Head Start Early Learning 

Outcomes Framework

Ages Birth to Five

2015

R
U.S. Department of Health and Human Services

Administration for Children and Families

Office of Head Start
Office of Head Start | 8th Floor Portals Building, 1250 Maryland Ave, SW, Washington DC 20024 | eclkc.ohs.acf.hhs.gov

Dear Colleagues:

The Office of Head Start is proud to provide you with the newly revised Head Start Early Learning 

Outcomes Framework: Ages Birth to Five. Designed to represent the continuum of learning for 

infants, toddlers, and preschoolers, this Framework replaces the Head Start Child Development and 

Early Learning Framework for 3–5 Year Olds, issued in 2010. This new Framework is grounded in a 

comprehensive body of research regarding what young children should know and be able to do during 

these formative years. Our intent is to assist programs in their efforts to create and impart stimulating 

and foundational learning experiences for all young children and prepare them to be school ready.

New research has increased our understanding of early development and school readiness. We are 

grateful to many of the nation’s leading early childhood researchers, content experts, and practitioners 

for their contributions in developing the Framework. In addition, the Secretary’s Advisory Committee 

on Head Start Research and Evaluation and the National Centers of the Office of Head Start, especially 

the National Center on Quality Teaching and Learning (NCQTL) and the Early Head Start National 

Resource Center (EHSNRC), offered valuable input. The revised Framework represents the best 

thinking in the field of early childhood.

The first five years of life is a time of wondrous and rapid development and learning. The Head Start 

Early Learning Outcomes Framework: Ages Birth to Five outlines and describes the skills, behaviors, 

and concepts that programs must foster in all children, including children who are dual language 

learners (DLLs) and children with disabilities. As designed, the Framework will guide early childhood 

programs to align curricula, assessments, and professional development to school readiness goals and 

assure the continuity of early learning experiences.

The Office of Head Start invites all programs—Early Head Start, Head Start, and Child Care—to adopt 

the Framework and engage in meaningful dialogue regarding its implementation. To further assist in 

these efforts, an implementation guide for the Framework will be available, and technical assistance 

will be provided to help programs use the Framework with staff, parents, and community partners. We 

encourage all programs to access the Framework and its supportive implementation resources through 

the Early Childhood Learning and Knowledge Center (ECLKC).

Our goal of becoming High Performing Head Start Grantees is advanced by this revised Head Start 

Early Learning Outcomes Framework: Ages Birth to Five. Thank you for incorporating it into your 

program design and investing in the future of our children as they deserve the very best!!! 

Respectfully,

Dr. Blanca E. Enriquez

Director

Office of Head Start

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 1 

Contents

INTRODUCTION............................................................................................... 2

APPROACHES TO LEARNING........................................................................10

Infant/Toddler Domain: Approaches to Learning.................................................12

Preschool Domain: Approaches to Learning........................................................16

SOCIAL AND EMOTIONAL DEVELOPMENT ............................................... 22

Infant/Toddler Domain: Social and Emotional Development...........................24

Preschool Domain: Social and Emotional Development ..................................29

LANGUAGE AND LITERACY.......................................................................... 34

Infant/Toddler Domain: Language and Communication ...................................36

Preschool Domain: Language and Communication...........................................42

Preschool Domain: Literacy......................................................................................46

COGNITION .................................................................................................... 50

Infant/Toddler Domain: Cognition...........................................................................52

Preschool Domain: Mathematics Development.................................................. 57

Preschool Domain: Scientific Reasoning ..............................................................62

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT ........................ 66

Infant/Toddler Domain: Perceptual, Motor, and Physical Development........68

Preschool Domain: Perceptual, Motor, and Physical Development............... 72
The first five years of life is a time of wondrous 

development and learning. Children grow from 

infants communicating through babbling and 

crawling on all fours—to toddlers speaking 

short sentences and beginning to run—to 

preschoolers telling detailed stories and kicking 

a ball to a friend. All young children learn in 

the context of caring, responsive, and stimulating relationships as they explore the world 

around them. 

Yet, the quality of their early experiences can 

vary dramatically, and this can influence their 

learning and development. For example, by 

three years of age, some children have large 

vocabularies and others have much smaller 

ones. These differences usually reflect the 

everyday language experiences that children 

have with adults as well as other experiential 

and developmental factors. Such differences 

can have a lasting impact on later school 

success. Head Start and other early childhood 

programs must create stimulating learning 

environments and implement intentional 

teaching strategies that ensure all children are 

ready to succeed in school.

Family engagement and comprehensive services 

also play critical roles in children’s development 

and school readiness. They remain essential 

services in Head Start. The Framework does not 

address these service areas because they are 

detailed in the Head Start Program Performance 

Standards. The Framework describes the skills, 

behaviors, and knowledge that programs need 

to foster in all children. 

2 Head Start Early Learning Outcomes Framework: Ages Birth to Five |

The Framework is grounded in a comprehensive body of research about what young children should know and be able to do to succeed 

in school. It describes how children progress 

across key areas of learning and development 

and specifies learning outcomes in these areas. 

This information will help adults better understand what they should be doing to provide 

effective learning experiences that support 

important early learning outcomes. 

Programs should use the Framework to guide 

their choices in curriculum and learning materials, to plan daily activities, and to inform 

intentional teaching practices. Aligning instruction and opportunities for play, exploration, 

discovery, and problem-solving with the early 

learning outcomes described in the Framework 

will promote successful learning in all children. 

Programs should also use the Framework with 

families to help them engage in their children’s 

learning. This Framework replaces the 2010 

Head Start Child Development and Early 

Learning Framework. 

The Head Start Early Learning 

Outcomes Framework: 

Ages Birth to Five describes 

the skills, behaviors, and 

knowledge that programs 

must foster in all children.
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 3 

GUIDING PRINCIPLES

The guiding principles of the Framework have been fundamental to the Head Start program 

from its inception. They underlie the program policies and practices that prepare young children 

for success in school and beyond.

■ Each child is unique and can succeed.

Children are individuals with different rates 

and paths of development. Each child is 

uniquely influenced by their prenatal environment, temperament, physiology, and life 

experiences. With the appropriate support, 

all children can be successful learners and 

achieve the skills, behaviors, and knowledge 

described in the Framework. 

■ Learning occurs within the context of 

relationships. Caring families, teachers, 

and other adults matter in a young 

child’s life. Responsive and supportive 

interactions with adults are essential to 

children’s learning.

■ Families are children’s first and most 

important caregivers, teachers, and 

advocates. Families must be respected and 

supported as the primary influence in their 

child’s early learning and education. Their 

knowledge, skills, and cultural backgrounds 

contribute to children’s school readiness.

■ Children learn best when they are 

emotionally and physically safe and 

secure. Nurturing, responsive, and consistent care helps create safe environments 

where children feel secure and valued. In 

these settings, children are able to engage 

fully in learning experiences.

■ Areas of development are integrated, and 

children learn many concepts and skills at 

the same time. Any single skill, behavior, 

or ability may involve multiple areas of 

development. For example, as infants gain 

fine motor skills, they can manipulate 

objects in new ways and deepen their 

understanding of cause and effect. As 

preschoolers gain new verbal skills, they 

can better manage their emotions and 

form more complex friendships.

■ Teaching must be intentional and focused 

on how children learn and grow. Children 

are active, engaged, and eager learners. 

Good teaching practices build on these 

intrinsic strengths by providing developmentally appropriate instruction and opportunities for exploration and meaningful play. 

■ Every child has diverse strengths rooted 

in their family’s culture, background, 

language, and beliefs. Responsive and 

respectful learning environments welcome 

children from diverse cultural and linguistic 

backgrounds. Effective teaching practices 

and learning experiences build on the unique 

backgrounds and prior experiences of 

each child. 
4 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

CHILDREN WHO ARE DUAL LANGUAGE LEARNERS

Children who are dual language learners 

(DLLs) are growing up with more than one 

language. The foundation for language development is set in utero as babies process and 

store the sounds of the languages in their 

environment. The continued development of a 

child’s home language in the family and early 

childhood program is an asset and will support 

the child’s progress in all areas of learning. For 

example, there are cognitive benefits, particularly in the area of executive functioning, to 

children’s dual language learning. Young children who speak two languages also benefit 

socially as they can create relationships in 

both languages while also maintaining strong 

ties with their family, community, and culture. 

Children’s progress in learning English will 

vary depending on their past and current 

exposure to English, their age, temperament, 

and other factors.

Intentional planning at the program and classroom level is necessary. Teaching practices need 

to create learning environments that support 

children’s diversity and use proven strategies that 

promote home language(s) and English acquisition. The learning outcomes of children who 

are DLLs are best supported with opportunities 

to interact and learn in each of their developing 

languages. Programs must ensure that children 

who are DLLs progress in each area of learning 

and development in the Framework while also 

promoting English acquisition. Children who are 

DLLs must be allowed to demonstrate the skills, 

behaviors, and knowledge in the Framework in 

their home language, English, or both languages.
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 5 

Infants and Toddlers

Experiences in the first three years of life have 

a strong impact on brain development and 

learning. They are the foundation for healthy 

development and strong child outcomes in the 

preschool years and beyond. In the Framework, 

developmental progress in key learning areas 

for infants and toddlers is presented in three age 

groups: birth to 9 months, 8 to 18 months, and 16 

to 36 months. These age groups reflect common 

shifts or transitions in development. The overlapping months recognize that infants and toddlers, 

in particular, grow and develop at different rates. 

The Framework also provides specific skills, 

behaviors, and concepts that children should 

demonstrate at the end of Early Head Start (by 

36 months). 

Preschoolers

From 3 to 5 years of age, experiences continue 

to have a strong impact on brain development 

and learning. Children build on their earlier 

experiences to learn even more complex ways 

of communicating, relating, exploring, and 

understanding the world around them. Areas of 

learning during this age period become more 

specific and differentiated. This depth is 

reflected in the Framework. Preschoolers’ 

developmental progression is described across 

two age groups: 36 to 48 months (3 to 4 years) 

and 48 to 60 months (4 to 5 years). The Framework 

also identifies specific skills, behaviors, and 

concepts that children at 60 months of age 

should know and be able to do as they leave 

Head Start.

Children with Disabilities

It is essential that programs identify the strengths 

and abilities of all children to ensure that learning 

opportunities are maximized and that all children 

are fully included in every educational experience 

and activity. Children with disabilities may need 

more individualized or intensive instruction in order 

to develop and learn the skills, behaviors, and 

concepts described in the Framework. They may 

require accommodations in the environment or in 

instructional strategies. Some may require adaptive 

materials or assistive technology. Programs need to 

use the Framework in close collaboration with 

specialists identified on a child’s Individual Family 

Service Plan (IFSP), Individualized Education 

Program (IEP), or 504 plan.

The Framework is designed to:

■ foster a deeper understanding of 

the timing and sequence of child 

development and learning from 

birth to 5

■ guide implementation of effective 

learning experiences that promote 

strong outcomes for all children
6 Head Start Early Learning Outcomes Framework: Ages Birth to Five |

The Organization of the Framework

The Framework is organized into the following 

elements: Domains, Sub-Domains, Goals, 

Developmental Progressions, and Indicators

(see Figure 1).

To guide effective teaching practices, these 

elements are: 

■ RESEARCH-BASED–Informed by research as 

being reasonably achievable, age appropriate, 

and aligned with kindergarten expectations.

■ COMPREHENSIVE–Cover the central domains 

of early learning and skills children need 

to succeed in school and provide sufficient 

breadth and depth in each area.

■ INCLUSIVE–Relevant for children from diverse 

linguistic, economic, and cultural backgrounds 

and for children with disabilities.

■ MANAGEABLE–Include a reasonable number 

of domains, sub-domains, goals, and indicators that programs can effectively implement. 

■ MEASURABLE–Reflect observable skills, 

behaviors, and concepts.

Domains

The Domains are broad areas of early learning 

and development from birth to 5 years that are 

essential for school and long-term success (see 

Figure 2). The central domains are: 

■ Approaches to Learning 

■ Social and Emotional Development

■ Language and Literacy

■ Cognition

■ Perceptual, Motor, and Physical Development

FIGURE 1: FRAMEWORK ORGANIZATION

DOMAINS

GOALS

DEVELOPMENTAL

PROGRESSIONS

INDICATORS

Each domain is related to and influences the 

others. For example, as preschoolers’ working 

memory develops (a component of Approaches 

to Learning), their ability to follow multiple-step 

instructions improves, and their ability to learn 

complex math concepts increases. 

Because areas of early learning become 

more differentiated as children get older, 

some domains for preschoolers are captured 

differently than they are for infants and 

toddlers. Specifically, the single domain of 

Language and Communication for infants and 

toddlers becomes two domains–Language 

and Communication and Literacy–for 

preschoolers. This distinction best reflects the 

breadth and depth of development for 3- to 

5-year-olds. Likewise, the single domain of 

Cognition for infants and toddlers is presented 

as two different domains for preschoolers: 

Mathematics Development and Scientific 

Reasoning. The domain structure captures 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 7 

important developmental differences across 

the ages and guides effective teaching practices that support strong child outcomes.

Sub-Domains

The Sub-Domains are categories or components of development within a domain. For 

example, for the Social and Emotional 

Development domain, sub-domains include 

relationships with adults, relationships with 

other children, emotional functioning, and 

sense of identity and belonging.

Goals

The Goals are broad statements of expectations for children’s learning and development. 

The goals describe broad skills, behaviors, 

and concepts within a sub-domain that are 

important for success in school. These are 

sometimes referred to as standards in state 

early learning guidelines.

Developmental Progressions

The Developmental Progressions describe the 

skills, behaviors, and concepts that children will 

demonstrate as they progress towards a given 

goal within an age period. The term “emerging” 

is used for the youngest infant age group when 

specific skills, behaviors, or concepts have not 

yet emerged or are not yet observable.

Indicators

Indicators are identified for each goal for children 36 months and 60 months of age. They 

describe specific, observable skills, behaviors, 

and concepts that children should know and 

be able to do at the end of Early Head Start (by 

36 months) or at the end of Head Start (by 60 

months). Given children’s individual differences, 

some children may demonstrate these indicators 

before the designated age period and some 

may demonstrate them later. The indicators 

listed for each age are not exhaustive—other 

indicators related to the goal may be observed. 

FIGURE 2: DOMAIN ORGANIZATION

CENTRAL DOMAINS

APPROACHES TO 

LEARNING

SOCIAL AND 

EMOTIONAL 

DEVELOPMENT

LANGUAGE AND 

LITERACY COGNITION

PERCEPTUAL, 

MOTOR, AND 

PHYSICAL 

DEVELOPMENT

▲ INFANT/

TODDLER 

DOMAINS

Approaches to 

Learning

Social and Emotional 

Development

Language and 

Communication Cognition

Perceptual, 

Motor, and Physical 

Development

● PRESCHOOLER 

DOMAINS

Approaches to 

Learning

Social and Emotional 

Development

Language and 

Communication

Mathematics 

Development Perceptual, 

Motor, and Physical 

Development Literacy Scientific Reasoning
8 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

The Framework is not to be used as a 

curriculum, assessment, or checklist. It 

is never to be used to conclude a child 

has failed in any way or that a child is 

not ready to transition into Head Start 

or kindergarten.

Using the Framework

The Framework outlines the key areas and 

expectations for child development and 

learning that Head Start programs must use to:

■ plan teaching strategies and learning 

environments

■ establish school readiness goals

■ select curricula

■ select assessments

■ tailor professional development

■ inform program planning, improvement, 

and implementation 

The Framework is a guide to foster implementation of effective teaching and program practices 

in Head Start, including centers, family child 

care, and home visiting programs. It includes 

domains of learning most central to school 

success and presents a common set of expectations in these key learning areas. 

This targeted focus is designed to ensure that 

learning experiences and environments are 

delivered with utmost intentionality to promote 

strong child outcomes. 

For these reasons, the Framework does not 

include every area of child development and 

learning. For example, the Framework does not 

include a creative arts domain, but art experiences are an important part of early childhood 

curriculum. They can be used to promote 

learning and development across the domains 

in the Framework. They foster curiosity and fine 

motor skills, develop vocabulary about colors 

and shapes, promote counting and object 

The Framework, in combination with 

teachers’ knowledge and understanding 

of each child’s cultural background, 

ensures that children’s unique ways of 

learning are recognized. Children may 

demonstrate problem-solving skills by 

questioning adults or peers, by watching 

to see what others do before engaging, or 

by looking to older children for assistance. 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 9 

relations, and build self-regulation skills. Art is a 

joyful activity for children that allows discovery 

and exploration, active and engaged learning, 

and individual expression. Aligning curriculum 

activities, such as art, with the Framework ensures 

that children have broad learning experiences that 

have greater impact on important child outcomes.

The Framework also can be a helpful tool for 

effective engagement with families. Programs 

can use the Framework to convey the importance of adults talking with infants starting at 

birth, using turn taking and two-way communication. Teachers and parents can use the 

Framework to discuss skills children are developing and to identify strategies that support and 

reinforce children’s learning and development 

in the home and community. Programs that use 

the Framework in partnership with families will 

Programs can use the Framework in partnership with families to promote strong child outcomes. 

benefit from the family’s knowledge of the child’s 

development, interests, and prior experiences. 

Programs then can implement more individualized learning opportunities that promote strong 

child outcomes.

Children are engaged and eager learners from 

birth. Effective early childhood programs build on 

children’s readiness to learn by creating stimulating and safe environments and supporting positive adult-child relationships. Aligning teaching and 

program practices with the learning outcomes in 

the Framework will promote more effective educational experiences and stronger child outcomes. 

Thoughtfully-designed practices will motivate and 

excite children and foster their internal desire to 

learn. Implementing the Framework will assist 

programs in their efforts to ensure all children 

become successful learners in school. 
10 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

Approaches to Learning

Approaches to learning focuses on how children learn. It refers to 

the skills and behaviors that children use to engage in learning. 

The Approaches to Learning domain 

incorporates emotional, behavioral, and 

cognitive self-regulation under a single 

umbrella to guide teaching practices 

that support the development of these 

skills. This domain also includes initiative, curiosity, and creativity. Supporting 

children’s skills in this domain helps 

children acquire knowledge, learn new 

skills, and set and achieve goals. They 

learn to successfully navigate learning 

experiences that are challenging, 

frustrating, or simply take time to 

accomplish. How children engage in 

learning influences development in all 

domains and directly contributes to 

success in school.

An important part of becoming a 

successful learner is developing the 

ability to self-regulate in a variety of 

situations. In infancy, self-regulation 

occurs within the context of consistent, 

responsive relationships. In the next few 

years, the child becomes a more active 

agent, though adults still provide guidance. Children draw on emotional and 

behavioral self-regulation skills in many 

ways. They develop different coping 

strategies to manage feelings when 

playing with other children and when 

following classroom rules. This growing 

ability for children to manage emotions 

and behavior allows for more positive 

engagement in learning activities. 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 11 

Children also develop cognitive self-regulation skills—often 

referred to as executive functioning. These skills include 

sustained attention, impulse control, and flexibility in thinking. 

Another related skill is working memory, the ability to hold 

information and manipulate it to perform tasks. Executive 

functioning skills are present in rudimentary form during the 

infant and toddler years and develop even more in the preschool 

years. For example, children become increasingly able to 

rely on their memory to recount past experiences in detail 

and follow multi-step directions. Whether climbing onto a 

couch to retrieve a toy, building increasingly elaborate block 

structures, or deciding on the roles in pretend play, young 

children draw upon their curiosity, persistence, and creativity 

to gather information and solve problems. 

Many factors influence how children approach learning. 

Some children seem to be born risk takers who are eager to 

try something new, while others prefer to observe for a while. 

As children with disabilities learn how to learn, they may 

require more individualized instruction and accommodations 

to aid with sustained attention or regulation of feelings.

Young children who are dual 

language learners (DLLs) 

may develop increased 

flexibility in thinking, working 

memory, and sustained 

attention as they learn 

multiple languages.
▲ INFANT/TODDLER

12 Head Start Early Learning Outcomes Framework: Ages Birth to Five |

APPROACHES TO LEARNING

▲Domain: Approaches to Learning

SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION 

▲ Goal IT-ATL 1. Child manages feelings and emotions with support of familiar adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Engages with familiar adults 

for calming and comfort, to 

focus attention, and to share 

joy.

Seeks to be close, makes 

contact, or looks to familiar 

adults for help with strong 

emotions.

Uses various strategies to help 

manage strong emotions, such 

as removing oneself from the 

situation, covering eyes or 

ears, or seeking support from a 

familiar adult.

S Looks to others for help in 

coping with strong feelings 

and emotions.

S Uses strategies, such as 

seeking contact with a familiar 

adult or removing oneself 

from a situation to handle 

strong feelings and emotions. 

▲ Goal IT-ATL 2. Child manages actions and behavior with support of familiar adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Responds to attentive 

caregiving by quieting or 

calming down, such as when 

being fed or being comforted 

during moments of physical 

distress. 

Looks to familiar adults for 

assistance and guidance with 

actions and behavior. May 

try to calm self by sucking on 

fingers or thumb when overly 

excited or distressed.

Begins to manage and adjust 

actions and behavior with the 

guidance of familiar adults 

using words or signs such as 

“Stop” or “No” during conflict 

with a peer instead of hitting. 

Lets the adult know when they 

are hungry or tired. 

S Participates in and follows 

everyday routines with the 

support of familiar adults.

S Communicates verbally or 

non-verbally about basic 

needs. Manages short delays 

in getting physical needs met 

with the support of familiar 

adults.

S Learns and follows some 

basic rules for managing 

actions and behavior in 

familiar settings, such as 

holding an adult’s hand 

when crossing the street.

The strategies children use to manage strong 

emotions may vary based on cultural background. 

For example, some children may be much more 

likely to use self-soothing strategies while others 

may seek out comfort from adults.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 13

APPROACHES TO LEARNING

▲ Domain: Approaches to Learning

SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) 

▲ Goal IT-ATL 3. Child maintains focus and sustains attention with support.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Develops some ability to filter 

out distracting sensory stimuli 

in order to focus on and 

attend to important people or 

objects in the environment 

with support.

Shows increasing ability to 

attend to people, objects and 

activities in order to extend 

or complete an activity, or 

to join others in a common 

focus.

Participates in activities and 

experiences with people, 

objects, or materials that 

require attention and common 

focus.

S Maintains engagement in 

interactions with familiar 

adults and children.

S Chooses to join in activities 

or pays attention to tasks and 

activities that are self-initiated.

S Maintains focus and attention 

on a simple task or activity for 

short periods of time.

▲ Goal IT-ATL 4. Child develops the ability to show persistence in actions and behavior.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows increasing ability to 

continue interactions with 

familiar adults or toys for 

more than just a brief time.

Shows willingness to repeat 

attempts to communicate 

or to repeat actions to 

solve a problem even when 

encountering difficulties.

Shows increasing ability to 

stay engaged when working 

towards a goal or solving a 

problem. Often tries different 

strategies until successful.

S Persists in learning new skills 

or solving problems.

S Continues efforts to finish a 

challenging activity or task 

with support of an adult. 

▲ Goal IT-ATL 5. Child demonstrates the ability to be flexible in actions and behavior.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows repetitive patterns in 

actions or behaviors but 

sometimes tries more than 

one approach to solving a 

problem or engaging 

someone in interaction.

Shows ability to shift focus in 

order to attend to something 

else, participate in a new 

activity or try a new approach 

to solving a problem. 

Modifies actions or behavior in 

social situations, daily routines, 

and problem solving, such as 

playing quietly when asked 

or adjusting to changes in 

schedule.

S Adjusts to changes in routines 

or usual activities when 

informed ahead of time by 

adults.

S Makes common, everyday 

transitions that are part of a 

daily schedule.

S Shows flexibility in problem 

solving by trying more than 

one approach.
▲ INFANT/TODDLER

14 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

APPROACHES TO LEARNING

▲ Domain: Approaches to Learning

SUB-DOMAIN: INITIATIVE AND CURIOSITY 

▲ Goal IT-ATL 6. Child demonstrates emerging initiative in interactions, experiences, and explorations.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Initiates interactions with 

familiar adults through 

expressions, actions, or 

behaviors.

Points to desired people, 

objects or places, and 

initiates actions, such as 

looking for a favorite toy or 

bringing a book to an adult to 

read. Actively resists actions 

or items not wanted.

Prepares for or starts some 

activities without being directed 

by others, such as getting ready 

for the next activity or bringing 

a ball to a new child at the 

playground.

S Engages others in interactions 

or shared activities.

S Demonstrates initiative by 

making choices or expressing 

preferences.

S Attempts challenging tasks 

with or without adult help.

S Shows eagerness to try new 

things. 

▲ Goal IT-ATL 7. Child shows interest in and curiosity about objects, materials, or events.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows excitement when 

engaged in learning, such as 

smiling at an adult, laughing 

after batting at a mobile, or 

knocking over a toy.

Approaches new events, 

experiences with others, or 

materials with interest and 

curiosity, such as intently 

listening to a new song 

or examining new toys or 

materials.

Participates in new experiences, 

asks questions, and experiments 

with new things or materials, 

such as collecting leaves and 

pinecones in the fall.

S Asks questions about what 

things are, how they are used, 

or what is happening.

S Experiments with different 

ways of using new objects or 

materials. 

S Shows awareness of and 

interest in changes in the 

environment, such as changes 

in room arrangement, 

weather, or usual activities. 

As children grow, they show increasing 

interest in and curiosity about objects 

and materials in their environment.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 15

APPROACHES TO LEARNING

▲ Domain: Approaches to Learning

SUB-DOMAIN: CREATIVITY 

▲ Goal IT-ATL 8. Child uses creativity to increase understanding and learning.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses a variety of ways to 

interact with other people. 

Modifies expressions, 

actions, or behaviors based 

on responses of others.

Finds new things to do with 

familiar, everyday objects, 

such as using a cooking pot 

for a hat or a spoon as a 

drumstick.

Combines objects or materials 

in new and unexpected ways. 

Shows delight in creating 

something new.

S Pays attention to new or 

unusual things. 

S Shows willingness to 

participate in new activities or 

experiences.

S Uses language in creative 

ways, sometimes making up 

words or rhymes. 

▲ Goal IT-ATL 9. Child shows imagination in play and interactions with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Uses sounds, gestures, signs, 

or words playfully through 

songs, finger plays, or games. 

Uses imagination to explore 

possible uses of objects and 

materials. Engages in pretend 

or make-believe play with other 

children.

S Uses pretend and imaginary 

objects or people in play or 

interaction with others.

S Uses materials such as paper, 

paint, crayons, or blocks to 

make novel things.

Toddlers enjoy using their 

imagination in play and in 

interactions with other children. 

They show delight in doing 

something new.
● PRESCHOOL

16 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

●Domain: Approaches to Learning

SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION

● Goal P-ATL 1. Child manages emotions with increasing independence.*

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Manages less intense emotions, such 

as mild frustration, independently. May 

require adult support to manage more 

intense emotions.

Has an expanding range of strategies for 

managing emotions, both less intense 

emotions as well as those that cause 

greater distress. May still look to adults 

for support in managing the most intense 

emotions, but shows increasing skill in 

successfully using strategies suggested 

by adults.

z Expresses emotions in ways that are 

appropriate to the situation.

z Looks for adult assistance when 

emotions are most intense.

z Uses a range of coping strategies to 

manage emotions with the support of 

an adult, such as using words or taking 

deep breaths.

* This is the same as P-SE Goal 8

● Goal P-ATL 2. Child follows classroom rules and routines with increasing independence.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Follows simple rules and routines 

with assistance from adults, such as 

hanging up their coat or sitting at the 

table when asked by an adult.

Usually follows classroom rules and 

routines with occasional reminders 

from adults, such as following an endof-lunch routine that includes putting 

away their plate, washing hands, and 

lining up at the door to go outside.

z Demonstrates awareness of classroom 

rules when asked and is able to follow 

these rules most of the time.

z Follows most classroom routines, such 

as putting away backpack when entering 

the room or sitting on the rug after 

outside time.

z Responds to signals when transitioning 

from one activity to another.

● Goal P-ATL 3. Child appropriately handles and takes care of classroom materials.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Handles classroom materials, such as 

putting them where they belong, with 

adult support.

Usually handles, takes care of, and 

manages classroom materials, such as 

using them in appropriate ways and 

not throwing them from the sensory 

table onto the floor.

z Appropriately handles materials during 

activities.

z Cleans up and puts materials away 

appropriately, such as places blocks 

back on correct shelf or places markers 

in the correct bin.

APPROACHES TO LEARNING
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 17

● Domain: Approaches to Learning

SUB-DOMAIN: EMOTIONAL AND BEHAVIORAL SELF-REGULATION (continued)

● Goal P-ATL 4. Child manages actions, words, and behavior with increasing independence.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Manages own actions, words and 

behavior with frequent support from 

adults, such as reminders to use gentle 

touches and friendly words. 

Manages own actions, words, and 

behavior with occasional support from 

adults.

z Demonstrates control over actions and 

words in response to a challenging 

situation, such as wanting to use the 

same materials as another child, or 

frustration over not being able to climb 

to the top of a structure. May need 

support from adults.

z Manages behavior according to 

expectations, such as using quiet feet 

when asked or sitting on the rug during 

circle time.

z Waits for turn, such as waits in line to 

wash hands or waits for turn on swings.

z Refrains from aggressive behavior 

towards others.

z Begins to understand the consequences 

of behavior, such as hitting leads to an 

adult giving you quiet time. Can describe 

the effects their behavior may have on 

others, such as noticing that another 

child feels sad when you hit him.

APPROACHES TO LEARNING

During play, preschoolers 

manage their actions, words, 

and behavior with increasing 

independence.
● PRESCHOOL

18 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● Domain: Approaches to Learning

SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING)

● Goal P-ATL 5. Child demonstrates an increasing ability to control impulses.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Frequently engages in impulsive 

behaviors, but inhibits them when 

directly supported by an adult. 

Sometimes controls impulses 

independently, while at other times 

needs support from an adult.

z Stops an engaging activity to transition 

to another less desirable activity with 

adult guidance and support.

z Delays having desires met, such as 

agreeing to wait turn to start an activity. 

z Without adult reminders, waits to 

communicate information to a group.

z Refrains from responding impulsively, 

such as waiting to be called on during 

group discussion or requesting materials 

rather than grabbing them. 

● Goal P-ATL 6. Child maintains focus and sustains attention with minimal adult support.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

With adult support, focuses attention 

on tasks and experiences for short 

periods of time, despite interruptions 

or distractions. 

With increasing independence, focuses 

attention on tasks and experiences 

for longer periods of time, despite 

interruptions or distractions. 

z Maintains focus on activities for 

extended periods of time, such as 15 

minutes or more.

z Engages in purposeful play for extended 

periods of time.

z Attends to adult during large and small 

group activities with minimal support.

APPROACHES TO LEARNING

Some preschoolers may have difficulty participating in small groups and 

staying on task due to language delays or attention difficulties. Adults can 

plan specific activities or class jobs to keep these children engaged and 

gradually increase their ability to maintain focus and persist in tasks. 
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 19

● Domain: Approaches to Learning

SUB-DOMAIN: COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) (continued)

● Goal P-ATL 7. Child persists in tasks.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Persists on preferred tasks when 

presented with small challenges 

with or without adult support, such 

as continuing to try to build a tall 

tower with blocks, even when some 

pieces fall. 

Frequently persists on preferred 

tasks. Sometimes persists on less 

preferred activities with or without 

adult support, such as working to 

clean up an activity area.

z Completes tasks that are challenging or 

less preferred despite frustration, either 

by persisting independently or seeking 

help from an adult or other child.

z Returns with focus to an activity or 

project after having been away from it.

● Goal P-ATL 8. Child holds information in mind and manipulates it to perform tasks.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Holds small amounts of information in 

mind, such as two-step directions, to 

successfully complete simple tasks.

Holds an increasing amount of 

information in mind in order to 

successfully complete tasks.

z Accurately recounts recent experiences 

in the correct order and includes 

relevant details.

z Successfully follows detailed, multi-step 

directions, sometimes with reminders.

z Remembers actions to go with stories or 

songs shortly after being taught.

● Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Demonstrates flexibility, or the ability 

to switch gears, in thinking and 

behavior when prompted by an adult, 

such as trying a new way to climb a 

structure when the first attempt does 

not work.

 Demonstrates flexibility in thinking 

and behavior without prompting at 

times. Also responds consistently to 

adult suggestions to show flexibility in 

approaching tasks or solving problems, 

such as taking turns to share toys when 

many children want to use them. 

z Tries different strategies to complete 

work or solve problems including with 

other children.

z Applies different rules in contexts that 

require different behaviors, such as 

using indoor voices or feet instead of 

outdoor voices or feet.

z Transitions between activities without 

getting upset.

 

APPROACHES TO LEARNING
● PRESCHOOL

20 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● Domain: Approaches to Learning

SUB-DOMAIN: INITIATIVE AND CURIOSITY

● Goal P-ATL 10. Child demonstrates initiative and independence.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Regularly shows initiative, particularly 

in interactions with familiar adults. 

Works independently for brief periods 

of time without adult prompting. 

Frequently shows initiative, particularly 

when engaged in preferred activities. 

Demonstrates a willingness and 

capability to work independently for 

increasing amounts of time. 

z Engages in independent activities.

z Makes choices and communicates these 

to adults and other children.

z Independently identifies and seeks 

things to complete activities or tasks, 

such as gathering art supplies to make 

a mask or gathering cards to play a 

matching activity.

z Plans play scenarios, such as dramatic 

play or construction, by establishing 

roles for play, using appropriate 

materials, and generating appropriate 

scenarios to be enacted. 

● Goal P-ATL 11. Child shows interest in and curiosity about the world around them.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Seeks out new information and explores 

new play and tasks with adult support.

Seeks out new information and 

explores new play and tasks both 

independently and with adult support.

z Asks questions and seeks new 

information.

z Is willing to participate in new activities 

or experiences even if they are 

perceived as challenging.

z Demonstrates eagerness to learn about 

and discuss a range of topics, ideas, and 

activities.

APPROACHES TO LEARNING

Preschoolers are eager to learn 

about the world around them and 

discuss their experiences.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 21

● Domain: Approaches to Learning

SUB-DOMAIN: CREATIVITY

● Goal P-ATL 12. Child expresses creativity in thinking and communication.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Responds to adults’ prompts to express 

creative ideas in words and/or actions.

Communicates creative ideas and 

actions both with and without 

prompting from adults. 

z Asks questions related to tasks or 

activities that indicate thinking about 

new ways to accomplish the task or 

activity.

z Approaches tasks, activities, and play 

in ways that show creative problem 

solving.

z Uses multiple means of communication 

to creatively express thoughts, feelings, 

or ideas.

● Goal P-ATL 13. Child uses imagination in play and interactions with others.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Consistently uses imagination in play 

and other creative works. Begins to 

communicate creative ideas to other 

children and adults.

Develops more elaborate imaginary 

play, stories, and other creative works 

with children and adults. 

z Engages in social and pretend play.

z Uses imagination with materials to 

create stories or works of art.

z Uses objects or materials to represent 

something else during play, such as 

using a paper plate or Frisbee as a 

steering wheel. 

 

APPROACHES TO LEARNING

Children often use objects or materials 

to represent something else during 

their play. They may engage in role 

play and pretend to be a familiar figure 

in their community.
22 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

Social and Emotional 

Development

Positive social and emotional development in the early years 

provides a critical foundation for lifelong development and learning.

Social development refers to a child’s 

ability to create and sustain meaningful 

relationships with adults and other children. Infants and toddlers develop 

relationship-building skills and behaviors 

through their earliest interactions with 

important adults in their lives. Children 

who develop trusting relationships with 

adults are able to more fully explore and 

engage in the world around them. They 

know that the adults will support them in 

challenging times. 

Relationships with other children also may 

develop in the first three years of life. 

These relationships provide opportunities 

to practice skills learned from adults. 

These relationships also foster problemsolving skills as young children navigate 

the difficulties and joys of interacting with 

another child who has different wants and 

ideas. As children move into the preschool 

years, they become increasingly interested in forming relationships with peers. 

Critical social skills, such as compromise, 

cooperation, and sharing, are developing 

at this time. Young children need support 

from adults as they learn and practice 

these skills.

Emotional development refers to a child’s 

ability to express, recognize, and manage 

their own emotions as well as respond 

appropriately to others’ emotions. Emotional 

development in infants is closely tied to 

their social development with adults as 

well as to individual differences. These 

early relationships teach young children 

how to express and interpret a wide range 

of emotions. Though children express 

emotions at birth, the preschool years are 

a critical time for learning how to manage 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 23 

emotions in ways that can help children build strong social skills 

and get the most out of their time in the early childhood program. 

Preschoolers are developing more concrete ideas about their 

own identity–who they are and what they can do. A sense of 

identity and belonging contributes to school readiness and 

learning by helping children gain self-confidence. When children 

feel good about themselves and what they can do, they engage 

more fully in learning opportunities.

For many reasons, the rate and path of social and emotional 

development varies in young children. Cultural and linguistic 

backgrounds must be taken into account as well as individual 

differences. Some cultures encourage children to be outgoing, 

others to be reserved in social interactions and emotional 

expression. Children with disabilities may require more individualized instruction or accommodations. They may need intentional guidance from teachers to help them form friendships or 

to express their feelings.

As children observe and 

i

t

t

nteract with familiar adults, 

hey begin to learn how 

o express and interpret a 

broad range of emotions. 

Social and emotional 

development go hand-inhand in the early years.
▲ INFANT/TODDLER

24 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

SOCIAL AND EMOTIONAL DEVELOPMENT

▲Domain: Social and Emotional Development

SUB-DOMAIN: RELATIONSHIPS WITH ADULTS

▲ Goal IT-SE 1. Child develops expectations of consistent, positive interactions through secure relationships with 

familiar adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Interacts in predictable ways 

with familiar adults. Responds 

positively to familiar adults’ 

efforts to help with stressful 

moments.

Looks to familiar adults 

for emotional support and 

encouragement. Reacts or 

may become distressed 

when separated from familiar 

adults.

Engages in positive interactions 

in a wide variety of situations 

with familiar adults. Looks to 

or seeks familiar adults for 

comfort when distressed or 

tired.

S Shows emotional connection 

and attachment to familiar 

adults.

S Turns to familiar adults for 

protection, comfort, and 

getting needs met.

▲ Goal IT-SE 2. Child uses expectations learned through repeated experiences in primary relationships to 

develop relationships with other adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows recognition of familiar 

adults by turning head 

toward familiar voice, smiling, 

reaching, or quieting when 

held. May avoid or withdraw 

from unfamiliar adults.

Moves or stays close to 

familiar adults for emotional 

security when unfamiliar 

adult approaches. May look 

at familiar adults to gauge 

comfort level with unfamiliar 

adult.

Often watches from a 

distance or waits for 

reassurance from familiar 

adult before approaching 

someone new. May engage 

in positive interactions when 

meeting new people, such as 

sharing a book with a visitor.

S Engages in and may 

initiate behaviors that 

build relationships with 

familiar adults.

S Uses familiar adults for 

reassurance when 

engaging with new adults. 

▲ Goal IT-SE 3. Child learns to use adults as a resource to meet needs.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Communicates needs to 

familiar adults by using a 

variety of behaviors, such 

as, crying, looking, smiling, 

pointing, dropping, reaching, 

or banging objects.

Looks to or seeks help from a 

familiar adults, such as taking 

the adult’s hand and leading 

them to something the child 

wants or needs.

Asks familiar adult for 

help or assistance when 

encountering difficult tasks 

or situations.

S Seeks assistance from familiar 

adults in new or difficult 

situations, such as reaching 

for a toy on a high shelf. 

S Shows preference for familiar 

adults when in distress.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 25

▲ Domain: Social and Emotional Development

SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN 

▲ Goal IT-SE 4. Child shows interest in, interacts with, and develops personal relationships with other children.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Looks at attentively, touches 

or explores another child’s 

face. Shows recognition of 

familiar children through 

actions or behaviors, such as 

smiling, reaching, touching, 

or making sounds directed to 

the child.

Participates in simple backand-forth interactions with 

another child. Interacts with 

a few children on a regular 

basis, knows some of their 

names, likes or dislikes.

Seeks out other children 

for social interaction 

including initiating contact 

and responding to others. 

Develops friendships and 

engages in more elaborate 

play with friends.

S Shows increasing interest 

in interacting with other 

children.

S Shows preference for particular 

playmates, such as greeting 

friends by name. 

▲ Goal IT-SE 5. Child imitates and engages in play with other children.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Responds to another child’s 

actions or sounds during 

play with a toy by watching 

attentively, touching the 

other child, or reaching for or 

taking the toy.

Participates in simple 

imitation games, such as 

making similar sounds or 

running after another child. 

Plays next to other children 

with similar toys or materials.

Joins in play with other 

children by sometimes taking 

turns or doing joint activities 

with a common goal, such as 

building block structures with 

others or pretending to eat 

together. 

S Uses multiple strategies, such 

as imitating or responding, in 

order to enter play with other 

children.

S Engages in extended play 

with other children with a 

common focus.

S Engages in simple cooperative 

play with other children.

Young children engage in positive 

interactions with adults in a variety of 

situations, including everyday routines. 

When they develop trusting relationships, 

they are able to more fully explore the 

world.

SOCIAL AND EMOTIONAL DEVELOPMENT
▲ INFANT/TODDLER

26 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

▲ Domain: Social and Emotional Development

SUB-DOMAIN: EMOTIONAL FUNCTIONING

▲ Goal IT-SE 6. Child learns to express a range of emotions.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Expresses feelings of comfort, 

discomfort, enjoyment, fear, 

surprise, anger, or unhappiness 

by crying, smiling, laughing 

or through facial expressions, 

body movements or gestures, 

often to elicit a response from a 

familiar adult.

Expresses a variety of 

emotions and modifies their 

expression according to the 

reactions of familiar adults, 

based on the child’s cultural 

background. 

Expresses a range of 

emotions, including surprise, 

guilt, embarrassment, or 

pride, based on increasing 

awareness of their effects on 

others. 

S Expresses a variety of 

emotions through facial 

expressions, sounds, 

gestures, or words.

S Uses words to describe 

some feelings or emotions 

that reflect an awareness of 

other people’s emotions. 

▲ Goal IT-SE 7. Child recognizes and interprets emotions of others with the support of familiar adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Attends with interest when 

others show they are happy, 

sad, or fearful by their facial 

expressions, voices, or 

actions.

Responds to others’ emotional 

expressions, often by sharing 

an emotional reaction, such 

as smiling when an adult smiles 

or showing excitement when 

other children are excited.

Shows understanding of 

some emotional expressions 

of others by labeling the 

emotions, asking questions 

about them, or responding in 

appropriate non-verbal ways. 

S Recognizes feelings and 

emotions of others.

S Responds to feelings and 

emotions of others with 

support from familiar adults.

S Describes feelings of 

characters in a book with 

support from an adult.

▲ Goal IT-SE 8. Child expresses care and concern towards others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

May cry when another child 

cries.

Looks sad or concerned when 

another child is crying or 

upset. May seek adult’s help 

or offer something, such as a 

blanket, food, or a soft toy.

Expresses empathy toward 

other children or adults 

who have been hurt or are 

crying by showing concerned 

attention. May try to comfort 

them with words or actions.

S Shows care and concern for 

others, including comforting 

others in distress.

S Responds to needs of others 

and tries to help others with 

simple tasks.

SOCIAL AND EMOTIONAL DEVELOPMENT
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 27

▲ Domain: Social and Emotional Development

SUB-DOMAIN: EMOTIONAL FUNCTIONING (continued)

▲ Goal IT-SE 9. Child manages emotions with the support of familiar adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Quiets or stops crying when 

held and gently rocked or 

talked to by a familiar adult.

Looks to or seeks comfort 

when distressed and accepts 

reassurance from a familiar 

adult, or engages in selfcomforting behaviors, such as 

sucking on fingers or thumb 

to calm self when upset or in 

new situations.

Shows developing ability to 

cope with stress or strong 

emotions by using strategies, 

such as getting a familiar toy 

or blanket or seeking contact 

with a familiar adult. 

S Uses different ways to calm 

or comfort self when upset.

S Responds positively to 

emotional support from 

adults and other children.

SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING

▲ Goal IT-SE 10. Child shows awareness about self and how to connect with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Learns about self by exploring 

hands, feet, body, and 

movement.

Experiments with use of 

hands and body, discovering 

new capacities and how 

movement and gestures can 

be used to relate to others.

Shows awareness of own 

thoughts, feelings, and 

preferences as well as those 

of others. Uses different 

words or signs to refer to self 

and others.

S Shows awareness of self, 

including own body, abilities, 

thoughts, and feelings.

S Shows awareness of others 

as having thoughts and 

feelings separate from own.

▲ Goal IT-SE 11. Child understands some characteristics of self and others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Listens and responds by 

quieting, smiling or cooing 

when name is said to 

child or when it is used in 

conversation with a familiar 

adult.

Responds by looking or 

coming when called by name. 

Pays attention when others 

notice what the child is able 

to do.

Identifies obvious physical 

similarities and differences 

between self and others. 

Compares characteristics of 

self and others.

S Recognizes own name.

S Identifies some physical 

characteristics of self, such 

as hair color, age gender, or 

size.

S Recognizes some similarities 

and differences between self 

and others.

SOCIAL AND EMOTIONAL DEVELOPMENT
▲ INFANT/TODDLER

28 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

▲ Domain: Social and Emotional Development

SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING (continued)

▲ Goal IT-SE 12. Child shows confidence in own abilities through relationships with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Participates in back-and-forth 

social interactions through 

facial expressions, sounds, 

gestures, and responding to 

the actions of others.

Expresses desires and 

preferences. Seeks to draw 

adult’s attention to objects 

of interest or new physical 

skills and attends to adult’s 

responses.

Contributes own ideas, skills, 

and abilities to activities 

and experiences with adults 

and other children. May call 

attention to new skills and 

abilities or seek to do things 

by self, such as putting on 

own jacket or pouring juice 

out of a small pitcher. 

S Shows confidence in 

increasing abilities.

S Shows others what they 

can do.

▲ Goal IT-SE 13. Child develops a sense of belonging through relationships with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows awareness of familiar 

routines by behaviors, such as 

opening mouth for feeding or 

lifting arms to be picked up.

Anticipates familiar routines 

or activities, such as getting 

shoes when it is time to go 

outside or watching for a 

parent when it is time to go 

home.

Refers to personal or family 

experiences and events 

that have happened in the 

recent past, such as when 

a grandparent came to visit 

or when there was a family 

celebration.

S Identifies self as a member of 

a family.

S Points to or names self and 

other familiar people, such as 

in photos or pictures.

S Talks about family members, 

familiar people, or friends 

who may not be present.

By participating in familiar activities 

and routines, children develop a sense 

of belonging and gain self-confidence.

SOCIAL AND EMOTIONAL DEVELOPMENT
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 29

● Domain: Social and Emotional Development

SUB-DOMAIN: RELATIONSHIPS WITH ADULTS

● Goal P-SE 1. Child engages in and maintains positive relationships and interactions with adults.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Engages in positive interactions with 

adults, such as by demonstrating 

affection or talking about ideas. Is able 

to separate from trusted adults when 

in familiar settings. Uses adults as a 

resource to solve problems. 

Clearly shows enjoyment in 

interactions with trusted adults 

while also demonstrating skill in 

separating from these adults with 

minimal distress when in a familiar 

setting. Initiates interactions with 

adults and participates in longer 

and more reciprocal interactions 

with both trusted and new adults. 

z Interacts readily with trusted adults.

z Engages in some positive interactions 

with less familiar adults, such as parent 

volunteers.

z Shows affection and preference for 

adults who interact with them on a 

regular basis.

z Seeks help from adults when needed.

● Goal P-SE 2. Child engages in prosocial and cooperative behavior with adults.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Sometimes engages in prosocial 

behavior with adults, such as greeting 

the teacher or saying goodbye, 

and responds to adult requests 

and directions that may include 

assistance or prompting. Sometimes 

demonstrates uncooperative behavior 

with familiar adults, such as saying 

“No” to requests, but these moments 

are typically resolved with support 

from adults. 

Often engages in prosocial 

behavior with adults and usually 

responds appropriately to adult 

requests and directions without 

significant assistance or prompting. 

Uncooperative behavior with familiar 

adults is rare and the child is able to 

resolve minor conflicts with adults 

with support, such as being given 

reminders to use a quiet voice or 

follow directions. 

z Engages in prosocial behaviors with 

adults, such as using respectful 

language or greetings.

z Attends to an adult when asked.

z Follows adult guidelines and 

expectations for appropriate behavior.

z Asks or waits for adult permission before 

doing something when they are unsure. 

Preschoolers initiate longer and 

more reciprocal interactions with 

trusted adults, such as asking 

questions or talking about ideas.

SOCIAL AND EMOTIONAL DEVELOPMENT
● PRESCHOOL

30 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● Domain: Social and Emotional Development

SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN

● Goal P-SE 3. Child engages in and maintains positive interactions and relationships with other children.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Sometimes engages in and maintains 

interactions with other children without 

support from an adult, or demonstrates 

skills in doing this when prompted by 

an adult. May spontaneously engage in 

prosocial behaviors with other children, 

such as sharing and taking turns with 

materials and in conversations, or may 

engage in these with prompting from 

adults. 

Sustains interactions with other 

children more often and for increasing 

periods of time. Demonstrates prosocial 

behaviors with other children with and 

without prompting from adults. Likely 

to show at least some preference for 

playing with particular children.

z Engages in and maintains positive 

interactions with other children.

z Uses a variety of skills for entering 

social situations with other children, 

such as suggesting something to do 

together, joining an existing activity, 

or sharing a toy. 

z Takes turns in conversations and 

interactions with other children. 

z Develops friendships with one or two 

preferred other children.

● Goal P-SE 4. Child engages in cooperative play with other children.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Often plays cooperatively with other 

children. For at least short periods 

during this play, works with other 

children to plan and enact this play 

in a coordinated way. 

Cooperatively plays with other children 

in an increasingly coordinated way. 

Works with other children to make 

plans for what and how they will play 

together. When given the opportunity, 

these coordinated play periods get 

longer.

z Engages in joint play, such as using 

coordinated goals, planning, roles, and 

games with rules, with at least one other 

child at a time.

z Demonstrates willingness to include 

others’ ideas during interactions and 

play. 

z Shows enjoyment of play with other 

children, such as through verbal 

exchanges, smiles, and laughter. 

z Engages in reflection and conversation 

about past play experiences. 

SOCIAL AND EMOTIONAL DEVELOPMENT

Developmental delays can impact children’s social and emotional 

development, including the ability to engage in reciprocal 

interactions and to regulate their emotions. Adults can use 

puppets to help children engage in back-and-forth interactions 

and to teach them how to demonstrate different emotions. 
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 31

● Domain: Social and Emotional Development

SUB-DOMAIN: RELATIONSHIPS WITH OTHER CHILDREN (continued)

● Goal P-SE 5. Child uses basic problem-solving skills to resolve conflicts with other children.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to recognize and describe 

social problems. Suggests solutions 

to conflicts with adult guidance and 

support. 

Often recognizes and describes 

social problems, suggests solutions 

to conflicts, and compromises when 

working or playing in a group. Although 

simple conflicts may be resolved 

without adult assistance, may seek 

out or need adult support in more 

challenging moments. 

z Recognizes and describes basic social 

problems in books or pictures, such as 

both children wanting the same toy, and 

during interactions with other children, 

such as “Why do you think your friend 

might be sad?”

z Uses basic strategies for dealing with 

common conflicts, such as sharing, 

taking turns, and compromising.

z Expresses feelings, needs, and opinions 

in conflict situations.

z Seeks adult help when needed to 

resolve conflicts. 

SUB-DOMAIN: EMOTIONAL FUNCTIONING

● Goal P-SE 6. Child expresses a broad range of emotions and recognizes these emotions in self and others.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Expresses a broad range of emotions 

across contexts, such as during play 

and in interactions with adults. Notices 

when strong emotions are exhibited 

by others and begins to use words to 

describe some of these emotions, such 

as happy, sad, or mad.

Expresses a broad range of emotions 

and begins to notice more subtle or 

complex emotions in self and others, 

such as embarrassed or worried. Uses 

words to describe own feelings when 

prompted, and may at times use these 

words without prompting, such as 

saying “Don’t be mad” when engaged 

in play with other children.

z Recognizes and labels basic emotions 

in books or photographs.

z Uses words to describe own feelings.

z Uses words to describe the feelings of 

adults or other children.

Children who are dual language learners (DLLs) may demonstrate social and 

emotional skills in their home language, English, or in both languages. 

SOCIAL AND EMOTIONAL DEVELOPMENT
● PRESCHOOL

32 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● Domain: Social and Emotional Development

SUB-DOMAIN: EMOTIONAL FUNCTIONING (continued)

● Goal P-SE 7. Child expresses care and concern toward others.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Often pays attention when others are 

distressed, but attention and response 

to this distress may be brief. May seek 

out adult support to help another child 

who is distressed.

Consistently pays attention when 

others are distressed and often 

responds with care, either by seeking 

out adult support or providing 

reassurance or support themselves. 

z Makes empathetic statements to adults 

or other children.

z Offers support to adults or other children 

who are distressed.

● Goal P-SE 8. Child manages emotions with increasing independence.*

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Manages less intense emotions, such 

as mild frustration, independently. May 

require adult support to manage more 

intense emotions. 

Has an expanding range of strategies 

for managing emotions, both less 

intense emotions and those that cause 

greater distress. Sometimes looks to 

adults for support in managing the 

most intense emotions, but shows 

increasing skill in managing emotions 

independently. 

z Expresses feelings in ways that are 

appropriate to the situation.

z Looks for adult assistance when feelings 

are most intense.

z Uses a range of coping strategies to 

manage emotions with the support of an 

adult, such as using words or taking a 

deep breath.

* This is the same as P-ATL Goal 1

SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING

● Goal P-SE 9. Child recognizes self as a unique individual having own abilities, characteristics, emotions, and interests.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Describes own physical characteristics 

and behaviors and indicates likes and 

dislikes when asked.

Describes a larger range of individual 

characteristics and interests and 

communicates how these are similar or 

different from those of other people.

z Describes self using several different 

characteristics.

z Demonstrates knowledge of uniqueness 

of self, such as talents, interests, 

preferences, or culture.

SOCIAL AND EMOTIONAL DEVELOPMENT
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 33

● Domain: Social and Emotional Development

SUB-DOMAIN: SENSE OF IDENTITY AND BELONGING (continued)

● Goal P-SE 10. Child expresses confidence in own skills and positive feelings about self.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Expresses enjoyment in accomplishing 

daily routines and new skills and 

may draw adult attention to these 

accomplishments. May share own 

ideas or express positive feelings 

about self, particularly when prompted 

by an adult. 

Enjoys accomplishing a greater 

number of tasks and sharing these 

accomplishments with other children 

and adults. Makes increasing number 

of contributions to group discussion 

and may share ideas with or without 

adult prompting. 

z Shows satisfaction or seeks 

acknowledgment when completing a 

task or solving a problem.

z Expresses own ideas or beliefs in group 

contexts or in interactions with others.

z Uses positive words to describe self, 

such as kind or hard-worker. 

● Goal P-SE 11. Child has sense of belonging to family, community, and other groups.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Communicates feeling a sense of 

belonging to family and an emerging 

sense of connections to other 

communities through words or other 

forms of expression, such as drawing 

a picture of their family or sharing a 

special object related to their cultural 

heritage.

Has a sense of belonging to family and 

community and communicates details 

about these connections, such as 

sharing a story about a family gathering, 

both spontaneously and when prompted 

by an adult or other child.

z Identifies self as being a part of different 

groups, such as family, community, culture, 

faith, or preschool.

z Relates personal stories about being a part 

of different groups.

z Identifies similarities and differences about 

self across familiar environments and 

settings.

Children’s cultural backgrounds influence 

the ways that they demonstrate interests, 

imitate others, or engage in play situations. 

Some cultures encourage children to 

stand out as individuals, while other 

cultures emphasize group identity.

SOCIAL AND EMOTIONAL DEVELOPMENT
34 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

Language and Literacy

Communication is fundamental to the human experience, and 

language and literacy are essential to children’s learning. 

Language development refers to emerging 

abilities in listening and understanding 

(receptive language) and in using language 

(expressive language). Babies attend to the 

sounds of language in their environment 

before they are born. In the context of 

nurturing, responsive adult relationships, 

infants rapidly learn to communicate with 

facial expressions, gestures, and looks. 

They move from babbling to understanding 

many words spoken to them and then 

uttering or signing their first words. Toddlers 

learn to speak new words at an amazing 

pace and use language to express their 

needs, ask questions, and engage in short 

conversations. 

Language skills continue to expand and 

by the end of the preschool period, children speak in adult-like sentences, tell 

and re-tell stories, use verbal humor, and 

engage in group discussions. Preschoolers 

are sophisticated language users who 

harness language in order to take in new 

and complex information and organize 

their world. As they delve into new learning 

experiences, they add mathematical or 

scientific terms to their vocabulary, such 

as semi-circle or T-Rex. They begin to 

understand word categories, such as 

hammers and screwdrivers are tools, and 

relationships among words, such as the 

opposite of up is down. Preschoolers with 

strong language skills are prepared to be 

successful learners in school. 

Language and literacy skills can develop in 

any language, and for the most part, they 

develop first in the child’s home language. 

Supporting development of the home 

language helps prepare young children 

for learning English. Children who are dual 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 35 

language learners (DLLs) show different patterns of English acquisition, depending on their prior exposure, their abilities, their temperaments, and the support they receive at home and in the early 

childhood program. Some children who are DLLs may use different 

vocabulary and sentence structure in each language.

Children’s language ability affects learning and development in all 

areas, especially emerging literacy. Emerging literacy refers to the 

knowledge and skills that lay the foundation for reading and writing. 

For infants and toddlers, emerging literacy is embedded in the domain 

Language and Communication, reflecting the interrelatedness of 

these learning areas and the limited scope of these budding skills. As 

infants and toddlers listen to and repeat songs and rhymes, explore 

books, and hear stories, they are gaining literacy skills. By three 

years of age, children can understand the pictures in familiar books 

and ask what is happening. They make scribbles, shapes, and even 

letter-like marks on paper that may represent something to them.

For preschoolers, Language and Literacy are distinct domains to reflect 

the differentiation, centrality, breadth, and depth of language and literacy 

development in this age period. Preschoolers are beginning to grasp 

how written language is structured into sounds and symbols. They play 

rhyming games and learn the names of letters and associated sounds. 

They take pride in recognizing their name in print and practice writing 

it. Preschoolers begin to understand print conventions and the different 

functions of print in picture books or grocery lists. As they listen to and 

talk about story books or retell and enact events, they gain an understanding of sequence, character development, and causal relationships. 

When preschoolers are engaged literacy learners, they are laying the 

foundation for becoming capable readers and writers in school.

Children with disabilities may need extra support when they are 

learning to communicate. They may need listening devices to help 

them hear or assistive tools to help them speak or write clearly. 

Depending on the child’s needs, programs can support the development of sign language as a means of communication. Programs must 

promote language and literacy outcomes through appropriate and 

intentional support so that all children can develop strong skills in 

language and literacy. 

Programs must 

promote language 

and literacy goals for 

all children. Children 

who are dual language 

learners (DLLs) need 

intentional support for 

the development of 

their home language 

as well as for English 

acquisition.
▲ INFANT/TODDLER

36 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

LANGUAGE AND LITERACY

▲ Domain: Language and Communication

SUB-DOMAIN: ATTENDING AND UNDERSTANDING 

▲ Goal IT-LC 1. Child attends to, understands, and responds to communication and language from others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Attends to verbal and 

non-verbal communication by 

turning toward or looking at a 

person. Participates in 

reciprocal interactions by 

exchanging facial expressions 

and language sounds with 

familiar adults.

Shows understanding of 

the meaning of familiar 

caregivers’ verbal and 

non-verbal communication 

and responds with facial 

expressions, gestures, words 

or actions, such as looking 

at people or objects being 

referred to.

Shows recognition of words, 

phrases, and simple sentences. 

Participates in conversations in 

ways that show understanding 

by following comments or 

suggestions with actions or 

behavior. 

S Shows understanding of 

some words and phrases 

used in conversation, such 

as by responding to simple 

questions.

S Shows comprehension of 

simple sentences, such as 

by listening to and following 

one- or two-step directions.

▲ Goal IT-LC 2. Child learns from communication and language experiences with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Pays attention when familiar 

adults talk or sign about 

objects, people, or events 

during face-to-face 

interactions by changing 

focus, making eye contact, or 

looking at people or objects. 

Participates in joint attention 

with an adult by looking back 

and forth between the adult 

and object. Points or gestures 

when an adult is pointing, 

naming, or signing about a 

familiar or new object and 

learns names and uses of 

objects. 

Participates in increasingly 

complex and lengthy 

periods of joint attention 

with adults. Shows interest, 

understanding, or enjoyment 

when participating in 

language activities, such as 

demonstrating understanding 

of objects’ functions and uses, 

or when joining in games, 

songs, rhymes, or stories.

S Acts on descriptions provided 

by others about people, 

objects, or events.

S Demonstrates interest 

and understanding when 

participating in language 

activities or games.

Cultural expectations can influence adult-child 

interactions in many ways. For example, in some 

cultures, children are taught to show respect to 

adults by making direct eye contact when spoken to. 

In other cultures, children are taught that respect is 

demonstrated by avoiding direct eye contact.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 37

LANGUAGE AND LITERACY

▲ Domain: Language and Communication

SUB-DOMAIN: COMMUNICATING AND SPEAKING 

▲ Goal IT-LC 3. Child communicates needs and wants non-verbally and by using language.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Learns how to use different 

means of communication to 

signal distress or discomfort, 

solicit help, and to communicate 

interests and needs to others.

Uses a variety of ways to 

communicate interests, 

needs and wants, such as 

saying or making a sign for 

“More” when eating. 

Combines words or signs from 

one or more languages into 

phrases and sentences to 

communicate needs, wants, 

or ideas, such as “More milk,” 

“I want juice,” “Mas leche,” or 

“Quiero juice.”

Children who are dual 

language learners may 

combine their two languages 

or switch between them.

S Uses combinations of words 

and simple sentences or signs 

in a variety of situations.

S Uses simple sentences, such 

as 3–4 word sentences, to 

communicate needs and 

wants. 

▲ Goal IT-LC 4. Child uses non-verbal communication and language to engage others in interaction.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses facial expressions, 

including smiling, or uses 

gestures or sounds, such as 

cooing or babbling, to 

engage familiar adults in 

social interaction.

Repeats actions or single 

words to initiate or maintain 

social interactions with other 

children or adults, such as 

clapping hands or calling 

a name to get someone’s 

attention.

Uses words, signs, phrases, 

or simple sentences to 

initiate, continue, or extend 

conversations with others 

about feelings, experiences, or 

thoughts.

S Initiates and responds in 

conversations with others.

S Participates in simple 

conversations with others that 

are maintained by back-andforth exchanges of ideas or 

information.

S Engages in simple 

conversations by expressing 

own feelings, thoughts, and 

ideas to others.
▲ INFANT/TODDLER

38 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

LANGUAGE AND LITERACY

▲ Domain: Language and Communication

SUB-DOMAIN: COMMUNICATING AND SPEAKING (continued)

▲ Goal IT-LC 5. Child uses increasingly complex language in conversation with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Explores sounds common in 

many languages, such as 

“ma-ma” or “ba-ba.”

Initiates and participates in 

conversations by babbling 

and using gestures, such 

as showing or giving, or 

by using words or signs. 

Communicates mainly about 

objects, actions, and events 

happening in the here and 

now.

Participates in conversations 

with others using spoken or 

sign language that includes 

simple sentences, questions, 

and responses. Sometimes 

describes experiences that 

have happened in the past or 

are about to happen.

Children who are DLLs 

develop the ability to 

participate in conversations 

with increasing complexity in 

each of their languages.

S Uses sentences of three or 

more words in conversation 

with others.

S Asks and answers simple 

questions in conversations 

with others.

S Refers to past or future events 

in conversation with others

▲ Goal IT-LC 6. Child initiates non-verbal communication and language to learn and gain information.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Takes turns in non-verbal 

conversations by using facial 

expressions, sounds, 

gestures or signs to initiate or 

respond to communication.

Asks simple questions using 

gestures, such as pointing, 

signs or words with variations 

in pitch and intonation. 

Seeks information and meaning 

of words by asking questions 

in words or signs, such as 

“What’s that?” or “Who’s that?” 

or “Why?”

S Asks questions in a variety of 

ways.

S Repeats or re-phrases 

questions until a response 

is received.

Some children may communicate primarily 

or only by using sign language rather than 

speaking. Sign language is not likely to be 

used as a reliable means of communication 

from 0–9 months in a hearing impaired child.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 39

LANGUAGE AND LITERACY

▲ Domain: Language and Communication

SUB-DOMAIN: VOCABULARY 

▲ Goal IT-LC 7. Child understands an increasing number of words used in communication with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Looks at familiar people, 

animals or objects when they 

are named such as mama, 

puppy, or ball. 

Looks or points at a person or 

object that has been named, 

follows simple directions, and 

responds appropriately to the 

meaning of words or signs.

Comprehends an increasing 

number of words or signs used 

in simple sentences during 

conversation and interaction 

with familiar adults and 

children.

S Shows understanding of the 

meaning of common words 

used in daily activities.

S Attends to new words used in 

conversation with others.

S Understands most positional 

words, such as on, under, up, 

or down. 

▲ Goal IT-LC 8. Child uses an increasing number of words in communication and conversation with others.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

May use signs or 

verbalizations for familiar 

people or objects.

Imitates new words or signs 

and uses some words or 

signs for naming or making 

simple one-word requests, 

such as saying or signing 

“milk” when asking for a 

drink.

Uses an increasing number of 

words in communication and 

conversation with others and 

adds new vocabulary words 

regularly. 

Children who are DLLs may 

have a combined vocabulary in 

both languages that is similar 

in number to other children’s 

vocabulary in one language.

S Shows rapid growth in 

number of words or signs 

used in conversation with 

others.

S Demonstrates a vocabulary 

of at least 300 words in home 

language.

S Asks questions about the 

meaning of new words.

SUB-DOMAIN: EMERGENT LITERACY 

▲ Goal IT-LC 9. Child attends to, repeats, and uses some rhymes, phrases, or refrains from stories or songs.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Listens and attends to 

culturally and linguistically 

familiar words or signs in 

rhymes or songs.

Says a few words of culturally 

and linguistically familiar 

rhymes and repetitive refrains 

in stories or songs.

Says or repeats culturally and 

linguistically familiar rhymes, 

phrases, or refrains from songs 

or stories.

S Repeats simple familiar rhymes 

or sings favorite songs.

S Retells familiar stories using 

props.
▲ INFANT/TODDLER

40 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

LANGUAGE AND LITERACY

▲ Domain: Language and Communication 

SUB-DOMAIN: EMERGENT LITERACY (continued) 

▲ Goal IT-LC 10. Child handles books and relates them to their stories or information.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Explores a book by touching 

it, patting it, or putting it in 

mouth.

Holds books, turns pages, 

looks at the pictures and uses 

sounds, signs, or words to 

identify actions or objects in 

a book.

Pretends to read books by 

turning pages and talking about 

or using signs to describe what 

is happening in the book.

S Asks to have several favorite 

books read over and over.

S Holds book, turns pages, and 

pretends to read.

▲ Goal IT-LC 11. Child recognizes pictures and some symbols, signs, or words.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Looks at pictures of familiar 

people, animals, or objects 

while an adult points at and/

or names the person, animal, 

or object.

Points at, signs, or says name 

of, or talks about animals, 

people, or objects in photos, 

pictures, or drawings.

Recognizes and uses some 

letters or numbers, such as 

letters in one’s name, and 

shows increasing interest in 

written forms of language, such 

as print in books or signs on 

buildings. 

Children who are DLLs 

recognize and use written 

forms of each of their 

languages.

S Points to and names some 

letters or characters in their 

names.

S Recognizes familiar signs on a 

building or street.

S Attributes meaning to some 

symbols, such as a familiar 

logo or design.

▲ Goal IT-LC 12. Child comprehends meaning from pictures and stories.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Looks at picture books and 

listens to an adult talk about 

pictures in a book.

Points at pictures in a book, 

making sounds or saying 

words and interacting with an 

adult reading a book.

Talks about books, acts out 

events from stories, and uses 

some vocabulary encountered 

during book reading.

S Uses pictures as a guide to 

talk about a story that has 

been read.

S Asks or answers questions 

about what is happening in a 

book or story.

S Identifies the feelings of 

characters in a book or story.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 41

LANGUAGE AND LITERACY

▲ Domain: Language and Communication

SUB-DOMAIN: EMERGENT LITERACY (continued) 

▲ Goal IT-LC 13. Child makes marks and uses them to represent objects or actions.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Makes marks on a paper with 

a large crayon or marker to 

explore writing materials. 

Makes scribbles on paper to 

represent an object or action 

even though an adult might not 

recognize what it is.

S Draws pictures using scribbles 

and talks with others about 

what they have made. 

S Draws straight lines or curved 

lines. 

S Makes letter-like marks or 

scribbles on paper.

Toddlers make marks on paper to 

represent an object or action. They 

often talk with others about what 

they have drawn. The development 

of children’s fine motor skills will 

impact their emerging capacity to 

draw and eventually write. Some 

children with motor delays may 

need accommodations.
● PRESCHOOL

42 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

LANGUAGE AND LITERACY

● Domain: Language and Communication

SUB-DOMAIN: ATTENDING AND UNDERSTANDING 

● Goal P-LC 1. Child attends to communication and language from others.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows acknowledgment of comments 

or questions and is able to attend to 

conversations, either spoken or signed. 

Shows acknowledgment of complex 

comments or questions. Is able to 

attend to longer, multi-turn conversations, 

either spoken or signed. 

z Uses verbal and non-verbal signals 

appropriately to acknowledge the 

comments or questions of others. 

z Shows ongoing connection to a 

conversation, group discussion, or 

presentation. 

● Goal P-LC 2. Child understands and responds to increasingly complex communication and language from others.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Understands and responds (verbally 

and non-verbally) to increasingly 

longer sentences, simple questions, 

and simple stories. 

Shows an understanding of complex 

statements, questions, and stories 

containing multiple phrases and ideas, 

and responds appropriately. 

z Shows an ability to recall (in order) 

multiple step directions.

z Demonstrates understanding of a variety 

of question types, such as “Yes/No?” 

or “Who/What/When/Where?” or “How/

Why?”

z Shows understanding of a variety of 

sentence types, such as multi-clause, 

cause-effect, sequential order, or if-then.

z Shows an understanding of talk related 

to the past or future.

z Shows understanding, such as nodding 

or gestures, in response to the content of 

books read aloud, stories that are told, or 

lengthy explanations given on a topic. Children who are DLLs may demonstrate more 

complex communication and language in 

their home language than in English.

For children with oral language delays, adults can implement communication 

devices as directed by their Individualized Education Program (IEP). Adults 

can observe the child’s accuracy with the device to identify and support 

progress in receptive and expressive language. 
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 43

LANGUAGE AND LITERACY

● Domain: Language and Communication

SUB-DOMAIN: COMMUNICATING AND SPEAKING 

● Goal P-LC 3. Child varies the amount of information provided to meet the demands of the situation.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Uses language, spoken or sign, for 

different purposes and is sometimes 

able to provide sufficient detail to get 

needs met from a variety of adults. 

Uses language, spoken or sign, for a 

variety of purposes and can typically 

provide sufficient detail in order to get 

needs met from a variety of adults.

z Usually provides sufficient detail in order 

to get needs met, such as explaining a 

point of difficulty in a task or sharing a 

request from home with the teacher. 

z Uses language, spoken or sign, to 

clarify a word or statement when 

misunderstood.

z Children who are DLLs may switch 

between their languages.

● Goal P-LC 4. Child understands, follows, and uses appropriate social and conversational rules.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Engages in conversations with adults, 

other children, or within the group 

setting lasting 2–3 conversational 

turns, and, with support, will 

sometimes use appropriate tone and 

volume for different situations.

Maintains multi-turn conversations 

with adults or other children by being 

responsive to the conversational 

partner in a variety of ways, such as 

by asking a question. With increasing 

independence, varies tone and volume 

of expression to match the social 

situation.

z Maintains multi-turn conversations 

with adults, other children, and 

within larger groups by responding in 

increasingly sophisticated ways, such 

as asking related questions or 

expressing agreement. 

z With increasing independence, matches 

the tone and volume of expression to 

the content and social situation, such as 

by using a whisper to tell a secret. 

Evidence of attending to others can vary 

substantially among cultural groups. For 

example, some children may be taught 

to observe adults at a distance. Other 

children may learn to observe up close.
44 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● PRESCHOOL

LANGUAGE AND LITERACY

● Domain: Language and Communication

SUB-DOMAIN: COMMUNICATING AND SPEAKING (continued) 

● Goal P-LC 5. Child expresses self in increasingly long, detailed, and sophisticated ways.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Communicates clearly enough to be 

understood by familiar adults, but 

may make some pronunciation and 

grammatical errors. Typically uses 

3–5 word phrases/sentences when 

communicating. With some prompting, 

can offer multiple (2–3) pieces of 

information on a single topic.

Communicates clearly enough 

to be understood by familiar and 

unfamiliar adults, but may make 

some pronunciation errors and some 

isolated grammatical errors. Uses 

longer sentences, as well as sentences 

that are slightly more complex, such 

as “I need a pencil because this one 

broke.” Can offer multiple pieces of 

information on a topic with increasing 

independence and answer simple 

questions.

z Communicates clearly enough to be 

understood by adults across a range 

of situations. Pronunciation errors and 

grammatical errors are isolated and 

infrequent. Shows proficiency with 

prepositions, regular/irregular past 

tense, possessives, and noun-verb 

agreement.

z Typically, uses complete sentences 

of more than 5 words with complex 

structures, such as sentences involving 

sequence and causal relations. 

z Can produce and organize multiple 

sentences on a topic, such as giving 

directions or telling a story, including 

information about the past or present 

or things not physically present, and 

answer a variety of question types. 

SUB-DOMAIN: VOCABULARY 

● Goal P-LC 6. Child understands and uses a wide variety of words for a variety of purposes.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows a rapid increase in acquisition 

of new vocabulary words that describe 

actions, emotions, things, or ideas that 

are meaningful within the everyday 

environment. Uses new vocabulary 

words to describe relations among 

things or ideas. Shows repetition of 

new words offered by adults.

Shows a steady increase in vocabulary 

through the acquisition of words with 

increasing specificity and variety. 

Shows repetition of new words offered 

by adults and may ask about the 

meaning of unfamiliar words.

z Demonstrates the use of multiple (2–3) 

new words or signs a day during play 

and other activities.

z Shows recognition of and/or familiarity 

with key domain-specific words heard 

during reading or discussions.

z With multiple exposures, uses new 

domain-specific vocabulary during 

activities, such as using the word 

“cocoon” when learning about the lifecycle of caterpillars, or “cylinder” when 

learning about 3-D shapes.

z With support, forms guesses about the 

meaning of new words from context 

clues.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 45

LANGUAGE AND LITERACY

● Domain: Language and Communication

SUB-DOMAIN: VOCABULARY (continued) 

● Goal P-LC 7. Child shows understanding of word categories and relationships among words.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Typically uses known words in the 

correct context and, with support, 

shows an emerging understanding 

of how words are related to broader 

categories, such as sorting things by 

color. 

Demonstrates an increasingly 

sophisticated understanding of words 

and word categories with support, 

such as listing multiple examples of 

a familiar category or identifying a 

synonym or antonym. 

z Categorizes words or objects, such as 

sorting a hard hat, machines, and tools 

into the construction group, or giving 

many examples of farm animals.

z Discusses new words in relation to 

known words and word categories, such 

as “It fell to the bottom when it sank” or 

“When you hop it’s like jumping on one 

leg” or “The bear and fox are both wild 

animals.”

z Identifies shared characteristics among 

people, places, things, or actions, such 

as identifying that both cats and dogs 

are furry and have four legs. 

z Identifies key common antonyms, such 

as black/white or up/down. Identifies 

1–2 synonyms for very familiar words, 

such as glad or happy. 

z Shows an ability to distinguish similar 

words, such as “I don’t like it, I love it!” 

or “It’s more than tall, it’s gigantic” or 

“It’s so cold, it’s frosty.” 

Preschoolers show an awareness of 

alphabet letters and enjoy naming them. 

They produce the beginning sound in a 

spoken word.
● PRESCHOOL

46 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

LANGUAGE AND LITERACY

● Domain: Literacy

SUB-DOMAIN: PHONOLOGICAL AWARENESS 

● Goal P-LIT 1. Child demonstrates awareness that spoken language is composed of smaller segments of sound.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows rote imitation and enjoyment of 

rhyme and alliteration. With support, 

distinguishes when two words rhyme 

and when two words begin with the 

same sound. 

Demonstrates rhyme recognition, such 

as identifying which words rhyme 

from a group of three: hat, cat, log. 

Recognizes phonemic changes in 

words, such as noticing the problem 

with “Old McDonald had a charm.” Is 

able to count syllables and understand 

sounds in spoken words. 

z Provides one or more words that rhyme 

with a single given target, such as “What 

rhymes with log?”

z Produces the beginning sound in a 

spoken word, such as “Dog begins with 

/d/.”

z Provides a word that fits with a group 

of words sharing an initial sound, with 

adult support, such as “Sock, Sara, and 

song all start with the /s/ sound. What 

else starts with the /s/ sound?” 

SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE 

● Goal P-LIT 2. Child demonstrates an understanding of how print is used (functions of print) and the rules that 

govern how print works (conventions of print).

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Distinguishes print from pictures and 

shows an understanding that print is 

something meaningful, such as asking 

an adult “What does this say?” or 

“Read this.” 

Begins to demonstrate an understanding 

of the connection between speech and 

print. Shows a growing awareness that 

print is a system that has rules and 

conventions, such as holding a book 

correctly or following a book left to right. 

z Understands that print is organized 

differently for different purposes, such 

as a note, list, or storybook.

z Understands that written words are 

made up of a group of individual letters.

z Begins to point to single-syllable words 

while reading simple, memorized texts.

z Identifies book parts and features, such 

as the front, back, title, and author. 
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 47

LANGUAGE AND LITERACY

● Domain: Literacy

SUB-DOMAIN: PRINT AND ALPHABET KNOWLEDGE (continued)

● Goal P-LIT 3. Child identifies letters of the alphabet and produces correct sounds associated with letters.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows an awareness of alphabet 

letters, such as singing the ABC song, 

recognizing letters from one’s name, 

or naming some letters that are 

encountered often. 

Recognizes and names at least half of 

the letters in the alphabet, including 

letters in own name (first name and last 

name), as well as letters encountered 

often in the environment. Produces the 

sound of many recognized letters. 

z Names 18 upper- and 15 lower-case 

letters.

z Knows the sounds associated with 

several letters.

SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE 

● Goal P-LIT 4. Child demonstrates an understanding of narrative structure through storytelling/re-telling.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

With support, may be able to tell one or 

two key events from a story or may act 

out a story with pictures or props.

Retells 2–3 key events from a wellknown story, typically in the right 

temporal order and using some simple 

sequencing terms, such as first ...

and then. 

z Re-tells or acts out a story that was 

read, putting events in the appropriate 

sequence, and demonstrating more 

sophisticated understanding of how 

events relate, such as cause and effect 

relationships.

z Tells fictional or personal stories using 

a sequence of at least 2–3 connected 

events.

z Identifies characters and main events in 

books and stories.

The home languages of some children use 

non-alphabetic writing. The home languages 

of other children may not have a written form. 

These children would not be expected to 

identify letters of the alphabet and produce 

corresponding sounds in their home language.
● PRESCHOOL

48 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

● Domain: Literacy

SUB-DOMAIN: COMPREHENSION AND TEXT STRUCTURE (continued)

● Goal P-LIT 5. Child asks and answers questions about a book that was read aloud.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Can answer basic questions about 

likes or dislikes in a book or story. Asks 

and answers questions about main 

characters or events in a familiar story. 

With modeling and support, makes 

predictions about events that might 

happen next. 

With support, provides basic answers 

to specific questions about details 

of a story, such as who, what, when, 

or where. With support, can answer 

inferential questions about stories, 

such as predictions or how/why 

something is happening in a particular 

moment. 

z Answers questions about details of a story 

with increasingly specific information, 

such as when asked “Who was Mary?” 

responds “She was the girl who was 

riding the horse and then got hurt.” 

z Answers increasingly complex 

inferential questions that require making 

predictions based on multiple pieces 

of information from the story; inferring 

characters’ feelings or intentions; or 

providing evaluations of judgments that 

are grounded in the text. 

z Provides a summary of a story, highlighting 

a number of the key ideas in the story 

and how they relate. 

LANGUAGE AND LITERACY
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 49

LANGUAGE AND LITERACY

● Domain: Literacy

SUB-DOMAIN: WRITING

● Goal P-LIT 6. Child writes for a variety of purposes using increasingly sophisticated marks.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Engages in writing activities that 

consist largely of drawing and 

scribbling. Begins to convey meaning. 

With modeling and support, writes 

some letter-like forms and letters. 

Progressively uses drawing, scribbling, 

letter-like forms, and letters to 

intentionally convey meaning. With 

support, may use invented spelling 

consisting of salient or beginning 

sounds, such as L for elevator or B 

for bug. 

z Creates a variety of written products 

that may or may not phonetically relate 

to intended messages.

z Shows an interest in copying simple 

words posted in the classroom.

z Attempts to independently write some 

words using invented spelling, such as 

K for kite.

z Writes first name correctly or close to 

correctly.

z Writes (draws, illustrates) for a variety of 

purposes and demonstrates evidence 

of many aspects of print conventions, 

such as creating a book that moves left 

to right. 

Preschoolers engage in a variety 

of writing activities and begin to 

convey meaning through their 

increasingly sophisticated marks.
50 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

Cognition

Cognitive development includes reasoning, memory, problemsolving, and thinking skills that help young children understand 

and organize their world. For preschoolers, this evolves into 

complex mathematical thinking and scientific reasoning. 

Children play an active role in their own 

cognitive development by exploring and 

testing the world around them, but they also 

need support from parents, teachers and 

other adults. When infants and toddlers feel 

safe and secure, they are more willing to 

experiment with their world, such as discovering how a pull toy works, observing what 

happens when they turn on a faucet, and 

trying out different behaviors to see how 

people react. In the process, they begin to 

understand basic mathematical, spatial, and 

causal relationships. Toddlers also explore 

concepts through a variety of symbolic 

activities, such as drawing and pretend play. 

More and more, young children can rely 

on their developing memory to help them 

make sense of the world. All this activity 

in the first three years lays the foundation 

for the more complex cognitive skills that 

preschoolers develop. 

Cognitive development is presented as 

two different domains for preschoolers—

Mathematics Development and Scientific 

Reasoning—to reflect the increasingly 

complex and more differentiated cognitive 

abilities of this age period. Mathematics 

development in preschoolers refers to 

understanding numbers and quantities, 

their relationships, and operations, such 

as what it means to add to and take away. 

Mathematics also includes shapes and 

their structure, reasoning, measurement, 

classification, and patterns. Preschoolers 

are eager to measure their height to see 

how much they have grown and to chime in 

with repeating patterns in books and songs. 
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 51 

Increasingly, children use math strategies to solve problems 

during daily activities, such as figuring out how many more cups 

are needed at snack time. Because math includes generalizations and abstractions, math skills help young children connect 

ideas, develop logical and abstract thinking, and analyze, question, 

and understand the world around them. Children develop math 

concepts and skills through active exploration and discovery in 

the context of stimulating learning opportunities and intentional 

teaching strategies.

Scientific Reasoning refers to the emerging ability to develop 

scientific knowledge about the natural and physical worlds, 

learn scientific skills and methods, and continue developing 

reasoning and problem-solving skills. For preschoolers, scientific 

investigation includes making observations, recording them, 

talking about them, and analyzing them. Their investigations 

reflect their natural interests in how things work, in plants and 

animals, their bodies, and weather. In the process of investigating, they can learn to use measurement and observational 

tools, such as a ruler and a magnifying glass. During the 

early childhood years, science provides opportunities for rich 

vocabulary learning and collaboration with peers and fosters a 

sense of curiosity and motivation to learn. Problem-solving and 

reasoning become more complex as preschoolers gain new 

abilities to ask questions and gather information. Their inclination to be curious, explore, experiment, ask questions, and 

develop their own theories about the world makes science an 

important domain for enhancing learning and school success.

Because cognitive development encompasses a broad range of 

skills, behaviors, and concepts, children display great individual 

variation in their development from birth to 5. Prior experiences, 

cultural and linguistic backgrounds, temperament, and many other 

factors can impact the rate and course of cognitive development. 

Children with disabilities may require extra support as they use 

their senses and bodies to explore or as they describe their 

scientific investigations. The instruction and learning opportunities 

young children experience set the stage for their cognitive development and success. 

Cognitive development 

from birth to 5 is influenced 

by children’s cultural and 

linguistic backgrounds, 

temperament, and many 

other factors. Children 

who are dual language 

learners (DLLs) may 

express their knowledge 

and understanding 

differently—depending on 

the content of the skills 

and the context in which 

they were learned.
▲ INFANT/TODDLER

52 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

▲ Domain: Cognition

SUB-DOMAIN: EXPLORATION AND DISCOVERY 

▲ Goal IT-C 1. Child actively explores people and objects to understand self, others, and objects.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses the senses and a variety 

of actions to examine people 

and objects, such as mouthing, 

touching, shaking or dropping. 

Acts intentionally to achieve a 

goal or when manipulating an 

object, such as trying to get 

an adult to do something or 

trying different ways to reach 

a toy under a table.

Observes and experiments 

with how things work, seeks 

information from others, or 

experiments with different 

behaviors to see how people 

and objects react.

S Learns about characteristics 

of people and properties and 

uses of objects through the 

senses and active exploration.

S Experiments with everyday 

objects or materials to answer 

“What?”, “Why?” or “How?” 

questions.

▲ Goal IT-C 2. Child uses understanding of causal relationships to act on social and physical environments.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Repeats an action to make 

things happen or to get an 

adult to repeat an action, 

such as dropping a toy from 

the high chair repeatedly 

and waiting for an adult to 

pick it up. 

Engages in purposeful actions 

to cause things to happen, 

such as making splashes in 

a puddle or rolling a ball to 

knock over a tower.

Identifies the cause of an 

observed outcome, such as 

the tower fell over because 

it was built too high. Predicts 

outcomes of actions or events, 

such as turning the faucet will 

make water come out. 

S Makes simple predictions 

about what will happen 

next, such as in a story or in 

everyday routines.

S Anticipates some cause 

and effects of own actions, 

such as what happens while 

running with a cup of water.

Some children with physical limitations may have difficulty getting or 

exploring objects. To support their learning, adults can observe the 

child’s interests and provide engaging materials and experiences.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 53

COGNITION

▲ Domain: Cognition

SUB-DOMAIN: MEMORY 

▲ Goal IT-C 3. Child recognizes differences between familiar and unfamiliar people, objects, actions, or events.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Recognizes familiar people 

by their faces or voices. 

Learns to distinguish 

between familiar and 

unfamiliar people.

Remembers actions of 

familiar adults, the usual 

location of familiar objects, 

and parts of familiar routines. 

Notices and responds to new 

people, objects, or materials 

in the environment. 

Anticipates and communicates 

about multiple steps of familiar 

routines, activities, or events. 

Expresses surprise or asks 

about unexpected outcomes 

or unusual people, actions, or 

events.

S Comments about similarities 

or differences between new 

people, objects, or events, 

and ones that are more 

familiar.

S Tells others about what 

will happen next or about 

changes in usual routines or 

schedules.

▲ Goal IT-C 4. Child recognizes the stability of people and objects in the environment.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows awareness that 

people and objects still exist 

when they are out of sight or 

sound range. May turn head 

or crawl towards a parent or 

other familiar adult who 

leaves the room. 

Searches for hidden or 

missing people or objects in 

the place they were last seen 

or found. May wait and watch 

at a door or window for the 

return of a family member. 

Uses a variety of search 

strategies to find hidden or 

missing people or objects, 

including looking in multiple 

locations for things that have 

been missing for some time. 

S Notices who is missing from a 

familiar group, such as family 

at dinner or children in a 

playgroup.

S Looks in several different 

places for a toy that was 

played with a few days 

before.

▲ Goal IT-C 5. Child uses memories as a foundation for more complex actions and thoughts.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Shows excitement with a toy 

or other object that was 

played with days earlier. 

Anticipates familiar actions or 

routines, such as getting 

picked up or being fed. 

Remembers how to use 

objects or materials from 

previous experience. 

Anticipates routines or events 

by taking action, such as 

going to the table when it is 

time to eat.

Tells others about memories 

and past experiences. 

Remembers how to do a series 

of actions that were observed 

at an earlier time. 

S Recalls a similar family event 

when hearing a story read.

S Prepares for next routine 

or activity based on past 

experiences, such as gets hat 

or coat when it is time to go 

outside.

S Repeats simple rules about 

expected behavior, such as 

“We wash our hands before 

we eat.”
▲ INFANT/TODDLER

54 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

▲ Domain: Cognition

SUB-DOMAIN: REASONING AND PROBLEM-SOLVING 

▲ Goal IT-C 6. Child learns to use a variety of strategies in solving problems.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Engages in simple repeated 

actions to reach a goal, such 

as trying to get whole hand 

and then fingers or thumb in 

mouth.

Explores how to make 

something happen again or 

how something works by 

doing actions over and over 

again, such as repeatedly 

filling a container and 

emptying it out. 

Engages in activities for longer 

periods of time and tries 

several times to solve more 

challenging problems, often 

using a combination of actions 

or behaviors.

S Uses a variety of strategies 

to solve problems, such as 

trial and error, simple tools, or 

asking someone to help.

S Tries to solve the same 

problem in several different 

ways at different times. 

▲ Goal IT-C 7. Child uses reasoning and planning ahead to solve problems.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses own actions or 

movements to solve simple 

problems, such as rolling to 

the side to reach an object or 

kicking to make something 

move.

Tries different solutions to 

everyday problems until 

discovering one that works. 

May try the same strategy 

multiple times even if it is not 

working.

Uses problem-solving and 

experimenting to figure out 

solutions to everyday problems, 

including in social situations, 

such as when two children who 

both want to fit into a small car 

agree to take turns.

S Tries to fix things that are 

broken, such as putting a toy 

back together or using tape to 

repair a torn paper.

S Plans ways to solve problems 

based on knowledge and 

experience, such as getting a 

stool to reach a book that is 

on a shelf after trying to reach 

it on tiptoes. 

Toddlers use a variety of strategies as 

they match and sort objects by color, 

shape, or size. 
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 55

COGNITION

▲ Domain: Cognition

SUB-DOMAIN: EMERGENT MATHEMATICAL THINKING

▲ Goal IT-C 8. Child develops sense of number and quantity.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Attends to quantity in play 

with objects, such as 

reaching or looking for more 

than one object.

Uses a few basic words to 

refer to change in the amount 

of objects, such as asking for 

“more” or saying “all gone” 

when a plate is empty.

Uses language to refer to 

quantity, such as using some 

number words or signs to 

identify small amounts, or 

using other words referring to 

quantity, such as a little, too 

much or a lot.

S Counts small number of 

objects (2–3), sometimes 

counting the same object 

twice or using numbers out 

of order.

S Identifies “more” or “less” 

with a small number of items 

without needing to count 

them.

S Uses fingers to show how old 

they are.

▲ Goal IT-C 9. Child uses spatial awareness to understand objects and their movement in space.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Explores or examines objects 

and watches objects when 

they move.

Explores how things fit 

together, how they fit with 

other things, and how they 

move through space, such as 

a ball thrown under a table.

Predicts or anticipates how 

things move through space, 

or fit together or inside other 

things, such as putting smaller 

objects into a small box and 

larger objects into a large box.

S Does puzzles with interlocking 

pieces, different colors and 

shapes.

S Understands some effects of 

size or weight when picking 

up or moving objects. 

▲ Goal IT-C 10. Child uses matching and sorting of objects or people to understand similar and different 

characteristics.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Explores or examines 

differences between familiar 

or unfamiliar people or 

between different types of 

objects, such as by mouthing 

or shaking a toy. 

Matches objects by similar or 

related characteristics, such 

as matching shapes with 

openings in a shape-sorting 

box or by putting a toy bottle 

with a baby doll.

Sorts objects into two 

groups based on a single 

characteristic, such as grouping 

toy animals separately from toy 

cars, or putting red socks and 

white socks in different piles.

S Sorts toys or other objects by 

color, shape or size. 

S Orders some objects by size.

S Identifies characteristics of 

people, such as “Mom has 

black hair like me.”
▲ INFANT/TODDLER

56 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

▲ Domain: Cognition

SUB-DOMAIN: IMITATION AND SYMBOLIC REPRESENTATION AND PLAY 

▲ Goal IT-C 11. Child observes and imitates sounds, words, gestures, actions, and behaviors.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Engages in reciprocal 

imitation games, such as 

patting on a table or handing 

an object back and forth. 

Imitates what other people 

did earlier, such as wiping up 

a spill or closing a door.

Imitates more complex actions, 

words, or signs at a later time in 

order to communicate, make, 

or do something.

S Watches and imitates adult 

actions involving multiple 

steps, such as getting spoons 

and forks to set a table.

S Imitates someone else’s 

conversation, such as in 

pretend play or on a toy 

phone.

▲ Goal IT-C 12. Child uses objects or symbols to represent something else.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Uses toy objects in ways 

similar to the real objects 

they represent, such as 

talking on a toy phone.

Uses objects as symbols 

to represent other objects 

during pretend play, such as 

using blocks for toy cars or 

trucks.

S Uses familiar objects to 

represent something else.

S Improvises with props during 

pretend play, such as using a 

towel for a blanket or making 

a cookie out of play dough.

S Understands that some 

symbols have meaning, such 

as a sign or a drawing.

▲ Goal IT-C 13. Child uses pretend play to increase understanding of culture, environment, and experiences.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Imitates everyday actions of 

others, such as pretending to 

feed a doll or stuffed toy.

Acts out routines, stories, 

or social roles using toys 

and other materials as 

props, such as setting toy 

dishes and cups on a table 

or pretending to shop for 

groceries. 

S Seeks to involve others in 

pretend or make-believe play.

S Looks for props to use when 

telling or making up a story.

S Uses pretend play to try 

out solutions to everyday 

problems, such as ways to 

respond to stressful situations.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 57

COGNITION

● Domain: Mathematics Development

SUB-DOMAIN: COUNTING AND CARDINALITY

● Goal P-MATH 1. Child knows number names and the count sequence.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Says or signs some number words in 

sequence (up to 10), starting with one. 

Understands that counting words are 

separate words, such as “one,” “two,” 

“three” versus “onetwothree”. 

Says or signs more number words in 

sequence. 

z Counts verbally or signs to at least 20 

by ones.

● Goal P-MATH 2. Child recognizes the number of objects in a small set.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Develops an understanding of what 

whole numbers mean. Begins to 

recognize the number of small objects 

in groups without counting (referred to 

as “subitizing”).

Quickly recognizes the number of 

objects in a small set (referred to as 

“subitizing”).

z Instantly recognizes, without counting, 

small quantities of up to 5 objects and 

says or signs the number.

● Goal P-MATH 3. Child understands the relationship between numbers and quantities.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to coordinate verbal counting 

with objects by pointing to or moving 

objects for small groups of objects 

laid in a line (referred to as one-to-one 

correspondence). Begins to understand 

that the last number represents how 

many objects are in a group (referred 

to as “cardinality”). 

Understands that number words 

refer to quantity. May point to or 

move objects while counting objects 

to 10 and beyond (one-to-one 

correspondence). Understands that 

the last number represents how many 

objects are in a group (cardinality). 

z When counting objects, says or signs 

the number names in order, pairing one 

number word that corresponds with one 

object, up to at least 10.

z Counts and answers “How many?” 

questions for approximately 10 objects.

z Accurately counts as many as 5 objects 

in a scattered configuration.

z Understands that each successive 

number name refers to a quantity that is 

one larger.

z Understands that the last number said 

represents the number of objects in a 

set.
● PRESCHOOL

58 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

● Domain: Mathematics Development

SUB-DOMAIN: COUNTING AND CARDINALITY (continued)

● Goal P-MATH 4. Child compares numbers.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to accurately count and 

compare objects that are about the 

same size and are in small groups 

with adult assistance, such as counts 

a pile of 2 blocks and a pile of 4, and 

determines whether the piles have the 

same or different numbers of blocks. 

Identifies the first and second objects 

in a sequence. 

Counts to determine and compare 

number amounts even when the larger 

group’s objects are smaller in size, 

such as buttons, compared with the 

smaller group’s objects that are larger 

in size, such as markers. Uses numbers 

related to order or position.

z Identifies whether the number of objects 

in one group is more than, less than, or 

the same as objects in another group for 

up to at least five objects.

z Identifies and uses numbers related to 

order or position from first to tenth.

● Goal P-MATH 5. Child associates a quantity with written numerals up to 5 and begins to write numbers.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to understand that a written 

numeral represents a quantity and may 

draw objects or use informal symbols 

to represent numbers. 

Understands that written numbers 

represent quantities of objects, and 

uses information symbols, such as a 

tally, to represent numerals. With adult 

support, writes some numerals up to 10. 

z Associates a number of objects with a 

written numeral 0–5.

z Recognizes and, with support, writes 

some numerals up to 10.

Preschoolers develop 

mathematical knowledge 

as they interact with 

materials.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 59

COGNITION

● Domain: Mathematics Development

SUB-DOMAIN: OPERATIONS AND ALGEBRAIC THINKING

● Goal P-MATH 6. Child understands addition as adding to and understands subtraction as taking away from.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to add and subtract very 

small collections of objects with adult 

support. For example, the teacher says, 

“You have 3 grapes and get 1 more. 

How many in all?” Child counts out 3, 

then counts out 1 more, then counts 

all 4: “1, 2, 3, 4. I have 4!” 

Solves addition problems by joining 

objects together and subtraction 

problems by separating, using 

manipulatives and fingers to represent 

objects. 

z Represents addition and subtraction 

in different ways, such as with fingers, 

objects, and drawings.

z Solves addition and subtraction word 

problems. Adds and subtracts up to 5 to 

or from a given number. 

z With adult assistance, begins to use 

counting on from the larger number for 

addition. For example, when adding a 

group of 3 and a group of 2, counts “One, 

two, three...” and then counts on “Four, 

five!” (keeping track with fingers). When 

counting back for subtraction such as 

taking away 3 from 5, counts, “Five, four, 

three...two!” (keeping track with fingers).

● Goal P-MATH 7. Child understands simple patterns.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Recognizes a simple pattern, and with 

adult assistance, fills in the missing 

element of a pattern, such as boy, 

girl, boy, girl, ___, girl. Duplicates and 

extends ABABAB patterns. 

Creates, identifies, extends, and 

duplicates simple repeating patterns in 

different forms, such as with objects, 

numbers, sounds, and movements. 

z Fills in missing elements of simple 

patterns.

z Duplicates simple patterns in a different 

location than demonstrated, such as 

making the same alternating color 

pattern with blocks at a table that was 

demonstrated on the rug. Extends 

patterns, such as making an eight block 

tower of the same pattern that was 

demonstrated with four blocks.

z Identifies the core unit of sequentially 

repeating patterns, such as color in a 

sequence of alternating red and blue 

blocks.
● PRESCHOOL

60 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

● Domain: Mathematics Development

SUB-DOMAIN: MEASUREMENT

● Goal P-MATH 8. Child measures objects by their various attributes using standard and non-standard 

measurement. Uses differences in attributes to make comparisons.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

With adult support, begins to 

understand that attributes can be 

compared, such as one child can be 

taller than another child. 

With some adult support, uses 

measurable attributes to make 

comparisons, such as identifies objects 

as the same/different and more/less. 

z Measures using the same unit, such as 

putting together snap cubes to see how 

tall a book is.

z Compares or orders up to 5 objects 

based on their measurable attributes, 

such as height or weight.

z Uses comparative language, such as 

shortest, heavier, or biggest.

SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE

● Goal P-MATH 9. Child identifies, describes, compares, and composes shapes.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Recognizes and names typical circle, 

square, and sometimes a triangle. 

With adult support, matches some 

shapes that are different sizes and 

orientations. 

Recognizes and compares a greater 

number of shapes of different sizes 

and orientations. Begins to identify 

sides and angles as distinct parts of 

shapes. 

z Names and describes shapes in terms 

of length of sides, number of sides, and 

number of angles.

z Correctly names basic shapes 

regardless of size and orientation.

z Analyzes, compares and sorts twoand three-dimensional shapes and 

objects in different sizes. Describes 

their similarities, differences, and other 

attributes, such as size and shape.

z Creates and builds shapes from 

components.

Children who are dual language learners (DLLs) may be drawn to math and 

science exploration for the hands-on learning it offers. At the same time, 

they may be more comfortable learning science or math content in their 

home language.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 61

COGNITION

● Domain: Mathematics Development

SUB-DOMAIN: GEOMETRY AND SPATIAL SENSE (continued)

● Goal P-MATH 10. Child explores the positions of objects in space.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to understand spatial vocabulary. 

With adult support, follows directions 

involving their own position in space, 

such as “Stand up and stretch your 

arms to the sky.” 

Increasingly understands spatial 

vocabulary. Follows directions 

involving their own position in space, 

such as “Move to the front of the line.” 

z Understands and uses language related 

to directionality, order, and the position 

of objects, including up/down, and 

in front/behind.

z Correctly follows directions involving 

their own position in space, such as 

“Stand up” and “Move forward.”

 

In the context of play, preschoolers learn about the position of their own bodies 

in space.
● PRESCHOOL

62 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

● Domain: Scientific Reasoning

SUB-DOMAIN: SCIENTIFIC INQUIRY

● Goal P-SCI 1. Child observes and describes observable phenomena (objects, materials, organisms, and events).

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Uses the five senses to observe 

objects, materials, organisms, and 

events. Provides simple verbal or 

signed descriptions. With adult 

support, represents observable 

phenomena, such as draws a picture. 

Makes increasingly complex observations 

of objects, materials, organisms, and 

events. Provides greater detail in 

descriptions. Represents observable 

phenomena in more complex ways, such 

as pictures that include more detail. 

z Identifies the five senses (smell, touch, 

sight, sound, taste) and uses them to 

make observations.

z Uses observational tools to extend the 

five senses, such as a magnifying glass, 

microscope, binoculars, or stethoscope.

z Describes observable phenomena using 

adjectives and labels, such as lemons 

taste sour and play dough feels sticky.

z Represents observable phenomena with 

pictures, diagrams, and 3-D models.

● Goal P-SCI 2. Child engages in scientific talk.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Begins to use scientific vocabulary 

words with modeling and support 

from an adult. Sometimes repeats new 

words offered by adults. 

Uses a greater number of scientific 

vocabulary words. Repeats new 

words offered by adults and may ask 

questions about unfamiliar words.

z Uses scientific practice words or signs, 

such as observe, describe, compare, 

contrast, question, predict, experiment, 

reflect, cooperate, or measure.

z Uses scientific content words when 

investigating and describing observable 

phenomena, such as parts of a plant, 

animal, or object.

Young children learn to use 

observational tools to extend their 

senses and to observe the natural 

world up close.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 63

COGNITION

● Domain: Scientific Reasoning

SUB-DOMAIN: SCIENTIFIC INQUIRY (continued)

● Goal P-SCI 3. Child compares and categorizes observable phenomena.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Sorts objects into groups based on 

simple attributes, such as color. With 

support, uses measurement tools to 

quantify similarities and differences of 

observable phenomena, such as when 

a child scoops sand into two containers 

and with adult assistance, determines 

which container holds more scoops. 

With increasing independence, sorts 

objects into groups based on more 

complex attributes, such as weight, 

sound, or texture. Uses measurement 

tools to assess the properties of and 

compare observable phenomena. 

z Categorizes by sorting observable 

phenomena into groups based on 

attributes such as appearance, weight, 

function, ability, texture, odor, and 

sound.

z Uses measurement tools, such as a 

ruler, balance scale, eye dropper, unit 

blocks, thermometer, or measuring cup, 

to quantify similarities and differences of 

observable phenomena.

 
● PRESCHOOL

64 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

COGNITION

● Domain: Scientific Reasoning

SUB-DOMAIN: REASONING AND PROBLEM-SOLVING

● Goal P-SCI 4. Child asks a question, gathers information, and makes predictions.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Asks simple questions. Uses adults 

as primary resources to gather 

information about questions. With adult 

support and modeling, makes simple 

predictions, such as “I think that the 

golf ball will be heavier than the ping 

pong ball.”

Asks more complex questions. Uses 

other sources besides adults to gather 

information, such as books, or other 

experts. Uses background knowledge 

and experiences to make predictions. 

z Asks questions that can be answered 

through an investigation, such as “What 

do plants need to grow?” or “What 

countries do the children in our class 

come from?”.

z Gathers information about a question 

by looking at books or discussing prior 

knowledge and observations.

z Makes predictions and brainstorms 

solutions based on background 

knowledge and experiences, such as “I 

think that plants need water to grow.” 

or “I think adding yellow paint to purple 

will make brown.”

● Goal P-SCI 5. Child plans and conducts investigations and experiments.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

With adult support, engages in simple 

investigations and experiments, such 

as building a “bridge” out of classroom 

materials and seeing how many dolls 

it will hold before it collapses. Records 

data with teacher assistance, mostly 

using pictures and marks on a page. 

With increasing independence, 

engages in some parts of conducting 

complex investigations or experiments. 

Increasingly able to articulate the steps 

that need to be taken to conduct an 

investigation. Uses more complex ways 

to gather and record data, such as 

with adult support, makes a graph that 

shows children’s favorite snacks. 

z Articulates steps to be taken and lists 

materials needed for an investigation or 

experiment.

z Implements steps and uses materials to 

explore testable questions, such as “Do 

plants need water to grow?” by planting 

seeds and giving water to some but not 

to others.

z Uses senses and simple tools to 

observe, gather, and record data, such 

as gathering data on where children’s 

families are from and creating a graph 

that shows the number of children from 

different countries. 
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 65

COGNITION

● Domain: Scientific Reasoning

SUB-DOMAIN: REASONING AND PROBLEM-SOLVING (continued)

● Goal P-SCI 6. Child analyzes results, draws conclusions, and communicates results.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

With adult assistance, analyzes and 

interprets data. Draws conclusions 

and provides simple descriptions of 

results. For example, an adult suggests 

counting how many dolls can be 

supported by a bridge before it breaks 

and along with the children counts, 

“One, two, three dolls. What happened 

when we put on the next doll?” A child 

says, “The bridge broke!” 

With increasing independence, 

analyzes and interprets data and 

draws conclusions. With adult support, 

compares results to initial prediction 

and generates new questions or 

designs. For example, after putting 

multiple magnets together to create 

one magnet that is not strong enough 

to lift 10 paperclips, builds another 

and tries again. Communicates 

results, solutions, and conclusions in 

increasingly complex ways through 

multiple methods. 

z Analyzes and interprets data and 

summarizes results of investigation.

z Draws conclusions, constructs 

explanations, and verbalizes cause and 

effect relationships.

z With adult support, compares results 

to initial prediction and offers evidence 

as to why they do or do not work. 

Generates new testable questions based 

on results.

z Communicates results, solutions, 

and conclusions through a variety of 

methods, such as telling an adult that 

plants need water to grow or putting 

dots on a map that show the number of 

children from each country.

 

With increasing independence, 

children plan and conduct 

investigations to gather information 

and make predictions about how 

things work. 
66 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

Perceptual, Motor, and 

Physical Development

Perceptual, motor, and physical development is foundational to 

children’s learning in all areas because it permits children to fully 

explore and function in their environment. 

This area of development is represented 

as four elements: perception, gross motor, 

fine motor, and health, safety, and nutrition.

Perception refers to children’s use of their 

senses to gather and understand information and respond to the world around 

them. The use of perceptual information 

is central to infants’ and toddlers’ interactions, exploration, and understanding of 

their experiences. It helps them to understand and direct their everyday experiences, such as pressing harder on clay 

than on play dough to make an art project 

or walking carefully on a slippery surface. 

Preschoolers also rely on perceptual information to develop greater awareness of 

their bodies in space and to move effectively to perform tasks, such as kicking a 

ball to a friend. 

Motor skills support children in fully 

exploring their environment and interacting with people and things and thus, 

support development in all domains. 

Gross motor skills refer to moving the 

whole body and using larger muscles of 

the body, such as those in the arms and 

legs. In infancy, gross motor skills include 

gaining control of the head, neck, and 

torso to achieve a standing or sitting 

position. They also include locomotor 

skills that emerge in the toddler years, 

such as walking, throwing, and stretching. 

Preschoolers gain even greater control 

over their body, contributing to their 

increasing confidence and their ability to 

engage in social play. For example, as children learn to coordinate their movements, 

they are ready to learn how to pedal a 

tricycle and play tag.
Head Start Early Learning Outcomes Framework: Ages Birth to Five | 67 

Fine motor skills refer to using the small muscles found in individual 

body parts, especially those in the hands and feet. Children use 

their fine motor skills to grasp, hold, and manipulate small objects, 

such as their drinking cups, or to use tools, including scissors and 

paint brushes. As they gain hand-eye coordination, preschoolers 

learn to direct the movements of their fingers, hands, and wrists 

to perform more complex tasks, including drawing fine details or 

stringing small beads. Children can practice and refine both their 

fine and gross motor skills during a variety of learning experiences 

and while performing self-help routines, such as eating with a fork 

or putting on clothes. 

The fourth element of perceptual, motor, and physical development 

is health, safety, and nutrition. Children’s physical well-being depends 

on a number of factors, including their knowledge and use of safe, 

healthy behaviors and routines. For example, toddlers are learning 

how to use a toothbrush with adult guidance. As preschoolers 

become more coordinated, they can add toothpaste to their own 

toothbrush. Children’s ability to keep themselves safe and healthy, 

such as communicating to adults when they are hungry or sick, is 

extremely important in its own right and contributes to learning and 

development in all areas. 

For many reasons, the rate and the path of perceptual, motor, and 

physical development vary in young children. Cultural and individual differences must be taken into account. In some cultures, 

children use brushes to write their names or utensils to eat that 

require a great deal of hand-eye coordination. Their fine motor 

development may differ from other children because of their life 

experiences. Children’s food preferences are culturally-based, and 

they may reject foods that are usually considered healthy in other 

cultures. Children with disabilities may require more individualized 

instruction or accommodations. For example, children with physical disabilities may need adaptations, modifications, or assistive 

technology to help them move or hold implements. Children with 

sensory-motor integration challenges also may need accommodations. With appropriate support, all children can achieve strong 

outcomes in perceptual, motor, and physical development.

The development of gross 

motor skills enables 

children to explore 

their environment and 

experiment with different 

ways of moving their 

bodies. As children develop 

more coordinated and 

complex large muscle 

movements, they can 

participate in a variety 

of physical activities.
▲ INFANT/TODDLER

68 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

▲ Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: PERCEPTION 

▲ Goal IT-PMP 1. Child uses perceptual information to understand objects, experiences, and interactions.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses perceptual information 

to organize basic 

understanding of objects 

when given opportunities to 

observe, handle, and use 

objects, including recognizing 

differences in texture and 

how things feel.

Uses perceptual information 

about properties of objects 

in matching and associating 

them with each other through 

play and interaction with an 

adult, such as using a play 

bottle to feed a baby doll. 

Observes others making things 

happen to understand the 

cause and effect relationship 

of intention and action, such as 

seeing an adult prepare to go 

outside and then going to get 

their own jacket.

S Combines information 

gained through the senses 

to understand objects, 

experiences, and interactions.

S Adjusts ways of interacting 

with materials based on 

sensory and perceptual 

information, such as pressing 

harder on clay than on play 

dough to make something.

S Modifies responses in social 

situations based on perceptual 

information, especially when 

meeting new people, such 

as hiding their face from an 

unfamiliar person.

▲ Goal IT-PMP 2. Child uses perceptual information in directing own actions, experiences, and interactions.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Adjusts balance and movement 

with the changing size and 

proportion of own body in 

response to opportunities in 

the environment.

Uses depth perception, scans 

for obstacles, and makes a 

plan on how to move based 

on that information while 

learning to crawl, walk, or 

move in another way. 

Coordinates perceptual 

information and motor actions 

to participate in play and daily 

routines, such as singing songs 

with hand motions or practicing 

self-care skills.

S Adjusts walking or running 

to the type of surface, such 

as a rocky, sandy, or slippery 

surface.

S Handles or explores objects 

or materials in different ways 

depending on perceptual 

information about the objects 

or materials, such as fragile, 

messy, or sticky properties.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 69

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

▲ Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: GROSS MOTOR 

▲ Goal IT-PMP 3. Child demonstrates effective and efficient use of large muscles for movement and position.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Explores new body positions 

and movements, such as 

rolling over, sitting, crawling, 

hitting or kicking at objects to 

achieve goals.

Moves from crawling to 

cruising to walking, learning 

new muscle coordination for 

each new skill, and how to 

manage changing ground 

surfaces.

Gains control of a variety of 

postures and movements 

including stooping, going from 

sitting to standing, running, and 

jumping.

S Coordinates movements and 

actions for a purpose. 

S Walks and runs, adjusting 

speed or direction depending 

on the situation.

▲ Goal IT-PMP 4. Child demonstrates effective and efficient use of large muscles to explore the environment.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses each new posture 

(raising head, rolling onto 

back, sitting) to learn new 

ways to explore the 

environment. For example, 

sits up to be able to reach for 

or hold objects.

Uses body position, balance, 

and especially movement 

to explore and examine 

materials, activities, and 

spaces.

Uses a variety of increasingly 

complex movements, body 

positions, and postures to 

participate in active and quiet, 

indoor and outdoor play.

S Explores environments using 

motor skills, such as throwing, 

kicking, jumping, climbing, 

carrying, and running.

S Experiments with different 

ways of moving the body, 

such as dancing around the 

room.

▲ Goal IT-PMP 5. Child uses sensory information and body awareness to understand how their body relates to 

the environment.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Responds to sounds and 

sights in the environment by 

orienting head or body to 

understand the information in 

the event. For example, a 

young infant will turn towards 

an adult and re-position their 

body to be picked up.

Shows awareness as an 

accomplished crawler or 

walker of new challenges or 

dangers in the environment, 

such as steep inclines or 

drop-offs. 

Shows understanding of what 

size openings are needed for 

their body to move through. 

Learns about body size, such as 

doll clothes won’t fit on a child’s 

body or a child’s body won’t fit 

on dollhouse furniture.

S Maintains balance and 

posture while seated and 

concentrating, such as 

working with clay, blocks, or 

markers or looking at a book.

S Adjusts position of body to fit 

through or into small spaces.
▲ INFANT/TODDLER

70 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

▲ Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: FINE MOTOR 

▲ Goal IT-PMP 6. Child coordinates hand and eye movements to perform actions.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Coordinates hands and eyes 

when reaching for and 

holding stable or moving 

objects. 

Uses hand-eye coordination 

for more complex actions, 

such as releasing objects into 

a container, or stacking cups, 

rings or blocks, or picking up 

pieces of food one by one.

Uses hand-eye coordination 

when participating in routines, 

play and activities, such as 

putting on a mitten, painting 

at an easel, putting pieces of 

a puzzle together, or folding 

paper.

S Uses hand-eye coordination 

to manipulate objects and 

materials such as completing 

puzzles or threading beads 

with large holes.

S Uses hand-eye coordination 

in handling books, such as 

turning pages, pointing to a 

picture, or looking for favorite 

page.

▲ Goal IT-PMP 7. Child uses hands for exploration, play, and daily routines.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses single actions to explore 

shape, size, texture, or 

weight of objects, such as 

turning an object over or 

around, or dropping or 

pushing away an object.

Explores properties of objects 

and materials by using 

various hand actions, such as 

pulling at them, picking them 

up to examine them, pointing 

to learn their names, turning 

knobs on objects, or turning 

pages in a board book.

Plans ways to use hands for 

various activities, such as 

stacking, building, connecting, 

drawing, painting, and doing 

self-care skills or routines.

S Uses hands efficiently for a 

variety of actions or activities, 

such as building with blocks, 

wiping up a spill, or feeding self.

S Coordinates use of both 

hands to put things together, 

such as connecting blocks or 

linking toys.

▲ Goal IT-PMP 8. Child adjusts reach and grasp to use tools.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Uses increasingly refined 

grasps, matching the grasp to 

the task, such as using an 

index finger and thumb to 

pick up pieces of cereal or 

using the whole hand to bang 

objects together.

Extends reach by using 

simple tools, such as a pull 

string, stick, or rake to pull a 

distant object closer.

Adjusts grasp to use different 

tools for different purposes, 

such as a spoon, paintbrush, or 

marker.

S Adjusts grasp with ease to 

new tools and materials.

S Uses pincer grasp with thumb 

and fingers to manipulate 

small objects or handle tools, 

such as stringing small beads.

S Uses hand tools in a variety 

of ways, such as a rolling pin 

with clay or play dough, or a 

toy shovel with sand.
▲ INFANT/TODDLER

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 71

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

▲ Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION 

▲ Goal IT-PMP 9. Child demonstrates healthy behaviors with increasing independence as part of everyday routines.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Anticipates and cooperates 

in daily routines, such as 

washing hands, blowing 

nose, or holding a toothbrush 

with assistance from adults.

Participates in healthy 

care routines with more 

independence, such as 

washing hands, blowing nose, 

brushing teeth, or drinking 

from a cup. 

S Shows increasing 

independence in self-care 

routines with guidance from 

adults.

S Puts on or takes off some 

articles of clothing, such as 

shoes, socks, coat, or hat.

▲ Goal IT-PMP 10. Child uses safe behaviors with support from adults.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Emerging Accepts adult guidance, 

support, and protection when 

encountering unsafe situations. 

Learns some differences 

between safe and unsafe play 

behaviors, such as not to stand 

on chairs or tables, or not to put 

small objects in mouth.

S Cooperates with adults when 

in unsafe situations, such as 

taking an adult’s hand to cross 

a street or being cautious 

around an unfamiliar dog.

S Shows some understanding 

of safe and unsafe behaviors, 

such as not touching a hot 

stove.

▲ Goal IT-PMP 11. Child demonstrates increasing interest in engaging in healthy eating habits and making 

nutritious food choices.

DEVELOPMENTAL PROGRESSION INDICATORS

Birth to 9 Months 8 to 18 Months 16 to 36 Months By 36 Months

Emerging Shows interest in new foods 

that are offered.

Shows willingness to try new 

nutritious foods when offered 

on multiple occasions. 

Sometimes makes nutritious 

choices about which foods 

to eat when offered several 

choices, with support from 

an adult.

S Expresses preferences about 

foods, specifically likes or 

dislikes, sometimes based on 

whether the food is nutritious.

S Sometimes makes nutritious 

choices with support from an 

adult.

S Communicates to adults when 

hungry, thirsty, or has had 

enough to eat.
● PRESCHOOL

72 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

● Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: GROSS MOTOR

● Goal P-PMP 1. Child demonstrates control, strength, and coordination of large muscles.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Balances, such as on one leg or a 

beam, for short periods with some 

assistance. Performs some skills, such 

as jumping for height and hopping, but 

these skills may not be consistently 

demonstrated. Engages in physical 

activity that requires strength and 

stamina for at least brief periods.

Balances, such as on one leg or on 

a beam, for longer periods of time 

both when standing still and when 

moving from one position to another. 

Demonstrates more coordinated 

movement when engaging in skills, 

such as jumping for height and distance, 

hopping, and running. Engages in more 

complex movements, such as riding a 

tricycle, with ease. Engages in physical 

activities of increasing levels of intensity 

for sustained periods of time.

z Demonstrates balance in large-muscle 

movement, such as walking on a log 

without falling or balancing on one leg.

z Performs activities that combine and 

coordinate large muscle movements, 

including swinging on a swing, climbing 

a ladder, or dancing to music. 

z Demonstrates strength and stamina 

that allow for participation in a range 

of physical activities, such as running 

around playing tag.

● Goal P-PMP 2. Child uses perceptual information to guide motions and interactions with objects and other people.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Somewhat aware of own body, space, 

and relationship to other objects. May 

have difficulty consistently coordinating 

motions and interactions with objects 

and other people. 

Shows increasing awareness of body, 

space, and relationship to other 

objects in ways that allow for more 

coordinated movements, actions, and 

interactions with others. 

z Demonstrates awareness of own body and 

other people’s space during interactions.

z Moves body in relation to objects to 

effectively perform tasks, such as 

moving body in position to kick a ball.

z When asked, can move own body in 

front of, to the side, or behind something 

or someone else, such as getting in line 

with other children.

z Changes directions when moving with 

little difficulty.

Some preschoolers may have Individualized Education 

Programs (IEPs) that include goals for gross motor 

development. Working with specialists, adults can 

design experiences, such as an obstacle course in 

the outdoor play area, that will promote strong child 

outcomes for all children.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 73

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

● Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: FINE MOTOR

● Goal P-PMP 3. Child demonstrates increasing control, strength, and coordination of small muscles.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Performs simple hand-eye tasks, such 

as drawing simple shapes like circles 

and cutting paper with scissors. May 

demonstrate limited precision and 

control in more complex tasks. 

Performs tasks that require more 

complex hand-eye coordination, such 

as cutting out shapes and drawing 

letter-like forms, with moderate levels 

of precision and control. 

z Easily coordinates hand and eye 

movements to carry out tasks, such as 

working on puzzles or stringing beads 

together.

z Uses a pincer grip to hold and 

manipulate tools for writing, drawing, 

and painting.

z Uses coordinated movements to 

complete complex tasks, such as cutting 

along a line, pouring, or buttoning.

 

Preschoolers exhibit complex fine motor coordination when using tools to 

complete tasks.
● PRESCHOOL

74 | Head Start Early Learning Outcomes Framework: Ages Birth to Five 

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

● Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION

● Goal P-PMP 4. Child demonstrates personal hygiene and self-care skills.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows an awareness of personal 

hygiene and self-care skills, such as 

telling an adult it is important to wash 

hands before eating. May not complete 

or exhibit these skills regularly without 

adult guidance and supervision. 

Begins to take more responsibility for 

personal hygiene and self-care skills. 

Sometimes completes them without adult 

prompting. 

z Washes hands with soap and water. 

Knows to do this before eating, after 

using the bathroom, or after blowing 

nose.

z Demonstrates increasing ability to take 

responsibility for participating in personal 

self-care skills, such as brushing teeth or 

getting dressed.

● Goal P-PMP 5. Child develops knowledge and skills that help promote nutritious food choices and eating habits.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Demonstrates a basic knowledge 

of the role of foods and nutrition in 

healthy development. Often requires 

adult guidance and supervision to 

make healthy eating choices. 

Demonstrates an increasing 

understanding of the ways in which 

foods and nutrition help the body grow 

and be healthy. Makes healthy eating 

choices both independently and with 

support.

z Identifies a variety of healthy and 

unhealthy foods. 

z Demonstrates basic understanding that 

eating a variety of foods helps the body 

grow and be healthy. 

z Moderates food consumption based on 

awareness of own hunger and fullness. 

Preschoolers show increasing 

responsibility for personal 

hygiene and exhibit greater 

coordination needed for selfcare skills.
● PRESCHOOL

Head Start Early Learning Outcomes Framework: Ages Birth to Five | 75

PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT

● Domain: Perceptual, Motor, and Physical Development

SUB-DOMAIN: HEALTH, SAFETY, AND NUTRITION (continued)

● Goal P-PMP 6. Child demonstrates knowledge of personal safety practices and routines.

DEVELOPMENTAL PROGRESSION INDICATORS

36 to 48 Months 48 to 60 Months By 60 Months

Shows awareness of a growing number 

of personal safety practices and 

routines. Looks to adults for support in 

enacting these. 

Exhibits increasing independence 

in following basic personal safety 

practices and routines. Follows adult 

guidance around more complex 

practices. 

z Identifies, avoids, and alerts others to 

danger, such as keeping a safe distance 

from swings.

z Identifies and follows basic safety rules 

with adult guidance and support, such 

as transportation and street safety 

practices.