Early Learning Standards - New Jersey - The Official Web ... · TheNew Jersey Birth to Three Early Learning Standards aredividedintofivedomainsthat reflectthefullrangeofchilddevelopment:

2013

New Jersey Birth to Three

New Jersey Council for Young Children

Adopted/Adapted with permission from Early Childhood Indicators of Progress: Minnesota’s Early Learning Guidelinesfor Birth to Three

Early Learning StandardsEarly Learning Standards

TABLE OF CONTENTS

Background and Acknowledgements ..........................................................2Committee ............................................................................................................3Introduction ..........................................................................................................4Domains and Components ..............................................................................9Overview and Definitions ..............................................................................10

Domain I: Social and Emotional Development ........................................11Components: Trust and Emotional Security ............................................1

Self-Awareness ..................................................................15Self-Regulation ..................................................................17Relationships with Peers and Adults ............................19

Domain II: Approaches to Learning ..........................................................21Components: Curiosity ..............................................................................23

Persistence ..........................................................................25Creativity ............................................................................27Initiative ..............................................................................29

Domain III: Language Development and Communication....................31Components: Listening and Understanding ........................................33

Communicating and Speaking ......................................35Emergent Literacy..............................................................37

Domain IV: Cognitive Development ..........................................................39Components: Exploration and Discovery..............................................41

Memory ..............................................................................43Problem Solving ................................................................45Imitation and Symbolic Play ..........................................47

Domain V: Physical and Motor Development..........................................49Components: Gross Motor Development..............................................51

Fine Motor Development ................................................53Physical Health and Well-Being ....................................55

Summary of Indicators ..................................................................................57Developmental Concerns ..............................................................................59References and Resources..............................................................................61

The New Jersey Council for Young Children was established in January 2010 to ensurecollaboration and coordination among early childhood programs in the State of New Jersey.The Birth-to-Eight Early Learning andDevelopment StandardsCommittee of theCouncilhas responsibility for the development of a coherent set of early learning and developmentand program standards that address all areas of development for ages birth through eightthat will lead to positive outcomes for infants, young children and their families.

As its first task, theCommitteebegan theprocess of developingBirth toThreeEarlyLearningStandards by conducting extensive research of state early learning guidelines/standards. Anumber of states’ infant and toddler early learning guidelines/standards were reviewed andevaluatedusing a rubric designed to assess howwell eachmet essential research-based criteriaidentified by theCommittee. As a result of this process, theCommittee, with the approval oftheCouncil, requestedpermission to adopt/adapt theEarly Childhood Indicators of Progress:the Minnesota’s Early Learning Guidelines for Birth to Three as New Jersey’s Birth-to-ThreeEarly Learning Standards. We gratefully acknowledge the Minnesota Department ofHuman Services for granting us permission to use, adopt and adapt their strategic work.

The Committee entered into a partnership with the national ZERO TO THREEorganization for technical assistance to support the work of the Committee. TheCommittee also identified a consultant to facilitate the revision of the Early ChildhoodIndicators of Progress: the Minnesota’s Early Learning Guidelines for Birth to Three. Dr.Gail Roberts, who served as a consultant and author for Minnesota Early LearningGuidelines, was engaged as a consultant to work with the Committee.

A field review of a draft version of the New Jersey Birth to Three Early Learning Standardswas coordinated by Dr. Keri Giordano and conducted during May through August 2012.The involvement, feedback and contributions of many individuals and groups throughoutthe state are gratefully acknowledged.

The following members of the Committee have given generously of their time, knowledgeand experience for the success of this project.

New JerseyBirth to Three Early Learning Standards

Background and

Acknowledgements

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Laura C. Morana – Chairperson, Red Bank Borough Schools, NJ Council for YoungChildren; Arlene Martin – Co-Chairperson, Professional Impact New Jersey and KeanUniversity;DianaAutin,StatewideParentAdvocacyNetwork;AmandaBlagman,Advocatesfor Children of New Jersey (ACNJ); ElaineBogoloff andCathy Joseph,NJ Department ofChildren and Families, Office of Licensing; Terri Buccarelli, Coalition of Infant/ToddlerEducators; NezzieDeFrank, Professional Impact New Jersey; LindaGillespie, ZERO TOTHREE Organization; Keri Giordano, Early Childhood Specialist; Michelle Keenan,Beachwood Nursery School; BarbaraKiley, Coalition of Infant/Toddler Educators and NJCouncil for Young Children; Sonja de Groot Kim, Kean University; Shonda Laurel, NJDepartment ofHumanServices/DFD,NJCouncil forYoungChildren;LisaLockwood,NewJersey Association for the Education of YoungChildren andNJCouncil for YoungChildren;Beverly Lynn, Programs for Parents, Inc. and NJ First Steps – Northern Region; PeterMangione, National Expert Reviewer; Karen Melzer, NJ Department of Health, EarlyIntervention System; Pat Mennuti, Community Coordinated Child Care; KathleenMulrooney, ZERO TO THREE Organization; Barbara Pittman, Family Child CareProvider; Kathleen Priestley, Advocates for Children of New Jersey; Alice Rose,McGuireAir Force andNJCouncil for YoungChildren;VeronicaRay,NJHead Start Association andNJCouncil forYoungChildren;StacySalley-Proctor,Programs for Parents, Inc. andNJFirstSteps–NorthernRegion;JenniferSantana,EarlyHeadStart andCoalitionof Infant/ToddlerEducators;Meg Saunders, Lakewood Economic Action Program; Catherine Scott-Little,NationalExpertReviewer;DianneStetson,ZEROTOTHREEOrganization;LorriSullivan,Youth Consultation Services Institute for Infants and Preschool Mental Health; ElmoriaThomas, Southern Regional Child Care Resource Center/EIRC and NJ First Steps –Southern Region; LynnTroianelli,Community Coordinated Child Care and NJ First Steps- Central Region; Joann Vesay, Rider University; Robin Wilkins, NJ Department ofEducation,DivisionofEarlyChildhood andNJCouncil forYoungChildren, ProjectDirector;SuzanneWilliamson,Coalition of Infant/Toddler Educators and Monday Morning, Inc.

New JerseyBirth to Three Early Learning Standards

Early Learning andDevelopment Standards Committee

The years from birth to three are the most important years of a child’s development as it is theperiod of greatest change and growth in life. Development during these early years occurswithin the context of caring andnurturing relationships. These years also provide the foundationfor the behaviors, skills and competencies that support lifelong learning and development.

Infant and toddler learning and development are nurtured and supported in a variety of settings,including:

• children’s homes;• family, friend and neighbor homes;• family child care homes;• child care, Early Head Start and Head Start centers; and• early intervention programs.

The New Jersey Birth to Three Early Learning Standards provide families, child care providers,early childhood teachers, institutions of higher learning, community members and policymakers with research-based information to support the best learning and development forinfants and toddlers.

Purpose andGoalsThe New Jersey Birth to Three Early Learning Standards provide a common

framework for understanding and communicating developmentallyappropriate expectations for infants and toddlers. These standards

are based on research about what children should know(understand) and do (competencies and skills) in different

domains of learning and development.

The document was developed with three goals in mind:

1. To provide information which families and othercaregivers can use to better understand develop-mentally appropriate expectations for infants andtoddlers and support learning and development inthose areas.

2. To promote healthy child growth and development,high quality child care and early childhood educationfor all children birth to three, including infants andtoddlers with special needs and those learning a homelanguage other than English.

3. To provide a common framework for those who are providing services tobenefit families with infants and toddlers.

Introduction

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GuidingPrinciplesThe following Guiding Principles informed the development of the NewJersey Birth to Three Early Learning Standards:

1. Infantsand toddlersdevelop in thecontextof their families, culturesandcommunities. Each child is unique with his/her own temperamentand rate of development. Development is influenced by many differentfactors, including physical and emotional health andwell being, nutrition,sensitive and responsive caregiving and the quality of their environment.Culture enriches family life and is a significant contributor to the waysdevelopment is supported in families and communities.

2. Nurturing and responsive caregiving helps infants and toddlersdevelop secure and trusting relationships. Infants and toddlers withsecure and trusting relationships with adults and peers are better able tolearn, play and grow. Infants and toddlers are active learners who learnthrough play, interaction with others and active exploration of theirenvironment.

3. Theyears frombirth to three represent aperiodof rapidgrowthanddevelopmentandare critical for the healthy development of young children. Development beginsprenatally and learning during the first three years provides the foundation for schoolreadiness and success in school and life. Positive early experiences can help reducedevelopmental delays and foster optimal growth and development.

4. Multiple abilities and skills aredeveloping simultaneously ina child’s first three yearsof life.As these abilities and skills emerge, eachaffects thedevelopmentof theothers.For example, growth in an infant’s ability to remember affects how he/she responds to newpeople. Any single behavior we observe may involve multiple aspects of development.Development of the whole child requires maximizingpotential across all domains.

5. Individual children varyconsiderably in achievingdevelopmental milestones.Chronological age alone is nota good measure of a child’sdevelopment because themany influences ondevelopment result in a wideage range of “normal” or“typical” development.Children who do have specialneeds can be identified andreferred to early interventionservices to increase and enhancetheir ability to achieve thesedevelopmental expectations.

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Infant andToddlerDevelopmental PeriodThe New Jersey Birth to Three Early Learning Standards are intended asa framework for supporting the growth and development of very youngchildren in the age period of birth to three years. The indicators,examples and strategies are based on widely held developmentalexpectations observed in infants and toddlers at different ageswithin the infancy to three-year period. This period is separatedinto four age groups that make the standards more user-friendlyand correspond to shifts or transitions in development. Younginfants between the ages of birth to 9 months are in a stage ofvery rapid development that includes the integration of sensory,motor, social/emotional, language and cognitive systems. Babiesat this age need the emotional security that comes from closerelationships with primary caregivers. Older infants are infantsbetween the ages of 8 months to 18 months whose increased abilityto explore andmove greatly affects their interactionswith their social andphysical environments. Infants at this age eagerly explore their surroundingsbut need familiar and trusted adults as a secure base of support. Young toddlersbetween the ages of 16 months to 26 months have an increased ability to influence theirenvironments in many ways, including the increased use of verbal language and physical actionsto obtainmore of the things they need or want, which in turn enhances their development in otherareas. Older Toddlers between the ages of 24 to 36 months are seeking new ways to increasetheir assertiveness and independence while also receiving reassurance and support from otherswho share in their adventures. It is important to emphasize that the developmental needs of oldertoddlers are distinct from those of preschool-age children.

The overlapping of age groups reflects both the impact of individual differences in the rate ofdevelopment and the most current research and understanding of how infants and toddlers growand develop. Overlapping age groups convey the message that there is a wide range for whenchildren meet developmental milestones. For example, the age range for walking is 9 to 15months, meaning both the child who walks at 9 months and the child who doesn’t walk until 15months are still considered to be within the “normal” or “typical” developmental range.

Young InfantsBirth to9months

Older Infants8 to18months

YoungToddlers16 to26months

OlderToddlers24 to36months

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Cultural, Linguistic and IndividualDifferencesDevelopment progresses differently for each individual child. Children are influenced by theirexperiences within the family’s cultural values and practices and the diverse composition of theircommunity. The family provides the primary context for interactionwith others, for early learningexperiences and for entrance into the broader world, especially for very young children.

The New Jersey Birth to Three Early Learning Standards are intended to be used to supportculturally appropriate family practices. Early care and education programs and staff must respectand support the family’s home language and cultural practices. Although young children developin generally similar stages, their individual experiences within their families contribute to greatlydiverse patterns of behavior and learning. Such individual differences are normal and must berespected in order to foster positive concepts of self and self-worth in infants and toddlers.

The New Jersey Birth to Three Early Learning Standards must also be understood and applied toyoung children growing up in various family circumstances such as infants and toddlers inmilitaryfamilies, migrant families and young children in the child welfare system. These and other specificfamily situations provide young childrenwith unique supports and alsomany challenges that earlycare and education providers can meet by providing sensitive and responsive relationships andlearning experiences.

Childrenwith Special NeedsThe New Jersey Birth to Three Early Learning Standards are intendedto be used with young children showing either typical or atypicaldevelopment. All infants and toddlers, including those with specialneeds, make progress on the skills, behaviors and concepts that aredescribed by the indicators. There are individual variations that areimpacted by genetic differences and individual life experiences. Families

and early childhood professionals can use the standards to guideindividualized planning and for developing strategies that supportthe optimal development of all children including those with

special needs.

Information about developmental concerns and resourcesfor families and other caregivers who have questions orconcerns about a child’s development are given at the endof the document.

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Early Learning andDevelopment Standards:What they areand are notThe New Jersey Birth to Three Early Learning Standards are a resource to support the learningand development of infants and toddlers and to enhance the quality of their early care andeducation. The framework also provides strategies families, other caregivers and teachers canuse to support learning in developmentally appropriate ways. The standards are not intended tobe a curriculum or an assessment tool. Instead, the standards identify the best ways to supportquality curriculum, instruction and assessment in early care and education programs.

The standards are intended to reflect widely accepted, research-based expectations for learningfor children from birth to three. The indicators, examples and suggested strategies can assistcaregivers in being responsive to the individual needs of young children. The standards provideinformation and support for the adults who care for infants and toddlers about what and howyoung children are learning and reflect the natural progression of skills, concepts and behaviorsin the first three years of life. They provide realistic expectations for different ages and stages ofdevelopment while allowing for individual differences in the rate and pattern of development.Finally, the standards reflect the importance of adult-child interactions and relationships thatsupport the development of a child’s cultural identity within the context of their family andcommunity.

Organization andStructure of theDocumentThe New Jersey Birth to Three Early Learning Standards are divided into five domains thatreflect the full range of child development:

• Social and Emotional Development• Approaches to Learning• Language Development and Communication• Cognitive Development• Physical and Motor Development

Each domain of development is related to and influences the others. A description and purposestatement is given for eachdomainalongwithdefinitionsof someof thekey termsassociatedwith thedomain. The domains are further divided into components that designate important areas of infantand toddler development within each domain. Indicators of progress for infants and toddlers ingaining competencies, knowledge, skills and behaviors are then specified within each component.

ExamplesandStrategies that caregiverscanuse to facilitate infant and toddlerdevelopmentare listedfor each of the components within the domains. Caregiver in the examples and strategies refers toparents, close family members, child care providers, teachers and other primary adults in children’slives. The examples and strategies are not intended to be all-inclusive or an exhaustive list, but ratherprovide further clarification of indicators and suggest strategies and play and learning activities thatwill enhance infant and toddler development. Not every child exhibits the behavior described in eachexample, but rather will demonstrate individual variations with similar behaviors. CaseStudies helpto illustrate the application of the indicators in everyday situations. Multiple domains, componentsand indicatorsmay be represented in each case study.

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DOMAIN I: Social and Emotional Development

Components: Trust and Emotional SecuritySelf-AwarenessSelf-RegulationRelationships with Peers and Adults

DOMAIN II: Approaches To Learning

Components: CuriosityPersistenceCreativityInitiative

DOMAIN III: Language Development and Communication

Components: Listening and UnderstandingCommunicating and SpeakingEmergent Literacy

DOMAIN IV: Cognitive Development

Components: Exploration and DiscoveryMemoryProblem SolvingImitation and Symbolic Play

DOMAIN V: Physical and Motor Development

Components: Gross Motor DevelopmentFine Motor DevelopmentPhysical Health and Well-being

Domains and Components

DOMAIN I: Social andEmotionalDevelopment

Components: Trust and Emotional Security

A DOMAIN is a major area ofdevelopment.

A COMPONENT is a subpartof each domain.

INDICATORS define expecta-tions for a specific, observableoutcome for the child.

FOURAGEGROUPSareused:Young Infants, Older Infants,Young Toddlers, andOlder Toddlers.

EXAMPLES are used to guidefamilies, other caregivers andteachers in the interpretation andapplication of the indicators.Examples are listed in aprogressive order within each agegroup.

CAREGIVER STRATEGIES tofacilitate infant and toddlerdevelopment are given for thecomponents and indicators foreach of the four age groups.Some strategies may apply acrossthe age range and others are morespecific for each age group.

Overview and Definitions

• Engages in behaviors that build relationships withfamiliar adults

• Shows preference for familiar adults• Reacts to unfamiliar adults• Seeks ways to find comfort in new situations• Shows emotional connection and attachment to others

INDICATORS ofdeveloping trustand emotionalsecurity

Young Infants(Birth to9months)

Follows movementof caregiver aboutthe room withhis/her eyes.

Older Infants(8 to18months)

Cries when left witha new caregiver, butmay respond tosoothing words,holding and otherforms of comfort.

YoungToddlers(16 to26months)

Says “Hi” or “Bye-bye,” smiles orwaves when familiarpeople enter orleave the room.

OlderToddlers(24 to36months)

Seeks adult help inchallengingsituations or withdifficult tasks.

Examples of behaviors that show development of trust andemotional security

Some Caregiver Strategies for promoting trust andemotional security


Respond to baby’smessages and cuesto determinebaby’s needs andcontinue to tryother responsesuntil baby iscalmed or soothed.


Greet baby, pick upbaby, hold babyclose and exchangehugs to providecomfort andreassurance.


Talk with toddlerabout where you aregoing and when youwill return.


Name familiarpeople in photos andtalk about who theyare, where they areand what they aredoing.

CAREGIVER in the examples and strategies refers to parents, close family members, guardians, child care providers,teachers and other primary adults in the child’s life.

CASE STUDIES illustrate the domains, components and indicators using everyday family and child experiences.Multiple domains, components and indicators may be represented in each case study.

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The social and emotional domain includes the development of trust andemotional security, self-awareness, self-regulation and the beginning of

relationships with adults and otherchildren. The healthy developmentof social and emotional competencegreatly affects the development ofskills and abilities in all the otherdomains. The sense of trust andemotional security that childrendevelop during infancy shapes theirinteractions and relationships withothers throughout their lives. Thedevelopment of self-regulationallows infants and toddlers to beginto manage their emotions andreactions in a variety of situationsand affects their ability to payattention to people, events and theenvironment. Caregivers shouldkeep in mind cultural differences in

expectations for some social behaviorssuch as showing self-reliance or expressing emotion in their discussions withfamilies.

DOMAINI:

Social andEmotional Development

Purpose: To develop relationships with othersbased on trust and emotional security.

Ariel, age 3 months, spends a lot of time staring at hermother’s face. She especially looks at her eyes and mouth.

Ariel sometimes reaches toward her mother’s face or hands. When Ariel’s mothertalks to her, she quiets her body, listens intently and sometimes smiles. Mom singsfamiliar songs from her own childhood to Ariel, especially when she is putting her tosleep. Mom is consistent in responding to Ariel’s needs for attention as well as forfood and rest. She shares Ariel’s care with Ariel’s father and grandmother. Togetherthey nurture Ariel and help her feel safe and secure.

Jose and his father have established some fun routines thatthey look forward to each day. Jose, age 11 months, ofteninitiates the pat-a-cake game his father has taught him. He often looks to his fatherto see if he is watching him. Now his father imitates him and cheers him along andencourages him to share his game with other children and adults. Jose and his fatheralso have a favorite bedtime routine where Jose brings a book for Papa and him to lookat before bed. When Jose takes a nap he sometimes snuggles with a blanket and abook as he falls asleep.

Katy, age 18months, has just met her new baby cousin, Laura. While hermother holds the baby, Katy pokes with her finger at the baby’s tummy and

then touches Laura’s face. Then she looks at her own tummy and touches her own face. She issurprised when the baby starts to cry. Katy’s mother tells her to be gentle with the baby and they talksoftly to quiet Laura. Katy starts to smile and then laughs and gives the baby a big hug.

Destiny, age 30months, and Alex, age 28months, are learning to playtogether and enjoy each other’s company. Their mothers often take them tothe playground together. They usually play near each other although they may be doing differentthings. When Alex fell off the climber and started crying, Destiny ran to get her mother, even thoughAlex’smother was right there. She is starting to learn empathy as she sees hermother comfort and takecare of children when they are hurt.

YOUNG INFANT(Birth to 9 months)

YOUNG TODDLER(16 to 26 months)

OLDER TODDLER(24 to 36 months)

Case Study Examples

Components: Trust and Emotional SecuritySelf-AwarenessSelf-RegulationRelationships with Peers and Adults

Trust and Emotional Security

Self-Awareness

Relationships with Peers and Adults

DOMAIN I:Social and EmotionalDevelopment

OLDER INFANT(8 to 18 months)

Self-Regulation

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Component: Trust and Emotional Security

Definition: Feelings of comfort, support andstability from others

Indicators:• Engages in behaviors that build relationships withfamiliar adults

• Shows preference for familiar adults• Reacts to unfamiliar adults• Seeks ways to find comfort in new situations• Shows emotional connection and attachment to others

Examples of behaviors that show development of trust andemotional security

Listens intently to familiarvoices.

Follows movement ofcaregiver about the roomwith his/her eyes.

Accepts comfort by familiarcaregiver when tired, hungryor upset.

Responds with smiles andcooing when picked up byfamiliar caregiver.

Avoids eye contact withstrange adults.

Reaches for caregiver’s facewhile being held for feeding.

Looks for familiar caregiverwhen tired, hungry or upset.

Greets familiar caregiver witha look, smile or hug.

Cries when left with a newcaregiver, but may respond tosoothing words, holding andother forms of comfort.

Prefers comfort from familiaradult when he/she is tired orhungry.

Clings to caregiver whenunfamiliar adult approaches.

Enjoys looking at, pointing toor naming familiar people infamily photos.

Calls for “Mama” or familiarperson when in a newsituation.

Says “Hi” or “Bye-bye,”smiles or waves when familiarpeople enter or leave theroom.

Looks for or asks for“Mommy” when he/she fallsdown or gets hurt.

Greets a familiar caregiverwith enthusiasm.

Reaches for familiar caregiverwhen an unfamiliar adultapproaches.

Watches from a distancebefore approaching a newvisitor.

Seeks contact with familiaradult when exploring a newsituation.

Attempts to gain approvalfrom familiar adults.

Accepts adult help inchallenging situations or withdifficult tasks.

Wants to take a familiar toyor blanket along on a visit ortrip.

Accepts reassurance whentalking with a member of thefamily on the telephone.

Takes turns with caregiverduring play and interaction.

Checks in with caregiverfrom time to time forencouragement and supportwhile playing at theplayground.






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SomeCaregiver Strategies forpromoting trust and emotional security


Respond to baby’smessagesand cues to determine baby’sneeds and continue to tryother responses until baby iscalmed or soothed.

Provide a limited number ofconsistent caregivers whombaby relates to on a regularbasis.

Hold baby during feedingtimes and talk to baby insoothing and reassuringtones.

Comfort baby by holdingclose, rocking or talkingquietly to baby when baby iscrying or upset.

Introduce baby to new adultsgradually and follow baby’scues as to when baby is readyto be held by others.

Provide a comfort objectsuch as a blanket, favoritetoy, pacifier or other objectto help comfort baby whenwith an unfamiliar caregiver.

Cuddle, hug, talk or sing tobaby to show howmuch youenjoy beingwith the baby.

Greet baby, pick up baby,hold baby close and exchangehugs to provide comfort andreassurance.

Acknowledge baby’s feelingsof anxiety and allow baby touse primary caregiver forsecurity in the presence ofunfamiliar adults.

Allow baby time to get toknow a new caregiver whileyou are present.

Talk with baby about whereyou are going andwhen youwill return.

Develop familiar routines orrituals for leaving baby withothers and findways to say“good-bye.”

Accept baby’s cries andprotests when you leave as asign that he/she knows andtrusts you and feels a sense ofsecurity when you are near.

Offer reassurance and leavefamiliar pictures, favorite toyor blanket with baby whenyou go.

Talk with toddler about whereyou are going andwhen youwill return.

Give toddler familiar toys,blankets or books to providecomfort and reassurance inyour absence.

Have photos of familiar adultsand caregivers available whentoddler is feeling stressed orupset and talk with him/herabout the people in thephotos.

Talk with toddler and offerreassurance whenmeetingnew people.

Make yourself available as asource of safety and securitywhen toddler ventures out toexplore and play.

Reassure toddler thatmomordadwill return and that youwill keep him or her safe.

Accept toddler’s need forsome quiet time to reconnectwith you after your absence.

Name familiar people inphotos and talk about whothey are, where they are andwhat they are doing.

Reassure toddler often thatfamiliar adults will return andhelp him/her begin tounderstandwhen. Forexample, describe a time thatmommywill be back, such as,“after lunch” or “after yournap.”

Provide encouragement fortoddler to try out a newclimber or other activity whileyou remain close by to offersupport.

Request toddler’s help withsimple tasks and everydaychores and show pleasurewhen toddler cooperates.

Read stories with toddler thattell about families, friends andwhat people do andwherethey go.

Acknowledge toddler’sincreasing abilities to interactwith others, get what theyneed or want and solveproblems.





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Component: Self-Awareness

Definition: Individual’s perception of self

Indicators:• Expresses feelings and emotions through facialexpressions, sounds, gestures or words

• Begins to develop awareness of self as separatefrom others

• Shows confidence in increasing abilities

Examples of behaviors that show development of self-awareness

Stares at own hands or feetas they move.

Expresses feelings ofcomfort, discomfort,enjoyment or unhappiness.

Looks at own reflection inthe mirror as if it wereanother baby.

Attends to other people’sfaces and pictures ordrawings of faces.

Claps hands and showspleasure with own actions.

Expresses emotions, such assadness, happiness, angerand surprise.

Smiles at own reflection inmirror or makes soundswhen looking at image in themirror.

Shows preferences forparticular toys, blankets orother objects.

Brings a ball over tocaregiver and another infantto start a game.

Shows awareness of ownname.

Recognizes and acknow-ledges some of ownemotions, such as, “Are yousad?” or “Are you happy?”

Can identify eyes, nose,mouth or other body partsand can also point to themon others.

Calls self by name or comeswhen called by name.

Shows recognition of selfwhile looking in mirror bytouching nose, head or someother body part that he/shecan see only with a mirror.

Sometimes recognizesfeelings or emotions ofothers as well as self.

Shows others a picturehe/she made and looks forapproval.

Calls self by name andbegins to use words, such as“I” or “me.”

Says or uses sign languagefor “mine” and holds toy orother object close to himself/herself when someone wantsto take his/her possession.

Wants to do things byhim/her self.






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SomeCaregiver Strategies forpromoting self-awareness


Recognize and respectbaby’s feelings and talkabout what he/she might beexperiencing or expressing.

Express your feelings withyour facial expressions,tone of voice and bodylanguage when interactingwith baby. Talk about whatyou are feeling, forexample, whether you arehappy or sad.

Talk with baby and usehis/her name inconversation with baby.

Provide opportunities forbaby to see his/herreflection in a mirror.

Encourage baby to imitateyour sounds or handmotions.

Imitate baby’s facialexpressions and watch to seeif baby imitates faces youmake.

Play naming games aboutparts of the face or bodywhile holding baby or whilelooking in the mirror.

Describe and label emotionsand facial expressions forbaby. For example, whenthe baby is sad or happy,show how “sad” or “happy”feels with your voice andfacial expressions.

Acknowledge baby’s newemerging skills and ability todo things.

Help toddler understandhis/her feelings by“reading” his/her facialexpressions and bodylanguage and talk about whatyou think he/she might befeeling or expressing.

Encourage toddler to try todo things by him/her self.

Allow toddler to keephis/her favorite toys orpossessions in his/her ownspecial place.

Place a mirror at a low levelin a play area so toddler canwatch own expressions andactions.

Play naming games, such as“Who’s this?” when lookingat photos.

Talk about feelings,emotions and behaviors.Ask how toddler is feeling,such as “Are you sad?” or“Are you happy?”

Help toddler identify selfand others in photos orname family members.

Recognize toddler’s ability toidentify own characteristics,such as size, hair color orgender.

Provide support for toddleras he/she developsawareness of self as separatefrom others.

Provide comfort for toddlerwhen he/she feels anxiousor clingy.

Accept toddler’s expressionsof self-identity, such as using“Me” or “Mine.”





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Component: Self-RegulationDefinition: Ability to manage one’s physical and

emotional reactions to internalsensations or external events

Indicators:• Begins to manage own actions, emotions andbehavior

• Develops ability to cope with stress and strongemotions

• Begins to understand simple routines, rules orlimitations

Examples of behaviors that showdevelopment of self-regulation

Expects a response from acaregiver when crying orupset.

Sometimes calms self forshort periods of time.

Stops crying when held andgently rocked or talked to byfamiliar caregiver.

Sucks fist, thumb or pacifierfor calming down whenupset.

Looks for familiar caregiver,favorite toy or blanket.

Opens mouth for spoonwhile being fed by caregiver.

Sucks on his/her fingers orthumb to calm self whenhe/she is upset or when innew or stressful situations.

Moves arms, legs or body toget own bottle or toys.

Begins to understand what“No” means, but may not beable to stop the behavior.

Holds own bottle or feedsself with fingers.

Copes with stress by playingwith familiar toys in afavorite spot.

Plays quietly with a toy for ashort time while waiting toget up from a nap.

Tries to clean up whenhe/she spills or makes amess.

Wants to put on shoes orcoat by himself/herself.

Claps hands and showsothers after completing apuzzle and then waits for aresponse from others.

Gets own blanket when it istime for a nap.

Follows simple one-stepdirections, such as, “Getyour shoes.”

Shows distress or gets upsetwhen familiar routines aredisrupted.

Complies with a requesteven after initially saying“No.”

Adjusts to some changes inactivities or routines withoutdistress.

Says “No” or shakes headwhen he/she doesn’t want todo something or doesn’t likesomething.

Anticipates and followssimple rules with reminders.

Waits for adult before goingoutside.

Shows ability to comfort selfin some situations.






SomeCaregiver Strategies forpromoting self-regulation


Notice baby’s changingmoods and states, such aswaking up or going tosleep, and support baby’sattempts to regain a senseof regulation by holding,rocking or singing to baby.

During caregiving routinesand at other times, talk withbaby about what you aredoing and what will happennext.

Provide opportunities forbaby to explore with you,other people, places andthings in the environment.

Notice baby’s responses tostressful situations andhis/her ways of seekingcomfort and coping withstress.

Help baby find ways ofcalming his/her self byreducing distractions,bright lights and loudnoises when baby is tired orupset.

Call baby by name anddescribe actions you aredoing with baby.

Take along familiar toys orblankets for baby whenvisiting a new place.

Allow time for baby to rest,cuddle and be nurtured sohe/she can restore abilityto regulate and manage ownactions, emotions orbehavior.

Provide baby with toys,such as stuffed animals ordolls, that he/she can holdand use as a comfort object.

Observe and commentappropriately when babylooks to you for approval ordisapproval before pickingup something or doingsomething.

Carry out routines in aconsistent sequences sobaby can anticipate whatwill happen next.

Allow toddler time to dothings for himself/herselfand acknowledge theactions.

Help toddler regulate ownbehavior and relieve stressby providing comfort,support and time to relaxand unwind.

Make it easy for toddler tobe successful with simpletasks, such as putting onshoes or helping to pick uptoys.

Ask toddler to get ready forgoing outside by gettingown hat or coat.

Maintain consistentroutines when possible formealtimes and bedtime.

Acknowledge and acceptsome uncooperative ornegative behavior as a signof asserting oneself.

Learn how to read toddler’semotional states, such asbeing tired, hungry, excitedor sad and provide supportand reassurance to helptoddler regulate feelings andemotions.

Model using self talk, suchas “No, no,” “No touch” or“Hot” and acknowledgetoddler’s attempt to managehis/her own behavior.

Encourage toddler to usepretend play to act outstressful events such asgoing to the doctor’s officeto get a shot.

Give clear expectations forsafe behaviors and usesimple rules that toddler canunderstand.

Acknowledge and talk aboutways toddler is learning tofollow routines or simplerules, such as, “I like the wayyou hold my hand when wecross the street” or “You arebeing safe.”





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Component: Relationships with Peers and Adults

Definition: Social connections with other childrenand adults


Indicators:• Shows interest in and awarenessof peers and adults

• Responds to and interacts withother peers and adults

• Begins to recognize and respondto the feelings and emotions ofpeers and adults

• Begins to show care and concernfor others

• Uses social interactions, facialexpressions, gestures or words toexpress feelings, needs and wants

• Begins to use imitation or pretendplay to learn and practice newroles and relationships

Examples of behaviors that show development of relationshipswith Peers and Adults

Watches other infants andtoddlers from a distance.

Quiets down and smiles whenhe/she hears own namespoken by familiar person.

Starts to cry when otherinfants and toddlers in theroom are crying.

Vocalizes and gets excitedwhen near other infants andtoddlers.

Looks at andwatchesanother infant or toddlerwho is crying or upset.

Imitates facial expressionsduring gameswith caregiverand other infants andtoddlers.

Reaches out to touchanother’s face or hair.

Sits next to and plays withsame toys that other infantshave.

Responds to other’sexcitement by watching andshowing some feelings oremotions.

Offers a toy to another infantwho is crying or upset.

Points to or asks for cup,spoon or other objects thatother infants or toddlershave.

Holds and rocks a baby dolland pretends to feed it food.

Knows the names of someother children and someadults.

Shows excitement whengreeting other toddlers.

Refuses to share a favoritetoy with another toddler.

Looks for an adult to helpwhen another toddler iscrying.

Imitates actions or behaviorsof other toddlers at theplayground.

Imitates tasks, such aswiping the table, whenhe/she sees others doing theactivity.

Approaches groups oftoddlers to join in play.

May share a favorite toy withanother toddler who comesto visit.

Has a special friend orplaymate.

Shows interest or concernfor others who are hurt bytouching or talking to them.

Uses a napkin and pretendsto wipe off table after seeinganother child spill somemilk.

Watches other toddlersplaying house and suggestsfeeding the stuffed animalssome pretend food.





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20

SomeCaregiver Strategies forpromoting relationshipswith peers and adults


Hold baby while showingand talking about whatother children are doing.

Call baby and otherchildren by name and allowolder children to talk, smileand laugh with baby.

Provide opportunities forplay and interaction withother infants, toddlers,older children and adults.

Put baby in a safe place tobe part of interactions withothers but not over-stimulated or overwhelmed.

Talk about what otherinfants and toddlers arefeeling or expressing withtheir sounds, gestures orfacial expressions.

Encourage socialinteraction with familiaradults by greeting others.

Provide opportunities forthe baby to see, interact andplay with other babies andother children.

Allow older children to talkand play with baby whileyou are holding baby. Forexample, suggest thatanother child bring a toy tothe baby or have the babygive another child a toy toplay with.

Play games like “Peek-a-boo” with baby wherehe/she can imitate yoursounds, tone of voice,gestures or facialexpressions.

Provide baby with toys,such as dolls or stuffedanimals that he/she canpretend to take care of byholding, feeding, rockingor singing.

Play games, such as “OpenShut Them” or other fingerplays with baby and otherinfants where they canimitate your actions,sounds or words.

Provide opportunities toplay with other children in avariety of settings

Support toddler’sinteractions with others andacknowledge sharing andhelping behaviors.

Provide more than one ofsome toys or materials sotoddlers can play next toand with other toddlerswithout always having toshare or take turns.

Suggest positive ways tointeract with infants andyounger children, such asgently patting the baby orsinging to the baby.

Encourage pretend play byproviding simple props andinitiating make-believeconversations or acting outstories together.

Invite other familiar adultsto share a book or activitywith toddler.

Introduce toddler to smallgroups of children andencourage play activities byproviding toys and materials.

Encourage toddler to learnothers’ names and practicecalling them by their names.

Encourage empathy bytalking about what toddler isfeeling and how others maybe feeling, such as why theyare crying or are upset.

Sing songs or do finger playswith toddlers and modelmotions or gestures they cando with you while singingalong or saying words.

Facilitate imitation andpretend play with toddlers byproviding toys, such as dolls,dishes, cars, trucks or blocksthat can be used for pretendor make-believe play.

Talk with toddler aboutfamily members and friendssharing a special event oractivity.





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TheApproaches to Learning domain includes the dispositions, attitudesand behaviors that reflect the diverse ways that infants and toddlers

learn. The ways that infants and toddlers approach learning are influenced bycharacteristics they are born with, such as gender and temperament, as well asby attitudes and expectations of others. Caregivers can foster positive

approaches to learning through encouraging the young child’s curiosity,persistence, creativity and initiative. Infants and toddlers will

demonstrate these characteristics in their everyday interactionswith other children and adults andwith the objects, activities

and experiences provided for them. Approaches tolearning are central to social, emotional,

language and cognitive interactions andinfluence actions and behaviors in the other

developmental domains. There are cultural differencesin theways that infants and toddlersmay express curiosity and

initiative and other behaviors in their approaches to learning.Young children will also show individual variations in the ways they use

hearing, sight and other senses to learn about their world.

Approaches to Learning

DOMAINII:

Purpose: To approach the world with curiosity,persistence, creativity and a sense of wonder

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Timmy, at1month, already elicits strong emotions and responses from hisparents with his facial expressions and sounds. Timmy’s mother and father

are learning to “read” the cues for what Timmy needs and wants. Timmy helps them understand byhis facial expressions, sounds, and cries when he is tired, hungry, fussy or happy.

Now thatWan, at8months, is able to sit by himself he is able to explore toyswith both of his hands. He turns the toys over and over, shaking or pattingthem, and often putting them in hismouth. He notices when there is a new toy and examines it closely.His parents provide a variety of interesting toys for Wan to play with.

Maria, age17months, is interested in the sounds ofmusic and singing thatsurround her. Maria loves to sing parts of songs and move in rhythm to the

music when her grandfather comes over with his guitar. Maria and her mother also like to join othertoddlers and parents for songs and stories at the neighborhood library.

Keisha, age 32months,loves to build towers withblocks. When the tower falls down, she carefullystacks the blocks up again. Sometimes she sorts theblocks by color or shape or puts them all in a row.When Keisha is distracted or interrupted she mayreturn to similar play later and finish her building orput the blocks away.





Case Study ExamplesInitiative

Curiosity

Creativity

Persistence

DOMAIN II:Approaches ToLearning

Components: CuriosityPersistenceCreativityInitiative

Component: Curiosity

Definition: Interest in things and people in theenvironment


Indicators:• Shows interest in and actively explores the environment• Shows eagerness and curiosity as a learner• Seeks to discover and learn new things

Examples of behaviors that showdevelopment of curiosity

Watches bright or flickeringlights.

Shows interest in caregiver’sface.

Quiets while listening to anew sound.

Looks at, touches or playswith new toy.

Turns in direction of thesource of people’s voices.

Reaches for and exploresnew toys or objects.

Moves after and tries toreach a ball or other toy thatrolls under a chair or table.

Explores new objects byfeeling, shaking, turningover, mouthing or otheractions.

Explores boxes, pots andpans or other householdobjects that are available.

Tries to push or pull a toywhile moving or walking.

Lifts flap in a book to seewhat picture is underneath.

Expresses interest in whatmakes a toy wind-up car goand experiments withdifferent ways to make itmove.

Points to unfamiliar objectin a picture book and looksto caregiver to name it.

Pokes fingers into the mudor sand to make holes ordesigns.

Eagerly explores newplayground climber andswings.

Wants to help with taskssuch as making cookies orplanting flowers.

Asks a lot of “What’s that?”questions.

Experiments with differentways of blowing bubbles.

Tries to do a new, moredifficult puzzle or game.

Enjoys visiting the zoo andlearning about the animals.

Turns the pages in a bookand asks questions about thepictures.

Often uses “Why?” whencommunicating with adults.





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24

SomeCaregiver Strategies forpromoting curiosity


Encourage exploration andcuriosity by providinginteresting things for babyto see, touch and hear.

Provide some variety in theenvironment by changingroom décor and materialsfrom time to time.

Use variations of familiaractivities and introduce newexperiences from time totime.

Support and reassure babywhen there are changes inthe environment.

Create interesting and safeplaces where baby canexplore and experience newactivities.

Allow baby to play with andexplore new uses foreveryday household objects.

Provide toys and otherobjects baby can carry ortake along while movingaround inside or outside.

Provide a variety of sensorymaterials and activities forbaby to touch, feel, see, hearand taste.

Show interest andexcitement when baby triessomething new or makes anew discovery.

Introduce new materials oractivities in ways to createinterest and excitement.

Provide opportunities fortoddler to explore withhis/her senses using sandand water play.

Allow toddler to enjoy“messy activities” such asfinger painting or bubbleplay.

Make small changes in theenvironment by adding andmoving materials to createnew interest and encouragediscovery.

Encourage and reassuretoddler when frightened orupset by new experiences orchanges in routines.

Respond to toddler’squestions with interest andenthusiasm.

Engage toddler in discoveryplay such as pouring,measuring and touching.

Point out interesting orunusual things in theenvironment, such as cloudsin the sky or a bird in a tree.

Visit the library and selectinteresting books aboutnature and stories aboutpeople and places.





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Component: PersistenceDefinition: Continuing to work at challenging

tasks or activities even whenencountering obstacles

Indicators:• Attends to and tries to reproduce interesting events• Maintains social contact by continuing to engagewith caregiver

• Attempts challenging tasks with or without adult help• Explores thoroughly and tries to solve problemseven when encountering obstacles

Makes and maintains eyecontact while being held forfeeding.

Watches and then imitatesfacial expressions.

Finds ways to bring hand tomouth even when hand iscovered by a blanket orclothing.

Splashes water in tub withhand and repeats action.

Tries to reach a toy hangingfrom a high chair.

Tries to move bottle, cries,or touches adult when bottleis empty.

Reaches for caregiver’shands to continue game of“Peek-a-boo” or “Pat-a-Cake.”

Looks for toy dropped froma crib or table.

Fills a container with smallobjects and dumps them outrepeatedly.

Looks out the window andwaits for a familiar caregiverto return.

Tries to get food to mouthusing fingers or a spoon.

Uses several different waysto try to get a toy when it isout of reach.

Empties the entire toy boxwhile looking for a favoritetoy.

Climbs into a box or opencupboard to get toys orobjects that are out of reach.

Turns puzzle piece in avariety of directions to fitinto puzzle frame.

Continues to feed self evenwhen having difficultykeeping the food on thespoon.

Waits at the window to wave“bye-bye” when familymember leaves and returnsto see if they are back.

Attempts to put on shoes orcoat by self and keeps tryingfor a while before asking forhelp.

Follows after and says“Good-bye” when caregiveris leaving the room or goingout of the house.

Requests to read a favoritebook over and over.

First tries to fix a broken toyby pushing parts backtogether again and then asksfor adult’s help.

Examples of behaviors that showdevelopment of persistence






SomeCaregiver Strategies forpromoting persistence


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Provide time foruninterrupted play andexploration.

Repeat sounds, actions orbehaviors while interactingwith baby.

Allow sufficient time forbaby to thoroughly explorenew objects and activities.

Avoid interrupting orintervening too soon whenbaby encounters a problemor difficulty.

Provide help andencouragement when babyis about to give up onsolving a problem.

Sometimes place objects farenough away from baby sohe/she must work to getthem.

Encourage baby to exploresafe places and objectswithout adult interference.

Provide opportunities foruninterrupted play andexploration.

Allow sufficient time forbaby to try to solveproblems without adulthelp.

Allow baby to discoverconsequences of ownbehavior when it is safe todo so.

Avoid loud noises andfrequent distractions whenbaby is playing with andexploring new objects.

Provide objects andmaterials that makeinteresting sounds oractions and that can be usedin more than one way.

Allow toddler to work alonger time on a problemwithout interruption.

Respond to toddler’srequest to read a chosenbook over and over.

Provide opportunities fortoddler to solve new orinteresting problems usingwhat he/she knows abouthow things work.

Encourage toddler to keeptrying to solve a problemwhen he/she is about togive up.

Acknowledge and encouragetoddler’s effort to try to dothings on his/her own.

Encourage toddler to trydoing a puzzle again whennot successful the first time.

Allow enough time whenvisiting a park or a museumso toddler can explore newplaces.

Ask toddler how he/shemight solve a problem thatoccurs and allow time forhim/her to try out varioussolutions.

Provide more challenginggames and puzzles as toddlerlearns to solve simple ones.





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Component: Creativity

Definition: Developing ability to invent and trynew things

Indicators:• Uses unusual ways to explore people or objects inthe environment

• Finds new things to do with familiar objects• Uses imagination in playful, silly or messy ways

Examples of behaviors that showdevelopment of creativity

Notices changes in theenvironment such as havinga visitor, seeing a newperson or seeing a newpicture on the wall.

Shows interest in newactivities or experiences.

Finds new ways to use afamiliar toy such as putting ablock in a cup.

Laughs and tries to imitatenoises or silly soundsanimals make.

Watches new child whocomes to play andsometimes smiles orvocalizes.

Pushes water around withhand on high chair tray ortable.

Bangs on pots and pans witha spoon to make noise andthen tries the same action onother objects.

Imitates sounds that animalsmake while playing withanimal puppets.

Finds new uses for everydayhousehold objects.

Uses a large crayon ormarker tomake scribbles onpaper.

Pretends a block is a carmoving along a road.

Uses a colorful scarf indifferent ways such asdancing with it, waving it orusing it as a blanket.

Imitates a dog or cat bycrawling and makingbarking or meowing noises.

Makes silly faces to see howother children or adultsreact.

Finds ways to feel, smell andeat new fruits or vegetables.

Tries to make a hat out of abox or a piece of cloth.

Offers caregiver a pretendsnack or drink duringpretend play.

Carries on an imaginaryphone conversation using atoy telephone.

Makes a variety of differentobjects and shapes fromplaydough.

Combines different types ofmaterials to make somethingnew.






SomeCaregiver Strategies forpromoting creativity


28

Provide baby opportunitiesto experience new sights orsounds both inside andoutside.

Provide a variety of sensoryexperiences for babyincluding looking at andfeeling your face or lookingin the mirror.

Talk about baby’s actions ashe/she examines orexplores a new toy or otherobject.

Provide a variety ofinteresting toys or otherobjects for baby to play withand explore.

Make silly faces or noisesfor baby to imitate orreproduce.

Introduce baby to newpeople, places, activitiesand experiences.

Describe new activities,objects, or people by callingattention to specialfeatures.

Provide action toys anddifferent sensory materialsfor baby to play with.

Encourage baby to imitatenoises or faces.

Pretend to do familiaractions such as combinghair, rocking a baby orwalking the dog.

Encourage toddler to usetoys, objects or materials innew and creative ways.

Provide simple art materialssuch as paper, crayons orpaint for toddler to use andexplore.

Provide sensory materials,such as play dough andwater, for toddler toexplore with all of his/hersenses.

Encourage toddler toexplore new objects ormaterials on his/her ownbefore offering suggestionson what to do with them.

Act out stories with props,sound effects and othernoises.

Use music and movementactivities and experienceswith toddler.

Provide paper and non-toxicfinger paint for toddler toexperiment with.

Acknowledge toddler’sattempts to entertain self byusing everyday objects tomake things.

Encourage pretend or make-believe play by providingtoys or everyday objects touse as props.

Support toddlers workingtogether with materials toshare ideas and create newactivities.

Re-tell familiar stories usingpuppets, flannel boardpieces or other storytellingprops.





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Component: Initiative

Definition: Ability to engage others in interactionand start actions or behaviors

Indicators:• Shows initiative by engaging others in interaction• Takes action without being directed by others• Demonstrates initiative by making choices

Examples of behaviors that showdevelopment of initiative

Vocalizes or makes noise toattract caregiver’sattention.

Moves to reach a toy orother object in order to playwith it.

Uses facial expressions,sounds or gestures to showlikes or dislikes.

Makes a game out ofknocking a toy over andmaking it come back up.

Lifts arms up in order to bepicked up by caregiver.

Picks up cup to drink orreaches for spoon atfeeding time.

Gets a favorite book andbrings to caregiver to read.

Shows dislike for certainfoods or drinks.

Demonstrates a preferencefor certain toys or activities.

Takes blocks from shelf andstarts to build with them.

Approaches other toddlersand watches or starts to playclose by.

Attempts to feed self andhold own cup or spoon.

Shows a preference for afavorite shirt or pair ofshoes.

Chooses which book toread at the library.

Joins other toddlers in asandbox and starts to shovelsand.

Says “Hello” to a new childat the playground.

Offers a ball or toy toanother toddler.

Tries to get self dressed togo outside.

Goes to wash hands afterplaying in the sensory table.

When offered a choice, canindicate what he/she wantsto eat or drink.

Starts to sing a song or moveto music and others join in.






SomeCaregiver Strategies forpromoting initiative


30

Vary familiar routines fromtime to time, such as sittingin a different chair forfeedings or singing a newsong.

Respond positively whenbaby engages in interactionwith you or uses newactions or behaviors.

Provide a variety of newactivities or experiences.

Share books and talk aboutthe pictures while readingto baby.

Provide several toys forbaby to choose from.

Offer baby a choice of toysand books and observe howbaby responds.

Follow baby’s lead whenhe/she initiates playactivities.

Provide opportunities forbaby to feed self some fingerfood or to hold own cup.

Provide new experiencessuch as sensory play withwater or sand.

Offer baby a choice betweentwo snacks.

Provide a child-sized dish,cup and spoon to make iteasier for toddler to feedself.

Encourage toddler to makethings out of found objectsand everyday materials.

Encourage toddler to try toput on own shirt, socks orshoes.

Allow toddler to makesimple choices, such as whatcolor crayon to draw with orwhat paper to use.

Allow toddler time to solveproblems and figure out howthings work.

Provide opportunities fortoddler to play and interactwith older and youngerchildren.

Attend and participate inactivities and events at newplaces, such as the park,library or other places in thecommunity.

Offer toddler choices usingreasonable and acceptablealternatives.





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The development of the ability to use language to communicate with othersis a major aspect of human development. Infants and toddlers learn the

languages of their families and cultures through the natural interaction that occursaspartof caregivingandeverydayexperiences.Theearly and

rapid development of the components of language,including listening and understanding,

communicating and speaking, and theemergence of early literary skills andabilities, is particularly fascinating towatch and understand. The ability ofinfants and toddlers to understand anduse language tocommunicate supportsthe development of social-emotional,cognitive and physical skills as well astheir relationships with others. The

development of communication skills forinfants and toddlers with social-emotional,

cognitive or physical limitations is criticallyimportant and often requires early intervention

andsupport. For infantsandtoddlers in familieswhospeak languages other than English, the continued

development of communication skills in their home language, as well asthe acquisitionofEnglish language skills,must be actively supportedby caregivers.

DOMAINIII:

Language Developmentand Communication

Purpose: To acquire language and the ability tocommunicate effectively with others

Josefena, age 5 months, has started making gurgling sounds after she hasbeen fed or when she wakes up from her nap. She likes to listen to and play

with sounds and sometimes blows bubbles. Josefena’s father imitates her sounds and joins in thebubble making fun. Sometimes Josefena listens quietly to the new sounds that her father makes.

Laura, age 16 months, has a new baby brother and is curious about thesounds he makes and tries to imitate them. Laura’s parents know they will bebusy with a 16-month-old and a new baby and want the children to get along well with each other.They are encouraging Laura to do a few simple things to help, such as talking to the baby when he isfussy or getting a toy for the baby.

Steven’s parents are learning sign language because Steven, age 22 months,has some language delays but does imitate gestures, such as waving bye-bye

and pat-a-cake. They use simple signs such as “more” and “milk” when they talk with Steven at thetable. Recently Steven put his fists together and repeated the action and then pointed at the juice.His father said and signed, “You want more juice?” and offered him a drink from the juice cup.

Ubah, age 28 months, and hermotherlove to look at books together. Usuallythey just talk about the pictures. SometimesUbah’s mother tellsthe story in her own language even if the book is written inEnglish. They like to visit the library to get books that her olderbrothers and sisters can read toUbah. She points to the picturesand repeats the names of what she sees. Sometimes Ubah’ssisters and brothers draw a picture or act out what they see in thestory with Ubah.





Case Study Examples

Components: Listening and UnderstandingCommunicating and SpeakingEmergent Literacy

Listening and Understanding

Communicating and Speaking

Communicating and Speaking

Emergent Literacy

DOMAIN III:LanguageDevelopment andCommunication

32

Component: Listening and UnderstandingDefinition: Attending to and understanding

language and other forms ofcommunication from others

Indicators:• Shows interest in listening to sounds• Listens with interest to language of others• Responds to verbal communication of others• Responds to nonverbal communication of others• Understands gestures, words, phrases or questions

Examples of behaviors that show development of listening andunderstanding

Responds to a familiar voiceor sound by turning head inthe direction of the voice orsound.

Quiets down or gets excitedwhen he/she hears familiarvoices.

Smiles when spoken to orwhen greeted with a smilingface.

Cries in response to suddenloud noises, angry faces orvoices.

Responds to tone of voice,such as becoming excited orsoothed when someoneengages him/her inconversation.

Watches a person’s face andhands when they are talkingor gesturing.

Looks at person who callshis/her name or speaks tohim/her.

Responds with gestures orwords when asked if he/shewants to eat or play.

Responds with gestures orwords to simple requests orquestions.

Lifts arms when caregivergestures or says “Up” whilepicking up baby.

Looks for ball when asked,“Where is the ball?”

Listens to sounds animalsmake and tries to imitatethem.

Laughs when told a sillyrhyme or read a funny story.

Responds to many questionswith a non-verbal response,such as shaking head “Yes”or “No.”

Understands words or signswhen told it is time to eat bygoing to wash hands orcoming to the table.

Responds appropriatelywhen given simple requestswith words or gestures, suchas “Sit down, please” or“Give me the toy.”

Comforts others who arecrying or asking for help witha hug or looks for an adult tohelp.

Listens and starts to pick uptoys when hears “Clean Up”song.

Responds with actions orwords to simple questionsasking “Who?”, “What?”, or“Where?”

Shows enjoyment in sharingconversations with caregiver.

Follows simple one-stepdirections and instructions,such as “Get your coat” or“Let’s go outside.”






33

SomeCaregiver Strategies forpromoting listening and understanding


34

Communicate with baby andallow time for him/her torespond to you, perhaps byturning his/her head to lookat you, smiling or cooing.

Watch for baby’s cues thathe/she is attending orlistening. Repeat sounds,gestures or simple language.

Encourage face-to-face playand interaction.

Greet baby and repeathis/her name often inconversationwith baby.

Notice baby’s response whenadults use animated voices,gestures or exaggeratedfacial expressions whilecommunicatingwith baby.

Repeat familiar words andgestures that accompanyyour actions when takingcare of or interactingwithbaby.

Observe baby’s response tononverbal communication ofothers, such as differentpitch or tone of voice,gestures or body language.

Talk with baby and engage inconversationwith baby usingsimple words, signs, orgestures.

Provide opportunities forconversations with otherswho have varied voices orinteraction styles.

Recognize and supportbaby’s learning of the homelanguages of his/her familyand culture.

Use familiar gestures orwords during routines andallow time for baby’sresponse.

Allow time for baby torespondwith gestures,actions, sounds orwords tosimple requests or questions.

Provide opportunities fortoddler to hear the sounds ofnature, such as birds,animals, people and the rain.

Talk about what you andothers are doing or sayingand describe the actions andresults.

Ask toddler to point to thepicture in the bookwhen youname or sign commonobjects or actions.

Describe simple routinesand repeat common requestsfor toddler.

Acknowledge toddler’sattempts to communicatewith others by listening andusingwords or gestures.

Recognize that toddlerunderstandsmore languagethan he/she can express.

Use language for simple one-step directions andacknowledge toddler’sresponses and actions.

Share stories, games andpicture books with toddlerwhich are fun to look at, talkabout or read together.

Encourage toddler to listen toand recall familiar rhymes,fingerplays and songs.

Repeat and rephrasequestions or requests iftoddler does not hear orunderstand the first time.

Start to use words showingactions and prepositionwordslike “over”, “on” or “under”to see if toddler understandscommands, such as “Put it inthe box” or “Get the ballunder the chair.”





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Component: Communicating and SpeakingDefinition: Producing and expressing language in-

cluding sounds, gestures, signs, wordsand phrases


Indicators:• Uses sounds, gestures or actionsto express needs and wants

• Uses consistent sounds, gestures,signs or words to communicate

• Imitates sounds, gestures, signs,words or phrases

• Uses sounds, signs, words orphrases for a variety ofpurposes

• Takes turns using language insimple back and forthconversations

Examples of behaviors that show development of communicatingand speaking

Uses different types of criesfor expressing hunger,discomfort, fear and otheremotions.

Makes sounds of pleasureand/or discomfort whencaregiver is present.

Makes cooing sounds andother sounds of homelanguages.

Imitates vowel sounds, suchas “ah” or “oh” or “oo.”

Smiles or vocalizes toinitiate social contact withfamiliar caregiver.

Takes turns by makingsounds or gestures inresponse to adult talkingwith him/her.

Produces own sounds orbabbles either by self or inresponse to others talking tohim/her.

Imitates sounds or familiarwords of home language.

Uses words or signs, such as“Bottle,” “Up” or “More,”when he/she wantssomething.

Communicates the name orsign for familiar objects,animals or people.

Has a vocabulary of 10-20words in home language oruses 10-20 signsconsistently by 18 months.

Responds to questions orsimple requests with either anon-verbal or verbal answer.

Shakes head or uses wordsto respond to “Yes” or “No”questions.

Imitates new words, signs orrepeats simple rhymes.

Uses names for familiaradults or other children.

Points and says or signs“Cookie” or “Milk” whengiven a snack.

Uses words or sign languageto tell what is happening.

Uses home language with avocabulary of 50 or morewords or signs by 26months.

Takes turns in simpleconversations with familiaradults.

Sometimes uses two- orthree-word sentences incommunication with others.

Initiates conversations, asksquestions and answersquestions with two- or three-word responses.

Talks about past and futureevents in simple ways, such asusing yesterday or tomorrow.

Uses “What”, “Why” and“Where” questions to getmore information.

Engages in simpleconversations using words,signs, phrases or sentenceswith familiar people.

Shows increase in number ofvocabulary words or signs.





SomeCaregiver Strategies forpromoting communicating and speaking


36

While feeding, bathing,changing or othercaregiving routines, talkabout what you are doingand wait for response.

Listen and watch fordifferent types of sounds,gestures or cries that babymakes.

Imitate sounds or gesturesthat baby makes and allowtime for him/her to imitateyour sounds or gestures.

Respond to baby’s cooingand babbling and useconversations with baby asif he/she understandseverything you are saying.

Talk about what baby isdoing and acknowledgehis/her efforts tocommunicate.

Read and talk about bookswith interesting sounds,such as rhyming books.

Respond to baby’s use ofsimple sounds, words,gestures or signs to expresshis/her needs.

Introduce and model newsounds, gestures, signs orwords for baby to imitate.

Play naming games withbaby, such as naminganimals and making thesounds of the animals.

Use new as well as familiarwords or sign language withbaby and repeat them indifferent settings andsituations.

Allow sufficient time forbaby to respond toquestions or suggestions.

Point to the pictures in abook and say the names ofthe people, places andthings in the book.

Ask questions and allow foreither a verbal or nonverbalresponse from toddler.

Model using new words andtwo- or three-word phrasesthat toddler can imitate.

Describe actions thattoddler can do, such as“Jump” or “Run” or “Sitdown,” and encouragetoddler to repeat the actionand word.

Pay attention to toddler’svocabulary, recognize thenew words or phraseshe/she uses, and reinforcetheir use

Read books with toddlerand begin to use open-ended questions such as,“What is going to happennext?” even if toddler is notyet able to respond.

Look for new ways toddleruses language, such as forhumor or pretending.

Respond to toddler’s use ofwords or signs to ask forwhat he/she wants or needs.

Talk about past and futureevents in everydayconversations.

Use descriptive vocabularyand slightly more complexsentences than toddler isusing to expand and extendtoddler’s language.

Encourage child toparticipate in familyconversations by takingturns with questions,comments or responses.

Observe if toddler’slanguage seems to beunderstood by most peoplemost of the time. Modellanguage by using completesentences and speakingclearly.





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Component: Emergent Literacy

Definition: Developing skills and behaviors thatrelate to later reading and writing

Indicators:• Shows interest in songs, rhymes and stories• Shows interest in photos, pictures and drawings• Develops interest in and involvement with books andother print materials

• Begins to recognize and understand symbolssuch as those used in writing

Examples of behaviors that showdevelopment of emergent literacy

Kicks feet or moves arms inresponse to rhythm ofmusic.

Looks at and attends topictures of other babies orfaces.

Looks at books and pats thepictures.

Listens and attends torepetitions of familiar words,signs, songs or rhymes inhome language.

Hits buttons with pictureson toys to hear or reproducesounds.

Makes some motions for“Pat-a-Cake” and otherfamiliar rhymes and fingerplays in home language.

Points at, names or signsobjects, animals or people inphotos, pictures anddrawings.

Sings or joins in on familiarsongs with caregiver.

Turns pages of books, looksat the pictures and usessounds, signs or words.

Makes random marks on apaper with a large crayon ormarker.

Knows several simple songs,rhymes or stories.

Looks at, turns pages andnames or signs people orobjects in picture books.

Brings favorite books tocaregiver to read tohim/her.

Watches a caregiver telling astory using puppets.

Imitates drawing verticalmarks that adult makes on apaper.

Participates in songs, storiesand finger plays andsometimes repeats favoritesongs or rhymes.

Looks at a book, turns pagesand talks about or signs aboutwhat is happening.

Recognizes some commonand familiar signs on streetsor buildings when walking orriding in a car or bus.

Makes scribbles or shapes onpaper to convey meaning.

Asks an adult to write or drawsomething, such as “Myname” or “Draw a picture ofa dog.”






SomeCaregiver Strategies forpromoting emergent literacy


38

Talk, sing, repeat rhymes,do finger plays or tellstories with baby in homelanguage.

Show baby pictures offamily members or photosof other babies and youngchildren.

Provide cloth or cardboardpicture books for baby tohold and look at.

Identify and talk aboutfamiliar pictures or symbolson toys and householdobjects.

Read simple books with oneor two pictures on a page orwith rhymes and interestingsounds.

Repeat favorite songs,stories, rhymes or fingerplays in home language on aregular basis wheninteracting with baby.

Make a photo or picturebook for baby with some ofhis/her favorite people,animals and things.

Choose books for baby thathave clear, colorful picturesand small amount of print.

Hold baby and read avariety of books over andover when baby isinterested.

Provide opportunities toexplore writing materials,such as large crayons,markers and paper.

Sing familiar songs withmotions and do simplefinger plays that toddler cantry to imitate.

Talk about favoritepictures, drawings orphotos and name or signthe people and things in thepictures.

Make board books availablefor toddler to look at, turnpages and talk about withyou and others.

Provide simple writingmaterials for toddler to use,such as paper and largecrayons, markers or paintbrushes.

Suggest toddler makemarks in sand or mud usinga stick.

Encourage participation instory times such as at thelocal library orneighborhood center.

Use puppets and other propsto maintain interest in booksand stories.

Make a poster or book withpictures from a family trip orouting and write downtoddler’s comments aboutthe pictures.

Provide opportunities fortoddler to become familiarwith a variety of writingmaterials and allow time forscribbling and drawing.

Write down a story aboutpictures that toddler drawsand talks about.

Make signs with toddler touse with block play orpretend play.





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CognitiveDevelopment during infancy is onemanifestationof the earlyand rapid development of the brain and related higher centers of

thinking and knowing. Babies enter the world ready to learn and they beginimmediately to acquire and process new information. Their sensory systems

function as a primary means of gaininginformation about their social andphysical worlds. Through explorationand discovery they learn to understandwhat things are and how they work. Theamazing memory and problem-solvingabilities of infants and toddlers providethem with new learning andunderstanding on a daily basis. Infantsand toddlers also show increasing abilityto use imitation and symbolic play torepresent what they are learning andunderstanding about the world aroundthem. Adults have the responsibility ofassuring that the environment is free ofhazards so that infants and toddlers mayexplore safely. Adults may also need tomake modifications in the environment

so that all children, including those withspecial needs, have similar access to exploration and learning opportunities.

DOMAINIV:

Cognitive Development

Purpose: To develop new skills and the ability toacquire and process information through play andinteraction with others and the environment

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Daimen, age 6 months, likes to reach with his hand for the toy that ishanging above his crib. He has learned that it makes an interesting sound

when he hits it. Sometimes he tries to kick the toy with his feet or roll over to get closer to it. Hismother changes the toy from time to time to maintain the baby’s interest in doing this activity overand over.

Mai, age14months, spends a lot of timewith hergrandparents who care for her while her motherand father work. Usually they come to Mai’s home to take care of her andshe seems comfortable in a familiar setting. Mai’smother is happywhen theygo to visit grandmother on the weekend and Mai gets excited, smiles, andsays “Nana” when she sees her familiar caregiver.

Alyssia,age20months, and hermother like beingoutside and enjoying nature. Alyssia is eager to

collect sticks, rocks or leaves and share them with her mother. They talkabout all the things Alyssia finds and look for a large enough bag so they cantake some homewith them. Theymake a place to keep the things they collectso Alyssia can play with them later. Alyssia’s mother is happy to see herdaughter learning new information and gaining new skills.

Jose, age 26months, and Rob, age 30months, are best buddies at thefamily child care home where they are cared for while their parents work.They love to play with cars and trucks. They push the cars and trucks along the floor while makingmotor noises and saying “Beep, beep” as they crash their cars. Their caregiver has shown them howto make a road with the blocks that they can drive their cars on. Now Jose and Rob are making houseswith the blocks and even made a garage for their cars.





Case Study Examples

Components: Exploration and DiscoveryMemoryProblem SolvingImitation and Symbolic Play

Exploration and Discovery

Memory

Problem Solving

Imitation and Symbolic Play

DOMAIN IV:CognitiveDevelopment

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Component: Exploration and DiscoveryDefinition: Attending to and exploring people,

objects and events especially thosethat are novel or unusual


Indicators:• Pays attention to people andobjects

• Uses senses to explore people,objects and the environment

• Attends to colors, shapes,patterns or pictures

• Shows interest and curiosity innew people and objects

• Makes things happen andwatches for results or repeatsaction

Focuses on caregiver’s voiceor face during feeding times.

Attends to colors and lights ornotices patterns and shapes.

Puts almost everything inhis/hermouth to explore,touch and taste.

Turns head and followswithhis/her eyeswhen anewpersonenters the room.

Explores ownbody and looksat hands and feetwhen theymove.

Grasps anew toy andexploresit by turning it over andover.

Swipes or kicks at toy abovethe crib and repeats actions tomake itmove again and again.

Touches and feels person’shair or puts their hands onperson’s face to feel skin.

Attends to and examinessmall objects, such ascrumbs, bugs or pieces ofpaper.

Puts shapes in a shape boxwith openings, matchingcolors and/or shapes.

Reaches for adult hands tocontinue a game of “Peek-a-boo.”

Pushes a button to turn a toyon or off to start or stop anaction and may repeat theaction.

Picks up leaves, rocks andsticks during a walk outside.

Watches intently and saysnames or sounds of animalsat a zoo, farm, pet store orwhile looking at books.

Does simple puzzles withdifferent colors and shapes.

Likes to play a matchinggame by putting things thatare the same together.

Walks in a rain puddle andtries to make water splashand then repeats action overand over.

Notices when there is morethan one object the same.

Notices the differencebetween big and small andasks for the “big cookie.”

Feels the different textureson the quilt and likes the softsquares.

Matches colors or shapeswhen sorting toys and otherobjects.

Arranges all the toy animalsin a row and orders some ofthem by size.

Pushes riding toy or sits on itand tries to make it move withhis/her feet.

Attempts to count objects orasks “How many?”

Examples of behaviors that showdevelopment of exploration anddiscovery





SomeCaregiver Strategies forpromoting exploration and discovery


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Allow baby time to explorethrough looking, sucking,reaching and touching.

Provide a variety of safe*objects of different sizes,shapes, colors and texturesfor baby to look at andexplore.

Place baby on his/hertummy for short periods oftimewhen awake andsomeone is watching toprovide opportunities tolook around and explorethings.

Provide toys and experienceswhere baby’s action gives aninteresting result.

Play with baby andencourage baby tomovearms and legs in differentways when playingmusic.

Place baby in a quiet area,without a lot of distractionsand loud noises, for time toexplore and play.

Place toys around baby andallow him/her tomove andreach for the toys.

Provide a safe*environment for baby tomove around and explore.

Allow baby to explore yourface, eyes, nose, mouth,skin and hair.

Provide opportunities foruninterrupted play and timefor discovery.

Provide toys that offerpossibilities for learningabout size, shape and color.

Provide opportunities forbaby to use containers,stacking and nesting toys.

Comment positively whenbaby learns a new action orskill to affect things inhis/her environment.

Describe what baby isseeing when he/she noticessomething new or differentin the environment.

Talk about what toddlersees or hears and callattention to new andsurprising actions orevents.

Provide toys that challengetoddler’s skills, such aspush and pull toys, puzzlesand sorting or matchingobjects.

Explore your surroundingswith toddler and look forthings that stay the sameand things that change.

Encourage toddler toexplore inside and outsideand use their senses andimagination to learn moreabout the things they find.

Provide a variety of toys andmaterials that are familiarand those that provide morechallenge.

Help toddler understand theeffects of his/her actions onothers, such as using wordsto describe whether it hurtsor feels good.

Provide opportunities fortoddler to explore andexperience nature while onwalks or visits to a park.

Provide blocks and otherbuilding toys so toddler canmake and build things.

Suggest ways that toddlerscan put away blocks or othertoys so all the toys of onekind are in the samecontainer or box.

Comment on the colors,shapes, size, numbers,patterns or sequences youobserve in the materials thattoddler is playing with.

*safe toys and safeenvironments mean thattoys, materials and spacedo not provide a risk forharm, injury or damage.





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Component: Memory

Definition: Ability to process, retain and recallinformation

Indicators:• Shows ability to acquire new information anduse it at a later time

• Recognizes familiar people, places and things• Recalls and uses information in new situations• Searches for missing or hidden objects

Examples of behaviors that showdevelopment of memory

Stares intently at new facesor objects.

Smiles and showsexcitement in recognition offamiliar caregiver.

Vocalizes and coos whencaregiver is talking to babyor using familiar cooingsounds.

Shows apprehension whenan unfamiliar person entersthe room.

Looks for toys that havebeen dropped or partlycovered over by a blanket orother cloth.

Brings familiar personhis/her shoe, coat, purse orsome other personal object.

Uses a blanket to cover orhide a stuffed toy or doll.

Tries to follow a cat or doghiding under a chair or table.

Looks for missing toy, whenasked, “Where is the ball?”

Looks out the window andwaits for a familiar caregiverto return.

Says or signs “Dada” or“Mama” when hears carsounds outside.

Notices when someone getsa new coat, shoes or someother item of clothing.

Looks for favorite toy wherehe/she left it last.

Looks around home for apet or calls the animal byname.

Recognizes a neighbor at agrocery store and waves orsays “Hi.”

Points to or talks aboutfamiliar places or sights.

Washes hands when he/shesees it is time to eat.

Talks about something thathappened yesterday andremembers places, people oractivities.

Recreates a “birthday party”with stuffed animals or dollsafter attending a party for afriend.

Throws a ball over a sofa andthen runs around behind thesofa to find where the ballwent.






SomeCaregiver Strategies forpromoting memory


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Greet baby by name, talkabout and name otherpeople or objects that arepresent.

Change and rearrangeobjects or pictures in theenvironment regularly toprovide new sights andvisual interest.

Talk about and name newpeople and places in thebaby’s social world.

Call attention to familiarand new people, places andthings that you see.

Play hiding games with babyby partially hiding a toyunder a blanket or cloth.

Provide consistent routinesso baby learns to anticipatewhat will happen next.

Talk with baby whenhe/she notices somethingnew, such as eyeglasses, ahat or a necklace on you orsomeone else.

Play games with baby thatprovide opportunities forturn taking and give-and-take, such as “Peek-a-boo”or “Pat-a-Cake.” Watchfor times when baby mightrepeat these games oractivities in new situationsand with other people.

Play hiding games with babyby hiding a toy or smallobject under a scarf orblanket and asking whilegesturing with your hands,“Where did it go?” or“Where is it?.”

Allow time for baby to lookfor and find his/her missingtoy, bottle, another personor pet.

Talk with baby whenhe/she notices familiarpeople, places or things.

Provide a convenient place,such as a box or a shelf, fortoddler to keep things sohe/she can find them byhimself/herself.

Sing favorite songs overand over with toddler andcomment when he/shesings parts of songs onhis/her own.

Play “Hide and Seek”games outside or aroundthe house and vary thehiding places and clues youprovide.

Ask toddler to look for a toyhe/she has played withearlier, such as “Where isyour teddy bear?”

Talk with toddler aboutpeople or places you seewhen walking or driving.

Keep play materials inorderly and predictableplaces so toddler can findthem.

Follow established, simpleroutines for everydayactivities, such as mealtimesor bedtimes, so toddlerlearns to anticipate what willhappen next and startspreparing for activities onhis/her own.

Talk about past and futureevents, such as where youwent yesterday and who yousaw or where you are goingtomorrow.

Look for books at the libraryabout places you have beenwith your toddler, such as agarden or an airport, so youcan talk about what you sawor will see the next time.

Play games of findingmissing or hidden things orpeople. Vary the hidingplace and length of timebefore looking for theobject.





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Component: Problem Solving

Definition: Using cognitive abilities to find asolution to everyday problems

Indicators:• Experiments with different uses for objects• Shows imagination and creativity in solvingproblems

• Uses a variety of strategies to solve problems• Applies knowledge to new situations

Examples of behaviors that show development of problemsolving

Bangs spoon on table andthen attracts attention ofcaregiver.

Hits, shakes or kicks toy tomake and/or reproducesounds.

Rolls over to get a toy on theother side or just out ofreach.

Moves body up and down toget caregiver to continuebouncing him/her oncaregiver’s knee.

Drops toy repeatedly andwaits for someone to pick itup.

Uses a spoon to bang on thedishes on a table to makenoise.

Uses a string to pull a toy intothe crib or over to him/her.

Tries many different ways,such as poking with fingers,shaking or dumping to getclothespins out of a bottle.

Gets an adult and leadshim/her in order to obtain acookie or bottle on a counter.

Seeks new information withquestions such as, “What isthat?” or “Who is that?”

Gets a stool or chair to climbon to reach a toy or otherobject that is on a shelf.

Attempts to reach a toy underthe table and then crawlsunder to get it.

Tries hitting on a box to openit and then asks an adult forhelp.

Anticipates what is needed,such as bringing a tissue toanother child who issneezing.

Uses several different waysto solve problems

Pretends to fix things using atoy hammer or screw driver.

Combines materials togetherto solve problems, such asmaking a stick out of buildingtoys to use to reach a ballunder a chair.






SomeCaregiver Strategiespromoting problem solving


46

Allow baby time to exploreand examine objects andnew things.

Watch, but don’t interrupt,when baby is busy exploringtoys or other objects.

Occasionally place objectsfar enough away from babyso he/she has to move to getthem.

Offer support andsuggestions for problem-solving, but avoidintervening too quickly.

Comment positively onbaby’s attempts andsuccesses in solvingproblems.

Show excitement when babydiscovers new uses forfamiliar things, such asputting a block in a box orpot.

Allow baby freedom to moveand explore how thingswork and what he/she cando with things.

Provide a variety ofinteresting action toys thatcome apart, move and canbe used in many ways.

Allow baby time to exploresafe, everyday objects, suchas plastic nesting cups orbowls, wooden spoons orpots and pans.

When baby encounters aproblem, offer suggestionsand support, but avoidintervening too quickly.

Notice and commentpositively when baby solvesa new problem or applieshis/her knowledge to newsituations.

Set up the environment toallow new and morecomplex ways of playingwith toys and combiningand using materials.

Allow toddler to choosedifferent activities, timesand ways of doing things.

Allow toddler to showhis/her creativity andimagination by solvingproblems in his/her ownways.

Provide more challengingtasks or activities in order toencourage problem-solvingskills and behaviors.

Ask questions thatchallenge toddler to thinkabout problem solving suchas, “What can you donext?” or “What do youneed to fix that?”

Ask questions and expresswonder about a problem tohelp toddler to think aboutand remember how he/shesolved similar problemsbefore.

Encourage toddler toexperiment with new uses forfamiliar objects, such as,“What can we make withpieces of fabric?”

Provide toy tools, bucket andtake-apart toys such as, largeplastic links or rings forconstruction and pretendplay.

Notice and comment positivelyon the accomplishments, newskills and abilities that toddlerdevelops.

Invite toddler to help youwhen you encountereveryday problems orchallenging situations.





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Component: Imitation and Symbolic PlayDefinition: Copying the sounds, gestures or

behaviors of others and using objects torepresent something else during play.

Indicators:• Observes and imitates sounds, gestures or behavior• Uses objects to represent other things• Uses imitation or pretend play to express creativityand imagination

Examples of behaviors that show development of imitation andsymbolic play

Attends to and imitatesgestures, such as openingand closing the mouth,sticking out tongue oropening and closing hand.

Imitates faces or sounds thatfamiliar caregiver makes.

Imitates shaking or patting atoy or other object.

Coos, squeals or laughswhen familiar caregiver talksand plays games withhim/her.

Tries to bite into a plasticapple or other fruit that lookslike a real one.

Imitates adults by using acloth to wipe the table aftereating.

Pretends to comb or brushhis/her hair using his/herhand or fingers.

Pretends to feed doll orstuffed animal with his/herbottle or food.

Uses a round object for a balland throws it across theroom.

Imitates adult actions, such asputting a key in a keyhole,ringing a door bell or closinga door.

Uses familiar objects torepresent other things, suchas using a block moving alongthe floor as a car or a piece ofnewspaper as a blanket.

Pretends to cook or eatimaginary food using pots,pans or toy dishes.

Acts out a simple story or aplay that has been read or seen.

Draws a picture with crayonsor markers and makes up astory about it.

Talks to stuffed animals ordoll, pretends to feed themand tells them to go to sleepor says “Night-night.”

Plays with another child in thesandbox and pretends tomake cakes and piestogether.

Carries on a conversationwith an imaginary playmate.






SomeCaregiver Strategies forpromoting imitation and symbolic play


48

Imitate baby’s faces ornoises and watch to see ifbaby imitates you.

Play with familiar toys, suchas shaking a rattle orpatting a soft toy, and allowtime for baby to imitateyour actions.

Play “Peek-a-boo” withbaby by using your hands tocover and uncover your facewhile saying, “Peek-a-boo!”

Occasionally imitate baby’sgestures, actions orbehavior to see if he/sheimitates you and thenrepeat or modify thegesture, action or behavior.

Carefully observe baby forother areas of concern ifbaby does not imitatefamiliar gestures by six toeight months.

Play games and do fingerplays with baby where babycan imitate your gestures ormotions, such as “Where isyour nose?” or “Where areyour eyes?”

Provide real and/or toyobjects, such as a cup,spoon or telephone forpretend play.

Provide opportunities forbaby to expresshimself/herself creatively,such as singing, movingarms or legs, and movingbody to music.

Introduce play with sandand water and provide othersensory experiences.

Notice when baby usesobjects to representsomething else, such asusing a block for a car.

Model sounds that animalsor cars make and observethe ways that toddler usesthese sounds and his/hertoys in pretend play.

Watch and commentpositively about situationswhere toddler uses otherobjects to substitute orrepresent the real thing,such as using a stick for afishing pole or a book for apillow.

Provide cups, containers,spoons, shovels and othertools for sand and waterplay.

Provide opportunities forpretend play with simpleprops for make-believe,such as dolls, stuffedanimals, dishes and blocks.

Suggest toddler watch otherchildren playing on theclimber at the playgroundand try to do the same thing.

Show toddler how to open abox of crackers and then givetoddler the empty box forpretend play.

Use puppets, stuffed animalsor other props to make storytime more interesting fortoddlers.

Act out different pretendroles during play withtoddler, such as encouraginghim/her to cook you make-believe food and everyonepretends to eat it.

Encourage interactivepretend play with othertoddlers using a variety ofprops.





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The physical, gross and finemotor skills and abilities that emerge duringthe infant and toddler stages of development affect the young child’s

connections with others, with things and with their environment. Infants andtoddlers learn about themselves, others and their environment through the useof their motor skills and abilities and their increasing ability to coordinate their

hands, arms, legs and their whole body. They usemovement to explore theirenvironment and expand their world. Children with physical

limitationsmay need special accommodations and adaptations todevelop motor skills and behaviors.

The healthy growth and development of infantsand toddlers is an essential part of children’s

overall well-being and affects all other areas oflearning and development. Primary caregivers, with the

support and assistance of others, are responsible for assuringthat the physical and social/emotional needs of infants and toddlers

are met. When these basic human needs are met, infants and toddlerscan take full advantage of learning opportunities that will help them develop

to their full potential. Family and cultural variations in physical care routinessuch as ways of feeding or sleeping and expectations for self-help skills can besupported by other caregivers as well.

Physical andMotor Development

DOMAINV:

Purpose: To develop physical and motor skills andimprove health and well-being

Isabella’s mother knows that it is important to always put Isabella, age 4months, to sleep on her back. She also knows that “tummy time” is

important when Isabella is awake and she is with her so that Isabella can strengthen her muscles andlearn to raise her head and body with her arms to look around. Sometimes Isabella’s mother rolls upa towel to put under Isabella’s arms and chest to help support her body so that she can look around andreach for a toy while she is on her tummy.

JamalandJalynn’sparents arewatching closely to seewhichof their twins, age12months, will walk first. Jamal was eager to crawl and explore everywhere.Jalynn was more content to sit and play with her toys and started to crawl later. Now both babies arepulling themselves up to the furniture and soon they will start walking on their own. Jamal and Jalynn’sparents know they will have to do more “child proofing” to make the house safe for their new walkers.

Aiden was born 2months premature and at22 months of age he is small for his age and

shows some delays in motor development. His parents spend a lot of timedoing activitieswith himandworkwith several specialists. Aiden likes to dopuzzles and has several puzzles with large knobs on each piece that make iteasier for him to pick up the pieces. Heworks hard at turning and pushingthe pieces into place. Aiden often claps along with his parents to show hisdelight at completing a puzzle.

Farrahat30months, is learning about using the toilet and taking care of some of her physical needssuch as washing her hands and wiping her nose by herself. She likes to pretend she is sitting on thepotty and then runs away and says, “All done.” Sometimes she brings her toy bear to sit on the pottyand then claps her hands and says, “All done!” Farrah’smother hopes that Farrah will be potty trainedbefore she goes to preschool next year.





Case Study ExamplesGross Motor Development

Gross Motor Development

Fine Motor Development

Physical Health andWell-Being

DOMAIN V:Physical andMotor Development

Components: Gross Motor DevelopmentFine Motor DevelopmentPhysical Health and Well-Being

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Component: Gross Motor Development

Definition: Body movements and skills that involvethe arms and legs or the whole body

Indicators:• Moves body, arms and legs with coordination• Demonstrates large muscle balance, stability, controland coordination

• Develops increasing ability to change positions andmove body from place to place

• Moves body with purpose to achieve a goal

Examples of behaviors that showgrossmotor development

Makes repetitive motionswith arms and legs.

Holds head up or turns headfrom side to side whenplaced on stomach.

Rolls over and over to getcloser to a toy.

Uses arms and legs to moveforward or backward onstomach or back.

Sits up with support, such aswhen propped with pillows.

Sits by self and maintainsbalance while playing with atoy.

Crawls on hands and kneesto get a toy.

Scoots on bottom using legsto help move from place toplace.

Uses furniture to pull self upfrom sitting to standing orlower self from standing tositting.

Walks while holding ontofurniture or people and laterwalks alone

Walks easily or runs fromplace to place by self.

Crawls or walks up steps andthen backs down or turnsand walks down by self.

Walks and sometimes runsacross the room to greetpeople.

Jumps into puddles, piles ofleaves or sand box.

Pushes or pulls a wagon orcart while walking.

Uses adaptive equipment tohelp with standing ormoving.

Climbs on chair or stool toreach toys and other objectsthat are up high.

Enjoys playing on climbersor slides at playground.

Climbs stairs using alternatefeet.

Stands on one foot or cankick a ball with one foot whilestanding.

Tries to ride a tricycle orother riding toys with pedals.

Likes to run, march aroundor dance to songs and music.






SomeCaregiver Strategies forpromoting gross motor development


52

Always place baby on backfor sleeping safely.

Allow baby to experienceopen spaces duringplaytimes, such as lying ona blanket on the floor in asafe* area.

During play when baby isawake, sometimes placebaby on his/her back andother times on his/herstomach to provide broaderviews and encourage use oflegs, arms and hands.

Put baby in positions wherehe/she can turn or raisehis/her head and roll fromside to back or side tostomach.

Sometimes prop baby upwith pillows so he/she cansit with support and hold orexplore objects.

Observe and recordemerging physical skills,such as when baby is able toturn over by himself/herself.

Provide safe,* interestingplaces for baby to movearound and explore.

Provide close supervision asbaby learns to move andexplore his/herenvironment, especiallyplaces, such as stairwaysand doorways.

Encourage baby to move toget what he/she wants,such as a toy that is out ofreach.

“Child-proof” the spacesbaby will explore andremove unsafe and valuableobjects.

Sing songs or read bookswith action movements thatinvolve the whole body orarms and legs.

Observe and record whenbaby is able to sit alone,crawl, pull self up, standholding onto furniture,stand alone and walk alone.

Provide space andopportunities both insideand outside for toddler towalk, run, jump and climb.

Encourage toddler tomoveto get the things he/shewants, such as, “Let’s goswing and I will push you.”

Provide safe* opportunitiesto learn to climb stairsstarting with two or threesteps at a time.

Provide toys, such as awagon or cart, to allowtoddler to develop pushingand pulling skills.

Observe and recordtoddler’s increasing abilityto walk, run, jump andclimb with ease, balanceand coordination.

*safe toys and safeenvironmentsmean thattoys, materials and space donot provide a risk for harm,injury or damage.

Acknowledge toddler’sphysical skills that are usedin solving problems, playingand interacting with others.

Provide toddler withopportunities andsupervision for visits toplaygrounds and parks toexercise and play on varioustypes of equipment.

Encourage toddler to learn tostep up onto a stool so he/shecanwash hands by self.

Provide riding toys sotoddler can learn to pedaland use other motor skills.

Play large motor games thatrequire coordination ofwords, movements andactions, such as “Hide andSeek” or “Ring around theRosy.”

Observe and record toddler’sincreased awareness of body,space and movement duringphysical activities.





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Component: Fine Motor Development

Definition: Physical movements and skills thatinvolve the feet, hands and fingers

Indicators:• Uses hands or feet to manipulate objects and makecontact with people

• Develops small muscle control and coordination• Demonstrates integration of the senses• Uses different actions on objects• Controls small muscles in hands when doing simpletasks

Examples of behaviors that show finemotor development

Kicks or swipes at toy ormobile hanging over crib.

Grasps a finger or small toyplaced in his/her hand.

Looks at an object inhis/her hand while bringingit to mouth.

Looks at brightly coloredsocks while moving orkicking feet.

Uses hands and actions,such as hitting, shaking andpatting, to explore differentways to use a new toy.

Claps hands when imitatingothers or to show emotion.

Drops or puts small blocksinto a container.

Transfers a block or other toyfrom hand to hand.

Holds two blocks, one ineach hand and hits themtogether to make noise.

Uses pincer grasp with thumband forefinger together topick up small objects.

Holds string and pulls toywhile standing or walking.

Lines up blocks in a row.

Drops or throws balls andother objects while sitting orstanding.

Coordinates and uses sensestogether, such as hearing andlooking or seeing andtouching.

Throws a ball toward anotherchild or to an adult.

Stacks two or three blocks ontop of each other.

Holds a crayon or marker andmakes vertical lines on paper.

Pushes and pats puzzle piecesinto place.

Digs in sand with spoon orsmall shovel.

Squeezes a sponge andwatches water drip on thetable.

Uses fingerpaint to makemarks or circles on paper.

Watches adult to learn handmotions for finger plays.

Tears paper into small piecesto glue onto another paper.

Uses a crayon or marker tomake scribbles or circles onpaper.

Holds paint brush and makesmarks at easel or at a table.

Puts things together, such asconnecting blocks or linkingtoys, using hands and fingers.

Uses pincer grasp with thumband fingers to wind up a toy.

Can do simple tasks thatrequire coordination orintegration of sensoryinformation.






SomeCaregiver Strategies forpromoting finemotor development


54

Provide space for baby tomove legs, feet, arms andhands to hit and graspobjects.

Allow baby to graspcaregiver’s finger whileplaying with baby.

Prepare a safe*environment and removethings that are so small thatthey could be a chokinghazard.

Place interesting objectsand toys within reach ofbaby for looking andswiping at and hitting.

Observe and record baby’seye-hand coordinationwhen he/she reaches forobjects and brings objectsto his/her mouth.

Provide opportunities forbaby to practice reaching,grasping, releasing andgrasping again varioussmall objects and toys.

Play hand or finger gameswith baby such as “Pat-acake” or “Open ShutThem.”

Provide toys that encouragemovement and action witharms and hands, such astoys with wheels for baby topush and pull.

Observe and record baby’suse of hands, fingers andthumb to pick up andexamine objects and tobring them to his/hermouth.

Provide a variety of safe*toys with pieces that comeapart, fit together or stack.

Provide opportunities forplay with toys, such asnesting cups, containers,blocks, simple puzzles,stacking rings, shapes andshape sorters.

Play games with baby thatrequire physical actions,such as using differentkinds of balls to roll andthrow.

Use finger plays or songswith actions to encouragebaby to imitate actions ormotions.

Provide different kinds ofballs for toddler to throw.

Provide toys and materialsthat offer practice for finemotor skills and eye-handcoordination, such aspuzzles, pegs andpegboards, blocks,construction toys, beads tostring and lacing cards.

Provide toddleropportunities for sensoryexperiences using sand orwater with toys, such asshovels and buckets, cups,spoons, pitchers and othercontainers.

Notice all the ways toddleruses musical toys, such asbeating a drum, playing axylophone or pushing downkeys on a piano.

Allow toddler to exploredrawing and using writingmaterials by providing largesize crayons, markers andpaper.

Provide fingerpaintingexperiences to encourageuse of small muscles inhands and fingers.

Provide materials and tools,such as play dough,modeling clay, hammers androlling pins for toddler toroll, pound and makeshapes.

Encourage toddler to holdspoon or fork with fingersand to grasp a glass or a cupwith hand for drinking.

Provide paper and blunt-tipped scissors for toddler topractice cutting and tearing.

Encourage toddler to playwith a variety of building,snapping, linking blocks andtoys that require eye andhand coordination.

Introduce easel paintingwith a paint brush with alarge handle as well as usingpaper, paint and brushes atthe table.

*safe toys and safeenvironmentsmean thattoys, materials and space donot provide a risk for harm,injury or damage.





55

Component: Physical Health and Well-BeingDefinition: Physical growth and basic health

needs, contributing to positive feelingsand attitudes

Indicators:• Shows characteristics of healthy development• Responds when physical needs are met• Expresses physical needs non-verbally or verbally• Participates in physical care routines• Begins to develop self-help skills• Begins to understand safe and unsafe behaviors

Examples of behaviors that showdevelopment of physical healthandwell-being

Startles or cries when hearssudden loud noises.

Grows proportionallyaccording to height andweight growth charts.

Cries when hungry andquiets down when picked upfor breastfeeding or whensees caregiver with bottle.

Coos, smiles or plays withcaregiver after being fed orafter getting a dry diaper.

Lifts arms when getting shirtput on or off.

Places hands on bottle whilebeing fed by caregiver.

Shows growth in height andweight typical for ageaccording to growth charts.

Splashes water on self andplays in the water duringbath time.

Plays happily with toys aftera nap or a snack.

Cooperates when gettingphysical needs met, such asgetting his/her diaperchanged, nose wiped orteeth brushed.

Feeds self some finger foodswhile sitting.

Responds to “Hot” or “No”and begins to not touchthings when told not to.

Participates in healthy careroutines, such as usingtissues to wipe nose,washing and drying handsand holding a tooth brush.

Points at, says name or usessign language for whathe/she wants to eat or drink,such as “apple” or “milk.”

Uses a spoon to feed self ordrinks from a glass or cup.

Shakes head or says, “Yes”or “No” when asked ifhe/she is “All done?”

Accepts other suggestionsor redirection for unsafebehaviors or situations.

Pulls at pants or gives othersigns of needing to use thetoilet.

Holds hands under water tobe washed and later wants towash own hands.

Picks up toys after playing orwhen hears “Clean Up” song.

Pours own milk from smallpitcher into cup.

Climbs into car seat whenasked and cooperates ingetting buckled in.

Walks with adult, holdingadult’s hand before crossingthe street.






SomeCaregiver Strategies forpromoting physical health andwell-being


56

Family arranges for regularhealth and developmentalexams, including vision andhearing screenings, withhealth care provider.

Pay attention to signs thatbaby can hear noises andvoices and can see lights,colors and actions.

Watch and listen carefullyto identify different types ofcries, vocalizations, facialexpressions and gestures.

Provide nutritious foodsthat contribute to baby’sphysical growth anddevelopment.

Hold baby during feedingtimes to provide closenessand comfort.

Encourage baby to focus oncaregiving tasks and whatwill happen next. Talkabout what you are doingand what you will do next.

Talk about what baby isseeing, hearing and doingor what caregiver is doingwith him/her.

Allow baby to use gestures,sounds and words to showwhat he/she wants orneeds.

Begin to offer baby smallamounts of cut up cookedfood, peeled fruit, crackersor cereal as “finger food”along with his/her regularmeals.

Avoid foods that couldcause choking, such asgrapes and pieces of hotdog.

Help baby learn safebehaviors around stoves orother hot objects by saying“Hot” or “No” in a firmvoice and redirecting baby’sattention to other things.

Talk with baby about whathe/she is doing and movebaby to another place whenhe/she is in an unsafesituation.

Prepare the environmentand establish routines toallow toddler to begin totake care of some of his/herown physical needs.

Offer a variety of nutritiousfoods and allow toddler tochoose types and amountsof foods to eat.

Allow toddler to usegestures, sign languageand/or spoken language toask for what he/she wantsor needs and to respond toquestions.

Provide opportunities fortoddler to develop and useself-help skills, such asfeeding and dressinghimself/herself.

Model, demonstrate andassist when needed, butavoid pressure if toddlershows resistance forlearning or using newbehaviors independently.

Ask toddler to hold yourhand while you are goingdown stairs together.

Family arranges for regularhealth check-ups includingvision and hearingscreenings anddevelopmental exams.

Provide a toothbrush andtoothpaste and teach toddlerabout brushing teeth.

Use child-size servingutensils, such as a smallpitcher so toddler can pourown milk.

Store toddler’s toys on a lowshelf or in containers sohe/she can put away owntoys.

State clear expectations forusing safe behaviors andclosely supervise toddlerwhen he/she is in unsafesituations.

Family, health provider andother caregivers observe andmonitor toddler’sdevelopment and discuss anyareas of concern needingfollow-up or furtherevaluation.





New Jersey Birth to ThreeEarly Learning Standards

SUMMARYOF

INDICATORS

I. Social and Emotional DevelopmentA. Trust and Emotional Security• Engages in behaviors that build

relationships with familiar adults• Shows preference for familiar adults• Reacts to unfamiliar adults• Seeks ways to find comfort in new

situations• Shows emotional connection and

attachment to others

B. Self-Awareness• Expresses feelings and emotions

through facial expressions, soundsgestures or words

• Begins to develop awareness of selfas separate from others

• Shows confidence in increasingabilities

C. Self-Regulation• Begins to manage own actions,

emotions and behavior• Develops ability to cope with stress

and strong emotions• Begins to understand simple routines,

rules or limitations

D. Relationships with Peers and Adults• Shows interest in and awareness of

peers and adults• Responds to and interacts with other

peers and adults• Begins to recognize and respond to

the feelings and emotions of peersand adults

• Begins to show care and concern forothers

• Uses social interactions, facialexpressions, gestures or words toexpress feelings, needs and wants

• Begins to use imitation or pretendplay to learn and practice new rolesand relationships

II. Approaches to LearningA. Curiosity• Shows interest in and actively

explores the environment• Shows eagerness and curiosity as a

learner• Seeks to discover and learn new

things

B. Persistence• Attends to and tries to reproduce

interesting events• Maintains social contact by

continuing to engage with caregiver• Attempts challenging tasks with or

without adult help• Explores thoroughly and tries to

solve problems even whenencountering obstacles

C. Creativity• Uses unusual ways to explore

people or objects in the environment• Finds new things to do with familiar

objects• Uses imagination in playful, silly or

messy ways

D. Initiative• Shows initiative by engaging others

in interaction• Takes action without being directed

by others• Demonstrates initiative by making

choices

57

III. Language Developmentand CommunicationA. Listening and Understanding• Shows interest in listening to

sounds• Listens with interest to

language of others• Responds to verbal

communication of others• Responds to nonverbal

communication of others• Understands gestures, words,

phrases or questions

B. Communicating and Speaking• Uses sounds, gestures or

actions to express needs andwants

• Use consistent sounds,gestures, signs or words tocommunicate

• Imitates sounds, gestures,signs, words or phrases

• Uses sounds, signs, words orphrases for a variety ofpurposes

• Takes turns using language insimple back and forthconversations

C. Emergent Literacy• Shows interest in songs,

rhymes and stories• Shows interest in photos,

pictures and drawings• Develops interest in and

involvement with books andother print materials

• Begins to recognize andunderstand symbols such asthose used in writing

IV. Cognitive DevelopmentA. Exploration and Discovery• Pays attention to people and

objects• Uses senses to explore

people, objects and theenvironment

• Attends to colors, shapes,patterns or pictures

• Show interest and curiosity innew people and objects

• Makes things happen andwatches for results or repeatsaction

B. Memory• Shows ability to acquire new

information and use it at alater time

• Recognizes familiar people,places and things

• Recalls and uses informationin new situations

• Searches for missing orhidden objects

C. Problem-Solving• Experiments with different

uses for objects• Shows imagination and

creativity in solving problems• Uses a variety of strategies to

solve problems• Applies knowledge to new

situations

D. Imitation and Symbolic Play• Observes and imitates

sounds, gestures or behaviors• Uses objects to represent

other things• Uses imitation or pretend play

to express creativity andimagination

V. Physical and MotorDevelopmentA. Gross Motor Development• Moves body, arms and legs

with coordination• Demonstrates large muscle

balance, stability, control andcoordination

• Develops increasing ability tochange positions and movebody from place to place

• Moves body with purpose toachieve a goal

B. Fine Motor Development• Uses hands to manipulate

objects and make contactwith people

• Develops small musclecontrol and coordination

• Demonstrates integration ofthe senses

• Uses different actions onobjects

• Controls small muscles inhands when doing simpletasks

C. Physical Health and Well-Being• Shows characteristics of

healthy development• Responds when physical

needs are met• Expresses physical needs

non-verbally or verbally• Participates in physical care

routines• Begins to develop self-help

skills• Begins to understand safe

and unsafe behaviors

58

SUMMARY OF INDICATORS

Developmental ConcernsIfyouareconcernedaboutachild’sdevelopment,pleasereviewthefollowing checklists at the appropriate age range for descriptionsofbehaviorsthatmayrequirefurtherobservationandconsultation.Alert your child’s doctor, nurse or early intervention staff aboutyour concerns and if your child displays any of the early warningsigns for their age range.If youhave concerns about a child’s development, you canalso callaNewJersey statewide, toll-freenumber: (888)653-4463.REPRINTED FROM: Your Child’s Development ImportantMilestones: (Birth–36months)FULLBROCHUREAVAILABLEAT:http://www.thefamilymatterswebsite.org/PDF/reic_developmental_brochure.pdf

�� Seems very stiff, with tight muscles �� Seems very floppy, like a rag doll �� Head still flops back when body is pulled into sitting position�� Reaches with one hand only �� Refuses to cuddle �� Shows no affection for the person who cares for him or her �� Doesn’t seem to enjoy being around people �� One or both eyes consistently turn in or out�� Persistent tearing, eye drainage or sensitivity to light �� Does not respond to sounds around him or her �� Has difficulty getting objects to mouth �� Does not turn head to locate sounds by 4 months�� Does not roll over in either direction (front to back or back to

front) by 5 months �� Seems impossible to comfort at night after 5 months �� Does not smile on his or her own by 5 months �� Cannot sit up with help by 6 months�� Does not laugh or make squealing sounds by 6 months �� Does not actively reach for objects by 6 to 7 months �� Does not follow objects with both eyes at near (1 foot) and

far (6 feet) ranges by 7 months �� Does not bear weight on legs by 7 months �� Does not try to attract attention through actions by 7 months �� Does not babble by 8 months �� Shows no interest in games of peek-a-boo by 8 months �� Experiences a dramatic loss of skills he or she once had

�� Does not seem to respond to loud noises �� Does not notice hands by 2 months �� Does not follow moving objects with eyes by 2 to 3 months �� Does not grasp and hold objects by 3 months�� Does not smile at people by 3 months �� Cannot support head well by 3 months �� Does not reach for and grasp toys by 3 to 4 months �� Does not babble by 3 to 4 months�� Does not bring objects to mouth by 4 months�� Begins babbling, but does not try to imitate any of your

sounds by 4 months�� Does not push down with legs when feet are placed on a

firm surface by four months �� Has trouble moving one or both eyes in all directions�� Crosses eyes most of the time (occasional crossing of the

eyes is normal in these first months)�� Does not pay attention to new faces, or seems frightened

by new faces or surroundings�� Experiences a dramatic loss of skills he or she once had

(Birth – 4 months)Developmental Health Watch

(4 months - 8 months)Developmental Health Watch

59

(8months - 12months)DevelopmentalHealthWatch

�� Cannot walk by 18 months �� Fails to develop a mature heel-toe walking pattern afterseveral months of walking, or walks only on his toes

�� Does not speak at least 15 words �� Does not use two-word sentences by age 2�� By 15 months, does not seem to know the function ofcommon household objects (brush, telephone, bell, fork,spoon)

�� Does not imitate actions or words by the end of this period�� Does not follow simple instructions by age 2 �� Cannot push a wheeled toy by age 2 �� Experiences a dramatic loss of skills he or she once had

�� Does not crawl�� Drags one side of body while crawling (for over one month) �� Cannot stand when supported �� Does not search for objects that are hidden while he or shewatches

�� Says no single words (“mama” or “dada”)�� Does not learn to use gestures, such as waving or shakinghead

�� Does not point to objects or pictures �� Experiences a dramatic loss of skills he or she once had

�� Frequent falling and difficulty with stairs �� Persistent drooling or very unclear speech �� Cannot build a tower of more than four blocks�� Difficulty manipulating small objects �� Cannot copy a circle by age 3�� Cannot communicate in short phrases �� No involvement in “pretend” play �� Does not understand simple instructions �� Little interest in other children �� Extreme difficulty separating from mother or primary caregiver

�� Poor eye contact�� Limited interest in toys�� Experiences a dramatic loss in skill he or she once had

Alert your child’s doctor, nurse or earlyintervention staff about your concernsand if your child displays any of theearly warning signs for their age range.

If you have concerns about a child’sdevelopment, you can also call a New Jersey statewide,toll-free number: (888)653-4463.

Other Resources for Developmental ConcernsKnowing early warning signs for developmental concerns can help parents and other caregivers knowwhen to contact others for further information and assistance. The following websites provide valuableinformation about developmental milestones and developmental concerns.

Learn the signs. Act Early.www.cdc.gov/ncbddd/actearly/milestones/index.htmlObtain information about family resources.www.thefamilymatterswebsite.org

The Early Childhood Parenting and Professional Resource Centerwww.njparentlink.nj.gov/

(24 Months – 36 Months)Developmental Health Watch

(12 months - 24 months)Developmental Health Watch

60

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Documents

Early Learning Standards - New Jersey - The Official Web ... · TheNew Jersey Birth to Three Early Learning Standards aredividedintofivedomainsthat reflectthefullrangeofchilddevelopment: