles with peers (e.g, “I’ll
the story over and over again (e.g., uses be the papa and you are baby bear.”
blocks to make a house, then uses a toy “NOOO. I’m the sister bear. And you are
fire truck to put out a fire in the house) my brother.”)

• Ask child what would help further their • Invite families to visit the class to share • Observe and reflect on children’s dra-
play, such as what other materials they a folktale or family story matic play; consider what background
could use to represent something knowledge they are drawing on
• Encourage the child to add details; for
• Read familiar stories such as The Three example, build a fort to represent an • Offer large pieces of materials to be
Billy Goats Gruff many times and en- animal’s home, and then discuss what used in different ways, as well as cos-
courage the child to act it out would be needed in the fort to make it tumes that suggest a role: worker’s hats
more cozy (hard hat, bus drivers’ hat), vest and suit
• Reflect with children about their dra-
jackets, dresses, a doctor’s kit
matic play, and talk about the different • Support the development of children’s
roles in a family, while being mindful of understanding of gender roles in • Ask the child, “What story are you tell-
different kinds of families and cultural representation (“What does it mean to ing?” in their drawing or construction
differences; what does it mean to the look like a girl? Does a girl have to look • Write or help children write a story
child to act like a mommy, daddy, aunt, like that?”) based on what they drew, acted out,
grandma, or other family member? or built

• Assigns roles and acts out scenes from • Represents specific details from archi- • Uses research to add realistic details to
the economy (e.g., child dramatizes a tecture in their constructions their representations (e.g., researches
farmer’s market and has peers work at costumes from the past to create a
• Plans artistic representation with peers
different stalls and be customers) dramatization of the life of a historical
(e.g., child writes a story with friends
figure)
• Uses art to reflect on their experiences and then makes puppets and scenery
(e.g., uses musical instruments to make to dramatize the story) • Describes systems for symbolic thinking
a song about an experience they had) from the past, such as hieroglyphs
• Experiments with different forms of
• Shares stories and symbols from their representation they have learned about
own families and cultures through media and trips to cultural in-
stitutions (e.g., child attends a field trip
to see Balinese shadow puppets and
then experiments with creating shadow
puppets themselves)

• Ask families about cultural or religious • Invite families to share modes of artistic • Notice the particular forms of represen-
prohibitions to representation; create expression from their family, communi- tation that are motivating for different
a welcoming and inclusive learning ty, or culture children
environment • Make paper dolls of historical figures; • Encourage children to use art to repre-
• Invite children to use collage materials use cloth and scissors to clothe the sent their feelings
to make dollhouses out of cardboard dolls in historical costumes • Invite families to join children in creat-
boxes and make characters to inhabit • Act out stories that the children write ing
the dollhouses
• Sing songs, such as: • Welcome families to celebrate children’s
• Sing songs with space for children’s creations
contributions and allow them to write »“I
» Had a Rooster”
new verses • Challenge children to create models of
»“The
» Cat Came Back”
villages, replicating complicated archi-
• Create visual art while listening to »“The
» Foolish Frog” tectural details
different types of music

C. Memory
and History
Child develops the ability to store, retrieve, and share information about past experiences.

138
capable of: Memory and History
• Can anticipate familiar activ- • Remembers information • Knows where familiar ob- • Recreates experiences in
ities (e.g., kicking legs and about recent event (e.g., con- jects are stored (e.g., looks at dramatic play (e.g., after
cooing when shown bottle, tinuing to play peek-a-boo the shoe bin when educator going to the grocery store,
nipple, or spoon before after caregiver has stopped says, “We’re going for a walk, pretends to put food in a
feeding) playing) where are your shoes?”) cart and check out)
• Turns toward the front door • Uses gestures or single • Gives another child an object • Tells about a significant
after hearing the doorbell words for a family member that belongs to them event they remember from
ring after morning drop-off (e.g., the past, such as a time they
• Acts out caregiving sequenc-
going to the door and say- jumped in a big puddle
es within dramatic and pre-
ing, “Mama?”) tend play (e.g., breastfeeding • Shares information about
• Imitates actions that they a doll and then pretending recent experiences with
have observed in the past to burp it) trusted adults (e.g., telling
(e.g., watching caregiver a family member about the
• Anticipates, acknowledges,
blow on hot food before bee at the school play-
and participates in the steps
eating, then blowing on own of caregiving routines (e.g., ground)
food–hot or cold) after eating says, “All Done.
Wash Hands”)

• Keep daily schedule con- • Create opportunities for • At pick-up, talk to families • Provide the child with
stant, while also responding repetitious play so that the about the child’s activities photographs or objects to
to everyday needs; talk to child will say, “again,” and with the child present so bring home to inspire family
the infant about what may be willing to play the same that the family may extend conversations about what
be happening next game repeatedly the conversation after school the child did at school
• Verbally express when the • Have designated places to • Observe the child’s dramatic • Discuss previous events if
infant is gazing at a certain put things; include pictures play and help them make the child brings them up,
object, such as a door after on the shelves to remind connections (“You are pre- such as a trip to the grocery
their caregiver has left (“Oh, I children where objects go tending to feed your baby store or a bus ride to school
see you looking at the door. I • Document everyday play in just like mommy does with • Provide props so that the
bet you are looking for your your sister.”) child may reenact their
pictures and create photo
Mama. She will return after albums or displays at child • Use songs, chants, and experiences
naptime.”) level; spend time talking verbal cues to help children • If multiple children are
with children about the learn what comes next in remembering a past experi-
pictures caregiving routines ence, acknowledge each sto-
ry, but also point out details
such as the time of day, or
who they were with

• Uses time-related words and con- • Reenacts multiple sequential scenes • Retells an important life event in
cepts (e.g., first/last, morning/night, from personal experience, books, and sequential order (e.g., draws a picture
yesterday/today), though not always media about something they did during sum-
accurately mer vacation)
• Includes specific details of events when
• Although the child’s birthday was a recreating them (e.g., pretending to add • Believes that they can remember much
month ago, they may describe looking turmeric and paprika when cooking in more than they really can
forward to their birthday, which they the sand box) • Describes how memory works (e.g.,
tell an educator “is coming soon.” • Knows significant events from their says, “It’s easier to remember some-
• Uses phrases that suggest awareness of family history (e.g., “Abuelito came from thing that happened yesterday than
the past (e.g., “When I was a baby…”) the Dominican Republic.”) something that happened last month.”)
• Identifies changes in themselves over • Describes significant changes in their
time (“I’m bigger now. I don’t wear own lives over time (e.g., “I used to live
diapers anymore.”) with my Auntie. Now I live in Mommy’s
house in Buffalo.”)
• Retells a simple story or event in
roughly sequential order (“Gabby took • Understands that things were different
my soccer ball. I took it back. That’s why a very long time ago, but is unsure how
she’s crying.”) long ago this was (e.g., “When grandma
was little, were dinosaurs alive?”)
• In dramatic play, reenacts everyday
experiences and events from books,
television, or observations

• Invite families to share photographs of • Observe and reflect on children’s dra- • Support the child in making a timeline
the child when they were younger, or of matic play; what personal histories are of their life
past family events; use these photo- they are re-enacting? • Write a book, About my Life, with pages
graphs to have conversations with the • Invite children to use drawing and dic- of stories about what happened when
child about their memories tation to tell about recent experiences they were a baby, a toddler, and more
• When recounting events, use visual recently
• Create a schedule of the day and sup-
representation port discussion about what comes first • Draw a picture of what life was like at a
»Artifacts,
» such as a ticket and what comes next during the day, as different time, such as before a sibling
well as what usually happens on what was born or before they moved
»Art
» made by the child
days of the week
»Photographs
» related to the experi-
ence
»Natural
» objects, such as shells or
leaves

• Begins to understand that history • Groups items they have to remember • Intentionally selects and uses organiza-
describes the collective memories of into easy-to-remember categories (e.g., tional strategies to remember informa-
people and events from other times animals, foods, shapes) tion
and places • Begins to identify which events hap- • Uses language to describe chronology,
• Asks questions of elders about how life pened long ago and which happened such as “decade” and “century”
was different in the past in the more recent past • Uses resources such as books and
• Shares significant events from their • Starts to make connections between websites to organize information into a
own family history with peers how history has shaped our present chronological sequence
experience (e.g., “My friends and I can • Connects their family history to broad
swim at the same pool because of Mar- historical events
tin Luther King, Jr.”)
• Identifies changes over time in their
community

• Include books in the learning environ- • Research the histories of the national • Use self-talk to describe strategies for
ment that tell stories from history and cultural groups of the children in organizing information to make it easier
the class, and be prepared to weave to retrieve
»Histories
» of the children’s national
examples from these groups into dis- • Ask children to write from perspectives
and cultural groups (e.g., history of
cussions of history of figures they have read and learned
Taíno people)
• Invite each child to contribute to a about. (What was it like to be a knight’s
»Biographies
» (e.g., Obama, Lincoln)
timeline of a time period that includes horse, for example?)
»Stories
» of historical events (e.g., The now • Welcome children to link their family
March on Washington)
• Sing songs that touch on history histories to larger discussions of histor-
»Descriptions
» of life at different peri- ical events
» I Had a Hammer”
»“If
ods of history (e.g., prehistoric man)
» You Meet Me at the Back of the
»“If
»Invite
» elders to the classroom to talk
Bus”
about their memories
»“Fillimiooriay”
»

D. Investigating
and Exploring
Child becomes a scientific thinker by manipulating objects, asking questions, making
observations and predictions, and developing generalizations.

142
capable of: Investigating and Exploring
Child becomes a scientific thinker by manipulating objects, asking questions, making observations and predictions, and devel-
oping generalizations.
• Child uses senses (sight, • Brings familiar or new ob- • Investigates new phenome- • Makes guesses about what
smell, touch, hearing, taste) jects they are curious about na (e.g., when walking past a might happen next based
to interact and gain infor- to a trusted adult pile of leaves, stops and feels on previous experiences
mation about people and them with their hands) (e.g., pushes doorbell and
• Laughs at unexpected
environment waits for someone to come
events, such as when a • Is curious about items that
to the door)
• Explores objects with hands ball they have rolled up an appear in nature, such as
(grasping object) and mouth incline begins to roll back worms, moss, and puddles • Asks simple questions about
(bringing object to mouth) the natural world (e.g., asks
• Repeats experiences
“Where did the rainbow go?”
• Expresses a sense of wonder • Points to objects and signals or “Why is it wet outside?”)
about their surroundings to ask what they are
(e.g., looks at an object or
person intently)

• Talk to the child as they look• Identify and create safe spac- • Bring in natural items, such • Engage in multi-sensory
around. (“Yes, I see you look- es and places for exploring as bird nests, feathers, and activities that invite investi-
ing at the teddy. Here you new and different experi- different types of soil gation
go, you can feel and hold ences • Provide time for children »Cooking
» in the classroom
the teddy.”) • Invite children to manipu- to investigate objects and »Mixing
» and stirring natural
• Offer the child objects, name late objects and feel their experiences during commu- materials in buckets
and describe them, and texture, weight, and size; nity walks
invite the child to inspect this can include pine cones, »Walks
» in the neighbor-
• Value repetition of experi- hood, woods, or park
the object with hands, eyes, rocks, leaves, and feathers, ences as a form of scientific
and mouth for example inquiry »Floating
» scarves in the
• Describe the environment as • Join the child in paying wind
being rich in sensory experi- attention to sights, sounds, »Freezing
» objects in ice and
ences (e.g., “Do you feel the smells, and textures watching them thaw
sun? Is it warm on your face? »Listen
» to the birds to-
Can you see the light? The »Digging
» holes
gether
lights are sparkling.”) • Ask “wh” questions, such as
»Smell
» the hotdog stand “What is that?” “Who is that?”
»Feel
» the breeze while “What if...?” “What do you
swinging think?” and “What hap-
pened?”
• Listen to children’s questions
and provide descriptive
answers

• Experiments with mixing different ma- • Uses feelings and imagination to under- • Asks “how” things were made (e.g.,
terials together (e.g., sand and water) stand the results of a science experi- “How does a pigeon build a nest?”)
ment (e.g., “Maybe the caterpillar just • Generates ideas about how to find the
• Asks many “why” questions (e.g., “Why
felt like becoming a butterfly.”) answers to their questions (e.g., when
do we have to put our jackets on?”)
• Uses sources other than the adult to wanting to learn more about trucks, the
• Makes simple predictions (e.g., says
gather information, such as books and child decides to ask a family member
they think the water in the sprinklers
peers who drives a truck)
will be cold today)
• Brainstorms solutions based on back- • Lists materials needed for an experi-
• Observes and wonders (e.g., watches a
ground knowledge (e.g., “Be quiet so ment
turtle and asks, “Why is it hiding inside?
the birds will come!”) • Records information from an experi-
When is it coming out?”)
• Asks a series of questions about their ence (e.g., drawing, writing, storytelling,
• Applies their knowledge to understand
observations (e.g., when observing a photographing)
observations (e.g., watches a snail and
worm on the sidewalk the child asks,
asks, “Which part are the eyes?”)
“Where did it come from? Why doesn’t
it have eyes? How will it find its way
home to its family?”)
• Asks “why?” but then rejects answers
not to their liking

• Add natural materials, such as smooth • When a child asks a question, encour- • Model the use of scientific vocabulary
stones or pieces of wood, to different age the group to hypothesize what the • Ask children to record observations of
centers answer may be; chart their responses particular objects and outside scenes
and invite them to explain their think- such as a cityscape, a tree, a garden
• Conduct simple baking experiments
ing
with small groups, such as making • View wrong answers or explanations as
muffins or quesadillas • Show children how to look for the an- theories in development
swer to a question in a book or online
• Ask prediction questions (”What will • Ask for predictions about observable
happen to the flour when the milk is • Provide opportunities for children to phenomena (“How do the apples get
poured in?”) use polls (“Do you think it will rain soft when we make apple sauce?”)
today?’ “Which item will weigh more-a
• Provide access to a sand and water • Provide unique pictures, such as X-rays
book, a leaf or a pencil?”)
table on a daily basis, and encourage or close ups of butterfly wings and
children to mix the substances together • Make big graphs to capture this “data” snowflakes
so that children can see and interpret it
• Use eye droppers to drop different col-
ored oil into water to see what happens • Provide tools to explore the environ-
ment (magnets, magnifying glasses,
• Acknowledge that when children are
light table)
asking “why” questions they are not
questioning your authority, but need-
ing additional information and trusting
you to give it

• Uses non-fiction books to find answers • Seeks scientific solutions that are • Compares their observations with ob-
to questions rational and consistent and that work in servations in books and websites
similar situations • Poses specific questions and then seeks
• Develops hypotheses (e.g., If a hermit
crab prefers a particular shell, the child • Plans simple experiments (e.g., child to answer them through research, ex-
says, “I think it’s because he has more builds spinning tops and hypothesizes periments, and observations (e.g., child
room to grow in there.”) that a wide top will spin for a longer wonders how to make a brick and then
period of time than a flat one) reads about the topic and mixes various
• Describes a strategy for finding out if
combinations of materials to see which
their hypothesis is true • Observes changes in living organisms
make the best bricks)
and the natural environment over time
• Uses prior knowledge to make general-
(e.g., independently checks corn plants • Identifies and interviews experts to find
izations about what might happen (e.g.,
every morning to see how they are out the answers to their questions
The child says, “Fruits grow on trees, so
growing) • Reviews data recorded in tables over
I think if I plant this orange seed, a tree
will grow.”) • Works with peers to collaboratively plan several days to draw conclusions
experiments • Starts to understand observations as
• Compares their observations to those components of systems (e.g., solar
of their peers system, digestive system) and identifies
individual parts and how they work
together

• Use photography to gather observa- • Provide sketchbooks to record natural • Invite families to share areas of exper-
tions over time; for example, observe a phenomena, and make predictions; for tise with the class
tree through several seasons or watch example, ask children to draw a seed as • Support children in generating ques-
a pumpkin over the weeks around har- they plant it, then when it has sprouted, tions for research
vest, and ask children to come up with and as a plant growing over time
theories about why changes occur • Provide graphic organizers so that chil-
• Invite children to document their ob- dren are able to successfully complete a
• Ask children to do research by looking servations in a variety of ways (charts, multiday investigation
in books for answers to their questions notes, or graphs, for example)
• Create role models for children
• Question the child’s reasoning to
explore their thought process, but »Visit
» scientists at work
without concern for correctness (“What »Read
» about scientists who changed
makes you think that? How did you history
figure that out?”)
»Ensure
» representation of women and
members of non-dominant racial,
linguistic, and cultural groups

E. Understanding
Cause and Effect
Child understands and explores the causes and effects of actions and events.

146
capable of: Understanding Cause and Effect
• After dropping an item, • Watches for reactions from • Examines toy if it is not pro- • Says, “She needs her blan-
looks for or turns body other people when an event ducing the desired effect, or ket,” when a peer becomes
toward item has occurred, such as an tries new ways to manipu- upset
adult answering the phone late toy • Says “shhh” and tiptoes
• Acts on an object to make
when it rings • Knows that playing with when a child is still sleeping
a pleasing sight, sound, or
effect (e.g., shakes rattle to • Repeats actions many times certain forbidden objects • When a child has a Band-Aid,
make sound) to cause an effect, such as will get adult’s attention other child points at it and
dropping an object for a • When radio is turned on, asks what happened
• Moves body in a rocking
caregiver to pick up says, “Dance, Mama.”
motion in order to get the
educator to keep rocking • Puts objects into a container, • Builds a tower of big
them turns it over, watches the cardboard blocks and then
objects fall out, and then fills knocks it down to watch it
it up again fall
• Approaches objects with
an intent to cause a certain
effect (e.g., pats a drum,
twists a knob, turns on a
light switch)

• Imitate the baby’s laughter, • Respond promptly to the • Help the toddler understand • Narrate what may be hap-
singing, smiling, and squeal- child’s efforts to initiate an the effects of their actions on pening during an event that
ing to show that their action interaction, for example, if others (“The baby is smiling the child is curious about
produces a reaction the child makes eye contact because you are talking to • Use the phrases, “I wonder...”
with the educator and then her.”) and “Let’s see what happens
• Position the baby so their
covers their eyes, the edu- • Provide cause and effect if…”
kicking and grasping can
cator may say, “You want to toys and experiences, such
produce a response • Allow child plenty of time
play peek-a-boo.” as water and sand, toys that
• Provide a variety of interest- and repetition to explore an
• Push children on a swing so sink and float, ramps and event or item; add materials
ing objects for the baby to
the motion of going away toys with wheels to extend learning such as
touch, hold, bang on, and
and coming back supports • Provide materials that en- different size balls to roll
throw
their developing sense of courage children to explore down a ramp
»Various
» rattles prediction cause and effect
»Bells
»
»A
» ramp to roll objects
»Small
» and large drums down
»Boxes
» »Cardboard
» rolls to push
»Balls
» objects through
• Respond to the baby’s »Push

» and pull toys
efforts to create an effect; for »Pinwheels
»
example, if the baby raises
»“Busy
» boxes” that have
their hand to be picked up,
various buttons and latch-
say, “You are raising your
es on each side
arms to show me you want
to be carried. I’m going to
pick you up now.”

• Asks “why” questions to show effort at • Uses clues and background knowledge • Predicts an outcome based on previous
understanding causation to find causes (“She’s wearing a coat so effects they have observed (“If we leave
it must be cold outside.”) the seeds on the top of the dirt, the
• Explains the effects that simple actions
birds will come eat them.”)
have on objects. (“It will be dark when • Identifies objects or conditions that
you turn out the light.”) affect other objects (“The food coloring • Seeks but does not readily accept scien-
makes the water blue” or “The cold tific causes for things
• Sees themselves at the center of
turned the water to ice.”)
causation (“I have my own moon. I
bring it with me wherever I go.”) • Makes predictions, sometimes using
unrelated information (“I think the gold
• Offers magical explanations of causes
car will win. Gold is for winners.”)
(“The frost fairy came in the night and
turned the grass white.”) • Uses the word “because” to show
relationship between past and future
• Assigns human characteristics to inan-
events
imate objects (“The leaves fell off the
tree because the wind told them to.”) • Distinguishes between some magical
and scientific causes, but still believes in
magical causes

• Encourage children to explain their • Engage children in extended back-and- • Provide materials and opportunities to
thinking about magical causes without forth conversations about the reasons observe cause and effect
correcting them for things »Blocks
»
• Engage families in observing and re- • Use phrases such as »Marble
» runs
cording their children’s poetic descrip- »What
» do you think will happen
tions of causes »Gears
»
when…?
• Offer simple experiments that develop »Paints
»
»What
» happened last time?
children’s understanding of cause and »Planting
»
effect »What
» made that happen?
»Powders
» for mixing
»Color
» mixing »Why
» do you think that?
• Ask children “what if” questions
»Ramp
» play • Observe and record children’s hypothe-
ses about causes, and revisit predictions »What
» if we took the bottom block
»Objects
» frozen in ice with children to reflect on how their out first?
thinking has changed over time »What
» if we add more water to the
corn starch mixture?
»What
» if we add more red to the pur-
ple color paint you mixed?

• Believes their own theory about the • Designs experiments that will prove • Demonstrates understanding of how
cause of an event, regardless of the their previously held beliefs about caus- humans have affected the environment
evidence es, rather than objective experiments and how actions and rules are adopted
to protect the environment
• Discusses how rules impact people and • Describes choices people make based
the environment (e.g., recycling) on availability of resources (e.g., talks • Discussing the purpose of tools (e.g.,
about how lack of food causes migra- how windmills produce clean energy)
• Reflects on how some actions can help
tion)
others feel better (e.g., cheering up a
sad friend by sharing their snack) • Asks questions about how things
change over time

• Ask children why the water in a clear • Engage in group conversation about • Create opportunities for children to see
or open container left on the heater or children’s theories of causation how changing certain factors causes a
windowsill diminishes over a few days predictable change in outcome
• Analyze choices people made in creat-
• Plant beans in a plastic bag lined with ing the built environment (e.g. ‘Why did • Teach children about climate change
a wet paper towel; ask why some grow engineers choose to build a vertical lift and engage the class in analyzing and
and some do not bridge here?”) reducing the group’s use of carbon.

F. Engineering:
Problem-solving
with Materials
Child plans and uses hands, tools, and technology to solve problems with materials.

150
capable of: Engineering: Problem-solving with Materials
• Reaches for an object that • Uses objects as a means to • Uses adult as a resource • Intentionally selects objects
has rolled far away an end (e.g., uses a bucket to solve problems with to use as tools in play (e.g.,
to transport blocks from one materials (e.g., child hands a chooses a thick stick over a
• Uses a trusted caregiver as
room to another) toy car to an educator after it thin one to use as a “spoon”
a tool to solve a physical
stops moving, and the child to stir mud in make-believe
problem (e.g., child watch- • Crawls around a chair to get
cannot figure out how to soup)
es the educator wind up a an object that has rolled
make it move again) • Puts a circular piece into a
music box and, when the behind it
music stops, touches their • Uses trial and error to solve puzzle without having to try
• Keeps turning a container
hand to get them to make it problems with materials the other areas
around to find the side with
start again) (e.g., tries different orienta- • Verbally and physically asks
the lid or opening
tions of a three-piece knob for help from an adult or
• Shakes and bangs materials • Attempts to unscrew lids to puzzle before fitting the peer by saying “Help,” grab-
to make a sound happen get objects out of them pieces in place) bing their hand, and leading
repeatedly
• Undoes materials such as • Imitates a problem-solving them over to the problem
fasteners on shoes or tape method they have previ-
on surfaces ously observed an adult use
(e.g., going to the door and
turning the knob to try to
open it)
• Uses an object to reach
another object (e.g., uses
the handle of a broom to get
an object stuck under the
couch)

• Observe and respond to the • Create an environment with • Include “busy boxes” in • Allow child time to figure
child’s reflexive motions and loose parts that the baby the learning environment out problem for themselves,
movements with words and may freely explore so children can practice instead of intervening
actions; for example, if the manipulating a variety of immediately; for example,
»Water
» cooler jugs and
baby accidentally spits out latches, laces, hooks, hinges, build time into the sched-
balls that children can
their pacifier, the educator and locks ule for child to try and get
drop through the top
may say, “Where’s your pac- their shoes on before going
• Allow child to solve simple
ifier? Here it is. I’m putting it »Containers
» with lids that outside
self-help challenges such as
back in your mouth.” children can attempt to
maneuvering a cup off an • Encourage child to try doing
pry off
out-of-reach shelf a task, or suggest ways that
• Notice when the child is »Buckets,
» baskets, bags, they may be successful, such
trying to use your body as • Provide various materials
and purses for carrying as getting a stool to reach
a tool, and play along with that encourage prob-
materials around the sink
them; for example, say, “You lem-solving skills, such as
are moving my hand toward »Boxes,
» blocks, and safe ramps, tunnels, stools, big • Ask if the child needs help
the mobile. I will make it bean bags blocks, and train or car tracks and acknowledge and
turn again for you.” respect the response

• Adjusts plans based on prior experience • Uses blocks or boxes to build bridges • Uses blocks to build stairs
(e.g., when rolling cars down a ramp, • When using materials, compares results • Sticks with a problem-solving strategy
tries a smaller car when bigger ones to initial predictions and tries again that has been successful before, with-
keep falling off ) (e.g., after discovering that the slime out considering other alternatives
• Imitates accepted solutions to prob- breaks if stretched quickly, stretches it • Plans how to make a functional object
lems with materials (e.g., moves hands more slowly) from materials (e.g., a spinning top
on laces as if to tie shoes, although they from Lego pieces)
are unable to successfully do so)
• Replicates engineering solutions from
life in play (e.g., creating a door with a
latch for a cardboard house)

• Have everyday materials accessible for • Support children in thinking of them- • Use fairytales to encourage building; for
building and creating selves as engineers by asking questions instance, read The Three Little Pigs, and
such as ask groups of children to create houses
»Pipe
» cleaners
that would withstand a wolf’s huffing
»“How
» can you use these materials to
»Paper
» towel rolls and puffing
make..?”
»Different
» kinds of tape • Challenge children with prompts such
»“What
» do you think would happen
»Shoe
» boxes as
if…?”
»Paper
» bags »Make
» something with a window in it
»“Why
» do you think that happened?”
»Wheels
» from broken toy trucks »Make
» something that floats
• Help children see that mistakes teach
»Clay
» us important things • Ask the child about work they have
done
»Recyclables
»
»“Tell
» me about your construction.”
»String
»
»“How
» do these parts work?”
»Glue
»
»“What
» is their function?”
• Experiment with the effect of natural
forces on materials. For example, create »“What’s
» another strategy that you
a wind tunnel by blowing through a could use?”
tube or float scarves, pompoms, and
other objects through the tube

• Investigates the motion and movement • Uses a second problem-solving strategy • Takes more than one variable into ac-
of objects when solving problems with if the first one is unsuccessful count when solving problems with ma-
materials (e.g., notices and compares terials (e.g., considers both weight and
• Pays attention to the relevant part of
how different balls bounce higher than distance when setting up a balance)
solving a problem (e.g., examines the
others) attachment of the axles and wheels • Plans their actions when encountering
• Identifies and describes tools made for when the toy car won’t roll) a difficult problem with materials
different purposes • Uses logic and reasoning to solve • Systematically builds things and revers-
• Uses sophisticated strategies to make problems with materials (e.g., uses their es their actions to take things apart
their block buildings more stable knowledge of how the physical proper- • Identifies tools and simple machines
ties of objects affect their behavior and made to solve problems by people long
motion) ago or in a different place, and com-
pares those tools and machines to the
ones we use today

• Include tools in the learning environ- • Observe and reflect on children’s • Invite families to visit the classroom and
ment that children can access for a processes as they solve problems with share a tool from their culture, nation of
variety of purposes materials origin, or childhood
»scissors
» • Consider which children are most • Provide opportunities for children to
engaged in engineering: Are girls as learn problem-solving strategies from
»staplers
»
engaged as boys? Why or why not? one another
»hole
» punches
• Invite children to make complex marble • Challenge children to invent objects to
»hammers
» runs, taking into account both the solve common classroom or household
»measuring
» tapes angle and length of the ramps problems (e.g., a magnetic paper-clip
picker-upper)
»hand
» drills • Offer objects in the environment as
models for children’s problem-solving; • Look for texts that show different ways
• Invite children to systematically test for example, show them a hinge on a problem has been solved throughout
the stability of their block buildings by a door, or point out how bricks are history (e.g., irrigation)
rolling balls at them stacked in a building
• Offer encouragement and guidance
(“These problems can be solved! You
can figure this out. What if you…?”)

G. Math
1. Comparing and Categorizing
Child recognizes some similarities and differences between familiar and unfamiliar
people, objects, or experiences.

154
capable of: Comparing and Categorizing
Child recognizes some similarities and differences between familiar and unfamiliar people, objects, or experiences.
• Distinguishes between • Shows preference for partic- • Helps clean up environment • Collects a single type of ob-
objects they suck and those ular items such as toys, cups, by putting materials in their ject (e.g., picks up pinecones
they do not or clothing places; puts books in basket, on a walk in the park)
for example, or blanket in • Calls a big animal “Papi”
• Smiles when they see or • Knows trash can is some-
cubby (“Daddy”) and a small animal
hear familiar caregiver thing you place items in, but
may put objects other than • Arranges objects in lines “Bebe” (“Baby”)
• Gazes at unfamiliar object
trash in it (e.g., makes a row of blocks) • Begins to sort similar items
or person for longer period
of time • Selects a duck when educa- • Points to a duck in a book into categories such as color
tor asks, “Where’s the duck?” when the educator asks, or shape (e.g., retrieves blue
• Shows preferences for
“Which one says, ‘quack?’” ball when asked, “Could you
particular activities, such as • When unfamiliar adult enters
please get the blue one?”)
being carried rather than the room, may cry or move • Identifies two identical toys
pushed in the stroller toward familiar person by putting them together (or • Identifies small, medium,
in response to the question, and big objects when ar-
• Explores how various toys • Begins to understand the
“Can you find one like this?”) ranged in a series
feel and touches different similarities and differenc-
objects in different ways es in speech sounds and • Calls all the four-legged • Uses one-to-one correspon-
distinguishes and imitates animals on a farm “cows,” dence with objects(e.g.,
patterns of speech although some are sheep puts one straw in each cup.)
and some are horses objects (e.g., puts one straw
• Chooses to play with the red
in each cup)
car even though there is a • Connects objects and ideas,
blue one just like it such as using a broom for
sweeping or a shovel or cup
• Knows some objects that go
to scoop sand or water
together (e.g., puts the doll
in a toy stroller)

• Narrate when familiar • Describe objects by their • Provide intentional collec- • Provide puzzles and toys
individuals enter the room. size, color, and shape (“You tions of toys that encourage matching,
(“Here comes Ms. Kimball. are rolling the big, red ball.”) such as shape sorters
» animal family with
»An
You know Ms. Kimball. Hello, a male, a female, and a • Incorporate categorization
Ms. Kimball.”) • Talk about which objects go
young animal into games with children; for
together during caregiving
example, make up a story
• Notice when a child is won- routines (“I am getting ready »A
» variety of trucks, trains,
together in the block area
dering about a new object to change your diaper. I need and cars
about a family of goats and
(“You are looking at our new a clean diaper, wipes, and »A
» doll with a bottle, a a family of sheep
mobile. We hung it up in the gloves.”) brush, and clothes
window.”) • Label the same objects in
• Play language games that »A
» toy broom, mop, and a group in different ways
• Use descriptive vocabulary, emphasize speech sounds; dustpan (“mommy, child, baby” and
such as rough, smooth, furry, for example, repeat the »A
» collection of objects then “big, small, tiny.”)
bumpy, long, short, wet, and consonant sounds that the that are all the same color • Encourage child to group
dry as children touch and baby makes
»A
» collection of heavy toys and compare similari-
explore their environment
objects ties and differences between
them (e.g., “Let’s find all the
»A
» collection of pieces of toys with wheels.”)
fabric such as velvet and
burlap
• Store and display collections
of items in separate, acces-
sible, attractively presented
bins

• Shows understanding of the words • Sorts by a given attribute, forming • Sorts by a single attribute and reclassi-
“same” and “different” categories fies according to another attribute (e.g.,
sorts writing implements by type and
• Remarks on physical differences that • Uses comparative words (e.g., faster,
then re-sorts them by color)
they notice among members of the slower, louder)
community • Arranges 5–10 objects shortest to
• Identifies the measurable attributes of
longest, biggest to smallest, or heaviest
• Recognizes and labels aspects of an objects such as length or weight and
to lightest
experience (tall, long, fun) describes them using the appropriate
vocabulary (e.g., small, big, short, tall, • Compares number of objects by count-
• Identifies categories of objects, for ex-
empty, full, heavy, light) ing, even when one of the objects is
ample, knows that dogs, cats, and cows
bigger, up to 10
are all animals • Lines up objects in order to determine
which is longer
• Fills large containers with cups of water
and counts how many cups fit in each
container

• Openly discuss differences children • Make a simple Bingo game with 9 • Compare characters in a story or sub-
remark on in their community (“Yes, Mr. squares of colors, shapes, or animals; jects in a non-fiction text
Brown has no legs. He uses his electric the cards from this game can also be • Create class charts and surveys with
wheelchair to move around.”) used for a simple matching game student information such as siblings,
• Extend this learning about differences • If children are comparing objects, offer caretakers, or ways of getting to school;
(“In what other ways do people move them a standard or non-standard tool use these to compare aspects of the
around?”) for measurement class
• Play simple sorting games with chil- • Play “duck, duck, goose” using different • Compare classroom materials, sorting
dren; for example, dress a paper doll for categories, such as “train, train, car” different sizes or shapes of blocks, for
different kinds of weather example, and discussing how to use
them
• Read books, such as those by Ann
Morris, that show types of shoes, hats,
bread, or transportation around the
world

• Compares several aspects of something • Reverses mental actions (e.g., knows • Creates hierarchical categorizations
(e.g., compares animals, identifying that a ball of clay rolled into a long (e.g., child categorizes plants based on
similarities and differences between snake contains the same amount of clay the ecosystems in which they live, then
the ways they move, eat, and defend as the ball) divides the plants that live in the desert
themselves) into cacti and succulents)
• Chooses a strategy for comparison (e.g.,
• Notices and compares changes over uses graphs to compare their observa- • Compares their home life to that of
time. (e.g., compares the length of tions of the natural world) children who live in different places and
the day at different times of the year, to the lives of children who lived a long
• Understands the need for a standard
saying, “It used to be dark when I was time ago
unit when measuring length
picked up.”)
• Uses a repeating unit to measure
length (e.g., uses a line of small blocks
to measure a book)
• Identifies similarities and differences
among the lives of people in different
families and communities

• Offer objects for comparison and cate- • Offer formats distinctly for comparison • Invite families to visit the classroom to
gorization and categorization, such as Venn dia- talk about their childhoods; use Venn
grams and three-column charts diagrams to compare and contrast
»Photos
» of animals
• Offer vocabulary such as “traits,” “similar,” • Read books aloud about children who
»Collections
» of rocks or leaves
and “category” live in different kinds of families; ask the
»Keys
» children questions about how the char-
• Use “greater than” and “less than” to
»Buttons
» acter’s lives are similar to and different
compare quantity
from their own
• Engage children in using categorization • Compare standard and non-standard
for social good; for example, categorize • Visit a natural history museum or botan-
units of measure, some of which can
recycling materials ical garden and talk about the catego-
be parts of the body; use inches, feet
ries the curators use
• Provide unit blocks and rulers for mea- and meters, but also fingers, hands, and
surement items like paper clips
• Create activities to measure distance

(e.g., hold a paper airplane contest,
then chart the results in a graph)

G. Math
2. Number Sense and Quantity
Child understands and explores numbers and quantity.

158
capable of: Number Sense and Quantity
• Holds one object in each • Tries to hold onto two large • Puts three animals in a row • Starts counting with “one”
hand and then drops one balls while reaching for third when playing • Says all the number words
when someone holds out a ball • Understands and communi- they know when counting
third object • Fills a bucket with objects cates the concepts of “more” objects, even when the
• Explores one toy at a time by and dumps it out and “all done” through words quantity of objects is small
holding and mouthing it or gestures • Reuses the number words
• Holds a block in each hand
and bangs them together • Identifies which group has they know if the quantity of
“more” with collections in objects is greater than the
• Shakes head “no” when
which one has much more number words they know
asked if they want more food
than the other • Uses “a little” and “a lot” to
• Puts multiple blocks in each
• Names groups of one or two describe quantity
cup of a muffin tin
(e.g., when shown a pair of • When told, “Give me one,”
shoes, says “two shoes.”) hands educator just one
object
• When educator says, “Just
take two,” takes only two slic-
es of apple from the bowl
• Demonstrates one-to-one
correspondence with ob-
jects (e.g., puts one block in
each muffin tin)

• Sing number songs to the • Use comparative vocabulary • Encourage counting out • Encourage children to set
child as you interact with children. loud in multiple languages the table for snack or lunch
(“Carla has more cars than with one cup, one plate, and
»“Ten
» fingers, ten toes, • Read books about numbers
Shante.”) one napkin at each chair
two little eyes, one little that reinforce concepts of
nose…” • Slowly count with children one-to-one correspondence, • Use language to describe
throughout the day. How numerical order, and math- quantity throughout the day
»“Five
» little ducks went out
many ematical concepts of more, (“We have a lot of apples for
to play...”
less, too many, and all gone snack! We have many more
»Steps
» on the staircase?
»“Uno,
» dos, tres amigos...” apples than we can eat.”)
• Use number and quantity
»Keys
» on a ring?
• Reference numbers and vocabulary during meal- • Incorporate counting into
quantity as the educator »Wheels
» on a car? times (“two crackers, one representational play with
interacts with the baby (“I apple, and one cup of milk), children (“There are three
see one little baby looking and count as you pour each bears in the house. One, two,
at me.”) cup of water (“one, two, three.”)
• As the child picks up, holds three, and stop”) • Provide egg cartons, ice
on to, and releases objects • Name groups of two objects, cube trays, and muffin tins
from their hands, name the and identify groups that with small blocks so children
quantity in each hand do not include two items can practice one-to-one
(“That’s not two, that’s correspondence
three!”)

• Recognizes and names some numerals • Attempts to count to 20 by ones. • Quickly names the number of objects in
when pointing to them groups of five without counting
• Recognizes the number of objects in
• Recognizes that numerals can be written groups of four without counting • Tells what number comes after any num-
and pretends or attempts to write some ber between one and 20
• Accurately counts five to 10 objects in a
• Verbally counts to 10 with some corre- line and answers the “how many” question • Explains that numbers tell “how many” of
spondence, but skips some objects and with the last number counted something
counts others twice
• Can match a number of objects with a • Recognizes and writes numerals 1
• Produces sets of three (e.g., “Bring me written numeral 0 to 5 (0 representing a through 10
three paint brushes from the art center”) count of no objects)
• Divides up to 20 objects between four or
• When asked for five of something, counts • When asked for five of something, counts five people by dealing out an object to
out three and says, “One, two, five.” out five objects each person
• Changes word order or gives up on • Compares groups of one to six objects by • Uses the words “first,” “second,” “third,” up
one-to-one correspondence to make matching (e.g., gives each child a bagel to and including “tenth” (e.g., says, “I came
the answer the one they had predicted and says that there are the same number in fourth” when describing a race with
or their favorite number (e.g., “one, two, of bagels as children) classmates
three, four, 100!”)
• Counts the number of objects in a group • Counts on their fingers
• Matches small sets (one to four) of differ- so they can compare and say which has
• Keeps track of objects that have and have
ent items and shows they are the same more, up to five objects; however, if the
not been counted (e.g., slides objects they
quantity objects in one group are larger, may say
have already counted to the side)
that group has more (e.g., says three large
trucks are more than five small cars • Counts backward from 10 by taking away
objects

• Use numbers and counting throughout • Observe children’s use of counting, one- • Provide bags of objects to count (10
the day, such as counting how many to-one correspondence, estimating, and acorns, 14 keys, 19 cubes) and ask chil-
children are at the sand table simple arithmetic in their play; connect to dren to count and draw the objects in
and extend this learning them
• Present sets of one to four objects and
ask “How many?” questions; encourage • Offer games that ask children to match a • Allow children to freely play with math
children to name the sets before counting numeral to a number of things manipulatives before using them to solve
(“How many blocks do I have? That’s right problems
»»String six beads on a pipe cleaner
I have two blocks.”)
• Set up the dramatic play area as a store,
»»Pick a card and fill the basket with that
• Point out quantities of items that the child and invite children to use number cards
number of objects
possesses, such as two shoes, one hat, to “purchase” objects
one jacket, or three stuffed animals; count »»Roll a dice and do a movement that
• Analyze the mathematical thinking in
each item out loud to correspond the many times
children’s errors
number with the quantity of the items »»Jump, clap, or stomp one to five times
• Provide games with dice and dominoes
• Model placing the objects that the child and ask the children to hold up the
so that children can practice recognizing
wants to count in a line number of fingers that matches the
the number of items in a small set without
number of movements
• Give child simple tasks that involve count- counting
ing (“Give every child one cracker”) • Include books related to number and
• Find math in the body, and play finger
quantity in the learning environment
math; for example, hold up three fingers
»»The Doorbell Rang, by Pat Hutchins on one hand and ask children how many
»»Anno’s Counting Book, by Mitsumasa fingers are folded down
Ann
»»Ten Black Dots, by Donald Crews
»»City by Numbers, by Stephen Johnson
»»Fish Eyes, by Lois Ehlert

• Understands that 10 is always 10, • Realizes that the number is unchanged, • Uses groups, multiplication, and place
whether it is made by adding 6+4 or even when the arrangement looks value to visually recognize sets shown
7+3 different (e.g., when counters are briefly. (“I saw groups of 10s and twos,
spread out, says that there are the same so I thought six tens is 60 and four twos
• Starts counting with numbers other
number of counters as when they were is eight, so 68.”)
than one (e.g., asked to count from four
together) • Rounds numbers to the nearest 10 or
to seven, counts four, five, six, seven)
• Understands the reversibility of opera- 100
• Answers questions about quantity such
tions (e.g., subtraction is the reverse of • Builds skills to multiply and divide up to
as, “How many more?” “How many few-
addition) 10 × 10 accurately
er?” by counting up or down (e.g., when
asked how many is three more than six? • Uses groups, skip counting, and place • Solves word (story) problems using
The child responds, “Six, seven [puts up value to quickly identify sets shown addition, subtraction, multiplication
a finger], eight [puts up another finger], quickly (“I saw three sets of ten and and division
nine [puts up a third finger]) three sets of two, so the answer is 36.”)
• Understands place value; understands • Uses a mental number line to compare
value of a digit according to the place numbers
of the digit within a number • Counts forward and backward by ones
• Makes whole objects from parts when and using skip counting
counting (Given three whole plastic • Solves all types of single digit addition
eggs and four plastic egg halves, knows and subtraction problems, with flexible
they have five whole eggs) strategies and known combinations

• Create a number line adding one • Play more games on a number line (If • Engage children in a cooking activity
number each day for the whole year, you start at 12, how many to get to 15? that calls for ingredients in ½, ¼, ¾, or ¹∕₃
and use it to practice counting by ones, How do you get to 100 from 64?) measures
twos, fives, and tens • Keep locating math in the body; ask • Ask children to write word problems
• Offer structures like a 100’s chart or questions like how many fingers in the that fit number sentences for their
number line sections for organizing class? classmates to solve
number systems • Provide base 10 materials to model • Practice addition, subtraction, multipli-
• Play games in which children roll a dice numbers cation, and division skills using Jeopar-
or spin a spinner and move a piece dy-type games
• Play “I’m Thinking of a Number” in
along a path which children seek clues of what
• Provide strong context for solving numbers are smaller or larger than the
problems with numbers (With 23 chil- one in mind
dren in the class, does everyone have a
snack if you have 18 snacks? How many
more we need or how many extra do
we have?)

G. Math
3. Patterning
Child develops the ability to identify, describe, extend, and create patterns.

162
capable of: Patterning
• Associates objects and ac- • Hands object back and forth • Anticipates and follows • Calls a striped shirt with no
tions with their daily rhythm to educator familiar sequences of events repeating unit a “pattern”
(e.g., reaches for favorite (e.g., washes hands, sits at • Copies simple repeating pat-
• Demonstrates understand-
blanket when tired) the lunch table) terns. (e.g., if the educator
ing of what comes next in
• Begins to show understand- their daily routines (e.g., squats then stands repeat-
ing of what comes next (e.g., goes to get shoes after edly, the child continues this
burping after bottle, holding breakfast because the group motion)
legs up for diapering) always goes outside at this
time)

• Create and maintain predict- • Talk to families about the • Read books that involve a • Look for patterns in the nat-
able routines for the child’s rhythms of their caregiving simple sequence of events ural and built environment
day, including feeding, rest- routines, in order to reaffirm encompassing breakfast, with the child
ing, bathing, and playing children’s sense of what lunch, dinner, or morning, • Encourage the child to help
comes next. noon and night, such as The set the table at mealtimes
• Rock and sway the child in
Big Red Barn, by Margaret
rhythmic movements • Play back-and-forth games • Engage children in cooking
Wise Brown
with children activities where patterns are
• Use song to draw the child’s
• Sing repetitive songs, read reinforced (e.g., when taking
attention to the rhythm »Rolling
» balls
repetitive stories, and recite turns mixing, chant, “Stir, stir,
of the day (e.g. songs that »Swinging
» nursery rhymes with child stir, pass! Stir, stir, stir, pass!)
include such phrases as
“good morning,” “time for »Handing
» objects back and »I» Went Walking, by Sue
rest,” “time to say goodbye, forth Williams
see you tomorrow”) • Use vocabulary related to »“The
» Wheels on the Bus”
• Rock, sway, swaddle, sing, patterns: “my turn” and “your
»“Where
» is Thumbkin?”
and talk to the child with a turn”
flow and inflection that is »“Los
» Pollitos Dicen”
repetitive and predictable

• Recognizes patterns in their environ- • Describes simple AB patterns (e.g., • Creates and identifies simple repeating
ment (e.g., looks at a striped scarf and when the teacher claps then stomps, patterns (e.g., draws a pattern of hearts
says, “It’s a pattern.”) child names whether to clap or stomp and stars around the edge of their
next) picture)
• Plays with patterns in language. (e.g.,
sings, “La di dee, la dee da, la dee di.”) • Extends visual patterns; continues • Creates and extends simple growing
building a line of blocks that an older patterns (e.g., stacks one, then two,
child has begun (e.g., triangle, triangle, then three blocks to make a staircase)
square, triangle, triangle, square) • Explains growing patterns such as the
• Identifies repeating patterns in num- pattern of “plus one” in addition (“If I
bers ( “10, 20, and 30 all end in 0.”) add one, I get the next number.”)
• Describes a “jump, jump, clap” move-
ment as two of something then one of
something
• Pays attention to the linguistic patterns
in the names of numbers, “Four, forty,
and four hundred all sound like four!”

• Create simple patterns with music; play • Invite children to join you in creating a • Provide materials such as wooden
the drums and dance with children pattern of music using simple instru- cubes to build a staircase to model a
ments such as a tambourine and a “plus one” pattern
• Encourage children to point out pat-
triangle • Create ABC patterns together using
terns in the environment
• Ask children to notice patterns in the clapping, tapping, and patting on the
• Engage children in patterns of move-
world, such as in seasons or daily sched- body; ask children to follow your pat-
ment
ules tern and then allow them to lead, with
you following their pattern
• Provide materials such as pattern blocks
and color tiles that suggest creating AB • Sing songs with patterns, such as “Ev-
patterns eryone Comes from a Different Place”
• Use songs and games to teach patterns:
»Red
» Light, Green Light
»Duck,
» Duck, Goose
»Head,
» Shoulders, Knees, and Toes

• Identifies the smallest unit of a pattern • Skip counts by hundreds, tens, fives, • Skip counts by hundreds, tens, sixes,
twos fives, fours, and twos
• Skip counts by tens, fives, and twos
• Identifies the rule needed to extend a • Is able to detect an error in a number
• Explains the rule for a number pattern.
pattern or identify a missing number in pattern
For example, 5, 10, 15, 20 is the “plus
a pattern (2, 5, 8, ¬ ¬-,14,17) • Explains mathematical patterns using
five” number pattern
• Tells time to the nearest five minutes on the properties of operations
• Looks for and explains patterns in a
different types of clocks • Generalizes the properties of multiplica-
number chart
tion. (a X 1 = a) (a X b = bXa)
• Understands the commutative princi-
ple of addition (2+3 = 5, 3+2 = 5)

• Continue to notice patterns in the • Use materials such as pattern blocks • Create AABBA patterns for classmates
world on numbered streets and ave- to build growth patterns and describe to complete and/or find the errors
nues or windows on buildings them (“One hexagon has six sides. How • Practice looking at an analog clock, de-
many sides on two hexagons? On three scribing the number correspondences
• Model addition with materials to
hexagons?”)
ground math ideas in concrete experi- • Give children a sense of time (Time
ence; use two colors of tiles to show the • Invite children to observe, copy, and sitting in silence for a minute, then do
commutative property of addition (two create patterns that grow; for example, something repetitive such as snapping
green and three red is five tiles; three make a square out of four cubes, make fingers or drawing stars for a minute,
green and two red is still five tiles) the square grow to nine cubes, then 16, two minutes, or five minutes.)
and describe the pattern with numbers
• Invite children to make patterns while
stringing with small beads or weaving

G. Math
4. Spatial Sense and Geometry
Child understands how objects, points, lines, and shapes fit in space.

166
capable of: Spatial Sense and Geometry
• Looks at own hands and feet • Attempts to roll body over • Rolls ball back and forth with • Matches shapes with similar
as they move through space educator sizes and orientations
• Puts smaller object inside
• Watches a ball rolling away larger one, such as placing • Puts together a knob puzzle • Completes three or four
after accidently knocking it small toy in a bucket with two or three separate piece puzzles
pieces • Stacks rings on a post with
• Observes a ball bounce up • Uses trial and error to play
and down with objects that can fit • Uses trial and error to place the biggest on the bottom
inside openings (e.g., tries to a group of nesting objects, and the smallest on the top
• Uses vision and hearing to
put different sized balls into such as boxes of different • Understands words related
track the path of someone
the top of a large jug) sizes, inside one another to position. (e.g., “Please
walking by
• Repeatedly puts things in • Makes a line of blocks next put the basket on the table”
and takes them out (e.g., to one another or “Please get under the
sticks a peg in a hole and covers.”)
• Turns a book right side up
pulls it out again) after looking at the pictures • Understands the words
• Takes rings off a stacking and realizing it is upside “longer,” “shorter,” “big,” and
ring and then puts one or down “little”
two back on • Places blocks on one anoth-
• Stacks blocks on each other, er to make a stack, lining up
but may put bigger block on the edges
smaller one or try to balance
a square on a triangle
• Gets in and out of things
(e.g., climbs into a large laun-
dry basket and then climbs
back out)

• Provide comfortable, safe • Encourage pointing at ob- • Encourage whole body • Outline shapes on the floor
space for the child to move jects, and verbally acknowl- movement using string or tape, and
freely on the floor edge the item that is being encourage the children to
»Roll
» in the grass or on the
pointed to go inside
• Provide materials of various rug
sizes and shapes for the • Provide materials in the • Provide different sized box-
»Crawling,
» walking, and
child to explore, such as learning environment that es, wagons, and wheelbar-
running over distance
different types of fabrics, support the development of rows that the children can
silicone muffin tins, ice trays, spatial sense »Kicking,
» throwing, and climb in and out of and can
or metal jar rims rolling balls use to move objects or other
»Shape
» sorter
»Crawling
» through tunnels children
• Present collections of balls »Nesting
» cups
• Use vocabulary related to • Name shapes in the environ- • Talk about the shapes of
»Ring
» stackers ment blocks with children; com-
spatial awareness (e.g, “in,”
»Simple
» knob puzzles pare the blocks with one
“on,” “under,” “up,” “down,” and • Take children on community another
“to”) • Provide collections of ob- walks along different routes
jects that are the same shape and discuss the landmarks • Emphasize words describing
you see; ask children to point where objects are in relation
»A
» collection of cubes, in-
to different landmarks at var- to one another (“beside” and
cluding boxes and blocks “between”)
ious points along the path
» collection of circles,
»A • Help the child to find them-
• Provide various size and
including rings, lids, and selves in space (“Where is
shaped containers that chil-
round pieces of paper
dren can fill with water, sand, your pinky finger? Where is
or play dough your elbow?”)

• Uses words to indicate direction and • Uses blocks to build in multiple direc- • Correctly uses position words such as
position, but not always accurately tions, with multiple points of contact “beside,” “under,” and “inside” to describe
between components objects
• Builds vertical and horizontal compo-
nents within a block building • Builds arches, enclosures, corners, and • Slides, flips and turns pieces to make
crosses them fit in a puzzle, but does not
• Identifies and names circles and squares
always move them in the right direction
• Follows a model to create simple
• Calls two shapes the same, if they have at first
shapes out of lines (e.g., organizes sticks
similar parts but are not identical (e.g.,
to make a triangle or rectangle) • Recognizes that there are other shapes
when both shapes have pointy parts)
that are not common (e.g., rhombus
• Slides and turns pieces to make them fit
• Plays with combining shapes and pull- and hexagon)
in a simple puzzle
ing them apart
• Spontaneously creates symmetrical
• Calls a shape a rectangle because it
buildings in the block area
“looks like a door,” rather than naming
sides and angles • Builds complex bridges with multiple
arches, ramps, and stairs at the ends
• Calls a variety of open or closed pointy
shapes “triangles” • Intentionally puts pattern block shapes
together to make another shape for a
• Experiments with combining shapes
picture
to make a new shape (e.g., in the block
area, accidently puts two triangles
together to make a square, and then
repeats this action intentionally)

• Set up simple obstacle courses with • Include materials in the classroom • Invite children to draw maps of routes,
children such as hopscotch, hopping environment that develop geometric illustrating what landmarks will be
over a hoop, jumping up and down, concepts passed or seen on different routes
or twirling with a ribbon, use position- »Blocks
» • Draw maps of the playground and use
al words such as “over,” “under” and them to go on a scavenger hunt
“through” as children move through the »Jigsaw
» puzzles
obstacle course • Challenge the child to cover hexagon
»Magnetic
» shapes
pattern blocks with other pattern
• Tape shapes on the ground, and ask »Shape
» puzzles blocks and see what works
children to do movements as they go
around them »Pattern
» blocks • Introduce vocabulary such as “sides,”
»Unit
» blocks “angles,” and “parallel lines”
• Name and identify shapes children
make while drawing and writing »Legos
» • Identify and describe the symmetry
children spontaneously create in their
• Invite children to reach into “feely box- • Go on community walks along different art work
es” and pull out a shape that matches routes and discuss which route was
the one the educator is holding longer or shorter and why • Hunt for shapes outside and around the
school; take photographs of them and
• Identify shapes and angles in everyday • Describe the location of objects the print them out as shape books for the
life, such as a circles on the tops of cup, child is trying to find, rather than point- classroom
rectangular pieces of paper, the angle ing to them (e.g., “The tape is beside the
made when the scissors open, or the construction paper.”)
angle at the edge of the table
• Present many examples of squares and
rectangles, varying orientation and size;
include squares as examples of rectan-
gles (If children say, “That’s a square,”
reply, “It is a square, which is a special
type of rectangle.”

• Uses maps with picture clues to deter- • Pays attention to the spatial relation- • Uses maps to follow routes, even when
mine paths and find objects ships of all the parts of complex figures they don’t have pictures or the distanc-
es are not accurate
• Discriminates and names most com- • Folds paper squares to make two tri-
mon shapes, including rhombuses, angles, folds them again to make more • Mentally moves shapes and says what
without making mistakes such as triangles, and describes the process they need to do to make them fit into
calling ovals circles a puzzle
• Uses simple coordinates to locate a
• Moves one shape on top of another to place on a map or a move on a chess- • Names the class of shapes explicitly
check if it fits exactly board based on properties, including angle
measure
• Divides circles and rectangles into • Systematically checks that two shapes
halves or fourths to develop under- are the same by comparing all attri- • Sorts shapes hierarchically, based on
standing of part/whole butes properties
• Uses blocks to make complex towers • Recognizes and describes situations in
or other structures involving multiple which angle knowledge is relevant (e.g.,
levels with ceilings “I need to change the angle to make
the car go faster down this ramp.”)

• Look at maps with children and encour- • Invite children to use materials such as • Create realistic and abstract art using
ages them to describe clay, straw, and pipe cleaners to con- shapes, lines, and understanding of
struct shapes orientation of those things on paper
»Direction—which
» way?
• Encourage children to describe why a • Observe the use of shapes in artwork
»Distance—how
» far?
figure belongs or does not belong to a from different cultures, drawing atten-
»Location—where?
» shape category tion to the cultures of the children in
»Identification—what
» objects? the class
• Show children how to “test” right angles
»Coordinates—what
» are they? on rectangles with a “right-angle check- • Describe the properties of a shape and
er,” (thumb and index finger held apart invite the children to name that shape
• Encourage children to make repre- at 90°, or the corner of a piece of paper) • Place shapes in a category, and ask
sentations out of pattern blocks (for
example, a ship with a smoke stack • Solve construction problems with children to name the reason for the
and rhombus-shaped smoke); they blocks classification
may trace their pattern block images »Build
» a bridge from point A to point B
to create pattern block puzzles for one
»Construct
» the tallest tower
another
»Attempt
» to build buildings observed
• Read books by Rebecca Emberly and
in the neighborhood
others that show how to represent
objects with different shapes

Cognitive Development References

Bloom, P. (2013). Just babies: The origins of good and evil. New York, NY: Crown Publishers.
Clements, D. A. (2009). Learning and teaching math: The learning trajectories approach. New York, NY: Routledge.
Clemens, D., Coburn, C., Farran, D., Franke, M., & Spitek, D. (2017, February). Pre-K-3: What does it mean for
instruction? Social Policy Report / Society for Research in Child Development. Volume/issue (30)2.
with infants, children, and families. Chicago, IL: Irving Harris Foundation. Retrieved from https://imhdivtenets.org/
tenets/
Marotz, L., & Allen, E. K. (2015). Developmental profiles: Pre-birth through adolescence. (8th Ed.) Boston, MA: Cengage
Learning.
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and
cultures. Washington, DC: National Academies Press.
New York State Education Department. (2019, April 17). K-12 social studies framework. Retrieved from http://www.
nysed.gov/curriculum-instruction/k-12-social-studies-framework.
New York State Education Department. (2019, April 17). New York State next generation mathematics learning
standards. Retrieved from http://www.nysed.gov/curriculum-instruction/new-york-state-next-generation-
mathematics-learning-standards.
New York State Education Department. (2019, April 17). Science learning standards. Retrieved from http://www.nysed.
gov/curriculum-instruction/science-learning-standards.
and Human Services.
childhood-leaders.
Sanrock, J.W. (2007). Children (Ninth Edition). New York, NY: McGraw-Hill.
Birth through 3rd grade. Olympia, WA: Author. Retrieved from www.del.wa.gov/development/benchmarks/Default.
aspx.
Wood, C. (2018). Yardsticks: Child and adolescent development 4–14. (4th Ed.). Turners Falls, MA: Center for Responsive
Schools.
Zero to Three. (2015). Critical competencies for infant-toddler educators. Washington, DC: Author. Retrieved from
www.zerotothree.org/resources/1197-zero-to-three-critical-competencies-for-infant-toddler-educators-related-
professional-criteria#downloads

Appendix
• Tools
1. Home Language Survey
2. Funds of Knowledge Survey
3. Observation Template
4. Responsive Planning Form
• Glossary
• Appendix References
• Selected Children’s Books
• Acknowledgments
171
Home Language Survey

This survey will help educators gather important information about your child’s exposure to languages in the home
and in the community. This will help educators support your child’s language development. If your child is an infant
or a toddler, please answer these questions to the best of your ability.
LANGUAGE IN THE HOME

1. In what language(s) do you speak to your child at home? _________________________________________________________________________
2. What is/are the primary language(s) of each family member in your home? (List all that apply.) __________________________________________
3. Is there a childcare provider (e.g. babysitter, nanny) in the home?  yes  no
If yes, what language(s) does the childcare provider speak to the child most frequently? _____________________________________________
4. What language(s) does your child understand? __________________________________________________________________________________
5. In what language(s) does your child say words or sentences? ______________________________________________________________________
6. Does your child have siblings?  yes  no
If yes, in what language(s) do the children speak with each other most of the time? _________________________________________________
7a. At what age did your child begin to say words? __________________________________________________________________________________
In what language? _____________________________
7b. At what age did your child begin to speak in sentences? _____________________________
In what language? _____________________________
8. In what language does your child play? _____________________________
9. Has your child learned English? If so, how (television shows, siblings, childcare, etc.)? __________________________________________________
LANGUAGE OUTSIDE THE HOME/FAMILY

10. Has your child attended any child care program (e.g. daycare, Head Start?)  yes  no
If yes, what language(s) did their educators speak in the classroom? _____________________________
In what language does your child interact with other people in the childcare setting? _____________________________
11. How would you describe your child’s language use with peers? ___________________________________________________________________
LANGUAGE GOALS
12. What are your language goals for your child? For example, do you want your child to understand and speak more than one language? Explain.
___________________________________________________________________________________________________________________________
13. Have you encouraged your child to be bilingual or multilingual?  yes  no
If so, how? _____________________________________________________________________________________________________________
14. Does your child need to speak a language other than English in order to communicate with your relatives or extended family?  yes  no
If yes, in what language(s)? ________________________________________________________________________________________________
EMERGENT LITERACY
15. Does your child have books at home, or do they read books from the library? _________________________________________________________
In what language(s) are these books read to them? ____________________________________________________________________________
16a. Can your child recognize any letters or make letter sounds in English?  yes  no
16b. Can your child recognize letters or symbols in another language?  yes  no
If yes, in what language(s)? ____________________________________________________
17a. Does your child pretend to read  yes  no  unsure If yes, in what language(s)?
17b. Does your child pretend to write?  yes  no  unsure
18. Does your child tell the stories from their favorite books or videos?  yes  no
19. Does your child’s early childhood program describe goals for their learning?  yes  no
If so, what goals do they describe? ______________________________________________________________________________________________
20. Please describe anything special about your child’s transition into this program?
___________________________________________________________________________________________________________________________
This survey is designed to be completed in conversation with families in their home language.
172 Appendix
Funds of Knowledge
This survey will help educators gather important information about families’ knowledge, skills and interests. Educa-
tors can use this information to form trusting relationships with children and plan responsive and engaging curricu-
lum. This survey can be completed in conversation with the child’s family.
Examples Family knowledge
Home language and Spanish, Chinese, Arabic, African American

language varieties Vernacular English
Songs, Stories, and Favorite songs, books, fairy tales, folk tales,
Storytelling bedtime stories, family
history
Nutrition Meal planning, cooking, mealtime rituals
Art-making Crafts, fine arts, decorative arts
Music and Dance Instruments, genres of music and dance
Family Occupations Farming, office work, teaching, medicine
Hobbies Fishing, woodworking, knitting
Travel Places of origin, vacations
Community Faith-based service, labor unions, block

engagement associations
Geography Neighborhood landmarks, streets, paths,

rivers
Ecology Pets, farm animals, farming, gardening,

hiking
Appendix 173
Observation Template
Who?
When?
Where?
What?
Domains observed
174 Appendix
RESPONSIVE PLANNING FORM DEVELOPMENTAL DOMAINS
Child(ren) Name(s): 1. Approaches to Learning

Date: _____________________
___________________________ • Curiosity and Interest
• Initiative
DOCUMENT: What are the children doing/saying? • Persistence and Attentiveness
• Creativity and Inventiveness
2. Physical Development
• Large Motor Skills
• Small Motor Skills
• Sensory Integration
• Self-Care
• Healthy Sexuality
REFLECT: How do my observations link to what I know about the

3. Social & Emotional Development
children’s culture and interests? How do my observations connect to the
Early Learning Guidelines? • Trusting Relationships with Adults
• Sense of Belonging
• Sense of Self
• Empathy
• Emotional Self-Regulation
• Cooperation and Negotiation
• Rhythms, Rules and Routines
4. Language, Communication & Literacy

• Background Knowledge
RESPOND: What are my next steps in response to the children’s culture,
• Speaking
skills and interests?
• Listening and Understanding
• Social Communication
• Large-group activity • Routines
• Engagement with Stories and
• Small-group activity • Transitions
Books
• Center modification • Family Engagement
• Language/questioning • Other • Phonological Awareness
• Composing
• Creating and Interpreting Multime-
dia Texts
5. Cognitive Development
• Stability and Change
• Representing
• Memory and History
• Investigating and Exploring
WONDER: What will be the focus of my documentation?
• Cause and Effect
• Engineering
• Comparing and Categorizing
• Number Sense and Quantity
• Patterning
• Spatial Sense and Geometry
Appendix 175
Glossary
Academic language: Language characterized by complex narrative, sentence structure, and vocabulary. This
language is acquired with opportunities to practice through repeated exposure and intentional interactions.
Alliteration: The repetition of identical or similar sounds at the beginning of words (e.g., bumbling bees).
Authentic assessment: A systematic tool to reflect on children’s learning and development in the context of
their everyday routines in the learning environment. Educators engage in this practice by gathering high quality
observation notes, pictures/video, and work samples that capture meaningful moments of a child’s unique
development.
Autonomy: The ability of an individual to make their own decisions. For example, a child may express autonomy by
crawling over to the cozy area and picking up a toy they are curious about.
Background knowledge: The information that children learn and store in their memories—including information
about themselves, other people, objects, and the world around them.
Bias: An unfair inclination or preference either for or against an individual or group.
Biliteracy: This refers to the development of high levels of proficiency in listening, speaking, reading, and writing in
more than one language.
Cognates: Words that have a shared root. When learning a new language, shared cognates help build a bridge
between the home and acquired language. For example, in Spanish-English, some exact cognates are animal and
chocolate, and similar cognates are family and familia, center and centro.
Cognitive: The ability to consciously understand, perceive, reason, and remember
Continuity of Care: An approach to childcare in which children are not moved to a new group with a new caregiver
during the infancy period (first three years of life). Either the whole group moves together into more appropriate
space as children get more mobile or the caregiver modifies the environment to meet the children’s changing needs.
Some programs group children who are roughly the same age together and some may mix the ages of children in a
group to be more like a family.
Culture: A set of shared understandings or shared expectations learned consciously and unconsciously by a group
of people. These patterns can be seen in language, governing practices, arts, customs, holiday celebrations, food,
religion, dating rituals, and clothing.
Cultural competencies: The behaviors, attitudes, and practices of a professional community that enable cross-
cultural communication. Development of cultural competencies is a dynamic, ongoing process and long-term
commitment to learning from and about children and their families.
Culturally and linguistically responsive practice: Ways of engaging families and educating children that affirm
children’s positive social and linguistic identities. Educators build their understandings of the communities in which
they work, develop linguistic and cultural competencies, and actively work to reduce teacher biases in order to
increase marginalized children’s educational access and equity.
Decode: Using knowledge of letter sounds or letter patterns in order to sound out words when reading.
Documentation: Evidence of observations that include, but are not limited to, photos, anecdotes, video, and
language samples.
Dominant culture: Prevalent cultural practices in a society that create the norms for expected behavior. In the
United States white, patriarchal, Christian culture is dominant.
176 Appendix
Educator: An adult who supports children’s learning and development (e.g., family child care provider, caregiver, or
teacher).
Developmental milestones: A set of functional skills or age-specific tasks that most children can do at a certain age
range.
Developmental screening: The use of standardized questionnaires and brief assessments to identify potential
developmental delays in children and allow for early treatment and supportive services.
Disability: Disability refers to any condition of the body or mind that makes it more difficult for the person to
function in the environment around them (e.g. ,seeing, hearing, speaking, walking, communicating, sensing,
breathing, performing manual tasks, learning, working, or caring for oneself ).
Equity: All people getting what they need in order to have access, opportunities, and a fair chance to succeed. An
equity stance recognizes that the same for everyone (equality) doesn’t truly address needs, and therefore, specific
solutions and remedies, which may be different for different people, are necessary.
Emergent multilingual learner: Preschool children who are learning a language other than English and who have
the opportunity to become bilingual or multilingual in school.
Ethnicity: Refers to a person’s identification with a group based on characteristics such as shared history, ancestry,
geographic and language origin, and culture.
Etymology: The earliest form and use of the word traced in its chronological history.
Gender: The socially defined “rules” and roles for people in a society. The attitudes, customs, and values associated
with gender are socially constructed. However, individuals develop their gender identities in two primary ways:
through an innate sense of their own identity and through their life experiences and interactions with others.
Dominant Western culture generally defines gender as a binary system—men and women—but many cultures
define gender as more fluid and existing along a continuum.
Gender expression: Refers to the ways in which people externally communicate their gender identity to others
through behavior, clothing, haircut, or voice and through emphasizing, de-emphasizing, or changing their bodies’
characteristics. Gender expression is not an indicator of sexual orientation.
Gender Identity: How an individual identifies in terms of their gender. Since gender identity is internal, one’s gender
identity is not necessarily visible to others.
Implicit bias: The unconscious attitudes, stereotypes, and unintentional actions (positive or negative) toward
members of a group merely because of their membership in that group. These associations develop over the course
of a lifetime, beginning at a very early age, through exposure to direct and indirect messages. When people are
acting upon their implicit bias, they are not aware that their actions are biased. In fact, those biases may be in direct
conflict with a person’s explicit beliefs and values.
Inequity: Refers to a lack of fairness or justice; unfair and avoidable differences in treatment or experience.
Injustice: A situation in which the rights of a person or a group of people are ignored or disrespected.
Integrated curriculum: A curriculum in which learning occurs across multiple domains and/or subject areas.
Internalize: A process through which people come to identify parts of a culture as parts of themselves, especially in
relation to norms and values.
Language variation: A regional, social, or contextual variation in the way a language in used.
Literacies: Multiple, diverse, and multilingual skills and competencies that enable communication, understanding,
and access.
Appendix 177
Marginalization: The set of processes through which some individuals and groups face systematic disadvantages in
their interactions with dominant social, political, and economic institutions. The disadvantages arise from class status
or social group identity (kinship, ethnicity, caste and race, gender, age, and disability).
Microaggressions: The everyday slights, indignities, put-downs, and insults that marginalized people experience
in their day-to-day interactions. Microaggressions can seem to be a compliment but contain a hidden insult to the
target groups to which they are delivered. They are often outside the level of conscious awareness of the perpetrator,
which means they can be unintentional.
Morpheme: The smallest unit of meaning in an oral language.
Norm: Shared expectation for children’s behavior.
Patriarchy: A social system or organization in which power is primarily held by men, or individuals who believe men
should hold the most power over all others.
Phoneme: The smallest unit of sound in a language.
Primary caregiving: A continuity of care practice that involves assigning one primary caregiver to each child and
family in the program. Sometimes it is necessary to have more than one primary caregiver if the child is in care many
hours. The primary caregiver is responsible for their small group of children. They carry out most of the daily care
routines and get to know the child and family well. They are responsible for this child’s records, for monitoring the
child’s development, planning appropriate activities and maintaining close ties with the family.
Privilege: A term for unearned and often unseen or unrecognized advantages, benefits, or rights conferred upon
people based on their membership in a dominant group (e.g., white people, heterosexual people, males, or people
without disabilities) beyond those commonly experienced by members of the non-dominant group. Privilege reveals
both obvious and less obvious unspoken advantages that people in the dominant group may not recognize they
have, which distinguishes it from overt bias or prejudice. These advantages include cultural affirmations of one’s own
worth; presumed greater social status; and the freedom to move, buy, work, play, and speak freely.
Race: A false, hierarchical classification system of human beings that draws on physical characteristics such as skin
color, hair texture, and bone structure to reinforce the idea that race is biological. However, there is no scientific basis
for race.
Racism: A system of social structures that provides or denies access, safety, resources, and power based on race
categories; the system produces and reproduces race-based inequities.
Rhyme: Words with similar sounding endings.
Sensory integration: The neurological process that organizes sensation from one’s own body and from the
environment (sight, hearing, smell, touch, taste, proprioception, and vestibular function) and makes it possible to use
the body effectively within the environment.
Sexism: Prejudice and/or discrimination against people based on their real or perceived gender. Sexism is based on
an unfair belief (conscious or unconscious) that there is a natural order based on gender.
Standards: Student learning expectations: concepts all students should know and tasks all children should be able
to do as a result of skilled instruction.
Translanguaging: Using a home language and English interchangeably in social communication.
Text: Fiction and nonfiction books, magazines, brochures, and posters; various art forms such as poetry, drawing,
painting, and sculpture; can also refer to multimedia and information communication technology (ICT) texts.
178 Appendix
Appendix References
Anti-Defamation League. (2017). Glossary of educational terms. Retrieved from https://www.adl.org/sites/default/files/
documents/glossary-of-education-terms.pdf.
Blaise, M., Hamm, C., & Iorio, J. M. (2017). Modest witness(ing) and lively stories: Paying attention to matters of con-
cern in early childhood. Pedagogy, Culture & Society, 25(1), 31–42.
Center for Racial Justice in Education. (2019). What is racism? How does it manifest? New York, NY: Author.
González, N., Moll, L. C., & Amanti, C. (Eds.). 2005. Funds of knowledge: Theorizing practices in households, communities,
and classrooms. Mahwah, NJ: Erlbaum.
Ministry of Education. (2017). Te Whāriki: Early childhood curriculum. New Zealand: Author.
Morell, Z., & Medellin, C. (2018). Core principles for supporting emergent multilingual learners (EMLLs). New York City
Division of Early Childhood Education.
New York State Education Department. (2019, April 17). Bilingual education and English as a New Language. Home
language questionnaire. Retrieved from http://www.nysed.gov/bilingual-ed/ell-identification-placementhome-lan-
guage-questionnaire.
Zero to Three. (2008). Early learning guidelines for infants and toddlers: recommendations for states. Washington, DC:
Author. Retrieved from http://www.zerotothree.org/public-policy/building-early-childhood-systems/early_learn-
ing_guide_for-infants.pdf.
Appendix 179
Selected Children’s Books

Adams, P. (2003). There was an old lady who swallowed a fly. Wiltshire, England: Child’s Play International.
Adler, V. (2011). All of baby, nose to toes. New York, NY: Dial Books.
Ann, M. (1977). Anno’s counting book. New York, NY: Crowell.
Art, I. S. (1999). Lucy Micklethwait. London, England: Puffin Books.
Asim, J. (2006). Whose toes are those? New York, NY: LB Kids.
Bang, M. (2004). Sophie gets angry, really, really angry. New York, NY: Scholastic Paperbacks.
Barber, B. E. (1998). Allie’s basketball dream. New York, NY: Lee & Low Books.
Bates, A. J. (2018). The big umbrella. New York, NY: Paula Wiseman Books.
Beatty, A. (2013). Rosie Revere, engineer. New York, NY: Abrams Books.
Beaty, A. (2007). Iggy Peck, architect. New York, NY: Abrams Books.
Beaumont, K. (2005). I ain’t gonna paint no more. Boston, MA: HMH Books for Young Readers.
Boelts, M. (2009). Those shoes. Somerville, MA: Candlewick Press.
Books, S. B. (2011). My face book. New York, NY: Star Bright Books.
Bowie, C. (2004). Busy fingers. Watertown, MA: Charlesbridge.
Brown, M. W. (2016). The dead bird. New York, NY: Harper Collins.
Brumbeau, J. (2001). The quiltmaker’s gift. New York, NY: Scholastic Press.
Bryan, J. (2011). The different dragon. Ridley Park, PA: Two Lives Publishing.
Bunting, E. (2006). One green apple. Boston, MA: Clarion Books.
Burton, V. L. (1974). Katy and the big snow. Boston, MA: HMH Books for Young Readers.
Camp, R. V. (2018). Kiss by kiss. Victoria, BC: Orca Book Publishers.
Carl, E. (2002). Brown bear, brown bear, what do you see? New York, NY: Simon & Schuster Books for Young Readers.
Carle, E. (1994). The very hungry caterpillar. New York, NY: Philomel Books.
Children, T. G. (2007). Global babies. Watertown, MA: Charlesbridge.
Cooke, T. (2008). Full, Full, Full of Love. Somerville, MA: Candlewick Press.
Crews, D. (1995). Ten black dots. New York, NY: Greenwillow Books.
Cronin, D. (2000). Click, clack, moo: Cows that type. New York, NY: Atheneum Books for Young Readers.
Dewdney, A. (2005). Mama llama red pajama. New York, NY: Viking.
Ehlert, L. (1996). Eating the alphabet. Boston, MA: HMH Books for Young Readers.
Ehlert, L. (2001). Fish eyes. Minnesota, MN: Red Wagon Books.
Farrell, J. (2008). Dear child. Honesdale, PA: Boyds Mills Press.
Fine, E. H. (2010). Under the lemon moon. Boston, MA: National Geographic School Publishing.
Fox, M. (2010). Ten little fingers and ten little toes. Boston, MA: HMH Books for Young Readers.
Frankel, A. (2014). Once upon a potty. Richmond Hill, ON: Firefly Books.
Gomi, T. (1993). Everyone poops. La Jolla, CA: Kane/Miller Book Publishers.
Haan, L. D. (2003). King & king. Toronto, ON: Tricycle Press.
Henkes, K. (2006). Lily’s purple plastic purse. New York, NY: Greenwillow Books.
Hill, E. (2003). Where’s Spot? London, England: Warne.
Hirst, J. (2015). The gender fairy. Balaclava, Victoria: Oban Road Publishing.
Hoffman, M. (1991). Amazing Grace. New York, NY: Dial Books.
Hooks, b. (2016). Be boy buzz. New York, NY: Jump At The Sun.
Hutchins, P. (1989). The doorbell rang. New York, NY: Greenwillow Books.
Johnson, C. (1955). Harold and the purple crayon. New York, NY: Harper Collins Publishers.
Johnson, S. (2003). City by numbers. London, England: Puffin Books.
Johnson, S. T. (1999). Alphabet City. London, England: Puffin Books.
Katz, K. (2000). Where is baby’s belly button? New York, NY: Little Simon.
Katz, K. (2002). The colors of us. New York, NY: Square Fish.
Kerr, J. (2003). Goodbye Mog. London, England: HarperCollins UK.
180 Appendix
Kilodavis, C. (2010). My princess boy. New York, NY: Aladdin Paperbacks.

Kissinger, K. (2002). All the colors we are: The story of how we get our skin color. St. Paul, MN: Redleaf Press.
Lee, S., & Lewis Lee, T. (2002). Please, baby, please. New York, NY: Simon & Schuster Books for Young Readers.
Lionni, L. (1967). Frederick. New York: New York, NY: Random House.
Lionni, L. (1969). Alexander and the wind-up mouse. New York, NY: Knopf Books for Young Readers.
Lionni, L. (2017). Swimmy. New York, NY: Dragonfly Books.
Love, J. (2018). Julian is a mermaid. Newton, Australia: Walker Books.
Ludwig, T. (2013). The invisible boy. New York, NY: Knopf Books for Young Readers.
Manuel, M. (2009). I see me. Penticton, BC: Theytus Books.
Martin, B. (2012). Chicka chicka boom boom. New York, NY: Little Simon.
Mayeno, L. (2016). One of a kind like me. Oakland, CA: Blood Orange Press.
McDermott, G. (2017). Anansi the spider. New York, NY: Henry Holt and Company.
McDonald, J. (2018). Hello, world!: My body. New York, NY: Doubleday Books for Young Readers.
Miller, S. (2017). Princess hair. New York, NY: Little, Brown Books for Young Readers.
Morrison, E. (2018). C is for consent. Los Angeles, CA: Phonics with Finn.
O’Leary, S. (2016). A family is a family is a family. Toronto, Ontario: Groundwood Books.
Ortiz, A. C. (2007). Adivinanzas in Mixteco (Riddles in Mixteco). Mexico City, Mexico: Artes De Mexico Y Del Mundo S.A.
Parr, T. (2010). The family book. New York, NY: Little, Brown Books for Young Readers.
Parr, T. (2015). The goodbye book. New York, NY: Little, Brown Books for Young Readers.
Peña, M. D. (2015). The last stop on Market Street. New York, NY: G.P. Putnam’s Sons Books for Young Readers.
Pessin-Whedbee, B. (2016). Who Are You? London, England: Jessica Kingsley Publishers.
Pinkney, A. Davis. (1997). Pretty brown face. Boston, MA: HMH Books for Young Readers.
Pinkney, J. (2009). The lion and the mouse. New York, NY: Little, Brown Books for Young Readers.
Pitzer, M. W. (2004). I can, can you? North Bethesda, MD: Woodbine House.
Polacco, P. (1994). Pink and Say. New York, NY: Philomel Books.
Polacco, P. (1998). Chicken Sunday. London, England: Puffin Books.
Polacco, P. (2012). Thank you, Mr. Falker. New York, NY: Penguin Putnam.
Rathman, P. (1995). Officer Buckle and Gloria. New York, NY: G.P. Putnam’s Sons Books for Young Readers.
Reichmuth, B. (2016). I’m Jay, let’s play. San Francisco, CA: Beth Reichmuth.
Reynolds, P. (2003). The dot. Somerville, MA: Candlewick Press.
Rogers, F. (1996). Making friends. London, England: Puffin Books.
Saltzberg, B. (2010). Beautiful oops. New York, NY: Workman Publishing.
Santoso, C. L. (2016). Ida always. New York, NY: Atheneum Books for Young Readers.
Schiffer, M. B. (2015). Stella brings the family. San Francisco, CA: Chronicle Books.
Sendak, M. (2017). Alligators all around. New York, NY: Harper Collins.
Silver, G. (2009). Ahn’s anger. Toronto, Canada: Plum Blossom.
Silverberg, C. (2013). What makes a baby. New York, NY: Triangle Square.
Silverberg, C. (2015). Sex is a funny word: A book about bodies, feelings, and you. New York, NY: Triangle Square.
Slier, D. (2013). Loving me. Cambridge, MA: Star Bright Books.
Smith, M. G. (2016). My heart fills with happiness. Victoria, BC: Orca Book Publishers.
Steig, W. (2009). Amos and Boris. Boston, MA: Houghton Mifflin Harcourt.
Steptoe, J. (2018). Baby says. New York, NY: Harper Festival.
Tarpley, N. A. (2001). I love my hair! New York, NY: Little, Brown Books for Young Readers.
Trivizas, E. (1997). The three little wolves and the big bad pig. New York, NY: Margaret K. McElderry Books.
Valdivia, P. (2017). And so it goes. Toronto, Ontario: Groundwood Books.
Verdick, E. (2008). Diapers are not forever. Minneapolis, MN: Free Sprit Publishing.
Williams, V. B. (1997). More, more, more, said the baby. New York, NY: Greenwillow Books.
Woodson, J. (2012). Each kindness. New York, NY: Nancy Paulsen Books.
Young, E. (1998). Cat and rat. New York, NY: Square Fish.
Young, E. (2002). Seven blind mice. London, England: Puffin Books.
Appendix 181
ELG Acknowledgements
Lead Writer: Helen Frazier, NY Early Childhood Professional Development Institute
Planned and Drafted by:

Andrea Bruno, NY Early Childhood Professional Development Institute
Dr. Lorraine Falchi, NY Early Childhood Professional Development Institute
Natalie Flores, NY Early Childhood Professional Development Institute
Helen Frazier, NY Early Childhood Professional Development Institute
Dr. Megan Madison, NY Early Childhood Professional Development Institute
Ivonne Monje, NY Early Childhood Professional Development Institute
Lynne Neri-Wright, Agribusiness Child Development
Lana Young, Agribusiness Child Development
Dr. Colleen Goddard, Brooklyn College
Maryann Moran, Brooklyn College
Sarah Ferholt, Brooklyn New School
Kathleen Harland, Capital District Child Care Council
Raquel Saddlemire, Capital District Child Care Council
Catlin Preston, Neighborhood School
Rebecca Stahl, NYS Education Department, Office of Early Learning
Karen Kissinger, NYS Office of Children and Family Services
Katherine Steere, NYS Office of Children and Family Services
Becky Plattus, QUALITYstarsNY
Reviewed by:
Sherry Cleary, NY Early Childhood Professional Development Institute
Dr. Kate Tarrant, NY Early Childhood Professional Development Institute
Steve Castar, NY Early Childhood Professional Development Institute
Lesley Koplow, Center for Emotionally Responsive Practice, Bank Street College of Education
Takiema Bunche Smith, Center on Race, Culture and Equity, Bank Street College of Education
Dr. Veronica Benavides, Center on Race, Culture and Equity, Bank Street College of Education
Jeannie Thomma, Early Care and Learning Council
Erin Broderick, Network for Youth Success
Kelly Sturgis, Network for Youth Success
Adriana Reis, NYC Department of Education, Division of Early Childhood Education
Emily Hamlin, NYC Department of Education, Division of Early Childhood Education
Mayra Chon-Qui Torres, NYC City Department of Education, Division of Early Childhood Education
Patty Persell, NYS Council on Children and Families
Meg McNiff, NYS Education Department, Office of Early Learning
Melissa Montague, NYS Education Department, Office of Curriculum and Instruction
Michael Montoya, NYS Education Department, Office of Early Learning
Tina Rose-Turriglio, NYS Education Department, Office of Early Learning
Linda Darrah, NYS Office of Children and Family Services
Dr. Cristina Medellin-Paz, New York University Steinhardt
Sarah Gould-Houde, QUALITYstarsNY
Nicole Cirino, TeachingWorks at the University of Michigan
Photography:
Andrea Bruno
Sherry Cleary
Sarah Ferholt
Eva Kovacs
Shannon Taggart
Justin Weiner
182 Appendix
This project is supported by the Preschool Development Grant Birth through Five Initiative
(PDGB5), Grant Number 90TP001901-01, from the U.S. Department of Health and Human
Services, Administration for Children and Families, Office of Child Care. Its contents are
solely the responsibility of the authors and do not necessarily represent the official views
of the Office of Child Care, the Administration for Children and Families or the U.S. Depart-
ment of Health and Human Services.

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New York State

New York Works for

building knowledge building careers building futures

New York Works for

building knowledge building careers building futures

Patricia E. Persell Sherry M. Cleary

A. Curiosity and Interest...................................................................................................................................... 22

II. Physical Well-Being, Health and Motor Development............................................. 41

A. Large Motor Skills............................................................................................................................................. 42

III. Social and Emotional Development........................................................................... 64

A. Trusting Relationships with Adults............................................................................................................. 66

IV. Communication, Language, and Literacy.................................................................. 96

V. Cognitive Development............................................................................................... 129

A. Understanding Stability and Change......................................................................................................130

New York Works for Children: The State’s Integrated

New York Works for Children publications:

i. Children are born ready to learn.

iii. Children are worthy of the same respect as adults.

vi. Children learn through play.

The Importance of Understanding Child Development

The Importance of Understanding Development: Examples in Practice

Infancy Example Toddler Example

Preschool Example Primary Example

In addition to understanding child development, protective factors for

Culture, Equity, and the Early Learning Guidelines

For example, lists of developmental guidelines

The professional knowledge base on child development

Emergent Multilingual Learners and the Early Learning

To establish a collaborative partnership with families

Language learning progressions are dynamic, different

Children with Disabilities and the Early Learning

For these reasons, educators should be thoughtful

The Arts and the Early Learning Guidelines

• A three-year-old rolling out clay snakes. • Representing (Cognitive Development)

• A four-year-old building a house out of blocks • Composing (Language and Literacy)

Within a play-based learning environment, children

Photo credit: Sherry Cleary Introduction 13

Photo credit: Justin Weiner

Standards and the Early Learning Guidelines

The Early Learning Guidelines are:

The Early Learning Guidelines are not:

How to Read the Early Learning Guidelines

6-year-olds 7-year-olds 8-year-olds

How to Use the Early Learning Guidelines

Figure 1: The Four Components of the

Photo credit: Justin Weiner

Over time, and with guidance and encouragement, children develop:

0–9 months 8–16 months 15–24 months 24–36 months

Ways the educator might support the child’s development:

Over time, and with guidance and encouragement, children develop:

3-year-olds 4-year-olds 5-year-olds

Ways the educator might support the child’s development:

Over time, and with guidance and encouragement, children develop:

6-year-olds 7-year-olds 8-year-olds

Ways the educator might support the child’s development:

Photo credit: Justin Weiner

Photo credit: Shannon Taggart

0–9 months 8–16 months 15–24 months 24–36 months

Ways the educator might support the child’s development: