Strand A: Early learning experiences will support children to develop effective approaches to learning. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 4 to 5 years Eagerness to C.6.3 Laugh, babble, increase movement, and engage in repetition of a learning activity C.12.3 Seek out new materials and experiences C.18.3 Explore new ways to use objects and observe results C.24.3 Demonstrate a desire to accomplish a new skill. May look to others for approval and congratulations C.36.3 Demonstrate enthusiasm for new learning (may be within familiar contexts) C.48.3 Seek out new challenges and experiences C.60.4 Show pride in accomplishment when reaching mastery of a skill and share experiences with others HELP Strands and Items Individual items in the Strand: 5-3: Expression of Emotions and Feelings (5.07,2.06, 2.10) Cooperation with in Learning Experiences C.48.4 Engage in and complete learning activities with peers C.60.5 Plan and complete learning activity with a peer C.48.5 Help and cooperate in group C.60.6 Model or teach peers how to use materials or complete a task HELP Strands and Items The precursors to the skills in this learning progression are represented in the HELP strand 5-5 Social Interactions and Play. Cause and Effect C.6.4 Show interest in the results of their actions and “accidental” discoveries C.12.4 Recognize effect of actions on object - cause and effect (e.g., shake a rattle and it makes a sound) C.18.4 Learn by observing or listening to others and repeating their actions or verbalizations C.24.4 Repeat actions over and over and notice results C.36.4 Vary actions to observe different results (e.g., hit lever harder to see if result changes) C.48.6 Manipulate materials and communicate about the impact of own actions C.60.7 Try multiple uses of same materials and observe differing results HELP Strands and Items 1-4 B: Problem Solving: Means-Ends 1-4 C: Problem Solving: Cause and Effect trial
Strand B: Early learning experiences will support children to use logic and reasoning. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Attributes, Sorting and Patterns C.6.5 Recognize familiar people or objects in the immediate environment (e.g., notice differences between various people and objects) C.12.5 Respond to new or novel objects with interest, recognizing differences C.18.5 Match objects that are the same (simple categorizing) C.24.5 Sort objects by type (e.g., cars and blocks) and put some objects in order (e.g., lines up three objects from smallest to biggest) C.36.5 Identify differences between objects across multiple characteristics (e.g., texture, shape, size) C.48.7 Identify similarities and differences in objects, people, events, sounds based on one attribute (e.g., same or different colors, loud or soft sound) C.60.8 Compare relative attributes of objects, people, events, sounds (e.g., louder, more, less) C.48.8 Recognize patterns in routines, objects and/or sounds and replicate sequence objects or language C.60.9 Use familiar patterns to solve problems and reason (e.g., if we go to the library every other day and we went yesterday, today we will...) C.60.10 to question accuracy of information and sources as evidenced by sharing conflicting information from another source (e.g., when the teacher shares information with class, says, “But my dad says…”) HELP Strands and Items 1-7 A: Discrimination/Classification: Matching and Sorting
Strand B: Early learning experiences will support children to use logic and reasoning (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Problem Solving C.6.6 Sometimes will show they can solve problems by reaching for desired toys or blanket C.12.6 Use a variety of actions to obtain desired objects C.18.6 Purposefully experiment with the effects of new actions upon objects C.24.6 Try a successful strategy in a new situation (e.g., tugging or prying on something that is stuck) C.36.6 Use objects in new and unexpected ways to solve problems through and error C.48.9 of and try an alternative strategy when a first attempt at solving a problem is unsuccessful C.60.11 Try multiple strategies to a problem and draw on multiple resources (e.g., look at what a peer is doing for ideas) C.12.7 Solve simple manipulative challenges through observation and imitation (e.g., putting something “into a bucket”) C.18.7 Utilize shapes and sorting May use and error to fit objects together C.24.7 Take things apart and try to put them back together C.36.7 Use spatial relationships to problems (e.g., fit pieces into puzzle) HELP Strands and Items 1-4 A-C: Problem Solving (Object Permanence, Means-End and Cause and Effect)
Strand B: Early learning experiences will support children to use logic and reasoning (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Symbolic Representation C.18.8 Use dolls and stuffed animals as if they were real (e.g., rocks doll, pets stuffed dog) C.24.8 Play with dolls or stuffed animals and realistic props together (e.g., use a play spoon to feed a doll) C.36.8 Use a similar object to represent another object in play (e.g., pretend a pencil is a spoon) C.48.10 Use or make a prop to represent an object (e.g., build a telephone) C.60.12 Use dissimilar objects to represent other objects in play or perform an action with an imaginary object (e.g., use stirring action without anything in hand) C.18.9 Engage in pretend play with realistic objects (e.g., uses a play to pretend to make a phone call) C.24.9 Act out familiar functions in play (e.g., sweeping floor, pouring milk) C.36.9 Act out relational in play (e.g., mom or dad with baby) C.48.11 Act out actions or scenarios involving familiar roles (e.g., teacher, doctor, firefighter) C.60.13 Engage in extended pretend play scenarios and display recognition of the difference between pretend or fantasy situations and reality C.48.12 Represent people, places or things through simple drawings, movements and three-dimensional construction C.60.14 Represent people, places or things through drawings, movements and/or three-dimensional constructions that are increasingly abstract (e.g., may draw a map that includes an “X” that marks the location of the treasure) HELP Strands and Items 1-1: Development of Symbolic Play
Strand B: learning experiences will support children to develop self-regulation. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Regulation of Emotions and Behavior SE.6.3 In addition to comforted by familiar adult, can also get comfort from sucking thumb, fist, or pacifier SE.12.3 Have ways to comfort self, which may involve items such as a stuffed animal or a special blanket that help them feel safe and secure SE.18.3 Show increasing regulation through daily routines, activities and familiar adults SE.24.3 With adult assistance, find comfort in rituals and routines. May use special comfort object to self-soothe (especially at nap time) SE.36.3 With support, use self- soothing techniques to calm SE.48.3 Use strategies to self-soothe with limited adult support SE.60.3 Use strategies to self-soothe across situations with minimal prompting and strategies with peers or family SE 60.4 Demonstrate increased ability to consider the social standards of the environment when responding to their emotional state HELP Strands and Items 5-3: Expression of Emotions and Feelings Multiple items from the strand of 0.0: Regulatory/Sensory Organization
Strand B: Early learning experiences will support children to develop self-regulation (continued) 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 4 to 5 years Regulation of Impulses and Behavior SE.6.4 Respond to having needs met (e.g., is comforted by being picked up or fed) SE.12.4 Respond to adult interactions, including tone of voice, expression and gestures (e.g., shaking head and frowning) SE.18.4 Respond to adult guidance to accept an alternative to initial desire or impulse (e.g., a from the shelf vs. one another child has, food choices) SE. 24.4 Accept some redirection from adults SE.36.4 Begin to control behavior by responding to choice and limits provided by an adult SE.48.4 With adult guidance and support, wait for short period of time to get something wanted (e.g., waiting for turn with a toy or waiting for next step in daily routine) SE.60.5 Tolerate small levels of frustration and disappointment, displaying appropriate behavior with adult prompting and support SE.12.5 Show anticipation and respond to familiar routines in their lives SE.18.5 Within the context of a responsive adult relationship, will begin to tolerate a brief wait for needs to be met SE.24.5 Is aware of typical routine and shows some understanding of rules, but may need adult support SE.36.5 Make transitions and follow basic routines and rules with adult supervision SE.48.5 Make transitions and follow schedule, routines and rules with occasional reminders SE.60.6 Initiate previously taught strategies to help gratification (e.g., sets up turn-taking with a peer, finds a book to read while waiting for a special activity) SE.18.6 Show anticipation of next step in daily routine (e.g., reaches or signs for bib when placed in high chair) SE.60.7 Recall and follow daily routines with little support, including adapting to changes in rules and routines HELP Strands and Items 5-4 Learning Rules and Expectations
Physical Development and Health 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 4 to 5 years Learning Progression Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Strand A: learning experiences will support children to develop gross motor skills. Mobility *Children may use adaptive equipment or an assistive device to achieve independence on these indicators PH.6.1 Show head control when in any position and during transitional movement PH.12.1 Get into sitting position on own and play while in this position PH.18.1 Use walking as main of mobility and pull toy when walking PH.24.1 Walk with legs closer together and able to change directions smoothly and carry objects PH.36.1 Walk and run on various surfaces and level changes with balance and control of speed PH.48.1 Walk up and down stairs alternating feet while carrying an object PH.60.1 Alternate direction while running and stop easily without losing balance PH.6.2 Roll over, usually from both directions PH.12.2 Move when on the floor by rolling, creeping, crawling with purpose PH.18.2 Stand from a squat position using arms to push off floor PH.24.2 to run PH.6.3 Reach, grasp and bat for objects overhead and eventually reach and play with feet when on back PH.36.2 Walk up and down stairs alternating feet on steps with railing held PH.6.4 Push up and support weight on forearms when on stomach PH.12.3 Pull to stand, cruise along furniture and stand alone. May take a few steps independently or with help PH.18.3 Creep up and down stairs PH.24.3 Walk up and down steps holding onto rail, often leading with the same foot and negotiating one step at a time PH.6.5 Sit with support HELP Strands and 3-1: Prone 3-2: Supine 3-3: Sitting 3-4: Weight-bearing in Standing 3-5: Mobility and Transitional Movements 3-7A: Standing 3-8B: Walking/Running 3-8E: Stairs
Strand A: Early learning experiences will support children to develop gross motor skills (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Large Muscle Movement and Coordination PH.18.4 Throw ball in forward direction PH.24.4 Use more complicated series of movements such as climbing onto and down from furniture without help, propelling self on ride-on toys PH.36.3 Catch and throw a playground ball with an adult short distance away PH.48.2 Combine several motor skills in an organized way, such as moving through an obstacle course or participating in a creative movement activity following directives PH.60.2 Coordinate more complex movements with increasing control, balance, and accuracy (e.g., climbing on playground equipment, pumping a bending, twisting, playing hopscotch, riding tricycle) PH.36.4 Jump with two feet PH.48.3 Hop on one foot PH.24.5 Catch a large ball tossed from a short distance against their body using both arms PH.36.5 Kick a ball in forward direction PH.48.4 Kick ball at target a short distance away with accuracy and speed PH.48.5 Throw small ball overhand at target a short distance away with accuracy HELP Strands and Items 3-7C: Jumping 3-7D: Climbing 3-7E: Catching/Throwing 3-7G: Riding a Tricycle 3-7H: Balance Beam
Strand B: Early learning experiences will support children to develop fine motor skills. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Visual Integration PH.6.6 Locate an object vision or sound, reach and grasp the object PH.12.4 Reach into containers or reach to activate a simple cause and effect toy PH.18.5 Engage in play that requires using vision and hands such as building a tower or structure, with several blocks balanced on top of each other or placing a large peg in a pegboard base PH.24.6 Orient pieces to opening and complete a simple inset form board/puzzle or shape sorter PH.36.6 Use common that require eye- hand coordination with precision and for intended purpose (e.g., hammer peg, twist handle to open latch, put body parts on Mr. Potato) PH.48.6 Use smaller objects with precision (e.g., put pegs in light board, use large needle to sew, use scissors to cut on curved line, etc.) PH.60.3 Use coordinated movements to manipulate materials, including cutting and drawing with control and using appropriate hand position to manipulate objects (e.g., thumb up position while using scissors) PH.6.7 Follow an object with eyes across body, crossing the middle PH.12.5 Combine and separate toys (e.g., replace and remove rings from post in any order) HELP Strands and Items Visual Responses and Tracking Grasp and Prehension Reach/Approach Individual Items from the strand: 1-5 Spatial Relationships (4.48, , 1.147)
Strand C: Early learning experiences will support children to acquire adaptive skills (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Safety and Responsibility PH.18.8 Typically respond to adult requests to stop unsafe behavior PH. 24.9 Show awareness of that are unsafe and point them out to familiar adults (e.g., point out open gate above stairs, show them a knife that is left on counter) PH.36.9 Tell several basic safety rules at home and in familiar settings (e.g., school, library and playground). Bring other children’s rule-breaking to the attention of adults PH.48.9 Understand basic safety rules at home and in familiar settings (e.g., school, library and playground). Generally follow and bring other children’s rule-breaking to the attention of adults PH.60.7 Understand the reason for most basic safety rules at home, in familiar settings and in the community HELP Strands 5-4: Learning Rules and Expectations Dressing and Hygiene PH.12.9 Participate in dressing, undressing and bathing by holding arms out, taking off socks, etc. PH.18.9 Show interest in doing things for self, including dressing. Put arm in sleeve, step out of pants, attempt to put on socks or shoes PH.24.10 Engage in dressing and hygiene routines with increasing intention: pull pants up and down, take off jacket, dry own hands PH.36.10 Attempt to complete basic self- care routines (e.g., dressing, undressing, toileting and washing) although may still need caregiver assistance PH.48.10 Manage most aspects of dressing, toileting, hand washing and tooth brushing independently with minimal caregiver reminders to guide and support PH.60.8 Typically manage own dressing, toileting and basic hygiene HELP Strands 6-2: Dressing 6-5: Grooming and Hygiene 6-6: Toileting
The language, communication, and literacy learning progressions included here are intended to represent common development of language skills in a child’s primary language or modes of communication. Children who are learning multiple languages or children who are learning to communicate in modes of communication different from that of their primary caregiver may demonstrate individual variation in their progress toward these language and literacy goals. Those supporting children who are learning multiple languages may also want to refer to the supplemental Dual Language Learner Framework to be used in conjunction with considering a child’s progress in their primary language or mode of communication through the use of this domain. Language, Communication, and Literacy Language and Literacy 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Learning Progression Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Strand A: Early learning experiences will support children to understand language (receptive language). Word Comprehension L.6.1 Respond to facial expressions or voices by changing own facial expression, crying or altering movements L.12.1 Understand that words, gestures and/or signs represent objects, people or experiences L.18.1 Understand that words, gestures or stand for people, objects, or experiences that are not present L.24.1 Demonstrate in a variety of ways understanding of most of what is communicated through gestures, signs or oral language L.36.1 Demonstrate an understanding of an increased vocabulary, influenced by experiences and relationships L.48.1 Understand words or for objects, actions and visible attributes found frequently in both real and symbolic contexts L.60.1 Understand an increasing variety and specificity of for objects, actions and attributes encountered in both real and symbolic contexts L60.2 Determine the meanings of unknown using the context of conversations, pictures or concrete objects L 24.2 Point to familiar objects, people and body parts HELP Strands and Items 2-1 A-B: Understanding the meaning of words (Objects, Events and Relationships; Body Parts) Strand A: Early learning experiences will support children to understand language (receptive language). (continued)
0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Language Comprehension L.6.2 Orient to the direction of or visual cues L.12.2 Can out simple requests (e.g., “wave bye-bye”) L.18.2 Remember language heard repeatedly in stories, poems and interactive language experiences L.24.3 Respond to questions and follow simple directions L.36.2 Follow two- step directions L.48.2 Understand increasingly complex sentences that include 2 - 3 concepts (e.g., “Put the blue paper under the box.”) L.60.3 Understand increasingly complex sentences that include 3-4 concepts (e.g., “Plants are living things that will not survive without soil, sunlight and water.”) L.6.3 React when hearing own name or to positive facial expression HELP Strands and Items 2-2: Understanding and Following Directions Individual skills from the strands: 0-0 Regulatory/Sensory Organization (1.06, 1.07) 1-3 Sound Awareness and Locations (1.04, 1.10, 1.16, 1.19)
Strand B: Early learning experiences will support children to use language (expressive language). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Vocabulary L.6.4 Use a variety of facial expressions and sounds (e.g., cooing, babbling and varied cries) to communicate L.12.3 Begin to use word approximations (e.g., ”ma-ma” or “da-da”) or conventional gestures (e.g., waving, signing “more”) L.18.3 Begin to use words or conventional gestures to communicate L.24.4 Name familiar objects and actions; use commands (e.g., “no”), possessives (e.g., “mine”) or reactions (e.g., “ow”) L.36.3 Use nouns and verbs to label experiences, actions or events L.48.3 Use accepted words for objects, actions and attributes encountered frequently in both real and symbolic contexts L.60.4 Use an increasing variety and specificity of accepted words for objects, actions and attributes encountered in both real and symbolic contexts L.36.4 Use some personal pronouns when referring to others (e.g., you, he, she) L.48.4 Use simple pronouns (e.g., I, me, you, mine, he, she) L.18.4 Has a 20+ word vocabulary L.24.5 Use new words frequently to talk about familiar things or activities L.36.5 May occasionally use more sophisticated words than they typically use in conversational speech but that have been learned through books and personal experiences (e.g., fast, angry, car, run) L.48.5 Begin to use some words that are not a part of everyday conversational speech but that are learned through books and personal experiences (e.g., gigantic, rapidly, frustrated, transportation, race or jog) L.60.5 Use more complex words learned through books and personal experiences (e.g., label favorite shirt as chartreuse, or know that a paleontologist studies dinosaurs) HELP Strands and Items 2-3: Expressive Vocabulary 2-4 A-B: Communicating with Others (Gesturally, Verbally)
Strand B: Early learning experiences will support children to use language (expressive language) (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Expression of Ideas, Feelings and Needs L.6.5 “Talk” to self and others using various vocalizations L.12.4 Communicate wants and needs through a combination of crying, babbling and occasional word approximations, and/or gestures L.18.5 Respond to questions with sounds, sometimes including words and oftentimes gestures L.24.6 Use words to request objects, have needs met or gain attention L.36.6 Use inflection in phrases or sentences to ask a question L.48.6 Communicate about current or removed events and/or objects L.60.6 Use more complex words to describe the relationships between objects and ideas (e.g., position words such as “under” or “beside” and comparative words such as “bigger” or “longer”) L.36.7 Comment on a variety of experiences, interactions or observations L.48.7 Use increasingly longer, complex sentences that combine phrases or concepts to communicate ideas HELP Strands and Items 2-4 A-B: Communicating with Others (Gesturally, Verbally)
Strand C: Early learning experiences will support children to use language for social interaction. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 4 to 5 years Conventions of Conversation L.6.6 Show interest in back and pretend games L.12.5 Begin to understand that a conversation is about taking turns L.18.7 Pay attention to a speaker by pausing physical activity, shifting gaze or looking toward speaker L.24.8 Take in conversations by initiating and sustaining a simple conversation over two turns L.36.10 Have conversations with adults and peers that include four or more exchanges L.48.10 Maintain a topic of conversation over the course of several turns L.60.9 Initiate, maintain and end conversations by repeating what other person says and/or by asking questions L.18.8 Repeat or try another mode of communicating desire if initial attempts are unsuccessful HELP Strands and are no HELP strands or skills that match this learning progression.
Strand E: Early learning experiences will support children to gain knowledge of print and its uses. 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 Book Concepts L.24.14 Hold book upright L.36.15 Turn pages of a book L.48.16 Look at pages of a book from left to right (or according to conventions of home language) L.60.15 Know how print is read (e.g., left to right, top to bottom, front to back or according to convention of home language) L.48.17 Recognize that print represents spoken words (e.g., first name in print, environmental labels) L.60.16 Know that have titles, authors, illustrators or photographers L.60.17 Recognize words as a unit of print and that letters are grouped to form words HELP Strands and Individual items from the strand: 1-5 Spatial Relations (1.105) Print Concepts L.36.16 Recognize some familiar signs and sym- bols in the environment (e.g., logos, signs for familiar store) L.48.18 Identify some printed words and/or common symbols (e.g., bathroom signs) in the context of the environment L.60.18 Identify some familiar printed words out of context L.60.19 Begin to use awareness of letter sounds along with pictures to read words in text HELP Strands and There are no HELP strands or skills that match this learning progression.
Strand E: Early learning experiences will support children to gain knowledge of print and its uses (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Letter Recognition L.48.19 Recognize some letters especially those in one’s own name L.60.20 Recognize and name known letters of the alphabet in familiar and unfamiliar words L.60.21 Make some letter-sound connections HELP Strands and There are no HELP strands or skills that match this learning progression. Strand F: Early learning experiences will support children to develop phonological awareness. Phonological Awareness L.36.17 Recognize envi- ronmental sounds (e.g., animal or vehicle sounds such as “Baa-baa” or “Beep-beep”) L.48.20 Recognize rhyming words in songs, chants or poems L.60.22 Produce rhyming words or words that have same initial sound L.48.21 Identify when initial sounds in words are the same L.60.23 Recognize words in a set of words begin with the same sound L. 48.212 Distinguish individual in a sentence L.60.24 Distinguish syllables in words HELP Strands and Items There are no HELP strands or skills that match this learning progression.
Strand A: learning experiences will support children to engage in and enjoy the arts (continued). 0-6 months 6-12 months 12- 18 Months 18-24 Months 24 to 36 Months 3 to 4 years 4 to 5 years Visual Arts CA.6.2 React to stimulation in the environment. This can include drawing, sculptures or painting. Response may be slight such as a glance or stopping an activity CA.12.4 Respond and explore through sensory experiences such as water play, texture-books or toys and jumbo crayons CA.18.4 Experiment with a variety of media, including painting with a paint brush, finger painting, scribbling, gluing and taping, age appropriate art software CA.24.4 Use a wide variety of art materials and (e.g., clay, dough, wet sand) for purposeful sensory exploration CA.36.4 Create art in a variety of media with some control and own purpose CA.48.5 Use different materials and techniques to make art creations that reflect thoughts, feelings, experiences, knowledge CA.60.5 Use a variety of and materials to represent ideas through the visual arts CA.24.5 Experiment with strokes and lines using brushes, crayons, markers, etc. HELP Strands and Items 4-6 D: Spatial (Paper Activities) Drama CA.24.6 Imitate simple aspects of a role using realistic props and sounds CA.36.5 Engage in simple pretend play activities CA.48.6 Act out simple scenarios, taking on a familiar role for brief periods during dramatic play CA.60.6 Assume elaborate roles in dramatic play (e.g., may play multiple roles or may stay in character for extended periods of time) CA.60.7 Use materials and props in unique ways and are creative in finding and using materials as props desired for dramatic play HELP Strands and Items 1-1: Development of Symbolic Play
Early Mathematical Discovery Mathematics 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Learning Progression Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Strand A: Early learning experiences will support children to understand counting and cardinality. Number Names M.18.1 Say or sign a few number but may not necessarily recite them in the correct order M.24.1 Say or sign a few number names, with beginning evidence of correct sequence (e.g., starts with “one”) M.36.1 Say or sign number sequence up to at least five. Use other number names but not necessarily in the correct order M.48.1 Say or sign the number sequence up to at least 10 M.60.1 Say or sign the number sequence up to at 20 HELP Strands and Items 1-6 B: Concepts (numbers) Cardinality M.18.2 Demonstrate one-to-one or one-to-many correspondence (e.g., may fill each compartment in a egg carton with one or several objects) M.24.2 Put objects in one-to-one correspondence (e.g., puts one item in each compartment) M.36.2 Count two to three objects using one- to-one correspondence M.48.2 Count up to at least five objects using one-to-one correspondence, using the number name of the last object counted to represent the total number of objects in a set M.60.2 Count up to 10 objects using one-to-one correspondence, regardless of configuration, using the number name of the last object counted to represent the total number of objects in a set M.48.3 Count out a set of objects up to four M.60.3 Count out a set of objects up to five HELP Strands and Items 1-6 B: Concepts (numbers)
Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (continued). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 4 to 5 years Data M.48.9 Sort objects into two groups, count, and compare the quantity of the groups formed (e.g., indicate which is more) M. 60.11 Represent data using a concrete object or picture graph according to one attribute HELP Strands and Items 1-7 A: Discrimination/Classification (Matching and Sorting) Sorting and Classifying M.18.3 Match objects that are the same M.24.6 Sort objects using inconsistent strategies (e.g., favorite items, colors) M.36.7 Sort on the basis of one attribute with adult support M.48.10 Sort and classify objects by one attribute into two or more groups (e.g., color, size, shape) M.60.12 Sort and classify a set of objects on the basis of one attribute independently and describe the sorting rule. Can re-sort and classify the same set of objects based on a different attribute HELP Strands and Items 1-7 A: Discrimination/Classification (Matching and Sorting) Strand D: learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). Spatial Relationships M.18.4 Adjust their reach and grasp based upon distance, size and weight of an object M.24.7 Show beginning understanding of positional vocabulary (e.g., up/down, in/out, on/off, under) M.36.8 Find objects or locations upon landmarks and position words (e.g., “Your blanket is on the couch.”) M.48.11 Use positional vocabulary (e.g., up/down, in/out, on/off, under) to identify and describe the location of an object M.60.13 Use relational vocabulary of proximity (e.g., beside, next to, between, above, below, over and under) to identify and describe the location of an object HELP Strands and Items 4-6 B and C: Spatial (Block Construction and Formboard) Multiple in the strand: 4-3: Individual in the strand:: 2-3 Expressive Vocabulary (2.80, 2.93, 2.100)
Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). 0-6 months 6-12 months 12-18 months 18-24 months 24-36 months 3 to 4 years 4 to 5 years Identification of Shapes M.24.8 Match familiar shapes (e.g., circle, square and typical triangle) with same size and orientation M.36.9 Match familiar shapes with different size and orientation M.48.12 Identify 2-dimensional shapes (starting with familiar shapes such as circle and triangle) in different orientations and sizes M.60.14 Identify and describe a variety of 2-dimensional and 3-dimensional shapes with mathematical names (e.g., ball/sphere, box/rectangular prism, can/ cylinder) regardless of orientation and size HELP Strands and Individual Items from: 1-7A: Discrimination/Classification: Matching and Sorting (1.146, 1.156) 4-6C: Spatial: Formboard Composition of Shapes M.48.13 Combine two or more shapes to create a new or to represent an object in the environment M.60.15 Complete a shape puzzle or a new figure by putting multiple shapes together with purpose HELP Strands and Items There are no HELP strands or skills that match this learning progression.
Early Scientific Inquiry Science 0-6 months 6-12 months 12-18 months 18-24 months 24 to 36 months 3 to 4 years 4 to 5 years Learning Progression Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators This is evident, for example, when children: Indicators: This is evident, for example, when children: Indicators: This is evident, for example, when children: Strand A: Early learning experiences will support children to apply scientific practices. Questioning and Defining Problems See Curiosity and Initiative learning progression in Cognition S.24.1 Observe and make comments on things observed through the senses S.36.1 Ask simple questions related to things observed through the senses (“what” and “why”) S.48.1 Ask more detailed questions including the relationship between two things or and effect relationships S.60.1 Define a problem to be solved, including details and limitations to be considered (e.g., “We need to figure out how to that shelf, but we aren’t allowed to stand on the chairs.”) HELP Strands and Individual items in the strand: 2-4B: Communicating with Others: Verbally (2.97) Investigating See Cause and Effect learning progression in Cognition S.36.2 Manipulate materials and comment on the impact of own actions S.48.2 Intentionally vary actions in to observe the effect of these actions on materials S.60.2 Engage in collaborative investigations to describe phenomena or to explore cause and affect relationships S.60.3 Gather data by drawing, counting or otherwise documenting observations HELP Strands and Items 1-4 B-C: Problem Solving (Means-End, Cause and Effect) Using Evidence See Personal Preferences learning progression in Social and Emotional Development S.36.3 Provide personal reasons or evidence for decisions or opinions (e.g., “I made this picture green because my mom likes green.”) S.48.3 Cite examples to support ideas (e.g., “I think the plant will die because when I forgot to water my plant it died.”) S.60.4 Give evidence from observations or investigations S.60.5 to distinguish evidence from opinion HELP Strands and Items There are no HELP strands or skills that match this learning progression.
Strand B: Early learning experiences will support children to engage in the process of engineering. 0-6 months 6-12 months 12-18 months 18-24 months 24 to 36 months 3 to 4 years 4 to 5 years Design Cycle S.36.4 Gather information to help determine if something has been designed by humans S.48.4 Identify a problem and, with adult assistance design a solution (e.g., device or process) to address that problem S.60.6 Identify a problem and, with adult assistance, design a solution, test and refine design elements HELP Strands and Items 1-4 B-C: Problem Solving (Means-End, Cause and Effect) Unity and Diversity of Life S.24.2 Explore characteristics of different plants and animals S.36.5 Observe features of plants and animals and explore function of features S.48.5 Compare and contrast basic features of living things (e.g., body parts and their uses) between and across groups S.60.7 and classify living things based upon features, providing evidence to support groupings S.48.6 Recognize changes in living things over their lifespan by observing similarities and differences between babies and adults S.60.8 Demonstrate an understanding of how living things grow and change through predictable stages (e.g., birth, growth, reproduction, death) HELP Strands and Items 1-7 C: Discrimination/Classification (Associative)
Strand C: Early learning experiences will support children to understand patterns, process and relationships of living things. 0-6 months 6-12 months 12-18 months 18-24 months 24 to 36 months 3 to 4 years 4 to 5 years Living Things and Interactions with the Environment and Each Other S.24.3 Observe living things S.36.6 Observe how a variety of living things obtain food as a source of energy for surviving S.48.7 Explore how animals depend upon the environment for food, water and shelter S.60.9 Provide examples of how animals depend on plants and other animals for food HELP Strands and Items 1-7 A and C: Discrimination/Classification (Matching and Sorting, Associative) Strand D: Early learning experiences will support children to understand physical sciences. Energy, Force and Motion S.24.4 Use and error to explore the way different objects move S.36.7 Observe different ways objects move (e.g., roll, bounce, spin, slide) and what happens when they interact (collide) S.48.8 Investigate how objects’ speed and direction can be varied S.60.10 Make predictions and conduct simple experiments to change direction, speed and distance objects move S.60.11 Determine and effect of push/pull/collision that make objects, start, stop and change direction HELP Strands and Items 1-4 C: Problem Solving (Cause and Effect) Matter and its Properties S.24.5 Observe simple attributes of materials (e.g., hard, soft) S.36.8 Observe and describe attributes of materials that are related to their function (e.g., flexibility, transparency, strength) S.48.9 Compare and contrast attributes of common materials related to their function (e.g., flexibility, transparency, strength) S.60.12 Evaluate the appropriateness of a material for a given purpose based upon its properties S.60.13 Observe how heating and cooling cause changes to properties of materials (e.g., Ice melts when we bring it inside. Plastic becomes brittle when it is left outside in the cold.) HELP Strands and Items There are no HELP strands or skills that match this learning progression.