Goal P-ATL 4. Child manages actions, words and behavior with increasing independence. 36-48 Months: Manages own actions, words and behavior with frequent support from adults such as reminders to use gentle touches and friendly words. 48-60 Months: Manages own actions, words and behavior with occasional support from adults. 60 Months: 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. Manages behavior according to expectations. Waits for turn. Refrains from aggressive behavior. Begins to understand the consequences of behavior. Goal P-ATL 5. Child demonstrates an increasing ability to control impulses. 36-48 Months: Frequently engages in impulsive behaviors but inhibits them when directly supported by an adult. 48-60 Months: Sometimes controls impulses independently while at other times needs support from an adult. 60 Months: Stops an engaging activity to transitions to another less desirable activity with adult guidance and support. Delays having desires met such as agreeing to wait turn to start an activity. Without adult reminders waits to communicate information to a group. Refrains from responding impulsively such as waiting to be called on during group discussion of requesting materials rather than grabbing them. Goal P-ATL 6. Child maintains focus and sustains attention with minimal adult support. 36-48 Months: With adult support, focuses attention on tasks and experiences for short periods of time despite interruptions or distractions. 48-60 Months: With increasing independence, focuses attention on tasks and experiences for longer periods of time, despite interruptions or distractions. 60 Months: Maintains focus on activities for extended periods of time such as 15 minutes or more. Engages in purposeful play for extended periods of time. Attends to adult during large and small group activities with minimal support.
Goal P-ATL 7. Child persists in tasks. 36-48 Months: Persists on preferred tasks when presented with small challenges with or without adult support. 48-60 Months: Frequently persists on preferred tasks. Sometimes persists on less preferred activities with or without adult support. 60 Months: Complete tasks that are challenging or less preferred despite frustration. 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. 36-48 Months: Holds small amounts of information in mind, such as two step directions to successfully completed simple tasks. 48-60 Months: Holds an increasing amount of information in mind in order to successfully complete tasks. 60 Months: Accurately recounts recent experiences in the correct order and includes relevant details. Successfully follows detailed multi-step directions sometimes with reminders. Remembers actions to go with stories or songs shortly after being taught. Goal P-ATL 9. Child demonstrates flexibility in thinking and behavior. 36-48 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 doesn’t work. 48-60 Months: 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. 60 Months: Tries different strategies to complete work or solve problems including with other children. Applies different rules in contexts that require different behaviors such as using indoor voices or feet instead of outdoor voices or feet. Transitions between activities without getting upset. Domain: Approaches to Learning Sub-Domain: Initiative and Curiosity Goal P-ATL 10. Child demonstrate initiative and independence. 36-48 Months: Regularly shows initiative, particularly in interactions with familiar adults. Works independently for brief periods of time without adult prompting. 48-60 Months: Frequently shows initiative particularly when engaged in preferred activities. Demonstrates a willingness and capability to work independently for increasing amounts of time. 60 Months: Engages in independent activities. Makes choices and communicates these to adults and other children. 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. 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-MATH 7. Child understands simple patterns. 36-48 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. 48-60 Months: Creates, identifies, extends and duplicates simple repeating patterns in different forms such as with objects, numbers, sounds and movements. 60 Months: Fills in missing elements of simple patterns. 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. Identifies the core unit of sequentially repeating patterns such as color in a sequence of alternating red and blue blocks. 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. 36-48 Months: With adult support begins to understand that attributes can be compared such as one child can be taller than another child. 48-60 Months: With some adult support uses measurable attributes to make comparisons such as identifies objects as the same/different and more/less. 60 Months: Measures using the same unit such as putting together snap cubes to see how tall a book is. Compares or orders up to 5 objects based on their measurable attributes such as height and weight Uses comparative language such as shortest, heavier or biggest. Domain: Mathematics Development Sub-Domain: Geometry and Spatial Sense Goal P-MATH 9. Child identifies, describes, compares and composes shapes. 36-48 Months: Recognizes and names typical circle, square, and sometimes triangle. With adult support matches some shapes that are different sizes and orientations. 48-60 Months: Recognizes and compares a greater number of shapes of different sizes and orientations. Begins to identify sides and angles as distinct parts of shapes. 60 Months: Names and describes shapes in terms of length of sides, number of sides and number of angles. Correctly names basic shapes regardless of size and orientation. Analyzes, compares and sorts two and three dimensional shapes and objects in different sizes. Describes their similarities, differences and other attributes such as size and shape. Creates and builds shapes.
Goal P-SCI 3. Child compares and categorizes observable phenomena 36-48 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. 48-60 Months: 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. 60 Months: Categorizes by sorting observable phenomena into groups based on attributes such as appearance, weight, function, ability, texture, odor and sound. 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. Domain: Scientific Reasoning Sub-Domain: Reasoning and Problem Solving Goal P-SCI 4. Child asks a question, gathers information and make predictions. 36-48 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 gold ball will be heavier than the ping pong ball.” 48-60 Months: Asks more complex questions. Uses other sources besides adults to gather information such as books, or other experts. Use background knowledge and experiences to make predictions. 60 Months: 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?” Gathers information about a question by looking at books or discussing prior knowledge and observations. 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. 36-48 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. 48-60 Months: 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. 60 Months: Articulates steps to be taken and lists materials needed for investigation or experiment. 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. 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. Goal P-SCI 6 Child analyzes results, draws conclusions and communicates results. 36-48 Months: With adult assistance analyzes and interprets data. Draws conclusions and provides simple descriptions of results. For example, an adult suggests counting how may 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!” 48-60 Months: 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 paper clips, builds another and tries again. Communicates results, solutions and conclusions in increasingly complex ways through multiple methods. 60 Months: Analyzes and interprets data and summarizes results of investigation. Draws conclusions, constructs explanations and verbalizes cause and effect relationships. 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. 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.