Early Childhood Lesson Plans
Four lesson plans, one for each topic:
-Cognitive Development
– Physical Development (Motor Development)
– Language and Literacy Development
– Socio-Emotional Development
Lesson plan—Either for Infant or Toddler—Modifications for other group. Lesson plans are appropriate to the age and development level of children.
Lesson Plan Guide
Teacher Candidate: Date:
Grade and Topic: 12-month-olds Length of Lesson: 10 minutes Mentor Teacher: School:
CENTRAL FOCUS:
Older infant touches and explores different textures (rough, smooth, and soft).
STANDARDS ADDRESSED:
TN-ELDS Language and Early Literacy (LE)
LE.0-12.1 Respond to sights and sounds.
TN-ELDS Physical Development (PD)
PD .0-12.2 Hold things briefly before dropping.
LESSON Objectives:
Language Development
Older infant will respond to sights and sounds of different textures.
Fine Motor Development
Older infant will be able to pick up and explore different textures.
MONITORING STUDENT LEARNING – FORMATIVE AND SUMMATIVE ASSESSMENTS: • Formative Assessment – Teacher observes and uses a texture checklist to document whether the older infant feels, explores, and matches the correct textures such as soft, rough, smooth, bumpy, etc. (Language Objective and Fine Motor Objective).
• Formative Assessment – Photos used to document the older infant’s exploration with different textures (Fine Motor Objective).
MATERIALS:
• Stuffed animals and dolls
• Plastic dinosaurs
• “Touch and Feel Kitten”
• Sand paper
• Turf
• Gel shoe inserts
• Carpet
• Silk
• Felt
• Tile
• Small snap containers
• Hot glue
• Hot glue gun
BACKGROUND and RATIONALE:
• Older infants are learning to grasp with their fingers and palm.
• Older infants are grasping finger foods during mealtime.
• Older infants are experiencing and exploring different textures during mealtime (sticky, rough, slimy, etc.)
• Older infants let objects go voluntary
PROCEDURES AND TIMELINE:
• Introduction: Initial Engagement
Teacher says/asks:
o Hi, _____. How are you today?
Older Infant Responds:
o Looks and smiles at teacher in response to his / her name.
Teacher picks up teddy bear. Teacher brushes teddy bear on his / her cheek and says / asks: o Oh, the teddy bear is so “soft.”
o Would you like to feel the “soft” teddy bear?
Teacher brushes the teddy bear on the older infant’s cheek and says / asks:
o Oh, the teddy bear is so “soft.”
o Can you feel the soft teddy bear?
Teacher repeats the process with the following toys:
o “Smooth” stuffed snake
o “Rough” plastic dinosaur
• Procedures:
Matching Activity – Textures
• Teacher places one texture in front of the older infant, touches it, and says / asks: o Can you feel it?
o Does it feel “soft?”
• Older infant touches it and smiles.
• Teacher removes the “soft” texture.
• Teacher places another texture in front of the older infant, touches it, and says / asks: o Can you feel it?
o Does it feel “rough?”
• Older infant touches it and smiles.
• Teacher places the “soft” and “rough” textures in front of the older infant, touches it, and says / asks: o Touch the one that feels “soft.”
o Touch the one that feels “rough”
• Teacher places two “soft” textures and two “rough” textures in front of the older infant, touches them, and says / asks:
o Can you feel the two that are “soft?”
o Can you feel the two that are “rough?”
• Teacher turns them upside down and says / asks:
o Can you find one that is “soft?”
o Can you find the other one that is “soft?”
• Teacher turns them upside down again and says / asks:
o Can you find one that is “rough?”
o Can you find the other one that is “rough?”
• Teacher repeats the process using textures that are “bumpy,” “smooth,” “sticky,” and “squishy.”
• Closure:
Children’s literature – “Touch and Feel Kitten”
o Teacher reads the book, “Touch and Feel Kitten”
o As the teacher reads the different textures, the older infant feels it (soft, rough, smooth, etc.)
ASSESSMENT EVIDENCE:
Formative Assessments:
• Teacher observes whether the older infant touches and matches the correct texture named by the adult (soft, rough, smooth, bumpy, etc.) (Language Objective).
• Teacher uses a texture checklist to document whether the older infant feels and matches the correct textures (soft, rough, smooth, bumpy, etc.); see attached texture checklist. (Language Objective and Fine Motor Objective).
• Teacher uses photos to document the older infant’s exploration with different textures (Fine Motor Objective, photos attached).
MODIFICATIONS:
• For additional practice, the teacher uses multiple stuffed animals to feel (soft, furry, fuzzy, etc.). • For enrichment, the teacher places three or more textures upside down for older toddlers to turn over and match.
Lesson Plan Guide
Teacher Candidate: Date: _________________ Grade and Topic: 13-24 months
Length of Lesson: 10-15 minutes Mentor Teacher: __________________
School:
CENTRAL FOCUS:
• Demonstrates / shows interests, preferences, and dislikes.
• Responds to words and gestures (seen and heard)
.
• Pays attention (watches) others counting.
• Handles small objects, putting together and taking apart.
STANDARDS ADDRESSED:
TN-ELDS Social Emotional (SE)
SE.13-24.1 Show preferences, likes, and dislikes.
TN-ELDS Language and Early Literacy (LE)
LE.13-24.1 Showing increased understanding of words and gestures.
TN-ELDS Math (MA)
MA.13-24.1 Show interest while watching and listening to others counting.
TN-ELDS Physical Development (PD)
PD.13-24.2 Manipulate small objects, exploring how they can be combined and changed.
LESSON OBJECTIVE:
Social Emotional Objective:
• Provided with three familiar toys (car, doll, and ball), the younger toddler will choose which toy he likes most and least.
Language and Early Literacy Objective:
• When the younger toddler hears three spoken words (car, doll, and ball) the toddler demonstrates understanding by pointing to each toy.
Math Objective:
• Watching the adult count three familiar objects (car, doll, and ball), the younger toddler points to objects as the adult counts the objects.
Physical Development Objective:
• Provided with three familiar toys (car, doll, and ball), the younger toddler will explore the objects, placing each object inside and taking each object out of a pocket, bag, or box.
MATERIALS:
• Quilted pocket toy
• Small car, ball, and doll
BACKGROUND and RATIONALE:
• What are the key concepts for the lesson?
• What is the critical academic language (general and technical) that must be addressed in this lesson? • How does this lesson connect with and build on the previous lesson(s)?
• How do you expect to build on this lesson in subsequent lessons?
• Why will you need to plan differentiated activities or assessments?
PROCEDURES AND TIMELINE:
Introduction
:
Caregiver/Teacher:
• Places quilted pocket toy on the circle rug.
• Takes a toddler by the hand.
• Says: I have a special game here on the rug.
Caregiver/Teacher:
• Places one object in each pocket.
• Asks: Can you find which toy you like the most? (Toddler smiles and takes out a toy)
• As the child takes out the toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)
• Can you find another toy you really like? (Toddler smiles and takes out a toy)
• As the child takes out the toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)
• Can you find the last toy? (Toddler smiles and takes out the last toy)
• As the child takes out the last toy, ask: Do you like the _____? (Toddler smiles, nods head) • Ask: How does the ___ move? (Toddler motions, moving the toy)
Caregiver/Teacher:
• Says: This time I’m going to mix up the toys. Watch what I do.
• Places one object on each pocket. Mixes and moves them around on top of the pockets. • Places one object into each pocket for the toddler to see.
• Asks: Can you find the car?
Toddler:
• Looks and feels for the car. When the child finds the car, the toddler holds it out for the adult to see.
Caregiver/Teacher:
• Says: Look, you found the car!
• Asks: Can you find the ball?
Toddler:
• Looks and feels for the ball. When the child finds the ball, the child holds it out for the adult to see.
Caregiver/Teacher:
• Says: Look, you found the ball!
• Asks: Can you find the doll?
Toddler:
• Looks and feels for the doll. When the child finds the doll, the child holds it out for the adult to see.
Caregiver/Teacher:
• Says: Look, you found the ball!
• Says: Let’s count them. Places them in a row, points to each toy and counts, “one, two, three!”
Toddler:
• Points at each toy as adult counts.
.
Closure:
Caregiver/Teacher:
• Places all three toys in a cloth bag.
• Says: Can you reach in and feel the toy you really want to play with? (Toddler smiles, nods head)
• Asks: Can you tell me what it is? Can you show me?
Toddler:
• Takes out his favorite toy.
Caregiver/Teacher and Toddler:
• Repeat the procedure with the remaining objects
ASSESSMENT EVIDENCE:
Formative Assessments:
• Teacher observes whether the younger toddler points to each toy as it was named by the adult and documents each using a toy checklist (LE Objective, checklist attached).
• Teacher observes and documents whether the younger toddler names each toy, documenting specific responses using the toy checklist (LE Objective, checklist attached).
• Teacher records whether the younger toddler indicates which toy he liked the most and the least on the toy checklist (SE Objective, checklist attached).
• Teacher uses photos to document the younger toddler’s interaction (points to, names, finds toys by memory, counts, and expresses likes/dislikes) with different toys (SE, LE, MA, and PD Objectives, photos attached).
MODIFICATIONS:
• Caregiver/teacher can point to the toy and name the toy multiple times, encouraging the toddler to name the toy.
• Additional items such as three kinds of shapes, colors, cars, balls, etc. can be used for the toddler to name and indicate which one he likes the best.
Revised Tennessee
Early Learning
Developmental
Standards
Birth–48 months
October 2013
Health Education Development Support
dev + eduAll categories health + dev edu + health
Table of Contents
1 Introduction
2 Guiding Principles for the Revised Tennessee Early Learning Developmental Standards
4 Commonly Used Terms
5
Explanation of Formatting
6–31 Tennessee Early Learning Developmental Standards
6
Approaches to Learning (AL)
9 Social Emotional Development (SE)
10 Social Emotional Development (SE)
12 Language and Early Literacy (LE)
16 Math (MA)
19 Science (S)
23 Social Studies (SS)
26 Creative Arts (CA)
29 Physical Development (PD)
1October 2013
Introduction
As Tennessee moves forward with the adoption of the Common Core State
Standards for English language arts, and mathematics, the developmental
standards for 4-year-olds were revised in 2012 so that they aligned with
the Common Core State Standards for kindergarten. Since Tennessee’s
previous early learning standards addressed development of children birth
through age 5, a decision was made to review and edit the birth–48 months
standards as well. While the purpose of the revision was to ensure alignment
with the revised 4-year-old standards, the review committee focused on the
development aspect of the standards for the younger children keeping in mind
that learning and development looks much different for infants, toddlers and
preschoolers than it does for children in the primary grades.
The new standards for children birth–48 months provides a developmentally
appropriate framework for parents and caregivers to work together to provide
meaningful interactions and activities so that even the youngest children can
develop to their fullest potential. Generally, the examples given should be
demonstrated by the end of the age range and indicate only a sample of the
ways developmental skills may be demonstrated. When using these standards
to plan activities, special consideration should be given to children whose home
language is not English as well as to children with special needs. You will notice
that many of the standards can be observed during routines, play, and transitions.
You will also notice that many of the standards and examples mention children’s
development as it relates to their relationship with their caregiver.
Several key resources were considered in revising these standards:
• Tennessee Early Learning Developmental Standards (2004)
• Revised Tennessee Early Learning Standards for Four-year-olds
• Early Learning Standards from states nationally recognized for their
standards
• Head Start Child Development and Early Learning Framework
• National Association for the Education of Young Children’s Position statements
Special thanks to the following organizations
that helped in this endeavor:
• East Tennessee State University
• Nashville State Community College
• Roane State Community College
• Tennessee Child Care Resource and Referral
• Tennessee Department of Education
• Tennessee Department of Health
• Tennessee Department of Human Services
• Tennessee Early Childhood Training Alliance
• Tennessee Early Intervention System
• Tennessee Head Start and Early Head Start
• Tennessee Voices for Children
• Various Family, Group and Center child care providers
• Walters State Community College
2 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Guiding Principles for the Revised Tennessee
Early Learning Developmental Standards
9 All children are capable of learning, achieving and making
developmental progress.
The Early Learning Standards are intended for all children regardless of
economic, linguistic, and cultural differences and/or physical, learning,
and emotional challenges.
9 Children develop at different rates and each child is unique in
his/her own development, growth and acquisition of skills.
Individualized, appropriate and reasonable supports and accommodation
must be provided to close the achievement gap and promote school
readiness for all children.
9 Early experiences have both cumulative and delayed effects
on individual children’s development; optimal periods exist for
certain types of development and learning.
9 Children are active and eager learners.
A primary approach to learning is through purposeful, meaningful play.
Intentional planning promotes rich learning experiences that invite
participation, involve multiple contexts, and engage the senses which help
children explore their environment.
9 Development advances when children have opportunities to
practice newly acquired skills and when they experience a
challenge just beyond the level of their present mastery (zone
of proximal development).
9 Early learning and development are multi-dimensional.
Children’s learning is integrated and occurs simultaneously across all
developmental domains, which are interrelated and interactive with one
another.
9 Children learn in the context of interactions and relationships
with family members, caregivers, teachers, other children
and adults in their immediate environment and greater
community.
9 Executive Function (or self-regulation) is vital for children’s
growth and development and strongly correlates with positive
academic outcomes.
High quality early childhood experiences enhance and expand optimal
brain development.
9 The family is the most significant contributor to children’s
lifelong learning and development.
Engaging families in the early education of their children is essential
to continuing children’s success in the elementary classroom and later
learning.
3October 2013
The Revised TN Early Learning Developmental
Standards provide:
• A resource for guiding the design, selection and implementation of a high
quality curriculum
• A guide for planning meaningful experiences and instructional activities
which enable children to meet the standards
• A guide for selecting assessment tools appropriate for children with
differing abilities and challenges
• A framework of developmental milestones for all children regardless of
language, background, or diverse needs
• A framework of learning expectations to develop and nurture the
relationship between early learning and K-12 so all schools are ready for
children and children are ready for school
• A focus for discussions regarding the education of young children by
educators, policy makers, families and community members
• A template for planning professional development opportunities
The Revised TN Early Learning Developmental
Standards are not:
• Intended to be used as a checklist, but can inform the development or
selection of screening
• Intended to be used as an assessment tool
• Intended to be used as a curriculum
• Meant to exclude children from kindergarten
• Meant to stifle the creativity of teachers, caregivers or parents
• Intended to mandate specific teaching practices and/or materials
”“
Alone we can do so little;
together we can do so much.
–Helen Keller
4 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Commonly Used Terms
The following terms are found in the birth–48 months TN-ELDS. Understanding
the meaning of these words will better support understanding of the standards.
The first use of these words in the standards is underlined to show that they are
included in the list of commonly used terms.
• Adverb: A word that describes a verb e.g., happily, quickly, eagerly
• Algebra: In early childhood, opportunities for children to explore,identify
and make patterns
• Analyze: To separate into parts for close study, examine and explain
• Anxiety/Anxious: Fearful concern or interest
• Babble: To utter sounds; making sounds in response to adult’s “oh, ah”
immature, pre-linguistic vocalizations.
• Cardinal/Cardinality: Numbers used in simple counting
• Colloquial: Of or relating to conversation
• Cooperation: To act or work with another or others (cooperate)
• Creativity: The ability to create something new through imaginative skill
• Curiosity: Desire to learn
• Deliberate: On purpose
• Descriptors: Words or phrases used to identify a person, thing or feeling
• Domain: area of development related to human growth
• Emerge/emerging: To come into existence; developing
• Engage/engagement: To hold the attention of
• Expressive Language: Language that is spoken
• Flexibility: The capability to adapt
• Geometry: In early childhood, learning opportunities that introduce the
ideas of shape, size, space, position, direction and movement
• Imagination/imaginative: The ability to create an image or idea of
something never before perceived in reality
• Inflection: Change in pitch or loudness of the voice
• Intentional/intentionality: To do on purpose or with purpose
• Interacts: To act upon one another
• Inventiveness: Having the skill and imagination to create new things
• Jabber: To talk rapidly, indistinctly or unintelligibly
• Language: Communication of thoughts and feelings through a system of
signals, such as sounds, gestures, or written symbols
• Manipulate: To manage or utilize skillfully
• Melody: A sweet or agreeable succession or arrangement of sounds
• Object Permanence: The understanding that objects continue to exist even
when they can’t be observed
• Operations: concepts of number quantity, order, ways of representing
numbers (ex: one to one correspondence and counting)
• Persistence: Continuing for a long time
• Prompting: To move to action; to assist
• Pronoun: Any words that replace nouns such as he, she, whom
• Purposefully: Having a purpose, doing something on purpose
• Receptive Language: Language that is understood
• Recognize/Recognition: To identify from an earlier experience, to understand
• Self-Awareness: Awareness of one’s own personality or individuality
• Self-Concept: The mental image a person has of him or herself
• Self-Regulation: To control one’s thoughts, emotions and behaviors
• Sensory awareness: Awareness of sights, sounds, tastes, touches and smells
• Social Conventions: Social norms
• Spatial Sense: The ability to perceive relations of objects in space
• Speech: The communication or expression of thoughts in spoken words
• Verb: The part of speech that expresses an action or occurrence
• Visually tracks: Follows an object with eyes as it is moved side to side, up and down
• Vocalizes: to utter using vocal sounds.
Definitions taken from Merriam-Webster Online Dictionary; NAEYC; Growing
Minds, Ed. by C. Copple; or A Good Start in Life by N. Herschkowitz.
Definitions reflect early childhood terms and how those terms are defined.
5October 2013
Explanation of Formatting
Approaches to Learning (AL)
Engages and Interacts
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
AL.0-12.1 Interact with caregiver in
a playful manner. Look into caregivers
eyes; coo; smile during routines; touch
caregiver’s face as if examining the
features; squeal when happy.
AL.13-24.1 Interact with familiar
people and a variety of materials in a
playful manner. Throw ball; shake rattle
or keys; laugh at musical or talking toy;
play Peek-A-Boo or Pat-a-Cake with
familiar caregiver.
AL.25-36.1 Interact with other children
in a playful manner. Begin to play near
other children; imitate the play of another
child; play simple interactive games like
rolling a ball to one another.
AL.37-48.1 Demonstrate increasing
interest in interactions within his
environment. Be able to play alone
or with others for longer periods of
time; enjoy pretending; show delight
in completing a puzzle or building a
structure; enjoy building or drawing beside
a familiar adult.
Domain
Standard Code { Age GroupStandard Number
AL.13-24.1
Standards
The developmental standards are
located in the color-coded boxes
under each age group. Each
standard is printed in bold text.
Age Groups
Examples of how a
child might demonstrate
development of the standard
follows each standard.
Domain, or area of development. There
are 8 Domains in the document.
Strand, or developmental category
6 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Approaches to Learning (AL)
Children learn by doing. Hands on experiences provide children with sensory
input needed for healthy brain development. Young children require support
from a caregiver to feel comfortable in exploring their environment. Not all
children approach learning in the same way. Some children are more cautious
while some tend to “jump right in” to a new experience. Some children are
flexible while other children need support to try new things. Children with
special needs and children whose home language is not English may need
additional support from an adult or from adaptive equipment in order to explore
their environment. Regardless of a child’s learning style, a responsive adult can
support children’s interactions with the people and things in their environment
as well as help them learn how to solve problems and persevere at a task. By
providing age appropriate toys, activities, and interactions; a caregiver can help
every child approach learning with excitement and anticipation.
7October 2013
Approaches to Learning (AL)
Engages and Interacts
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
AL.0-12.1 Interact with caregiver in
a playful manner. Look into caregivers
eyes; coo; smile during routines; touch
caregiver’s face as if examining the
features; squeal when happy.
AL.13-24.1 Interact with familiar
people and a variety of materials in a
playful manner. Throw ball; shake rattle
or keys; laugh at musical or talking toy;
play Peek-A-Boo or Pat-a-Cake with
familiar caregiver.
AL.25-36.1 Interact with other children
in a playful manner. Begin to play near
other children; imitate the play of another
child; play simple interactive games like
rolling a ball to one another.
AL.37-48.1 Demonstrate increasing
interest in interactions within his
environment. Be able to play alone or
with others for longer periods of time; enjoy
pretending; show delight in completing
a puzzle or building a structure; enjoy
building or drawing beside a familiar adult.
AL.0-12.2 Show awareness of familiar
items in her environment. Kick feet
when placed beneath a floor gym; reach
for a rattle or other toy, smile when
caregiver holds toy up; crawl or scoot
towards items of interest.
AL.13-24.2 Begin to self-select play
activities to support own curiosity and
to engage in pretend and imaginative
play. Growl or bark while playing with
toy animal; imitate sounds of animals or
machines in the environment (make car
sounds while playing with car).
AL.25-36.2 Self-select play activities to
support own curiosity and to engage
in pretend and imaginative play. Use
pots and pans to “cook”; pretend to be
“mommy” or “daddy” in dramatic play;
enjoy wearing mom or dad’s shoes or
carrying a purse.
AL.37-48.2 Demonstrate ability to
act out more complex pretend play
scenarios. Act out scenarios and familiar
situations seen at home; begin to make
up complex scenarios in pretend play
(“you be the mommy and I will be the
granny and we take care of the baby”).
AL.0-12.3 Demonstrate some
awareness of familiar people and
activities. May squeal and wiggle when
hearing familiar song; turn head or try to
reposition body after hearing caregiver’s
voice; experiment to see if kicking or
grabbing at toy will cause a sound.
AL.13-24.3 Demonstrate an emerging
awareness of the connection between
prior and new knowledge. Place and
replace rings on nesting ring toy; pull
apart and pop together pop beads; feed a
baby doll a bottle.
AL.25-36.3 Demonstrate an increasing
awareness of the connection between
prior and new knowledge. Complete a
puzzle without assistance after receiving
help from an adult first or second
time; change position of a block when
tower falls initially; begin to declare
independence (“I do it,” “do it myself.”)
AL.37-48.3 Demonstrate awareness
of connection between prior and new
knowledge. Recite nursery rhymes
and sing songs; begin to predict what
will happen next in a story or book;
understand a sequence of routines and
follow them easily without assistance from
caregiver.
Flexibility and Inventiveness
Birth – 12 months 13 months – 24 months 25 months – 36 months 36 months – 48 months
AL.0-12.4 Demonstrate emerging
ability to transition from one thing
to another with little protest. Allow
caregiver to interrupt an activity to
perform a routine as long as the caregiver
notifies in advance.
AL.13-24.4 Attempt new things with
adult support. Touch and experiment
with different textures; taste a new food;
climb up stairs.
AL.25-36.4 Attempt new things with
excitement and anticipation. Show
excitement when a new toy is presented;
want to be “first” to try something new.
AL.37-48.4 Attempt more challenging
things. ask to try a more challenging
puzzle; experiment with different kinds of
writing and drawing tools.
AL.0-12.5 Begin to explore materials by
mouthing, touching and throwing. May
shake a rattle and then throw it; put blocks
in mouth; chew on edges of board book.
AL.13-24.5 Begin to ask simple
questions. Use simple statements such
as “Doing?” “Going?” “What?”.
AL.25-36.5 Demonstrate emerging
ability to ask questions for information
or clarification. What doing? Where
going? Why?
AL.37-48.5 Continue to ask questions
for information or clarification. “Who’s
that?”, “What are you doing?”, “My turn?”
“Me go?”
8 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Flexibility and Inventiveness continued
AL.0-12.6 Demonstrate emerging
awareness of the properties of
materials. Explore textures, sounds and
weight of items by banging, dropping and
throwing them.
AL.13-24.6 Use materials in ways
other than originally intended. Use toy
banana as a telephone; use spoon to
bang on table like a drum.
AL.25-36.6 Invent uses for materials
other than originally intended. Use
blocks as play food; use tub or container
as a baby bed; use clothes basket as a
house.
AL.37-48.6 Use materials in complex
ways, may use in ways other than
originally intended. Build a block
structure as a house for a doll; use blocks
as food in the housekeeping area.
Problem Solving
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
AL.0-12.7 With prompting and support
show awareness of people and things
in his environment. Show interest when
caregiver talks or sings to him; turn to
look at caregiver when caregiver’s voice
is heard; turn to find familiar noise from
CD player or door opening.
AL.13-24.7 Begin to identify a problem.
Cry or protest when caregiver stops an
enjoyable activity; smile when caregiver
smiles; repeat an action that makes her
caregiver smile or laugh.
AL. 25-36.7 Identify a problem and try
to solve it. Try to push steps up to sink to
wash hands; change position of shape in
shape sorter to make it fit; push toy away
from edge of shelf when sees it is about
to fall.
AL.37-48.7 Identify a problem and
sometimes solve it with the help of
others. Ask teacher where a puzzle piece
fits after several attempts at trying to find
out on her own; ask another child to give
object or toy that she needs for building or
pretend play.
AL.0-12.8 Show emerging awareness
of his/her effect on her environment.
Vocalizes to get the attention of caregiver;
show understanding that her facial
expressions are often imitated by caregiver
(smiles and expects a smile from an adult);
react to caregivers facial expressions
(frowns when caregiver frowns).
AL.13-24.8 Show increasing
awareness of his effect on his
environment. Pull at caregiver’s leg and
point to favorite nap item in cubby; say
“more” when cup is empty; may indicate
when diaper is wet or soiled.
AL.25-36.8 Begin to intentionally affect
his environment. Shake or bang toys to
hear the sound; push buttons or switch
on toy to see lights, move chair to sit by
favorite person.
AL.37-48.8 Continue to make things
happen within his environment.
Experiment with cause and effect; may
provoke reactions from other children by
taking toy away.
Persistence
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
AL.0-12.9 Begin to pay attention to
familiar sounds, activities and people.
Look at toy for several seconds; watch
another person with interest; roll over or
scoot to reach for object; kick at toy gym
repeatedly.
AL.13-24.9 Recognize and respond
to familiar sounds, activities and
people. Show excitement when caregiver
announces a favorite activity; begin
dancing when a familiar song is played.
AL.25 –36.9 Demonstrate increasing
interest in familiar activities. Sit down
on floor for “book time”; take seat at table
when teacher puts out art materials;
line up at door when outside time is
announced.
AL.37-48.9 Stay interested in an
activity for longer periods of time.
Look at pages of favorite book for several
minutes; spend more time on an art
activity or a favorite activity.
AL.0-12.10 Become involved in familiar
activities. Turn pages of book awkwardly,
having difficulty with separating pages but
succeeds after several tries; repeatedly
pull up to table to stand, even after falling
several times.
AL.13-24.10 Show increasing
involvement in familiar activities. Play
with favorite toy for longer periods of time;
choose and look at pages of book.
AL.25-36.10 Play with favorite toy,
repeating actions over and over. Fill
container with blocks only to intentionally
dump it and refill; put together puzzle,
dump pieces and put together again.
AL.37-48.10 Work at a task or activity
for longer periods of time. Spend time
necessary to complete a puzzle; use all
the blocks in a set to complete a structure;
sit and listen to a favorite book.
9October 2013
Social Emotional Development (SE)
Children are naturally social beings. When children have caregivers who
make them feel safe and secure, they are able to explore their environment
and try new things. Young children must have adults who can help them
understand their feelings so that they can eventually learn to manage those
feelings (self-regulation). Even at a very young age, children begin to develop
an idea of who they are and how they fit into the world (self-concept). As
children grow they also begin to understand the importance of other people in
their lives. This happens through opportunities to interact with others through
play (cooperation). Healthy social and emotional development serves as a
foundation on which children can build future learning.
10 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Social Emotional Development (SE)
Self-Awareness (Self-Concept)
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
SE.0-12.1 Begin to express preferences
and interests. Show preference for
familiar adults (reaches for parent or
favorite caregiver); may have strong
feelings about what frightens him and
may become anxious more easily than
before.
SE.13-24.1 Show preferences, likes and
dislikes. Demonstrate egocentrism (gets
upset when things don’t go his way) and
begin to develop sense of independence
(says “me” “mine” “me do” “me go”).
SE.25-36.1 Show an emerging sense of
self. Has growing sense of separateness;
seek and find pride in developing skills
that encourage independence (washing
own hands, putting on own coat); realize
reflection in the mirror is his.
SE.37-48.1 Show positive self-esteem.
Recognize own special interests
and abilities (child announces “I can
run really fast!”); expresses pride in
accomplishments.
SE.0-12.2 Express feelings. Make
responses to express how he feels about
what is happening and show awareness
of how others are feeling (cries when
another child cries, frowns when a
caregiver looks sad).
SE.13-24.2 Express wishes, worries
and fears. Express definite preferences
for favorite clothing or toys; use “no”
frequently; respond to and show
preference for consistent routines and
familiar experiences; may express anxiety
when separating from parent or caregiver.
SE.25-36.2 Demonstrate increased
skill in identifying and expressing
feelings. Verbally state wants and needs
(“I want that” “mine” “I’m thirsty”); begin
to understand behaviors that hurt self or
others (exclaims “no” when another child
attempts to hit or bite).
SE.37-48.2 Verbalize feelings, needs
and wants. Talk to self and others
(including dolls, puppets, imaginary
friends) about what he/she is thinking
about and how he/she feels; continue
to use physical ways of expressing self
when feelings are intense.
SE.0-12.3 Pay attention and responds
to name and images of self. Pay
attention to own reflection in mirror and
respond to hearing name called.
SE.13-24.3 Explore the environment
to find out who he is and what he can
do. Assert independence in wanting to do
tasks on his own, yet often asks for help;
can make a choice between two options
(blue shirt or white shirt, milk or juice).
SE.25-36.3 Begin to gain a sense of
mastery and achievement. Try new
experiences; repeat a newly gained
skill and seek positive response for
achievements from adult (looks at
caregiver after completion of task to see
response).
SE.37-48.3 Show greater comfort
with independence and increased
feelings of self- worth. Take pride in
accomplishments (“I did the puzzle by
myself!”); develop a sense of humor;
can laugh at self and others when small
accidents happen.
Self- Regulation (Self-Control)
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
SE.0-12.4 Demonstrate some ability to
self-regulate. Stop crying upon seeing
a familiar person; may be able to calm
self (e.g., sucks on hand while going
to sleep); look to a familiar person for
encouragement when encountering new
experiences (e.g., looks at caregiver for a
positive nod or encouraging word).
SE.13-24.4 Attempt to manage own
behavior with guidance and support.
Respond to verbal requests to change
behavior and stop unacceptable behavior
with a few reminders. Asks for or reaches
for and uses a favorite teddy bear or
blanket to calm self.
SE.25-36.4 Demonstrate emerging
ability to manage own behavior. Show
beginning understanding of rules (draws
attention to another child who is breaking
a rule, waits turn to wash hands) but
still forgets social expectations; gain
more control over routines and personal
belongings.
SE.37-48.4 Manage own behavior with
increasing skill. Gain new understanding
about other people’s feelings to guide the
way he manages his own behavior (may
decide to share a toy after another child
begins to cry).
11October 2013
Self- Regulation (Self-Control) continued
SE.0-12.5 Begin to relate to other
children. Sit near another child while
playing; smile at another child and squeal
or fuss when another child approaches.
SE.13-24.5 Begin to test social
boundaries. Experience feelings of power
and pride; test limits and expectations to
find out who is in charge (uses “no” often,
gets upset when he doesn’t get his way,
and has trouble “sharing”).
SE.25-36.5 Show willingness to follow
simple rules. Can follow basic group
rules and recognizes when a classmate
has not followed the rules.
SE.37-48.5 Begin to demonstrate an
understanding of social expectations.
Cover mouth when sneezing, hold door
for another child, share blocks with
another child.
Cooperation
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
SE.0-12.6 Demonstrate awareness of
others. Begin to watch other children in
the group and show interest in their play;
show recognition of familiar people by
reaching or smiling.
SE.13-24.6 May interact with another
child for a short period of time. Reach
out to touch another child; may push child
who interferes with his play, may offer toy to
another child; imitate other children; play side
by side with peers with adult supervision,
and demonstrate give and take.
SE.25-36.6 Play beside other children
for several minutes. May have one or
more preferred playmates in a group
of familiar children; enjoy small group
activities while actively engaged by adult.
SE.37-48.6 Engage in cooperative play
with other children. Can include give
and take in play with others; sometimes
work out problems encountered during
play with others.
SE.0-12.7 Recognize actions and
images of familiar adults. Show
recognition when family photographs are
displayed at eye level, begin to imitate
familiar actions (pretend to talk on phone,
pretend to stir).
SE.13-24.7 Enjoy imitating the actions
of adults. Carry a purse around room;
ask for help to dress up like mom or dad;
take care of “baby.”
SE.25-36.7 Share some pretend play
themes. Use words or actions to ask
another child to play or to respond to
another child who initiates play; join another
child in playing “mommy and baby”.
SE.37-48.7 Begin to develop more
complex pretend play themes. May
imitate cultural or family routines or rituals
(going to church, visiting aunt in the
hospital, riding the bus).
SE.0-12.8 Engage in social play with
familiar adults. Play peek-a-Boo with
caregiver; play Pat-a-Cake with familiar
adult.
SE.13-24.8 Begin to engage in social
play with other children. Interact with
another child for 1 or 2 minutes.
SE.25-36.8 Play with others more
frequently and for longer periods of
time. Join another child in play for 5 – 10
minutes.
SE.37-48.8 Show increasing
willingness to work out problems
with peers. More willing to talk about
problems and issues to work out solutions;
participate in transitions and assist with
routines (e.g., help other child clean up
spilled water).
SE.0-12.9 Begin to show awareness
of feelings displayed by others. Match
facial expressions of adult; smile in
response to caregiver smile.
SE.13-24.9 Show awareness of the
feelings displayed by others. May
begin to show empathy by crying after
hearing or seeing another child cry; may
repeat a behavior that made a caregiver
laugh or smile.
SE.25-36.9 Respond to other
children’s feelings. Begin to show
empathy , (consoles upset child by patting
his/her back or “kissing” boo boo).
SE.37-48.9 Show increasing ability to
understand the feelings of others. Can
empathize with the feelings of others (e.g.,
explains to adult why another child is upset
and is able to label some feelings).
12 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Language and Early Literacy (LE)
The ability to communicate and use language is important to a child’s healthy
growth and development in all domains. Between birth and age three,
children should be exposed to environments rich in language, both verbal
and non-verbal. Very young infants communicate their needs by crying
when uncomfortable or laughing when happy. Infants can also learn to use
gestures and expressions to communicate with their caregivers. If responded
to consistently by adults, children will turn these early attempts at language
into words and sentences by the time they are two. It is the caregiver’s
job to provide young children with exposure to spoken language through
conversations, books, and music. Exposing children to books and print helps
them to begin to make the connection between spoken and written words. It
is also important to note that children should learn their home language first.
If you care for children who live in homes where English is not the primary
language, you must work with the family to help provide their child with a
rich foundation in their first language. Children with special needs may need
additional support from an adult or from adaptive equipment in order to
communicate. Through early language and literacy experiences, children will
learn the skills necessary to succeed in school and life.
13October 2013
Language and Early Literacy (LE)
Receptive Language
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
LE.0-12.1 Respond to sights and
sounds. Can be quieted by a familiar
voice; smiles and is attentive when
spoken to; startle at a loud noise’ begins
to look, point and use gestures; turn
towards the direction of sounds; watch
speaker’s face and listen to conversation;
become excited upon hearing familiar
words; begin to respond to own name.
LE.13-24.1 Show increased
understanding of words and gestures.
Understand names of familiar objects,
persons, and pets; demonstrate
understanding of more words than can
say; point to some body parts; respond
to familiar requests; follow one step
directions; understand some prepositions
such as “on,” “in,” and “under.”
LE.25-36.1 Understand questions,
simple directions, beginning concepts,
and the ideas and sequence of
stories. Follow more complex 2 – 3 part
directions; listen to simple stories and
points to associated pictures; understand
possessive terms (“my,” ”mine,” ”yours”);
understand routines; begin to answer
questions when looking at books;
understand basic contrast.
LE.37-48.1 Listen with understanding
and interest to conversations,
directions, music and a variety of
reading materials. Respond correctly to
questions about own name, sex and age;
understand relationships expressed by “if,”
“then,” or “because” sentences; understand
“let’s pretend;” can answer questions about
a story plot; demonstrate understanding
of conversations through own actions and
responses to directions and questions.
Expressive Language
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
LE.0-12.2 Use some sounds and body
movements to communicate. Produce
quiet, throaty sounds; make sounds of
comfort and displeasure; express different
needs (such as pain, distress, joy) cry;
laugh out loud.
LE.13-24.2 Use consistent sounds,
gestures, and some words to
communicate. Continue to babble and
jabber with noises that sound like speech
with inflection and melody; imitate simple
words; use 10-12 words spontaneously;
point to request an object or draw
attention to something; begin to develop a
sense of “me,” “my,” and “mine.”
LE.25-36.2 Use words and some
standards of speech to express
thoughts and ideas. Put together two or
more words to make simple sentences
(3-5 words); begin to use pronouns
in conversation; demonstrate through
action the understanding of action verbs;
use some plurals appropriately (car and
cars); use simple adverbs (very, slow,
fast); begin to use social conventions
such as “please” and “thank you”; can be
understood by an unfamiliar listener 50%
of the time.
LE.37-48.2 Use language for a variety
of purposes. Tell familiar stories; make
up stories and like silly words and stories;
know and tell name and gender of family
members; engage in imaginary talk;
play both roles; ask many questions
and wants to know how answers fit into
her own thoughts and understanding;
show imagination in verbal expressions;
tell sequence of story with appropriate
pictures; like to talk about things that have
happened and will happen; participate in
meaningful, two-way conversations with
another person; ask many “who,” “what,”
“why,” and “where” questions.
14 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Speech
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
LE.0-12.3 Develop and makes sounds.
Babble extensively; make utterances that
are easy to produce using lots of vowels;
may say single understandable words like
“mama,” “dada,” and “uh-oh”; vocalize to
get attention; try to imitate familiar sounds
and words.
LE.13-24.3 Develop and make sounds
with intentionality to communicate
needs. Know meaningful words that
are used consistently; use more variety
in the sounds that are spoken; use a
growing vocabulary and put several words
together; participate in conversations; has
a vocabulary between 50 and 300 words;
attempts to sing.
LE.25-36.3 Produce speech that is
increasingly understandable by most
familiar adults. Use all the vowels and
most of the consonants in our language;
majority of speech is understandable
however caregivers may understand
child better than a stranger; may have a
“normal non-fluent” period where sounds,
words or phrases are repeated; not to
be confused with stuttering; may have
difficulty saying more complicated sounds
e.g., (s), (z), (sh), (ch), (r), (er), (l), (th).
LE.37-48.3 Produce speech that is
clear enough to be understood by
most people. Use some slang words
and common colloquial expressions like
“Mama carried grandma to the doctor”;
produce most consonant sounds of our
language correctly; may still have difficulty
saying some sounds; most frequently
(r), (er), and (l); say multi-syllable words
easily (balloon, dinosaur, umbrella,
automobile).
Reading Foundational Skills
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
LE.0-12.4 Focus eyes on simple
pictures in books or drawings. Make
eye contact with the pictures, making
hand contact later in age range.
LE.13-24.4 Begin to show interest in
exploring books. Turn pages well; turn
inverted book right side up or tilt head as
if trying to see the picture right side up.
LE.25-36.4 Begin to understand the
connection between books and personal
experiences. Talk about characters and
events in storybooks in ways that suggest
understanding of what has been said or
read; relate events in books to personal
experiences; make associations between
similar books (e.g., child brings caregiver
two books about trains and draws attention
to similar pictures).
LE.37-48.4 Demonstrate interest
in books and what they contain.
Recognize specific books by their covers;
ask for repeated reading of favorite
books; pretend to read; during read aloud
make comments and ask questions;
participate in shared reading by supplying
repetitive phrases.
LE.0-12.5 Begin to explore physical
properties of a book. Look intently at
pictures for several minutes with wide
open eyes and thoughtful expression;
eventually grasps book and brings it to
mouth to suck, chew, shake, crumple and
wave book; hold book using both hands
and manipulate the book to make the
pages open and close; explores how a
book works; help adult turn pages.
LE.13-24.5 Show awareness and
interest in familiar pictures and begin
to interact with story through familiar
hand motions and expression of
emotions. Point to a picture and ask
“What’s that?” or indicate in another way
(“Dat?” or questioning intonation) that a
label is desired; perform an action that
is shown or mentioned in a book; show
empathy for characters or situations
depicted in books.
LE.25-36.5 Recognize and enjoy
reading familiar books. Recite whole
phrases from favorite stories if adult
pauses during reading; protest when adult
misreads a word or leaves words out of
familiar story.
LE.37-48.5 Demonstrate knowledge
of how to use a book. Recognize when
books are upside down or backwards,
and turn to correct orientation.
15October 2013
Reading Foundational Skills continued
LE.0-12.6 Show increased involvement
and enjoyment with books. Spend
less time manipulating books physically
and more time looking at pictures; pat
pictures; give book to adult to read; after
one reading often takes the book back
only to hand it back to the adult to read
again; sit in lap for longer periods; show
interest in caregivers voice as she talks
about the book.
LE.13-24.6 Show enjoyment of books
and stories. Point to pictures in book
and name some pictures; enjoy looking
at books on own; make up stories while
turning pages of the book; request favorite
book to be read over and over again.
LE.25-36.6 Begin to recite from
memory familiar books. Ask to read
books to the adult and may be able to
recite several books fairly accurately,
especially if they are simple and
predictable; read familiar books aloud,
rendering the text very accurately,
particularly when a book is predictable.
LE.37-48.6 Show awareness that print
conveys a message, that print is read
rather than pictures. Begins to look at
and comment about the print as much as
the pictures; begins to “read” common
signs and other print when traveling in a
vehicle.
Writing Behaviors and Skills
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
LE.0-12.7 Begin to show interest in
exploring writing tools. Grasps the
crayon and brings to mouth to suck and
chew.
LE.13-24.7 Show increased interest in
exploring writing tools. Grasps writing
tool in palm to scribble or mark.
LE.25-36.7 Use a variety of writing
tools to make scribbles. Holds tool in
palm of hand using all fingers (palmer
grasp) and scribbles.
LE.37-48.7 Begin to attend to print in
the environment, especially own name.
Recognizes printed name and attempts
to print; uses same purposeful scribbling
when “writing”.
LE.0-12.8 Begin to use writing tools.
Uses crayon on paper, making a few
random marks; may hold the crayon
sideways more often than not.
LE.13-24.8 Begin to use writing tools
to make marks on paper. Holds large
writing tool and marks with it, resulting in
visual feedback.
LE.25-36.8 Scribble and draws with
intentionality. draws a circle; imitates a
horizontal crayon stroke.
LE.37-48.8 Attempt to “write” own
name. “Writes” name on paper; letters
may or may not be readily identified by
others; letters may or may not be from left
to right or in a straight line.
16 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Math (MA)
Everyday experiences aid very young children in learning math concepts.
Early math learning consists of children exploring objects and their
differences, similarities, size, shape and texture through hands-on play
activities. Consistent routines teach children about time. Building with blocks
teaches children about patterns (counting) and shapes (geometry). Children
begin to analyze data by grouping together items that are similar and graphing
them. Math in the early childhood classroom is much broader than counting,
adding, and subtracting. Math for a very young child is about their senses
and how they use those senses to classify, categorize, and sort information
so that it has meaning to them. Topics such as operations and algebraic
thinking are presented in this document to provide a foundation of skill on
which future math skills will develop not to teach formal math operations.
Special consideration should be given to children with special needs as well
as children whose home language is not English when planning math related
activities in the classroom.
17October 2013
Math (MA)
Counting and Cardinality
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.1 Pay attention to what is
happening in the environment. Looks at
and reach for toys; show excitement when
seeing caregiver or other familiar person.
MA.13-24.1 Show interest while
watching and listening to others
counting. Watch as a caregiver counts
crackers or napkins; enjoy hearing songs
that have number words; may imitate
some finger plays that incorporate
counting.
MA.25-36.1 Begin to count by rote.
Participate in songs/finger plays involving
counting; may pretend to count items
although counting is out of sequence.
May hold up correct number of fingers
when asked, “How old are you?”
MA.37-48.1 Begin to identify and
label objects using numbers. Count
a collection of 1-4 items and begin to
understand that the last counting word
tells how many; can quickly “see” and
label a group of objects of one to three
with a number; begin to make use of
one-to-one correspondence in counting
objects and matching groups of objects.
Comparing Numbers
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.2 Aware of surroundings;
makes things happen, most often
unintentionally. Gaze at own hands as
they move about; wave arms to touch the
dangling toy overhead
MA.13-24.2 Begin to understand
similarities and differences. May
mistake another child’s pacifier as his
own; may notice when another child has
the same jacket or shoes.
MA.25-36.2 Begin to build
understanding of concepts such as
more and one more. Respond when
adult asks for “one more”, or “one”, begin
to count by imitation.
MA.37-48.2 Begin to use comparative
language such as more/less, equal
to describe objects. E.g., “my tower is
bigger than yours”, “we have the same
carrots”.
Operations and Algebra
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.3 Make things happen
through use of senses of sight,
sound, taste, and touch. Begin to
enjoy putting items in and getting items
out of something; explore and inspect
the smallest details of objects; enjoy
pulling things off shelves, out of cabinets
or dumping things out of containers;
repeatedly drop toy from high chair
and wait for someone to pick it up; try
to complete form board, pushing and
pounding with determination.
MA.13-24.3 Show interest in
and understanding of identifying
characteristics of objects. Match shape
to hole in shape sorter; can find match
to own shoe or glove; notice matching
clothes.
MA.25-36.3 Demonstrate emerging
understanding of the relationship
between objects, solving simple jigsaw
puzzles and matching similar shapes.
Complete 3-4 piece puzzle; begin to point
out differences in objects (rather than
similarities); match more complex shapes
such as hexagon, trapezoid, etc.
MA.37-48.3 Explores and begins to
sort and classify objects. Begin to sort
objects on the basis of one dimension,
color, size, shape; begins to recognize,
duplicate and create patterns; begin to
place objects in order through trial and
error.
18 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Measurement and Data
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.4 Begin to experiment with
containers and items. May take items
out of a container and explore them; pull
tissue from container.
MA.13-24.4 Continue to experiment
with containers and items with little
understanding of capacity. Fill block
container and dump only to refill the
container with something else; may try to
fill container with items that are too large.
MA.25-36.4 Demonstrate emerging
understanding of basic concepts
of measurement i.e. height, length,
capacity. Stand side-by-side to see who
is taller and may visually decide if one
glass looks like it has more water than the
other; can tell if one object is heavier than
the other.
MA.37-48.4 Begin to demonstrate
understanding of time, length, weight,
capacity and temperature. Recognize
and label measurable characteristics of
objects (e.g. ., “I need the long string.”);
know when there are too many children
in the art center; know own feelings of hot
or cold.
Geometry and Spatial Sense
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.5 Display short term memory.
Reach toward objects, may move the
object to him to touch it or may move to
the object; turn head away when adult
reaches out a wash cloth to wipe face;
look for familiar person after he has left
room; look toward sky when an airplane is
heard overhead.
MA.13-24.5 Begin to show interest in
how things fit together. May be able to
line up and fasten together pop beads or
large chain links; may experiment with
fitting own body into small spaces.
MA.25-36.5 Explore world and
understands position in space and
how to get around. Understand how to
climb up, go around, in or through various
spaces to get to or to reach an object.
MA.37-48.5 Become aware of his body
and personal space during active
exploration of physical environment.
Begin to build mental and physical
maps of his surroundings, responds to
“Put it beside”, or “Put it under”, explore
geometric shapes using hands, eyes and
mind.
Problem Solving and Analyzing Data
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
MA.0-12.6 Begin to understand
concept of object permanence. Cry
when caregiver leaves room; look for toy
that is hidden under a blanket; search for
items that have been covered or placed
inside something.
MA.13-24.6 Begin to understand how
parts work together. May look for or ask
caregiver for another puzzle piece when
one is missing; realize both feet need
socks; enjoy opening and closing doors,
etc.
MA.25-36.6 Explore materials and
understands simple acts of cause and
effect. Flip light switch on and off; turn
faucet on and off; drop items to watch
them fall.
MA.37-48.6 Show interest in creating
simple graphs. Enjoy putting her picture
next to favorite treat being graphed;
choose favorite ice cream and vote by
putting sticker on graph.
19October 2013
Science (S)
Young children taste, touch, smell, look at, and listen to everything around
them. This natural inclination to explore makes them great little scientists in
training. Parents and caregivers of young children can encourage children
to explore their environment by providing them opportunities to be involved
in science related activities. Children can learn to use their senses to
understand their world better. Children who are given interesting things to
look at develop strong observation skills. Even the youngest infant can begin
to learn about the earth by going outdoors and feeling the dirt under her feet.
Children whose home language is not English or children who have special
needs may need additional support from an adult or from adaptive equipment
in order to participate in science related activities. Science in the early
childhood classroom consists of providing opportunities for young children to
enjoy the outdoors, explore the properties of organic materials, and care for
and investigate living things. Through these exciting and enjoyable activities,
adults can provide children with a lifelong love of science.
20 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Science (S)
Sensory Awareness
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.1 Begins to use all five
senses to explore and understand
surroundings. Mouth objects; grasp toy
or caregiver finger; respond to familiar
voice; visually tracks objects.
S.13-24.1 Use all five senses to
explore and understand surroundings.
Respond to specific sounds in the
environment (train, telephone, and
doorbell); show preferences for favored
smells and tastes; enjoy pushing and
pulling objects or toys.
S.25-36.1 Demonstrate emerging
ability to connect sensory input with
words and expressions. Examines
objects with focused attention using
combinations of sensory input from
growing capabilities and verbally
expresses reactions (“this is hot, cold”).
S.37-48.1 Demonstrate growing
ability to connect sensory input with
words and expressions. Continues to
expand sensory vocabulary and utilizes
growing capabilities to begin interpretation
of information (“this feels squishy,”
“something smells yucky”).
Observation and Exploration
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.2 Show interest in surroundings
by focusing on faces and objects in
close range. Looks at surroundings in
a new place; explores objects placed
in hands; brings objects to mouth; uses
entire body to reach toward a toy.
S.13-24.2 Use exploration as a means
of understanding and processing
differences and similarities. Pats,
pushes, squishes and pounds play dough;
expresses preferences for particular
activities or toys.
S.25-36.2 Build knowledge of world
through observation of surroundings.
Explore ways to do things and
demonstrate beginning understanding of
concepts of color, shape, size, matching
and weight.
S.37-48.2 Observe surroundings
in relation to prior knowledge and
methods. Understand new information
and begin to explore more complex
situations and concepts; expand
knowledge of and respect for their body
and the environment; expand knowledge
of and abilities to observe, describe, and
discuss the natural world, materials, living
things, and natural processes.
Problem Solving
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.3 Begin to expect actions
when basic needs are met in response
to expressions of comfort and
discomfort. Build understanding that
cries or body movements and expressions
will bring attention to hunger, safety
comfort and play.
S.13-24.3 Expect specific results when
playing with toys and other objects.
Build with a variety of objects and begin
to understand balance, size, and weight;
begin to understand cause and effect.
S.25-36.3 Begin to use reasoning skill
and imagination when planning ways
to make things happen. Combine toys
in complex ways to represent real objects
(uses play dough in the dramatic play
area to represent food, plays “house”
under kitchen table).
S.37-48.3 Build understanding of
reasoning skill and imagination when
planning ways to make things happen.
Describe drawing made after trip to
fire department; while pretend playing,
encourage peer to blow on food that
is “hot”; begin to participate in simple
investigations and solve problems in
relation to knowledge and methods.
21October 2013
Simple Tools
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.4 Use body movements to
explore and understand surroundings.
Use body to reach, turn, roll, crawl, cruise
and move toward desired objects; begin
to grasp at connected items to bring
desired object closer.
S.13-24.4 Begin to use simple tools
to build knowledge of world through
observation and awareness of
surroundings. Begin to connect familiar
activities with actions or pictures in books;
begin to mix, fill and dump materials in
containers.
S.25-36.4 Use simple tools to
build knowledge of world through
observation and awareness of
surroundings. Show curiosity in and
asks questions about tools used in the
environment (thermometers, rain gauges,
bird feeders).
S.37-48.4 Imitate familiar actions in
using simple tools to build knowledge
of world through observation and
awareness of surroundings. Associate
actions with familiar adults (use
magnifiers, telescopes, microscopes,
scoops, investigates rain gauge to test
observations).
Earth and Space
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.5 Explore textures, sounds,
tastes found in nature. Begin to attend
to sounds and respond to touching new
objects.
S.13-24.5 Explore a variety of earth
materials found in nature and created
environments. Begin to demonstrate
interest in water, sand and other
appropriate materials.
S.25-36.5 Explore and begins to
identify a variety of earth materials by
distinct properties. Begin to understand
hard, soft, wet, dry, etc. when exploring
natural materials.
S.37-48.5 Begin to investigate and
identify a variety of earth materials
by their observable properties. Enjoy
planning in sand, dirt, water and other
appropriate materials; enjoy scooping,
pouring and raking.
Sequencing and Time
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.6 Begin to understand familiar
routines. Respond to familiar routines for
feeding, sleeping, diaper changing and
interacting when awake.
S.13-24.6 Show increased knowledge
and memory for details and routines.
Begin to be aware of other people, places
and events; act out familiar actions in
dramatic play; go to sink to wash hands
when called for lunch or snack.
S.25-36.6 Begin to understand
consequences when recreating events.
Call for adult to help settle an argument
over a toy; insist on putting on mittens
before putting on coat.
S.37-48.6 Understand sequencing
and time in relation to daily routines.
Understand the sequence of daily events;
demonstrate some understanding of
duration of time, “all day”, “for two days”.
S.0-12.7 Begin to anticipate familiar
actions. Calm or quiet when given
pacifier; open mouth for spoon containing
food.
S.13-24.7 Demonstrate some
understanding of when things happen
in relation to routines. Go to sink
for hand washing after having diaper
changed; ask for bedtime story when it
gets dark outside.
S.25-36.7 Demonstrate some
understanding of when things happen
in relation to routines. Begin to make
connection between daily events and
what happens “next” (after lunch it is time
for a nap); choose new shoes to wear
when getting ready for special occasion.
S.37-48.7 Use acquired knowledge of
details of routines to carry out some
routines independently. Set table for
meal; wash own hands; alert adult when
out of soap or hand towels.
S.0-12.8 With support and assistance
builds understanding of sensations of
cold, hot, warm, dry. Respond to cold
wipe during diaper change; respond when
splashing water.
S.13-24.8 With support and
assistance develops understanding
of consequences of sensations related
to weather conditions. May respond to
“Where did the sun go?” with “All gone” or
shrug of shoulders.
S.25-36.8 Increasing understanding
of consequences of weather related
events. Understand the need for a coat
when it is cold outside; ask for umbrella
when it is raining.
S.37-48.8 Demonstrates understanding
of simple weather conditions and
related vocabulary. Participate in
identifying simple weather conditions of
the day (sunny, cloudy, and snowy).
22 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Living Things
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.9 Begin to recognize familiar
animals. Look for cat when asked “Where
did the cat go?”; look for animal in familiar
book.
S.13-24. 9 Recognize familiar animals
and begins to identify characteristics
of familiar animals with support and
assistance. The dog says Woof, the cow
says Moo.
S.25-36.9 Identify and associate the
similarities, categories, and different
structures of familiar plants and
animals with familiar characteristics.
The cat has eyes, I have eyes.
S.37-48.9 Begin to describe and
identify the similarities, categories, and
different structures of familiar plants
and animals. Plants have roots, stems,
leaves; animals have eyes, mouths, ears.
S.0-12.10 Begin to recognize familiar
animals have needs that are similar to
their own. The dog needs to eat, sleep.
S.13-24.10 Build understanding of the
needs of familiar animals and begin to
identify and imitate caring for familiar
animals and plants with support and
assistance. Want to fill the dog bowl
with water or food; use watering can to
water plants.
S.25-36.10 Observe and describe familiar
characteristics of plants and animals.
Plants need watering, animals need food,
insects and animals may be found in
certain places.
S.37-48.10 Observe and describe and
characteristics and needs of plants
and animals. Animals eat different foods,
birds have nests, squirrels live in trees.
Physical Science
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
S.0-12.9 Begin to observe properties
of objects with support and assistance.
Attend to objects, reaching to touch, hold,
and bring to mouth.
S.13-24.9 Categorize objects based on
simple observable properties. Begin to
identify colors, shapes, size.
S.25-36.9 Build understanding to
describe and categorize objects based
on simple observable properties.
Build understanding of concepts of color,
shape, and size, alike and different.
S.37-48.9 Describe and categorize
objects based on some observable
properties. Demonstrate ability to group
items by some observable characteristics
such as color, size, weight.
S.0-12.10 Develop an awareness
of objects in the environment. Build
understanding of object permanence;
show preference for certain blanket or toy.
S.13-24.10 Observe descriptors of
objects in the environment. Begin to
identify cold, hot, color blue with support
and assistance.
S.25-36.10 Demonstrate an emerging
awareness of changes in the
environment. Develop awareness of
the green leaves turning yellow, or red;
pavement gets wet when it rains.
S.37-48.10 Develop an awareness
that objects can change in their
environment. Build awareness that the
paint colors mix when the blue brush goes
in the red paint pot; the sun shining on
the slide can dry it or make it hotter; the
snowman melts.
S.0-12.11 Develop awareness of how
objects move and begin to recognize
vocabulary descriptors for movements.
Bat at small toy suspended overhead;
reach for toys that rolls away.
S.13-24.11 Observe how objects move
and identify common motion related
vocabulary. Roll ball back to adult in
play; push toy car across floor; observe
airplanes fly.
S.25-36.11 Observe and make
simple predictions and build simple
descriptors for how objects move
and begin to use common related
vocabulary. Throw or roll ball in intended
direction; build understanding of roll faster
or farther.
S.37-48.11 Observe, predict, and solve
problems based on prior knowledge
and experiences and describe how
objects move. May throw and catch;
participate in simple investigations of
ramps.
23October 2013
Social Studies (SS)
It is very important for young children to learn about who they are in relation
to others and where they fit in with regards to their family, culture, and
community. It is the caregiver’s job to help children recognize and understand
the differences among people so that he or she can begin to appreciate their
own unique characteristics and abilities. Through exposure to different people,
places, and experiences, children begin to build their knowledge about
culture, geography, and history.
24 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Social Studies (SS)
Interactions and Culture
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
SS.0-12.1 Engage with familiar adults.
Babble and coo to gain attention of
someone nearby; look intently at the face
when talked to by a familiar person; smile
when someone familiar smiles or make
gentle, funny faces; relax when comforted
by familiar persons.
SS.13-24.1 Rely on the presence of
familiar adults to try things. Explore and
experiment with new materials such as
play dough or paint when the caregiver is
nearby; crawl or walk through an unfamiliar
area to reach a familiar person; stop
playing to verify the presence of caregiver
then returns to play; go to trusted adult and
attempt to communicate needs.
SS.25-30.1 Show need for familiar
adult’s approval. Hold on tight to
adult when exploring a new setting
but gradually lets go to explore the
environment; attempt a new activity but
looks to adult to watch and affirm efforts
(climbs to top of slide but wants the adult
to watch before sliding down); turn to
adult for comfort after falling, but goes
back to play.
SS.37-48.1 Begins to understand
concept of individual, culture and
community. Begin to recognize
likenesses and differences in others;
begin to understand family structures and
roles; draw self, usually with head and
not much detail; act out family roles in
dramatic play center.
SS.0-12.2 Show emerging awareness
of and some anxiety towards
unfamiliar people. Gaze passively
then begin to fuss when a new person
moves close; stiffen and lean away when
picked up by an unfamiliar person; stop
cooing or smiling when a new person
tries to get her attention; turn head into
shoulder of caregiver when a new person
approaches; look curiously at someone
who hasn’t been around regularly.
SS.13-18.2 Show awareness of and
continued anxiety towards unfamiliar
adults. May begin to recognize people
outside of immediate family such as a
caregiver or family friend; hide behind
parent or caregiver when new person
approaches; move to other side of room
when new person enters; cry when parent
leaves; allow stranger to approach when
person does something familiar such as
wave.
SS.25-30.2 Show cautious interest
in unfamiliar adults. Approach a new
person after familiar adult has talked with
the new person a while; look away briefly
when a new person talks to her but soon
looks back.
SS.37-48.2 Demonstrate increasing
interest in unfamiliar people. Point
out people in books and pictures; enjoy
learning about community helpers; may
begin to seek attention of unfamiliar
adults who enter classroom or home; may
ask questions about people who look or
sound different than themselves.
25October 2013
History
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
SS.0-12.3 Begin to form an individual
schedule. May become hungry at
around same time each day; may show
preference for a certain routine or ritual
(likes to be rocked while taking bottle).
SS.13-24.3 Need and expect routines.
May begin to expect or demand
consistency during familiar routines;
may insist that the table is set a certain
way or that a certain book is read before
naptime.
SS.25-36.3 Begin to identify common
events and routines. Put on coat when
adult mentions going outside; ask about
own parent when other children begin to
be picked up at the end of the day.
SS.37-48.1 Identify common events
and routines. Know when it is snack
time or meal time; recognize routines of
washing hands before eating or brushing
teeth after meals or before bed time.
SS.0-12.4 Demonstrate emerging
awareness of familiar with routines.
Hold clean diaper for caregiver during
diapering; squeal in anticipation of
feeding.
SS.13-24.4 Begin to recognize
routines. Show increasing memory for
details and routines (remember where
things go, go to sink to wash hands when
mealtime is announced, get special item
for naptime).
SS.25-36.4 Begin to categorize time
intervals. Begin to understand that some
events follow a pattern (nap time comes
after meal time).
SS.37-48.4 Begin to categorize time
intervals. Use word “today”, or “day”
and “night” to talk about time of day,
sometimes uses the wrong term.
SS.0-12.5 Explore environment.
Enjoy and is comfortable investigating
new environments when with a trusted
caregiver who serves as a “secure base”.
SS.19-24.5 Begin to recognize
changes in the environment. Notice a
new toy or new picture on the wall.
SS.25-36.5 Begin to react to changes
in the environment. Recognize weather
and or temperature changes; point
out that toys or furnishings have been
removed or rearranged.
SS.37-48.5 React to changes in
environment. Put on sweater when
cold or removes jacket when too warm;
replace toys on shelves where they
belong; try to replace a piece of art that
has fallen off the wall.
26 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Creative Arts (CA)
Creative arts provide children with a way to express their feelings, ideas, and
interests in ways that are comfortable and fun. By using their imagination to
draw, sing, pretend, or dance, young children develop a sense of who they
are and what they like to do. It is the caregiver’s job to provide young children
with developmentally appropriate opportunities and materials to experiment
with. Special consideration should be given to children with special needs who
may require additional support from an adult or use of adaptive equipment to
fully participate in creative arts activities. Exposure to different types of music
and musical instruments, art materials, dress up and role play items not only
help children in their physical development but also encourage self-esteem
and independence.
27October 2013
Creative Arts (CA)
Music
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
CA.0-12.1 Respond to sound in the
environment. Coo and smile to pleasant
sounds; cry at harsh or unexpected
sounds; become calm when sung to or
talked to in a soothing voice; clap and/or
bounce body up and down to music.
CA.13-24.1 Respond to and show
preference for certain sounds. Clap or
move body to music; make connections
between sounds and objects (push button
on toy repeatedly to hear sound).
CA.25-36.1 Enjoy moving to and
singing to music. Dance to music,
initiate singing or dancing.
CA.37-48.1 Enjoy participating in
group music activities and music
making activities. Participate in group
music experiences (e.g., hokey pokey, if
you’re happy and you know it); play with
a variety of musical instruments; may
use them in unique ways (clangs bells
together, jump up and down to make
tambourine produce sound).
CA.0-12.2 Begin to produce sounds.
Delight in new ability to produce sounds
(smack lips, squeals on purpose; explore
sounds by shaking rattle, banging blocks
together (5 months and up); enjoy own
noise products (squeal over and over, blow
raspberry).
CA.13-24.2 Begin to use sounds for
music making. Mimic sounds, verbalize
in different pitches, increase and
decrease volume of noisemaking.
CA.25-36.2 Enjoy making own music.
Hum or sing familiar song, enjoy own
music and noises (makes up variation
of simple tune or rhyme); begin to
experiment with musical instruments.
CA.37-48.2 Experiment with voice
and instruments. Explore vocal pitch
sounds (enjoys making high pitch sounds
with own voice); experiment with musical
instruments.
Art
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
CA.0-12.3 Begin to focus on and show
fascination for fun toys and activities.
Look toward a moving toy or mobile;
intensely explore a toy held in her hand.
CA.13-24.3 Focus on and show
fascination in fun things. Pour or
dump rice, sand, water from container to
container; experiment with play dough,
creating shapes with the dough or using
tools to make different shapes with the
dough.
CA.25-36.3 Focus on and shows
fascination in fun things. Build with
blocks, experimenting with shapes and
sizes while building; show preference for
certain pictures or colors.
CA.37-48.3 Focus on and shows
fascination for fun things. Begin to
develop ability to work independently;
begin to establish a sense of “order” in
arts messy mediums by use and practice
with each medium.
CA.0-12.4 Show interest in art tools.
Reach for pen or crayon that adult is
holding; eventually hold and mouth
crayon; may put crayon on paper making
a few random marks.
CA.13-24.4 Use crayon to scribble on
paper. Demonstrate increasing control
over crayon or marker; is able to make
more determined marks; may show
preference for certain colors.
CA.25-36.4 Scribble and paint. Uses
fingers, crayons, big brushes, markers
to make marks; scribbles with crayons or
markers, holding marker in several kinds
of grasps, but beginning to use thumb and
fingertips.
CA.37-48.4 Scribble and paint and
begin to use other art materials. Begins
to add some detail to drawings and
paintings; begins to create models with
dough or clay.
28 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Dramatic Play and Movement
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
CA.0-12.5 Begin to discover his/her
body. Watches hands; starts to bring
things to mouth; kicks and wiggles upon
hearing familiar sounds; may attempt to
shift onto side towards toy or caregiver.
CA.13-24.5 Demonstrate control of
body. Changes position smoothly; moves
to music or rhythm, walks and explores
objects and space; sways from side to
side.
CA.25-36.5 Demonstrate increasing
control of body. Can pretend to
be different animals and effectively
characterize the animal (elephant’s trunk
looks like this); enjoy creative movement
such as “hopping like a kangaroo”, “flying
like a bird”.
CA.37-48.5 Control body to participate
in creative movement and drama.
Express through music and dancing
what is felt through music; show growth
in moving to music, imitates and pretend
to be different characters; enjoy using
simple props while moving to music; move
to different rhythms; enjoy listening to
different music styles.
CA.0-12.6 Begin to purposefully act
on his environment. Slap and bang
objects up and down, but with more
control and deliberate effort; verbalize to
get caregiver’s attention; may begin to
push things off shelves or dump toys from
baskets.
CA.13-24.6 Begin to use the
environment for pretend play. “Talk” to
stuffed animals by babbling ; try to make
toys “work” by watching others push
buttons or twist handles.
CA.25-36.6 Become more purposeful
in using the environment for pretend
play. Thrive on riding and action
toys; pretend to be riding on a truck ,
motorcycle, plane etc.; play actively in the
dramatic play area, sometimes watching
and sometimes imitating actions; exhibit
cooperative play.
CA.37-48.6 Become more creative in
dramatic play activities. Participate in
a variety of dramatic play activities; show
growing creativity and imagination in
using materials and in assuming different
roles in dramatic play situations.
29October 2013
Physical Development (PD)
Children ages birth–48 months make huge strides in physical development.
Along with rapid body growth it is during this period that children gain control
over their bodies. It is the caregiver’s job to provide a safe and healthy
environment in which children can move and explore so that they can reach
their full growth potential. Even very young infants should have the opportunity
to move freely, whether it is on the floor or on a blanket outside. As children
learn to sit up, crawl, and walk, opportunities to run, climb, jump, push, and
pull (gross motor skills) should be available in a safe and well supervised
environment both indoors or out. Children also need a safe environment that
helps them practice manipulating small objects such as block, crayons, and
puzzle pieces (fine motor skills). Self-help skills are also part of the healthy
physical development of children birth–48 months. Children with special needs
should be provided opportunities to move and explore in the environment with
their peers but may require additional support from an adult or from adaptive
equipment. Caregivers can provide activities that encourage all children to learn
about their bodies and how to take care of them.
30 Revised Tennessee Early Learning Developmental Standards Birth–48 months
Physical Development (PD)
Gross Motor (Large Muscle)
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
PD.0-12.1 Gain control of head and
body. Turn head from side to side while
lying on stomach; raise head and chest
when lying on stomach; hold head erect
and steady when held on a shoulder;
push down on legs when feet are placed
on a firm surface (walking reflex); support
upper body with arms when lying on
stomach.
PD.13-24.1 Move from place to place.
Crawl quickly; walk more than crawl (near
end of age range); move from sitting to
standing smoothly; stand with feet apart
and sway to music; push/pull toys; climb
stairs on hands and knees; climb on chair
and turn to sit down.
PD.25-36.1 Show coordination skills
while moving around and engaging in
play activities. Fling a ball in an attempt
to throw it towards target; pushes friend
on riding toy; climb steps of slide; walk on
broad balance beam or edge of walkway;
imitate a variety of movements (runs,
walks, gallops, jumps); jump with both
feet.
PD.37-48.1 Move with enough control
to perform more complex tasks.
Maintain balance on a two-by-four beam;
climb with more agility on the jungle gym;
jump with confidence in ability from low
platform; develop coordination of moving
arms and legs in order to pump on a
swing; run up to ball and kick it while
maintaining balance; gallop, wiggle, and
tiptoe along with classmates watching
and imitating movements; throw a variety
of objects overhand with increasing
accuracy.
Fine Motor (Small Muscle)
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
PD.0-12.2 Hold things briefly before
dropping. Fold hand around finger of
another person placed in palm of hand;
hold on to ring on cradle gym after hand
touches it; begin to hold onto bottle for
entire feeding; begin to bring toys or their
fingers to mouth; grab own toes.
PD.13-24.2 Manipulate small objects
exploring how they can be combined
and changed. Hold toy in one hand while
searching for another toy with the other
hand; pull apart pop beads; use palm and
fingers to pick up small objects off floor
and examine them; fit shapes into shape
sorter; poke fingers in small holes or
openings.
PD.25-30.2 Demonstrate eye-hand
coordination while manipulating and
exploring objects. Poke, pound and
build with play dough and other sculpting
materials; scribble with a variety of
instruments beginning to use thumb and
fingertips grasp; use wrist rotation to fit
puzzle piece into puzzle; unscrew lids to
pour from one container to another; pull
apart pop beads or connecting blocks with
ease; use thumb and forefinger to pick up
and hold small objects.
PD.37-48.2 Use hands with increasing
control and precision for a variety
of purposes. Easily grasps hold of
writing tools such as pencils, crayons,
paint brushes and markers; continue
to fit together a wide variety of items
such as connecting blocks, pop beads,
stacking rings, bristle blocks, etc.; shape
play dough or clay into more intricate/
representational creations; experiment
with scissors; experiment with fitting a
variety of objects into a defined space;
continue to experiment with building and
designing familiar structures with blocks.
31October 2013
Self-Help
Birth – 12 months 13 months – 24 months 25 months – 36 months 37 months – 48 months
PD.0-12.3 Show increased awareness
of and cooperation with personal
routines. Begin to wiggle when having
clothes changed; reach for bottle or
pacifier; may begin to use sign language
to indicate eating or play; reach for or cry
for favorite sleep item at rest time; raise
arms when shirt is being changed; smile
or laugh in anticipation of bath time.
PD.13-24.3 Participate in personal
care routines with guidance and
assistance. Wash own hands; brush teeth
with supervision; begin to show interest
in toilet training; use spoon and cup at
meals; participate in own dressing and
undressing; help with simple chores like
wiping up spills or picking up toys.
PD.25-36.3 Participate in personal care
routines accomplishing many with
minimal or no assistance. Wash own
hands; brush teeth; pull down own zipper
and assist with pulling up zipper; take off
coat and try to hang it on hook; pour own
milk or juice from child sized container;
helps set table; show increased interest in
toileting.
PD.37-48.3 Begin to perform self-help
skills and follows basic health and
safety rules. Use toilet independently;
put on own hat and coat; wash and dry
own hands with verbal prompts and
support; untie shoes, button and unbutton
with little or no assistance; know basic
safety rules and follow them with verbal
reminder; begin to look both ways before
crossing the street; begin to understand
how to dial 911 for an emergency; begin
to avoid dangers such as hot stoves and
sharp knives.