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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR ESD GOAL 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill progression A. Awareness of self through actionsSkill progression B. Awareness of self through emotional expressions and verbalizations
Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Awareness of self through actions
Watches own hands
Watches own fingers
Uses mouthing, kicking, reaching and grasping to explore objects
Aware of effects of own actions versus others
Moves body to get desired object, and uses goal-directed actions with hands and fingers
Experiments with means-ends, actions-reactions, heights and distances, generalization of solutions
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Anticipates the results of actions with familiar toys or people
Uses trial-and-error to accomplish a goal (e.g., moves, shifts, rearranges, modifies)
Searches for needed objects to accomplish a task (bottle for baby doll)
Demonstrates play preferences and seeks out desired types of play, routines, interactions, food, etc.
Experiments with putting things together and taking them apart
Engages in pretend play, knows what different characters would say or do, understands it is pretend
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Takes turns Chooses challenging tasks and shows final results
Self-initiates, plans, and organizes problem solving without
Uses imagination and diverse materials to create unique art, costumes,
Shows someone how to do something through physical
Creates elaborate socio-dramatic play scenarios, songs, stories,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
1
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.
assistance etc. modeling etc.
Subdomain: Developing a Sense of SelfESD Goal 1: Children demonstrate a positive sense of self-identify and self-awareness.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Awareness of self through emotional expressions and verbalizations
Cries to express hunger, discomfort, pain or distress
Smiles at self in mirror
Imitates sounds made by adult
Responds to own name by turning to look
May kiss self in mirror
Tries to make adults laugh with antics
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Uses names of family members
Uses “my/mine”
Recognizes and names self and others in mirror
Describes self and body parts
Knows concept of and uses terms “his/hers”
Demonstrates categorical knowledge of self (age, sex, physical characteristics, good or bad behavior, skills)
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Expresses feelings such as fear, anger, and affection
Knows own first and last name
Understands and uses terms for family relationships
Talks about rules for “do’s” and “don’ts” for self and others
Teaches someone how to do something with verbal
Uses language to explain, justify, and argue own actions and
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
2
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
directions beliefsUses pronouns appropriately
SKILL PROGRESSIONS FOR ESD GOAL 2: Children express positive feelings about themselves and confidence in what they can do.
Skill progression A. Expresses and seeks out positive emotions about what they can doSkill progression B. Expresses confidence in abilities and persistence toward goals
Subdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Expresses and seeks out positive emotions about what they can do
Smiles at interesting sensory stimuli
Smiles at desired object and becomes angry when it is taken away
Smiles at own actions and results
Derives pleasure from attaining goals (smiles and laughs)
Shows anticipation and excitement when causes expected result to occur
Chooses toys and people that elicit positive emotions
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Repeats actions known to get a positive
Seeks adult’s praise when accomplishes a task
Communicates needs, wishes, feelings with words and
Displays sense of pride in accomplishment (smiles and
Talks about own body parts, functions,
Talks about what she “knows”
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
response (i.e., “Shows off”)
gestures shows others, “Me do it”)
gender, and what he can do
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Tells adult she wants to do things herself
Performs (e.g., songs, finger plays, and rhymes)
Describes what he likes about himself
Expresses own beliefs with conviction; states what she wants to “be”
Tells others how to do things, gives instructions
Believes he can do everything well
Subdomain: Developing a Sense of SelfESD Goal 2: Children express positive feelings about themselves and confidence in what they can do.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Expresses confidence and persistence
Stares at faces and surroundings for long periods of time
Repeats own pleasurable actions (kicking, waving arm)
Repeats newly learned activities
Persists to get a desired toy and explores for several minutes to learn characteristics
Becomes task-directed with objects and pokes, pushes and pulls to get a result
Persists to find the means to get the desired result and experiments with different options
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Persists in Pushes for Sets a Looks at Talks about Desires to do NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
accomplishing complex tasks with support from adult
autonomy and persists with tasks of moderate difficulty
standard to evaluate success of actions for self (what is good enough)
books, plays, or performs preferred actions independently for several minutes
what she “knows” and “thinks” about the world
things by himself such as tearing, unwrapping and putting things together
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Talks about how to solve a problem while doing it (verbal mediation)
Prefers challenging tasks
Persists to combine things in unique ways to create imaginative representations
Self-initiates, plans, and organizes problem solving without assistance
Persists to create productions from clay, sand, paper, blocks, etc.
Creates own complex socio-dramatic play themes, scenarios, and props with great attention to detail
SKILL PROGRESSIONS FOR ESD GOAL 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.
Skill progression A. AttachmentSkill progression B. Separation
Subdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
and responsive to their needs.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Attachment
Gazes into parent’s eyes; begins to recognize family members
Shows physical excitement when parent comes into view
Calmed by familiar adult
“Woos” adult with sounds, smiles, gestures
Plays near adult
Explores face and body of adult
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Shares joint attention on an object with an adult and takes turns
Physically and verbally shows caring to an adult
Constantly demands adult’s attention, especially when the adult is busy
Desires to be held or sit on the adult’s lap, clingy at times
Actively participates in dressing and other activities of daily living with the adult
Demonstrates nurturing, caring, control in dramatic playShows
concern toward adult’s distress
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Attachment established
Attachment established
Attachment established
Attachment established
Attachment established
Attachment established
Subdomain: Developing a Sense of Self with OthersESD Goal 3: Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs.
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Separation No observable skills
No observable skills
Differentiates self and adult in mirror by looking and patting
Cries if adult leaves or stranger appears
Demonstrates separation distress and stranger anxiety
Moves away from adult, but maintains eye contact
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Resists control, says, “No.” ”Don’t”; throws temper tantrum to get own way; moves away from adult
Separation anxiety peaks, vocalizes to an adult from a distance
Pushes for autonomy and exploration of environment, still needs to stay in touch with adult
Alternates between clinging and resistance to familiar adult
Demonstrates anger or excitement at adult separation and/or upon reunion after separation
Resists help; desires to do things independently, such as dressing, eating, etc.
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Separation may still be stressful, calms with reassurance and distractions
Dramatic play may reflect separation or conflicts with adult (punishment of doll)
Adjusts to separation through interactions with others
Demonstrates little separation distress
No separation distress
Completely independent in self-care, wants to choose all clothing and activities
May argue with adult about what he is supposed to do
Becomes demanding and resists doing chores
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR ESD GOAL 4: Children form relationships and interact positively with other children. Skill progression: Positive social interactions
Subdomain: Developing a Sense of Self with OthersESD Goal 4: Children form relationships and interact positively with other childrenSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
Positive social interactions
Responds to different facial expressions of others and imitates simple expressions
Looks at and touches others
Responds with enthusiasm to familiar social games with siblings
Attempts to get the attention of other children with vocalizations and actions
Approaches other infants
Offers a child a toy; toy play becomes the center of social interaction with peers
12-15 months 15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
Demonstrates parallel object play with another child (plays with same or similar toys, but not with another child)
Spontaneously shares toys, food, etc. with others, but conflict over toys is common; imitates peers actions
Shows a preference for play with a peer over an adult; demonstrates cooperative play with large outdoor equipment
Demonstrates pretend play directed toward others (at child’s own initiation); may offer cup or pretend food
Engages in pretend parallel play; talks about how others feel
Demonstrates role of both a leader and a follower with peers; shares toys, helps others, talks to peers, cooperates in games, imitates actions
30-33 months 33-36 months
36-42 months 42-48 months
48-54 months
54-60 months
Language and actions are increasingly coordinated
Demonstrates associative play (playing together with
Silly boisterous play with peers; demonstrates preference for
Preference for same sex peers; engages in
Establishes special friendships that last over
Carries on long conversations with friends related to a wide
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
with joint discussion of actions, descriptions, and regulation of play; words begin to serve as turns in games
same materials, but not with same goals); imitates actions and incorporates others’ ideas in play sequences
play partners cooperative play; forms attachments to specific peers; attempts to solve conflicts independently
time; demonstrates cooperative, coordinated socio-dramatic play
range of topics; plans complex activities with friends
SKILL PROGRESSIONS FOR ESD GOAL 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.
Skill progression A. Social awareness and conscienceSkill progression B. Behavioral regulation
Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.A. Social
awareness and conscience
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Focuses on faces and stares intently
Looks at speaker when spoken to
Aware of effects of own actions versus others’ actions
Demonstrates intentional two-way communication or turn taking
Responds differently to different people
Determines what is approved or not safe through social referencing
Vocalizes to get attention
Desires approval
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Looks to adult before doing something out-of-bounds
Shows awareness of adult’s wishes and expectations
Beginning to respond to others feelings
Attempts to control others by telling them what to do
Demonstrates roles of both a leader and a follower in different activities
Cooperates in games with others
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Imitates peers and involves them in activities
Seeks praise for good behavior
Participates in small group activities
Interacts with friends in a cooperative matter
Uses words to try to solve conflicts with friends
Feels the importance of being accepted by friends
Subdomain: Developing a Sense of SelfESD Goal 5: Children demonstrate the social and behavioral skills needed to successfully participate in groups.F. Behavioral
regulation1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12
monthsResponds positively to the quieting voiceof an adult
Demonstrates self-soothing and self-rousing behaviors
Stops crying when people talk to him
Begins to learn behavioral implications of own and others’ actions
Follows simple commands(“Give me…”)
Obeys requests
Looks to adult to see if he is in trouble
Aware of own actions and implications
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Understands Uses Follows single- Delays Shows Knows simple NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
10
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
simple “right” and “wrong”
conscience-like words (e.g., “no,” “don’t”) before doing something out of bounds
step directions gratification for a short time
remorse rules of the family (e.g.,” pick up toys when done playing”)
Shows guilt when reprimanded
Uses objects to calm self
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Follows rules part of the time
Tries to “right” a “wrong,” or fix a situation
Shows self-control with wrongdoing
Gains more control of intense feelings like anger, but still needs adult guidance
Recognizes rules and complies most of the time
Demonstrates a strong sense of right and wrong for self and others
SKILL PROGRESSIONS FOR ESD GOAL 6: Children identify, manage, and express their feelings.Skill progression A. Emotional expressionSkill progression B. Self-control
Subdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.A. Emotional
expression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsDemonstrates a Smiles with joy in Demonstrates Demonstrates a Emotions expand Demonstrates NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
11
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
range of basic emotions, including interest, distress, disgust
face-to-face interaction
emotions by making sounds of pleasure and displeasure combined with facial expressions
variety of emotions, including sadness, anger, disgust, worry, fear, and curiosity
to include surprise, shyness, fear of strangers, and intense concentration during problem solving
social referencing by looking to adult to see how she should feel
Objects when play is interrupted with negative vocalizations and facial expressions
Demonstrates anger and wariness
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsDemonstrates recognition that his action was not acceptable (showing guilt)
Demonstrates exaggerated facial expression as a game to get a response from an adult
Demonstrates embarrassment and pride, smiles when engaged in a joint activity with adult
Talks about emotions (happy, mad) and states (tired, hungry)
Extensive emotional vocabulary, but still may hit or bite to express anger or frustration
Produces complex (but subtle) facial expressions, depicting doubt, worry, confusion, exhilaration, and joy
30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsTalks about the emotions of others and the cause of their emotions
Talks about past and future feelings as well as the causes and consequences of feelings
Full range of emotions evident including envy, pity, modesty, and shame
Exhibits jealousy and anger at others, but also shows silliness to get others to laugh
Recognizes that all feelings are acceptable, but not all behaviors are acceptable
Feelings easily “hurt” by others saying or doing something that offends him
Subdomain: Learning About FeelingsESD Goal 6: Children identify, manage, and express their feelings.B. Self-control 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Calms with holding, rocking, and adult talking softly
Demonstrates self-calming by sucking on fist or thumb
Resists unwanted actions or objects with expressions of disgust or anger
Beginning to learn meaning of “no”, stops action briefly then continues
Looks to adult when admonished, but continues actions, may crawl to
Understands “no” and obeys requests
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
12
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
adult for comforting
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsThrows temper tantrums to get own way
Seeks out adult for comfort, but beginning to self-calm
Recognizes “wrong” and engages in self-tattling (i.e. says “No, no” while doing wrong action)
Demonstrates frequent tantrums but tries to self-calm
Acts out to gain independence from adult’s rules and control, aggression and anger increase
Delays gratification for wants or for reward
30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsAsks for help or redirects self to another activity if frustrated
Talks about own needs and emotions as a means of self- control
Accepts the consequences of own actions
Internalizes rules about “do’s” and “don’ts” and “right” and “wrong”
Asks permission to use others’ possessions
Judges right and wrong by what gets punished, refrains from actions that get punished
SKILL PROGRESSIONS FOR ESD GOAL 7: Children recognize and respond to the needs and feelings of others.Skill progression: Recognizes and responds to needs and feelings of others Note: Emotional empathy (vicarious experiencing of another’s state) and cognitive empathy are not differentiated in this progression, as they are intertwined and more research is needed in this area
Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
13
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.progression months
Recognizes and responds to needs and feelings of others
Shows distress at the cry of another infant
Responds differently to happy and sad faces
Responds to specific facial patterns as a having a specific meaning
Understands that adults’ signals (voice and face) together convey information and emotions (behavior changes with adult signals)
Social referencing (checks adults cues) used to determine how he should respond to situations
Shows initial signs of empathyFacial expressions reflect adult’s emotions
Imitates simple expressions
Vocalizes to socialize with another
Smiles toward and may touch another child
Uses self-calming strategies when sees another in distress
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Recognizes others distress and pats, touches them
Expresses caring for another vocally and physically
Reacts to other’s feelings by commenting and offering an object to make them feel better, demonstrates a broader range of comforting strategies
Attempts to control others’ (even strangers’) feelings through verbal, physical, or social means
Asks about others’ feelings (happy) or states (sleepy) and the causes of their feelings
Shows true empathy
Understands what adult wants and spontaneously
Recognizes his actions cause feelings in others
Uses words relating to mental state for self and
Differentiates self and own feelings from others
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
14
DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning About FeelingsESD Goal 7: Children recognize and respond to the needs and feelings of others.
offers object others (e.g., happy, sad, want, like)
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Recognizes and responds to needs and feelings of others
Hugs familiar playmates to show affection or to comfort
Talks about others’ emotions and understand what elicits them
Demonstrates awareness of others’ thoughts, feelings, and perceptions (Talks about how others like different things, etc.)
Discusses how and why others’ feelings, attitudes, and beliefs are different
Asks questions to understand what another person thinks or feels and asks why
Compares and negotiates ideas with others in play
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: EMOTIONAL AND SOCIAL DEVELOPMENT (ESD) • BIRTH TO FIVE PROGRESSIONS
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
16
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Skill Progressions for HPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
A. Supine/proneB. SittingC. StandingD. Locomotion (crawling/walking/running)E. Jumping/hopping F. Ball skillsG. Motor activities
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
A. Supine/prone
Supine (on back): Turns head to both sides
Supine: Head held in midline and symmetrical
Supine: May bring feet to mouth and suck on toes
Prone: Controlled reaching with weight on one arm
Prone: Reaches from hands-and-knees position
Prone: Crawls to explore environment
Prone (on stomach):Lifts head 45°
Supine: Rolls from back to side and shortly after rolls to stomach
Supine: May lift head and shoulders
Prone: Uses arms and legs to pivot
Prone: Moves from hands and knees to sitSupine: Kicks
feet
Prone: Lifts and maintains head 90°
Prone: Increased head, hip and trunk control allows twisting and turning in all directions
Prone: May use a modified hands-and-knees position, with one foot and one knee on
Prone: May extend legs
Prone: Bears weight on
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
17
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
and raise hips extended arms, may push backward
the ground
Prone: Rolls from stomach to side and shortly after rolls to back
Prone: When suspended in prone, lifts and maintains head vertically
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 months
A. Supine/prone
Supine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsSupine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
Supine/Prone established
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
18
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
B. Sitting Keeps head erect briefly in upright position, but head still bobs
Holds head in line with body when pulled to sit
Sits unsupported momentarily; may extend arms forward to catch self or prop on arms
Head leads when pulled to sit or stand
Sits without support and plays with toys
Rotates body to get into sitting position
Holds head steady in supported sitting for 10-15 minutes, back firm
Moves head freely
Pushes up to sit from side or crawl
Moves to hands and knees from sit
Reaches for distant objects forward, up, and behind with balance and rotation when sitting onthe floor
Good balance; sits alone
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
19
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
Approaches a small, low chair, turns and sits down
Climbs into adult chair to sit or stand up
Climbs down from adult chair
Sits in a variety of floor positions and different types of chairs
Transitions easily from one position to another
Sittingestablished
30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsSitting established
Sitting established
Sitting established
Sitting established
Sitting established
Sittingestablished
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
C. Standing No observable skills
When put into stand and supported under the arms, extends legs and keeps the body in the same plane from shoulders to feet
Takes full weight on legs when supported under the arms; bounces up and down
May pull to stand on a support surface
May get to stand from half kneel
May stand without support briefly
Stands with little supportSits down from standing without falling
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
Stands, squats, stoops, and then moves back to stand
Picks up a toy from the floor while standing by squatting down at the knees, getting the toy, then
Picks up a toy from the floor by bending over at the waist, getting the toy, then standing back up
Stands briefly on one foot when dancing
Plays standing, such as at a small table (plays and then moves away)
Briefly stands on tip toes
Rocks back-and-forth from one leg to another when
Stands on one foot for several seconds
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
20
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
standing back up
dancing
30-33 months
33-36 months
36- 42 months 42 -48 months
48-54 months
54-60 months
Standing established
Standing established
Standing established
Standing established
Standing established
Standingestablished
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
D.Locomotion: Crawling/walking/running
No observable skills
No observable skills
Propels self on tummy with legs, steers with arms, goes backward or forward
Crawls, climbs, transitions through many positions
May begin to crawl on all fours
Still crawls to get somewhere fast
Begins cruising, using furniture for support
Walks with hand held
Climbs up and down from chairs
May take steps;if walking independently, uses wide base of support and uneven stepsMay walk as primary means of locomotion
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
Creeps up stairs on hands and
Walks with legs closer together
Walks upstairs while holding on
Walks downstairs while holding
Walks upstairs and downstairs
Walks backwards
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
knees on alone, both feet on a step
Takes quick short steps on level surfaces
Walks sideways
Runs and dances
Runs around obstacles
Walks while pulling or pushing toys
Walks up and down stairs alternating feet with support
Walks up stairs with one hand held
Rises up onto toes and walks
Begins to run stiffly, but falls easily
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.Skill Progression
30-33 months
33-36 months
36-42 months 42-48 months 48-54 months
54-60 months
D.Locomotion: Crawling/walking/running
Walks on tiptoes when dancing or sneaking up on someone
Walks and runs well, changes speed and direction
Walks downstairs with alternating feet
Walks like an adult
Begins to hop on one foot and gallop, though may be awkward
Skips with coordination (alternate step-hop pattern)
Begins walking up stairs without holding on
Runs on toes Exhibits true running with trunk rotation and arm swing
Walks on a curb or balance board without falling
Walks on a curb without falling off
Runs without falling
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
E. Jumping/ hopping
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
No observable skills
No observable skills
Attempts to jump without feet leaving the floor
Jumps off floor Jumps off bottom step
Jumps down from a step or small chair
Jumps forward3 inches
Bends knees and jumps backward several inches
30-33 months
33-36 months
36-42 months 42-48 months 48-54 months
54-60 months
Jumps over a sidewalk
Jumps with both feet
Hops on one foot
Jumps over an object and
Jumps forward
Jumps forward
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
crack together lands with both feet together
numerous times without falling
36 inchesJumps forward
8-14 inches
Sits on a hopping ball and hops
Hops on alternating feet
Jumps up and turns around180 inchesJumps over something10 inches offthe groundMay try jumping rope
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
F. Ball skills No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
Throws objectsRolls a ball toward an adult
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
Catches ball when rolled between his legs while sitting
Throws underhand while sitting
Throws a ball into a close box
Catches a large ball that is close with arms straight out
Throws ball overhead
Catches a large ball that is close with arms bent
Kicks ball while holding on for support
Walks into a ball to try to kick it
Tries to kick a ball, but may miss or kick a side of the ball
Flings ball toward a target
Swings leg to kick a ball
Kicks ball forward with either foot
30-33 months
33-36 months
36-42 months 42-48 months 48-54 months
54-60 months
Catches Catches a Catches a ball Begins to Catches small NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
medium-sized ball thrown from distance of 5 feet or more with arms straight out
medium ball thrown from distance of 5 feet or more against the body
with elbows bent in front of body
dribble a ball ball by adjusting body position in line with the ball and elbows at sides
Rolls a ball in a bowling game
Throws a ball 5-7 feet
Throws a ball overhanded
Uses forward weight shift to throw ball further; throws with some directional accuracy
Throws and releases a ball smoothly with accurate directionalitySteps forward with same leg as throwing arm
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
G.Motor activities
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months 21-24 months 24-27 months
27-30 months
Pushes and pulls toys around the house or yard
Maneuvers low climbers and baby slides
Moves a ride-on toy with both feet together or alternating
Rocks back-and-forth from one leg to another when dancing
Moves up and down the slide at the park
Begins to pedal a tricycle
Makes rocking boat “go”
Sits and rocks on a rocking horse
30-33 33-36 36-42 months 42-48 months 48-54 54-60 NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
25
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 4: Children develop the large muscle control and abilities needed to move through and explore their environment.
months months months monthsClimbs up and through playground equipment, such as ramps and slides
Uses pedals on tricycle alternately
Jumps on mini-trampoline
Steers a tricycle around obstacles
Plays tee-ball and basketball with a low hoop
Imitates a variety of actions in a game or song
Climbs ladders and jungle gyms
Pulls and pushesa wagon
Hits a stationary ball with a small golf club toward a target
Imitates simple gymnastic moves
Skates or rides a scooter
Imitates bilateral movements like moving armsand legs together in an exerciseor dance
Drives any pedal car
Hits a large plastic ball with a large plastic bat
Completes a version of a somersault
May ride a two-wheel bike
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Skill Progression for HPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
A. Arm movementsB. Reach/Grasp/ReleaseC. Manipulation/Tool useD. Drawing
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Arm movements
Supine: Random windmill movements which stop in response to seeing object
Supine: Brings hands to midline
Supine: Initially both hands reach, elbows extended, hands open - one hand grasps other, joins in midline; later, one arm fully extends with wrist straight and fingers extended - may over reach
Prone: Reaches with one arm, with weight on other extended arm
Sitting: One arm reaches in direct approach, with wrist and fingers extended
Sitting: Rotates hand up or down to orient to object
Supine: Initially arms reach from side with elbow, wrist, and hand flexed; later, moves both arms toward object, elbows extended, hands partly open
Supine: Moves arms symmetrically
Prone: Initially, limited head control,
Prone: Initially, hands slide forward,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
unsuccessful bilateral reaching, hands flexed; later, head lifts, hands partly open, and some weight shifting takes place, so one arm is freed to reach
corralling object; later, reaches with one arm while weight is on the other forearm
Prone: Weight
on chest and flexed arms
Skill Progression
12-15 months
15-18 months 18-21 months 21-24 months
24-27 months 27-30 months
A. Arm movements
Arm movements: Skills combined into Reach/Grasp/Release30-33 months
33-36 months 36-42 months 42-48 months
48-54 months 54-60 months
Arm movements: Skills combined into Reach/Grasp/ReleaseSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
E. Reach / Grasp/ Release
Reach: Reaches with fist closed
Reach: Begins visually directed reaching; keeps object and hand in view when reaching
Grasp: Palmer grasp with fingers on top surface of object, object pressed into palm; later, fingers on far side of object press it against the thumb and sideof palm
Grasp (of tiny object): Initially, rakes object into palm with fingers, thumb bent
Grasp (of tiny object): Lateral pincer - Picks up object between thumb and side of index finger
Grasp (of tiny object): Initially, pincer grasp- with object between the pads of index finger and thumb, thumb slightly flexed - thumb is in opposition; later, fine
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
pincer grasp-between fingernails and thumb, with thumb flexed
Grasp (of small object): Demonstrates grasp reflex when finger placed in infant’s palm
Grasp: If object is contacted, pulls it in and squeezes it against the body or other hand
Grasp: Radial-palmar grasp-object held using thumb, index and middle fingers pressing it against the palm; wrist is straight
Grasp: Radial-digital grasp-object moves to between thumb and fingertips
Grasp: Radial-digital grasp with wrist extended
Reach/Grasp/ Release: Stares at objects and own hands
Grasp: Three-jaw chuck grasp-object held with thumb and two fingers
Grasp: Inferior pincer grasp- between the thumb and pad of index finger; beginning thumb opposition
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Reach / Grasp/ Release
Release: No voluntary release
Release: Involuntary release after holding
Release: Two-stage transfer - one hand holds object, second hand joins hold, first hand releases
Release: Releases object with assist against a surface
Release: Initially, clumsy release of object above a container with wrist flexed- may miss; later,
Release: Controls release of object into small container
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
controlled release, wrist straightRelease (of tiny object): Transfers to other hand - initial clumsy release into large container; later becomes controlled
Release (of tiny object): Unsuccessful release into small container
Skill Progression
12-15 months
15-18 months 18-21 months 21-24 months
24-27 months 27-30 months
B. Reach/ Grasp/ Release
Reach: Beginning of two-handed reach, with one hand stabilizing and one hand manipulating
Reach: Reaches with lead and assist hands
Release: Releases objects according to size and shape of container
Grasp: Precise tasks use fingertip grasp
Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use
Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use
Grasp: Refined pincer grasp - between tip of thumb to tip of index finger
Reach: Alternates reach with first one hand, then the other
Grasp: Power tasks use palmer grasp
Release (of Grasp: Holds NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
tiny object): Precise release into small container with wrist extended
crayon using fisted grasp
30-33 months
33-36 months 36-42 months 42-48 months
48-54 months 54-60 months
Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/ Tool use
Grasp: Uses effective power grasp on tools, such as a screwdriver
Arm movements & Reach/Grasp/ Release: Skills combined into Manipulation/Tool use
Grasp: Uses static tripod grasp on pencil
Reach/Grasp/ Release: Hand preference established
Grasp: Draws with dexterity, using a dynamic tripod grasp (movement comes from fingers rather than arm and hands)
Release: Releases a ball with all fingers opening and thrusting
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
C. Manipulation/Tool use
No observable skills
Opens and closes hand to “scratch” material or objects
Hand carries object to mouth to suck both object and hand
Drops, throws, pushes, and pulls objects
Tries to poke object with all fingers extended - may poke with thumb
Combines two objects, for example puts one object on another
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
Shakes objects, first with shoulder, then with shoulder and elbow
Bangs objects together
Puts object into a container
Pokes fingers into small holes and explores toys with index finger
Retains one object in each hand
Manipulates two objects at a time
Dumps objects out of container
Moves objects from fingers to palm
Bangs object on table
Manipulates three small toys
Imitates use of a tool (e.g., comb, stirring with spoon, etc.)Places puzzle piecePulls string to get toyPushes cars, trucks, balls
Skill Progression
12-15 months
15-18 months 18-21 months 21-24 months
24-27 months 27-30 months
F. Manipulation/Tool use
Uses tools such as a spoon, fork, comb, wash cloth, etc.
Small objects transferred from hand to hand, rather than palm to fingers
Beginning to string large beads or put chips in a slot
Grasps crayon in palm and turns hand thumb up or down
Lines up objects, such as blocks or dolls
Makes random snips with scissors on paper with no forward movement of scissors
Increasing Turns pages of Moves one Stacks 8-10
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
32
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
strength and differentiation of use of both sides of the hand allows use of tools, such as a mallet
a book or two objects from palm to fingers
small items
Stacks small items
30-33 months
33-36 months 36-42 months 42-48 months
48-54 months 54-60 months
Strings beads Manipulates clay to make a snake, small balls, pancake
Strings small beads
Rotates pencil or marker into writing position
Puts key in lock and opens it
Completes 10+ interlocking piece puzzles
Snips with scissors on a line across a 1 inch strip of heavy paper
Completes simple puzzles (separate pieces or interlocking)
Uses scissors, snipping with alternating full-finger extension and flexion; holds paper and scissors in thumbs up position
Begins cutting on straight line with greater control, producing a smoother cut
Begins to cut simple curves and angles
Uses scissors to cut out shapes
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
G. Drawing No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
Tries to imitate adult marks on paper by banging dots
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
or short marks
12-15 months
15-18 months 18-21 months 21-24 months
24-27 months 27-30 months
Imitates adult’s scribbles
Holds crayon using fisted grasp
Uses whole arm to make marks
Makes large continuous circular scribbles, with occasional straight lines
Imitates horizontal stroke
May create separated, tight scribble marks
Makes dots on paper by banging marker
Spontaneously scribbles on paper or other surface
Makes marks on paper with no organization
Imitates a vertical stroke
Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing on computer app. with finger, etc.
Starts adding color to drawings
Makes random marks in different directions
Experiments with vertical and horizontal straight lines-- alone, next to, or on top of other lines
Explains details of drawing
Produces writing lines differently than drawing lines
Skill Progression
30-33 months
33-36 months 36-42 months 42-48 months
48-54 months 54-60 months
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.D. Drawing Zigzag
scribbles are added to loops
Distinguishes writing from drawing
Draws a face with features in proximity and understanding of the head (enclosure)
Plans what to draw before starting to draw
Proximity of features are closer to each other than should be (i.e. facial features)
Draws stick figures with head, body, arms, and legs
Copies a circle
Uses lines and circles in drawings
Parts of objects may not be connected (toothbrush may be a stick with separate “bristle” lines)
Pictures have many parts and details
Enclosures are used to encapsulate features (circle around pupils in eyes)
Draws what is known, rather than what is actually seen (four legs on dog)
Reports drawings represent familiar things
Draws recognizable forms (e.g., face, flower)
May draw a person as a head with facial features and arms and legs coming out of the head
Parts are connected, such as body and arms, tree trunk and limbs
Draws more important things larger (e.g., person larger than the house)
Skill Progression
30-33 months
33-36 months 36-42 months 42-48 months
48-54 months 54-60 months
D. Drawing Imitates a cross Separation of different parts
Drawings are colorful,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 5: Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools.
of the picture that are not connected
rhythmic, balanced, and expressive of feelings; may represent people, objects, actions, or events and begin to tell a story
Horizontal and vertical coordinates used to display relationships (facial and body features, etc.), shows spatial understanding
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Skill Progressions for HPD GOAL 7: Children develop independence in caring for themselves and their environment.
A. Eating/drinkingB. DressingC. Self-careD. Toileting
Note: Dressing skills are influenced by family expectations and clothing selection. For example, children who have only elastic-waist pants or pull-over shirts may not learn buttoning, snapping, and zipping as early as children who wear clothing with these fasteners.
*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull-ups may not feel wet.
The following readiness skills are documented in the literature as being important prerequisites for beginning toilet training. They do not preclude toilet training ability, but should be taken into consideration for modified expectations.
Toileting Readiness Skills: • Desire to please (likes to get gifts, enjoys praise)• Desire for independence (takes pride in new abilities, wants to “do it myself”)• Imitates adults and older children• Language skills adequate to communicate needs, and understand words about the toileting process• Motor skills adequate to walk to the toilet, pull down pants, and get on• Bowel movements occur on a fairly predictable schedule• Longer periods with a dry diaper indicates child's bladder is able to store urine. (Example: The child wakes up from
a nap dry, or stays dry for2 or more hours)
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
• Able to follow simple, one-step verbal instructions• Shows an interest in imitating other family members or friends in the bathroom• Through words, facial expressions or a change in activity, child indicates when bladder is full or when a bowel
movement is about to occur
More on readiness from the American Academy of Pediatrics.
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Eating/drinking
Tongue moves in and out (suckling)
Tongue flat and cupped
Opens mouth adaptively; closes lips
Helps bring bottle to mouth
No longer loses liquid when breast/bottle removed
Helps hold cup and spoon
Takes two or more sucks before swallowing or taking a breath
Jaw, tongue, and lips move together
Develops a suck- swallow pattern
Takes one or two swallows from a cup
Eats ground or junior foods and mashed table foods
Decrease in up-and-down jaw movement in cup drinking
Gums solid food
Self-feeds soft biscuit with one hand
Opens mouth as spoon approaches
Grabs spoon in fist
May lose liquid from side of mouth
Swallows some thicker pureed foods
Chewing present
Uses upper lip to remove food from spoon
Uses graded, controlled bite
Ejects food with tongue
Uses fingers to self-feed small bites
Tips bottle to drink and self-feeds whole bottle
Skill 12-15 15-18 18-21 21-24 24-27 27-30 NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Progression months months months months months monthsA. Eating/drinking
Holds and drinks from lidded cup using two hands
Uses fisted grasp on spoon
Tries to pour from small container
Unscrews a bottle lid (wrist rotation)
Demonstrates taste and texture preferences in food; makes requests
Eats the same foods as the rest of the family
Suck-swallow-breathe pattern coordinated during a long drinking sequence
Feeds self with spoon, turns in mouth, spilling
Handles cup well with two hands
Gives up bottle for travel cup with straw
Demonstrates oral motor skills to eat foods from all food groups
Grasps spoon with fingers
Feeds self with fingers
Minimal loss of food during chewing
Attempts to unwrap food
Unwraps food in simple wrapping
Uses tongue to clear area between gums and cheek
Grades mouth-opening to size of the bite
Eats coarsely chopped table foods, including chopped meats
Eats most meats and raw vegetables
Easy lip closure; no loss of food or drink
Holds spoon and keeps it upright
Dips spoon in food and brings it to mouth; turns spoon to get contents in mouth
Chews with mouth closed
Eats a variety of textures
Point of spoon enters mouth first
Uses well-coordinated diagonal
Lifts cup to mouth with one hand,
Transfers a bolus of food across the
Sweeps tongue to clear lips
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.
rotary chew may drop midline of the tongueNo longer
drools unless teething
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
A. Eating/drinking
Wipes own hands and mouth with napkin
Transfers food from side-to-side in mouth
Holds and drinks from a cup with one hand
Pours from larger jug to cup
Holds fork in fingers rather than fist
Uses a knife to spread food items
Chews with grinding movement
Eats well with fork and spoon
Uses knife to cut soft foods
Stirs, scoops, and pours
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12onths
B. Dressing Body parts easily manipulated for dressing
Practices grasping by clutching or pulling at clothing
Becomes more active and excited while being dressed
Pulls off hat Anticipates adult’s actions and starts to offer arm
Pulls off socks
Lifts legs for diapering and dressing
Pulls off booties
Holds foot out for shoe and socksRemoves second arm from coat
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Once pants are over bottom, pushes pants
Tries to put shoes on, usually gets half way
“Dresses up” in large size clothes that are easier to
Takes off shoes if untied
Washes self at bath time
Tries to put both feet in one leg hole
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
40
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.
off in sitting get onRemoves mittens
Helps with taking off coat
Helps push/pull underpants and pants down/up
Pulls elastic-top pants over bottom and down
Lifts foot for adult to put on pants or shoe
Locates head hole in shirt and pulls it on
Unties shoes Locates a large sleeve hole
Skill Progression
30-33 months
33-36 months
36- 42 months
42-48 months
48-54 months
54-60 months
B. Dressing Pulls laces tight on shoes
Puts on coat independently
Puts socks on with correct heel orientation
Puts loose fitting boots on
Distinguishes front and back, inside out
Puts shoes on the correct feet
Unties laces and takes off shoes
Opens and closes snaps and Velcro closures
Puts on pull over garment
Puts on open front shirt
Orients pants correctly and puts on
Threads belt through loops
Puts on own shoes, but may be on wrong feet
Pulls a zipper up and down
Unbuckles belt or shoes
Independent with Velcro fastenings on shoes
Fastens and zips front fastening zippers
Undresses independently
Buttons several large buttons
Buckles belt or shoes
Chooses weather- appropriate clothing
Opens front buttons
Buttons and unbuttons most sizes of buttons
Puts on shirt, socks, coat
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12onths
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
41
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.C. Self-care No observable
skills No observable skills
No observable skills
No observable skills
No observable skills
Throws clothesin hamper witha promptCleans face and hands withdamp cloth
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Opens mouth for teeth to be brushed
Holds toothbrush with help
Moves toothbrush independently
Attempts to blow nose
Cleans up spills
Adequately blows and wipes nose upon request
Holds out hands to be washed and dried
Washes hands with soap with help and direction
Needs help with toothpaste
Puts trash in trash can
Turns faucet on and off
Puts pajamas and other folded clothing in a drawerWashes and
dries own hands
Holds head in position for combing
Dries hands with help
Allows wiping of nose
Brings comb to hair
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Helps make bed
Blows and wipes own nose with some help
Wipes nose without request
Completes all steps in brushing teeth independently
Sets table and clears own dishes
Showers independently, but may need help with washing hairChooses
clothing for Washes down front of body
Brushes own hair with
Washes and dries hands
Soaps cloth for washing
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
42
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.
the weather supervision thoroughlyHelps set the table with prompting
Thoroughly brushes teeth
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
43
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
D. Toileting No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Uses facial expressions, squatting to indicate need to eliminate
Indicates wetness by actions
Indicates need for toilet with actions or words, but often too late *
Practices getting on and off the toilet, pulling pants down and back up
Demonstrates a pattern of toileting needs (i.e. when and how often)
Girls ask to urinate in the toilet
Sits on toilet for one minute when placed and supervised (May like sitting on the potty chair fully clothed)
Indicates discomfort when soiled
Sits on the toilet and occasionally urinates(Note: Average age elimination muscles are mature is 18 months)
May be bladder trained during the day if adults and children are both motivated*
Girls wear training pants or underwear
Sits on the toilet for one minute alone *Visits the bathroom with adults and watches themPlays with toilet paper, flushing, and washing hands
Skill Progression
30-33 months
33-36 months
36- 42 months
42-48 months
48-54 months
54-60 months
D. Toileting Boys and girls seat themselves on the toilet with steps and
Responds to routine bathroom times for bowel
Boys enter bathroom and urinate and have BM independently
Dry at night May have occasional night bed-wetting
Completely cares for self at toilet*
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull ups may not feel wet.‐
DOMAIN: HEALTH AND PHYSICAL DEVELOPMENT (HPD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Motor DevelopmentHPD Goal 7: Children develop independence in caring for themselves and their environment.
toilet seat * movementsBoys urinate in the toilet when sitting down
Unsuccessful at wiping self *
Boys urinate while standing up
Manages toilet seat, toilet paper, and flushes*
Boys wear training pants or underwear
Boys stay BM free during the day
Boys and girls may tell before having BM
Boys tell before having to urinate
Girls stay BM free during the day
Girls enter bathroom and urinate and have BM independently (may need help with wiping)
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
45
*Note: Toileting is dependent on family expectations and background, and cultural differences. Type of diaper used also impacts feeling of wetness, so children who wear pull ups may not feel wet.‐
DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC GOAL 1: Children understand communications from others.Skill Progression: Understand communication from others
Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Understand communication from others
Distinguishes between parents’ voices and other sounds
Discriminates between familiar and unfamiliar voices
Searches for sounds/voices with eyes
Distinguishes friendly and angry talking
Follows simple requests paired with gestures
Recognizes and responds to up to 50 words in addition to sounds and gestures
Discriminates native language from a foreign language
Responds to own name with head turn, eye contact, or smile
Understands some frequently used words
Responds to “no”Responds to “where is..?”
Skill Progression
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Understand communication from others
Searches for objects named, but not present
Identifies objects named in pictures by pointing
Understands “what” questions
Understands labels for most common objects, animals, etc.
Understands vocabulary related to familiar items, people, and routines
Follows two-step related directions
Finds objects named from a group of different objects
Points to at least 3 body parts
Understands some pronouns (my/mine, you, me)
Understands a variety of action words (e.g., sleep, play, eat, etc.)
Understands size (e.g., big, little)
Identifies objects by function
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
46
DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.
Understands “where” questions (e.g., “Where is the blankie?”)
Follows single step directions
Understands some emotions words (happy, sad, mad)
Responds to yes/no questions with head nod or shake (e.g., “Do you want juice?” may not nod “yes” until later)
Knows smaller body parts
Understands that a questioning intonation implies a response is needed
Knows amount words (one, all)
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Understand communication from others
Understands basic spatial words (e.g., in, on, out, off))
Understands descriptive words (e.g., hot, dirty, broken, wet)
Understands words for shapes, sizes, and position (in front of, behind, top, bottom)
Understands opposites (e.g., long/short)
Understands vocabulary related to own experiences and culture
Understands terms related to a broad range of topics, including environmental features, math and science topics, community components, cultural differences, current events, etc.
Identifies colors
Understands descriptive terms (e.g., hard, soft, rough, smooth)
Understands basic time concepts (e.g., before/after; morning/ afternoon)
Understands time concepts related to days, months, holidays, etc.
Understands spatial concepts (e.g., under, beside)
Follows two-step unrelated directions
Understands wide variety of questions, including “when” and “how” questions
Understands basic number concepts
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
47
DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 1: Children understand communications from others.
Understands categories
Understands passive declarative sentences (e.g., “The cat was chased by the dog”)
Understands “what happens if…?”Understands
“why” questionsKnows gender
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSION FOR LDC GOAL 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.Skill Progression: Participate in conversations with peers and adults
Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Participate in conversations with peers and adults
Makes eye contact with parent and smiles
Vocalizes to initiate socializing
Responds differently to familiar and unfamiliar people
Shows desire to be included in social interactions with others
Follows point or visual gaze of another person
Moves body to engage in social interaction with others
Smiles at familiar face
Smiles and starts vocal turn taking when adult imitates the infant’s sounds
Responds to sounds by making sounds
Enjoys playing games such as peek-a-boo and pat-a-cake
Points to direct attention of adult
“Talks” with others in back and forth vocalizations
Uses voice to express pleasure and displeasure
Reacts to emotions of others
Initiates interactions by reaching for the adult’s mouth, nose, etc.
Skill Progression
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Participate in conversations with peers and adults
Imitates actions of others
Uses gestures and/or words for social interaction or to tell others what to do (e.g., blows kisses, fingers
Attempts to converse with jargon and real words
Takes 1-to-2 turns in conversation
Takes 2-3 turns in conversations by adding new information
Communicates about previous experiences when adults talk about them and asks questions
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
to lips for shhh, shrugging shoulders) approximately two times per minute
Makes verbal protests
Produces jargon
Responds to “what” questions
Uses 2 -word phrases to communicate
Dependent on the adult to scaffold the conversation
Conversations begin to be directed to other children, as well as self and adults
Points to request information or an action
Repeats words heard in conversations
Directs conversation primarily to self and adults
Initiates a topic with one or more words
Initiates a topic and responds with new information
Intentionally communicates five times per minute
Begins to cooperate in games, songs, and finger playsTalks about
needs, feelings, and past events with adult help
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Participate in conversations with peers and adults
Participates in storytelling and book reading with adult
Listens for up to 20 minutes in one-on-one situations with preferred
Follows meaning in conversation among numerous
Takes 4 turns in a true conversation on a topic
Raises hand to offer comment in a group
Communicates in group activities by taking turns most of the
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
50
DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 2: Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions.
books people time Follows a narrative and talks about it
Interrupts and talks over others to give own ideas in a group
Participates in a narrative describing an event
Directs conversation primarily to peers and responds to peers’ conversation directed toward him
Begins to understand humor; tries to tell jokes or make others laugh with stories
Talks to self but begins talking to peers rather than adults
Understands meaning, even if indirectly stated (e.g., “I need my shoe” implies “Give me my shoe”)
May interrupt in conversations, but beginning to understand taking a turn in a group
Talks about another person’s likes, dislikes, and point of view
Still seeks out adults for conversations, but prefers peers
Seeks out peers for conversations, rather than adults
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC GOAL 3 Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression A: Answers questionsSkill Progression B: Asks questions
Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Answers questions
No observable skill
No observable skill
No observable skill
No observable skill
Vocalizes when asked a question
Responds to “Who’s that?” with a word or word approximation (e.g. “mama”)
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Responds to a yes/no question with head movement
Responds to requests for clarification (e.g., “huh,” “what?”)
Responds to “What is…” questions
Answers simple open-ended questions (e.g., “What do you want?”)
Points to an object when asked “Which one is…” (a cow, big, etc.)
Answers variety of simple questions asked by another accurately
Responds to “Where is…” question by pointing to a familiar object or person
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
A. Answers questions
Responds to 33% of questions
Understands questions about objects,
Understands “how many,” “whose,” and
Answers “when” and “how”
Answers open- ended questions,
Understands “What happens if...”
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
asked by adults
people and basic routines
“why” questions
questions such as “What can you tell me about...?”
questions
Understands “What…doing” questions (e.g., “What is the baby doing?”)
Responds to requests for clarification most of the time
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Asks questions
No observable skill
No observable skill
No observable skill
No observable skill
Requests actions (e.g., “Up” with arms) and/or requests objects (e.g., reaches toward adult)
Gives objects to another to request an action (e.g., hands toy to adult to activate) Asks for help from adult with gesture or vocalization
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Uses rising intonation to request information
Points to request actions or information
Occasionally requests clarification (“Huh?”)
Requests information with gestures and words (points to and uses “questioning” expression)
Asks “What that” questions for information
Starts to ask “who” and “where” questions
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
53
DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 3: Children ask and answer questions in order to seek help, get information, or clarify something that is not understood.
Uses single words with intonation to request actions (e.g., “up”)
Makes statements with rising intonation to ask a question (“Mommy go bye-bye?”)
Uses three types of sentence structure: 1) Word + intonation(e.g., “Drink?”);2) What + noun phrase (e.g., “What doggie (doing)?;” 3) Where + noun (“Where blanky?”)
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
B. Asks questions
Asks “What …doing” questions
Regularly asks for clarification
Regularly requests clarification
Asks “why” and “how”
Asks questions about how another person feels
Asks about another person’s perspective (e.g., “What do you think about…?”)
Asks a variety of questions, including “who,” “what,” “where,” “when,” “is,” and “do”
Asks what words mean
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC GOAL 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression A: Articulation/sound productionSkill Progression B: Possible sound errors (considered to be developmentally appropriate)Skill Progression C: Language production
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Articulation/ sound production
Cries to express hunger, discomfort, pain or distress
Gurgles and laughs
Nasal sounding consonants
Consonant-vowel sounds emerging (da, ma) for babbling
Produces consonants /m, n, d, b, y, w/
Produces more back vowels, central vowels, and consonants
Vocalizes with non-speech-like burps, grunts, and coughs
Coos; moves tongue throughout the mouth to make vowel-like sounds
Marginal babbling
Imitates sound sequences in one breath
Produces a wide variety of sound combinations
Imitates others coughs, laughs, funny sounds
Makes vowel sounds “ah,” “eh,” ”uh”
Vocalizes “ma” or “mu”
Babbles with some consonant-vowel sounds
Beginning of adult speech (starting to develop certain vowels, syllables, diphthongs)
Demonstrates intonation contours of the language and uses variegated babbling (non-reduplicative) babbling) (i.e. "dagedagee")
Experiments with sounds such as “raspberries,” bubbles
Produces consonants /m, n, b, p, t, d/ in babbling
Varies volume, pitch and rate of sounds
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
producedSkill Progression
12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
A. Articulation/ sound production
Produces consonant sounds /b, m, n, t, d, w/
Attempts to combine consonants and vowels into words
Speech may be less than 50% intelligible to unfamiliar persons
Speech is at least 50% intelligible to unfamiliar persons
Combines noises to make sound effects (e.g., “zoom-zoom,” “Brrring,” “Bang”)
Speech is 60% intelligible
Produces word approximations (e.g., “muh” for milk)
Produces consonant-vowel-consonant (CVC) combinations, using consonant sounds /p, b, m, n, t, d, h, w/
85% of children correctly produce the following:Initial sounds:/b, d, h, m, n, p/Medial sounds: /b, m, n/Final sounds:/m, p/
Repeats adult’s words and intonation
Uses VC (e.g., up), CV (e.g., bye), CVC (e.g., sad), and CVCV (e.g., puppy)
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
A. Articulation/ sound production
Conveys ideas using pitch and intonation
75% intelligible
May produce all 24 consonants (stops: /p, b, t, d, k, g/;
80% intelligible
90% intelligible
100% intelligible, though errors on /s, sh, r, l,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
fricatives: /f, v, s, z, h/, sh, th (as in “the” and “this”), zh; affricates: /j, ch/ liquids: /l ,r/; glides: /w, j/; nasals: /m, n, ng/
z, zh, ch, j, th/ may persist
85% of children correctly produce the following:Initial sound:/t, g, k, f, w/Medial sound:/f, g, k, ng, p, t/Final sounds:/b, d, g, k, n, t/
85% of children correctly produce the following:Initial sound:/kw/Medial sound:/d/ Final sound: /f/
Emerging production of /r, l, s, ch, sh, z, j, v/
85% of children correctly produce the following:Initial sound: /ch, j, l, s, sh, y, bl/Medial sound: /ch, j, l, s, sh, z/Final sound: /l, ng ch, j, s, sh, r, v, z/
Produces all vowels
Demonstrates few omissions or substitutionsProduces
some consonant clusters (e.g., st, sp, bl, fr, sw, etc.)
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
A. Articulation/ sound production
Produces the following syllable structures: CV, VC, CCV (sky), CCVC (stop), CVCC,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
(dogs), and VCC (eggs)Awareness of and ability to rhyme emerges
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Possible sound errors
No observable sound errors12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
Often repeats same syllable (“wawa” for water)
Reduces consonants (“boo” for “blue”)
Additional research needed
Additional research needed
Additional research needed
May delete one consonant from a consonant blend (e.g., “top”/stop)
Final consonant deletion evident (“be” for “bed”)Eliminates some initial consonants
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
B. Possible sound errors
Cluster reduction, cluster of sounds reduced (e.g., peak/speak)
Simplifies words that are multisyllabic to CV or CVCV form (e.g., banana becomes
May use stopping, or substituting a stop /b, p, d, t, g, k/ for a fricative /s, z, f, v, th, h, sh, zh/ (e.g.,
75% of children:No longer substitute a front sound for aback sound(e.g., tat/cat)
75% of children:No longer substitute non-palatal sounds for palatal (tongue on palate) sound
75% of children:No longer substitute non-palatal sounds for palatal (tongue on
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
“nana”) moud/mouse) at the end of a word (e.g., dit/dish)
palate) sound at the beginning of a word (e.g., tai/shy)
Gliding may occur (substitution of glide /w/ or /y/ for liquid sounds, /r/ or /l/ (e.g., woom/room)
Produces substitutions and distortions of consonants
May use fronting, produce a consonant in the front of the mouth that should be produced in the back (tar/car)
75% of children:No longer replace an affricative with a continuant or stop (e.g., sip/chip)
75% of children:No longer substitute alveolar (made with tongue near upper teeth ridge) sounds for non- alveolar (e.g., tu/shoe)
Stopping /th/ (e.g., dis/this)
No longer substitutes a voiced consonant for
an unvoiced consonant(e.g., zun/sun)
May use cluster reduction (tuck/truck)
75% of children:No longer reduce consonant clusters(e.g., gape/grape)
75% of children:No longer substitute voiceless final consonant for a voiced consonant (e.g., bak/bag)
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
B. Possible sound errors
Substitutes /f/ for voiceless /th/ (e.g. fumb/
75% of children:No longer delete final
75% of children: No longer delete unstressed
75% of children:No longer omit /s/ in an
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
thumb) consonants (e.g, ba/ball)
syllables initial position of a cluster (e.g., tep/step)
75% of children:No longer change one sound or syllable in the word to be like another (e.g., goggie/doggie)No longer repeat syllables (e.g., baba/bottle)
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
C. Language production
Vocalizes to parent’s smile
Cries differently for pain and hunger
Imitates sounds and mouth movements needed for speech
Vocalizes to protest
“Sings” along with familiar songs
May produce first word
Says “mama”/ “dada” without meaning
Vocalizes during games
Uses social gestures (“bye-bye”)
Demonstrates pleasure and displeasure by vocalizing
Points to known people and objects
Skill Progression
12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
C. Language production
Unintelligible except for a
Accurately imitates
Produces language to
Names objects Produces two-and three-
Produces two- to four-word
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
few words, mostly with consonant-vowel sequence
some words express refusal; “No” is common
word phrases; makes simple statements (e.g., “More juice” “Me do”) and asks questions about objects, people or events (“What that?”)
phrases or sentences (agent + action + object is the most common, along with agent + action + location)
Uses social greetings
Uses commands (“Stop it” “Don’t”)
Produces verbs Produces words more than gestures
Uses negative sentences for nonexistence (no cookie), rejection (no nite-nite) and denial (no break)
Modifies nouns in an object position (e.g., Daddy is a big man.)
Protects own things (“Mine”)
Produces two-word phrases or telegraphic speech (words imply a whole sentence)
Produces two-word combinations (e.g., agent-action [ball roll], action-object [roll ball], agent-object [me ball], action –location [ball chair],
Produces possessives
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
possessor-possession[my ball])
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
C. Language production
Converses about people, places, and objects that are not present
Produces declaratives, negatives, questions, and imperatives
Connected speech intelligible
Produces complex sentences with prepositional phrases (e.g., “The dog is behind his house”), “wh” clauses (e.g., “I went where the horse lives”), simple infinitives (“I want to go to bed”)
Describes how to do something in detail
Produces 4-8 word (or longer) sentences
Demonstrates awareness that sentences need noun and verb phrases
Produces complex sentences
Produces pronouns appropriately
Retells stories and events in sequence
Produces full range of sentence types
Produces utterances that describe physical characteristics (“big doggie”)
Produces spatial, comparative, and temporal concepts in discussion
Uses word order to understand communication
Creates songs and rhymes
Produces imperative implying “you”
Produces and, but, and because to combine sentences
Produces negative before a verb (“no go”) as well as “no,” “not,” “can’t,” NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 4: Children speak audibly and express thoughts, and feelings, and ideas clearly.
“don’t”
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC GOAL 5: Children describe familiar people, places, things, and events.Skill Progression: Use of narrative skills to describe
Subdomain: Learning to CommunicateLDC Goal 5: Children describe familiar people, places, things, and events. Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use of narrative skills to describe
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
Imitates behaviors such as washing and feeding the baby
12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
Cares for a doll or stuffed animal, covering it and taking it for a walk in a stroller; begins to vocalize toward the dollor stuffed animal or adult in dramatic play
Pretends to sleep, eat, etc. with actions directed toward self
Starts to construct actions and events by searching for needed props(e.g., spoon for bowl, driver for car)
Directs conversation in dramatic play toward self, dolls or stuffed animals, andan adult
Plays house and acts out going to bed, cooking, eating, and other daily routines
Demonstrates fantasy play, acting out a story or pretending to be an animal or a character seen on television or a movie
Incorporates familiar objects that adults have used into play (e.g., phone, comb, washcloth, etc.)
Repeats same events multiple times (cooking, serving)
Responds to adult’s suggestions for expansions of play
Produces vague stories about something that happened(“I falled”)
Skill Progression
30-33 months
33-36 months
36-42 months 42-48 months
48-54 months
54-60 months
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 5: Children describe familiar people, places, things, and events. Use of narrative skills to describe
Acts out multiple action sequences with dolls or action figures; talks to or for the dolls or figures
Dresses up to represent characters and uses props in dramatic play
Plays with miniatures, such as a doll-house, garage, school house, etc. to act out familiar sequences; provides a narrative to actions
Cooperates in coordinated dramatic play, creating a narrative with a complex theme or story
Creates stories with drawings, constructionsof sand, clay, blocks, etc.
Creates elaborate stories with peers for dramatic play
Talks about how characters feel
Talks about a theme, with objects or actions mentioned relating to the theme (e.g., “Baby eating. Baby likes apples.”)
Acts out several familiar events in dramatic play (feeding the baby, reading to baby, putting baby to bed) with complex commentary
Discusses what props are needed and what should happen next in the play; dialogue is interactive
Builds structures with blocks and adds props to act out stories or scenes
Negotiates roles in dramatic play and may switch roles to play different parts
Performs playsfor adults
Talks using a series of unrelated sentences
Includes peersin play
Spontaneously builds on another’s dialogue and actions
Dictates stories in appropriate narrative sequence, with characters, unorganized plot, and dialogue
Produces dialogue in narrative dramatic play, with the sentences building upon each other
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression: Use most grammatical constructions of home language well
Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use most grammatical constructionsof home language well
No observable skills12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills
Produces primarily nouns
Omits grammatical markers, such as “a” or “the”
Produces pronouns
Produces regular possessives (e.g., mommy’s) emerge
Produces have and do as auxiliary verbs (“Do you like apples?”)
Produces holophrastic speech (i.e., one word may mean many things)
Produces two-word utterances; produces telegraphic speech, using only key words (e.g., “Car go”)
Understandsand uses:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance (e.g., all gone)
Combines 2-3 words
Produces infinitive verb phrases with hafta, wanna, gonna. (e.g.,“I wanna go.”)
Produces and between nouns (e.g., “I want juice and cookies.”)
Produces the following morphemes:Present progressive verb + -ing (adds “ing” to words)Prepositions(in, on)
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.
Regular plurals (e.g. dolls, horses)
Skill Progression
30-33 months 33-36 months 36- 42 months
42 -48 months
48-54 months
54-60 months
Use most grammatical constructions of home language well
Produces the following morphemes:Irregular past tense (e.g., “came,” “went”) Regular past tense(e.g., “jumped”)
Produces the following morphemes:Uncontractible copula (“Who’s here? I am.”)
Produces the following morphemes:Articles (a, the)Third person regular verbs (“he goes”, “she eats”)Contractible copula useof is (“here’sthe ball”)Uncontractible auxiliary (“He is” in response to question, “Who is…?”)
Produces the following morphemes:ArticlesIrregular past tenseRegular past tenseThird person regular verbsContracted copulaIrregular third person singular verbs (“she has” “she does”)
Produces the following morphemes:Contractible auxiliary verbs (“they’re coming”)
Produces indefinite negatives, including nothing, nobody, and no one
Starts a sentence with and, because or so (e.g., “And I runned.”)
Produces complex sentences (combines independent clause and dependent clause) such as “I have the game that you gave me.”
Produces all types of simple and complex sentences
Uses to as a preposition to indicate direction toward (“giving it to the baby”)
Produces compound sentences (two or more independent clauses or
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 6: Children use most grammatical constructions of their home language well.
simple sentences combined by and, but, or) such as “I ate and I went to bed.”
Skill Progression
30-33 months 33-36 months 36-42 months
42-48 months
48-54 months
54-60 months
Use most grammatical constructions of home language well
Produces can, will, be as auxiliary verbs + negative forms (e.g., can’t, won’t, don’t)
Produces infinitive phrase “havegot to...”
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSION LDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression: Respond to and use a growing vocabulary
Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Respond to and use a growing vocabulary
Knows familiar people
Discriminates sounds and voices
Babbles to communicate
Demonstrates recognition of names of objects by looking at them when named
Produces a variety of speech sounding patterns in jargon
Produces single, simple sounds/words for familiar objects to communicate (e.g., “ba” for ball)
Imitates sounds
Skill Progression
12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
Respond to and use a growing vocabulary
Uses referential naming (word refers to specific thing): (e.g., The child’s cup, blanky, “Dada,” “Mama”)
Produces mostly nouns, including different types of labels (e.g., names of objects, family members, pets, activities, etc.)
Produces the following:Agents (e.g., mama)Actions (e.g., run)Objects (e.g., cup)Recurrence(e.g., more)Cessation(e.g., stop)Disappearance(e.g., all gone)
Asks for name of object or location of object (“What’s that?” “Where Daddy?”)
Produces number words: Knows numbers one and two, and knows “one more”
Knows first three count or number words
Uses social words:
Generalizes nouns to other
Uses relational words to relate
Names parts of objects
Understands and uses
Uses at least one color
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.
(e.g., Says “Hi,” “Bye”; uses a version of“Thank you”)
similar objects one word to another object or person to something else: Existence (this, more, all gone)Action relational (up, down, bye-bye)Location relational (where object is located)Possession relational (mine)
(e.g., body parts or wheels of car)
comparative words (e.g., big, little)
description word
Produces possessive my, mine
Produces a few verbs (e.g., kiss, kick, open, sleep)
Uses categorical vocabulary (e.g., trees, animals, toys, people)
Uses pronouns (e.g., he, me) and possessives within a statement(e.g., that mine, your hat)
Uses over extension (uses one word too broadly) (e.g., all animals with four legs are dogs)
Skill Progression
12-15 months
15-18 months
18-21 months 21-24 months
24-27 months
27-30 months
Respond to and use a growing vocabulary
Uses some descriptive words (e.g., cold, full, all gone, broken, some, more)
Produces mostly concrete nouns (i.e., defined by pointing or acting out)
Expands use of relational words(in, on, under)
Uses positional words (e.g., down, up)
Understands over 300 words (Less than 50 words at 2 years is a
Uses action/event terms (e.g., bring, take/ snack, lunch)
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.
red flag for delay)
Skill Progression
30-33 months
33-36 months
36-42 months 42-48 months
48-54 months
54-60 months
Respond to and use a growing vocabulary
Says own first and last name
Uses “wh” questions(e.g., what, where, who)
Uses descriptive vocabulary: Names shapes (circle, square, triangle); names several colors; names sizes; names textures; uses kinship words (sister, grandma)
Names all primary colors
Uses comparative terms (e.g., longer, shorter)
Uses comparative terms: Compares weight (e.g., lighter, heavier); names a broad range of colors and compares shades (e.g., lighter/darker); compares amounts (e.g., uses equal, less, fewer, more than)
Uses gender words
Knows counting words to 10 (may be inaccurate)
Infers meaningof words from illustrations ina book
Names examples in a category (e.g., animals, fruits, vegetables,jobs, etc.)
Uses terms related to time (e.g., day/night, before/after, early/late, summer/winter, etc.)
Uses complex directional and time relational words (e.g., then, first, next, forward, backward)
Knows directional words (e.g., up, down, out,
Names a circle when asked “What shape is this?”
Uses environmental context to figure out
Knows more complex relational words (e.g.,
Uses word “money” and may know a few coins
Names the category when examples are given (e.g.,
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Learning to CommunicateLDC Goal 7: Children respond to and use a growing vocabulary.
in); uses differently than location of object
meanings of words
in front of, behind, beside)
apple, pear, grape)
Skill Progression
30-33 months
33-36 months
36-42 months 42-48 months
48-54 months
54-60 months
Respond to and use a growing vocabulary
Knows all possessives (yours, ours)
Uses pronouns as subjects and objects (I, you, he she, it, we, they; me, you, him, her, it, us, them)
Acquires “verbally defined” (i.e., explained by an adult) words that are more abstract (e.g., think, weather, wonderful)
Asks adult to define word meanings
Uses counting words to 20
Uses expanded number words and concepts: Knows counting words up to 100 and names coins
Uses descriptive words (e.g., bad, sleepy, heavy)
Learns 3-6 words a day depending on exposure and experiences
Knows days of the week, some names of months, and some holidays (though may be inaccurate)
Approximately 70% of vocabulary is concrete
Produces metalinguistic language (Anna begins with “A”)Infers meaning from context of sentence
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS LDC Goal 8: Children develop interest in books and motivation to read.Skill progression: Develop interest in books and motivation to read
Subdomain: Foundations for ReadingLDC Goal 8: Children develop interest in books and motivation to read.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Develop interest in books and motivation to read
Examines contrasting patterns
Touches pictures
Recognizes familiar objects and people
Brings book to mouth to chew
Reaches for books to hold
Turns pages (maybe more than one ata time)Stares intently
at picturesHolds book in both hands
Examines pictures when items are pointed to
Helps adult turn pages by pushing them to the left, after the adult has separated a page
Gestures to indicate desire to read a book again
Pulls booksoff shelf
Sits on adult’s lap and attends to several books in a row
Skill Progression
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months 27-30 months
Develop interest in books and motivation to read
Turns inverted book upright
Carries a book around while walking
Points to pictures and says, “What’s that?”
Engages in reading behavior by verbalizing while looking at pictures
Protests when adult misreads a word in a familiar book; offers correct word
Recites text from a familiar predictable book Sustains
interest in named pictures for 2-5 minutes
Holds a book open to look at it independently
Manipulates a variety of interactive books
Searches for Gets a book “Reads” a May use books Recites whole Requests NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for ReadingLDC Goal 8: Children develop interest in books and motivation to read.
favorite pictures in a book
and gives it to an adult to read
book independently for several minutes
as a transitional object
phrases from favorite stories
adult read the same book repeatedlyUses “book
babble” (jargon sounds like reading)30-33 months
33-36 months
36-42 months
42-48 months
48-54 months 54-60 months
Tells what the story is about based on the pictures
Asks questions about the pictures, vocabulary, and story
Tells story when looking at a familiar book
Understands relationship between related pictures
Discusses favorite books with peers
Asks adult to buy or check out specific topics, books, or authors
Coordinates text read (words) with pictures (e.g., finds aspects of text in the pictures)
Listens to longer stories
Sequences events in stories
Asks questions and comments on a book indicating understanding and interest in a topic or event
Demonstrates preferences in types of books to read (e.g. story, humorous, nonfiction, science, poetry, etc.)
Discusses actions in pictures
SKILL PROGRESSIONS FOR LDC Goal 9: Children comprehend and use information presented in books and other print media.Skill progression: Comprehend and use information presented in books and other print media
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Comprehend and use information presented in books and other print media
Stares at black and white patterns
Examines more complicated patterns and colors
Examines pictures of people
Listens to the adult while looking at pictures in a book
Vocalizes while looking at pictures in a book, catalog, newspaper, greeting card, etc.
Points to individual pictures when named by adult
Pats pictures Exhibits turn-taking - listens then vocalizes during the adult’s pause
Pats pictures and vocalizes Laughs at familiar pictures or adult’s sound effects
Skill Progression
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Comprehend and use information presented in books and other print media
Relates an object in a picture to something or someone in the real world
Shows familiarity with text by saying words associated with a picture
Shows empathy for characters or situations depicted in books
Relates pictures in stories to own experiences
“Reads” to dolls, stuffed animals or self
Recites text from a familiar, predictable book
Makes animal sounds when looking at animal pictures
Chooses books for adult to read by recognizing the picture on cover
Makes associations across books
Performs an action shown or mentioned in a book
Discusses characters and events in books in ways that show understanding of the story
Answers simple questions about the pictures in the book
Names Recites parts Fills in words Recognizes NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.
familiar objects in a book
of well-known stories, rhymes, and songs
in the text when the reader pauses, says the next word before the reader does, or reads along with the reader when a predictable, familiar book is read
and identifies almost all common objects and picturesIdentifies
objects in pictures
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Comprehend and use information presented in books and other print media
Asks questions about the story and characters in the book being read
Recognizes some environmental text
Recalls 1-2 elements from an unfamiliar story that was just read
Recalls 3-4 elements of a story
Responds to a variety of questions about a story that was previously read
Tells a suitable ending to a simple story
Knows there are picture books, story books, and books about real things
Starts to memorize words, lines, or whole segments of a favorite book
Connects details, information, and events in a story to real-life experiences
Predicts what will happen next in an unknown story
Asks questions and makes comments that demonstrate understanding
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for ReadingLDC Goal 9: Children comprehend and use information presented in books and other print media.
of literal meaning of story
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSION FOR LDC Goal 10: Children develop book knowledge and print awareness.Skill progressions: Develop book knowledge and print awareness
Subdomain: Foundations for ReadingLDC Goal 10: Children develop book knowledge and print awareness.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Develop book knowledge and print awareness
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills
No observable skills
Notices print rather than just pictures in a book; may point to labels under pictures
Distinguishes print from non-print (e.g., picture or drawing)
Points to and labels pictures on billboards, cereal boxes, etc. in the environment
Recognizes some familiar environmental signs or symbols
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Moves finger or hand across a line of print in a favorite book and verbalizes text exactly or accurately paraphrased
Notices print in the environment and asks what it “says”
Understands what print is
Asks what specific words are in text
Mixes print-like letters, real letters, and drawings in “writings”
Differentiates, identifies, and reproduces letters in the alphabet (at least in approximations)
Recognizes familiar print in the local environment
Asks about print conventions like spelling, spacing, and where to write
Attempts to incorporate print conventions such as spacing, alignment, and
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
punctuation (though inaccurately)
SKILL PROGRESSIONS FOR LDC Goal 11: Children develop phonological awareness.Skill progressions: Develop phonological awareness
Subdomain: Foundations for ReadingLDC Goal 11: Children develop phonological awareness.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Develop phonological awareness
No observable skills12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills
Imitates animal sounds
Listens to songs and nursery rhymes and imitates words
Imitates rhyming words (loo-loo, goo-goo) and makes up nonsense words
Listens with interest to books with alliteration (uses same sounds in beginningand other partsof words)
Claps with a drumbeat
Repeats the alliterative words with these sounds more easily /w, p, b, d, t, m, n, h, y/
Understands the difference between words with similar phonemes such as “pat” and “path”
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for ReadingLDC Goal 11: Children develop phonological awareness.Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Develop phonological awareness
Identifies and imitates sounds in the environment
Recites familiar phrases of songs, books and rhymes
Indicates enjoyment when hearing alliteration stories
Identifies rhymes and rhyming sounds in familiar words
Notices words that have letters like those in own name and asks what the word “says”
Understands that letters function to represent the sounds in spoken words
Claps to syllables in two-to-three syllable names
Produces rhymes in a vocal game (e.g., fat, sat, cat, rat)
Attends to beginning sounds in familiar words
Identifies simple, high-frequency words
Identifies what letter is needed in a word by listening to the word being said, especially if there is a letter name match (e.g., OK)
Repeats alliterative words starting with /f, v, s, z, g, k/ in pairs or sequences
Tries to write own name, but does not understand that the letters represent the sounds in name
Counts syllables in names and simple words
Selects an appropriate letter to represent a sound that an adult isolates
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill progression: Develop knowledge of the alphabet and the alphabetic principle
Subdomain: Foundations for ReadingLDC Goal 12: Children begin to develop knowledge of the alphabet and the alphabetic principle.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Develop knowledge of the alphabet and the alphabetic principle
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
No observable skills
Recognizes A-B-C song and sings it, but without knowing what letters are
Knows some letters in own name
Recognizes own name in print
Identifies initial letters and sounds of familiar names and some words
Recognizes a few sight words (e.g., words in familiar books, stores, etc.)
Points out words that rhyme in songs, poems, and predictable books
Identifies 5-10 alphabet letters, especially those in own name
Identifies parts of words that rhyme
Comments about words that have the same sounds
Matches upper case letters
Segments words into syllables Knows that
alphabet letters make words
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Makes letter-sound matches of a few letters
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.Skill progressions: Use writing and other symbols to record information and communicate for a variety of purposes
Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use writing and other symbols to record information and communicate for a variety of purposes
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
Attempts to imitate adult marks on paper by banging dots or making short marks
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Imitates adult’s scribbles
Spontaneously scribbles on paper (or other surface)- no understanding of true writing
Makes marks on paper with no organization
Makes large continuous circular scribbles, with occasional straight lines
Imitates horizontal stroke
Creates separated, tight scribble marks
Experiments with vertical and horizontal straight lines - alone, next to, or on top of other lines
Imitates vertical strokes
Experiments with different ways to draw and write, such as “magic” drawing boards, making impressions in sand, drawing on computer
Produces writing lines differently than drawing
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.
line app. with finger, etc.
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Use writing and other symbols to record information and communicate for a variety of purposes
Zigzag scribbles are added to loops
Distinguishes writing from drawing
Organizes messages or stories written with scribble writing with adult assistance
Memorizes the letters in own name and tries to write them
Differentiates between letters and numbers
Imitates drawing a triangle
Copies a circle Draws recognizable forms (e.g., face, flower)
Dictates words for adults to write down
Copies a square
Replaces scribbles with letter approximations and actual letters in a message or story
Demonstrates understanding of the uses and formats of writing; scribbles and calls the result a note or letter
Imitates a cross
Uses 3 fingers to hold pencil to write
Demonstrates awareness of uses for writing, and uses writing for these functions
Draws a person with a head and at least 6 features
Writing formats differ for different purposes
Engages in scribble writing
Draws circle spontaneously
Draws simple pictures to tell a story
May reverse letters when writing
Makes marks to create writing, explains what the writing
Uses drawing to stand for writing to communicate a message
Attempts to write letter-like forms in a sequence to write a
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for WritingLDC Goal 13: Children use writing and other symbols to record information and communicate for a variety of purposes.
“says” messageAttempts to make first letter of own name, but the appearance is unconventional
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC Goal 14: Children use knowledge of letters in their attempts to write.Skill progression: Use knowledge of letters in attempts to write
Subdomain: Foundations for WritingLDC Goal 14: Children use knowledge of letters in attempts to write.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use knowledge of letters in attempts to write
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
No observable skills
Attempts to make first letter of own name, but the appearance is unconventional
Scribbles begin to resemble letter-like designs (mock letters), uses scribbles frequently
Begins to write the letters of own name; marks begin to resemble actual letters in the child’s name
Writes letter-like forms along with scribbles to represent writing
Replaces scribbles with letter approximations and actual letters
Knows letters are made of lines and curves, combines lines and curves in creative ways to represent letters
Draws known letters in unique ways, using segments and sequences of marks
Organizes marks that serve as writing “words” in a linear fashion, and in rows
Asks about spelling, spacing of words
Writes a few words correctly from memory Writes at least the most commonly first-learned letters:B, D, S, T, O, A, H, K, M, and CWrites simple consonant-
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
vowel-consonant words
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR LDC Goal 15: Children use writing skills and writing conventions.Skill progression: Use writing skill and writing conventions
Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Use writing skills and writing conventions
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
No observable skills
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Scribbles vigorously
Holds crayon in fist
Uses whole arm to make marks
Holds crayon with thumb and several fingers
Imitates drawing a horizontal line
Draws different strokes, dots, and circular shapes
Imitates adult’s scribbles
Scribbles include horizontal and vertical movements
Scribbles without going off of the paper
Includes curved marks in writing
Explains what he has drawn and what different colors convey
Imitates drawing a vertical line
Indicates writing with small “chicken scratches”
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Use writing skills and writing conventions
Holds crayon in writing position with fingers and thumb directed toward the paper
Imitates drawing a circle
Copies models of horizontal and vertical lines and a circle
As likely to start at the right side of a page as the left when "writing"
Holds a crayon with an adult grasp
Writes some upper and lower case letters, but may mix them together
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.
Makes up and down movement needed to make a V, though shaky
Imitates drawing a cross
Traces around the edge of a basic shape template
Rotates a piece of paper and writes down the side rather than go back to the left and start a new line
Writes large letters
Writes left to right and top to bottom of page
Traces on a horizontal line without going off too much
Attempts to write one or more letters in own name
Strings letters or mock letters together, then asks what it says
Copies a square from a model
Puts spaces between some writing to represent words, but may run other words together
Skill Progression
30-33 months
33-36 months
36- 42 months
42-48 months
48-54 months
54-60 months
Use writing skills and writing conventions
Makes marks that look like letter shapes
Starts to copy simple horizontal and vertical letters, like E, F, L, H, T; letters with angles (K, N, M, Y) are more difficult
Tries to imitate the letters in her name and some family member’s names
Replaces scribbles with letter approximations and actual letters
May make letters in segments, for example a line for the I
Includes a combination of letters and letter-like symbols in
Asks how to write specific words
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: LANGUAGE DEVELOPMENT AND COMMUNICATION (LDC) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Foundations for WritingLDC Goal 15: Children use writing skills and writing conventions.
in T, then two short lines emanating from each side of the top of the line
writingWrites in organized and segmented rows, though placement may not be in the correct order
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 1: Children use their senses to construct knowledge about the world around them.
Skill progression: Constructs knowledge
Subdomain: Thinking and ReasoningCD Goal 1: Children use their senses to construct knowledge about the world around them
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Constructs knowledge
Tracks objects and faces
Uses mouthing, reaching, grasping, and kicking to explore objects
Uses fingers to explore and grasp
Examines things from different perspectives to explore size, shape, texture, sound, etc.
Uses hands and fingers to try to put things together
Uses both fine and gross motor skills to explore and experiment with dropping, throwing, and other cause-and effect actions
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Puts objects on top of each other
Uses a variety of objects together in different ways in trial-and-error
Uses real and pretend objects together functionally
Uses tools to solve a problem(a fork to stab a bite, a hammer to pound, sifter, funnel)
Experiments with putting things together and taking them apart
Investigates how to manipulate things by tearing, stretching, unwrapping, etc.
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Interconnects parts to construct a simple 4-5 piece puzzle,
Uses household objects (pillows, blankets,
Constructs enclosures of different sizes in dramatic play
Combines blocks and 8-12 puzzle pieces to make a
Attends to more than one characteristic (shape and color, color
Understands orientation of objects, letters, pictures as an
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
nest objects, etc.
boxes) to create spaces to explore
representation and size, texture andcolor, etc.)
important characteristic
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 2: Children recall information and use it for new situations and problems Skill progression: Recalls and uses information for problem solving
Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 2: Children recall information and use it for new situations and problems
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Recallsand uses information
Stares longer at familiar faces than objects
Shows physical excitement at familiar faces and events (feeding)
Remembers how to activate familiar toys
Recognizes people and objects based on sensory characteristics (favored blanket, toy)
Remembers simple games (peek-a-boo, patty cake) and actions to apply to a toy or object
Remembers a strategy that worked on one object and tries it on anotherRemembers label for an object without the object being present
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Performs deferred imitation of actions of others (adults, siblings peers)
Recognizes and identifies familiar places and pictures of objects and people by pointing
Attempts to tell about remembered experiences using words, jargon, and gestures
Demonstrates long-term memory for experiences up to six months previous
Recognizes familiar signs, books
Fills in missing words in familiar books, songs, rhymes, etc.
Remembers action sequences with objects
Dramatizes remembered events
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Recalls and uses
Remembers visual
Remembers finger plays
Dramatizes favorite
Recalls 1-2 characters
Recalls 3-4 elements of a
Gives detailed descriptions of
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 2: Children recall information and use it for new situations and problemsinformation landmarks and
anticipates the intended destination
and acts out sequences in dramatic play
stories and events
and events in a story that was recently read
story without prompts
past events, stories, movies, etc.
Remembers events up to 18 months in the past
Remembers one of several objects shown and then hidden
Describes familiar objects without seeing them
Determines what is missing from pictures, puzzles, and toys
Remembers sequences of words and numbers
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions Skill progression A. Thinking and reasoningSkill progression B. Taking perspectivesSkill progression C. Making decisions
Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Thinking and reasoning
Repeats pleasurable self-directed actions
Begins play with sound toys
Displays laughter in social play, particularly with physical stimulation
Inspects objects for a long time
Sustains interest in looking at pictures
Knows how to get objects to do what he wants
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Names pictures in books
Reflects thinking in problem solving with toys
Play begins to reflect thoughts and feelings
Verbally describes basic emotions and desires
Uses the word “pretend” when doing dramatic play
Uses the words “think,” and “know” to express understanding of something
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Talks to self about how to solve a problem
Attends to key aspects of an object or situation to figure out how to work it or solve the problem
Asks about how things work and why things are done in a specific way
Describes how and why things work or are done
Describes reasons for feelings and beliefs
Describes her plan, and what she is going to do in a logical sequence
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Taking perspectives
Studies faces Tries to imitate adult mouth movements
Shows interest in others’ facial expressions
Tries to get adults to laugh
Follows what someone points to
Participates in games of give-and-take and turn-taking
Shows objects to others
Imitates others actions and sounds
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Watches adults and anticipates their actions
Represents self and others in dramatic play
Follows the lead of others, doing what they do or following their directions
Knows what will make others laugh and shares humor
Dramatizes roles in familiar routines using props to remember actions performed by others in real life situations
Incorporates others into dramatic play and understands their intentions
Knows what adult wants them to do
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Ascribes thoughts and feelings to dolls and action figures
Tries alternatives if first attempt at problem solving doesn’t work; may then ask for help
Describes own feelings and is aware of other peoples’ feelings and perspectives
Discusses how others’ feelings, attitudes, and beliefs are different from his own
Knows what to do to please others and takes steps to do so
Compares and negotiates her ideas with others in play
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Construction of Knowledge: Thinking and ReasoningCD Goal 3: Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisionsSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
C. Making decisions
No observable skills
Prefers studying people to objects
Enjoys shaking and banging
Shows attentional preferences when given a choice between two objects
Deliberately seeks out and attends to preferred toys
Moves from one toy to another to explore actions
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
May know an action is out-of-bounds, but decides to do it anyway
Makes decisions about activities and sequences of actions within activities
Decides what to do by what will be approved or disapproved of by adults
Decides not to do something she wants to do, but knows is wrong
Decides which role to play and what actions to perform
Decides what others should do or say in dramatic play
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Determines what he is good at; preferences begin to strengthen
Beginning to select friends
Determines dramatic play themes and leads others
Lies intentionally if she thinks the lie will keep her out of trouble
Selects a variety of materials to create play scenarios
Establishes rules for play
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill progression A. MusicSkill progression B. Art
Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Music Calms to rhythmic movement, sounds, and music
Listens to sounds and begins to differentiate
Comforted by soft, rhythmic melodious sounds, music and movement (stops crying)
Reacts differently to different musical patterns
Listens attentively to sounds and words
Bounces to rhythm while standing
Watches and tries to imitate movements
12-15 months 15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Shows intense interest in speech sounds and music
Imitate sounds, words, and movements
Remembers short action sequences
Identifies preference in instrumental music
Increases activity level with fast rhythms
Attends to more than one characteristic of objects at a time (sound and movement)
Skill Progression
30-33 months 33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
A. Music Remembers finger plays, dance moves, songs
Names or sings favorite songs, finger plays, etc.
Imbues music, dances with emotion
Enjoys group singing and dance
Begins to be aware of musical syntax and to understand and use
Capable of learning some basic musical concepts such as pitch (high/low),
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.
musical phrases
duration (long/short), tempo (fast/slow), and loudness (soft/loud)
Attention span for listening to music increases in length and interests expand to various types of music
Sense of pitch, rhythm, and melody emerging
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Art Attends to contours and contrasts
Sees color Attends to internal aspects, not just contours
Inspects objects for a long time
Watches others draw
Looks at pictures for up to 1 minute
12-15 months 15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Sustains interest in pictures for 2 to 5 minutes
Pays attention to details of objects and people
Moves, shifts, and combines objects in different ways
Prefers using a tool with materials like play dough
Experiments with materials, objects, and instruments
Attends to more than one characteristic of objects at a time (visual
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Creative ExpressionCD Goal 4: Children demonstrate appreciation for different forms of artistic expressions.
and sensory)30-33 months 33-36
months36-42 months
42-48 months
48-54 months
54-60 months
Tells adults what to draw
Remembers and looks for specific photos or illustrations in books (i.e. favorite pictures)
Recognizes emotions in pictures
Examines non-realistic art and envisions what it could represent
Examines different types of art and explains why she likes or dislikes it
Examines art and sees similarities and differences across artists
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
Skill progression A. Music/DanceSkill progression B. ArtSkill progression C. Drama
Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsA. Music/dance Calms to
rhythmic movement, sounds, and music
Produces vocalizations and shakes sound toys
Makes vowel sounds and early consonants
Babbles rhythmically
Produces jargon with intonation
Vocalizes to music and tries to sing
Bangs toys Body moves to rhythm
“Dances” to music in sitting or standing
Bounces to rhythm while standing
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsActually dances with weight-shifting, not just bouncing
Dances in different directions and in circles
Listens to music, sings and dances
Rocks and sings to dolls
Engages in “music babble” as he sings and dances
Experiments with different types of movements
Discriminates loud and soft sounds
Makes wild swings and kicks with arms and legs to tempo (fast/slow); dances on toes
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsA. Music/dance Remembers
songs and finger plays
Pretends to be something with movements, such as falling leaf, snow flake, cloud, flower,
Dances and sings to familiar music
Creates silly songs and dances
Dances and sings for others
Dance movements are precise and coordinated
Imitates adult’s Spontaneously Tries to imitate Combines Includes music and
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
actions and movements
etc. creates rhythms rhythms movements to create a novel dance
dance in dramatic play or performance
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsB. Art No observable
skillsNo observable skills No observable
skillsNo observable skills
Makes marks on paper
Makes random scribbles with crayon or marker using fisted grasp
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsMakes random scribbles with crayon or marker using fisted grasp
Makes random scribbles with crayon or marker, begins to use fingers in grasp some of the time
Makes circular marks on paper
Names scribbles as representing something
Makes circles inside of circles, radiating lines from circles, and repetitive line formations
Experiments with making marks on all different surfaces to see results (walls, table, floor)
Uses stamps to make a picture
Tries to imitate adult’s drawing strokes, but without representational intent
Combines sand, water for tactile play
Engages in sensory art such as play dough, finger paint, etc.
Squeezes, flattens, and puts chunks of play dough together and takes them apartSnips with
scissors
Skill Progression 30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsB. Art Tries to draw
lines, angles, zigzags
Constructs structures or items for dramatic play (makes a box into a car)
Asks adults to show how to draw or create something
Uses tools with play dough (cookie cutters, rollers, scissors)
Creates representations with paper, clay, sand, etc.
Uses a variety of tools, scissors, markers and fasteners to create scenes, props, etc.
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
Draws circles to represent everything
Creates pictures with fingers in writing position
Makes collages with all kinds of materials, glues things together
Uses glue, sparkly materials to make art projects
Makes art projects with a variety of tactile materials and fasteners
Artwork shows novel ideas or methods of expression
Draws squares and rectangular shapes
Draws faces Draws people Draws whole scene
Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsC. Drama No observable
skillsNo observable skills No observable
skillsNo observable skills
Shows affection to dolls
Pretends to feed and bathe baby
12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsCares for doll (i.e. puts to bed, feeds, etc.)
Pretends to sleep, eat, talk on phone (Auto-symbolic play)
Uses objects symbolically in dramatic play (pretends a block is food)
Dramatizes remembered events, and directs dramatic play to self, doll, and/or adult
Dramatizes different roles in familiar routines, up to three steps
Begins fantasy dramatic play; uses dolls or action figures to “perform” sequences, talk to each other, and interact
30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsDresses up for role play
Acts out dramatic play with others playing roles (mommy, baby)
Develops a theme in dramatic play (doctor, waitress)
Begins coordinated, complex dramatic play among several peers
Acts out feelings of characters in dramatic play (fear, anger, sadness, etc.) with fantasy characters, super heroes, etc.
Discusses and negotiates roles, actions, and dialogue with other players in dramatizations
Acts out simple stories
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Creative ExpressionCD Goal 5: Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance.
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 6: Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities.
Skill progression: Demonstrates knowledge of relationships and roles
Subdomain: Social ConnectionsCD Goal 6: Children demonstrate knowledge of relationships and roles within their own families, homes, and communities.Skill Progression 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Demonstrates knowledge of relationships and roles
Focuses on parent’s face
Responds differently to different family members
Differentiates familiar and unfamiliar faces
Calmed more easily by familiar caregiver
Plays near parent Moves away from parent, but maintains eye contact
Approaches other children
Exhibits separation distress
Recognizes friends and relatives seen frequently
Skill Progression 12-15 months 15-18 months 18-21 months 21-24 months 24-27 months 27-30 monthsDemonstrates knowledge of relationships and roles
Enjoys being around other children
Parallel play with peers
Constantly demands adult’s attention
Alternates between clinging and resistance to familiar adults
Names own and others’ possessions
Shares toys, helps others, cooperates in games; shows empathetic concern
Engages in doll play, recreating nurturing of parents
Interacts with new adults and children
Imitation and turn taking increases with peers
Role plays family routines.
Shares toys, demonstrates some prosocial behavior with peers
Vocalizes to parents from a distance
Knows where to put away toys in home
Retrieves objects from different parts of the
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Social ConnectionsCD Goal 6: Children demonstrate knowledge of relationships and roles within their own families, homes, and communities.
home30-33 months 33-36 months 36-42 months 42-48 months 48-54 months 54-60 monthsMay be hesitant or shy around new people; takes time to warm up
Beginning to form friendships
Silly boisterous humor among peers and siblings
Cooperative dramatic play with peers
Monitors the emotional state of a group and children within the group
Attempts to please peers, make friends
Play may reflect sibling or parent-child relationships
Associative socio-dramatic play among peers. (play together, but with different goals)
Frequent sibling rivalry and arguments
Shows interest in being part of a group and sits in facilitated group for 20 minutes
Maintains attention in group activities when interested
Participates well in groups; raises hand to talk, takes turns, listens to others
Aware of community helpers, recognizes and identifies
Dramatizes roles of community helpers
SKILL PROGRESSION FOR CD GOAL 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural group).Skill Progression: Recognize they are members of different groups
Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Recognize they are members of different groups
Stares at faces, particularly eyes and contours
Responds differently to other family members and strangers
Distinguishes photos of family members from those of strangers
May show distress when strangers are near
Plays near familiar adult
Demonstrates separation distressDemonstrates stranger anxiety
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).
Gender stereotyping not evident in toy preferences
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Participates with parent doing household routines (washing plastic dishes, wiping high chair table, etc.)
Uses words “mama” and “dada” and maybe names of family members
Moves away from parents
Demonstrates prosocial behaviors with everyone
Knows cultural expectations for behaviors within the family
Plays with others in a small group of children (even if parallel play)
Seeks play with siblings, peers, or other familiar persons
Stares longer at persons of another race (recognizes difference)
Play and toys may be gender stereotyped
Recognizes and names self, family, and friends in photos
Play may be highly gender stereotyped
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
Recognize they are members of different groups
Demonstrates preferences for play partners
Knows gender when asked
Prefers peer interactions to adult interactions
Plays group games without constant supervision
Responsible for chores within the home/school
Names special friends in the classroom
Follows classroom rules part of the time
Participates in circle time for15-20 minutes
Responds appropriately to instructions given in a small group
Converses with people outside of the family and asks them questions
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Social ConnectionsCD Goal 7: Children recognize that they are members of different groups (e.g., family, preschool class, cultural groups).
Modifies language and interactions when playing with younger children
Preference for same sex peers
Knows the rules of the household and classroom
Demonstrates a good understanding of how to behave in different environments
Knows the rules for home, school, and community
May participate in community structured group sports or activities
Group rough and tumble play; more prevalent for boys
Plays simple board or card games with several children
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 8: Children identify and demonstrate acceptance of similarities and differences between themselves and others.
Skill Progression: Identify and demonstrate acceptance of similarities and differences
Subdomain: Social ConnectionsCD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and othersSkill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Identify and demonstrate acceptance of similarities and differences
Prefers peopleto objects
Knows difference between mom, dad, and siblings
Stares longer at faces of persons from another race
Consistently makes the sounds of the parent’s language
Demonstrates separation distress, resistance to strangers
Identifies withthe same gender (recognizes similarity)
Discriminates between voices and people
Reads emotional expressions of same race better than other races
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Shares toys with family, friends, and siblings
Approaches other children (recognizes similarity in size, faces, preferences)
Recognizes own clothing, toys, and personal belongings
Girls may withdraw from rough house play of boys
Prefers play with peers to thatof adults
Notices and talks about differences in people’s size, eye color, skin color, hair, etc.
Knows all family members and friends, cautious with strangers
Dresses up like the same gender parent
Notices obvious disabilities and points or makes comments
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Social ConnectionsCD Goal 8: Children identify and demonstrate acceptance of similarities and differences between themselves and othersIdentifies and demonstrates acceptance of similarities and differences
Chooses playmates of the same race if they are present
Knows gender Demonstrates a preference for same-sex peers
Asks embarrassing questions about differences observed in people (race, weight, disability)
Tends to choose friends with like interests and personalities
Begins to understand that race is more than a difference in color; becomes aware of different cultures and begins to ask questions about them; establishing an ethnic identity
Adjusts language and play for younger playmates
Notices peers with similar interests
Begins to notice more subtle developmental concerns, such as language delays (e.g. “He talks funny”), negative emotional behaviors(e.g. “none of the kids like him”), etc. in peers
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 10: Children show understanding of numbers and quantities during play and other activities.Skill progression A. CountingSkill progression B. Recognizing number and subitizingSkill progression C. Composing and decomposing number
Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
A. Counting Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Says numbers, 1,2 but with no meaning
Knows a few random numbers
Uses one-to-one correspondence when counting two objects
Counts to two Counts first three count words
Counts 4 items in a collection
Recites numbers with no meaning
Demonstrates basic understanding of one-to-one correspondence, by putting one or more items into separate compartments
Counts using several number words, but not necessarily in order
Demonstrates one-to-one correspondence (give one to each person), but doesn’t know amountUnderstands the concept of one
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
A. Counting Verbally Counts using Keeps one-to- Counts up to Writes or Counts accurately NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.
counts to 10 with some one-to-one correspondence, but when counting objects loses track of the one-to-one or the next number
fingers, but loses track of numbers
one correspondence of 3 to 5 items, but doesn’t know “how many in total”
10 and knows “how many” up to 5
draws to represent 1 through 10
to 10
Rote counts 1-10 consistently
Understands that the last number stated is the total
Counts structured arrangement up to 9 and knows “how many”
Recognizes errors in counting
Counts 1-5 items with one-to-one correspondence
Counts on from a number if they count up to that number first
Counts 1-30 with emphasis on the counting pattern (e.g., Twenty-one, with parallel to 1,2,3)
Counts backward from 10
“Counts on” from a given number without starting at 1
Knows the number before and the number after a number but has to count from 1 to figure it outCounts to 100 by 1’s (with emphasis on the pattern)
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.B. Recognizin
g number and subitizing
Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Keeps track of quantities up to 3 (when they are moved out of sight)
No observable skills
Knows one more
Instantly recognizes amounts of 2 or 3 without counting (two shoes)
Gives one out of many items
Identifies first in a sequence and sometimes the second
Examines two sets of items with a large difference in amount and knows which has more
Identifies more than 3 as “many”
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
B. Recognizing number and subitizing
Instantly tells how many with groups of 1-3 items
Visually identifies “same” or “more” (may be wrong)
Compares amounts in two groups up to six items by matching with one-to-one correspondence (i.e., gives each toy animal a block for hay)
Instantly recognizes amount up to four and names the amount
Understands “same number as”
Uses counting to compare amounts in sets even if items are different sizes
Understands concept of “all” or “none” relating to
May be confused by amount if one set of items is
Compares amounts in each of two sets by
Recognizes the written numbers 1-9
Visually structures and verbally labels two visual
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.
number of objects
physically larger
counting (up to 5 items)
amounts and identifies the total amount (up to 10)
Examines a small group of objects and knows which has more if there is a big discrepancy
Recognizes several written numbers
Keeps track of number counted even when not in a structured arrangement
Starts to recognize written numbers
Writes and draws to represent 1 to 10 and 20 and 30
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months
10-12 months
C. Composing and decomposing number
Although research exists for documenting number sense in the first year of life. These are laboratory studies that cannot be replicated in home visits or centers. For this reason, skills the first year of life have been omitted.12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
No observable skills. 30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Examines a group of up to four items and creates another group of the same amount
Combines or takes away from a set to make a set of up to three objects
Uses graphics to add small numbers by drawing pictures, then counting up to 3 items
Adds two sets of objects up to 5
Counts all in two number sets by adding on from the first set
Breaks up a total number of objects in many different combinations to make the whole set (up to 10)
Mentally thinks that if
Uses graphics to add and
Adds the total of two same or
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical thinking and ExpressionCD Goal 10: Children show understanding of numbers and quantities during play and other activities.
you give him one more he’ll have two; and if he has two items and you take one away he’ll have one left
subtract small numbers
different sets of objects up to as high as the child can count
Writes numbers
Compares sets of objects to find the difference in amountSolves take-away problems by separating a set of concrete objects from the total amount and counting the remainderFinds how many objects need to be added to a set to get a specific total
SKILL PROGRESSIONS FOR CD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill progression A. Comparing and orderingSkill progression B. MeasuringSkill progression C. PatterningSkill progression D. Classifying
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.A. Comparing
and Ordering
Scans eyes and contours of faces if in close proximity and within view; prefers looking at faces to objects
Discriminates people, preferred objects, tastes, smells, textures
Uses shape, size and color to tell the difference between objects
Starts differentiating between each and both; and between one and more than one (picks up the larger amount)
Matches two blocks as being the same
Nests smaller container in a larger one
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Nests 3 round containers
Stacks three or four blocks
Nests 4 nesting blocks or bowls
Examines a small group of objects and knows which has more if there is a big discrepancy in amount
Correctly nests four or more small square boxes
Uses words for a characteristic such as big/little, tall/short, heavy/light, but may not yet compare to objects based on the characteristics
Places one block on top of another
Explores and identifies objects that are big or small, heavy or light, and tall or short, with assistance
Orders several objects on the basis of one characteristic through trial and error (e.g., stacking rings ordered by size)
Stacks five circular rings in correct size order
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
A. Comparing and ordering
Points to smaller/ larger of two objects
Identifies more, and the same in two groups of items (1-4 items) if the groups are organized differently
Understands largest/smallest
Identifies amounts of dissimilar items (small numbers)
Talks about past, present, future
Meaningfully uses words equal, more, less, and fewer
Points to short/long
Knows empty/full; small/smaller; large/larger
Compares pictures, colors, shapes to do simple puzzles
Matches related items and determines if they are the same number
Matches unrelated items and determines if they are the same amount
Knows to count and compare regardless of the attributes in the set
Knows to count to compare small amounts if only one attribute is involved (may be confused if objects are of different sizes)
Identifies and uses ordinal numbers from 1st to 10th
Recites the days of the week
Puts items in serial order of size from one to six units
Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.ProgressionB. Measuring No observable
skillsNo observable skills
Distance: Aware of distance and reaches for something that moves in front of a barrier, but not behind it
No observable skills
Time: Shows awareness of consistent daily routines
Puts as many small objects in a cup as possible, showing interestin adding more
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Dumps and fills
Size: Compares sizes
Size: Nests objects (relates sizes)
Explores using measuring tools for emptying and filling
Size: Recognizes size differences (big, little)
Size: Knows size words (big, little), but may not be able to tell which of two things is bigger Amount: Knowsjust one
Time: Aware certain events follow each other (nap, drink)
Time: Associates objects with events thatoccur (coat onis followed by going out)
Amount: Knows more; believes that a cracker broken in several pieces is more
Time: Understands now, today, in a minute; understands and talks about sequence of events in the day
Height: Recognizes taller on the height chartWeight: Knows heavy
Time: Uses words implying
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.
past, present and future; uses morning, afternoon, night, tomorrow
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
B. Measuring Size: Points to smaller/larger of two objects
Length/Height: Produces labels for measuring, such as tall and long
Length/Height: Uses the terms longer/taller functionally in play or daily routines
Length: Compares length or height of three objects by placing them side-by-side
Size: Compares size (area) by placing one on another
Length: Compares lengths using another object
Length: Points to short/long
Time: Knows today, tonight, last night
Amount: Knows larger container holds more
Time: knows today/tomorrow, day/night
Weight: Compares weight (light, heavy)
Length: Compares the length of two objects using an object with standard units
Time: Knows yesterday, tomorrow
Time: Knows the time of day for daily activities
Time: Knows morning, afternoon
Size: Orders six objects from smallest to largest
Time: Knows parts of the day when specific activities take place
Time: Knows day before yesterday, day after tomorrow; learns days of the week and seasons
Skill 1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 monthsNC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING
AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.ProgressionC. Patterning Prefers large,
bold patterns to plain pictures
Prefers patterns with finer details
Anticipates movement patterns
Recognizes objects and people based on sensory characteristics
Begins to perceive emotional expressions as meaningful patterns
Determines what the whole image is based on seeing part of the imageSensitive to
strong contrast
Begins to perceive overall pattern structure
Responds to rhythmic music
Recognizes meaning of familiar patterns (faces)
Recognizes objects by the shape pattern (bottle, cup, ball)
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Aware of time sequences or activity sequences (i.e. night followed by day; socks on before shoes)
Imitates patterns of movement and singing
Copies patterns using sounds or physical movements, with adult prompting and guidance
Notices attributes and calls them a “pattern” even if not a pattern
Tries to imitate songs and finger plays, dance moves, and rhythms with instruments
Makes up simple non-repeating patterns with blocks, beads of different shapes or colors
Notices patterns in carpets, shirts, etc. with pointing or words
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.C. Patterning Makes spatial
designs with blocks or shapes
Notices simple repeat patterns (short, long, short long) in block set
Compares shapes and makes patterns
Copies simple repeating patterns
Recognizes a simple pattern (three different attributes)
Extends a simple pattern by adding a new pattern set
Recognizes a simple pattern with one different attribute
Recognizes simple pictures made with shapes (square and triangle look like a house)
Recognizes a simple pattern (two different attributes)
Duplicates simple patterns seen at a distance
Recognizes that adding “1” is a pattern and adding “2” is a another pattern, whether with objects or numbers
Knows sequence of daily events
Duplicates an ABAB pattern, but may need to create it next to the original
Creates original patterns in art work
Fills in a missing element of a pattern
Extends a pattern (ABBAABBA)
Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
D. Classifying Scans contours
Scans internal details
Explores with hands and fingers to determine properties of objects
Uses shape, sound, color, and texture to identify object
Uses haptic (touch) exploration to determine size, hardness, shape, temperature,
Uses cross-modal (vision, taste, touch, sound, etc.) approaches to determine object’s
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.
and texture properties Recognizes sounds of parents’ voices
Starts to categorize and distinguish objects with similar appearance
Categorizes and distinguishes objects by function or behavior
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
Places objects into categories (blocks, animals, food)
Matches objects
Makes collections of things that are alike in some way (toys with wheels)
Demonstrates knowledge of basic-level categories (plants, animals, people)
Beginning to think about how things in the world are alike (rocks, trees, flowers, etc.)
Thinks many things are alive that are not, but beginning to understand alive and not alive
Selects, discriminates, compares and sorts by color and shape or another feature (incorrect at times)
Knows body parts
Matches familiar objects (picks out socks from shirts)
Compares and matches form, size, color
Knows clothing for different occasions
Names at least one color
Sorts objects into one group
Groups objects into two groups
Knows big and little hands on the clock and the position of the hands on the clock for specific activities (or digital numbers)
Matches animal sounds to animals
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD GOAL 11: Children compare, sort, group, organize and measure objects and create patterns in their everyday environment.Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months
54-60 months
D. Classifying Matches pictures of similar objects
Sorts colors Classifies by shape, size, color individually (not two characteristics)
Names examples of objects, animals, foods, etc. in a class (e.g., fruits)
Classifies by characteristics of people (hair color, eye, color, etc.); classifies objects or events by abstract characteristics (transportation, holidays, etc.)
Identifies the class, when items are named (apple, banana, grape)
Matches colors (red, blue, green, yellow)
Combines new and previous experience to sort objects by size, type, color, or shape
Matches colors (orange, purple, brown, black pink gray, white)
Matches a wide range of colors
Knows penny, nickel, dime (but not their worth)
Makes inferences about which category an item fits into
Knows holidays and related weather or season
Classifies toys, tools, numbers, letters, people, objects by function
Knows how to classify, label, and sort familiar objects by a specific category (e.g., hard v. soft, large v. small, heavy v. light)
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 12: Children identify and use common shapes and concepts about position during play and other activities.Skill progression A. Recognizes geometric shapesSkill progression B. Composes geometric shapesSkill progression C. Spatial understanding
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.Skill Progression
1-2 months
2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
A. Recognizes geometric shapes
No observable skills12-15 months
15-18 months
18-21 months
21-24 months
24-27 months 27-30 months
Places circle in puzzle
Places square in a puzzle
With prompting and guidance, begins to slide, rotate, and flip objects to make them fit
Matches forms with the same size and orientation
Matches basic shapes of different sizes
Matches basic shape blocks with different orientation
Stacks rings, though may not be in right order
Places circle, square, triangle in puzzle
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months 54-60 months
Stacks rings (or other objects in the correct order)
Sorts basic shapes
Matches familiar shapes of different sizes and orientation
Recognizes and names variations of the circle, square, triangle, and rectangle
Sorts a wide variety of shapes
Recreates a picture or pattern using shapes
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.
Identifies familiar objects by feel
Recognizes and names typical circle, square, triangle
Matches rectangles
Matches combinations of shapes to each other
May not differentiate sides and corners , for example in puzzles and shapes
Recognizes a wide range of rectangular shapes, with varying sizes and orientations
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months 54-60 months
A. Recognizes geometric shapes
Places shapes, even after puzzle board is rotated
May name rectangle, but may confuse other shapes and call them rectangles
Recognizes variations in triangles, but usually does not recognize diamonds
Counts sides of a shape to identify the geometric configuration
Recognizes and count angles to the geometric configuration
Recognizes basic shapes and typical hexagon, rhombus, and trapezoidIdentifies and describes a variety of 2-dimensional shapes with mathematical
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.
names (ball/sphere, box/rectangle, can/cylinder) regardless of orientation and size
Skill Progression
1-2 months
2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
B. Composes geometric shapes
No observable skills12-15 months
15-18 months
18-21 months
21-24 months
24-27 months 27-30 months
Matches blocks to build a tower of 3-4 blocks
Puts together a simple inset puzzle when pieces show whole objects beneath the piece
Puts together two pieces to form a whole geometric figure
Puts together a jigsaw puzzle of 2-3 pieces, demonstrating understanding of combining segments to make a picture
Experiments with combining shapes in different configurations
Prefers whole items, does not recognize pieces make a whole (gets upset if a cookie is broken)
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months 54-60 months
Manipulates individual shapes and randomly arranges them, but
Creates a picture using one shape (snowman from circles)
Builds three-dimensional structures using one type of item (e.g., a
Combines two or more shapes to create a new shape or to represent an
Constructs 2-D and 3-D constructions with symmetry
Completes a shape or figure puzzle requiring combining pieces to make a shape or figure (8-10
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.
can’t combine them to make a larger shape
cube) and/or multiple types of items (e.g., a rectangular prism, cube and arches)
object in the environment
pieces)Builds, copies, and describes a shape
Recreates a picture composed of shapes or tangrams
Takes shapes apart
Creates a shape from toothpicks or similar items
Breaks apart simple two-dimensional shapes that have obvious clues for breaking them apart
Decomposes or takes apart shapes to make smaller shapes
Finds shapes "hidden" in arrangements in which the shapes overlap, but are not embedded inside one another
Skill Progression
1-2 months
2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
C. Spatial understanding
Follows moving object with eyes (within close distance)
Reacts to disappearance of moving object by staring at the place object disappeared
Recognizes objects even when seen from different perspectives
Finds a hidden object if observes it being hidden
Finds a hidden object, even if it was previously hidden elsewhere
Adjusts grasp and reach to size and distance
Distinguishes near and far objects (reaches for near)
Examines things upside down
Aware of vertical space, drops things
Puts things on and in/out
Finds Aware of vertical Unwraps and
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.
partially hidden object
space, fears heights finds hidden toys under and in cloths, continues to search if not found the first try
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months 27-30 months
Makes a detour to get to an object
Uses spatial concepts up/down
Knows locations (there, here) and puts things where they belong
Stacks 6 small blocks (interested in stacking many so they won’t fall)
Lines blocks up to make a train
Begins building vertically and horizontally together with blocks
Shifts body weight to walk on sloped surface
Gets an object from another room
Stacks 4 small blocks (interest in building tall tower)
Imitates drawing horizontal, vertical lines, and circular shapes in sand, etc.
Identifies where the rooms are at home
Knows words indicating spatial understanding (outdoors, upstairs)
Turns a familiar picture or book right-side-up
Knows directional words (e.g., up, down, out, in, over, under) with regard to movement
Skill Progression
30-33 months
33-36 months
36-42 months
42-48 months
48-54 months 54-60 months
C. Spatial understanding
Attempts to imitate building a bridge with blocks
Finds objects based on the location of
Builds with blocks in all directions with the intent of
Learns a simple route from a map placed in direct relation
Uses positional words (behind, in front of, beside) to describe the location of an object
Creates a map using toy objects to recreate a space such as the classroom
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Mathematical Thinking and ExpressionCD Goal 12: Children identify and use common shapes and concepts about position during play and other activities.
landmarks (e.g., your hat is on the kitchen chair)
making a representation of something
to the child’s space
Knows near/far and uses question, “Where is…”
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
SKILL PROGRESSIONS FOR CD GOAL 14: Children observe and describe characteristics of living things and the physical world.
Skill Progression: Observe and describe characteristics of living things and the physical world
Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.Skill Progression
1-2 months 2-4 months 4-6 months 6-8 months 8-10 months 10-12 months
Observe and describe characteristics of living things and the physical world
Studies faces and objects within close visual range
Distinguishes animate (moving) from inanimate
Uses shape, size, and color to tell the difference between objects
Examines things upside downto compare perspectives
Aware of vertical space
Explores materials indoors and outside to compare characteristics
Uses body to cause things to happen such as batting at object to make it move
Anticipates what will happennext in the environment
Experiments with cause-and-effect (e.g., dropping objects)
Uses names for objects
Distinguishes near and far objects
Recognizes familiar objectsby nameShows interest and curiosity about the natural world by exploring characteristics of items in nature
Skill Progression
12-15 months
15-18 months
18-21 months
21-24 months
24-27 months
27-30 months
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.Observe and describe characteristics of living things and the physical world
Shows categorization of function (object use)
Explores the characteristics of animals, plants (pets the cat)
Locates objects that are alike (rocks, flowers) and makes collections of objects that are alike in some way (leaves, grass, flowers)
Demonstrates knowledge of basic-level categories (plants, animals, people)
Observes and reacts to living things in the environment (chases butterflies) and explores surfaces (rolls in grass)
Makes simple predictions about what will happen (drop rock in water)
Places objects in categories (animals, food, plants)
Varies behaviors to see what the results will be (splashes in water)
Points to and names many body parts on self and animals
Uses tools to explore the environment (shovel in the sand)
Skill Progression
30-33 months
33-36 months
36- 42 months
42 -48 months
48-54 months
54-60 months
Observe and describe characteristics of living things and the physical world
Provides descriptions of observations in nature (e.g., squirrel is climbing the tree)
Intentionally repeats actions to see if results will differ (walking on ledge, waving bubbles)
Asks questions about nature
Notices patterns, similarities, and differences in nature (bark on trees, veins in leaves)
Demonstrates an understanding of the differences between living and nonliving things
Describes characteristics of living things
Makes observations about creatures and plants in nature
Makes simple predictions (how far a stone can be thrown)
Understands the differences between habitats for people and animals
Talks about the similarities and differences among different animals,
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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DOMAIN: COGNITIVE DOMAIN (CD) • BIRTH TO FIVE PROGRESSIONS
Subdomain: Scientific Exploration and KnowledgeCD Goal 14: Children observe and describe characteristics of living things and the physical world.
insects, and plants
Uses nature vocabulary
Differentiates between manmade and natural materials
Knows weather requires different clothing
Notes the physical properties of different aspects of the environment
NC EARLY LEARNING NETWORK IS A JOINT PROJECT OF THE NC DEPARTMENT OF PUBLIC INSTRUCTION, OFFICE OF EARLY LEARNING AND UNC FRANK PORTER GRAHAM CHILD DEVELOPMENT INSTITUTE
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