Goal APL-3: Children engage in increasingly complex play. Developmental Indicators: Older Toddlers APL-3i: Try to involve other children in play. APL-3j: Make believe, pretend, and act out familiar life scenes, sometimes objects to represent something else (a shoe becomes a phone). APL-3k: Play with others with a common purpose (play a game). APL-3l: Communicate about what is happening during pretend play (“He eating,” point to a picture on a communication board when feeding a toy baby with a spoon; “Now go work,” after putting on shoes and necktie). Developmental Indicators: Younger Preschoolers APL-3m: Engage in dramatic play themes that include interacting with other children, but often are not coordinated. APL-3n: Talk to peers and share materials during play. APL-3o: Engage in make-believe play with imaginary objects. APL-3p: Use language to begin and carry on play with others. APL-3q: Express knowledge of everyday lives and culture through play (uses chopsticks to eat, pretends to fix hair the way his/her family styles hair). Developmental Indicators: Older Preschoolers APL-3r: Develop and sustain more complex pretend play themes in cooperation with APL-3s: Use more complex and varied language to share ideas and influence others during play. APL-3t: Choose to use new knowledge and skills during play (add features to dramatic play related to class project, write list, build structure like displayed picture). APL-3u: Demonstrate cultural values and “rules” through play (tells another child, “That’s not what mommies do.”).
LDC-2j: Initiate and on conversations, and ask questions about things that interest them. LDC-2k: With prompting and support, make comments and ask questions related to the topic of discussion. and forth communications or turns between the persons involved in the conversation. LDC-2n: Initiate and participate in conversations related to interests of their own or the persons they are communicating with. LDC-2o: Participate in a group discussion, making comments and asking questions related to the topic. LDC-2p: Appreciate and use humor. Goal LDC-3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. Developmental Indicators: Older Toddlers LDC-3b: Answer simple questions (“What is she doing?” “What happened to the bear in the story?”). LDC-3c: Use simple sentences or questions to ask for things (e.g., people, actions, objects, pets) or gain information. Developmental Indicators: Younger Preschoolers LDC-3d: Answer longer questions using more detail. LDC-3e: Use sentences or questions to ask for things (people, actions, objects, pets) or gain information. Developmental Indicators: Older Preschoolers LDC-3f: Answer more complex questions with more explanation (“I didn’t like camping out because it rained.” “Emily is my friend because she’s nice to me.”). LDC-3g: Ask specific questions to learn more about their world, understand tasks, and solve problems. Goal LDC-4: Children audibly and express thoughts, feelings, and ideas clearly. Developmental Indicators: Older Toddlers LDC-4f: Communicate messages with expression, tone, and inflection. LDC-4g: Use speech that is understood most of the time by familiar listeners. Developmental Indicators: Younger Preschoolers LDC-4h: Communicate messages with expression, tone, and inflection appropriate to the situation. LDC-4i: Speak clearly enough to be understood by familiar adults and children. Developmental Indicators: Older Preschoolers LDC-4j: Use language and nonverbal cues to communicate thoughts, beliefs, feelings, and intentions. LDC-4k: Adapt their communication to meet social expectations (speak quietly in library, speak politely to older relative). LDC-4l: Speak clearly enough to be understood by most people.