Infant/Toddler Early Learning Guidelines 2007 1

Infant/Toddler 

Early Learning 

Guidelines

E

arly Learning Guidelines (ELGs) describe expectations about what children should know 

(understand) and do (competencies and skills) across different domains of learning.1

 In 2002, 

President Bush’s Good Start, Grow Smart early learning initiative asked States to develop 

voluntary guidelines on literacy, language, pre-reading, and numeracy activities for children 

ages three to five that align with State K-12 standards.2

 Since then, every State has developed 

and published these ELGs for preschool-age children. In addition, several States and Territories have developed ELGs for children birth to three, creating a continuum of guidelines from 

birth to five. States and Territories are at varying stages of the development process of ELGs 

for infants and toddlers – convening task forces or work groups to begin discussions, reviewing draft guidelines, or evaluating and revising existing ones. This publication describes existing infant/toddler ELG initiatives, and is intended as a resource for States and Territories as 

they develop and/or revise their own guidelines for infants and toddlers. 

Published by the National Infant & Toddler Child Care Initiative @ ZERO TO THREE under the 

direction of the Child Care Bureau, Office of Family Assistance, Administration for Children 

and Families, U.S. Department of Health and Human Services.

This paper is published for information purposes only. No official endorsement of any practice, publication, or individual by the Department of Health and Human Services, Administration for Children and Families is intended or should be inferred.
Infant/Toddler Early Learning Guidelines 2007 2

As of November 2006, 13 States and one Territory had published ELGs for infants 

and toddlers: Arkansas, Delaware, Florida, Georgia, Iowa, Kentucky, Louisiana, 

Maryland, Nebraska, New Hampshire, Ohio, Tennessee, Washington, and 

Puerto Rico.3

 An additional four States and two Territories had draft versions 

available for review: Commonwealth of the Northern Mariana Islands (CNMI), 

Connecticut, Guam, Maine, Michigan, and Minnesota.4,5 In developing this 

publication, we analyzed all of these ELGs, but the examples cited come solely 

from the final, published documents. The examples presented here are by no 

means exhaustive. Rather, they provide a sampling of the information that is 

available in the published ELGs for infants and toddlers.

There is no general guidance for birth to three ELGs at this time, and States’ 

initial efforts have varied widely in content and format. This variation makes it 

difficult to make direct comparisons among the documents. We have analyzed 

the documents as a group to summarize the types of information they contain 

and how the material is presented. This analysis examines the structure and 

content of the ELGs, how issues of diversity and inclusion are addressed, the 

degree to which research and practice are connected, and the appropriateness 

of the documents for the identified target audience(s).

Structure of the Documents

T he majority of ELGs for infants and toddlers cover children from birth 

through age three, with indicators provided for specified age groups 

within this range. A few States include ELGs for older children in the 

same document.6

 Among those ELGs that focus solely on ages birth 

to three, several States use the same four age groups: birth to 8 months; 8 

to 18 months; 18 to 24 months; 24 to 36 months. Ohio’s Infant & Toddler 

Guidelines employ three overlapping age ranges: birth-8 months, 6-18 

months, and 16-36 months to emphasize the fluidity of early development. 

Most of the ELG documents emphasize this notion of a developmental 

continuum across age groups. For example, a statement in Georgia’s Early 

Learning Standards: Birth Through Age 3 advises: “Be aware that children 

develop at different rates, and the age groups should be seen as flexible. It is 

best to view the standards as a continuum across the age groups.”7

 Many of 

the documents include information about how the ELGs are aligned with the 

State’s standards for three to five year old children and/or K-12 standards. 

Some are also aligned with other standards, such as Head Start Performance 

Standards and licensing regulations

Content of ELGs for Infants and Toddlers

The first three years of life are a time of remarkable growth during which infants 

and toddlers develop emotional security and basic mental processes in the context 

National Infant & Toddler 

Child Care Initiative

Mission & Vision

The Initiative’s Mission 

is to work collaboratively 

with Child Care and Development Fund administrators and other partners 

in their efforts to move 

forward system initiatives 

to improve the quality 

and supply of infant and 

toddler child care. We 

work together to achieve 

the Vision that infants 

and toddlers experience 

high quality care in all 

settings, and their unique 

needs are addressed in 

early care and education 

systems.
Infant/Toddler Early Learning Guidelines 2007 3

of relationships, such as the ability to focus, to maintain attention, to persist in 

their efforts through frustration, and to communicate and discern language.8 

These processes lay the foundation for all future learning. Infant and toddler ELGs 

consider the uniqueness of this period of development and reflect the progression 

of learning in the first three years. Since infants and toddlers learn within the 

context of the relationships and environments provided by the adults in their lives, 

ELGs would also be expected to recognize relationships as a primary learning 

context during this period. Since it is often not developmentally appropriate to try 

to measure the progress of an infant or toddler in terms of the mastery of specific 

skills, it may not be suitable for these ELGs to be directly linked to specific learning 

objectives and associated instructional strategies.

Most of the ELGs are organized around key developmental domains. The number of domains presented in 

the ELGs ranges between four and seven. Many of the 

documents reference the four developmental domains 

identified by the National Association for the Education of 

Young Children (NAEYC): physical, social, emotional, and 

cognitive.9

 Several States further specify topic areas, 

such as language, literacy, creative arts, science and/or 

mathematics. Many of the ELGs also include a domain 

that addresses how young children obtain knowledge 

– this domain is often called “Approaches to Learning.” 

While most of the ELGs define each domain, the level of detail in these definitions 

varies from State to State and a few do not define the terms at all. 

Most ELGs also recognize that while development is sequential (e.g. children learn 

to crawl before walking), it occurs at different rates for each child. For example, from 

the introduction to Arkansas’ Framework for Infant and Toddler Care: “Infants and 

toddlers are born ready to learn. This learning normally takes place in a predictable 

sequence. However, there can be a wide range of attainment of developmental 

milestones from one child to another, for each has his or her own timetable.” 10

Most of the ELGs address learning processes, including the important ways that 

curiosity and exploration help young children acquire knowledge. For example, from 

New Hampshire’s Early Learning Guidelines: “From infancy, learning is a process 

of encountering problems and inventing solutions...Even the youngest infants and 

toddlers are motivated by curiosity and interest to explore their environments.”11

Many States include these elements when defining the domains, especially those 

that identify “Approaches to Learning” as a domain.12

Discussions of the physical environment often emphasize the need for young 

“It is important to remember that infants and toddlers are 

growing and learning 

all of the time...providing rich learning experiences, supportive 

learning environments, 

and positive relationships with children 

during the first three 

years will provide the 

critical foundation for 

learning.” 

(Nebraska’s Early Learning 

Guidelines for Ages Birth 

through 3, pp.2-3)

Age Ranges Covered by ELGs for Infants and Toddlers

Birth to 36 

Months

Birth to 48 

Months

Birth to 60 

Months

Birth to 

Kindergarten

Birth to 36

Months Birth to 48

Months

Birth to 60

Months

Birth to

Kindergarten

5 States

3 States

4 States

1 State

1 State 3 States

5 States 4 States
Infant/Toddler Early Learning Guidelines 2007 4

children to be able to freely explore their surroundings, and for the environment 

to be stimulating and developmentally appropriate. For example, from Arkansas’ 

Framework for Infant and Toddler Care: “Caregivers support children’s play, 

exploration and experimentation with their environment...An environment is 

provided that is rich in experiences and materials that children can explore with 

all their senses, thus promoting optimal development in all areas”.13

A s noted previously, it is often neither feasible nor appropriate to try to 

measure the progress of an infant or toddler in terms of the mastery of 

specific skills. Accordingly, unlike ELGs for preschool children, most 

ELGs for infants and toddlers are not directly linked to specific 

learning objectives and associated instructional strategies. While a few of the 

ELGs do focus primarily on what children may achieve within the scope of each 

domain, most of the documents also include information about how caregivers 

can support young children’s development in each domain. For example, 

although Florida’s Birth to Three Learning and Developmental Standards are 

written in terms of children’s behaviors and accomplishments, it also includes 

two important elements – definitions of the domains and the “Questions to Ask 

Yourself” – that focus on the role of the caregiver.14 Similarly, New Hampshire’s 

Early Learning Guidelines include questions for adults to consider that help 

them link the guidelines to their day-to-day practice and experiences.15

Many ELGs include indicators and examples for both children and caregivers. 

Delaware’s Infant and Toddler Early Learning Foundations provides examples 

of children’s behavior using the heading “Baby/Toddler/Child May...” and 

caregiver’s behavior using the heading “Caregiver Can...” for each domain.16 

Maryland’s Guidelines for Healthy Child Development and Care for Young 

Children (Birth - Three Years of Age) presents tips for parents as well.17

Some ELGs also include examples or vignettes written from a young child’s 

perspective. For example, Ohio’s Infant & Toddler Guidelines identify a key 

developmental focus for each of three age groups. describing it from the child’s 

perspective. Here is an excerpt from the definition of security, the identified focus 

for children from birth to eight months: “During the early days and months of my 

life, I am primarily focused on security. In essence, I am learning about what I can 

expect from life. When I feel discomfort, I cry. Someone comes to help me...I feel 

great knowing she is with me when I need her. All of this is very important! I have 

to feel emotionally secure in order to have the confidence to learn new things.”18

Embracing Diversity

Inclusiveness. Children develop at varying paces, especially in the first three years of 

life, and this variability may be more pronounced when a child has special needs, due 

“Benchmarks should recognize ALL children as 

capable of learning, 

achieving, and making developmental 

progress regardless 

of their physical/

emotional conditions, backgrounds, 

or experiences. A 

universal set of 

benchmarks should 

be developed for all 

children regardless 

of cultural and economic differences, 

presenting disabilities, and physical 

and learning challenges. The benchmarks should take 

into consideration 

this diversity and 

make accommodations for the unique 

nature of each child’s 

learning and development.” 

(Washington State Early 

Learning and Development 

Benchmarks, p.7)
Infant/Toddler Early Learning Guidelines 2007 5

to the impact of the disability or delay on development in one or more domains. Given 

the integrated nature of development, the presence of an identified special need in 

one domain will often affect other aspects of that child’s development as well. With 

consideration for the developmental challenges of children with special needs, 

ELGs can be inclusive by describing the overarching developmental process and 

expectations for typically developing children, while allowing for individualization 

in how (and when) achievement is described and measured. ELGs can also provide 

information and resources to caregivers to help them support the development of 

all of the children in their care, including those with special needs.19 

Some States utilize universal design in developing their guidelines, 

involving expert review of the ELGs to ensure that the language used 

to identify and describe young children’s knowledge, competencies, 

skills, and behaviors is as inclusive of children with disabilities 

or other special needs as possible. One of the most comprehensive ELGs 

in terms of inclusion is Nebraska’s Early Learning Guidelines for Ages Birth 

through 3, which contains an introductory section on “Supporting Inclusive 

Learning Environments.”20 Each of its seven developmental domain sections 

also details several strategies for supporting such environments. Other 

ELGs such as Iowa’s Early Learning Standards and Georgia’s Early Learning 

Standards: Birth through Age Three21 include extended discussions about the 

importance of including children with disabilities and highlight strategies for 

accomplishing this goal. Among the ELGs that include illustrative examples, 

some of these documents describe how a child with a disability may function 

(e.g., an example on verbal communication that includes a child signing a 

word in American Sign Language). The focus on inclusiveness varies among 

States. Some ELGs include photos of children with disabilities or note in their 

introductions that the document is inclusive of all children, but do not refer to 

children with special needs in the guidelines themselves. 

The role of culture. The culture of children and their families plays a key role 

in their development. ELGs can address the ways in which adults can support 

each child within his or her cultural context. Most of the ELGs explicitly 

address cultural issues. For example, Florida’s Standards state: “Each child is 

part of a family that is rooted in a cultural system of beliefs, values, attitudes, 

practices, and language that create a shared sense of meaning that is reflected 

in behaviors, daily routines, and customs...To understand children’s behavior 

and parents’ expectations, caregivers and teachers must be aware of their own 

culture, show respect for other cultures, learn intercultural communication 

skills, work in partnership with parents, and plan for diversity as a critical 

component of the program.”22 Efforts can also be made to use culturally diverse 

examples and words in the guidelines. 

“Each child is 

part of a family that is rooted in 

a cultural system 

of beliefs, values, 

attitudes, practices, 

and language that 

create a shared sense 

of meaning that is 

reflected in behaviors, daily routines, 

and customs...To 

understand children’s 

behavior and parents’ 

expectations, caregivers and teachers must 

be aware of their own 

culture, show respect 

for other cultures, 

learn intercultural 

communication skills, 

work in partnership 

with parents, and 

plan for diversity as a 

critical component of 

the program.” 

(Florida’s Birth to Three 

Learning and Developmental 

Standards, p.4)
Infant/Toddler Early Learning Guidelines 2007 6

n Washington’s Early Learning and Development Benchmarks, each domain 

description includes a section on how considerations of cultural diversity 

can be supported.23 Nebraska’s Guidelines illustrate ways that an adult’s 

understanding and recognition of a child’s culture can enhance that child’s 

learning experience: “Attributes such as language, culture, values, and beliefs 

are part of the children’s early experiences in the family setting and provide 

the basis for learning throughout life...the early childhood setting supports 

the family by incorporating the child’s home language and culture as much as 

possible. Words, foods, care practices, music and objects that are familiar to 

the child provide a greater sense of comfort. These increased feelings of safety 

and security make it possible for learning to occur more readily.”24

Some ELGs include only a brief mention of the impact of culture on young 

children’s development or discuss culture only in the context of language 

and literacy. However, many of the States weave cultural issues throughout 

their documents. For example, several of Iowa’s Standards’ “Examples of 

Benchmarks” involve children’s exposure to different cultures and children 

reading and singing in different languages.25 Many States use culturally diverse 

children’s names and include photos that depict children from diverse racial 

and ethnic backgrounds. In addition, some ELGs address children’s knowledge 

and understanding of culturally-based social rules such as formal address or 

informal address. In addition, many of the ELGs include sections on how to 

support children and families whose home language is not English. 

Connecting Research and Practice

ELGs should be grounded in current research about infant and toddler 

development. This means that research should inform the content of the 

guidelines, and direct connections are made between what is known from the 

research and how adults can use that information to support young children’s 

development. For example, Kentucky’s Building a Strong Foundation for 

School Success: Kentucky’s Early Childhood Standards clearly describes the 

research on which the Standards are based, citing a variety of studies on the 

effects of early experiences on the child’s development.26

While most of the published ELGs for infants and toddlers do cite current research, 

the degree to which the guidelines are actually grounded in that research varies 

considerably. Many documents make reference to what research teaches us about 

development without connecting that information to what adults can do on a dayto-day basis to support the healthy development of young children. Since those 

documents that heavily cite research or use extensive references tend to be rather 

dense and difficult to read, it is very important that research findings are explained 

in clear, simple language. 

“Social-emotional experiences 

and relationships 

are the foundation 

for child development...The interaction and influence 

among developmental domains must 

be considered in 

addressing program 

and child needs and 

outcomes. Young 

children’s development is strongly 

interconnected, with 

outcomes in one area 

relying on development in other areas.” 

(Kentucky’s Early Childhood 

Standards, p.3)

I
Infant/Toddler Early Learning Guidelines 2007 7

In some cases, the ELGs are extensively research-based but the final product does 

not reflect the breadth and depth of research that went into its development. For 

example, during the development process of Ohio’s Infant & Toddler Guidelines, 

evidence was cited for each guideline and example, including some normative 

data from developmental assessments. However, in order to make the Guidelines

readable for as wide an audience as possible, these citations were not embedded 

in the guidelines and examples of the final document.27

Appropriateness for Target Audiences

ELGs for infants and toddlers need to be clear and meaningful so caregivers and 

parents can use them to actively support and guide children’s development and 

learning.28 Such guidelines can assist caregivers in understanding the effects of 

a stimulating and engaging environment on children’s learning. Most of the ELGs 

clearly identify the target audiences in the introductory section of the document. 

In most cases, the audiences include parents, early care and education providers, 

and other caregivers. Some State identify additional audiences, such as early 

childhood higher education instructors or policymakers. By contrast, a few do not 

explicitly identify their audience. 

C

hallenges exist in States’ attempts to make Infant/Toddler ELGs 

for infants and toddlers appropriate and accessible to their target 

audiences. In almost every case, even where there was an explicit effort 

to use simple, easily understood language, the ELGs require a higher 

reading level than might be expected of many parents and possibly caregivers, 

especially those for whom English is not their first language. Many States use 

colorful graphics and attractive layouts to make the ELGs more visually appealing. 

Unfortunately, these graphics did not substantially compensate for the language 

level, so the information remained too complex for effective communication with 

the defined target audiences. 

An additional factor that makes many of the ELGs inappropriate for parents 

and caregivers is the length – several are more than 100 pages long. Even if 

they are colorful and well-written, the sheer length of such documents would 

likely intimidate the target audience(s). There are several strategies to address 

these issues. A few States, such as Kentucky, have created separate, shorter 

publications that summarize the information for parents and caregivers. Iowa 

and Nebraska limited the length of each guideline to two pages and other States, 

such as Delaware and Ohio, present the guidelines in poster-style format.

Conclusion

When creating ELGs for infants and toddlers, it is important to take into account 

the many ways that development occurs during the first three years of life. By 

“Within the activities that 

happen as a result of 

everyday routines, 

it is the interactions 

that occur and how 

respond with our 

words, actions, gestures and emotions 

that are so critical 

to helping children 

grow and develop...

We recognize that 

children need high 

quality experiences to 

support their development. Within the 

world of children, it 

is the adults who can 

plan for and/or take 

advantage of those 

experiences to further 

children’s knowledge 

and growth.”

(Delaware Infant and Toddler 

Early Learning Foundations: 

A Curriculum Framework, 

Welcome Message)
Infant/Toddler Early Learning Guidelines 2007 8

directing attention to how infants and toddlers function emotionally and socially 

as they build knowledge and competencies, States and Territories have an 

opportunity to emphasize the components of quality caregiving environments 

that create confident, curious lifelong learners. ELGs that are developmentally 

appropriate, inclusive of all children, culturally sensitive, research-based, and 

effectively communicated for target audiences will help to ensure that infants 

and toddlers receive appropriate support from the adults who care for them. 

When adults understand what to expect from children during their first three 

years and how to support their development during this time, they can better 

nurture the skills needed for success in school and in life. Developmentally 

appropriate ELGs for infants and toddlers can be an effective tool to help 

achieve these goals.

1 National Infant & Toddler Child Care Initiative. (2006) Early Learning Guidelines. Washington, DC: NITCCI.

2 For more information on Good Start, Grow Smart: The President’s Early Childhood 

Initiative, see http://www.whitehouse.gov/infocus/earlychildhood/toc.html. Additional 

information is available at http://www.acf.hhs.gov/programs/ccb/initiatives/gsgs/gsgs_

guide/guide.htm and http://nccic.acf.hhs.gov/pubs/goodstart/index.html

3 The published ELGs for infants and toddlers are summarized in the table at the end of 

this document. As of November 2006, Puerto Rico had also published ELGs for infants 

and toddlers, which are available only in Spanish. Since the National Infant & Toddler 

Child Care Initiative is in the process of translating Puerto Rico’s ELGs into English, those 

guidelines have not yet been analyzed.

4 As of November 2006, California’s ELGs for infants and toddlers were not available for 

review. 

5 Some States and Territories are using one or more of the published ELGs as models for 

their own guidelines – for example, Guam’s draft ELGs were adapted and developed from 

Maryland’s Guidelines for Healthy Child Development and Care for Young Children (Birth - 

Three Years of Age).

6 The following State ELGs cover a wider age range: Iowa (birth through age five), Kentucky (birth through age four), New Hampshire (birth through age five), Tennessee (birth 

through age five), and Washington (birth through kindergarten).

7 Georgia Early Learning Standards: Birth Through Age 3. (p.11) Available at: http://www.

decal.state.ga.us/CCS/CCSServices.aspx?Header=67&SubHeader=&Position=18&Heade

rName=Georgia%20Early%20Learning%20Standards

8 Petersen, S. and Connors-Tadros, L. (2005) Considerations for Developing Early Learning Guidelines for Infants and Toddlers. Washington, DC: National Infant & Toddler Child 

Care Initiative and National Child Care Information Center. 

9 National Association for the Education of Young Children (July 1996) Position Statement: Developmentally Appropriate Practice in Early Childhood Programs Serving 

Children from Birth through Age 8. available at: http://www.naeyc.org/about/positions/

daptoc.asp 

10 Arkansas Framework for Infant and Toddler Care (page ii). Available at: http://www.

arkansas.gov/childcare/bench.pdf
Infant/Toddler Early Learning Guidelines 2007 9

11 New Hampshire Early Learning Guidelines. Available at: http://www.dhhs.nh.gov/

DHHS/CDB/LIBRARY/Policy-Guideline/learning-guidelines.htm

12 Approaches to Learning in ELGs for preschoolers are often defined or presented as 

learned dispositions. For the birth to three period, in contrast, Approaches to Learning are 

often described as innate. With infants, temperament traits can be confused with behaviors that are sometimes labeled as Approaches to Learning in older children, for example, 

persistence or distractibility. This is one of the reasons that it is critical for caregivers to 

understand the role that factors such as temperament play in young children’s developmental functioning. 

13 Arkansas Framework for Infant and Toddler Care (page 4). Available at: http://www.

arkansas.gov/childcare/bench.pdf

14 Florida Birth to Three Learning and Developmental Standards. Available at: http://

www.floridajobs.org/earlylearning/downloads/pdf/birth_to_3book.pdf

15 New Hampshire Early Learning Guidelines. Available at: http://www.dhhs.nh.gov/

DHHS/CDB/LIBRARY/Policy-Guideline/learning-guidelines.htm

16 Delaware Infant and Toddler Early Learning Foundations: A Curriculum Framework. 

Available at: http://www.doe.k12.de.us/files/pdf/earlychildhood_infant-toddler.pdf

17 [Maryland] Guidelines for Healthy Child Development and Care for Young Children (Birth - Three Years of Age). Available at: http://www.dhr.state.md.us/cca/pdfs/

guidechild.pdf

18 Ohio’s Infant & Toddler Guidelines (page 9). Available at: http://jfs.ohio.gov/CDC/

InfantToddler.pdf

19 Petersen and Connors-Tadros. (2005) Considerations for Developing Early Learning 

Guidelines for Infants and Toddlers. 

20 Nebraska Early Learning Guidelines for Ages Birth to 3. Available at: http://www.nde.

state.ne.us/ech/ELGuidelines/ELG_IT.pdf 

21 Iowa Early Learning Standards. Available at: http://www.iowa.gov/educate/3-to-5-

years-old/early-childhood-standards_3.html 

Georgia Early Learning Standards: Birth Through Age 3. Available at: http://www.decal.

state.ga.us/CCS/CCSServices.aspx?Header=67&SubHeader=&Position=18&HeaderName

=Georgia%20Early%20Learning%20Standards

22 Florida Birth to Three Learning and Developmental Standards (page 4). Available at: 

http://www.floridajobs.org/earlylearning/downloads/pdf/birth_to_3book.pdf

23 Washington State Early Learning and Development Benchmarks. Available at: http://

www.k12.wa.us/EarlyLearning/Benchmarks.aspx

24 Nebraska Early Learning Guidelines for Ages Birth to 3 (page 4). Available at: http://

www.nde.state.ne.us/ech/ELGuidelines/ELG_IT.pdf

25 Iowa Early Learning Standards. Available at: http://www.iowa.gov/educate/3-to-5-

years-old/early-childhood-standards_3.html

26 Building a Strong Foundation for School Success: Kentucky’s Early Childhood 

Standards. Available at: http://www.education.ky.gov/KDE/Instructional+Resources/

Early+Childhood+Development/Building+a+Strong+Foundation+for+School+Success+Ser

ies.htm

27 Ohio’s Infant & Toddler Guidelines. Available at: http://jfs.ohio.gov/CDC/InfantToddler.pdf

28 Petersen and Connors-Tadros. (2005) Considerations for Developing Early Learning 

Guidelines for Infants and Toddlers.
Infant/Toddler Early Learning Guidelines 2007 10

Infant/Toddler Early Learning Guidelines 

(published as of November 2006)

 Name of the Document Age Range Covered and Age Groups 

Arkansas Framework for Infant and Toddler Care

( http://www.arkansas.gov/childcare/bench.pdf )

The Framework covers birth to age three. 

No age groups are specified. 

There is a separate document for three 

and four year olds. 

The Foundations cover birth to age three. 

They are divided into three age groups: 

Infant (birth to 9 months) 

Early Toddler (9 to 18 months) 

Late Toddler (18 to 36 months)

The Standards cover birth through age three. 

They are divided into four age ranges: 

Birth to 8 months

8 to 18 months

18 to 24 months

24 to 36 months

The Standards cover birth through age three. 

They are divided into four age groups:

Infant (birth to 12 months) 

One Year Olds (12 to 24 months) 

Two Year Olds (24 to 36 months) 

Three Year Olds (36 to 48 months) 

The Standards cover birth to age five. 

They are divided into two categories: 

Infants & Toddlers

Preschool

The age groups are not specified beyond the use 

of these terms. 

The Standards cover birth through age four. 

They are divided into two age groups:

Birth to age 3

Age 3 through age 4 

The Standards cover birth through age three. 

There are four age groups: 

Young Infants (birth to 8 months) 

Mobile Infants (8 to 18 months) 

Toddlers (18 to 24 months) 

Twos (24 to 36 months) 

An additional section presents Guidelines for 

three-year-olds. 

Delaware Infant and Toddler Early Learning Foundations: 

A Curriculum Framework

( http://www.doe.k12.de.us/files/pdf/earlychildhood_infant-toddler.

pdf )

Florida Birth to Three Learning and Developmental Standards

( http://www.floridajobs.org/earlylearning/downloads/pdf/birth_

to_3book.pdf )

Georgia Early Learning Standards: Birth Through Age 3

( http://www.decal.state.ga.us/CCS/CCSServices.aspx?Header=67

&SubHeader=&Position=18&HeaderName=Georgia%20Early%20

Learning%20Standards )

Iowa Early Learning Standards

( http://www.iowa.gov/educate/3-to-5years-old/early-childhoodstandards_3.html )

Kentucky’s Early Childhood Standards

( http://www.education.ky.gov/KDE/Instructional+Resources/

Early+Childhood+Development/Building+a+Strong+Foundation+for+Sc

hool+Success+Series.htm )

Louisiana’s Early Learning Guidelines and Program 

Standards: Birth through Three

( http://www.dss.state.la.us/Documents/OFS/LAEarlyLearningGuide.

pdf )
Infant/Toddler Early Learning Guidelines 2007 11

 Name of the Document Age Range Covered and Age Groups 

Maryland’s Guidelines for Healthy Child Development and 

Care for Young Children (Birth - Three Years of Age)

( http://www.dhr.state.md.us/cca/pdfs/guidechild.pdf )

The Guidelines cover birth through three. 

They are divided into eight age groups: 

Birth to 4 months 

5 to 8 months 

9 to 12 months 

13 to 18 months 

19 to 24 months

24 to 30 months 

30 months to 3 years 

3 years

The Guidelines cover birth to age three. They are 

divided into two age groups: 

Infants (birth to 18 months)

Toddlers (18 months to 3 years)

The Guidelines cover birth through age five. 

They are divided into two categories: 

Infants and Toddlers

Preschoolers 

The age groups are not specified 

beyond the use of these term

The Guidelines cover birth through age three. They 

are divided into three overlapping age ranges: 

Birth to 8 months

6 to 18 months

16 to 36 months

The Standards cover birth to age five. 

They are divided into nine age groups: 

Birth through 4 months 

5 through 8 months 

9 through 12 months 

13 through 18 months 

19 through 24 months

25 through 30 months 

31 through 36 months 

37 through 48 months

49 through 60 months

The Benchmarks cover birth to Kindergarten. 

They are divided into four age groups: 

Birth to 18 months 

18 to 36 months 

36 to 60 months 

60 to Kindergarten 

Nebraska Early Learning Guidelines for Ages Birth to 3

( http://www.nde.state.ne.us/ech/ELGuidelines/ELG_IT.pd )

New Hampshire Early Learning Guidelines

( http://www.dhhs.nh.gov/DHHS/CDB/LIBRARY/Policy-Guideline/

learning-guidelines.htm )

Ohio’s Infant & Toddler Guidelines

( http://jfs.ohio.gov/CDC/InfantToddler.pdf )

Tennessee Early Learning Developmental Standards

( http://www.state.tn.us/education/ci/standards/

earlychildhood/ )

Washington State Early Learning and Development 

Benchmarks

( http://www.k12.wa.us/EarlyLearning/Benchmarks.aspx )