New Mexico Early Learning Guidelines - Center For Education ...

WHAT ARE EARLY LEARNING GUIDELINES?Early learning guidelines serve as a framework of the incredible process ofchildrenís growth,development and learning in the early years. They are designed to providereasonable expectationsfor children at different ages so that early childhood professionals havecriteria to refer to as theyobserve children in action, determine their levels of performance and plancurricular interventionsto help them grow, develop, and learn to their fullest potential. A jointposition statement (2002)of the National Association for the Education of Young Children (NAEYC) andthe NationalAssociation of Early Childhood Specialists in State Departments of Education(NAECS/SDE) statesthat early learning standards can be a valuable part of a comprehensive, highqualitysystem ofservices for young children and can contribute to young childrenís educationalexperiences andtheir future success. Regardless of terminology ñ standards, frameworks,benchmarks, milestones,indicators of progress ñ early learning guidelines describe what youngchildren know, can do andtheir disposition toward learning during the early years.Photo 2The New Mexico Early Learning Guidelines were developed by early childhood

professionals froma variety of programs and settings. These guidelines provide a commonvocabulary to describedevelopment and learning. They are formatted as a continuum to remind us thatchildren do notall develop at the same rate or pace. Rather, each child develops in his orher unique way.Some children have strengths in areas that go beyond their chronological age.And, most haveareas that are not as strong. Formatting the New Mexico Early LearningGuidelines in acontinuum helps professionals and parents see an individualized picture ofeach childíscapabilities.Learning in the early years isimportant! Braindevelopment, conceptuallearning, and relevant andmeaningful experiences aswell as social and emotionaldevelopment are recognizedto support future studentachievement.The guidelines reflect current research on brain development and bestpractices. They represent the growing consensus among early childhoodprofessionals that a greater emphasis be placed on young childrenísconceptual learning, social and emotional development and participationin relevant and meaningful learning experiences. A growing body ofresearch has focused on the importance of learning in the early years.Publications such as Eager to Learn (2001), Preventing Reading Difficultiesin Young Children (1998), and From Neurons to Neighborhoods (2000) havedetailed research that supports the importance of the early years in future

student achievement.Photo 3.PNGPhoto 4.jpgWHAT ARE THE PURPOSES FOR THE NEW MEXICO EARLY LEARNING GUIDELINES?The New Mexico Early Learning Guidelines were developed for professionalsworking with young children and theirfamilies across multiple systems including but not limited to, family andcenter-based child care, home visiting, earlyintervention, Early Head Start, PreK, Head Start, early childhood specialeducation, Title 1, preschool and kindergarten. Theyare meant to:

ï Support parent engagement, professional development, training andtechnical assistance regarding the learning and development of childrenfrom birth through kindergarten ageï Assist early childhood professionals in transitioning children from oneprogram to another by providing common vocabulary to reflect childdevelopment and learningPhoto 6 (2).pngWHAT ARE SOME RECOMMENDED USES FOR THE GUIDELINES?The New Mexico Early Learning Guidelines have been developed to be a resourcefor early childhood professionals acrossthe state. As a resource, it is recommended that this document be used in thefollowing ways:

ï To help understand the complexities, progression and inter-relatedness oflearning anddevelopment for young children over timeKnowing individualchildren and theirfamilies is essential.Attention is paid to each childís unique capabilities,rate of development and individual traits and characteristics.Knowing individual children and their strengths, needs, familyand cultural backgrounds is essential when referring todevelopmental information such as those contained in theguidelines.ï To identify some key milestones in different areas ofdevelopmentThis document is not a complete compendium of child developmentbut rather provides some key competencies which emerge during

the period from birth through kindergarten. It is in no way acomplete overview of the many skills that children exhibit.Photo 7.PNGï To determine the strengths and competencies of young children so thatadults can recognize and celebrate these accomplishments and reflectupon, plan for and provide support for the growth, development andlearning ahead for each childGuidelines helpteachers observewhat a child cando and what toexpect next aswell as contributeto curricularplanning andteachingpractices.New Mexicoís ìBest Practicesî document can serve as a guide to qualityprogram standards and effective practice for those serving children from

irth through kindergarten age. In contrast, the New Mexico Early LearningGuidelines can serve as a guide for helping early childhood professionalsobserve what the child can do, have a general idea of what to expect next,and identify ways to support the childís learning and development. Theycan contribute to curricular planning and inform teaching practices.ï To authentically assess childrenís developmental progress throughobservation and documentationThe New Mexico Early Learning Guidelines can be used in a criterion-referencedassessmentprocess. Teachers determine childrenís performance related to the indicatorsthroughobservation that is supported through anecdotal documentation as well as worksampling. Theyuse this information to formulate goals and objectives meaningful for thechild and family. Whenconsidering referral for special services, the guidelines can be used to raisered flags and identifythe need for further assessment with norm-referenced screening tools or otherassessmentinstruments. These indicators have been aligned to the outcomes from othersystems in order thatthey can be used by multiple early childhood programs including:Head StartEarly Childhood Special EducationTitle 1New Mexico PreKChild Care Programs

Teachers and others who work with preschoolers and kindergartners can observechildren in action in their programs and refer to the range of indicatorsin the guidelines to identify each childís level of performance acrossmultiple domains and plan curricular strategies accordingly.The infant and toddler portion of the document is formatted in a manner thatgives amore general view of learning in specific areas from birth through thirty-sixmonths.Programs serving infants and toddlers are invited to use the developmentalinformationas a way to identify some key developmental milestones and competencies foreach childin an authentic, observationally-based assessment process as well.

The New Mexico Early Learning Guidelines were designed to be used for thebenefit of children andfamilies. The developmental expectations were identified to help earlychildhood professionals assist each child in reachinghis or her maximum potential and to communicate clearly to families about howtheir child is growing and learning, whatsteps are being taken to enhance his or her early learning experience, and toaddress the familyís goals and concerns.The following principles serve as a guide to understanding andusing the New Mexico Early Learning Guidelines:Helping each child reach hisor her potential whilecelebrating his or herunique characteristics andexperiences.

ï All children are respected as competent and unique individualsYoung children differ in temperament, learning style, home environment,cultural background, strengths, needs and abilities. These differencesinfluence development and learning.Photo 12.PNGPhoto 13.PNGï Infants are born learning and all young children are capable of learningDevelopment begins in the pre-natal period and extends throughout life.The early years are an unparalleled time of rapid growth, particularly in

sensory and brain development. Every child enters school eager to learn.Children who believe they can learn and expect to achieve, do so (Seefeldt,Denton, Galper & Younosai, 1999). Appropriate early educational experiences,offered in a safe and stimulating environment, can extend, expand, andclarify the ideas, concepts, language and social skills children gainspontaneously.Wide variation and paceof development meanadaptations andaccommodations forchildren are necessary.ï Each child develops at his or her own paceWhile development generally proceeds through a predictable sequence ofmilestones, there is wide variation in the pace at which milestones maybe achieved. Adaptations and accommodations may be needed tosupport learning.

ï Learning is integrated across domainsA domain represents a broad area of growth and development. Developmentin one domain influences development in other domains. At times, developmentmay accelerate in one domain while remaining stable in others. Therefore,environments and experiences should be organized to build upondevelopmental strengths and maximize connections across domains.Photo5.PNGï Development occurs in the context of relationshipsEvery child needs consistent, predictable, reliable and responsive adults whoare availableto them both emotionally and cognitively. Nurturing and responsiverelationships providethe foundation for healthy growth and development. They help children developa sense ofsecurity and trust. Infants and toddlers learn through reciprocal

communication andinteractions with adults in the context of routine care, play, and within anappropriatedevelopmental environment. Preschoolers and kindergartners learn with caringadultsguiding and facilitating play and investigative experiences, as well as largeand small groupactivities.ï Learning experiences begin with familyFamilies are the primary caregivers and educators of their children and arevalued partners in earlyeducation and caregiving. When young children are in a care setting outside ofthe home, the careenvironment is best when it is rooted in the familiar cultural context of thefamily.Optimal development occurs when families are supported in providing for thehealth and nutrition of theiryoung child combined with nurturing and responsive care. Program planningworks best when earlychildhood professionals support the family's goals for the child and work inpartnership with them.Consideration of each childís unique circumstances, respect for each family,and cooperative involvementbetween families and preschools is critical to childrenís academic success andlater school achievement(NRC, 2001a). Program staff must give families the information they need tosupport their children's

learning and development. Creating partnerships with families is a way toinsure that children are providedwith the best learning experiences at home and at preschool.Photo 15ï The context of family and community culture influences every aspect ofdevelopmentChildren are deeply influenced by culture, particularly the individual cultureof theirfamily. Culture, the social context within which children learn, grow, anddevelop, isdefined as a complex whole of language, knowledge, beliefs, art, morals, laws,customs, and ways of living that are passed on to future generations (Cole,1999).Children grow and developwithin the context of theirfamily and culture.Social groups, the family, neighborhood, religious or ethnic groups within asociety,explicitly or implicitly pass on their customs, values, or moral principles tothe young.Beginning at birth, the culture socializes children to become members of asociety. But

children are not just products of the culture they grow in. As children grow,they pickand choose selectively from the cultural influences they are exposed to,shaping theirown cultural context over time (NRC & IM, 2001).ï Valuing childrenís home language is vital to their developmentFamilies transmit values, beliefs and a sense of belonging to theirchildren. Because they do so primarily through their language, support ofthe development of home language is strongly encouraged by all involvedin relationships with the child and his or her family. Assessment oflanguage must be done in the language of the home.Play is childrenís mode offinding out about theworld around them.ï Young children learn by doing. Play and active learning are thebest strategies to enhance young childrenís developmentResearch has shown that children construct their own knowledge throughphysical, social, and mental activity (Bredekamp & Copple, 1997; Piaget &Inhelder, 1969). Children are active learners. Because children learnthrough first hand actions with objects and things in their world, their

learning is mediated and linked to the sociocultural context (Vygotsky,1986).Photo 16.PNGAs active learners, young children need opportunities to observe objects,people and events in their world, form their own hypotheses, try them out,observe what happens, and formulate their own answers (Dewey, 1944;Glassman, 2001). Play is the childrenís mode of finding out about theworld around them. All types of play ñ manipulative play, play with games,rough-and- tumble play, and socio-dramatic play ñ provide children withopportunities to try things out, observe what happens and learn (Rubin,Bukowski, & Parker, 1998).Early development is enhanced by caregivers who are actively involved inguiding and expanding childrenís experiences, providing a safe, orderly,nurturing and appropriately stimulating environment. Language andemerging understanding of early literacy must be supported and integratedinto early experiences that are developmentally centered.ï In order to assess the developmental progress of young children, the mostreliable andinformative assessment process is observation and documentation in activitiesand routinesthat take place throughout the program day

The Chief Council of State School Officers states: ìThe reliability andvalidity ofassessments increase with childrenís ageî and continues: ìChildren youngerthanprimary age have not attained the developmental capabilities to understandingthepurposes of formal testingÖ.There is wide agreement among researchers that theyounger the child, the stronger the case for using more informal assessmentprocedures.îSystematic, on-going observational assessment that is criterion-based isrecommended.The New Mexico Early Learning Guidelines are the criteria that outline thedevelopmental expectations by which each childís accomplishments are measured.Early childhood professionals observe children in action, write factual anddescriptiveobservational notes and collect artifacts and work samples as evidence tosupportconclusions they draw when evaluating the childís progress.ï The information gained through authentic, observational assessment relatedto theguidelines is used to inform parents and plan individualized curriculumactivities andstrategies to help each child grow and developA cycle of observation, reflection, planning and implementation is the basisfor all curricular planning forinfants, toddlers, preschoolers and kindergartners. Teachers implementstrategies and modify activities tobetter meet the needs of each child based on documented observations of eachoneís successes and challenges.

Introduction to the Infant/ToddlerEarly Learning GuidelinesOrganization and StructureThe New Mexico Early Learning Guidelines for Infants and Toddlers are dividedinto five domains or areas of development.The domains reflect universal aspects of infant and toddler development.Regardless of their ethnicity, languageexposure, tribal affiliation, religious upbringing, and other experiential andenvironmental differences, all infants andtoddlers, grow and develop within these domains.Within each domain, broad components are identified.For each component, more specific indicators show ways that infants andtoddlers might demonstrate their skills andbehaviors in relationship to those components.Under each indicator are examples (in italics) of how children mightdemonstrate the indicator. It is important to note thatthe examples are not all-inclusive nor are they to be used as a checklist.Inviting the family to give examples as to howtheir child demonstrates the indicator will help you achieve a truly authenticand more culturally and linguisticallyappropriate assessment of each childís abilities and next developmental steps.The domains are inter-connected andencompass the development of the whole child. Although the emphasis and titlesof the domains differ from those in thepreschool and kindergarten early learning guidelines, they provide a strongdevelopmental foundation that represents theneeds and capabilities of infants and toddlers as they grow and explore theworld around them. The infant and toddlerdomains include:

Domain I: Beginning to Know About Ourselves and OthersComponents:Relationships with AdultsRelationships with PeersSelf AwarenessSelf RegulationDomain II: Beginning to CommunicateComponents:Listening and UnderstandingSpeaking and CommunicatingFoundations for Early Literacy

Domain III: Beginning to Build ConceptsComponents:Exploration and DiscoveryConcept Development and MemorySolving Problems and Using SymbolsDomain IV: Beginning to Move and DoComponents:Large Motor DevelopmentFine Motor DevelopmentSelf Help SkillsDomain V: Approaches Toward LearningComponents:CuriosityInitiative

CreativityPersistenceProblem SolvingAge SpansThe New Mexico Early Learning Guidelines for Infants and Toddlers areorganized into three age spans:∑Young Infants (birth - 8 months)∑Mobile Infants (6 - 18 months)∑Older Infants/Toddlers (16 - 36 months)-Young Toddlers (16 ñ 24 months)-Older Toddlers (24 ñ 36 months)These groupings are the framework for the nationally recognized Program forInfant/Toddler Care. These categories relateto milestones in motor development, as well as major developmental issues. TheYoung Infant is primarily focused ondeveloping a sense of trust and security. As that baby begins to crawl orscoot and is Mobile, the main developmental issueis exploration. When the typically developing young child begins to walk, sheor he is considered a Toddler whose main taskis to develop a sense of identity (who they are in relation to others) andself confidence (what they can do).

This overlapping grouping of ages was chosen to reflect both the impact ofindividual differences in the rate ofdevelopment and most current research and understanding of how infants andtoddlers grow and develop. As they develop,they continue to need trusting relationships even when their main focus isexploration - they donít leave the trustingrelationship behind. Rather, it is that relationship that makes them able toexplore. The same is true of thedevelopmental shift to a sense of identity. A young childís sense of selfchanges as a result of maturation in all areas ofdevelopment, but particularly in emotional development. A secure, trustingtoddler has a positive sense of self and canfurther explore his or her own self in relation to others.At the request of practitioners, the Toddler age span has been divided intoYounger and Older Toddlers with examplesindicating an increasing complexity of behaviors as the child develops.Caution must be taken as it is possible that inclassifying toddlers into two groups there may be a tendency on the part ofadults to treat older toddlers as if they arepreschoolers. It is critical to note that the developmental interests andneeds of two-year-old children are separate fromthose of three-year-old children and that older toddlers are not ready for theexpectations that come with a preschoolcurriculum. Early childhood professionals are encouraged to keep thisimportant distinction in mind as they make use ofthe New Mexico Early Learning Guidelines for Infants and Toddlers.DomainsDomains reflect what the very young child knows and is learning in key areasof development. During the first three yearsof life, the main area of emphasis is social-emotional development. Detailedindicators for this area fall under the headingìBeginning to Know about Ourselves and Othersî. The domain titled ìBeginningto Communicateî focuses on theinfant/toddler's growing ability to understand and convey messages, as well asthe development of emergent literacy. Thedomain titled ìBeginning to Build Conceptsî details key aspects of cognitive

development: how very young children beginto construct their understanding of the world around them. And, the domaintitled ìBeginning to Move and Doî looks atearly physical development including the beginning of daily living skills.The domain called ìApproaches To Learningî reflects dispositions towardlearning, which may or may not be a directoutgrowth of a child's temperament. Caring adults can encourage thedevelopment of each disposition, thus providing astrong foundation for later learning. The dispositions in Approaches towardLearning include:ï Curiosity ñ refers to the very young child's growing interest in herenvironmentï Initiative - refers to the infant/toddler's willingness to initiate andengage in actions and interactionsï Creativity - looks at the very young child's developing capacity forinventivenessï Persistence - refers to the growing motivation to continue a task untilcompletion or masterï Problem Solving ñ looks at the ways even very young children attempt to findways to meet their needs and wantsItís important to remember that all families and communities want their youngchildren to develop to be happy, successfulmembers of their families and communities. At the same time, the ways thatdifferent families, communities and culturalgroups value the expression of characteristics like creativity, curiosity,initiative, persistence and problem solving may lookdifferent and will influence even their youngest members. When consideringApproaches to Learning, for example,conversations with family members will help early educators truly understandeach child more fully.While domains are presented separately, they should not be looked at inisolation. Development is an integrated processthrough which various understandings can be encouraged and facilitatedsimultaneously using balanced, active learningexperiences.

ComponentsThe components under each domain were chosen to reflect key themes within eachdomain. Each component has a generaldevelopmental outcome which typically developing infants and toddlers willreach by the beginning of their third year.Within each component, milestones or indicators (specific accomplishments indevelopment) are listed. These form thebasis for the New Mexico Infant and Toddler Early Learning Guidelines.Across any age span, indicators become more developed and may be expressed indifferent and more complex ways.Therefore, adults should continually observe how the very young child displayshis or her competence. Each will do soin his or her unique way and on his or her own timetable. It is important tokeep in mind that the way in which many of theindicators might be demonstrated will be influenced by the infantís ortoddlerís home environment and the cultural valuesthat are expressed within that environment. For example, one milestone foryoung infants is to assist with feeding. A veryyoung infant may do so reflexively by turning to the breast or bottle, whilean older infant may attempt to hold the bottle.The way in which these behaviors are encouraged or supported will vary amongfamilies. Among some families, a level ofindependence during bottle-feeding may be highly valued, or early fingerfeedingmay be seen as an important skill, andamong other families these behaviors may not be important or even welcomed atall during these early years. This isimportant information before determining whether or not there are concernsrelated to the childís skill developmentand/or appropriate programming goals for a particular child.When using the Early Learning Guidelines as a resource, adults should askthemselves these questions:ï "Does this baby demonstrate this behavior or a related one?

ï "In what ways does this baby demonstrate this?"ï ìIf this is not something the baby demonstrates, how can we discuss thiswith the babyís family members sowe can best care for and teach this child?îThe behaviors listed in italics are meant as examples of ways the largermilestone may be expressed and observed;they are not meant as individual items in themselves. Because there isexpected variation in how children willdemonstrate the indicators, users of the Infant and Toddler Guidelines shoulduse the indicators listed in italics only asconversation-starters as they consult with families to learn of culturallyappropriate examples for each child in their care.Many of these examples also have a specific developmental progression that canbe observed. A simple example of this isthe increase in number of blocks that a child can stack and balance. A morecomplex example is the progression of skills inlearning to manipulate and correctly place puzzle pieces. Detailed descriptorscan be found in both child developmenttexts and in developmental checklists.It is also possible that a behavior may appear in more than one age category -for example, ìplays peek-a-booî (or asimilar interactive, simple turn-taking game). With an infant this may be seenwhen a caregiver covers his or her face and

says ìpeek-a-booî and the infant laughs. At an older stage this same game maybe played by the child covering his or herface and laughing when the adult says ìpeek-a-booî. Therefore, thedocumentation of the ways the child demonstratesparticular skills are key to seeing developmental progress.It is important to note that because of the inter-related nature ofdevelopment, skills seldom appear in isolation. Forexample, when a child is calmed by a parent's voice, one learns moreinformation about both the child's ability to listenand his or her relationship with the adult. In the interest of simplicity,however, indicators have generally been placed inonly one domain although they have implication and connections to otherdomains.

Charts for each domain will contain the following information:DomainComponentYoung Infants(birth to 8 mo.)Mobile Infants(6 to 18 mo.)Young Toddlers(16 ñ 24 mo.)Older Toddlers(24 ñ 36 mo.)IndicatorExampleExampleExampleIndicatorExample

IndicatorExampleExampleIndicatorIndicatorExampleExampleIndicatorExampleExampleExampleIndicator

Summary of Indicators for Young Infants (Birth to 8 months)Beginning to KnowOurselves and OthersBeginning to CommunicateBeginning to BuildConceptsBeginning to Moveand DoApproachesToward LearningExpress feelingsRegulate feelings and impulsesEngage in some regular behaviorsShow beginning awareness of selfShow beginning awareness ofown bodyShows beginning awareness ofpersonal characteristics andthose of othersShow beginning awareness ofown abilities

Show attachment toward primarycaregiversParticipate in interactionsInitiate contact with primarycaregiversEstablish and maintain rhythmicinteractions with caregiverShow awareness of other childrenBegin to develop interaction skillswith peersShow enjoyment in interactionwith other childrenShow sensitivity to noise and sudden soundsRespond to sounds in the environment orverbal communicationBegin imitating adult facial expressions

Begin to listen to words with understandingUse sounds, gestures or actions to expressneeds and feelingsCoo, babbleUse sounds in social situationsBegin to initiate interactionsRequest continued action of a toy or activityVocalize to get attentionShow interest in books, pictures, songs andrhymesExplore books as objectsRespond to rhythmic language in rhymes andsongsBegin to develop eye-hand coordination

Manipulate materials with increasingprecisionObserve to learn about theenvironmentExplore attributes of materialsDifferentiate between familiarand unfamiliar people andobjectsImitates facial expressionsimmediately or laterBegin to know that objects stillexist when out of sightRepeat actions to get the samereactionExperiment with self-soothingUse simple actions to makethings happenRespond to music or chanting

Gain control of head andbodyMove body, arms and legswith coordinationUse hands or feet to makecontact with objects orpeopleBegin to coordinate handand eyesShow growing control ofhand and fingersBegin to regulatethemselvesBegin to help withfeeding, dressing andpersonal hygieneShow curiosity and interestin people, object andeventsBegin to demonstrateinitiative

Demonstrate creativity byexploring objects inmultiple waysBegin to focus oninteresting things:persistenceBegin to use senses tosolve problemsSummary of Indicators for Mobile Infants (6-18 months)Beginning to KnowOurselves and OthersBeginning to CommunicateBeginning to BuildConceptsBeginning to Moveand DoApproachesToward LearningExpress a variety of emotionsRegulate emotions and behaviorswith adult support

Express own needsFollow simple routines and rules ingroup setting with adult supportShow awareness of self as individualShow awareness of own abilitiesShow beginning understanding ofaccomplishmentsBegin to use abilities in interactionsBegin to build relationships withadultsReact differently toward familiar andunfamiliar adultsBegin to take turns with caregiverduring playDemonstrate increasingresponsiveness in interactions withothers

Begin to relate to other childrenDemonstrate interest and enjoymentin interactionsExhibit pro-social behaviorsDemonstrate increased interactionskillsPay attention to what speaker is looking ator pointing toRespond non-verbally to gestures and/orwordsFollow one-step requests when caregiveruses gestures and wordsRecognize familiar routines or gamesImitate sounds, gestures or wordsBegin to use consistent soundscombinations, words and gestures tocommunicate

Participate in socially expectedconversationAsk simple questionsBegin to participate in stories, songs andfingerplaysExplore books with interestListen to stories for a short period of timeExperiment with grasp using a variety ofwriting toolsScribble spontaneouslyImitate vertical and horizontal linesExplore size and shapeActively explore theenvironmentInvestigate new things in theenvironment

Develop an awareness ofquantity and sizeImitate other's actions,gestures and soundsDemonstrates objectpermanenceObserve and respond todifferent causes and effectsBegin to solve simple problemsUse simple toolsUse a person or object to solvea problemPlay with dramatic playmaterialsBegin to use art mediaBegin to move to music

Begin to controlmovements using armsand legsDemonstrate increasingcoordination and balanceUse hands to exploreobjects with variety ofactionsGains control of hands andfingersShow beginning eye-handcoordinationShow beginningawareness of personalneedsHelp with feeding,dressing, personal hygieneUnderstand safe andunsafe situationsDemonstrate curiosity byusing all senses to explorethe environment

Demonstrate initiative byshowing likes and dislikesUse creative expression inbeginning role playFocus longer on interestingthings; respond to orderand routine and noticechangesBegin to find different waysto solve problemsBeginning to Know AboutOurselves and OthersBeginning to CommunicateBeginning to BuildConceptsBeginning to Moveand DoApproaches TowardLearningBegin to recognize feelings in selfand others

Demonstrate different emotions ormoodsShow more, but still limited, selfregulationShow comfort in daily routines andactivitiesBegin to demonstrate behaviors thatreflect self conceptShow increased awareness of ownabilitiesDisplay assertivenessContinue to need the emotionalsecurity of a trusted adultContinue to show caution aroundunfamiliar adultsDemonstrate increased reciprocity inrelationships with adultsDemonstrate increased interest and

frustration with other childrenAct upon their increased awarenessof other childrenís feelingsDemonstrate increasing interactionskills with peersRespond appropriately to simplecommandsUnderstand that words stand for objectsDemonstrate understanding of simplequestionsDemonstrate interest in conversation andlanguageFollows simple directionsUse words and gestures to communicateideasExpress more complex ideas

Use sounds and words in social situationsParticipates in stories, songs andfingerplaysBegin to develop imitative readingResponds to early literacy activitiesExplore writing as a means ofcommunicationNotice how items are the sameor differentUse sounds and simple wordsto describe things/askquestions about theenvironmentExplore concepts of space

Develop an increasingawareness of quantity and sizeDemonstrate a more complexlevel of object permanenceExperiment with more complexcause and effect playSolve simple problems usinglogical reasoningBegin to express self creativelyDemonstrate increasinglarge motor controlDemonstrate increasingcoordination and balanceUses hands and fingers inmore complex and refinedways

Begin to use simple toolsShow increasing eye-handcoordinationBegin to attend to personalneedsShow increasing abilitiesin feeding, dressing, andpersonal hygieneParticipate in safetyroutinesDemonstrate curiosity byusing all senses to explorenew things n theenvironmentDemonstrate preferencesand make independentchoices

Engage in more complexpretend play based oneveryday eventsEngage in activity towardsa goalDemonstrate more complexproblem solving skillsSummary of Indicators for Younger Toddlers (16-24 months)Beginning to Know AboutOurselves and OthersBeginning to CommunicateBeginning to BuildConceptsBeginning to Moveand DoApproaches TowardLearning

Demonstrate an increasing ability torecognize feelings of self and othersBegin to use strategies to regulateown emotionsBegin to manage changes inemotional stateAre increasingly able to regulatebehaviorDemonstrate behaviors that reflectself conceptDemonstrate self-confidence; learn todo things by themselvesShows awareness of themselves aspart of a groupTrust and interact comfortably withfamiliar adultsEstablish bonds with consistentadults other than primary caregiverBegin to imitate or portrayrelationships

Demonstrate ability to interact withan increasing number of childrenUse beginning negotiation skills withother childrenBegins to use words in socialsituations with peersParticipate positively in activitieswith more than one other childRespond appropriately to simplecommandsDemonstrate understanding of questionsShow increased receptive vocabularyFollows simple directionsCombine words to express more complexideasBegin to follow grammatical rules,although not always correctly

Initiate socially expected communicationSpeak clearly enough to be understoodmost of the timeInitiate and participate in stories, songsand fingerplaysBegin to follow what happens in a storyShow awareness of pictures and symbolsin printDemonstrate understanding that writtensymbols have meaningStart to use own drawings to representobjects and ideasExpress creativity using skills for writingNotice and describe how itemsare the same or differentBegin to organize materials andinformationShow beginning interest in time

and locationDemonstrate beginning numberand measurement conceptsExperiment with effect of ownactions on objects and peopleExpresses understanding ofcause and effectShow increasing knowledgeand memory for details androutineDemonstrate increasedproblem solving abilityRepresent thoughts andfeelings in a variety of waysDemonstrate coordination,balance and control in avariety of waysShow increasing eye-handcoordinationUse simple tools

independentlyCoordinate several sensesBegin to attend to personalneedsShow increasingindependence in personalcareParticipate in healthy careroutinesPay attention to safetyinstructionsActively attempt to learnnew things she is curiousaboutShow initiative by makingchoices and taking risksPretend and use creativityand imagination duringplayEngage and persist toward

a goal with an activity,object, or toyBegin to find novelsolutions to problemsSummary of Indicators for Older Toddlers (24-36 months)

Domain: Beginning to Know About Ourselves and OthersDomain Vignette:In Juanitaís family child care home, she cares for several preschool childrenas well as a four-month-old, Emma, and atwenty-month-old, Carlos both of whom live in homes where mostly Spanish isspoken. Juanita and her colleague, AnnaMarie, have each worked hard to get to know the children well. They havedecided that Juanita will be the primary caregiver for the four-month-old and Anna Marie for the twenty-month-old. Theyknow how important it is for young infantsand toddlers to have a primary adult who will speak to them in their homelanguage while in their care. They can eachfocus on their relationship with the infants and both care for the olderchildren.Juanita has found that she must pay particular attention to Emmaís moods andthe cycles of her day (for sleep, eating,active and quiet times). Emma is growing to trust Juanita, calming down whenJuanita holds and rocks her, seeking outJuanitaís face to look at and touch, and responding to her name when Juanitatalks with her in Spanish. Juanita has talkedwith Emmaís parents and learned some of the words they use for familiarobjects like Emmaís bottle and pacifier. Emmaexplores her hands and feet as she lies on her back or sits in her bouncychair. Sheís beginning to pay more attention to theother children and will laugh sometimes when they smile and talk with her.

Carlos is also showing trust for Anna Marie, going to her often to show hertoys or give her a hug. If Emma cries, he will goto her and pat her head or back. ìTa trite?î[ìEstaí triste?î ìShe sad?î] heasks Juanita. He feeds himself with a littlemore skill every day, and follows through with the daily meal routines likesitting at the table and putting his cup away. Atnaptime he gets his mat ready when given just a little help and lies down withhis favorite blanket from home. He comfortshimself when upset or tired by carrying around his blanket and teddy bear orby seeking out Anna Marie and crawling intoher lap. He watches the older children and will respond when they ask himìDÛnde est· la narÌz, Carlos?î ìDÛnde est·n losojos?î [ìWhere is your nose, Carlos?î ì Where are your eyes?î] by pointing andlaughing as they clap for him and say ìGoodjob, Carlos!î He sits on Anna Marieís lap when she reads a story to theothers, sucking his thumb and sometimes pointing topictures in the book. If another child tries to point to a picture, he pusheshis or her hand away. ìNo! Mio!î [ìNo! Mine!î]But when Anna Marie says, ìCarlos, weíre all looking at the story,î he settlesright down.Juanita and Anna Marie often discuss how the mixture of age groups in theircare makes their days so interesting andvaried.(Both Emma and Carlos are showing their capabilities in many aspects ofBeginning to Know about Ourselves and Others.Emma is beginning to express and regulate her feelings. She shows awareness ofher own body, her own characteristicsand the characteristics of others. She is showing responsiveness to hercaregiver and beginning to participate ininteractions with others. Carlos is beginning to recognize the feelings ofothers, demonstrate different feelings of his ownand show comfort in daily routines. He is reflecting his self-concept byidentifying some body parts and increased

awareness of his own abilities by feeding himself. He has established a closerelationship with Anna Marie and seeks herout and shows interest and frustration with other children.)Domain Description:Infants and toddlers are developing self-awareness and the awareness ofothers. The social interactions betweencaregivers, parents, and other children form the basis for the development oflanguage and trust. As young ones learn toread the cues of others and communicate through cries, sounds, and eventuallywords, their own needs and wants, theygrow as social beings. Settling into routines and developing some ways ofbeing comforted, comforting themselves andexpressing feelings are important parts of this domain. As caring adults helpchildren to learn more of their owncapabilities and manage their emotions, children develop in self-confidenceand in their relationships with others morefully.Photo5.PNGWatch & Listen Ask & Wonder Reflect & Plan Implement & Watch Again

When You Are ObservingInfant and toddler caregivers know that animportant part of observing the youngestchildren involves learning to determine therhythm of each childís day. When is she happyand content and when is she more agitated andfussy? What might trigger a melt-down for him?In what ways can he be comforted or can helearn to comfort himself? Observing for theimportant aspects of how an infant or toddlerlearns to both express and regulate his or heremotions is an important task for caregivers whowork with this age group.Keep in MindBabies and toddlers differ in temperament, learning style, home environment,culturalbackground, needs and abilities. These differences influence development andlearning.

Beginning to Know About Ourselves and OthersSelf regulation: The infant/toddler begins to regulate feelings and behaviorsYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Express feelingsHave different kinds of criesSmile when someone smilesLaughSmile to make adult smile orlaughBegin to regulate feelings andimpulsesRelax or stop crying whencomfortedComfort self by clutching, strokingor suckingWithdraw when over-stimulatedby an interaction

Begin to develop someregulated patternsDevelop patterns of sleepingSing or hum self to sleepAre hungry at about the sametime most daysExpress a variety of emotionsShow interest and excitement aboutanimals and other living thingsHug, crawl or toddle toward familiarpersonBegin to show sense of humorFrown in response to discomfortRegulate emotions and behaviorswith adult supportDemonstrate recognition of newsetting by changing behaviorExplore new settings with help fromcaregiverCommunicate need for support fromadults

Express own needsGesture when hungryCry ìma maî /ìda daî(or otherspecific sound) when hurt or needinghelpFollow simple routines and rules ingroup setting with adult supportAnticipate and participate in routineactivitiesFollow some consistently set rulesDepend upon frequent reminders tolearn boundariesRespond appropriately to reminders,ìwaití, ìget down, ìbe gentleîBegin to recognize feelings in self andothersAttempt to comfort someone who isscaredNotice if other children are happy or sadPoint to picture of happy baby in book.Name some emotionsDemonstrate different emotions ormoodsExpress frustration when they donít getwhat they wantChoose to spend time alone

Push away another child who is gettingadult attentionShow more, but still limited, selfregulationAttempt self help skills independentlymaycry when unable to succeedInsist on a specific adult to meet theirneedsSeek caregiver support when feelingstrong emotionsShow comfort in daily routines andactivitiesGet book before bedtimeClimb onto chair when it is time to eatGet favorite blanket at nap timeExhibit distress if routine is disruptedDemonstrate an increasing ability torecognize feelings of self and othersAct out feelings during pretend playExpress how another child might feelRecognize that inappropriate behavior willresult in negative reaction from adultsUse words to express emotionsBegin to use strategies to regulate ownemotions

Use self talk: Say ìnoî when reaching forforbidden objectReenact emotional events to gainmastery: pretend to nurse a babyAsk for help: ìCan you rub my back?îBegin to manage changes in emotionalstateShift from ìme doî to allowing caregiver totie shoeDo not like change, but usually can adjustDemonstrate autonomy by saying no, butmay cooperateAre increasingly able to regulatebehaviorAnticipate and follow simple rules withremindersRecognize that inappropriate behavior willresult in negative reaction from adultsBegin to share, often with assistanceTest limitsBeginning to Know About Ourselves and Others

Self awareness: The infant/toddler demonstrates an awareness of personalcharacteristics and abilitiesYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Show beginning awareness ofown bodyPlay with hands and feetRespond to mirror image bysmiling, vocalizingShows beginning awareness ofpersonal characteristics andthose of othersRecognize and respond to nameExplore the face and body of othersShow preferences (may cry whensomething is not liked)Show beginning awareness ofown abilitiesInitiate interactions with gestures orsounds

Respond to emotional cues: smileback at motherRecognize that adults respond tocues and keep an interaction goingExplore environment at first in closecontact with caregiver, then fartherawayShow awareness of self asindividualRecognize self in mirror and photosMake a choice about what to playwithPlay with one toy more than othersProtest when doesn't want to dosomethingShow awareness of own abilitiesAttempt to stab food with forkTakes object from caregiver to put inbucketShow beginning understanding ofaccomplishmentDisplay frustrationLaugh at own abilitiesLook to caregiver when accomplishing

something newBegin to use abilities in interactionsRespond to request for actionsImitate adult actions such as talkingon the phoneShow enjoyment at being in afamiliar setting or groupGive objects to othersBegin to demonstrate behaviorsthat reflect self conceptPoint to eyes, mouth, etc. whenpromptedShow preference for specific adults,peers, objects or activitiesCall self by nameShow increased awareness of ownabilitiesHelp to put away toys when askedLet you know they need to bechangedEnjoy doing some tasks for self (selffeeding, undressing)Smile when a task is accomplishedDisplay assertiveness

Tell mom, ìDonít sing!îGive orders to others: ìSit!îResist control by adultsMay resist changeDemonstrate behaviors that reflectself conceptName some body partsUse pronouns to refer to selfIdentify objects as belonging to himor herDemonstrate self-confidence; learnto do things by themselvesInsist on trying tasks without helpShow completed projects tocaregiversTry new tasksMay seek help after trying somethingchallengingHelp with simple choresShow awareness of themselves aspart of a groupRepeat a behavior when someone iswatchingAsk simple questions about otherchildren

Name family membersRecognize self and others in photosBeginning to Know About Ourselves and OthersRelationships with Adults: The infant/toddler develops secure and trustingrelationships with adultsYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Show responsiveness toward primarycaregiversQuiet when comforted by a familiarcaregiverAccept physical contact and respond tocuddlingMaintain eye contact during feeding

Participate in interactionsDisplay pleasure with familiar peopleShow affection through facial expressionsand gesturesInitiate contact with regular caregiversUse body movement to initiate socialinteraction (reaches for adult's face)Use sounds or gestures to get help fromfamiliar adultEstablish and maintain rhythmicinteractions with caregiverEnjoy playing simple interactive gameslike peek-a-booBegin to make sounds in response tocaregiver making soundsBegin to solidify relationships withadultsShow feelings of security with familiaradultsLook to adult before beginning to exploreReact differently toward familiar andunfamiliar adultsShow wariness or cling when someonenew appears

Show discomfort when caregiver is not insightDemonstrate increasingresponsiveness in interactions withothersRespond positively to encouragementLook to adult for indication of appropriatebehaviorShare hugs with familiar adultsCooperate during routine careBegin to take turns with caregiverduring playTake turns imitating each other's actionsRespond to caregiver saying, "Your turn,my turn"Continue to need the emotionalsecurity of a trusted adultPlay in the sandbox with otherchildren, but return to the caregiverperiodicallyLook up from play activity to make eyecontact with adultContinue to show caution around

unfamiliar adultsHold adultís hand when introduced toa new adultObserve from a distance beforeapproaching a new adultDemonstrate increased reciprocityin relationships with adultsEnjoy imitating adults behaviorsFollow caregiver around the houseDisplay pleasure when interacting withadultsTrust and interact comfortably withfamiliar adultsSeek adult assistance with challengeswhen neededRespond positively to guidance mostof the timeStart activity after a caregiver'ssuggestionEstablish relationships withconsistent adults other thanprimary caregiverAttempt to please adults; look to themfor approvalWork with adult to solve problems orcommunicate ideasBegin to accept different limits indifferent situations (e.g. home andGrandma's house)

Begin to imitate or portray rolesand relationshipsAre eager to help with choresPretend or act out roles and eventsBeginning to Know About Ourselves and OthersRelationships with Peers: The infant/toddler uses beginning social skills withother childrenYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Show awareness of other children

Demonstrate attention by watchingBegin to cry when another child criesBegin to interact with peersObserve and imitate gestures, soundand actions of other childrenReach out to themShow enjoyment in interaction withother childrenTouch mouth or hair of another childSmile spontaneously at other childrenBegin to relate to other childrenMatch another child's emotionsTouch another childís hairDemonstrate interest and enjoymentin interactionsParticipate in spontaneous interactionswith peers and show enjoymentShow preference among play partnersExhibit pro-social behaviorsComfort a crying peer by bringing ablanket

Show empathy for the natural worldsuch as a hurt animalDemonstrate beginning interactionskills with peersInitiate interactions with other childrenthrough gestures, vocalization or bodycontactAccept adult intervention to negotiatedisputes about toysImitate or respond to actions of peersDemonstrate increased interestand frustration with other childrenPlay side by side, but not with, otherchildrenJoin several children for a storyRefuse to share a toy with anotherchildAct upon their increasedawareness of other childrenísfeelingsTake a doll away, but return it whenthe other child criesExpress remorse when accidentallyhurting another childDemonstrate increasing

interaction skills with peersParticipate in simple back and forthplayRespond differently to youngerchildrenImitate reactions or behaviors ofpeersDemonstrate ability to interact withan increasing number of childrenShow enthusiasm for company ofothersEngage in complementaryinteraction- feed the doll another childis holdingName friendsUse beginning negotiation skillswith other childrenBegin to share and take turns withassistanceUse adults to help take turnsGive up and keeps objects duringplay with assistanceBegin to use words in socialsituations with peersAssert ownership: "mine"Communicate with other children tosettle disputes with assistance

Participate positively in activitieswith more than one other childParticipate in loosely structuredgames dramatic play, chase)Sit with several other children for ashort story or song

Domain: Beginning to CommunicateDomain Vignette:As two-year-old Noah was playing outdoors, he carried a grocery basket in onehand and a pretend potty chair in the other.When asked where he was going, he said, ìBye. Groceries. Car. Go McDonalds.îHis teacher, Mario, asked, ìOh, youíregoing grocery shopping?î ìYeah. Bye. See later. Bye.î Noah put down both itemsand waved to Mario with both hands.Mario asked, ìWhat else are you going to buy at the store?î Noah replied,ìPopcorn. Cheese. Popcorn. Groceries.î He thenwent over to the housekeeping area outdoors and filled his grocery basket withmany kinds of plastic food items. Whenfull, he brought it back to Mario and they looked at it together. Noahidentified the following items to Mario: ìapple,banana and hamburger.î The other items were ìgroceries.î(Noah is showing his capabilities in Beginning to Communicate by demonstratingunderstanding of questions and interestin conversation. He combined some words to communicate ideas and spoke clearlyenough for Mario to understand him. Inaddition, he demonstrated a play scenario that showed his imagination andability to follow through with a play theme.)Domain Description:

Learning the language of oneís family is a primary task for infants andtoddlers. Early childhood educators communicatewith children in their home language as much as possible, modeling languageusage for infants and toddlers. They elicitlanguage from them and build on their communication through meaningfulconversations, descriptions of what they aredoing, and open-ended questioning. In addition, looking at and reading books,and giving children opportunities to drawand make marks with writing tools build Domain Vignette:As two-year-old Isaiah was playing outdoors, he carried a basket in one handand a plastic bucket in the other. When histeacher, Mario, asked where he was going, Isaiah said, ìBye-bye. SeeNanaî(Grandma). Isaiah put 2 rocks into his basketand 2 sticks into his bucket. Mario asked, ìAre you and Nana going to thestore?î Isaiah said, ìYes.î ìWhat are you andNana going to buy at the store?ì Mario asked Isaiah. ìPapas, cheeseî, saidIsaiah as he showed his teacher the 2 rocks in hisbasket and 2 sticks in his bucket. Curious about Isaiahís thinking, Marioasked, ìDid you and Nana buy these at the store?îIsaiah nodded his head to indicate yes and said, ìPapasî. Mario exclaimed,ìWow- one papa for you and one papa forNana!î Isaiah grinned eagerly and showed Mario the sticks in his bucket.ìCheese,î he said.(Isaiah is showing his capabilities in Beginning to Communicate bydemonstrating understanding of questions and interestin conversation. He combines some words to communicate ideas and speaksclearly enough for his teacher to understandhim. In addition, he demonstrates a play scenario that shows his imagination,an ability to use objects (rocks and sticks)to represent other objects (food) in play, and ability to follow through witha simple play theme. He is also beginning touse one-to-one correspondence in play.)Domain Description:Communication involves sending and receiving information so that meaning isshared between two or more people.

Language is the shared code or symbol system that is used to communicate.Language can be verbal or non-verbal.Language and speech skills develop as children participate in acts ofcommunication, over and over again. This broadconcept of communication is especially important to keep in mind while workingwith infants and toddlers. Young childrenare great communicators well before they speak. Imagine a baby who reacheswith her arms toward an adult, using a nonverbalgesture that communicates a desire to be picked up. When the adultinterprets that gesture correctly says, ìUp? Doyou want me to get you up?î and then picks the baby up for a cuddle, language(a shared code) has been used effectivelyto meet the needs of the baby. As the baby responds positively to being pickedup and cuddled, the adult also experiencesfeelings of pleasure and success from this exchange.Learning the language of oneís family is a primary task for infants andtoddlers. The indicators in the early learningguidelines can be used to assess the mode of communication most familiar orappropriate for the child. We are calling thishis ìhome languageî, which may be Spanish, English, an indigenous language,sign, etc. They can also be used to assess achildís second language, any language to which the child is exposed inaddition to his home language. Depending on thechildís situation, this may also be Spanish, English, an indigenous language,sign, etc. In New Mexico, many of our infantsand toddlers are growing up as members of families and within households wheremore than one language is spoken. Someyoung children may live in communities that are working to revitalize heritagelanguages that are at risk of being lost.Some children may also be learning a second language while in our care.Research tells us that babies are well equipped tolearn more than one language right from birth. Bilingual children generallyreach communication milestones at about thesame time as their monolingual peers.Early childhood educators should communicate with children in the childís homelanguage as much as possible, modelinglanguage usage for infants and toddlers. The childís home language is what isfamiliar and comforting to them as they aregetting used to a new environment or feeling stressed by the separation from

their familiar caregivers. Young childrenunderstand many more concepts than they are able to express. Therefore, earlyeducators should provide them with everyopportunity to engage at their optimal level of cognitive/conceptual ability(what they understand). Research supportsthat children who develop a strong foundation in their home language will usethat foundation to learn a second language(for example, English) more effectively.The domain, Beginning to Communicate, also includes components and indicatorsabout looking at and reading books anddrawing and making marks with writing tools as children build on theircommunication skills and move towardsunderstanding of the written word.New Image.PNGWhen You Are ObservingEffective early educators know that animportant part of observation is listening. Tolearn more about each childís capabilities withcommunication, they listen and respond. Asthey interact with infants and toddlers, theylisten closely for the ways that young childrenexpress themselves. Young infants make soundsthat can be conversational when a caring adultmimics them back to the child. In addition,infants and toddlers pay close attention to the

use of language by a caregiver. So thecaregiverís verbal interactions with the childand the childís response become the heart ofobservations in the communication domain.Keep in MindFamilies transmit values, beliefs and a sense of belonging to theirchildrenÖprimarilythrough their language. Support of the development of home language isstronglyencouraged by all involved in relationships with the child and his or herfamily.Beginning to CommunicateListening and Understanding: The infant/toddler responds to the message ofanother's communicationYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers

(24-36 mo.)Show sensitivity to noise andsudden soundsRespond with a startle to loud orsudden noisesTurn to locate the source of a soundRespond to sounds in theenvironment or verbalcommunicationSmile at person who talks/gestures toherWatch caregiver's face as he speaksBecome calm when sung toBegin imitating adult facialexpressionsSmile when an adult smiles at himImitate or copy an adultís facialexpressionBegin to listen to words withunderstandingLook at mother when asked, "Where'smommy?"Respond to name when calledPay attention to what speaker islooking at or pointing to

Respond non-verbally to gesturesand/or wordsPoint when asked "Where is thepuppy?"Shake head to indicatepreferencesRespond with hand gestures whenadult says, "bye-bye" or repeats whatadult saysFollow one-step requests whencaregiver uses gestures and words,Hold out arms when caregiver and says"Up?"Crawl toward a ball when asked,"Where is the ball?'Recognize familiar routines orgames Put hands together when "Pat-aCake" (or other simple gesture game)is demonstratedRespond appropriately to simplecommands"Give me the ______""Sit, please""Bring me a diaper, please"Understand that words stand forobjectsPoint to pictures of actions whennamed

Respond to simple questions nonverballyRecognize and pick out commonobjectsDemonstrate understanding ofsimple questionsRespond appropriately most of the timewhen asked "What?" or "Where?"Demonstrate interest inconversation and languageLike stories about themselvesEnjoy nursery rhymes and simplessongsFollow more complex directions andrequestsìTake your cup and throw it in thetrashîBegin to put toys in a basket when thea familiar clean-up routine is startedDemonstrate active listeningstrategiesListen for short periodsBegin to ask questions about what washeardDemonstrate increasedunderstanding of questionsRespond with appropriate action or

word when asked "Who?" or "Where?"questionsRespond to questions about objects orevents outside of the immediate contextShow increased receptivevocabulary Point to body parts whenasked Respond appropriately tomost prepositions; "put it in the box."Begin to understand a few pronouns(ìmeî, ìmineî, ìyouî)Note: The indicators refer to the mode of communication most familiar orappropriate for the child. We are calling this his ìhome languageî which maybe Spanish, English, an indigenous language, sign etc. The second language isany language to which the child is exposed in addition to his homelanguage. Depending on the child/situation this may also be Spanish, English,an indigenous language, sign, etc.Beginning to CommunicateSpeaking and Communicating: The infant/toddler conveys a message to anotherpersonYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers

(24-36 mo.)Use sounds, gestures or actions toexpress needs and feelingsVary cries to communicate needsReach for a wanted toyTurn away to express need for a breakSqueal and laugh to express pleasureCoo, babbleEngages in vocal play with vowelsounds and consonant-vowelcombinationsUse sounds in social situationsVocalize in response to another's voiceMake sounds to attract attentionBegin to initiate interactionsSmile at familiar objects and peopleRaise arms to familiar adultsRequest continued action of a toy oractivity through body movements,eye contact or vocalizationsWiggle body to get caregiver to repeatrocking/movement gameLook at source of music and vocalizeswhen it stops playingVocalize to get attentionImitate sounds, gestures or wordsMake raspberries (vibrating sound with

lips) or bubbles to experiment withsoundsBabble with inflectionMake animal sounds when promptedBegin to use consistent soundscombinations, words and gesturesto communicateSay "mama", " papa" or "uh-oh"Shake head side-to-side to say "no"Request an object by pointingSign "more" when asked, ìDo you wantmore juice?îBegins to participate in sociallyexpected conversationsEngage in vocal turn takingWave bye-byePlay "peek a boo"Ask simple questionsPoint to cookie jar to ask "Can I haveone?"Say "Daddy gone?" when she can't findher fatherUse words and gestures tocommunicate ideasPoint and say, ì Cookieî to requestProduce sounds of animals and familiarobjects

Names familiar peopleCombine wordsDescribe own actions;"____ jump"Make short sentences of two or threewords: ìMe go outside.îUse sounds and words in socialsituationsNod and shake headPretend to talk on the toy phoneAnswer questions with yes or noExpress more complex ideasIn some languages, more complexideas may be expressed w/o increasingnumber of wordsTalk about past and future eventsAsk what, why and where questions toget informationBegin to follow some grammaticalrules, although not always correctlyIn English this may include:Add "s" to words when talking aboutmore than oneUse negatives

Use adjectives in phrases ñ ìbig truckîBegin to use pronouns: mine, yoursUse past tense ñmay make mistakes:say ìrunnedî for ìranî; ìgoedî for ìwentîInitiate socially expectedcommunicationSay "stop" when pushed by anotherchildMake related comment during groupconversationAnswer questions about a storyTake turns in simple conversationsSpeak clearly enough to beunderstood, most of the timeBeginning to CommunicateEarly Literacy: the infant/toddler begins to develop the foundations for earlyliteracyYoung infants (birth to 8 mo.)Mobile infants (6-18 mo.)Young Toddlers (16-24 mo.)Older Toddlers (24-36 mo.)Show interest in books, pictures,songs and rhymesLook at pictures in books

Coo when hears singingFollow caregiver gaze to look atpictureExplore books as objectsMouth vinyl bookPat pages when held in lap with bookRespond to rhythmic language inrhymes and songsCalm or brightens to familiar songsMake sounds when looking at picturebooksBegin to develop eye-handcoordinationWave arms when seeing a toy thatexcitesBat at, reach for, grasp or mouthobjects placed in reachManipulate materials with increasingprecisionGrasp rattle and lets goTransfer and manipulates objects

Pick up small toy with thumb andfingersBegin to participate in stories, songsand fingerplaysPoint at or name pictures or photosMake movements in response to cuesBring book to adult to readMake animal sounds when shownpictureExplore books with interestLook at picturesManipulate books by looking, patting,pointing, turning pagesTurn pages of a board book.Listen to stories for a short period oftimeWatch while teacher does finger playsSit in lap to listen to short storyExperiment with grasp using a varietyof writing toolsHold a crayon in his fist to makerandom marks on paper

Use palmar (fist) grasp to pick upobjectsScribble spontaneously using largecircular motionsParticipate in stories, songs andfingerplaysRequest favorite bookMove rhythmically or attempt tosing along with familiar songsVerbally label pictures in afamiliar bookBegin to develop imitative readingTurn pages and ìtell storyîShow preference for a favoritebook or pageFill in words in familiar textResponds to early literacy activitiesListen attentively to familiarstories, rhymes and songs for ashort periodRequest favorites

Explore writing as a means ofcommunicationIntentionally make marks onpaperExplore various writingmaterialsImitate vertical lines made by anadultInitiate and participate in stories, songsand fingerplaysRecite phrases from familiar songsor fingerplaysFill in words to repetitive stories or rhymesBegin to follow what happens in a storyTell what happened nextLaugh at a funny storyNotice changes in a familiar storyShow awareness of pictures andsymbols in printName cereal brand or restaurant logoName street signs in environment orpictures

Demonstrate understanding that writtensymbols have meaningRequest adults to write for themTell adult about drawing and ask adult towrite storyStart to use own drawings to representobjects and ideasPretend to take orders when playingrestaurantMake a scribble picture and says "It's adinosaur"Express creativity using skills for writingCreate squiggles and lines withshaving creamUse shapes and lines to represent words

Domain: Beginning to Build ConceptsDomain Vignette:Nine-month-old Kalila is busy crawling around the room at the child-carecenter. She crawls over to shelves and pulls toysoff, sits herself down on the floor and bangs the toys together, laughing andsmiling while looking at her teacher, Lauren.Clearly, Kalila feels very comfortable in her care setting and so is able toturn her attention to exploring her environment.Kalilaís parents speak primarily in Arabic to her at home. At her teachersírequest, they have provided the child carecenter staff with a number of simple words and familiar phrases they use withKalila during play and caregiving routines.These familiar communication routines, along with the many non-verbal forms ofcommunication used naturally in playhelp Kalila as she explores and makes discoveries about her environment. WhenLauren pushes the buttons on the toy radioto make the music play, Kalila pushes the button in imitation of Lauren andmoves her body as the music plays. WhenLauren claps in approval, Kalila claps too. Today, Lauren covered up a babydoll with a blanket so that it couldnít be seen.Kalila crawled over and took the blanket off the baby. Lauren covered it againand Kalila uncovered it again. They playedat this game back and forth several times.(Kalila ës capabilities in Beginning to Build Concepts are clear as sheexplores her environment with curiosity and interest,demonstrates her understanding of cause and effect, imitating Laurenísactions, and shows her awareness of objectpermanence ñ the doll is still there when the blanket is removed. All of these

are important cognitive skills that willeventually help Kalila deal with the abstract concepts that will help herlearn many concepts in her preschool,kindergarten and elementary school years)Domain Description:The knowledge base for young children is only limited by their world aroundthem. As they explore, they do so with greatcuriosity and delight. The young infant looks and observes, reaches out andtouches the items and people that are in closerange to her. As mobility develops, the older infant and toddler can extendhis world and more actively explore hisenvironment, noting similarities and differences in items and materials. Theexploration of cause and effect begins withthe very young as a baby notes the reaction to his or her own actions. Thetoddler becomes more purposeful inexperimentation and more secure in the knowledge of object permanence.Concepts such as size, quantity, representationof thoughts and feelings and the development of problem-solving skills are allrepresented in this domain. Infants andtoddlers are developing foundational skills that will serve them as they moveinto preschool and kindergarten academicexperiences with literacy, numeracy and scientific conceptual understandings.Photo 6.jpgWhen You Are ObservingWhen documenting observations, earlyeducators keep their opinions and judgments

out of their written descriptions. In this way,they collect factual evidence to supportconclusions about what the child can do.They come to these conclusions aftermultiple observations of the child in action sothat they are sure that they know the childíscapabilities well.Keep in MindWhile development generally proceeds through a predictable sequence ofmilestones,there is wide variation in the pace at which milestones may be achieved.Adaptationsand accommodations may be needed to support learning.Beginning to Build ConceptsExploration and Discovery: The infant/toddler inquires about the world andexperience the properties ofthingsYoung infants(birth to 8 mo.)

Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Observe to learn about theenvironmentRespond to light and patternsFocus on faces and objects in closerangeVisually follow movements of objectsand peopleExplore attributes of materialsMake sound with rattles, bells, etcPat textures on play matPlay with fingers and toesReach and grasp objects

Explore size and shapePlay with toys and objects of differentsizes and shapesPut toys into containers of differentsizesActively explore the environmentExplore space by moving self over,under and through objectsExperiment with gravity by droppingitems off high chairParticipate in many sensoryexperiences using more than onesenseInvestigate new things in theenvironmentReach out to touch grass or flowersFocus on stranger's faceInteract with a new toyNotice how items are the same ordifferentPoint to matching or similar objectsBegin to identify common shapesSort and match with guidanceUse play to try out how things gotogether

Use sounds and simple words todescribe things /ask questions aboutthe environmentImitate or match animal soundsUse îdaddyî for all menUse one word questions: ìDoggie?îExplore concepts of spacePlay with toys that can be taken apartand put togetherTurn a puzzle piece to make it fitAttempt to climb into the doll cradleCrawl through a tunnel or into closedspacesNotice and describe how items arethe same or differentUse size words; compare sizesGroup objects together that are thesame in some way (matches, fills anddumps, sorts)Identify objects by touch in a feelybagIdentify objects when told their use

Begin to organize materials andinformationCollect and organize materials for playComment on pattern or sequenceArrange objects in a lineAsk ìwhy?îShow beginning interest in time andlocationAsk when and where questionsAnticipate familiar routinesArrange objects in simple patternsRemember: You are likely to see the behaviors indicators written in bold fontin most typically developing children at some pointduring the age ranges indicated. The ways in which children demonstrate theseindicators can vary significantly. The examples writtenin italicized font are only some possible examples and should not be used as achecklist for any child or group of children. Be sure toask parents and other family members for their ideas and observations abouthow their children show us what they know and can do.Beginning to Build ConceptsConcept Development and Memory: The infant/toddler understands cause andeffect, the permanency of

things and beginning numeracy conceptsYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Differentiate between familiar andunfamiliar people and objectsSmile at familiar soundsDisplay anxiety when a stranger isseenImitates facial expressionsimmediately or laterSmile when caregiver returnsBegin to know that objects still existwhen out of sightLook for dropped objectReach for partially hidden toyRepeat actions to get the samereaction

Continue to bat at crib toy to make asoundSmile at caregiver to get a smile backDrop object for caregiver to pick uprepeatedlyDevelop an awareness of quantityand sizeUnderstand "more" in reference tofood or playOrder a few objects by size, withassistanceImitate other's actions, gestures andsoundsPush button on music toy aftercaregiver demonstratesClap and laugh when caregiver doesDemonstrates object permanenceUncover a hidden toyAsk for something that is out of viewFind something from the day beforeObserve and respond to differentcauses and effectsPlay with a 'busy box" or other causeand effect toy

Use a variety of actions to explore aballDevelop an increasing awareness ofquantity and sizeUnderstand amount words such asmore, less and another, all goneMay notice if one group of crackershas more than another or choose thebigger piece of somethingAttempt to put large objects into smallboxesDemonstrate a more complex levelof object permanenceKnow where items belongFind items without needing to seethem hiddenInitiate a hiding gameExperiment with more complexcause and effect playObserve what happens when a talltower is builtPoke, squeeze, push and pull objectsto see what will happenUse trial and error to stack ringstogether

Demonstrate beginning number andmeasurement conceptsBegin to use 1-1 correspondence inplay and routinesExplore measuring toolsUse some number wordsìCountî objects, although notnecessarily correctlyExperiment with effect of ownactions on objects and peopleWatch for reaction when doingsomething that is not allowedObserve blocks as a tower growstallerExpresses understanding of causeand effectState, "Baby fall. She cry."Take tissue to sneezing mom.Show increasing knowledge andmemory for details and routineTalk about past events; rememberplacesImitate behavior seen in another placeand time e.g. plays "birthday"

Beginning to Build ConceptsProblem Solving and Use of Symbols: The infant/toddler finds solutions andrepresent thoughts andfeelings in creative waysYoung infants(birth to 8 mo.)Mobile infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Experiment with self-soothingSuck own fistWatch own fingersUse simple actions to makethings happenCry to get caregiver attentionShake rattle to make noise

Respond to music or chantingQuiet when hears familiar tuneMay calm to familiar chantBegin to solve simple problemsCrawl around toys rather than over themPull string to bring toy closerUse simple toolsClimb on stool to reach toyUse a bucket to carry thingsUse a person or object to solve aproblemUse a stick to get a ball that is stuck underthe couchGet caregiver to help wind up carPlay with dramatic play materials

"Talk" on the toy phoneFeed the babyBegin to use art mediaUse brush with water and makes strokesExpress self by moving to musicBounce to familiar musicSolve simple problems using logicalreasoningTry to fit square shape into a roundhole, big item into small box)Get a toy broom to clean upUse a push or pull toyExperiment with new uses for familiarobjects-e.g. use a banana for a phoneBegin to express self creativelyMove rhythmically to familiar songsìNameî scribble drawingsExplore using different art materialsUse an object to represent somethingelse during play

Try out new ways to get dressedDemonstrate increased problemsolving abilityPurposefully use trial and error tosolve problemsUse tools to experiment: uses a toyhammer to "fix" a toy carFind creative ways to solve a problemRepresent thoughts and feelings ina variety of waysUse words or actions to portray areal or imaginary roleAct out simple stories with adultsupportDraw a picture and tell a storyParticipate in music throughmovement, dancing and gesturesExperiment with art mediaRemember: You are likely to see the behaviors indicators written in bold fontin most typically developing children at some pointduring the age ranges indicated. The ways in which children demonstrate theseindicators can vary significantly. The examples writtenin italicized font are only some possible examples and should not be used as achecklist for any child or group of children. Be sure toask parents and other family members for their ideas and observations abouthow their children show us what they know and can do.

Domain: Beginning to Move and DoDomain Vignette:In her class of eighteen- to twenty-four-months- old children, Colleen hasnoticed many differences in the childrenís use oftheir small and large muscles. Today, she brought out a tub of rubberpegboards with large, colored pegs and put it on thefloor. Five children swarmed around the tub, trying to get the materials.Colleen assured them that she would give themeach a pegboard and pegs, but they were impatient. Brian grabbed for the tuband fell backwards on his bottom. He easilystood back up, moved away from the group and sat down in a space where hecould work by himself. Colleen made sure hehad several pegs and watched as he placed each peg into a hole. She commentedon the colors as he did so. Sofia reachedinto the tub, pulled out two pegboards, walked across the room and placed themon the table. Then, she ran back to thetub to get pegs and attempted to carry three or four in her fists back to thetable. She dropped some and went back andforth, bending down to pick up those on the floor and getting more from thetub, until she had several on the table. Shethen tried to put them into the holes on the boards, but was not alwayssuccessful.

(Both Brian and Sofia are showing their capabilities in moving their bodies ñtheir large muscle skills ñ as well as inmanipulating objects with their hands and fingers ñ their small muscle or finemotor skills. They are demonstratingincreasing balance and control as they move in the room. Brian is more easilyable to manipulate the pegs in the boardswhile Sofia is still working on developing the eye-hand coordination needed tobe successful with the task.)Domain Description:Young childrenís future health and well-being are directly related to thedevelopment and strengthening of both their largeand small muscles. The youngest infants are immobile, but developing strengthin holding their heads up and gainingcontrol of their arms and legs. As they learn to crawl and walk, young onesbegin to demonstrate coordination and balancethat increases and strengthens. The ability to coordinate hands and eyes andto manipulate objects for various purposes isan important developmental task that helps children use a variety of toolssuch as feeding utensils and drawing materials,begin to undress and dress themselves and attend to their personal needs.Keep in mind that while most infants and toddlers will demonstrate thesebehaviors at some point during the age rangesindicated, many aspects of children's movement development (including thetiming of achieving motor milestones) dependon biological as well as environmental factors, influenced by experiential,child-rearing, and cultural practices.(Karasik, L.B., Adolph, K. E., Tamis-LeMonda, C. S., & Bornstein, M. (2010). WEIRDwalking: Cross-cultural differences in motordevelopment. Behavior and Brain Sciences, 33, 95-96; Thelen, E. (1993). Timingand developmental dynamics in theacquisition of early motor skills. In G. Turkewitz and D. A. Devenny (Eds.),Developmental time and timing (pp. 85-104).Hillsdale, NJ: Erlbaum; Cintas, H. M. (1989). Cross cultural variation ininfant motor development. Physical &Occupational Therapy in Pediatrics, 8 (4), 1-20. DOI: 10.1080/J006v08n04_01)

Photo 2.PNGWhen You Are ObservingTying observations to the Early Learning Guidelineshelps teachers determine what the child can do andwhatís next in developmental expectations. Byknowing what comes next in the continuum, ateacher can plan activities that challenge the child atjust the right level for him or her. Then, she canprovide scaffolding and support to help the childmove towards those next steps.Keep in MindDevelopment begins in the pre-natal period and extends throughout life. Theearly yearsare an unparalleled time of rapid growth, particularly in sensory, physicaland braindevelopment. Optimal development occurs when families are supported inproviding forthe health and nutrition of their young child combined with nurturing andresponsive care.

Program planning works best when early childhood professionals support thefamilyís goalsfor the child and work in partnership with them.Beginning to Move and Do*Large motor: The infant/toddler moves her body to achieve a goalYoung infants(birth to 8 mo.)Mobile Infants(6-18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Gain control of head and bodyTurn head from side to sideHold head up when placed on stomachPush chest and head off floorRoll over to get closer to a toySit with support, then withoutMove body, arms and legs withincreasing coordination

Support self on handsUse arms and legs to move forward andbackward when on stomach or backRock forward and backward on handsand kneesBegin creeping and crawlingCrawl through and around objectsBegin to control movements usingarms and legsScoot on bottomUse furniture to pull from sitting tostanding or to lower selfThrow a ball or other objectWalk while holding on to furniture orpeopleDemonstrate beginningcoordination and balanceSit and maintains balance while playingwith a toyCrawl on hands and kneesStand without supportClimb up, then down stairsWalk with help, then alone

Demonstrate increasing largemotor controlBegin to run awkwardlyWalk up stairs holding a handKick a beach ballDemonstrate increasingcoordination and balanceTry to move a riding toy using feetSquat to look at things down lowPush a toy cart or pull a wagonThrow or kick a large ballDemonstrate coordination, balanceand control in a variety of waysWalk easily or run from place to placeJump into puddles or piles of leavesClimb on chair or stool to reachobjectsWalk on tiptoesClimb stairs alternating feetRide a trike with pedalsParticipate in large motor games suchas dance and Ring around the Rosey

*Accommodations or adaptations such as use of special equipment may berequired for some children.Beginning to Move and DoFine motor: The infant/toddler manipulates objects and uses simple toolsYoung infants (birth to 8 mo.)Mobile Infants (6-18 mo.)Young Toddlers (16-24 mo.)Older Toddlers (24-36 mo.)Use hands or feet to make contactwith objects or peopleReach for mother's faceHit or kicks at mobilePut fingers in mouthGrasp dad's fingerBegin to coordinate hand and eyesGaze at familiar face

Follow toys with eyesReach for or swipe at toyLook at toy in hand while bringingit to mouthShow growing control of hand andfingersPick up and place objectsDrop items into containerMimic hand clapping or wavingUse hands to explore objects withvariety of actionsPush and pull toysBang blocks togetherPat the textures in a feely bookGain control of hands and fingersPick up finger food betweenthumb and fingerTurn object with handTransfer toy from one hand to

anotherHold the drum with one hand andbang it with the otherBuild on beginning eye-handcoordinationHold crayon and makes dotsStack two or three blocksTry to put shapes into shape boxUse hands and fingers in morecomplex and refined waysSqueeze a sponge to watch thewater dripRoll, pound or squeeze doughTurn pages of a book one by oneBegin to use simple toolsUse spoon to feed selfScribble or imitate marks withcrayons

Show increasing eye-handcoordinationPull apart pop beadsString large beadsLine up blocksImitate a vertical strokeCoordinate several sensesDo hand motions to finger playsTear paper to make a collageUse simple tools independentlyDraw with markersUse tools with playdoughSnip paperDemonstrate eye-hand coordination

Complete simple puzzlesPut together and take apartitems such as Legos, links, etc.Wind toy with a pincer graspRemember: You are likely to see the indicators written in bold font in mosttypically developing children at some point during the ageranges indicated. The ways in which children demonstrate these indicators canvary significantly. The examples written in italicizedfont are only some possible examples and should not be used as a checklist forany child or group of children. Be sure to ask parentsand other family members for their ideas and observations about how theirchildren show us what they know and can do.Beginning to Move and DoSelf help skills: The infant/toddler begins to care for self and practicepersonal safety.Young infants (birth to 8 mo.)Mobile Infants (6-18 mo.)Young Toddlers (16-24 mo.)Older Toddlers (24-36 mo.)Begin to regulate themselves

Coordinate sucking, swallowingand breathing while feedingEstablish a sleeping and eatingpatternSuck fingers or pacifier for comfortBegin to help with feeding,dressing and personal hygieneTurn toward bottle or breastBegin to feed simple finger foodsHold own bottlePick up dry cereal with fingersLift arms when getting shirt put onor offShow beginning awareness ofpersonal needsVocalize when needs to bechangedCrawl to get blanket when tiredPoint to bottle when thirstyHelp with feeding, dressing,personal hygiene

Remove socks and loose clothingHold powder during diaper changeHelp to feed self, holding spoon orcupUnderstand safe and unsafesituationsRespond to "hot" or "no" when toldAccept suggestions for redirectionBegin to attend to personalneedsAsk for a snackTell a peer, "Move away"Point to crib or use words tosignify being tiredShow increasing abilities infeeding, dressing and personalhygieneDrink from sippy cup

Remove hat and mittensZip or unzip a large zipperWash hands with helpParticipate in safety routinesHold parentís hand outdoors oron stairsLearn to stop when told "stop"Show increased attention topersonal needsPull at pants or gives signs ofneeding toiletOpen door by turning handleAssert independence: ìMe do!îShow increasing independencein personal careFeed self without helpDress themselves with help forthe hard thingsPour own milk from smallpitcherDrink from open cup

Participate in healthy careroutinesBrush teeth with supervisionWash hands independently**Get tissue when nose is runningPay attention to safetyinstructionsClimb into car seat when askedPick up toys after playing** Toddlers should still be supervised in hand washing for health reasons

Domain: Approaches to LearningDomain Vignette:Two-month-old Tessa is carefully studying her hands as she waves them in frontof her face. Maria, her care provider, leansinto view and Tessa smiles broadly as Maria sings and talks with Tessa. Tessareaches out to explore Mariaís face, feelingher nose and chin carefully. This goes on for over five minutes as Tessa usesher curiosity and initiative to learn more abouther world. Eighteen-month-old Calvin is outdoors with his toddler group andteacher, Cheyenne. He walks unevenly aroundthe small playground, picking up leaves and throwing them in the air. He plopsdown in the sand and rubs his hands acrossthe sand, sending a small cloud of dust flying. ìShould we add some water tothe sand?î Cheyenne asks as she brings a pailof water to Calvin. She pours some water on the sand and Calvin reaches in andsplashes in the puddle before it is soakedup. ìYay!î Cheyenne says. Calvin claps his hands and says, ìMore!î They repeatthe pouring and splashing for a fewminutes, then, as other toddlers join them, Cheyenne gets shovels for all andthey dig in the wet sand. Calvin periodicallypicks up clumps of wet sand and squeezes it between his hands. ìNow, itís wetsand, isnít it?î Cheyenne asks. ìItís cooland not so dusty.î ìMore wa-wa!î Calvin calls out and Cheyenne pours more fromthe pail into the sand pile. Thisexploration goes on for over fifteen minutes.(Both Tessa and Calvin are demonstrating their Approaches to Learning byshowing curiosity in exploration and using theirsenses to explore their environment. They are focusing on whatís interestingto them ñ for Tessa, itís her caregiverís face;for Calvin, itís the wet sand.)

Domain Description:This domain reflects dispositions toward learning which may or may not be adirect outgrowth of a child's temperament.Caring adults can encourage the development of each disposition, thusproviding a strong foundation for later learning. Thedispositions in Approaches to Learning include:ï Curiosity ñrefers to the very young child's growing interest in herenvironmentï Initiative - refers to the infant/toddler's willingness to initiate andengage in actions and interactionsï Creativity - looks at the very young child's developing capacity forinventivenessï Persistence - refers to the growing motivation to continue a task untilcompletion or mastery

ï and Problem Solving ñ looks at the ways even very young children attempt tofind ways to meet theirneeds and wantsPhoto 25.jpgWhen You Are ObservingTeachers learn about children by observing them in action in manysituations and experiences. Parents and family members cancontribute information to a teacherís observations. Talking withfamilies can be very helpful in learning more about the childísexperiences outside of the early childhood program. Home visits canbroaden the perspective of the early childhood professional andhelp her to learn more about the familyís culture and values.Sensitivity and respect for family membersí goals for the child willhelp build a partnership that will benefit the child.Keep in MindEvery child needs consistent, predictable, reliable and responsive adults who

are available to themboth emotionally and cognitively. Nurturing and responsive relationshipsprovide the foundationfor healthy growth and development. They help children develop a sense ofsecurity and trust.Infants and toddlers learn through reciprocal communication and interactionswith adults in thecontext of routine care, play, and within an appropriate developmentalenvironment.Approaches to LearningThe infant/toddler demonstrates curiosity, initiative, persistence,imagination and problem solving in his orher everyday activitiesYoung Infants(birth to 8 mo.)Mobile Infants(6 to 18 mo.)Young Toddlers(16-24 mo.)Older Toddlers(24-36 mo.)Show curiosity and interest in people,objects and eventsReact to new voices and sounds byturning, quieting or getting more active, orfacial expressionExplore environment through mouthing,kicking, waving, watching

Begin to demonstrate initiativeEngage adults in interactionsRepeat interesting actionsDemonstrate creativity by exploringobjects in multiple waysObserve hands and feetMouth, shake and bang objectsBegin to focus on interesting things:show persistenceHold attention of caregiver through gaze orvocalizationTrack movement of interesting objectBegin to use senses to solve problemsLook for a person who disappears fromsightCry to get needs metDemonstrate curiosity by using senses toexplore the environmentManipulate objects that give responsesVenture out using motor skills to explorethe environmentPlay with a variety of sensory materials

Demonstrate initiative by showing likesand dislikesSelect a toy or book from several choicesExpress desire to feed selfUse creative expression in beginning roleplayPretend to talk on the telephoneGive baby a bottlePretend to pat tortillaFocus longer on interesting things;respond to order and routine and noticechangesRepeat filling and dumping activity over andoverNotice changes to words in favorite storyBegin to find different ways to solveproblemsImitate caregiver action such as pushing abutton to make musicGesture caregiver to pick him up to reachtoy on a shelfDemonstrate curiosity by using allsenses to explore new things in theenvironmentListen carefully to sounds objects make

Engage with objects that light up or moveMove towards something new to observeand/or interact with itDemonstrate preferences and makeindependent choicesChoose when offered two different snacksBegin to show preferences, for example,sneakers over sandals, apple juice overgrape juice.Engage in more complex pretend playbased on everyday eventsPretend to cook and offer foodUse a dump truck to carry thingsEngage in activity towards a goalRetrieve toy that is out of sightPushes button to make a noiseLift flaps on pop-up booksDemonstrate more complex problemsolving skillsAttempt to stack or nest cupsTake objects apart and try to put themtogetherActively attempt to learn new things

they are curious aboutAsk "why?" to learn more abut the worldExplore objects to find out how they workShow initiative by making choices andtaking risksInitiate imaginative play with othersChoose one activity over another andpursue it for a short periodPretend and use creativity andimagination during playInvent new uses for everyday objectsTry out a role that has not been observedPersist toward a goal with an activity,object, or toyResist adults attempts to helpAttempt task for several minutes beforerequesting helpBegin to find novel solutions toproblemsUse trial and error to solve a problem,such as balancing blocksUse objects as tools, for example, standson a toy truck to reach an object on acounter

Remember: You are likely to see the indicators written in bold font in mosttypically developing children at some point during the ageranges indicated. The ways in which children demonstrate these indicators canvary significantly. The examples written in italicizedfont are only some possible examples and should not be used as a checklist forany child or group of children. Be sure to ask parentsand other family members for their ideas and observations about how theirchildren show us what they know and can do.Alignment of Infant/Toddler and 3-Year-Old through Kindergarten GuidelinesInfant/Toddler Domains3-Year-Old through Kindergarten DomainsBeginning to Know About Ourselves and OthersRelationships with adultsRelationships with peersSelf awarenessSelf controlSelf, Family and CommunityBeginning to CommunicateListening and UnderstandingSpeaking and CommunicatingFoundations for ReadingFoundations for Writing

LiteracyBeginning to Build ConceptsExploration and DiscoveryConcept Development and MemoryProblem Solving and Use of SymbolsScientific Conceptual UnderstandingsNumeracyBeginning to Move and DoLarge motor developmentFine motor developmentSelf help skillsPhysical Development, Health and Well-BeingApproaches to LearningApproaches to LearningAesthetic creativity is integrated into other areas, especially"problem solving and use of symbols"

Aesthetic Creativity

Introduction to the Preschool and KindergartenEarly Learning GuidelinesThe Preschool and Kindergarten Early Learning Guidelines include twenty-eightbroad outcomes for developmentranging across seven domains. Imbedded in those broad outcomes are performanceindicators ñ observable descriptions ofchild behavior that demonstrate some aspect of that outcome. There are sixtysevenindicators.These outcomes and indicators encompass the development of the whole child sothat childrenís cognitive skills andcapabilities are included along with their social and emotional, motoric andcreative ones as well. The outcomes andindicators build toward the New Mexico Kindergarten Standards. These standardsare identified as the highest levels of theEarly Learning Guidelines Essential Indicators with Rubrics. There are twentyfiveEssential Indicators (again crossing sevendomains) that have been selected from the full set of sixty-seven.Alignment across SystemsThe New Mexico Early Learning Guidelines have been aligned across systems.This alignment of indicators enablesclassroom teachers with children funded by multiple systems to observe,document and report childrenís growth,development and learning using the same criteria. Most importantly, thisalignment provides common criteria that can beused as the foundation for appropriate planning and curriculum development forall children in the class.Indicators that reflect this alignment are designated with the followingsymbols:

New Mexico PreK and Title Iì619î Early Childhood Special EducationHead StartYou will find all of the outcomes and indicators on the following pages withthe Essential Indicators marked with theappropriate symbols to show this alignment across systems.DomainOutcomeIndicator#1 The child independently uses gross motorcontrol including balance, spatial awarenessand stability.1.1 Exhibits body coordination and strength in activities such asclimbing stairs with alternating feet, marching, running, jumping,

hopping, dancing, riding tricycles and scooters.1.2 Exhibits balance and spatial awareness in many situations(running and stopping, climbing, ball handling, and/or simple groupgames, i.e., "Duck, Duck, Goose").#2 The child independently uses fine motorskills.2.1 Is developing manual coordination to use cutting and writing toolsand demonstrate self-help skills such as buttoning and zipping.2.2 Coordinates eye-hand movements using beads, laces, pegs,puzzles and other manipulatives and small objects, and when dressingand undressing.

2.3 Holds writing tool in pincer grasp to draw, scribble write, makeletter-like shapes and/or letters.#3 The child's behavior demonstrates healthand hygiene skills.3.1 Shows increasing awareness of hygiene in handwashing, toileting,and/or dental hygiene.3.2 Shows increasing awareness of healthy lifestyle practices (thathealthy bodies need nutritious foods, exercise and physical activityand rest).#4 The child demonstrates safe behaviors inincreasing numbers of situations.4.1 Identifies potentially harmful objects, substances and behaviors.

4.2 Increasingly follows classroom, school and safety rules most of thetime.PhysicalDevelopment,Health andWell-BeingDomainOutcomeIndicatorLiteracy#5 The child demonstrates development andexpansion of listening skills.

5.1 Listens with understanding to directions and conversations.5.2 Follows directions with increasing complexity.5.3 Hears and discriminates the sounds of language in words todevelop phonological awareness.5.4 Demonstrates understanding of new vocabulary introduced inconversations, activities, stories, or books.#6 The child communicates experiences,ideas and feelings through speaking.6.1 Converses effectively in his or her home language, English, orsign language for a variety of purposes relating to real experiencesand different audiences.

6.2 Asks and answers relevant questions.6.3 Engages in conversations that develop a thought or idea.#7 The child engages in activities thatpromote the acquisition of emergent readingskills.7.1 Demonstrates an interest and enjoyment in books, listening tostories read aloud, and/or looking at books using illustrations orfamiliar text.7.2 Demonstrates comprehension of a story read aloud by askingrelevant questions or making pertinent comments.7.3 Progresses in understanding and using conventions of reading(including holding book upright, identifying front and back, turningpages correctly, and recognizing that print proceeds from left to right).

7.4 Progresses in understanding and using concepts of print.#8 The child engages in activities thatpromote the acquisition of emergent writingskills.8.1 Experiments with a variety of writing tools, materials, and surfaces.8.2 Demonstrates knowledge that writing and drawing are differentand uses early stages of writing in the form of shapes and letter-likesymbols to convey ideas.8.3 Increasingly attempts to represent meaningful words and print inthe environment using the early stages of writing.

DomainOutcomeIndicatorNumeracy#9 The child understands numbers, waysof representing numbers andrelationships between quantities andnumerals.9.1 Uses one-to-one correspondence in counting increasingly highergroups of objects.9.2 Uses numbers and counting as a means for solving problems anddetermining quantity.9.3 Recognizes some numerals.

#10 The child demonstratesunderstanding of geometrical and spatialconcepts.10.1 Recognizes, names, describes, compares and creates familiarshapes.10.2 Describes and interprets spatial sense and positions.#11 The child demonstrates anunderstanding of non-standard units tomeasure and make comparisons.11.1 Compares and uses language relating to time with increasingaccuracy.11.2 Anticipates, remembers, and describes sequence of events withincreasing accuracy.

11.3 Demonstrates emerging knowledge of measurement.#12 The child demonstrates the ability toinvestigate, organize, and createrepresentations.12.1 Sorts, classifies, and groups materials by one or morecharacteristics.12.2 Collects, organizes and begins to represent in some wayinformation about self, surroundings, and meaningful experiences.

DomainOutcomeIndicatorAestheticCreativity#13 The child demonstrates appreciationfor the arts (movement, music, visual anddramatic).13.1 Communicates ideas and/or feelings through creative activities(for example, making up a song, acting out a story, creating a pieceof art work or a set of movements).DomainOutcomeIndicator

ScientificConceptualUnder-Standings#14 The child uses the scientific method toinvestigate the physical and natural worldsand to hypothesize and make predictions.14.1 Uses senses to investigate characteristics and behaviorsin the physical and natural worlds and begins to formexplanations of observations and explorations.14.2 Asks questions about the physical and natural worlds.14.3 Makes predictions and forms hypotheses.14.4 Uses various tools to gather information (i.e.,thermometers, magnifiers, rulers, and/or balances).

#15 The child acquires scientific knowledgerelated to life sciences.15.1 Explores, observes, and describes a variety of livingthings and distinguishes from non-living things.15.2 Explores, observes, describes, and participates in avariety of activities related to preserving the environment.#16 The child acquires scientific knowledgerelated to earth science.16.1 Investigates, compares, and contrasts seasonal andweather changes in the immediate environment.

DomainOutcomeIndicatorSelf, FamilyandCommunity#17 The child exhibits self-awareness.17.1 Expresses needs and/or stands up for own rights.17.2 Makes choices and expresses likes and dislikes.17.3 Identifies own gender, family and culture.17.4 Expresses cultural influences from home, neighborhood andcommunity.

#18 The child demonstrates self-control.18.1 Adapts behavior to fit different situations (for example, acceptstransitions, follows daily routines and/or incorporates culturalexpectations).18.2 Increasingly expresses feelings through appropriate gestures, actions,and language.#19 The child demonstrates personalresponsibility.19.1 Cares for personal and group possessions.19.2 Begins to accept the consequences of his or her own actions.

#20 The child works cooperatively withother children and adults.20.1 Plays and interacts with various children, sharing experiences andideas with others.20.2 Uses and accepts negotiation, compromise, and discussion to resolveconflicts.#21 The child develops relationships ofmutual trust and respect with others.21.1 Respects the rights of others recognizing their feelings andincreasingly responding with courtesy and kindness.

21.2 Accepts guidance and direction from a variety of familiar adults andseeks their support when needed.21.3 Demonstrates an increasing understanding and acceptance ofsimilarities and differences among people, such as gender, race, specialneeds, culture, language, and family structures.#22 The child demonstrates knowledgeof neighborhood and community.22.1 Identifies, discusses and dramatizes duties of a variety of commoncommunity occupations.22.2 Sees self as a citizen in a democratic classroom community and thecommunity at large by increasingly contributing to group decisions andresponsibilities.

DomainOutcomeIndicatorDomain Outcome IndicatorApproaches toLearning#23 The child is open and curious to learnnew things.23.1 Demonstrates eagerness to find out more about other people.23.2 Shows interest in exploring the environment, learning newthings and trying new experiences.

#24 The child takes initiative.24.1 Initiates interaction with peers and adults.24.2 Develops increasing independence during activities, routines,and play.#25 The child exhibits imagination andcreativity.25.1 Tries new ways of doing things.25.2 Uses imagination to generate a variety of ideas.25.3 Role plays to express feelings, to dramatize stories, to try outsocial behaviors observed in adults, and reenact real-life roles and

experiences.#26 The child shows confidence.26.1 Demonstrates increasing self-confidence through interactionswith others.#27 The child displays persistence andpursues challenges.27.1 Focuses and completes a variety of tasks, activities, projects,and experiences.27.2 Demonstrates resiliency and coping skills when faced withchallenges (i.e., concentrates despite distractions and interruptionsand/or increasingly manages own frustration levels).

#28 The child uses problem-solving skills.28.1 Recognizes and solves problems through observation, activeexploration, trial and error, and interactions and discussions withpeers and adults.

Domain: Physical Development, Health and Well-Being (Fine Motor)Domain Vignette:In her preschool classroom for 3-, 4- and 5-year-olds, Olivia has an artcenter that is well-stocked with many materials andtools so that children can make their own unique creations, using theirimaginations and their fine motor skills to the fullest. Shehas organized the area in such a way that the children can choose from theshelves the materials that they want to use for theirartistic endeavors and can easily put things away when they are finished.Olivia has tubs full of different colors and kinds ofpapers, fabrics, ribbons, and small objects (such as shells, buttons andsequins). She has a basket filled with different kinds ofscissors (including those with outer handles for an adultís hand to guide thechildís) and hole punchers. Another basket containsglue sticks as well as clear tape and masking tape. Markers, colored pencils,crayons and pens are available. And, the name cardswith the childrenís names written on them are provided so that children canlabel their own collages or drawings.Olivia is watching in the art area today as three-year-old William is workingalong-side five-year-old Dominic. Dominic is usingscissors and snipping tiny pieces of colored paper ñ then gluing them onto hispaper. He picks up each piece using a pincer grasp.Sometimes, it takes him more than one try to do so ñ but he persists.Periodically, he counts the number of small pieces he hasglued onto the paper. ìOne, two, threeÖî he continues counting correctly,pointing to each piece until he reaches thirteen ñ thenhe says ìtwenty-teenî.William is also using scissors but is not being successful in cutting thepaper he is holding in his hand. He turns the scissorsupside down and tries that way with no luck. He puts them in his other hand(his left) and again is not successful. He pounds thetable and says to Dominic, ìI canít do it!î Dominic stops what he is doing andlooks at William with a smile. ìSure you can, Will.Here, Iíll help you.î Dominic puts the scissors back in Williamís right handand places his hand over Williamís and squeezes thescissors. A few cuts are made. ìSee, you can do it!î Dominic says. William isbeaming with a big smile on his face. ìCan I help you

glue, Dominic?î William asks. ìSure!î Dominic passes some small pieces ofpaper to William, gets him a glue stick, and the twowork side-by-side. William picks up the pieces by sweeping them off the tableinto his hand and then drops them onto a place onthe paper where he has spread the glue. ìLook, Dominic, I did this many.î Hesays. Dominic asks, ìHow many?î William countsout loud without pointing ìOne, two, seven, ten! Hurray!î Both boys continueworking side by side for ten minutes.(Both William and Dominic are showing their capabilities in coordinating eyehandmovements. In addition, their capabilities inother domains are evident as well. They are also demonstrating theirconversational language skills, understanding of countingand quantity, creativity, cooperation, independence, and focus on a task.)Domain Description:Developing fine motor skills, the ability to use the small muscles of thehands and fingers, is important as children move intothe preschool years and on through kindergarten and elementary school. Manyeveryday tasks require coordination of thesemuscles including buttoning and zipping, tying shoes, manipulating smallobjects, using scissors and other tools as well as usingwriting implements to draw and write. As children turn three years of age,they tend to use a fisted grasp of objects more so thana pincer grasp. Through a variety of experiences with play dough, puzzles,attempts at self-dressing and experiments withcutting, drawing and writing, they become more dexterous and coordinated intheir use of their hands and feel less frustrationand more success in fine motor tasks.

Photo 17 Fine MotorWhen You Are ObservingChildren show their fine motor skills in manytasks. Be alert and ready to observe whenthey choose to work with manipulatives likepuzzles or connectors or put on their coats togo outside. Even snack time can be a time tosee them use their smaller muscles of theirhands as they pick up small pieces of food or

coordinate their hands to pour juice withoutspilling.Keep in MindChildren do not develop at the same rate or pace, but rather each does so inhis or herunique way. Some children have strengths in areas that go beyond theirchronologicalage. And, most have areas that are not as strong. The New Mexico EarlyLearningGuidelines help early childhood professionals and parents and family memberssee anindividualized picture of each childís capabilities.

Essential IndicatorsDomain: Physical Development, Health and Well-Being (Fine Motor)Outcome #2: The child independently uses fine motor skills.Indicator 2.2 (Essential Indicator #1): Coordinates eye-hand movements usingbeads, laces, pegs, puzzles, and othermanipulatives and small objects, and when dressing and undressing.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)

MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Works simpleìinsertî puzzles(e.g., completes

simple puzzle,uses shape sorterbox) and attemptsto unzip,unbutton, untieand unsnapclothing withadult support andencouragementWorks simpleìinsertîpuzzles (e.g.,completessimple puzzle,uses shapesorter box) andattempts tounzip,unbutton,untie andunsnapclothing withminimal adulthelpUses largerbeads andpuzzle piecesbut does notwork withsmaller pegsand items andunzips,unbuttons,unties andunsnapsclothing

Uses smallerbeads, pegs andmanipulativesand attempts tozip, button andsnap clothingonly with adultsupport andencouragementUses a varietyofmanipulativeswith smallpieces andzips, buttonsand snapsclothing withno adult helpmost of thetimeUses smallermanipulativesto create orcompletedesigns,structures, art,and puzzlesand attemptsto tie shoeswith adult helpUses smallermanipulativeswith morecontrol and

consistentsuccess tocreate orcompletedesigns,structures, art,and puzzlesand attemptsto tie shoeswith minimaladult helpUses smallermanipulativesto create orcompleteincreasinglycomplexdesigns,structures, art,and puzzlesand ties shoeswith successmost of thetime

Domain: LiteracyDomain Vignette:In Cathyís kindergarten classroom, children have many opportunities to seetheir names in print as well as expectations towrite their names. They sign in each morning and write their names on theirpapers, drawings and art creations, and on labelsfor their block buildings or manipulative constructions. Name cards areavailable throughout the room so that children caneasily see the correct formation of the capital and lower case letters intheir names. And, names are displayed on the helperchart and on cubbies as well. What has intrigued Cathy is not just how welleach child recognizes his or her own name ñ butalso how they are learning to figure out the names of their classmates.Today, Marianna announced that she was going to make a post office. Cathyoffered her some materials to help: envelopes,different kinds of paper and stationery, many kinds of writing tools (pens,pencils, markers, crayons), stickers for stamps andan ink pad and stamp for cancelling postage. ìWe need a mail box,î Mariannasaid. Cathy replied, ìHmmm. I wonder how wecould make a mailbox?î Several children volunteered and began to call out whatwas needed. Cathy found a small, cardboardbox. Joshua said, ìWeíll need a red flag to show thereís mail,î and went tothe art area with Peter to make one. Tatianahelped Marianna organize all of the writing materials at a table. And, Cathyworked with Drew and Joseí to fix up the mailbox. ìShould it say ëU.S. Mailí?î she asked them. They both nodded ñ andworked with her to sound out the letters needed onthe box as Cathy wrote them. Joshua and Peter returned with a red flag andtape and affixed it to the box.

ìOkay, everybody,î Marianna announced. ìIf you want to write a letter youhave to come over here to the table. But if youwant to mail it, you have to put it in the box. Then, the mailman will deliverthe letters at circle time.î ìI want to be themailman,î Joseí said. Cathy asked him what he would need to be a mailman. ìIneed a hat and a bag.î And the two of themwent off to the dramatic play area to find the necessary items. ìMrs. Cathy,Mrs. Cathy,î some of the children at the letterwritingtable called out. ìHow do you spell ëKeviní? How to you write ëmyfriendí?î As they sat waiting for Cathy to come over,Tatiana said, ìI know. Letís get the name cards.î She found them at the signintable and brought them over. ìHereís Kevinísname.î She gave it to Joe who had asked. ìWhoís your friend?î she asked Lilly.ìYou are!î Lilly replied. So, Tatiana gave hername card to Lilly.The childrenís letters looked like this: on the stationery they wrote theirown name; and on the envelope they wrote thename of their friend. Some added to their letters including drawings ofhearts, suns, animals and people. Some wrote theword ìloveî. Letters were sealed in the envelopes. Stamps were affixed. And,the letters were ìmailedî in the mail box. Sureenough, at circle time, Joseí was wearing a police hat from dramatic play(ìBut Iím really a mailmanî he assured everyone)and carried all of the letters in a large tote bag. He delivered the lettersto the children named on the envelopes asking forhelp when he couldnít decipher the writing. This post office play continued onand off for several weeks in Cathyískindergarten classroom. Cathy made it more challenging by adding childreníslast names to a set of name cards. The childrenthen wrote both first and last names much of the time on their letters andenvelopes.(The children are showing many of their capabilities in the Literacy domainincluding: listening and conversing, understandingand using concepts of print and writing meaningful print. In addition, theircapabilities in other domains are evident as well.They are also demonstrating their creativity, their cooperation to extend atheme and expand on interests, their initiative,their ability to role play to re-enact real-life roles and to focus on atask.)

Domain Description:Literacy encompasses all of the language arts: listening, speaking, readingand writing. In the preschool and kindergartenyears, children learn skills that will be the foundation for their use oflanguage throughout their lives. These skills will helpthem develop both receptive and expressive vocabularies as well as learn toread and to communicate through writing. Youngchildren learn language by listening to others and further refine theirvocabulary and understanding of the world around themby listening to a variety of books and stories. They begin to notice thesounds of language and may play with conventions suchas rhyming or identifying similar sounds. They socialize through spokenlanguage and learn to express their needs, wants,feelings and thoughts so that they can interact with others in satisfyingways. Their home language is their primary one. Asteachers interact with children and families, respect and special attention isgiven to the home language so that each childcan demonstrate his or her competence in listening and speaking to thefullest. As they listen and learn to talk, and as theyare exposed to books and other reading experiences, they learn that words aremeant for communication, that wordsrepresent things, ideas, feelings and that words help us organize ourthoughts.Children observe adults as they read and write and imitate their actions.Memorizing favorite stories, using picture andcontext clues, and beginning to notice the characteristics of written language(both letters and words) are all part of thefoundational skills that will help them become able to decode written languagefor themselves in the elementary years. Themore exposure to reading experiences such as listening to stories and enjoyingrich childrenís literature, the more their loveof reading and comprehension skills will develop. Imitating adult writingthrough scribbling, forming written marks and shapes,and eventually letters and words, leads to asking how words are spelled andattempting to use writing processes to representtheir thoughts and ideas and to communicate with others. And, the homelanguage may be the first and most developed inregards to reading and writing, as well. Teachers provide as many resources aspossible in childrenís home languages.

Photo 18 Literacy.PNGWhen You Are ObservingTeachers observe children all the time. Even whenthey are interacting with children, helping them findmaterials, spell words, or complete a task, teachersare taking in information about what each child isdoing. To be an effective observer and to rememberwhat each child did and or said, teachers need towrite down their observations. They canít possiblydocument everything they observe - so they chooseobservations that are most informative ñ perhaps thefirst time a child did something; or a time a child waschallenged; or a time that represents what the childtypically does.Keep in Mind

Families transmit values, beliefs and a sense of belonging to their children.Because they do so primarilythrough their language, support of the development of home language isstrongly encouraged by allinvolved in relationships with the child and his or her family. Assessment oflanguage must be done in thelanguage of the home.Essential IndicatorsDomain: LiteracyOutcome #5: The child demonstrates development and expansion of listeningskills.Indicator 5.1 (Essential Indicator #2): Listens with understanding todirections and conversations.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst Steps

MakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for 4ísMakingProgress

Accomplishedfor K(End of K)Respondsappropriatelyto simplecommands(i.e., Stop, Sitdown)Followsthrough withone clear,simpledirection withadult help(i.e., put thisin the trash,get your coat)Followsthrough withone clear,simple

direction.(i.e., put thisin the trash,get your coat)Followsthrough withtwo clear,simpledirections thatinvolve asequence ofactions.Followsthrough withmore than twodirections thatinvolve asequence ofactions.Follows throughwith more than2 directions thatbecomeincreasinglycomplex andmay beaccomplishedover longerperiods of timeand responds toone part of aconversationappropriately

Followsincreasinglycomplexdirectionsandmaintains thethread of aconversationwith twoappropriateresponsesFollowsincreasinglycomplexdirections andmaintains thethread of aconversationwith morethan twoappropriateresponsesEssential IndicatorsDomain: Literacy

Outcome #5: The child demonstrates development and expansion of listeningskills.Indicator 5.3 (Essential Indicator #3): Hears and discriminates the sounds oflanguage in words to develop phonologicalawareness.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgress

Accomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Participates instories, songsandfingerplayswith rhymingwords or wordpatterns

Repeatsrhyming wordsor wordpatterns insongs, poemsand/or storiesMay recitesimple andfamiliar chantsand rhymes orrepeatalliterativelanguage; doesnot make upownMakes up ownchants andrhymes and/orknows thebeginningsound of his orher nameIs starting tomake lettersoundassociationsMakes many

letter-soundassociationswith beginningconsonantsand comparessounds ofwords forrhyming oralliterationwith adultassistanceMakes manyletter-soundassociationswith beginningand endingconsonantsand comparessounds ofwords forrhyming oralliterationwith minimaladultassistanceConsistentlymakes manyletter-soundassociationswith beginningand endingconsonantsand comparessounds ofwords forrhyming oralliterationindependently

Essential IndicatorsDomain: LiteracyOutcome #6: The child communicates experiences, ideas and feelings throughspeaking.Indicator 6.1 (Essential Indicator #4): Converses effectively in his or herhome language, English, or sign language for avariety of purposes relating to real experiences and different audiences.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís

(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)

Combines signsor words todescribe whatthey are doing(I.e., ìIjumpî).Combines 3signs or wordsfollowing thesubject-verbobjectwordorderUses 3-4 wordsentences toexpress selfUses 5-6 wordsentences toexpress ideasUses complexquestionsand/orstatements of7 or morewords topresent andgetinformationUses 2

connectedsentences toexpress ideasand reply withrelevantinformation toquestions andcomments ofothersUses 3connectedsentences toexpress ideasand reply withrelevantinformation toquestions andcomments ofothersUses 4connectedsentences toexpress ideasand reply withrelevantinformation toquestions andcomments ofothers

Essential IndicatorsDomain: LiteracyOutcome #7: The child engages in activities that promote the acquisition ofemergent reading skillsIndicator 7.1 (Essential Indicator #5): Demonstrates an interest and enjoymentin books, listening to stories read aloud,and/or looking at books using illustrations or familiar text.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Steps

for 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Shows interest

in listening toan adult reada book (notnecessarilylistening tothe wholebook) and/orlooks at booksAsks to listento or look atthe same storyagain andagainListens to anadult read abook orchooses tolook at booksalone or withothers lessfrequentlythan every dayListens to anadult read abook orchooses tolook at booksalone or withothers almostevery day,makingcommentsaboutillustrations

Listens to anadult read abook or choosesto look at booksalone or withothers almostevery dayand/or looks atbooks using theillustrations totell the storyand/orfollowing alongwith familiartext (may notbe accurate)Selects a bookto read orlisten to,based onfavorite authoror topic ofinterest.Gives reasonsfor liking ordisliking abookSelects booksto read orlisten to ofincreasinglength andvariety, withadultassistance, toobtainpurposefulinformation

(Example:looks for booksidentifyingbugs followinga naturewalk.)Independentlyselects booksto read orlisten to ofincreasinglength andvariety toobtainpurposefulinformationEssential Indicators

Domain: LiteracyOutcome #7: The child engages in activities that promote the acquisition ofemergent reading skillsIndicator 7.2 (Essential Indicator #6): Demonstrates comprehension of a storyread aloud by asking relevant questionsor making pertinent comments.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)Making

ProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Relates storycontent to ownexperiences,i.e., ìLook, adogî

Uses ownexperiences tomakecomments thatmay or maynot followalong the storylineListens tostories andresponds bypointing topictures,turning pages,and/or askingsimplequestionsListens tostories andresponds byasking relatedquestionsand/or makingpertinentcommentsListens tostories andresponds byasking relatedquestions

and/or makingpredictions orretellingstories readRole playsmain events ofa story withpuppets orother propsDemonstratessense of storyby identifyingbeginning,middle, end;characters;and details ofplotAnswersquestions thatshowcomprehensionof a story,includingproblems,solutions;fantasy vs.realism; causeand effect

Essential IndicatorsDomain: LiteracyOutcome #7: The child engages in activities that promote the acquisition ofemergent reading skillsIndicator 7.4 (Essential Indicator #7): Progresses in understanding and usingconcepts of print.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgress

Accomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K

(End of K)Identifies printin theenvironment,i.e., askingìWhatís thatsay?îIdentifies ownname as awholeRecognizesthat letters ofthe alphabetcan beindividuallynamedRecognizessome of theletters in hisor her ownnameRecognizesletters in hisor her ownname and inthose ofclassmates aswell as inenvironmentalprint

Recognizesand namesmost upperand lower caselettersRecognizesand names allupper andlower caselettersRecognizessome commonwords andenvironmentalsigns by sight

Essential IndicatorsDomain: LiteracyOutcome #8: The child engages in activities that promote the acquisition ofemergent writing skills.Indicator 8.3 (Essential Indicator #8): Increasingly attempts to representmeaningful words and print in theenvironment using the early stages of writing.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst Steps

MakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgress

Accomplishedfor K(End of K)Makes marksor scribbles inaddition todrawingsMakes marksor scribbles inresponse toadultsuggestions forwritingMakes marksor scribblesand identifiesthem aswritingPurposefullymakes marks,scribblesand/or letterlikeshapesidentifying thewriting as

words or printin theenvironmentShowsincreasingcontrol of thewriting tool asseen in theformation ofletter-likeshapes, formsof pretendcursive writingand someletters. Maywrite somewords ornames.Writes ownfirst and lastname andmanyadditionalletters of thealphabetWrites wordsusing inventive(emergent)spelling withsome correctletters andsomeapproximations

Writes somesimple wordsusing standardspelling incombinationwith inventive(emergent)spelling

Domain: NumeracyDomain Vignette:Two four-year-old boys, Luis and Matthew, were building in the block area.Luis had a measuring tape hanging overhis shoulders. Matthew enclosed a space with layers of long wooden blocks.ìThis is for the lions so they canít get out,îMatthew said. Luis passed more blocks to Matthew as he stacked, then startedbuilding a low wall off to the side of thelionsí cage. ìLook, Matt, this is gonna be really long,î Luis said. Theirteacher, Tina, was sitting on the floor nearby. Luissaid, ìLook, Tina, this is the road so the guys can bring the food to thelions.î Tina replied, ìThat is a long road, Luis. And,I see you have your measuring tape. Are you going to measure it to see howlong it is?î Luis took the measuring tape off hisshoulders and laid it down along the road. ìThirty-four!î he called out. ìHowdid you know it was thirty-four?î Tina asked.ìI just know,î Luis answered. ìHow about we lay it down with the number one atthis end and hold it straight?î Tinasuggested. Together they pulled the measuring tape taut and looked at thenumber at the other end of the road. ìTwentysix!Hey, Matt, itís twenty-six!î Luis said. ìCome do this one,î Matt said,pointing to the wall of his lion cage. ìWhere willthe end go when you measure up and down instead of on the floor?î Tina asked.Again, she assisted as they figured out thebest way to measure. Several other structures were built and measured. AndTina suggested that the boys might like tolabel those structures with their lengths and heights. They created signs withthe numerals on them and taped them toeach of the structures. ìHow do you write inches?î Luis asked and wrote theletters as Tina sounded them out for him. ìIwant to write ëWatch out for the lions!íî Matthew said. And Tina helped himfigure out the letters needed for his sign aswell. (from Gronlund, 2010, Developmentally Appropriate Play: Guiding Young

Children to a Higher Level, pp. 149-150)(Both Luis and Matthew are showing their capabilities in the Numeracy area ofmeasurement. In addition, their capabilitiesin other domains are evident as well. They are also demonstrating theirability to listen with understanding in aconversation, to hear and discriminate the sounds of language, to representmeaningful words in print, to communicateideas through creative activities, to interact with other children, to try newexperiences, and to focus on a task.)Domain Description:Numeracy encompasses mathematical thinking as it is applied in meaningful andpurposeful experiences in everydaylife. Understanding of number and quantity is essential and goes beyondcounting in depth and breadth. Children needmany experiences with number and real objects to determine the constancy ofquantities. Figuring out the numericalsystem happens as children learn to count one by one as well as see thepatterns in the numeric tens system. AndNumeracy involves the symbolic representation of number.Exploring geometry by recognizing shapes and patterns in the world around themis an important part of childrenís

growing mathematical understanding. And, making comparisons related to sizeare the first steps in learning aboutmeasurement. Mathematics includes organizing information into categories,seeing relationships between objects andidentifying patterns, quantifying data and solving problems involving time,space and number. Children come to understandthese concepts as they work with a variety of hands-on materials and engage indaily life routines such as cooking andcleaning up.

Photo 19 NumeracyWhen You Are ObservingRemember to write down the facts: what you seechildren do and hear them say! When documentingobservations, teachers keep their opinions andjudgments out of their written descriptions. In thisway, they collect factual evidence to supportconclusions about the childís performance. They cometo those conclusions after multiple observations of thechild in action so that they are sure they know thechildís capabilities well.Keep in Mind

Young children learn by doing. Play and active learning are the beststrategies to enhance youngchildrenís development. Numeracy can be imbedded in many playful activitiesand is best addressedthrough hands-on exploration with actual materials.Essential IndicatorsDomain:NumeracyOutcome #9: The child understands numbers, ways of representing numbers andrelationships between quantities andnumerals.Indicator 9.2(Essential Indicator #9): Uses number and counting as means forsolving problems and determiningquantity.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(FirstSteps forK)Exceeds for 4ísMakingProgressAccomplishedfor K(End of K)Imitatescounting ofobjects bycountingaloud withnorelationshiptotheobjects athandLines up orsortsobjects, oneby onewithoutassigning anynumber(i.e., settingthe table,organizingseveral bearsby puttingeach one ona block)Begins toassign anumber whenpointing toeach itemwhile countingCorrectlyassigns anumber to eachitem whilecounting five orfewer itemsusing one toonecorrespondenceCorrectlyassigns anumber to eachitem whilecounting 6 to 9items using oneto onecorrespondenceChild

correctlyassigns anumber to eachitem whilecounting 10objects usingone to onecorrespondenceChildcorrectlyassigns anumber to eachitem whilecounting 11 to19 objectsusing one toonecorrespondenceChild correctlyassigns anumber to eachitem whilecounting 20 ormore objectsusing one toonecorrespondence108Essential IndicatorsDomain:NumeracyOutcome #10: The child demonstrates understanding of geometrical and spatialconcepts.Indicator10.1(Essential Indicator #10): Recognizes, names, describes, comparesand creates familiar shapes.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Matches Sorts simpleDistinguishes Identifies Describes and ComparesandDescribes,Describes,simple two-two-familiar shapes some familiarcomparessortsobjectsidentifies,identifies,dimensionaldimensionalfrom oneshapes bycharacteristics of familiarmodels,drawsmodels, drawsshapes in formshapes in anothername in of shapes andgeometricand/or createsand/orboards and sorting boxes various createsthemshapes bycommon 2createspuzzles (e.g.,and othercircumstanceswith avarietycommondimensionalcommon 3circles,materials with of materialsattributesand geometricdimensionalsquares,adult helpstates reasons objects (withgeometrictriangles)for grouping(e.g., shape,size, numberof corners)increasingaccuracy(example:circle,triangle,square,rectangle,oval, rhombus)

objects withincreasingaccuracy( example:cube, sphere,cone)109Essential IndicatorsDomain:NumeracyOutcome #11:The child demonstrates anunderstanding of non-standard units tomeasureand make comparisons.Indicator11.3(Essential Indicator #11): Demonstrates emerging knowledge ofmeasurement.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMaking ProgressAccomplishedfor K(End of K)Identifies ComparesIdentifies With Uses Uses Describes and Describes andobjects as bigusing languageobjects thatassistance,measurementappropriatecompares withcompares withor smallor gestures are similar in makes directto explorevocabularyincreasinglyincreasinglyrelated to size(i.e., bigger,taller, longer,sizecomparisons oflength,weight,length, height,or weight,using standardwith adultassistanceto describeaccuratevocabulary length,height, weight andtime concepts.accuratevocabularylength, height,shorter,volume, heightor non-length,(example: Lengthweight andsmaller)or area ofstandard baseheight,-shorter, longer,time. Recordsmaterials orofweight and taller; Volumeñthe results ofobjects inthemeasurementtimefull, empty; Weightsuchenvironmentñheavy,light; andmeasurementTime ñbefore,comparisons.after, morning,afternoon, days ofweek)

110Essential IndicatorsDomain:NumeracyOutcome #12:The child demonstrates theability to investigate, organize, andcreate representations.Indicator12.1(Essential Indicator #12): Sorts, classifies and groups materialsby one or more characteristics.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplished forK(End of K)Identifies Identifies twoSorts orSorts items Given a RecognizesExtends aOrders objects intwo objectsobjects ormatchesinto smallcollection ofand creates three a complex3or pictures pictures thatobjects that number ofitems simpleelementelementdesign ofthat are theare the sameare identicalgroups based determines aalternatingpatternhis/her ownsameand eliminatesones that aredifferent fromthis groupon similarattributesclassificationscheme thatcreates agroup foreveryitem andtells about thegroupspatterns(example:blue block/redblock/blueblock/redblock)started byothers(example:red tile/bluetile/yellowtile, childadds redtile/bluetile/yellowtileÖ)creation(example: stringsvarious shapes andcolors of woodenbeads in arepeating seriesÖred cube/redcube, blue ball,green cone, redcube/red cube,blue ball, greencone)111

Domain: Aesthetic CreativityDomain Vignette:Austin (three-years-old) was playing in the dramatic play area. He drapedseveral scarves around his neck, put a haton his head and a bag over his shoulder. ìHey, teacher, want to see my angrydance?î He then began to stomp his feet andsing at the top of his voice, ìIím mad. Iím mad! Not sad. Iím mad.î He marchedaround the room continuing to sing andstomp until he reached the balance beam. He stopped singing and climbed ontothe balance beam, walking carefullywithout falling across it. When he stepped off, he resumed his ìangry danceand songî until he came to the teacher.ìSee?î he said. ìThatís the angry dance. You have to make your face look likethis. My Mom showed me. Sometimes we doa sad dance, too. Then you look like this.î He made a sad face and returned tothe dramatic play area.(Austin is showing his capability to creatively express feelings throughmovement and song. In addition, his capabilities inother domains are evident as well. He is also demonstrating his ability to usegross motor control, coordination andbalance, to converse in his home language, to share information about his ownfamily, to play alone and to take initiative.)

Domain Description:The arts provide a vehicle and an organizing framework for children to expresstheir ideas, knowledge and feelings.Music, movement, drama, and visual art stimulate children to use words,manipulate tools and media, and solve problemsin ways that are aesthetically pleasing and simultaneously convey meaning.Through experimenting with sounds, colors, forms, motion, and words, childrencommunicate in ways that aredistinctly their own and that reflect their unique approaches to learning.Each painting, dramatic play scenario, andimprovised tune provides teachers and families with insights into a childísinterests and abilities and allows children toexpress what they know. In an environment that fosters the arts, childrenlearn to appreciate the contributions of otherchildren and the works of others that reflect different experiences, cultures,and views.When You Are ObservingYoung children demonstrate their skills in many ways, butrarely in isolation. Theyoften combine and integrate whattheyknowandcando andapplyconcepts andskills as theygoabout creating apainting, buildinga structure, actingouta role-playortryingtoputtogetherconnectingblocks.Teachers are looking for the ways that children use andapply their skills andunderstandings and document theirobservations withwritten descriptions,photographs andwork samples. The photo of the blockconstruction alongwith a descriptionof how the child went about buildingit

is a wonderful way to capture a childís capabilities!Keep in MindThe information gained through authentic, observational assessment related tothe guidelines is used toinform parents and plan individualized curriculumactivities and strategies to helpeach childgrow anddevelop. A cycle ofobservation,reflection, planning and implementation is the basisforallcurricularplanning. Teachers implement strategies and modify activitiesto better meet the needs of each childbased on documented observations of eachoneís successes and challenges.Photo 20 Creativity.PNG116Essential IndicatorsDomain: Aesthetic CreativityOutcome #13: The child demonstrates appreciation for the arts (movement,music, visual and dramatic.Indicator 13.1 (Essential Indicator #13): Communicates ideas and/or feelingsthrough creative activities (for example,making up a song, acting out a story, creating a piece of art work or a set ofmovements).3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) Rubrics

First StepsMakingProgressAccomplishedfor 3ís(First Steps for4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ís

MakingProgressAccomplishedfor K(End of K)Participatesin simplecreativeactivities forsensoryexperienceand/orexplorationParticipatesin morecomplexcreativeactivities forsensoryexperienceand/orexplorationCommunicatesone simple ideaor feelingthroughcreativeactivities

Communicatestwo ideas orfeelingsthroughcreativeactivitiesCommunicatesa morecomplexcombination ofideas orfeelingsthroughcreativeactivitiesCommunicatesdetails aboutpersonalcreations thatshowunderstandingof the mediumwith adult help(i.e., describingvolume ofmusic, color andform of apainting,representationin dance moves,or story line indramatization)Communicatesdetails aboutpersonal

creations thatshowunderstanding ofthe medium withminimal adulthelp (i.e.,describingvolume of music,color and form ofa painting,representation indance moves, orstory line indramatization)Makes personalcreations thatcombinedifferent mediawith minimaladult help (i.e.,drawing orpainting torepresent thesounds ofmusic; creatingprops toaccompany adramatization)

Domain: Scientific Conceptual UnderstandingsDomain Vignette:In his preschool classroom, Jeff noticed that the childrenís block play wasnot quite as complex as it had been in thepast. He had taught the children how to make ramps with the blocks and watchedthem as they rolled cylindrical blocksand various small vehicles down them. But they didnít seem to know what elseto do at that point. And only a few childrenremained with the activity for any length of time. Jeff decided to introduce achallenge at the block area and see whetherthat might bring about higher levels of engagement.As he introduced the play areas and activities the next day, he posed thisquestion to the group: ìIn the block areatoday, I have a challenge for you. If we changed the surface of the rampsyouíve been building, I wonder if that will changehow far and fast things roll down your ramps? Iíll need people who areinterested in this challenge to choose blocks andcome see what materials I have to challenge your thinking.î At the block area,he helped the children get two ramps builtquickly. Then, he showed them the following items: aluminum foil, a carpetmat, a large piece of sandpaper, and a pieceof satin fabric. Jeff said, ìMy challenge to you is: what do you think willhappen if we place these different textures on the

amps? Will our blocks and cars roll faster and farther? Or slower and not asfar?î The children felt the textures, madepredictions, and conducted experiments to see what would happen. Jeff was ableto keep this challenge going throughoutthe week so that all of the children who were interested in participating hadan opportunity to do so. He helped themthroughout, and even kept a chart recording their findings. (from Gronlund,2010, Developmentally Appropriate Play:Guiding Young Children to a Higher Level, pp. 156-157)(Through this experience, the children are showing their capabilities in theScientific Conceptual Understandings area ofsensory investigation, making predictions and forming hypotheses. In addition,their capabilities in other domains areevident as well. They are also demonstrating their ability to listen withunderstanding to directions, to converse in theirhome language, to use measurement vocabulary, to try new experiences, and tofocus on a task.)Domain Description:For young children, the world is their laboratory. They explore nature andlearn about physical properties. Theywonder at the night sky and make observations about changes in the weather.They use their senses to explore andexperience the capabilities of their own bodies. They observe, question,investigate and interpret the infinite possibilitiesof the world around them. In preschool and kindergarten, foundationalscientific skills are developed as children havevaried opportunities to observe, manipulate, listen, reflect, problem solve,make inferences and draw conclusions. Theybegin to develop hypotheses and set up experiments to learn scientificconcepts and build understanding of their world.Photo 21 Scientific.PNG

Watch & Listen Ask & Wonder Reflect & Plan Implement & Watch AgainWhen You Are ObservingTying observations to the Early Learning Guidelineshelps teachers determine what the child can do andwhatís next in developmental expectations. Byknowing what comes next in the continuum, a teachercan plan activities that challenge the child at just theright level for him or her. Then, she can providescaffolding and support to help the child movetowards those next steps. The Early LearningGuidelines are the criteria by which teachers candetermine what their observations are telling themabout each childís performance and plan curriculumaccordingly.Keep in MindFrom birth through the kindergarten year, young children are growing,developing andlearning. They are gaining foundational skills that will serve them as theymove into more

igorous and focused academic learning in the elementary school years. They doso withinthe context of relationships with family members and primary caregivers,feeling safe andsecure and therefore, willing to try new things, take risks and gain newskills.Essential IndicatorsDomain: Scientific Conceptual UnderstandingsOutcome #14: The child uses the scientific method to investigate the physicaland natural worlds and to hypothesizeand make predictions.Indicator 14.1 (Essential Indicator #14): Uses senses to investigatecharacteristics and behaviors in the physical andnatural worlds and begins to form explanations of observations andexplorations.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst Steps

MakingProgressAccomplished for 3ís(First Stepsfor 4ís)MakingProgressAccomplished for 4ís(First Stepsfor K)Exceeds for 4ísMakingProgress

Accomplishedfor K(End of K)Plays withmaterials ofdifferenttextures (e.g.,sand, water,leaves) withadultencouragementPlays withmaterials ofdifferenttextures (e.g.,sand, water,leaves) andconditions(wet, dry,warm, cold,etc.) with adultencouragementUses obvioussensoryinformationto explorethe world,reactingmorephysically

than verballyUses onesense (such assight only, orsmell only) ina sensoryexperience,making 1-2simplecommentsdescribing theexperienceUses 2 ormore senses(such as bothsight andsmell, or bothhearing andtouch) toexplore theworld andmakes 1 ormore detailedcommentsdescribingsensoryexperiencesConducts smallhands-on/multi-sensoryexperimentswith adultguidance anduses

observation andverbalquestioning andcomments toinvestigate anddrawconclusionsConductssmall handson/multisensoryexperimentswith adultguidance andrecordsobservationsandconclusionsthroughpictures,drawings, ordictationsConducts smallhands-on/multisensoryexperimentswith adultguidance andrecordsobservations andconclusionsthroughpictures,drawings,dictations, and

numbers orsymbols ongraphs andchartsEssential IndicatorsDomain: Scientific Conceptual UnderstandingsOutcome #14: The child uses the scientific method to investigate the physicaland natural worlds and to hypothesizeand make predictions.Indicator 14.3 (Essential Indicator #15): Makes predictions and formshypotheses.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst Steps

MakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgress

Accomplishedfor K(End of K)Asks ìwhyîand othersimplequestions foradultexplanationsabout thingsobservedAsks ìwhyîand othersimplequestions foradultexplanationsabout thingsobserved andexploredthroughadditionalsensesIn a science ornatureexperience,guesses atwhat willhappen nextwith norelation to theexperience

In a science ornatureexperience,makes aprediction orguess that isrelated to theexperienceIn a science ornatureexperience,makes one ormorepredictionsand givesreasons forpredictedresultDevelops planswith teacherassistance fortestingprediction orhypothesis,and tries outideasIndependentlydevelops plansfor testingprediction orhypothesis,and tries outideas

Developsalternativehypothesisbased ontesting resultswhen initialprediction/hypothesis isfound to beinaccurate

Domain: Self, Family and CommunityDomain Vignette:Sarine, an English speaker, announced to her friends, Melissa and Tina, that

they were going to have a birthdayparty. They often played together with Sarine in the play leader role. Allthree girls spoke English. Tina was bilingual andSarine spoke a little Spanish. Dominga, the assistant teacher, was nearby andcommented in Spanish about the girlsí plans.ìYou be the birthday girl,î Sarine said to Dominga. Dominga sat down at thetable in the play kitchen and the girls adornedher with scarves and jewelry. Soon other children joined the party. Many ofthem spoke only Spanish. Play food items, potsand pans, dress-up clothes, and other items from around the classroom werepiled on the table in front of Dominga as herpresents. Finally, Dominga said, ìNo mas,î and led the group in singing ìLasMaÒanitas,î the birthday song in Mexico.Dominga thanked everyone in both English and Spanish for her beautiful giftsand party. Then, the children spent timeputting everything back in its place. (from Genishi and Dyson, 2009, Children,Language and Literacy: Diverse Learners inDiverse Times, pp. 61ñ62)(The children are showing their capabilities in the area of Self, Family andCommunity including their expression ofcultural influences from their families, playing and interacting with otherchildren and caring for group possessions. Inaddition, their capabilities in other domains are evident as well. They arealso demonstrating their ability to converse intheir home language, to be creative and to role play real-life experiences.)Domain Description:The Self, Family and Community Domain encompasses what is traditionallylearned in social studies experiences inthe elementary years. For young children, their foundation for learning insocial studies begins with their personalexperiences and understanding of their relationship to home and family.Culture, heritage, home language, values andtraditions all play very important roles in the childís growing sense of self.As they move on in the preschool andkindergarten years, their understanding moves beyond just self and family andgradually expands to include the peoplethey meet in their school, neighborhood, community and the larger world.This domain includes social and emotional development which is critical tolifelong learning and well-being.

Research clearly indicates that children who develop self-confidence andpositive social skills early in life are moresuccessful learners later on (The National Academies, Eager to Learn, NRC,2001a; Neurons to Neighborhoods, 2000; Katz &McLennan; Ladd, 1990). This competence is nurtured in an environment thataffirms children as individuals and asparticipants in their community helping them to learn to get along with othersand demonstrate personal responsibilities.Photo 22 Self, Family.PNGWatch & Listen Ask & Wonder Reflect & Plan Implement & Watch AgainWhen You Are ObservingTeachers learn about children by observing them inaction in many situations and experiences. Andparents and family members can contributeinformation to a teacherís observations. Talking withfamilies can be very helpful in learning more aboutthe childís experiences outside of the early childhoodprogram. Home visits can broaden the perspective ofthe early childhood professional and help her to learnmore about the familyís culture and values. Sensitivityand respect for family membersí goals for the childwill help build a partnership that will benefit thechild.

Keep in MindConsideration of each childís unique circumstances, respect for each family,and cooperative involvementbetween families and teachers is critical to childrenís academic success andlater school achievement.Teachers give families the information they need to support their children'slearning and development.Creating partnerships with families is a way to insure that children areprovided with the best learningexperiences at home and at school.Essential IndicatorsDomain: Self, Family and CommunityOutcome #17: The child exhibits self-awareness.Indicator 17.4 (Essential Indicator #16): Expresses cultural influences fromhome, neighborhood and community.

3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for

4ísMakingProgressAccomplishedfor K(End of K)IdentifiesfamilymembersNames familymembersSharesinformationabout ownfamilymembers

Sharesinformationabout his orher community(such asschool,neighborhood,and/or church)Begins to shareinformationabout his orher familyísculturalknowledge,beliefs, valuesand/orcustoms(beyondcommonholidaytraditions)Frequentlysharesinformationabout his orher familyísculturalknowledge,beliefs, valuesand/orcustoms(beyondcommonholidaytraditions)Identifiesfamily customsand traditions

and explainstheirimportance(beyondcommonholidaytraditions)Begins toshows interestin andappreciationfor otherpeopleíscustoms,beliefs and/orvaluesEssential IndicatorsDomain: Self, Family and Community

Outcome #19: The child demonstrates personal responsibility.Indicator 19.1 (Essential Indicator #17): Cares for personal and grouppossessions.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgress

Accomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Responds todirectionsfrom adults toput itemsaway or to becareful withgrouppossessionssome of thetime

Responds todirectionsfrom adults toput itemsaway or becareful withgrouppossessionsmost of thetimePlacespersonal itemsin own cubby(backpack,jacket, shoes,etc.) andparticipates inclean-up timewith adulthelpPlacespersonal itemsin own cubbywithoutassistance (butmay needreminding) andparticipates inclean-up timewith someindependence

and someadult helpPlacespersonal itemsin own cubbywithoutassistance andparticipates inclean-up timeindependently(without adulthelp) almostevery dayRoutinelydemonstratesresponsibilityfor care ofclassroomenvironmentEngages peersto assist withcare ofclassroomenvironmentConsistentlyshows respectfor classroomproperty andthepossessions ofothers byexercisingreasonablecare andreturning

found items totheir properplaces/ownersEssential IndicatorsDomain: Self, Family and CommunityOutcome #20: The child works cooperatively with other children and adults.Indicator 20.1 (Essential Indicator #18): Plays and interacts with variouschildren, sharing experiences and ideas withothers.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMaking

ProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplished for4ís(First Steps for K)Exceeds for4ísMakingProgressAccomplished forK

(End of K)Plays alone orwatches otherchildren mostof the timeObservesand imitatesotherchildrenísactivitiesmost of thetimePlays alongsideother children(rather thaninteractively)most of thetimeInteractswith otherchildrensharingobjects andtalking backand forth asthey play forseveralminuteswithoutcooperativeidea sharing

Interacts withother children,sharing objects,conversation, andideas to cooperatein play activitiesDevelopsand/orextendsthemes incooperativework/playactivitiesUnderstandsthatìfairnessîrequirestaking turnsbeing leaderand groupmember incooperativeplay and workShowsunderstanding ofìfairnessî byactivelyparticipating incooperative play

and work projectswhether role is thatof leader or groupmember. (Example:Is able to acceptdirection from peerwhen in ìmemberîrole and is able toprovide positivedirection when inìleaderî role.)Essential IndicatorsDomain: Self, Family and CommunityOutcome #20: The child works cooperatively with other children and adults.Indicator 20.2 (Essential Indicator #19): Uses and accepts negotiation,compromise, and discussion to resolve conflicts.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) Rubrics

First StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ís

MakingProgressAccomplishedfor K(End of K)Waits forsomething heor she wantsto have or doonly with adulthelpCan wait forsomething heor she wantsto have or dowithout adulthelp some ofthe timeUses andacceptsnegotiation,compromise,and discussionto resolveconflicts onlywhenmediated byteacher talk

and assistanceWith teacherguidancegenerates ownideas ofappropriateways to handleconflicts andcomes to anagreeablesolutionTries to workthroughconflicts withpeers inappropriateways (may ormay not endup needingteacher help)Morefrequentlyinitiates andsuccessfullycompletesconflictresolution withminimal adultassistanceTypicallyinitiates andcompletespeer-to- peerconflictresolution

successfully,independentof adultassistanceConsistentlyinitiates andcompletespeer- to- peerconflictresolutionsuccessfully,independentof adultassistanceDomain: Approaches to Learning

Domain Vignettes:Three four-year-old boys were invited by their teacher, Gina, to sort coloredbears into round sorting trays withmultiple compartments. As long as she was there with them, they cooperated inthe sorting activity, talking about the colorsof the bears as they sorted them. As she moved on after five or six minutes tohelp in another area of the classroom, theirinteraction with the bears changes. ìHey, I know,î says Alec. ìLetís see whocan throw them into the tray!î The boys movethe trays to the opposite end of the table and begin to throw the bears. Theirinitial throws involve aiming for the smallcompartments. As bears fly across the table and land in the compartments, someof them bounce out again onto the tablefrom the force of the throw. The boys laugh hysterically, and continue tothrow the bears harder and harder. Their laughtergrows louder by the minute. Soon, bears are flying across the table and ontothe floor. The boysí laughter is high-pitched.They pound on the table and lay across it as each bear lands. (Gronlund andJames 2008, 50)Gina moves across the room and says to the boys, ìItís gotten very loud overhere. And I see that youíre throwing thebears instead of sorting them.î The boys stop throwing but still giggle. Shecontinues, ìIt looks to me like you wanted to dosomething different with the bears. Thatís okay. But throwing them into thesesmall compartments probably isnít safe. Whatare some other things that you might do with the bears?î The boys look at herblankly, and Noah says, ìI donít know.î Ginasays, ìI wonder if you might like to practice throwing with something else,like beanbags and soft balls. We could set up ahoop as the target over there across the room. You could try throwing fromdifferent distances and see how many times youcould get the beanbags and balls inside the hoop. What do you think?î Noah andhis friends yelled out, ìYeah! Letís do that.îGina suggested that they clean up the bears first, then help her get out thethrowing items and hoop. She then supervised asthey played the throwing game. (from Gronlund, 2010, DevelopmentallyAppropriate Play: Guiding Young Children to a HigherLevel, pp. 83-84)

(The boys are showing their capabilities in the area of Approaches to Learningincluding their interest in exploring theenvironment and developing independence that still needs some adult help. Inaddition, their capabilities in other domainsare evident as well. They are also demonstrating their ability to sort andclassify objects, to use negotiation and conflictresolution (again with adult help) and to throw objects.)Domain Description:Approaches to learning include the ways in which a child acquires andunderstands knowledge and applies that knowledgein meaningful ways. The childís dispositions to try new things, to takeinitiative and to stay with a task even in the face ofchallenges are all essential elements of success for students in academicendeavors. Preschool and kindergarten children arebeginning to develop these dispositions as they enter into school experiencesand learn more about themselves as learners.Each young childís approaches toward learning are unique. Cultural backgroundand experiences contribute to a childísapproach to tasks and should be validated and respected. A well-plannedlearning environment, carefully designed activities,and positive teacher/child interactions support childrenís willingness toexplore their environment, try new experiences andgain persistence in completing projects. Adults must insure that every childhas the opportunity to develop their knowledgeand skills to a new level of mastery.

Photo 23 Approaches.PNGWhen You Are ObservingSome of the indicators in the Early Learning Guidelinescan be observed quickly by teachers. And the childísperformance can be documented with a checkmark or aìYesî or ìNo.î Other indicators must be observedmultiple times so that a teacher can build a case abouthow the child goes about showing that set of skills orcapabilities. The documentation for these indicators willinclude written descriptions of what the child did and/orsaid and may be accompanied by a photograph or worksample. Itís important for teachers to think about whichindicators are best documented in these different ways.

Keep in MindEvery child needs consistent, predictable, reliable and responsive adults whoare available tothem both emotionally and cognitively. Nurturing and responsive relationshipsprovide thefoundation for healthy growth and development. They help children develop asense of securityand trust. Preschoolers and kindergartners learn with caring adults guidingand facilitating playand investigative experiences, as well as large and small group activities.Essential IndicatorsDomain: Approaches to LearningOutcome #23: The child is open and curious to learn new things.Indicator 23.2 (Essential Indicator #20): Shows interest in exploring theenvironment, learning new things and tryingnew experiences.

3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Steps for4ís)MakingProgressAccomplishedfor 4ís(First Steps forK)

Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Explores newobjects whileplayingExploresnew objectswhileplaying andidentifiesfavorite,familiaractivitiesShows interestin exploring theenvironment

often choosingfavorite,familiaractivities,trying newexperiencesonly with adultencouragementShows interestin exploring theenvironmentchoosingfavorite,familiaractivities andtrying 1-2 newexperiencesindependent ofadultencouragementShows interestin exploring theenvironmentoften tryingnewexperiencesindependent ofadultencouragementInitiates anongoinginterest infinding outmore aboutownenvironmentand trying newexperiences

Partners withanother childto expandinterests andexperiencesIndependentof adultassistance,organizes asmall group toexplore theenvironmentfor a specificpurpose, or tocomplete aspecific taskEssential IndicatorsDomain: Approaches to LearningOutcome #24: The child takes initiative.

Indicator 24.2 (Essential Indicator #21): Develops increasing independenceduring activities, routines and play.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Steps

for K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Starts activityonly after anadult makessuggestionsStarts activityafter an adultmakessuggestions,some of thetime

Needsextensiveadult helpduringactivities,routines andplayNeeds lessadult helpduringactivities,routines andplaySelf-initiatesactivities andplay and showsincreasingindependencein routinescalling onadults whenhelp is neededDemonstratesindependenceduringactivities,routines,classroomtransitions andplay most ofthe timeAssists others

duringactivities,routines,transitions andplay beforecalling onadult for helpCreates ownplan orroutine;selectsmaterials andsustainsattention untilproject/task iscompletedEssential IndicatorsDomain: Approaches to Learning

Outcome #25: The child exhibits imagination and creativityIndicator 25.3 (Essential Indicator #22): Role plays to express feelings, todramatize stories, to try out social behaviorsobserved in adults, and reenact real-life roles and experiences.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst StepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgress

Accomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Interacts withdolls, stuffedanimals orprops inpretend play

Adds dress-upclothes orother items topretend playImitates realliferoles andexperiences insimple roleplaysIncorporates 1-2 socialbehaviorsobserved inadults andexpression of1-2 feelings inrole playingreal-life rolesandexperiencesIncorporatesmore than 2socialbehaviorsand/orexpression ofmore than 2feelings whenrole playingreal-life rolesandexperiences so

that a morecomplex storyis dramatizedCommunicatesfeelings andtries out socialbehaviors withincreasing selfregulation indramatic playsituations withother childrenCommunicatesfeelings andtries out socialbehaviors withincreasing selfregulation indramatic playsituations withother childrenand begins tosustain therole playacross morethan one dayCommunicatesfeelings andtries out socialbehaviors withincreasing selfregulation indramatic playsituations withother childrenand makesplans tosustain the

ole playacross morethan one dayEssential IndicatorsDomain: Approaches to LearningOutcome #27: The child displays persistence and pursues challenges.Indicator 27.1 (Essential Indicator #23): Focuses and completes a variety oftasks, activities, projects, and experiences.3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirst Steps

MakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgress

Accomplishedfor K(End of K)Shows interestin favoritechild-initiatedactivities overand over againBegins to showinterest inadult-initiatedactivitiesStays with atask for up tofive minutes;may give upwhen problemsariseStays with atask for five toten minutesand attemptsto solveproblems thatarise

Stays with atask for morethan tenminutes andattempts tosolve problemsthat ariseStays focusedon an activityfor more thanten minutesand ignoresmostdistractionsUtilizesmultiplestrategies incompleting ataskUtilizesmultiplestrategies incompleting ataskand expressessatisfactionwhen done

Domain: Physical Development, Health and Well-Being (Gross Motor)Domain Vignette:Ms. Hernandezís prekindergarten class had been doing an Eric Carle study ñreading many of his books again andagain, acting out the stories with puppets and other props and makingwatercolor and tissue paper collages in his artisticstyle. Although all of the books were popular, The Hungry Caterpillar was thefavorite of most of the children.Today, Taryn asked if she could take the basket of books outside at playtime. Ms. Hernandez suggested that shebring a blanket and set up a reading corner under the shade of the oak tree inthe yard. Taryn and Kimberly took the leadin doing so and sat under the tree looking through the books and talkingquietly. Soon, several other children joined them.Ms. Hernandez stood nearby, watching and listening as the children looked atthe books and discussed them. ìSee, thecaterpillar has to eat all of this food before he can become a butterfly,îMichael said. ìNo, he has to make a cocoon,îTaryn replied, turning to the page that shows the spinning in action. ìYeah,but I donít think heíd eat an ice cream cone,do you?î asked Kim. All the children laughed. ìHey, I know. Letís play aHungry Caterpillar game!î Taryn suggested. ìWeílldo it just like Duck, Duck, Goose - only you have to say ëCaterpillar,Caterpillar, Butterfly.î The group stood up and Kimsaid, ìEverybody skip just like me.î They all skipped, galloped or ran over tothe area of the playground where a largecircle was painted. ìYou have to sit on the circle, remember? Just like whenwe play other games,î Taryn said. ìI get to gofirst,î Michael announced. He walked around the circle, tapping each child onthe head saying ìCaterpillar, Caterpillarîuntil he chose his ìbutterflyî then he ran and galloped quickly back to hisspot. The game continued for ten minutes andthen the group wandered back to look at books again in the shade of the tree.(The children are showing their capabilities in the area of Gross Motordevelopment including their body coordination inrunning, galloping and skipping as well as exhibiting balance and spatialawareness in a group game. In addition, their

capabilities in other domains are evident as well. They are also demonstratingtheir ability to listen with understanding inconversations, use their home language, demonstrate interest in books andtheir comprehension of familiar stories, identifyshapes, and interact with other children.)Domain Description:Young childrenís future health and well-being are directly related to thedevelopment and strengthening of boththeir large and small muscles. Gross motor control or large muscle movementrefers to such characteristics as balance,coordination, purposeful control and stability of body movements andfunctions. Given opportunities both indoors and outto explore their world, children develop agility and strength as well asgeneral body competence and overall autonomy.The goal for all children is full participation. Good physical health andmotor development allow for full participation inlearning experiences. Children with a disability receive specialaccommodations which permit them to participate fully athis or her level.

Photo 24 Gross Motor.pngWhen You Are Observing

In order to observe and document the indicators in the NewMexico Early Learning Guidelines, teachers may need to setup opportunities for children to demonstrate them. Ratherthan doing so only through on-demand tasks, teachers canprovide materials that encourage children to use specificskills and capabilities. For example, setting up an obstaclecourse indoors or out will encourage children to use theirgross motor capabilities. Teachers can also plan forexperiences that are related to the indicators. For example,after reading a favorite childrenís book, teachers canencourage children to act out the story with puppets andthus determine the childrenís comprehension of the readingexperience. In this way, curriculum is related to theoutcomes and indicators in the guidelines.Keep in MindAs active learners young children need opportunities to observe objects,people and events in theirworld, form their own hypotheses, try them out, observe what happens, andformulate their ownanswers. Play is childrenís mode of finding out about the world around them.All types of play ñmanipulative play, play with games, rough-and- tumble play, and socio-dramaticplay ñ provide childrenwith opportunities to try things out, to observe what happens and learn.Outcome #1: The child independently uses gross motor control includingbalance, spatial awareness and stability.

Indicator1.1(Essential Indicator #24):Exhibits body coordination andstrengthin activities such as climbing stairs withalternating feet, marching, running,jumping, hopping, dancing, riding tricycles andscooters.Essential IndicatorsDomain:PhysicalDevelopment, Health and Well-Being(GrossMotor)(FOR ì619î SPECIALEDUCATION PRESCHOOL PROGRAMS)3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Climbs stairsindependentlyand runs andwalks easilyfrom place toplaceClimbs familiarstairs and triesnewstairs/ladders,progressing toalternatingfeet and runs,walks andjumps easilyClimbs on ageappropriateplaygroundequipmentwith someadultassistance andwalks, runs,jumps andmarches easilyClimbs on ageappropriateplaygroundequipmentwith littleadultassistance andwalks, runs,jumps,marches andhops easilyIndependentlyandconfidentlyclimbs on ageappropriateplaygroundequipment andwalks, runs,jumps,marches, hopsand gallopseasilyIndependentlyandconfidentlyclimbs on ageappropriateplaygroundequipment andskips withadultassistance andmodelingTransitionssmoothly

etweenmovementswhen climbingor moving(such asrunning into ajump) andattempts toskipindependentlyChild exhibitsa variety oflocomotorpatterns(includingskipping) usingmature form148Outcome #1: The child independently uses gross motor control includingbalance, spatial awareness and stability.Indicator1.2(Essential Indicator #25):Exhibits balance and spatial awarenessin many situations (running andstopping,climbing, ball handling, and/or simple group games, i.e., ìDuck, Duck,Gooseî).Essential IndicatorsDomain:Physical Development, Health andWell-Being(GrossMotor)(FOR ì619î SPECIAL EDUCATION PRESCHOOLPROGRAMS)3-Year-Old Rubrics4-Year-Old RubricsKindergarten (5-Year-Old) RubricsFirstStepsMakingProgressAccomplishedfor 3ís(First Stepsfor 4ís)MakingProgressAccomplishedfor 4ís(First Stepsfor K)Exceeds for4ísMakingProgressAccomplishedfor K(End of K)Maneuvers Walks along aWalks forwardWalks forwardShows balanceShows ShowsbalanceMoves inaround objects line or beam smoothly alongand backwardin many balance in inmany differentand peoplestructure with a wide beam along a widesituations manysituations,directions andwithout some success or line with beam or lineincluding playsituationsmoving,makes thebumping intoand attempts minimalwith minimaloutdoors,ballincluding playchanging speed,necessarythem most ofto catch aassistance andassistance and handling and outdoors, balldirection and adjustmentsthe time and large ballmaintains coordinates in simplehandling and pathwayquickly and kicks orkicks and balance when throwing and group gamesinsimpleand safely mostbats at a ballthrows a ballthrowing andcatching largeballscatching witha variety ofsizes of ballsgroup gamesand throws orkicks objectswithincreasedaccuracyof the time(sometimes in

esponse tothrowing,catching andkicking balls)with increasingcoordination149DefinitionsEarly Learning Guidelines: Expectations about what typically-developingchildren should know (understand) and do(competencies and skills) across different domains of learning. (NationalInfant and Toddler Child Care Initiative, 2006).Domain: A broad category of childrenís learning and development.Component: One aspect of learning and development within a domain.Outcome: What we would reasonably expect a typically-developing child to know,be able to do and the dispositions wewould expect that child to have by a particular age.Milestones: Developmental accomplishments of children.Indicator: Observable behaviors or skills of children, in relation to aspecific outcome.Strategies/supports: Some ways adults can interact with children to nurturetheir learning and development.

Program Standards: Requirements established by entities such as child carelicensing, Early Head Start and NAEYC thatfocus primarily on environment, adult behaviors and program administration.C:\Users\psellers\Desktop\Overview_of_Learning_Outcomes_8-11.png

Building PortfoliosWhen authentically assessing young childrenís developmental progress, teachersand care providers can use portfolios toorganize their observation notes, photographs, work samples and otherdocumentation. By tying documentation directly tothe Early Learning Guidelines, teachers as well as parents and others begin tosee the specific indicators in action.Examples of portfolio forms have been provided here with this kind ofdocumentation in mind.Two different formats are offered:

ï Developmental Progress Portfolio Forms can be used with any age groupincluding infants, toddlers, preschoolersand kindergartners.ï Portfolio Forms for some of the preschool and kindergarten indicators thatare most suited for portfoliodocumentation have been provided for three- and four-year-olds, as well askindergartners.Teachers and care providers are invited to use whichever format fits theirprogram best. Or, they may create a differentdesign altogether.Itís most important that the documentation be a factual and descriptiverepresentation of what each child can do and givesclear information about the childís developmental progress across thedevelopmental continuum presented in the EarlyLearning Guidelines.A few considerations for effective and informative portfolio collection shouldbe remembered:1. The portfolio is a place to gather information. It is not a report card,but rather the collection of evidence.2. Observation notes should be factual and descriptive. They should tell astory of what the child did and/or whatshe or he said ñ not the teacherís or caregiverís opinion about it.3. Work samples and photographs (and perhaps other documentation) of the childin action support the observationsdocumented on the portfolio form.4. Portfolios are put together with the family in mind. Family members love tosee photos of their children. Thephotos and work samples give them a window into the childís time at the earlychildhood program. And, by tyingphotos and observations to the Early Learning Guidelines, family members gaina better understanding of howtheir child is progressing developmentally.5. Observations are done across time. They are not one-shot, on-demand tasks.Teachers and care providers watchchildren throughout daily interactions, play, and routines. They take notes of

what children do and say so thatthey can get to know each child better and build a case about where she or heis successful and where she or heis challenged.6. These observations and other forms of documentation support curricularstrategies so that each child can besupported to reach his or her full potential.

NM Early Learning GuidelinesDevelopmental Progress Portfolio FormChildís Name Age

Observerís Name DateAs children play and explore, participate in daily routines, and interact withtheir teachersand other children they are showing their growth and development in all areasand areacquiring new skills and capabilities.Domain(s):Component(s) or Indicator(s):Description (Include photo, work sample or other documentation, ifappropriate):

NM Early Learning Guidelines Most Appropriate for Portfolio Collection -Preschool and KindergartenLITERACY:Indicator #6.1: Converses effectively in his or her home language, English, orsign language for a variety of purposes relating to realexperiences and different audiences.Indicator #7.2: Demonstrates comprehension of a story read aloud byasking relevant questions or making pertinent comments.Indicator #8.3: Increasingly attempts to represent meaningful words and printinthe environment using the early stages of writing.NUMERACY:Indicator #9.2: Uses numbers and counting as a means for solving problemsand determining quantity.AESTHETIC CREATIVITY:Indicator #13.1: Communicates ideas and/or feelings through creativeactivities(for example, making up her own song, acting out a story,creating a piece of art work or a set of movements).

SCIENTIFIC CONCEPTUAL UNDERSTANDINGS:Indicator #14.1: Uses senses to investigate characteristics and behaviors inthephysical and natural worlds and begins to form explanations ofobservations and explorations.SELF, FAMILY AND COMMUNITY:Indicator #20.1: Plays and interacts with various children, sharingexperiencesand ideas with others.APPROACHES TO LEARNING:Indicator #25.3: Role plays to express feelings, to dramatize stories, to tryoutsocial behaviors observed in adults, and reenact real-life rolesand experiences.Indicator #27.1: Focuses and completes a variety of tasks, activities,projects,and experiences.

SampleNew MexicoEarly LearningGuidelines PortfolioCollection FormsFor 3-Year-OldsNM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date__________ ObserverDomain: LITERACY Indicator #6.1Converses effectively in his or her home language, English, or sign languagefor a varietyof purposes relating to real experiences and different audiences.

Childís Progress toward the Outcome: Circle the appropriate ratingAccomplishing for 3ísUses 3-4 wordsentences to expressselfExceedsExpectationsUses 5-6 wordsentencesto express ideasNot YetDemonstratingUses words andgestures tocommunicate ideasFirst StepsCombines signsor words to

describe whatthey are doing(I.e., ìI jumpî).Making ProgressCombines 3 signs orwords following thesubject-verb-object wordorderCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes

. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: LITERACY Indicator #7.2Demonstrates comprehension of a story read aloud by askingrelevant questions or making pertinent comments.Childís Progress toward the Outcome: Circle the appropriate ratingFirst Steps

Relates story contentto own experiences,i.e., ìLook, a dogîExceedsExpectationsListens to storiesand responds byasking relatedquestions andmaking pertinentcommentsNot YetDemonstratingBegins to followwhat happens in astory

Making ProgressUses own experiences tomake comments that may ormay not follow along thestory lineAccomplishing for 3ísListens to stories for afew minutes andresponds by pointing topictures, turning pages,and/or asking simplequestionsCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes)

. Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).

NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: LITERACY Indicator #8.3Increasingly attempts to represent meaningful words and print in theenvironment using the early stages of writing.Not YetDemonstratingStarts to useown drawings torepresentobjects and

ideasChildís Progress toward the Outcome: Circle the appropriate ratingExceedsExpectationsPurposefully makesmarks, scribbles orletter-like shapesidentifying the writingas words or print inthe environmentAccomplishing for 3ísMakes marks orscribbles and identifiesthem as writingMaking ProgressMakes marks or scribbles inresponse to adult suggestionsfor writing

First StepsMakes marks orscribbles in additionto drawingsCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, work

sample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: NUMERACY Indicator #9.2Uses numbers and counting as a means for solving problems and determiningquantity.Childís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingDemonstrates beginningnumber concepts

ExceedsExpectationsCorrectly assigns anumber to each itemwhile counting five orfewer items usingone to onecorrespondenceAccomplishing for 3ísBegins to assign anumber when pointing toeach item while countingMaking ProgressLines up or sorts objects,one by one withoutassigning any number(i.e., setting the table,organizing several bearsby putting each one on ablock)First Steps

Imitates counting ofobjects by countingaloud with norelationship to theobjects at handCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say

(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: AESTHETIC CREATIVITY Indicator #13.1Communicates ideas and/or feelings through creative activities (for example,making upher own song, acting out a story, creating a piece of art work or a set ofmovements).Childís Progress toward the Outcome: Circle the appropriate ratingExceedsExpectationsCommunicates two ideas orfeelings through creativeactivities

Not YetDemonstratingPretend and usecreativity andimagination duringplayAccomplishing for 3ísCommunicates onesimple idea or feelingthrough creativeactivitiesFirst StepsParticipates insimple creativeactivities forsensoryexperience and/orexploration

Making ProgressParticipates in morecomplex creativeactivities for sensoryexperience and/orexplorationCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this child

Anecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: SCIENTIFIC CONCEPTUAL UNDERSTANDINGS Indicator #14.1Uses senses to investigate characteristics and behaviors in the physical andnatural worldsand begins to form explanations of observations and explorations.Childís Progress toward the Outcome: Circle the appropriate ratingExceedsExpectations

Uses one sense(such as sight only orsmell only) in asensory experience,making 1-2 simplecomments describingthe experienceNot YetDemonstratingInvestigates newthings in theenvironmentAccomplishing for 3ísUses obvious sensoryinformation to explorethe world, reacting morephysically than verballyMaking Progress

Plays with materials ofdifferent textures (e.g.,sand, water, leaves)and conditions (wet,dry, warm, cold, etc.)with adultencouragementFirst StepsPlays with materialsof different textures(e.g., sand, water,leaves) with adultencouragementCheck off whatever applies to the context of this observation:

. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: SELF, FAMILY & COMMUNITY Indicator #20.1Plays and interacts with various children, sharing experiences and ideas withothers.ExceedsExpectations

Interacts with otherchildren sharingobjects and talkingback and forth asthey play for severalminutes withoutcooperative ideasharingChildís Progress toward the Outcome: Circle the appropriate ratingAccomplishing for 3ísPlays alongside otherchildren (rather thaninteractively) most of thetimeMaking ProgressObserves and imitates otherchildrenís activities most ofthe timeNot YetDemonstrating

Demonstratesincreasedinterest andfrustration withother childrenFirst StepsPlays alone orwatches otherchildren most ofthe timeCheck off whatever applies to the context of this observation:

. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date ObserverDomain: APPROACHES TO LEARNING Indicator #25.3Role plays to express feelings, to dramatize stories, to try out socialbehavior observedin adults, and reenact real-life roles and experiences.Exceeds

ExpectationsIncorporates 1 ñ 2social behaviorsobserved in adultsand expression of 1ñ 2 feelings in roleplaying real-life rolesand experiencesChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingPretend and usecreativity andimaginationduring playAccomplishing for 3ísImitates real-life roles andexperiences in simple roleplaysMaking Progress

Adds dress-up clothes orother items to pretendplayFirst StepsInteracts withdolls, stuffedanimals or props inpretend playCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15

minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for 3-year-oldsChildís Name Date _ObserverDomain: APPROACHES TO LEARNING Indicator #27.1Focuses and completes a variety of tasks, activities, projects, and

experiences.ExceedsExpectationsStays with a task forfive to ten minutesand attempts tosolve problems thatariseNot YetDemonstratingPersists towarda goal with anactivity, object ortoyChildís Progress toward the Outcome: Circle the appropriate ratingMaking ProgressBegins to show interest inadult-initiated activities

First StepsShows interest infavorite child-initiatedactivities over and overagainAccomplishing for 3ísStays with a task for upto five minutes; maygive up when problemsariseCheck off whatever applies to the context of this observation:

. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).

SampleNew MexicoEarly LearningGuidelines PortfolioCollection FormsFor 4-Year-Olds

NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date__________ ObserverDomain: LITERACY Indicator #6.1Converses effectively in his or her home language, English, or sign languagefor a variety ofpurposes relating to real experiences and different audiences.ExceedsExpectationsUses 2 connected

sentences to expressideas and reply withrelevant informationto questions andcomments of othersChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingCombines 3 signsor words followingthe subject-verbobjectword orderAccomplishing for 4ísUses complexquestions and/orstatements of 7 or morewords to present andget information (twoquotes required)

First StepsUses 3-4 wordsentences toexpress self (twoquotes required)Making ProgressUses 5-6 word sentencesto express ideas (twoquotes required)Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15

minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: LITERACY Indicator #7.2Demonstrates comprehension of a story read aloud by askingrelevant questions or making pertinent comments.ExceedsExpectations

Role plays mainevents of a storywith puppets orother propsChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingUses ownexperiences tomake commentsthat may or maynot follow alongthe story lineFirst StepsListens to stories for afew minutes andresponds by pointing

to pictures, turningpages, and/or askingsimple questionsMaking ProgressListens to stories andresponds by asking relatedquestions and makingpertinent commentsAccomplishing for 4ísListens to stories andresponds by askingrelated questions and/ormaking predictions orretelling stories readCheck off whatever applies to the context of this observation:

. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...

NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: LITERACY Indicator #8.3Increasingly attempts to represent meaningful words and print in theenvironment using the early stages of writing.Childís Progress toward the Outcome: Circle the appropriate ratingExceedsExpectations

Writes own firstand last nameand manyadditional lettersNot YetDemonstratingMakes marks orscribbles inresponse toadultsuggestions forwritingMaking ProgressPurposefully makes marks,scribbles or letter-like shapesidentifying the writing as wordsor print in the environmentAccomplishing for 4ís

Shows increasing control ofthe writing tool as seen in theformation of letter-like shapes,forms of pretend cursivewriting and some letters. Maywrite some words or namesFirst StepsMakes marks orscribbles andidentifies them aswritingCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes)

. Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: NUMERACY Indicator #9.2Uses numbers and counting as a means for solving problems and determiningquantity.ExceedsExpectationsCorrectly assigns anumber to each itemwhile counting 10objects using one to

one correspondenceChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingLines up or sortsobjects, one by onewithout assigning anynumber (i.e., setting thetable, organizing severalbears by putting eachone on a block)Accomplishing for 4ísCorrectly assigns anumber to each itemwhile counting six ormore items using one toone correspondence

Making ProgressCorrectly assigns anumber to each itemwhile counting five orfewer items using one toone correspondenceFirst StepsBegins to assign anumber whenpointing to eachitem while countingCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes)

. Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: AESTHETIC CREATIVITY Indicator #13.1Communicates ideas and/or feelings through creative activities (for example,making upher own song, acting out a story, creating a piece of art work or a set ofmovements).

ExceedsExpectationsCommunicates details aboutpersonal creations that showunderstanding of the mediumwith adult help (i.e., describingvolume of music, color andform of a painting,representation in dancemoves, or story line indramatization)Childís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingParticipates in morecomplex creativeactivities for sensoryexperience and/orexplorationAccomplishing for 4ís

Communicates a morecomplex combination ofideas or feelingsthrough creativeactivitiesFirst StepsCommunicatesone simple idea orfeeling throughcreative activitiesMaking ProgressCommunicates twoideas or feelingsthrough creativeactivities

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-olds

Childís Name Date ObserverDomain: SCIENTIFIC CONCEPTUAL UNDERSTANDINGS Indicator #14.1Uses senses to investigate characteristics and behaviors in the physical andnaturalworlds and begins to form explanations of observations and explorations.Childís Progress toward the Outcome: Circle the appropriate ratingExceedsExpectationsConducts smallhands-on/multisensoryexperimentswith adult guidanceand uses observationand verbalquestioning andcomments toinvestigate and drawconclusionsNot YetDemonstrating

Plays with materialsof different textures(e.g., sand, water,leaves) andconditions (wet, dry,warm, cold, etc.) withadult encouragementAccomplishing for 4ísUses 2 or more senses(such as both sight andsmell, or hearing andtouch) to explore theworld and makes 1 ormore detailed commentsdescribing sensoryexperiencesMaking ProgressUses one sense (suchas sight only or smellonly) in a sensoryexperience, making 1-2simple commentsdescribing theexperience

First StepsUses obvioussensory informationto explore the world,reacting morephysically thanverballyCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this child

Anecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: SELF, FAMILY & COMMUNITY Indicator #20.1Plays and interacts with various children, sharing experiences and ideas withothers.ExceedsExpectationsDevelops and/orextends themes incooperativework/play activities

Childís Progress toward the Outcome: Circle the appropriate ratingAccomplishing for 4ísInteracts with otherchildren, sharing objects,conversation, and ideas tocooperate in play activitiesMaking ProgressInteracts with other childrensharing objects and talkingback and forth as they playfor several minutes withoutcooperative idea sharingNot YetDemonstratingObserves andimitates otherchildrenísactivities most ofthe time

First StepsPlays alongsideother children(rather thaninteractively) mostof the timeCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this child

Anecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date ObserverDomain: APPROACHES TO LEARNING Indicator #25.3Role plays to express feelings, to dramatize stories, to try out socialbehavior observedIn adults, and reenact real-life roles and experiences.ExceedsExpectationsCommunicatesfeelings and tries outsocial behaviors withincreasing selfregulation in dramatic

play situations withother childrenChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingAdds dress-upclothes or otheritems to pretendplayAccomplishing for 4ísIncorporates more than 2social behaviors and/orexpression of more than 2feelings when role playingreal-life roles andexperiences so that a morecomplex story is dramatizedMaking Progress

Incorporates 1 ñ 2 socialbehaviors observed inadults and expression of1 ñ 2 feelings in roleplaying real-life rolesand experiencesFirst StepsImitates real-liferoles andexperiences insimple role playsCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15

minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...NM Early Learning GuidelinesPortfolio Collection Form for 4-year-oldsChildís Name Date _ObserverDomain: APPROACHES TO LEARNING Indicator #27.1

Focuses and completes a variety of tasks, activities, projects, andexperiences.ExceedsExpectationsStays focused on anactivity for more thanten minutes andignores mostdistractionsChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingBegins to showinterest in adultinitiatedactivitiesMaking Progress

Stays with a task for fiveto ten minutes andattempts to solveproblems that ariseFirst StepsStays with a task forup to five minutes;may give up whenproblems ariseAccomplishing for 4ísStays with a task formore than ten minutesand attempts to solveproblems that ariseCheck off whatever applies to the context of this observation:

. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate)...

New MexicoEarly LearningGuidelines PortfolioCollection Formsfor Kindergarten

NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date__________ ObserverDomain: LITERACY Indicator #6.1Converses effectively in his or her home language, English, or sign languagefor a variety ofpurposes relating to real experiences and different audiences.Not Yet

DemonstratingUses 5-6 wordsentencesto express ideasChildís Progress toward the Outcome: Circle the appropriate ratingAccomplishing for K(End of K)Uses 4 connectedsentences to expressideas and reply withrelevant informationto questions andcomments of othersFirst StepsUses complexquestions and/orstatements of 7 ormore words topresent and getinformation

Making ProgressUses 2 connectedsentences to expressideas and reply withrelevant information toquestions and commentsof othersContinuing ProgressUses 3 connectedsentences to expressideas and reply withrelevant information toquestions andcomments of others

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: LITERACY Indicator #7.2Demonstrates comprehension of a story read aloud by askingrelevant questions or making pertinent comments.

Accomplishing for K(End of K)Answers questions thatshow comprehensionof a story, includingproblems, solutions;fantasy vs. realism;cause and effectChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingListens to storiesand responds byasking relatedquestions andmaking pertinentcommentsMaking Progress

Role plays mainevents of a story withpuppets or otherpropsFirst StepsListens to stories andresponds by askingrelated questionsand/or makingpredictions or retellingstories readContinuing ProgressDemonstrates senseof story by identifyingbeginning, middle,end; characters; anddetails of plot

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).

NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: LITERACY Indicator #8.3Increasingly attempts to represent meaningful words and print inthe environment using the early stages of writing.Not Yet

DemonstratingPurposefullymakes marks,scribbles orletter-like shapesidentifying thewriting as wordsit i thChildís Progress toward the Outcome: Circle the appropriate ratingContinuing ProgressWrites words usinginventive (emergent)spelling with somecorrect letters and someapproximationsFirst StepsShows increasingcontrol of the writingtool as seen in theformation of letterlikeshapes, forms ofpretend cursive

Making ProgressWrites own first andlast name and manyadditional letters of thealphabetAccomplishing for K(End of K)Writes some simplewords using standardspelling in combinationwith inventive (emergent)spelling

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: NUMERACY Indicator #9.2

Uses numbers and counting as a means for solving problems and determiningquantity.Childís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingCorrectly assigns anumber to each itemwhile counting five orfewer items using one toone correspondenceFirst StepsCorrectly assigns anumber to eachitem while countingsix or more itemsusing one to onecorrespondence

Making ProgressCorrectly assigns anumber to each itemwhile counting 10 objectsusing one to onecorrespondenceContinuing ProgressCorrectly assigns anumber to each itemwhile counting 11 to 19objects using one to onecorrespondenceAccomplishing for K(End of K)Correctly assigns anumber to each itemwhile counting 20 ormore objects usingone to onecorrespondence

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate). .NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: AESTHETIC CREATIVITY Indicator #13.1

Communicates ideas and/or feelings through creative activities (for example,making up herown song, acting out a story, creating a piece of art work or a set ofmovements).Accomplishing for K(End of K)Makes personalcreations that combinedifferent media withminimal adult help (i.e.,drawing or painting torepresent the sounds ofmusic; creating props toaccompany adramatizationChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingCommunicates twoideas or feelingsthrough creativeactivities

Continuing ProgressCommunicates detailsabout personal creationsthat show understandingof the medium withminimal adult help (i.e.,describing volume ofmusic, color and form ofa painting, representationin dance moves, or storyline in dramatization)Making ProgressCommunicates detailsabout personal creationsthat show understandingof the medium with adulthelp (i.e., describingvolume of music, colorand form of a painting,representation in dancemoves, or story line indramatization)First StepsCommunicates a

more complexcombination ofideas or feelingsthrough creativeactivitiesCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes

. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: SCIENTIFIC CONCEPTUAL UNDERSTANDINGS Indicator #14.1Uses senses to investigate characteristics and behaviors in the physical andnatural worlds andbegins to form explanations of observations and explorations.Childís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstrating

Uses one sense(such as sight only orsmell only) in asensory experience,making 1-2 simplecomments describingthe experienceFirst StepsUses 2 or moresenses (such asboth sight and smell,or hearing andtouch) to explore theworld and makes 1or more detailedcommentsMaking Progress

Conducts small handson/multi-sensoryexperiments with adultguidance and usesobservation and verbalquestioning andcomments toinvestigate and drawContinuing ProgressConducts small handson/multi-sensoryexperiments with adultguidance and recordsobservations andconclusions throughpictures, drawings, ordictationsAccomplishing for K(End of K)Conducts small handson/multi-sensoryexperimentswith adult guidance andrecords observations andconclusions through pictures,drawings, or dictations, andnumbers or symbols ongraphs and charts

Check off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning Guidelines

Portfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: SELF, FAMILY & COMMUNITY Indicator #20.1Plays and interacts with various children, sharing experiences and ideas withothers.Childís Progress toward the Outcome: Circle the appropriate ratingAccomplishing for K(End of K)Shows understanding ofìfairnessî by activelyparticipating in cooperativeplay and work projectswhether role is that of leaderor group member (Example:is able to accept directionfrom peer when in ìmemberîrole and is able to providepositive direction when inìleaderî role)ContinuingProgress

Understands thatìfairnessî requirestaking turns beingleader and groupmember incooperative play andworkMaking ProgressDevelops and/orextends themes incooperativework/play activitiesFirst StepsInteracts with otherchildren, sharingobjects,conversation, andideas to cooperatein play activitiesNot YetDemonstrating

Interacts with otherchildren sharingobjects and talkingback and forth asthey play for severalminutes withoutcooperative ideasharingCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this child

Anecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date ObserverDomain: APPROACHES TO LEARNING Indicator #25.3Role plays to express feelings, to dramatize stories, to try out socialbehavior observed in adults,and reenact real-life roles and experiences.Accomplishing for K(End of K)

Communicates feelingsand tries out socialbehaviors withincreasing selfregulation in dramaticplay situations withother children andmakes plans to sustainthe role play acrossmore than one dayChildís Progress toward the Outcome: Circle the appropriate ratingNot YetDemonstratingIncorporates 1 ñ2 socialbehaviorsobserved inadults andexpression of 1ñ 2 feelings inrole playing realliferoles andexperiencesContinuing ProgressCommunicates feelingsand tries out social

ehaviors withincreasing selfregulation in dramaticplay situations withother children andbegins to sustain therole play across morethan one dayFirst StepsIncorporates morethan 2 socialbehaviors and/orexpression of morethan 2 feelings whenrole playing real-liferoles andexperiences so that amore complex storyis dramatizedMaking ProgressCommunicatesfeelings and tries outsocial behaviors withincreasing selfregulation indramatic playsituations with other

childrenCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).

NM Early Learning GuidelinesPortfolio Collection Form for KindergartnersChildís Name Date _ObserverDomain: APPROACHES TO LEARNING Indicator #27.1Focuses and completes a variety of tasks, activities, projects, andexperiences.Not YetDemonstratingStays with a taskfor five to tenminutes andattempts to solveproblems that arise

Childís Progress toward the Outcome: Circle the appropriate ratingFirst StepsStays with a task formore than tenminutes andattempts to solveproblems that ariseAccomplishing for K(End of K)Utilizes multiplestrategies in completinga task and expressessatisfaction when done

ContinuingProgressUtilizes multiplestrategies incompleting a taskMaking ProgressStays focused on anactivity for more thanten minutes andignores mostdistractionsCheck off whatever applies to the context of this observation:. Child-initiated activity . Done independently . Time spent (1-5 minutes). Teacher-initiated activity . Done with adult guidance . Time spent (5-15minutes). New task for this child . Done with peer(s) . More than 15 minutes

. Familiar task for this childAnecdotal Note: Describe what you saw the child do and/or heard the child say(include photo, worksample or other documentation, if appropriate).