Estandares Educativos VPK Florida Four2k

An Educator’s Guide to Understanding
THE FLORIDA EARLY LEARNING

AND DEVELOPMENTAL STANDARDS:
4 YEARS OLD TO KINDERGARTEN
The Florida Department of Education Office of Early Learning developed An Educator’s Guide
to Understanding the Florida Early Learning Developmental Standards: Birth to Kindergarten
and An Educator’s Guide to Understanding the Florida Early Learning Developmental
Standards: 4 Years Old to Kindergarten to provide educators support in implementing the
Standards, adopted by the Florida State Board of Education, consistent with the requirements
of Section 1002.82 and F.S. Section 1002.67, F.S.
Direct questions relating to the Florida Early Learning and Developmental Standards—
Birth to Kindergarten (2017) to:
Florida Department of Education

Office of Early Learning
250 Marriott Drive | Tallahassee, FL 32399
Phone: (850)717-8550
Email: oel.questions@oel.myflorida.com or vpkquestions@oel.myflorida.com
II | Introduction
ACKNOWLEDGMENTS
The Florida Department of Education Office of Early Learning would like to thank the State and
National Panel of Expert Committee for reviewing previous versions of standards and taking
extensive time to develop the first draft of the 2017 Standards based on current research. In
addition, the office extends its appreciation to the Committee for their thoughtful review and
revisions provided to the draft Florida Early Learning and Developmental Standards--Birth to
Kindergarten (2017) and the draft Florida Early Learning and Developmental Standards--4 Years
Old to Kindergarten (2017).
Standards Panel of Experts Committee | National Experts
Juanita (Nita) Copley, Ph.D. Lise Fox, Ph.D. Vickie Lake, Ph.D.
Professor Emerita of Professor, Department of Professor and Associate Dean,
Curriculum and Instruction, Child and Family Studies Jeannine Rainbolt College
College of Education, and Director, Florida Center of Education, University of
University of Houston for Inclusive Communities, Oklahoma
University of South Florida
Chip Donohue, Ph.D. Center for Excellence in Christopher J. Lonigan,
Director, Technology in Early Developmental Disabilities Ph.D.
Childhood (TEC) Center, Distinguished Research
Erikson Institute Nicole Gardner-Neblett, Professor of Psychology
Ph.D. Associate Director, Florida
Walter F. Drew, Ed.D. Advanced Research Scientist, Center for Reading Research,
Founder/Executive Director Frank Porter Graham Child Florida State University
Institute for Self Active Development Institute,
Education, Florida Reusable University of North Carolina at Lisa Lopez, Ph.D.
Resources Network Chapel Hill Associate Professor of
Educational Psychology,
Sean Durham, Ph.D. Daryl Greenfield, Ph.D. University of South Florida
Assistant Professor Professor, Child Division,
Early Childhood Education, University of Miami Beth M. Phillips, Ph.D.
Curriculum and Teaching, Associate Professor of
Auburn University Educational Psychology and
Learning Systems & Research
Faculty, Florida Center for
Reading Research, Florida
State University
Florida’s Early Learning and Developmental Standards Acknowledgments | III

Standards Panel of Experts Committee | State Experts
Karen Abney Jennifer Corkern Matti Friedt

Inclusion and Behavior Director, Pre-Kindergarten Director Preschool Programs,
Specialist, Early Learning Programs, Martin County Polk County Schools
Coalition of Escambia County School District
Estelle Gille
Kristi Biffar Hope Cranford Teacher Pre-Kindergarten
Early Childhood Specialist Head Start Program Manager, Head Start/Title I Collaborative,
Supervisor, Early Learning Community Coordinated Care Escambia County Schools
Coalition of Southwest Florida for Children, Inc.
Saralyn Grass, Ed.D.
Christine Bond, Ed.D. Carol Crownover, Ed.D. Director, Florida Association of
Regional Facilitator Technical Prekindergarten Resource Early Learning Coalitions
Assistance and Training Teacher, Seminole County
System, University of Central Public Schools Heidi Greenslade, PhD,
Florida CGW, LSSWB
Raquel Diaz, Ed.D. Vice President Early Learning,
Yolanda Borroto Program Manager/ Research and Training,
Director, Miami Dade College Coordinator, University of Lutheran Services Florida
Preschool Lab Florida Lastinger Center
Joseph Grzywacz, Ph.D.
Emily Brown Andrea DiBello Chair and Norejane
Program Supervisor, Children’s Regional Manager, Children Hendrickson Professor of
Home Society of Florida First, Inc. Family & Child Sciences,
Florida State University
Judy Burleson Andrea Dunckel
Early Education Manager, Child Find and Parent Linda Halpin
Redlands Christian Migrant Resource Specialist, Florida Policy, Registered Homes &
Association Diagnostic and Learning Religious Exempt Supervisor,
Resource Systems Department of Children and
Lori Butler Families Program Office
Provider Service Specialist Shari Ellis, Ph.D.
and Infant/Toddler Specialist, Evaluator, Early Childhood Sharon Hennessy
Early Learning Coalition of Consultant, Florida Museum, Program Director, North
Seminole County University of Florida Central Early Steps
Department of Pediatrics
Marjorie Campany Cheryl Fountain, Ed.D. University of Florida Health
Educational Consultant Professor of Education and
Executive Director, Florida Marilyn Hibbard
Dia Carter Webb Institute of Education at the Early Childhood Special
Senior Program Director, Arts University of North Florida Education Consultant, Anita
for Learning/ Miami Zucker Center for Excellence
Brooke Flood in Early Childhood Studies,
Debbie Conley Coordinator, School Readiness
Director of Quality Initiatives, University of Florida
School District of Indian River
Children’s Forum County Jaime Holvas
Training and Development
Specialist, Early Learning
Coalition of Pinellas County
IV | Acknowledgments
Jo Hudson Penney Norton Beth Rosenthal Davis, Ed.S,
Early Learning Education School Readiness West Central NBCT
Consultant, Teacher and Regional Facilitator, Florida Owner/Director, Kids For Kids
Trainer, Training Development, Office of Early Learning Academy
Online Course Development
Sandi Opalinski Linda D. Schultz
Gege Kreischer Preschool Programs Senior Teacher On Assignment,
Vice President of Coordinator, Polk County Voluntary Pre-Kindergarten,
Organizational Development, Schools (retired), Trainer/ Volusia County Schools
Florida Association for the Volunteer, Polk County Schools
Education of Young Children Preschool Programs Wendi Siegel, Ed.D.
Consultant, Trainer, Siegel
Amy Lane Tara Orlowski Management, Inc.
Program Administrator, Child Care Program
Florida Diagnostic and Operations Specialist, Sandy Smith
Learning Resource System/ Department of Children and Project Director, Technical
North East Florida Educational Families (DCF) Assistance and Training
Consortium System
Pam Parmenter
Heidi Maier, Ed.D. Director of Early Learning, Patricia Snyder, Ph.D.
Superintendent, Marion Early Learning Coalition of Professor and David Lawrence
County Public Schools Manatee County Jr. Endowed Chair; Director,
Anita Zucker Center for
Ritsa Mallous, Ph.D. Pam Phelps, Ph.D. Excellence in Early Childhood
Assistant Professor of Early Owner/Director-Early Studies, University of Florida
Childhood Education, Santa Childhood Consultant
Fe College, Florida The Creative Pre-School/The M.J. Steele
Creative Center for Childhood Director, Deptartment of Early
Kathy McClain Ingram Research & Training Childhood Education, School
Director MultiSector District of Palm Beach County
Development , Nemours Gail Ramsdell
Children’s Health System Early Childhood Specialist, Tammy Tener
Pinellas County Schools Executive Director, Florida
James McHale, Ph.D. Family Child Care Home
Professor of Psychology and Beth Roberts Association
Director, Family Study Center, Center Director, Florida State
University of South Florida St. University Children’s Center Nickie Zenn, Ed.S., NCSP
Petersburg Statewide Program Director,
Shonda Robinson SEDNET Administration
Jamileh Mikati, Ph.D. Early Childhood Development Project, University of South
Owner, School for Young Coordinator, Community Florida St. Petersburg
Children, Tallahassee, FL Coordinated Care for Children,
Inc. Amy Zolessi
Beth Mills, Ed.D. National Certified Conscious
VPK/Early Childhood Wilma Robles-Melendez, Discipline Instructor
Coordinator, Elementary Ph.D.
Leading and Learning, Associate Professor of Early
Brevard Public Schools Childhood Education, Fischler
College of Educatio, Nova
Southeastern University
Florida’s Early Learning and Developmental Standards Acknowledgments | V

Florida Office of Early Learning Staff
Suzanne Adinolfi, Ph.D. Mary Ann Goodrich Lisette Levy

VPK Regional Facilitator, VPK Regional Facilitator, West Systems Coordinator, School
Northwest Region Central Region Readiness Program
Greg Allerellie Molly Grant Antrica Morgan
School Readiness, Regional Project Manager, Partner Professional Development
Facilitator, Northwest Region Initiatives and Child Care Initiatives, School Readiness
Resource & Referral Program
Shana Beiro
Program Specialist, VPK Linda Hockenberry Heather Sargent
Education Program School Readiness Regional VPK Regional Facilitator,
Facilitator, Northeast Region Southeast Region
Hope Colle
Government Operations Wendee Hooker-Taylor Sunny Saunders
Consultant, VPK Education Educational Policy Director, Coordinator of Consumer
Program VPK Education Program Education and Family
Engagement, Partner
Laura Delgado Tara Huls, Ph.D. Initiatives and Child Care
VPK Regional Facilitator, South Manager, VPK Education Resource & Referral
Region Program, Policy and
Accountability Erin Smeltzer
Katie Dufford-Melendez Manager, School Readiness
Program Specialist, School Cassandra Jackson Program
Readiness Program Educational Policy Consultant,
VPK Education Program Melinda Webster
Soraya Fernandez Program Specialist, VPK
School Readiness, Regional Education Program
Facilitator, South Region
Monique Wilkinson
Program Specialist, School
Readiness Program
VI | Acknowledgments
TABLE OF CONTENTS
ACKNOWLEDGEMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III
PURPOSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI
BACKGROUND. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XII
HOW TO USE THE STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XIII
USING THE STANDARDS WITH DIVERSE LEARNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . XV
ENVIRONMENTAL CONSIDERATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XX
CONCEPTS ACROSS THE STANDARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XXII
I. PHYSICAL DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Physical Development Standards: Birth – Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . 1
Physical Development Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Physical Development Environmental Considerations. . . . . . . . . . . . . . . . . . . . . . . . . .7
A. HEALTH AND WELLBEING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
a. Active Physical Play . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
b. Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
c. Personal Care Routines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
d. Feeding and Nutrition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
B. MOTOR DEVELOPMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
a. Gross Motor Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
b. Gross Motor Perception. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
c. Fine Motor Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Physical Development Related Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Physical Development Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
II. APPROACHES TO LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Approaches to Learning Standards: Birth – Kindergarten . . . . . . . . . . . . . . . . . . . . . . . 27
Approaches to Learning Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Approaches to Learning Environmental Considerations. . . . . . . . . . . . . . . . . . . . . . . . 29
A. EAGERNESS AND CURIOSITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
B. PERSISTENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
C. CREATIVITY AND INVENTIVENESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
D. PLANNING AND REFLECTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Approaches to Learning Related Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Approaches to Learning Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Florida’s Early Learning and Developmental Standards Table of Contents | VII

III. SOCIAL AND EMOTIONAL DEVLEOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Social and Emotional Development Standards: Birth – Kindergarten . . . . . . . . . . . . . . . . 41
Social and Emotional Development Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Social and Emotional Development Environmental Considerations. . . . . . . . . . . . . . . . . 47
A. EMOTIONAL FUNCTIONING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
B. MANAGING EMOTIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
C. BUILDING AND MAINTAINING RELATIONSHIPS. . . . . . . . . . . . . . . . . . . . . . . . . 53
WITH ADULTS AND PEERS
D. SENSE OF IDENTITY AND BELONGING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Social and Emotional Development Related Books. . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Social and Emotional Development Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
IV. LANGUAGE AND LITERACY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

Language and Literacy Standards: Birth – Kindergarten. . . . . . . . . . . . . . . . . . . . . . . . 69
Language and Literacy Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Language and Literacy Environmental Considerations. . . . . . . . . . . . . . . . . . . . . . . . . 85
A. LISTENING AND UNDERSTANDING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
B. SPEAKING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
C. VOCABULARY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
D. SENTENCES AND STRUCTURE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
E. CONVERSATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
F. EMERGENT READING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
G. EMERGENT WRITING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Language and Literacy Related Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Language and Literacy Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
V. MATHEMATICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Mathematical Thinking Standards: Birth – Kindergarten. . . . . . . . . . . . . . . . . . . . . . . 135
Mathematical Thinking Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Mathematical Thinking Environmental Considerations . . . . . . . . . . . . . . . . . . . . . . . . 143
A. NUMBER SENSE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
B. NUMBER AND OPERATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
C. PATTERNS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
D. GEOMETRY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
E. SPATIAL RELATIONS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
F. MEASUREMENT AND DATA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Mathematical Thinking Related Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Mathematical Thinking Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
VIII | Table of Contents
VI. SCIENTIFIC INQUIRY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Scientific Inquiry Standards: Birth – Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Scientific Inquiry Standards Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Scientific Inquiry Standards Environmental Considerations. . . . . . . . . . . . . . . . . . . . . 183
A. SCIENTIFIC INQUIRY THROUGH EXPLORATION. . . . . . . . . . . . . . . . . . . . . . . . 184
AND DISCOVERY
B. LIFE SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .192
C. PHYSICAL SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
D. EARTH AND SPACE SCIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
E. ENVIRONMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
F. ENGINEERING AND TECHNOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Scientific Inquiry Related Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Scientific Inquiry Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
VII. SOCIAL STUDIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Social Studies Standards: Birth – Kindergarten . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Social Studies Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Social Studies Environmental Considerations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
A. CULTURE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
B. INDIVIDUAL DEVELOPMENT AND IDENTITY. . . . . . . . . . . . . . . . . . . . . . . . . . 224
C. INDIVIDUALS AND GROUPS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
D. SPACES, PLACES AND ENVIRONMENTS. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
E. TIME, CONTINUITY AND CHANGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
F. GOVERNANCE, CIVIC IDEALS AND PRACTICES . . . . . . . . . . . . . . . . . . . . . . . . 238
G. ECONOMICS AND RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
H. TECHNOLOGY AND OUR WORLD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 242
Social Studies Related Books. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Social Studies Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Florida’s Early Learning and Developmental Standards Table of Contents | IX

VII. CREATIVE
VIII. CREATIVEEXPRESSION
EXPRESSIONTHROUGH
THROUGHTHE
THEARTS
ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .247
.247
Creative Expression Through the Arts Standards: Birth – Kindergarten . . . . . . . . . . . . . . 247
Creative Expression Through the Arts Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Creative Expression Through the Arts Environmental Considerations . . . . . . . . . . . . . . . 249
A. SENSORY ART EXPERIENCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
B. MUSIC . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
C. CREATIVE MOVEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .253
D. IMAGINATIVE AND CREATIVE PLAY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
E. APPRECIATION OF THE ARTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
Creative Expression Through the Arts Related Books . . . . . . . . . . . . . . . . . . . . . . . . . 258
Creative Expression Through the Arts Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
APPENDICES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .261
A. Centers for Disease Control and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261
Prevention (CDC) Immunization Chart
B. Centers for Disease Control and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Prevention (CDC) Clinical Growth Charts
C. Centers for Disease Control and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .272
Prevention (CDC) Body Mass Index Charts
D. U.S. Department of Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .274
(USDA) Food Plate
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
X | Table of Contents
PURPOSE
The first five years of life is a period of rapid development for young children. Beginning at birth,
young infants are able to form relationships with adults, develop trust and explore the world. With
adequate nutrition, an appropriate environment, and nurturing by responsive adults, young
children become actively engaged in exploration and in learning about their environments.
Each child’s special temperament and family context mean that, while development will follow a
somewhat predictable sequence, the child’s development will be unique.
Working with young children requires THESE PRINCIPLES INCLUDE:

knowledge of early childhood growth and
development, as well as a recognition of -- The first five years is a period of rapid growth
diversity (e.g., racial, ethnic, cultural, economic, and development.
language, familial and social background Development begins prenatally and continues
differences). Although families and communities throughout life. During the first three years
are most influential, high-quality early learning of development, a child’s brain connections
environments are associated with improved become increasingly complex, and interference
cognitive, social and language skills. With with those connections could have long-term
a sound understanding of what children effects on development. Children’s increasing
should know and be able to do, educators can physical prowess facilitates learning across all
individualize the curriculum and create learning domains. Forming and maintaining productive
environments that ultimately move children and nurturing relationships with other people
toward kindergarten ready to learn. supports the development of cognitive and
language skills.
The Florida Early Learning and Developmental
Standards–Birth to Kindergarten (2017) is a -- Nurturing and responsive relationships
comprehensive document containing age- are the foundation of health, growth and
appropriate information and reflections about development.
how young children explore, create and Young children depend on the unconditional
think. The Standards are grounded in Florida’s love, support and guidance of those adults who
conviction that children’s early experiences are care for them in order to maximize new learning
directly related to later success in school, in the opportunities. The most important relationship
workforce and in life. in a young child’s life is the one between that
The information in this document is for child and the child’s parents. Other significant
families, caregivers and educators so that adults must work in partnership with families for
their interactions with young children in the a seamless and supportive environment. Creating
home, and in School Readiness, Voluntary intentional opportunities for connection can
Prekindergarten (VPK) and other early care and enhance the child’s cooperation and willingness
education programs can build upon children’s to explore.
emerging talents and strengths in appropriate -- Consistency and continuity of experiences
and enriching ways. promotes development.
Florida’s Early Learning and Developmental Young children thrive when there are common
Standards—Birth to Kindergarten (2017) are threads across the settings in which they develop.
based on principles that incorporate our Trying new skills and finding unique information
collective knowledge about child development is more likely to occur when they can more
and best practices. accurately predict their environments, and have a
sense of trust in the adults who care for them.
Florida’s Early Learning and Developmental Standards Introduction | XI

-- Developmental milestones occur in a BACKGROUND
somewhat predictable order, but each child In 2007, the Florida Office of Early Learning
develops at a unique pace. created a steering committee to provide
Development occurs in all eight domains, but guidance for a comprehensive set of standards
not necessarily at the same pace. Growth in one that would provide a developmentally-
domain can affect growth in other domains. Many appropriate educational path for Florida’s
factors shape development, including genetics, children from birth through kindergarten entry.
individual temperament, cultural background In 2010-2011, the Florida Office of Early Learning
and the environment in which the child lives. and the Department of Education’s Office of
Early Learning worked collaboratively to develop
-- Children learn in many ways and in multiple one set of standards for Florida’s 4-year-olds
settings. participating in either the School Readiness
Learning occurs in all parts of the child’s or Voluntary Prekindergarten (VPK) Education
world – at home, in early childhood settings Program.
and in communities. Young children learn from
their daily routines and from both planned In 2017, the Department of Education’s Office of
and unplanned activities. They learn from Early Learning convened a panel of national and
adults and from other children. This learning is state experts to review Florida’s current early
enhanced when adults actively guide and expand learning standards to propose revisions. The goal
young children’s play through exploration, was to propose, based on current research, high-
encouragement, imitation and repetition. Limited quality standards that are rich, interactive and
overt direction from adults may be necessary as lead to better preparation. The revised Florida
well. Early Learning and Developmental Standards–
Birth to Kindergarten (2017), were adopted for
-- Adults can provide intentional and use in the School Readiness Program. A subset
appropriate experiences that enhance of these standards, Florida Early Learning
children’s learning. and Developmental Standards–4 Years Old
Significant adults in a child’s life can support and to Kindergarten, were adopted for use in the
enrich development by ensuring that basic health Voluntary Prekindergarten Education Program.
and safety needs are met. Providing a supportive These Standards, both adopted by the State
and joyous environment can encourage a young Board of Education were promulgated into rules
child to love exploration and problem-solving, by the Office of Early Learning in December 2017
and to try new skills and take risks. The quality (6M-4.700, FAC and 6M-8.602).
and quantity of a child’s early experiences can An Educator’s Guide to Understanding the
impact that child’s later success in school, in the Florida Early Learning and Developmental
workforce and in life. Standards: Birth to Kindergarten is a resource
for educators that contains information
supporting Standards implementation. An
Educator’s Guide to Understanding the Florida
Early Learning and Developmental Standards:
4 Years Old to Kindergarten, a subset of the
birth to kindergarten guide, is available for
educators who only serve children in the VPK
Education Program.
These Standards will continue providing

guidance for early learning programs as
they support young children’s growth and
development.
XII | Introduction
HOW TO USE THE STANDARDS
The Florida Early Learning and Developmental Standards–Birth to Kindergarten (2017) are
based on what we know about children, including what they should know and be able to do
along a continuum of development. The Standards are organized into eight domains, or areas
of development: Physical Development; Approaches to Learning; Social and Emotional
Development; Language and Literacy; Mathematical Thinking; Scientific Inquiry; Social Studies
and Creative Expression Through the Arts.
The domains, or areas of development, are Glossary terms that appear in bold italic
a useful way to look at the developmental are defined at the end of each domain.
progression of children’s related skills and The glossary found at the end of the book
abilities. They are identified with a capital Roman includes definitions of all glossary terms found
numeral (e.g., I, II, III). Each domain is further throughout the entire document.
divided into components, sub-components
(where applicable), standards and, where It is important to remember that, although
appropriate, benchmarks. Components are individual development proceeds through a
the organizing concepts of each domain and predictable sequence of milestones, there are
represent the major topics to be addressed wide variations in the pace at which children
within each age range. They are identified in the achieve milestones. The lack of behaviors
color of the domain with a capital letter (e.g., A, that correspond to a specific example should
B, C). not be viewed with great significance; rather,
educators should consider the full range of
Standards are expectations of what children on developmental behaviors. Significant delays or
a developmental trajectory (progression) should interruptions in the sequence of milestones
know and be able to do by the end of each age are signals for further assessment and evaluation,
range; they are identified by a numeral (e.g., keeping in mind that children with special needs
1, 2, 3). A description of each standard is also may reflect the achievement of the standards
provided. in ways that are unique to their strengths and
challenges.
Benchmarks are more precise than standards and
are set to reflect the level of skill and knowledge To make the Standards useful for families,
a child should demonstrate at the end of the caregivers, and educators, suggestions for
experience for each age range (e.g., a, b, c). The integrating the Standards into daily interactions
purpose of these benchmarks is to establish with young children can be found in the
goals for children that maximize their chances for Environmental Considerations section for each
success. domain.
Examples provided to clarify standards and

benchmarks do not represent an inclusive
list of all possible examples. Standards and
benchmarks can assist educators in planning
instruction and discussing expectations and
growth with a child’s family. Examples are
provided for each standard and benchmark of
what children may do (standard examples), what
educators may do (instructional strategies or
environmental considerations) and what families
may do (tips for families to support learning and
development at home).
Florida’s Early Learning and Developmental Standards Introduction | XIII

THE STANDARDS CAN BE USED IN MULTIPLE WAYS BY A VARIETY OF AUDIENCES, INCLUDING:
-- The Standards can help adults understand what -- The Standards can guide families, caregivers
children may be able to do, and what to expect as and educators as they plan intentional and
they develop. While the Standards are not designed appropriate experiences for young children,
to be a screening or an assessment tool, they can based on an understanding of each child’s
serve to help adults understand the typical order of developmental accomplishments and anticipated
development during the early years. next steps.
-- The Standards can be a useful tool for enriching the -- The Standards create a common language for
learning experiences of young children with special families, caregivers and educators. A hallmark of
needs. Children with special needs may develop sound, early experiences is that the adults who
less or more rapidly, or even out of sequence in the care about young children work together toward
various domains. Understanding and planning a seamless and enriching early experience. Having
for children with special needs can help not only a shared language for communication increases
children with special needs, but all who participate the probability that these adult partnerships will
in early care and education programs. be successful.
SUB-COMPONENT
DOMAIN
I. PHYSICAL DEVELOPMENT
A. HEALTH AND WELLBEING | a. ACTIVE PHYSICAL PLAY
8 MONTHS - 18 MONTHS
COMPONENT Older infants continue to make rapid and predictable advances in their growth and
development. They are preoccupied with controlling their movements and finding
new ways to move around in their environments.
STANDARD 1.
Engages in physical activities with increasing balance, coordination, endurance, and intensity
BENCHMARK a.
Uses movement and senses to explore and learn
Children may… Educators may… Families may…

-- Sit on a chair without support. -- Give older infants room -- Give older infants
-- Crawl on hands and knees. to move so that they may opportunities for outdoor play
practice crawling, walking, and in clean and safe areas.
-- Walk without help. climbing. -- Play games that increase
-- See and point to things that -- Offer simple toys that provide hand-eye coordination, such
attract their attention. opportunities for such skills as “Pat-a-Cake.”
-- Grasp small items with a as grasping, pushing, pulling, -- Allow their children to help
thumb and forefinger. stacking and dumping. turn the pages of a board book
-- Build a tower of two to four -- Make sure unsafe areas and while reading.
cubes. items are not accessible to
older infants.
XIV | Introduction
USING THE STANDARDS WITH DIVERSE LEARNERS
It is well understood that children learn at different rates and have varying abilities and interests, and
that children’s learning is significantly influenced by the experiences they bring to the educational
environment. When diverse learners (e.g., children with special needs and children whose native
language is other than English) are in the early childhood classroom, the variations in learning rates
and abilities increase. Each child must be viewed as a unique person with an individual pattern and
timing for growth, raised in a cultural context that may impact the acquisition of certain skills and
competencies. Adults who recognize and appreciate differences in children readily adapt instruction.
Adaptations are crucial if all children in the setting are to have the opportunity to participate fully and
make developmental progress.
RESPONDING TO LINGUISTIC AND CULTURAL DIVERSITY
Children whose native language is other than The National Association for the Education of
English are still learning their native language. Young Children (NAEYC), in its position statement,
It is important to foster acquisition of their “Responding to Linguistic and Cultural Diversity—
native language along with English. The goal Recommendations for Effective Early Childhood
is to provide language- and literacy-rich Education,” stresses how important it is that early
environments that foster their mastery of the childhood educators:
Standards while they begin to acquire English. -- Recognize that all children are cognitively,
There will be times when they are learning linguistically, and emotionally connected to the
English that these children may appear not language and culture of their home.
to be proficient in either language. This is a
developmental stage that should be expected. -- Acknowledge that children can demonstrate their
knowledge and capabilities in many ways.
With appropriate supports, most children whose -- Understand that, without comprehensible input,
native language is other than English will be able second-language learning can be difficult.
to become proficient in both English and their
native language.
Florida’s Early Learning and Developmental Standards Introduction | XV

Some general strategies that can be used in the early childhood classroom to support children whose
native language is other than English are listed below. Some of these are similar to those used in
helping younger children develop their language skills:
- Recognize that the child’s native language serves nonverbally (through gestures) before they begin
as a foundation for knowledge acquisition producing words and phrases in English
- Start with what the child knows—involve families - Help children listen purposefully to English-
by asking them to provide a few important words speaking educators and children to gather
in the language used in their home information about their new language
- Use children’s current strengths and skills as the - Help children experiment with the sounds and
starting point for new experiences and instruction intonation of the English language
- Build on what they know to expand and extend - Help children increase their listening vocabulary
their language skills and begin to develop a vocabulary of object
- Provide instruction in a manner that children can names and common phrases in English
understand, consistent with their proficiency level - Include children in group activities
in English - Help children feel secure and competent so they
- Interact in meaningful ways and use language will be more likely to interact and communicate
related to the immediate early learning situation with children and adults
- Establish a consistent set of routines for children - Recognize that the more opportunities children
and provide cues for what they should do when have to participate, the more their language and
- Support communication by using words along communication skills will develop
with gestures or actions Use repetition
- Recognize that children may communicate.
communicate
It is important to note that although some phonological awareness skills appear to

transfer between languages (e.g., skills in a first language help the child develop and
demonstrate the same skills in a second language), some basic proficiency in English
may be prerequisite to the development of phonological awareness in English for
those learning English as a second language.
XVI | Introduction
Florida’s Early Learning and Developmental Standards Introduction | XVII
RESPONDING TO CHILDREN WITH SPECIAL NEEDS
Children with special needs may need accommodations or modifications of expectations or experiences
to meet their individual needs so that they will be successful in attaining the standards. High–quality
settings use inclusive practices to improve the quality of services, instruction, and supports to all
young children and their families. Best practices applied to areas such as the environment, the family,
collaboration between educators and the child’s specialized care team, interaction with the child
and his/her peers, instruction, child screening and child assessment and the child’s transition, greatly
enhance the quality of services educators provide. Please refer to the Best Practices in Early Childhood
Education (BPIECE) for more information. The following are suggestions for educators when planning
on enhancing their inclusive practices:
ENVIRONMENT: FAMILY:
-- Arrange learning environments to support all -- Design effective two-way communication with
children’s needs for all daily transitions and families to share successful supports and revise
increase active participation. plans as needed.
-- Identify barriers to participation and develop -- Engage families in conversations about child’s
adaptations to support children’s needs. strengths and needs.
-- Provide predictable routines in daily/weekly -- Support and encourage family participation and
schedule but remain flexible to meet the needs of decision-making while providing complete and
individual children. unbiased information.
-- Design a flexible learning environment to -- Present child progress, reports and information in
promote interactive activities and to support the understandable language.
learning of all children. -- Promptly problem solve with families and
-- Use adaptations, which are most similar to what administration, as concerns are identified, to
other same-age children are using while meeting develop strategies that address current priorities.
individual needs. -- Identify and use families’ current strengths, needs,
-- Change adaptations as needed. resources and priorities as the foundation for
-- Change environment according to children’s developing strategies and plans for the child.
sensory needs. -- Identify multiple resources and services to provide
-- Ensure all planned supports (scheduling, information to parents to support and strengthen
materials, and visual supports) are available and their knowledge and skills.
used across daily activities and environments. -- Share and demonstrate how to implement
effective strategies in everyday family activities.
XVIII | Introduction
COLLABORATION: INSTRUCTION:
-- Identify all members of a specialized care team -- Use a variety of instructional strategies to support
and actively engage with members to review and participation and engagement of all children.
modify plan. -- Provide children with multiple ways of
-- Communicate environmental changes in plans/ demonstrating knowledge and skills.
supports to all team members. -- Build and plan individual learning objectives
-- Use suggestions developed by specialized care into classroom concepts and reinforce them
team in the early learning setting. throughout the day.
-- Invite service providers into the classroom for -- Provide individual adaptations to support
therapy sessions. children’s engagement and participation in all
-- Seek further knowledge of topics discussed by the daily activities.
specialized care team to enhance problem-solving. -- Adapt communication with individual children.
-- Model appropriate language and alternate forms
INTERACTION: of communication as needed.
-- Foster a sense of classroom community by -- Clearly display and use visual supports to clarify
promoting acceptance, safety and membership. environmental expectations.
-- Use information about children’s interests and -- Use specific feedback to increase child
behaviors to guide and inform meaningful engagement, play and skills.
interaction with other children.
-- Promote, sustain and extend positive social SCREENING AND ASSESSMENT:
interactions between peers. -- Use a variety of methods to gather assessment
-- Promote positive self-expression. information from multiple sources to determine
-- Facilitate collaborative problem-solving among child’s strengths and needs in all areas of
peers. development.
-- Communicate results of assessment with families/
TRANSITION: caregivers.
-- Exchange information about strategies to support -- Continuously observe and document the child’s
the child’s successful adjustment with programs/ progress to begin working on next learning goal.
classrooms a child is transitioning to/from.
-- Provide activities and resources for parents to
learn about or visit the next program.
-- Provide children with opportunities to develop
and practice skills they need to be successful in
the next program/classroom.
Florida’s Early Learning and Developmental Standards Introduction | XIX

ENVIRONMENTAL CONSIDERATIONS
Designing environments that help children make progress in their learning and development as
described in the Florida Early Learning and Developmental Standards–Birth to Kindergarten (2017)
requires knowledge, planning, reflection, and modification of the environment to meet children’s
needs. Optimal early learning environments evolve as children’s interests and needs are discovered
and nourished. While there are many different ways to design a developmentally-appropriate
environment, there are key elements that should be included in each design. These elements include,
but are not limited to, ample spaces and props for play, implementation of a schedule that assures a
balance of activities and choices and opportunities for educator observation and intentionality.
PHYSICAL DEVELOPMENT Play also needs to afford children opportunities
Children learn through their play, and spaces for choices. Activities that are exclusively
and props for play are an important part of the educator-directed offer fewer chances for
early learning environment. Studies show the children to practice their developing skills and
relationship between, play, dramatic play and all for educators to observe and scaffold learning.
domains of development, including foundational A well-planned environment provides children
and complex cognitive skills. Children with many ideas and choices to support play
engaged in “playing house” consider roles and development. Recognizing and supporting play
relationships and use self-regulation. They does not mean that all play is “free,” and that the
practice their language skills and learn about role of the educator is simply to ensure safety.
friendships. As children design roadways and Educators have very important responsibilities
buildings in the block area, they compare sizes during play. By carefully observing children
and shapes, show self-direction, and problem during dramatic play, educators gather
solve when they run into difficulties. Play affords important information about learning styles,
children many choices and therefore fosters skill levels and individual needs and abilities.
their approaches to learning skills. They show Observing play becomes the basis for making
eagerness and curiosity; persistence, creativity, decisions about hands-on learning experiences,
and inventiveness; and planning and reflection interest centers and materials. Careful
as they make play choices. observation and reflection enables educators to
add intentionality to their curriculum planning.
Play does not always happen automatically. Having watched a child struggle with fastening
Some children spend a lot of time inside the doll clothes during play, an educator can
and alone and little time playing with peers. intentionally direct that child to center activities
Television and video games are often their later that promote hand-eye coordination.
playmates. Early childhood educators need to
support play development by designing daily Work sheets, drills, or simply allowing
schedules that provide ample time for play. Short children to play without educator planning
free-play times are not sufficient; often it takes
and reflection will not facilitate optimal
children 15 minutes simply to get ready to play.
progress for children.
XX | Introduction
SOCIAL ENVIRONMENT
The social environment, or climate, refers to the prevailing mood, attitudes, values and tone that
educators and children experience in the classroom. An effective learning environment should convey
safety, respect, kindness and support. Providing a positive climate helps preschoolers feel secure,
and encourages learning, play and exploration. A positive climate reflects the emotional connection
between the educator and children as well as among the children themselves.
An environment that fosters connection and positive interaction is essential to the development of
social and emotional competence. Proficiency in these areas is critical to a child’s successful transition
to kindergarten, early school success and overall well-being. In fact, children’s social and emotional
functioning in the classroom is increasingly recognized as an indicator of school readiness.
Educators may create a positive classroom climate by:
-- Developing an affectionate and supportive -- Engaging in frequent social conversations

relationship with each child. with children.
-- Fostering the development of warm and -- Conveying positive expectations.
caring relationships among children. -- Providing verbal and physical attention.
-- Demonstrating respect for the children by -- Modeling and fostering empathy.
providing eye-contact and using a pleasant,
calm voice. -- Listening to children and encouraging them
to listen to others.
-- Providing an environment of inclusivity,
where every child is valued and all cultures, -- Using polite and respectful language.
ethnicities, languages, religions and special -- Planning and implementing relationship-
needs are embraced. building activities that encourage positive
-- Demonstrating positive affect through interactions.
smiling, laughing, body language and -- Greeting each child by name when they
enthusiasm. arrive in the classroom.
-- Encouraging peer assistance by modeling -- Following the children’s lead and interests
cooperation and collaboration. during play.
-- Communicating frequently with families. -- Assisting children to identify, understand
and manage their emotions.
By providing a positive climate in their early childhood classroom, educators are acknowledging the
importance of cultivating the social and emotional competencies of young children. Nurturing and
supportive interactions and relationships are powerful learning “tools”!
Achievement of the Florida Early Learning and Developmental Standards–Birth to Kindergarten (2017)
will be supported in early learning environments where educators have thoughtfully considered
room arrangement, carefully planned a schedule that incorporates ample time for child-directed
play and educator-directed activities, provided children with choices and included opportunities for
observation and reflection that guide the educator’s lesson planning. Classrooms with these elements
provide the foundation for children to thrive and afford them the best opportunity to be ready for
success in kindergarten.
Florida’s Early Learning and Developmental Standards Introduction | XXI

CONCEPTS ACROSS THE STANDARDS
The Florida Early Learning and Developmental Patterns exist everywhere—in regularly
Standards–Birth to Kindergarten (2017) feature occurring shapes or structures and in repeating
four concepts that that are encountered events and relationships. Patterns help children
frequently throughout the standard domains: make sense of the world by breaking and sorting
-- Play -- Cause and Effect information into meaningful “chunks,” allowing
-- Patterns -- Communication children to create new understandings. Patterns
can be found in nature as children explore
These concepts across the standards provide shapes, characteristics and sort objects found
opportunities for children to learn and apply on a nature walk. Children can observe patterns
skills and vocabulary in different contexts that in seasons and in the sky through the shapes and
build familiarity and grow in complexity across movement of the clouds, sun, moon and stars.
the age ranges, birth to kindergarten. Play is Children encounter patterns in language through
a child’s work. Play is important for children’s speech and rhymes. Children can make sound
development as children learn social and motor patterns with musical instruments or experience
skills and cognitive thinking. There are many patterns when participating in chants and songs
benefits to play. Children gain knowledge and movement activities. Patterns help children
through their play. They learn to think, remember learn to make predictions to understand what
and solve problems. Children increase their comes next in early numeracy through numbers,
problem-solving abilities through games and shapes and images that repeat in a logical way.
puzzles. They strengthen their language skills Children will notice similarities and differences
by modeling other children and adults. Books, of patterns in their environment leading to
games and toys that show pictures and matching ideas for how they might be classified or help in
words add to a child’s vocabulary. Children gain solving a problem.
an understanding of size, shape and texture
through play. Play allows children to be creative Children learn cause-and-effect at a very
while developing their own imaginations. Play young age. They cry to get attention. They drop
with other children helps children learn how to something and it breaks. They bang a pot and
be part of a group, discover their own interests it makes noise. Through their own observations,
and leads to more physical movement. children begin to make a connection between
actions and reactions. Understanding cause-
and-effect helps children predict and explain
events in new contexts. Building with blocks,
mixing paint at the art center, experimenting
with items that sink or float in water, listening to
books with cause-and-effect elements such as
If You Give a Mouse a Cookie by Laura Numeroff
and experiencing fatigue after running outside
during play are all examples of young children
building an understanding of cause-and-
effect. Children also learn cause-and-effect
through positive and negative consequences
from behavior in individual settings and when
interacting with peers.
XXII | Introduction
Florida’s Early Learning and Developmental Standards Introduction | XXIII
Young children depend on language and The understanding that concepts of play,
communication to make their wants and needs patterns, cause-and-effect and communication
known, solve problems, ask questions and play are encountered throughout the Florida Early
with others. Reading books and telling stories Learning and Developmental Standards–Birth
are important ways to support young children’s to Kindergarten (2017) will support educators in
communication and language skills. Children providing meaningful learning experiences for
have opportunities to practice communication children. For example, an activity with children
skills in many interest areas in their learning playing together and building a tower out of
environment. Books, magazines, maps or other multi-colored blocks involves play, patterns
printed materials should be available in every (building and using colors), cause-and-effect
interest area (e.g., providing maps, books or (blocks fall down when there is not a strong
magazines in the block area for children to foundation or someone bumps the blocks) and
use while building or constructing or in the communication as children plan and talk about
dramatic play area for children to engage in how they will design or rebuild their tower.
imaginative play). Educators expose children Young children learn through the concepts
to new vocabulary, books based on children’s across the standards by engaging in activities
interests and cultures, labeled classroom spaces that are real and meaningful to them — activities
and objects and many writing and drawing that encourage the development of skills,
experiences.” Children communicate and interact knowledge and ways of thinking and learning.
with adults and peers during unstructured
play, participation in simple scientific inquiry
experiments, painting and creating art, singing
and moving to music and asking and answering
questions about their exploration and
discoveries in their environment.
XXIV | Introduction
I. PHYSICAL DEVELOPMENT DOMAIN
Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

(24 - 36 months) (36 - 48 months) Kindergarten
(48 months -
Kindergarten)
A. HEALTH AND WELLBEING
a. Active Physical Play

1. Engages in physical activities with increasing balance, coordination, endurance and intensity
PHYSICAL DEVELOPMENT
Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

Demonstrates Uses movement and Engages in brief Engages in active Engages in active Seeks to engage in
beginning signs of senses to explore and instances of physical physical play for short games or outdoor physical activities or
balance, control and learn play (e.g., pushes periods of time play and other forms active play routinely
coordination wheeled toy for short of physical activity for with increased
distance, puts toys sustained periods of intensity and duration
in wagon and pulls time (e.g., dancing in
wagon around the circle time)
room)
b. Safety
1. Shows awareness of safety and increasingly demonstrates knowledge of
safe choices and risk assessment when participating in daily activities
Not typically Not typically Benchmark a: Benchmark a: Benchmark a: Benchmark a:

observed observed Follows adult’s Demonstrates Follows basic safety Consistently follows
guidance about basic difference between practices with close basic safety rules
safety practices (e.g., safe and unsafe play adult supervision independently across
use walking feet, pet behaviors (e.g., chairs (e.g., tries to buckle different situations
gently, hold familiar are for sitting, keeps own seatbelt, seeks Benchmark b:
adult’s hand when inappropriate items adult assistance to use Identifies
crossing street) out of nose/mouth) step stool) consequences of not
following safety rules
c. Personal Care Routines

1. Responds to and initiates care routines that support personal hygiene
Not typically Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

observed Responds and Actively participates Carries out some Carries out familiar Initiates and
cooperates in ways in simple steps of steps of own hygiene routines with completes familiar
that demonstrate hygiene routines with personal hygiene occasional reminders hygiene routines
awareness of a adultv routines with specific of how to do them independently
hygiene routine (e.g., adult guidance or
grabs for washcloth as demonstration
adult washes child’s
face)
1 | Physical Development

(48 months -
Kindergarten)
A. HEALTH AND WELLBEING
d. Feeding and Nutrition

1. Responds to feeding or feeds self with increasing efficiency and demonstrates
increasing interest in eating habits and making food choices
Shows interest in the Feeds self some finger Periodically feeds self Feeds self a wide Serves self or Assists adults in
process of being fed food items (feeds self some foods using variety of foods using others by scooping preparing simple
(e.g., holds bottle, small pieces of food developmentally- developmentally- or pouring from foods to serve to self
uses lips to take from tray) appropriate basic appropriate basic containers or others
food off the spoon, utensils, sometimes utensils
attempts to grab or needing help
reaches for spoon
while being fed)
Benchmark b: Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Shows interest in new Shows willingness to Expresses preferences Begins to recognize Recognizes nutritious
foods that are offered try new foods when about foods, nutritious food food choices and
offered on multiple specifically likes or choices and healthy healthy eating habits
occasions dislikes eating habits
Benchmark c: Benchmark c: Benchmark c:

Shows preference for Sometimes makes Communicates to
food choices choices about which adults when hungry,
foods to eat when thirsty or has had
offered several choices enough to eat
Benchmark d: Benchmark d:
Explores food with Distinguishes
fingers between food and
non-food items
Florida’s Early Learning and Developmental Standards Physical Development | 2


(48 months -
Kindergarten)
B. MOTOR DEVELOPMENT
a. Gross Motor Development

1. Demonstrates use of large muscles for movement, position, strength and coordination

Explores new Moves from Begins to gain Gains control of a Begins to balance, Balances, such as
body positions and crawling to walking, control of a variety variety of postures such as on one leg on one leg or on a
movements (e.g., learns new muscle of postures and and movements or a beam, for short beam, for longer
rolling over, sitting, coordination for each movements including including stooping, periods periods of time both
crawling, hitting/ new skill, and how stooping, going from going from sitting to when standing still
kicking at objects) to manage changing sitting to standing, standing, running and and when moving
ground surfaces running and jumping jumping from one position to
another
Benchmark b: Benchmark b:
Begins to perform Demonstrates
some skills, such as more coordinated
jumping for height movement when
and hopping engaging in skills,
such as jumping for
height and distance,
hopping and running
Benchmark c: Benchmark c:
Engages in physical Engages in more
activity that requires complex movements
strength and stamina (e.g., riding a tricycle
for brief periods with ease)
Benchmark d:
Engages in physical
activities of increasing
levels of intensity for
sustained periods of
time
2. Demonstrates use of large muscles to move in the environment

Uses each new Uses body position, Uses complex Uses a variety of Begins to combine Combines and
posture (e.g., raising balance and especially movements, body increasingly complex and coordinate coordinates more
head, rolling onto movement to positions and postures movements, body two or more motor than two motor
back, sitting) to learn explore and examine to participate in active positions and postures movements (e.g., movements (e.g.,
new ways to explore materials, activities and quiet, indoor and to participate in active runs with long strides moves a wheelchair
the environment (e.g., and spaces (e.g., uses outdoor play and quiet, indoor and showing arm and through an obstacle
sits up to be able furniture to pull self outdoor play leg opposition, uses course)
to reach for or hold up) wheelchair to move in
objects) classroom)

(48 months -
Kindergarten)
b. Gross Motor Perception (Sensorimotor)

1. Uses perceptual information to guide motions and interactions with objects and other people
Exhibits body Begins to act and Acts and moves with Develops Begins to act and Acts and moves
awareness and starts move with intention intention and purpose independence move with purpose with purpose and
to move intentionally and purpose through coordinated and recognizes independently
and purposeful differences in recognizes differences
movements and direction, distance in direction, distance
activities and location and location

Begins to discover Begins to demonstrate Demonstrates Demonstrates Demonstrates spatial
how the body fits and awareness of own awareness of own awareness of own awareness through
moves through space body in space body in space body in relation to play activities
others
Begins to coordinate Coordinates
perceptual perceptual
information and information and
motor actions to motor actions to
participate and play participate in play and
in daily routines (e.g., activities (e.g., singing
singing songs with songs with hand
hand motions or motions or rolling/
rolling ball) catching ball)


(48 months -
Kindergarten)
c. Fine Motor Development

1. Demonstrates increasing precision, strength, coordination and efficiency
when using hand muscles for play and functional tasks
Begins to use hands Uses hands for play Gains control of hands Coordinates the use of Uses various drawing Shows hand control
for play and functional and functional tasks and fingers hands and fingers and art tools using various
tasks (e.g., putting (e.g., putting hands with developing drawing and art
hands on bottle, on bottle, reaching for coordination tools with increasing
reaching for and and grasping toy) coordination
grasping toy)
2. Increasingly coordinates hand and eye movements to perform a variety of actions with increasing precision

Displays beginning Coordinates the use of Uses hand-eye Coordinates the Uses hand-eye Easily coordinates
signs of strength, arms, hands, fingers coordination when use of arms, hands, coordination to hand and eye
control and Hand-eye to accomplish tasks participating in fingers to accomplish manipulate objects movements to
coordination routines, play and tasks with hand- and materials (e.g., carry out tasks (e.g.,
activities (e.g., eye coordination completing large- working on puzzles
painting at an easel, when participating piece puzzles or or stringing beads
putting objects into in routines, play threading beads with together)
shape sorter, putting and activities (e.g., large holes, begins to
blocks into defined painting at an easel, use scissors)
space, tearing paper) placing simple pieces
of puzzle, folding
paper)
Uses hand-eye Uses developmentally
coordination in appropriate grasp to
handling books hold and manipulate
(e.g., turning pages, tools for writing,
pointing to a picture drawing and painting
or looking for favorite
page)
Benchmark c:
Uses coordinated
movements to
complete complex
tasks (e.g., cuts
along a line, pours
or buttons, buckles/
unbuckles, zips, snaps,
laces shoes, fastens
tabs)

During their first five years, young children undergo more rapid
and dramatic changes in their physical development than at
any other time in their lives. Changes in body proportion,
coordination and strength occur, as does increasingly complex
brain development. Children develop remarkable physical,
motor and sensory capabilities that enhance exploration
and mastery of the environment.
Physical development impacts other There are two components to young

developmental areas. Research and children’s physical development:
experience suggest that planned physical
activities and exposure to a wide array HEALTH AND WELLBEING includes
of experiences are keys to the physical active physical play, safety, personal
development of young children. Increased care routines and feeding and
body control enables young children to nutrition.
become active partners in managing their MOTOR DEVELOPMENT refers to
own health, safety and physical fitness. the use, refinement and coordination
Because many health-related behaviors of the body’s large and small
(e.g., eating preferences, exercise patterns) muscles.
develop in childhood, it is vital that the adults
who care for young children consciously
promote physical development.
Throughout their early
years, children demonstrate
ENVIRONMENTAL
increasingly complex capacities CONSIDERATIONS
that enable them to create their
own learning experiences. As 4 YEARS - KINDERGARTEN
(48 months - Kindergarten)
they master new and more
complicated tasks, children’s self- ♥ Include a variety of materials and
equipment to promote movement,
confidence increases. Parents, balance and coordination.
caregivers and educators can ♥ Post health and safety procedures
provide safe and supportive (e.g., proper hand washing, first aid
and safety).
exploration, excitement
♥ Include a variety of books, reading
about new accomplishments and writing materials, and other
and respect for individual learning props that promote
differences. While this domain focusing and tracking with the eyes.
represents general expectations ♥ Include props in dramatic play and

books on oral health, as well as
for physical health and motor toothbrushes for children to brush
development, each child will their teeth after breakfast, snack or
lunch.
reach the individual learning
♥ Include health props for the
goals at his or her own pace and dramatic play area, books about
in his or her own way. health issues and procedures,
and materials and equipment to
promote good health routines.
♥ Involve children with special needs.

A. HEALTH AND WELLBEING | a. ACTIVE PHYSICAL PLAY
4 YEARS – KINDERGARTEN (48 months - Kindergarten)
As four year-olds develop increasing control of their muscles, they are able to master more
difficult physical activities. As they practice, they become more confident in their abilities.
STANDARD 1.
Engages in physical activities with increasing balance, coordination, endurance and intensity
BENCHMARK a.
Seeks to engage in physical activities or active play routinely with increased intensity and duration

-- Jump, gallop and skip. -- Provide daily structured physical -- Take children to outdoor play
-- Throw, catch and kick a ball. activities such as obstacle course, areas to practice gross motor
dancing to music or class walk. skills such as jumping, running
-- Run, stop quickly and run around and balancing.
obstacles. -- Provide daily unstructured times
for physical activities (e.g., free- -- Make up silly games that include
-- Climb ladders on play equipment play time), including with outdoor using skills such as skipping,
with alternating feet and play with playground equipment. hopping and navigating
increasing confidence. obstacles.
-- Plan teacher-directed movement
activities and games such as
Follow the Leader or Duck, Duck,
Goose.

A. HEALTH AND WELLBEING | b. SAFETY
4 YEARS - KINDERGARTEN (48 months - Kindergarten)
Four-year-olds develop wellness behaviors and skills by observing those modeled by adults
in their lives. They are beginning to understand more about how to keep themselves safe
through repetition and demonstration of safety rules, stories and experiences.
STANDARD 1.
Shows awareness of safety and increasingly demonstrates knowledge of safe choices and risk
assessment when participating in daily activities
BENCHMARK a.
Consistently follows basic safety rules independently across different situations

--Recognize unsafe items (e.g., a --Develop, discuss and regularly --Discuss safety rules for their
spray bottle of bleach solution on review health and safety rules home.
the table) and tell an adult. (e.g., carrying scissors with points --Point out safety rules being
--Tell an adult when they see down, walking in classroom). followed in public and private
another child doing something --Involve children in determining places.
dangerous, such as throwing classroom safety rules.
rocks or sand. --Conduct regular fire and
--Use safe behaviors (e.g., walking emergency drills.
in the classroom rather than --Provide books on health and
running) with teacher guidance. safety topics, written safety
procedures and maps and health
and safety play materials for
the dramatic play and writing
centers.
BENCHMARK b.
Identifies consequences of not following safety rules

--Use words to explain --Involve children in creating rules --Read books about others
consequences to adults and and consequences. following and breaking rules
peers. --Explain alternative choices to 4- including consequences such as
--Assist in creating appropriate year-olds. Where the Wild Things Are.
rules and consequences for the --Set clear and concise --Keep predictable routines in the
classroom and home (e.g., must expectations for behavior and home.
clean-up after self, walking feet in classroom routines.
the classroom).
--Give children opportunities to
make choices throughout the day.
A. HEALTH AND WELLBEING | c. PERSONAL CARE ROUTINES
Four-year-olds are increasingly independent in their self-care. They like to dress themselves,
go to the bathroom on their own, and are able to follow rules for health routines
(e.g., washing their hands after using the toilet). Even with their growing abilities and
independence, 4-year-olds still need consistent modeling and may need reminders about
self-care routines.
STANDARD 1.
Responds to and initiates care routines that support personal hygiene
BENCHMARK a.
Initiates and completes familiar hygiene routines independently

--Follow the classroom’s --Provide opportunities for child to --Encourage their child to identify
procedures for toileting and select personal hygiene items for signs of a cold or flu (e.g., chills,
hand-washing. self and others (e.g., select own running nose and coughing), and
--Put on shoes and clothes with toothbrush, washcloth). whom to tell.
minimal assistance, including --Make a place for child’s personal --Support their child in brushing
learning to zip, button and grooming items. teeth at least twice daily.
buckle. --Provide child with enough time to --Have their child practice effective
--Cover the mouth when coughing take care of personal hygiene. hand-washing.
and use a tissue to blow the nose. --Post picture reminders with short --Read stories and talk about good
--Decide, with a few prompts phrases for self-care tasks. health habits (e.g., going to bed
from adults, when to carry out on time helps children be ready
self-help tasks such as washing to learn at school).
hands.
--With some adult help, wash and
dry hands before eating and after
toileting.
--Cover mouth when coughing.

A. HEALTH AND WELLBEING | d. FEEDING AND NUTRITION
Good nutrition is essential to physical wellness, and 4 year-old children are beginning to
understand the importance of eating healthy foods. With guidance and modeling from
adults, young children can identify and will choose healthy and nutritious foods.
STANDARD 1.
Responds to feeding or feeds self with increasing efficiency and demonstrates increasing interest in
eating habits and making food choices.
BENCHMARK a.
Assists adults in preparing simple foods to serve to self or others

-- Identify healthy snacks. -- Plan and provide opportunities -- Involve children in choosing or
-- Participate in the preparation and for children to help prepare or helping to prepare meals (e.g.,
sampling of nutritious foods. sample healthy and nutritious tear lettuce for the salad, scrub
foods. potatoes to clean them and
-- Name many different healthy cut soft foods such as olives or
foods and talk with classmates -- Plant a garden involving the
children with planning, planting, strawberries with a butter knife
about healthy and unhealthy or dull plastic knife).
snack and lunch items. watering and harvesting.
-- Locate children’s recipe books to -- Take children to the grocery store
choose a snack to make. and let them choose produce
when shopping for groceries.
-- Allow children to pour or scoop
ingredients into measuring tools.
BENCHMARK b.
Recognizes nutritious food choices and healthy eating habits

-- Identify healthy snacks. -- Provide healthy food choices. -- Keep healthy food at hand.
-- Name many different healthy -- Use small group activities to Children will eat what is readily
foods. explore how certain foods clean available.
-- Talk with classmates about our teeth (apples) or make our -- Praise healthy choices.
healthy and unhealthy snack and teeth sticky/dirty (marshmallows).
lunch items. -- Invite families to bring in healthy
foods for a class picnic, parties, or
packed lunches.
-- Involve children in creating charts,
collages and bulletin boards of
healthy foods.

B. MOTOR DEVELOPMENT | a. GROSS MOTOR DEVELOPMENT
Four-year-olds are gaining increasing control over their gross motor skills and coordinated
movements. As they practice, they become more confident in their abilities.
STANDARD 1.
Demonstrates use of large muscles for movement, position, strength and coordination
BENCHMARK a.
Balances, such as on one leg or on a beam, for longer periods of time both when standing still and
when moving from one position to another

--Jump, gallop or skip. --Provide daily structured physical --Play balancing games by
activities (e.g., obstacle course, encouraging child to walk along
--Climb ladders on play equipment dancing to music, class walk). cracks in the sidewalk or lines of a
with alternating feet and tile floor.
increasing confidence. --Play “Simon Says” with
more complex gross motor --Make a hopscotch pattern on
--Run, stop quickly and run around movements. the floor using paper plates for
obstacles. children to use hopping and
--Provide daily unstructured times
--Hop up and down on one foot. for physical activity (e.g., free-play jumping skills.
time) including outdoor play with --Use a laundry basket and recycled
playground equipment. paper to make a bunch of paper
balls for children to practice
throwing into the basket from
different distances.
BENCHMARK b.
Demonstrates more coordinated movement when engaging in skills, such as jumping for height
and distance, hopping and running

--Jump, hop and gallop. --Include a variety of props, --Create an obstacle course at
--Pedal a tricycle. materials and equipment, as well home for children to crawl, hop
as modifications to ensure all and run.
--Run, stop quickly and dodge an children participate.
obstacle. --Use a pool noodle to create a
--Plan teacher-directed movement jumping challenge, starting
--Throw, catch and kick a ball. activities such as “Duck, Duck, with the noodle on the floor and
Goose” and “Follow the Leader.” moving it slightly higher each
--Provide items like jump ropes and time.
hula hoops.
--Provide a variety of music and
opportunities for free rhythmic
expression.
BENCHMARK c.
Engages in more complex movements (e.g., riding a tricycle with ease)

--Jump forward to a target without --Create an obstacle course. --Set up targets and provide
falling. --Provide opportunities for children opportunities for children to
--Catch a ball that has been to play group games that involve throw or roll a ball to knock
bounced. bouncing or throwing a ball to targets over.
--Skip using alternating feet. one another. --Practice volleying skills with
--Teach coordinated dance moves children by finding a balloon and
--Pedal consistently with trying to keep it up in the air.
alternating feet and navigate such as line dancing or step
turns when riding a wheeled toy routines. --Set up an obstacle course using
or tricycle. objects for children to jump over,
go around and even move under.
BENCHMARK d.
Engages in physical activities of increasing levels of intensity for sustained periods of time

--Play for longer periods of time --Provide a variety of play materials --Create a movement sequence
without rest. such as bikes, balls, parachutes, such as hop, twist, reach, and join
--Engage in more physically bean bags, jump ropes and hula in with children.
competitive games (e.g., foot hoops. --Visit the local playground and
races, scooter races, obstacle --Offer opportunities for free-style allow children time to run, play
courses). dance. and climb.

B. MOTOR DEVELOPMENT | a. GROSS MOTOR DEVELOPMENT
As 4-year-olds develop increasing control of the muscles in their arms and legs, they are
able to master more difficult physical activities. Activities that use one side of the body and
activities that require use of both sides of the body help children improve coordination and
balance. Children develop these new skills through self-practice with adult involvement.
STANDARD 2.
Demonstrates use of large muscles to move in the environment
BENCHMARK a.
Combines and coordinates more than two motor movements (e.g., moves a wheelchair
through an obstacle course)

--Walk up stairs holding an object. --Create obstacle courses to --Go for a walk and practice other
--Jump over an object, landing with navigate with a wheelchair, ways to move, such as skipping,
both feet together. scooter, or balance bike. galloping, sliding and leaping.
--Catch a ball, then throw it. --Have the children play catch/ --Complete some outdoor chores
toss with a bean bag during circle as a family while reaching,
time activities. pulling, pushing and bending.
--Provide opportunities for children --Practice tossing and catching
to throw, catch and kick a ball. balls.

B. MOTOR DEVELOPMENT | b. GROSS MOTOR PERCEPTION
Four-year-olds are gaining increasing control over gross motor skills and more complex
movements (e.g., walking, running, jumping, dancing and climbing). As they practice, 4-year-olds
become more coordinated and confident in their physical abilities. They improve their skills
through free-play activities where they can move as they wish, and through structured, planned
activities where they are challenged to develop new skills with adult guidance and support.
STANDARD 1.
Uses perceptual information to guide motions and interactions with objects and other people
BENCHMARK a.
Acts and moves with purpose and independently recognizes differences in directions, distance and
location.

-- Anticipate and adjust aspects of -- Play a game like “Mother May -- Dance with children to songs that
movement (e.g., effort, spatial, I?” allowing children to take give positions and directions to
directional) during new activities, turns asking, “Mother may I jump encourage purposeful movement.
in changed environments or on forward two steps?” or “Mother These include The Electric Slide,
different surfaces. May I hop backwards on one foot?” The Cha-Cha Slide, The Macarena,
-- Attempt to throw a ball to a -- Provide opportunities for children or the Hokey Pokey.
friend and say “Move closer.” or to lead games like “Simon Says” -- Play games with children such
“Back up, you’re too close.” and “Red Light, Green Light,” as “Simon Says” and “Red Light,
-- Navigate a human obstacle course, allowing them to control speed Green Light,” allowing children to
avoiding collision with others. and directions. control speed and directions.
BENCHMARK b.
Demonstrates spatial awareness through play activities

-- Play a game of tag by running -- Have a scavenger hunt. Direct -- Discuss locations of objects (e.g.,
away from and dodging another children to find objects that are the kettle is in the kitchen on top
child who is “it.” under, next to, beneath, behind, of the counter to the right of the
-- Place an item near, far, over, in front of. toaster).
under, between and through -- Play the “Robot Game,” where -- Play movement games like
when prompted. the child pretends to be a robot. “Follow the Leader” and “Simon
-- Maintain space around self Give directions such as “turn left,” Says” using directional words.
during movement activities. or “stop at the door” or “turn
right.”.
-- Warn friends they are too close
while playing with a jump rope or
hula hoop.

B. MOTOR DEVELOPMENT | c. FINE MOTOR DEVELOPMENT
Four-year-olds are continuing to strengthen the small muscles in their hands when they use
tools for writing, drawing and creating art. Fine motor control is still developing. Four-year-
olds are progressing through the stages of drawing and writing, from making marks and
scribbles to eventually creating a realistic picture. Each child progresses differently; some may
draw realistic pictures early and others may take much longer. Continued opportunities to
practice with creative art materials and tools are important.
STANDARD 1.
Demonstrates increasing precision, strength, coordination and efficiency when using hand muscles
for play and functional tasks
BENCHMARK a.
Shows hand control using various drawing and art tools with increasing coordination

-- Draw and color using pens, -- Provide different-sized brushes at -- Encourage children to write
markers and crayons and the painting easel. a thank-you card for gifts
sometimes form recognizable -- Encourage the use of writing, received or experiences they had
letters, numbers and images. drawing and art tools by following a birthday or holiday.
-- Manipulate clay material (roll planning age-appropriate Spell the words “thank you” for
balls, make snakes, cookies) activities and changing materials children to write and have them
making identifiable creations. on a regular basis, including sign their own name.
-- Use a proper pencil grasp. writing outside with chalk. -- Make homemade playdough
-- Create a writing folder or journal for children to manipulate and
-- Establish left- or right- make creations. Allow children
handedness. for each child that is accessible
throughout the day. to practice slicing, cutting and
rolling with age-appropriate
tools.

B. MOTOR DEVELOPMENT | c. FINE MOTOR DEVELOPMENT
Fine motor development continues to progress, and 4-year-olds are increasingly able to
control the small muscles in their hands, including using a pincer grasp to hold writing
utensils. Children continue developing at their own pace. Some 4-year-olds may be able to
cut accurately with scissors, while others may still need instruction and practice.
STANDARD 2.
Increasingly coordinates hand and eye movements to perform a variety of actions with increasing
precision
BENCHMARK a.
Easily coordinates hand and eye movements to carry out tasks (e.g., working on puzzles or stringing
beads together)

-- Build things with smaller linking -- Provide small objects to sort and -- Encourage children to make
blocks. handle (e.g., tiny shells in the their own peanut butter and jelly
-- Start to spread butter or cut soft science center). sandwich, or spread soft butter
foods with a small table knife -- Provide various tools to use with on their toast at breakfast.
(with supervision). playdough (e.g., rolling pins, -- Provide age-appropriate puzzles
cookie cutters, plastic utensils). for children to complete.
BENCHMARK b.
Uses developmentally appropriate grasp to hold and manipulate tools for writing, drawing and
painting

-- Copy a square or a cross. -- Provide a variety of writing -- Encourage children to help write
-- Write name. materials at learning centers (e.g., or draw the grocery list or the
shopping lists in dramatic play, weekly chore list.
-- Write numbers one through five. graph paper in the block center, -- Encourage children to cut out
-- Copy letters. greeting cards in the writing coupons from the newspaper or
center). store circulars.
-- Have well-established
handedness. -- Provide children with daily
opportunities to use a variety
of writing tools (e.g., pencils,
crayons and markers).
-- Provide daily opportunities for
children to use scissors (e.g., to
cut paper and tape).
BENCHMARK c.
Uses coordinated movements to complete complex tasks (e.g. cuts along a line, pours or buttons,
buckles/unbuckles, zips, snaps, laces shoes, fastens tabs).

-- Cut on line continuously. -- Encourage development of -- Encourage children to dress
-- Pour water from a pitcher into a zipping, snapping and buttoning themselves, allowing them
cup without spilling. skills by providing a variety of time for zipping and unzipping,
clothing for dolls in the dramatic securing buttons and fastening
-- Button large buttons on a play area. snaps.
sweater.
-- Draw a spiral on a paper plate -- Allow children to pour the milk or
-- Buckle or unbuckle a hook-and- and encourage children to juice at dinner time.
loop belt. cut along the continuous line.
-- Lace shoes. Consider the direction of the
curve of the line based on
-- Securely fasten Velcro straps on
the children’s preference for
shoes.
handedness.
-- Provide daily opportunities to
use art materials (e.g., scissors,
markers, glue sticks, paint
brushes).

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GLOSSARY
Environment: the circumstances, objects or Physical development: the growth of young
conditions by which one interacts with and is children’s gross and fine motor and self-help
surrounded (e.g., the indoor and outdoor area skills, as well as their physical, dental and
or setting where the child lives and interacts nutritional growth
including home, neighborhood, classroom, etc.)
Routines: customs or activities regularly
Hand-eye coordination: the ability to practiced at home, in the classroom or in the
coordinate movements between the eye and community
hand to complete a task (e.g., hitting a softball or
catching a bean bag) Self-help: a child’s ability to accomplish health
and self-care routines, such as dressing, washing

Fine motor: abilities using the small muscles hands, and toileting, with or without help from
of the hands (e.g., grasping toys, picking up or an adult
holding food, connecting links, lacing, drawing,
crushing paper, scissors, holding a writing Planning: the process of mental preparation
utensil) and problem-solving to accomplish an act (e.g., a
child tells the teacher what he/she will do during
Gross motor: abilities using large muscles of the center time)
arms, legs and torso: activities using these skills
include crawling, pulling up, walking, running, Self-care: the capacity to take care of personal
jumping, pedaling, throwing and dancing needs (e.g., drinking from a cup, getting dressed,
washing hands, making choices, toileting
Health: term that encompasses young children’s independently)
physical, dental, auditory, visual and nutritional
development and well-being Sensory: process of discovering through the
senses
Nutrition: the process of absorbing nutrients
from food and processing them in the body to Skills: the ability to use knowledge effectively
stay healthy or to grow and readily in performance, the ability to
transform knowledge into action
Nutritious: containing the nutrients that are
necessary for life and growth (e.g., raw fruits and Spatial awareness: the ability to be aware of
vegetables are nutritious foods) oneself in space in relationship to something else
Oral health: overall health of mouth, free of

disease, defect, or pain. This translates to much
healthier teeth
II. APPROACHES TO LEARNING DOMAIN

(48 months -
Kindergarten)
A. EAGERNESS AND CURIOSITY
1. Shows 1. Begins to show 1. Shows 1. Shows increased 1. Shows curiosity 1. Shows increased
awareness of and eagerness and eagerness and eagerness and and is eager to curiosity and is
interest in the curiosity as a curiosity as a curiosity as a learn new things eager to learn new
environment learner learner learner and have new things and have
experiences new experiences
B. PERSISTENCE
1. Attends to 1. Pays attention 1. Pays attention 1. Spends more 1. Sustains 1. Attends to tasks
sights, sounds briefly and persists for longer time engaging attention for brief for a brief period
and people in repetitive tasks periods of time in child-initiated periods and finds of time
for brief and and persists at activities and help when needed
increasing periods preferred activities seeks and accepts
of time and help when
tries to produce encountering a
interesting and problem
pleasurable
outcomes
C. CREATIVITY AND INVENTIVENESS
Approaches to Learning
1. Notices and 1. Approaches 1. Explores the 1. Explores the 1. Approaches 1. Approaches
shows interest in and explores new various new environment daily activities with daily activities
and excitement experiences in properties and with purpose and creativity with creativity and
about familiar familiar settings uses for familiar flexibility inventiveness
objects, people objects and
and events experiences
D. PLANNING AND REFLECTION
Not yet typically Not yet typically Not yet typically Not yet typically 1. Shows initial 1. Demonstrates
observed observed observed observed signs of planning some planning
and learning from and learning from
their experiences experiences
Florida’s Early Learning and Developmental Standards Approaches to Learning | 27

II. APPROACHES TO LEARNING
Approaches to Learning is a unique and critical domain of
children’s development. Although each of the other developmental
domains reflects specific content knowledge that document what
children know and do, Approaches to Learning is not about specific
content knowledge. Instead, it addresses how children deal with new
environments, interactions and discoveries. Approaches to
Learning describes children’s attitudes and dispositions
towards learning.
As young children gain knowledge and skills capacity to continue working on tasks that
across the domains – Physical Development, appear difficult or unsolvable, is necessary for
Social and Emotional Development, Language a full exploration of the world. A young child’s
and Literacy, Mathematical Thinking, Scientific first approach in a new learning situation may
Inquiry and Social Studies and Creative not result in success, and other strategies may be
Expression Through the Arts — they also necessary.
develop specific strategies that help direct
that learning. The Approaches to Learning Creativity and Inventiveness is a component
domain includes three components shared that requires flexibility and imagination. Using
by infants, young toddlers and 3-and 4-year- familiar materials in new ways is an example
olds to support development, and a fourth of this strategy. Systematically trying out old
component that supports toddler and 3 and 4 solutions to solve new problems, followed by
year olds’ development. Careful planning and experimenting with new solutions, is another
arrangement of children’s environments and example. This requires flexibility of thought
interactions provide opportunities for young and imagination while relying on 4-year-old’s’
children to use all four strategies. increasing willingness to adapt familiar materials
and activities in new situations and seek new
The first component that children use to ways to solve problems. The fourth component,
approach learning situations is Eagerness and Planning and Reflection, plays an increasingly
Curiosity. This strategy is reflected in the desire important role in toddler and 3-and 4-year-olds’
of young children to engage with objects and development. Their early attempts at trying
people in their immediate environments. As alternate approaches are often simple trial and
development proceeds, those interactions error. With increasing practice and support from
expand to include interest in the challenges of adults, children can reflect and think through
a larger and more novel world. Encountering the steps of their varied approaches to learning
setbacks and obstacles is a normal part of and begin planning solutions with increasing
children’s development. Persistence, or the competence.
28 | Approaches to Learning
Parents, caregivers and educators need to be
aware of these four learning components as ENVIRONMENTAL
they facilitate young children’s development of
young children. As with all domains, children will CONSIDERATIONS
demonstrate individual differences in the rates
by which each strategy emerges and develops. 4 YEARS - KINDERGARTEN
The degree to which children successfully (48 months - Kindergarten)
employ these strategies depends on the quality
and quantity of interactions with supportive Include spaces for special exhibits, visitors
and events.
adults who encourage expansion of previously
successful strategies and support using new Include materials, supplies and equipment
strategies. for all children enrolled, as well as sufficient
space to support flexibility and foster
smooth transitions.
Include materials and supplies that children
can move and use in different ways both
inside and outside, as well as labeled storage
spaces for materials and supplies so children
and educators can readily find needed items.
Include writing materials in every area of the
classroom and help children document their
plans and reflections.
Use outdoor time for creativity – building
with cardboard boxes, creating obstacle
courses for crawling, painting (staple large
pieces of craft paper on a privacy fence, or
roll out paper on a sidewalk).

A. EAGERNESS AND CURIOSITY
Four-year-olds are increasingly curious about their world and initiate exploration of their
natural and social environment, such as family roles, plants, and animals. This interest in
new things helps them make sense of the world around them, build a rich vocabulary and
begin using new strategies to solve problems.
STANDARD 1.
Shows increased curiosity and is eager to learn new things and have new experiences

-- Investigate and experiment with -- Make additions and alterations to -- Go on a nature walk. Parks and
new materials in activity areas to classroom activities and materials backyards are filled with natural
see how the materials work and on a regular basis to encourage materials that can be used for art
what they can do. curiosity and promote new ideas. projects. Ask children to describe
-- Share ideas by answering -- Ask open-ended questions and the things they have found:
questions like, “Why does that encourage dialogue to promote “What do you see? What does it
happen?” and, “How can I do further questions and deeper feel like? What does it smell like?”
that?” understanding. -- On a sunny day, have children
-- Ask an adult or peers for more -- Further children’s thinking by find their shadow. Ask what
information. posing questions that challenge makes a shadow. Explore the
their train of thought. shape of the shadow by moving
-- Work with peers, adults and around. Trace the shadow using
materials to solve problems. -- Create problem-solving sidewalk chalk. Go back later
-- Select or request their own opportunities by providing in the day and check the place
activity and eagerly participate in materials on a variety of levels of where you traced the shadow.
all activities. complexity for children to engage
with peers, adults and materials. -- Explore the backyard by giving
-- Choose many ways to explore a children a small area to dig in
special interest (e.g., looking for -- Create opportunities to model the dirt. Use a small shovel or
books about dinosaurs, playing problem-solving by “thinking gardening tools. Have children
with toy dinosaurs and drawing out loud.” look for plants, rocks, insects,
pictures about dinosaurs). seeds and anything else they
can find and then talk about the
items.

B. PERSISTENCE
Four-year-olds are developing the skills they need to complete tasks, but the ability to stay
on task may vary with the activity, the child’s individual temperament, and age. Attention
spans should increase over the course of the year. Four-year-olds may become frustrated
when they are unable to solve a problem. However, they are becoming more internally
motivated to persist and discover alternative solutions to problems. In addition, they may ask
for help from a trusted adult or another child.
STANDARD 1.
Attends to tasks for a brief period of time

--Work with a friend to complete --Offer encouraging statements --Play simple board games as a
a task despite interruptions and and suggestions when children great way to practice counting
distractions (e.g., fit puzzle pieces are struggling with a problem skills while also helping children
together or experiment with (e.g., “Try turning the puzzle piece learn how to take turns and
different sizes of blocks to make a a little and see if it fits,” or, “You complete the game. Find games
block tower stable). are really working hard to figure recommended for preschool ages
--Continue to work on self-selected that out!”). and play them together.
activities that they find difficult. --Provide ample time for children --Make a book with children.
--Sustain or initiate a new activity to engage in activities and play to Think about a topic that they are
without needing external support longer attention to tasks interested in and help them write
approval. and opportunities for problem- a story about it. Ask children to
solving (e.g., a minimum of one draw pictures and help them
--Ask a teacher for help in solving hour for free-choice center time). write words on the page. Read
a problem with a friend after the story together.
attempting to resolve the --Provide opportunities for children
problem themselves. to work on activities (e.g., block --Find easy chores children can do
construction or gardening) over each morning: help pack own
an extended period of time (days lunch, make own bed or feed a
or weeks). pet.
--Offer a variety of materials and --Check the weather when children
activities to encourage children to wake up in the morning and ask,
make their own choices based on “Is it sunny or cloudy outside? Is
their individual interests. it raining or snowing?” Families
--Encourage children to perform can also look at the weather on
routine tasks independently (e.g., the news or on a phone app. Talk
hanging up their coats, placing about what to wear and ask, “Do
bags in cubbies when arriving at you need a coat, gloves, umbrella,
school, putting coats on when or hat?” Make it part of the
going outside). morning routine.

C. CREATIVITY AND INVENTIVENESS
Familiar, supportive people and environments are comforting to young children as they
begin experimenting with new ways of solving problems. Creativity and inventiveness is
expressed in many ways including movement, music, art, drama and verbal.
STANDARD 1.
Approaches daily activities with creativity and inventiveness

-- Make up roles for themselves and -- Provide a variety of open-ended -- Play “What would you do if… you
friends in dramatic play and materials (e.g., blank paper, were a lion? It started to rain?
use imaginary props to support modeling clay, ribbons, musical You lost your shoe?” to promote
dramatic play. instruments, stencils) and allow conversation, imagination and
-- Respond to open-ended children to create instead of problem-solving.
questions (e.g.,“What would replicating a teacher-directed -- Use simple everyday items
happen if…?” or “What could project. like cardboard boxes, egg
we…?”). -- Observe children carefully as they cartons, plastic containers and
-- Add creative details to a story. try to solve problems in order to newspaper as props to spark
scaffold their development. young imaginations. Transform

-- Experiment with open-ended a cardboard box into a car and
materials (e.g., recycled objects, -- Provide ample time for children
to engage in activities so they can drive around the house. Spark a
fabric, paint, paper, blocks, clay). conversation by saying, “Today,
try different ways to approach a
-- Use trial-and-error in problem- project. let’s pretend we are going to…”
solving activities (e.g., test for -- Play an imaginative guessing
stability while building a tower -- Create opportunities for children
to role-play characters and try on game. The adult can say, “I am
using unit blocks). imagining my own costume. It
roles of community workers.
-- Use creative movement and is going to be red. I am going
music to express themselves. -- Encourage children to solve to wear a hat and carry a hose. I
problems step-by-step, asking will ride on a red truck. Who am
questions in a series (e.g., “What I?” Let children guess or ask more
would you do first?” “Then questions to figure it out. Then
what?”). see if children can give the adult
clues so the adult can guess the
costume children are imagining.
-- Read children’s favorite books
and then act them out together.
Find items around the house to
use as props. Dress up like the
characters in the books. Retell
the events in the stories in own
words by pretending to be the
characters.

D. PLANNING AND REFLECTION
Four year-old children demonstrate an increasing ability to set goals and develop plans
to reach their goals. They begin organizing their actions and materials into steps toward
accomplishing a task and follow through with their plans by making choices independently.
After completing their task, they are able to reflect on what worked and what did not. Four-
year-olds’ everyday experiences help them learn skills for planning activities and looking
back at what has happened in the past. Cooperative play experiences provide opportunities
for children to plan together and reflect.
STANDARD 1.
Demonstrates some planning and learning from experiences

--Brainstorm ideas and multiple --Introduce new equipment and --Play games that require
solutions for a task (e.g., helping materials before adding them planning, such as building a
the teacher figure out what to an interest area, and discuss block wall, seeing who can match
children need to take with them possible uses. the most pairs of socks. Talk
on a field trip and then share --Include children in planning (e.g., about what children are thinking.
details about the experience a family picnic at school, a holiday --Plan meals together. Ask children
afterward). program or the activity they will what they would like to eat. Make
--Respond to guiding questions do during center time). a list of meals the family will have
(e.g., “What would happen if…?” --Provide opportunities for children that week. Discuss ingredients to
and children telling what they to discuss, review and document buy to make the meals children
plan to build at the block center activities (e.g., reflect on a field requested. Did children choose
before they start building at trip, talk about activity choices, something from each food
center time). document activities in a picture group? Do the meals include
--Test multiple solutions (e.g., journal). healthy choices like fruits and
choosing clothes to fit a doll). vegetables?
--During the reflecting process,
--Verbalize the steps to accomplish help children identify the --Ask children to help create a
a task, either before or during cause-and-effect relationships grocery list. Plan out meals the
the activity (e.g., tell a friend, “I in activities such as mixing red family will eat for the week and
will be the mommy, you be the and yellow paint (cause) to make write down the ingredients while
daddy, and we are taking our orange (effect). talking about the process: “We
baby to the doctor,” in dramatic are going to have spaghetti this
--Allow time during the day for week, so I need to write down
play or as they fill the bird feeder children to make a plan for their
with seeds, say, “First I take the spaghetti noodles, sauce and
activity choices and allow time cheese. Let’s have broccoli with
top off.”). for children to reflect on their our spaghetti.” Give children
plan (e.g., ask child, “Where do paper and a pencil to help “write.”
you want to work during center
time?” “What did you do during
center time?”).

RELATED BOOKS
PRESCHOOLERS The Kissing Hand
by Audrey Penn
Beautiful Oops
by Barney Saltzberg The Little Engine that Could
by Watty Piper
Big Al
by Andrew Clements The Very Clumsy Click Beetle
by Eric Carle
Full, Full, Full of Love
by Trish Cooke What Do You Do With a Problem?
By Kobi Yamada
Little Blue Trucks
by Alice Schertle You Can Do It, Sam
by Amy Hest
Owl Babies
by Martin Waddell

GLOSSARY
Center: area within the classroom arranged so Initiate: to begin something, taking the first step
that children are able to participate in a variety
of related learning experiences (e.g., art center, Investigating: observing or inquiring in detail
reading center, science center, block center, Music: sound in time that expresses ideas
dramatic play center or writing center) and emotions in significant forms through the
Creative movement: moving in a new or elements of rhythm, melody, harmony
unusual way that is not teacher directed (e.g., a Persistence: the patience and endurance to
child dances to music played by the teacher) finish a task (e.g., a child works at completing a
Creativity: individuality expressed by creating puzzle until all the pieces are correctly placed)
something new or original (e.g., creating a new Planning: the process of mental preparation
representation of a flower) and problem-solving to accomplish an act (e.g.,
Curiosity: a strong interest in learning about a child tells the teacher what they will do during
something. Children demonstrate curiosity center time)
when they ask questions about or show interest Reflection: the process of reviewing and
in activities within the classroom and the critiquing one’s own actions or one’s own work
world around them (e.g., a child asks questions (e.g., the child shares with the teacher what they
about new materials in the art center or a bug did during center time)
discovered on the playground)
Dramatic play: expressive and spontaneous play practiced at home, in the classroom or in the
Eagerness: energy and excitement about community
learning; wanting to learn (e.g., a child desires to Scaffolding: the provision of sufficient support
participate in an activity) to promote learning when concepts and skills
Emerging: initial stages of a developing skill are first being introduced to children (e.g.,
modeling, giving clues, asking questions and
Environment: the circumstances, objects or providing verbal prompts)
conditions with which one interacts with and
is surrounded by (e.g., the indoor and outdoor Skills: the ability to use knowledge effectively
area or setting where the child lives and interacts and readily in performance; the ability to
including home, neighborhood, classroom, etc.) transform knowledge into action
Exploration: the act of studying something new Vocabulary: all the words of a language. There
to better understand it are two types of vocabulary: receptive and
expressive. Receptive language is what children
understand. Expressive language is what they say
aloud
III. SOCIAL AND EMOTIONAL DEVELOPMENT

(48 months -
Kindergarten)
A. EMOTIONAL FUNCTIONING
1. Expresses, identifies and responds to a range of emotions

Uses sounds, facial Conveys an Begins to physically Labels simple Identifies complex Recognizes the
expressions and expanded repertoire respond to the emotions in self and emotions in a book, emotions of peers
gestures to respond to of emotions and feelings of others others (e.g., happy, picture or on a and responds
caregiver interactions adjusts expressions sad) person’s face (e.g., with empathy and
and express a range of in response to the frustrated, confused) compassion
emotions reactions of familiar
adults
2. Demonstrates appropriate affect (emotional response) between behavior and facial expression

Shows recognition of Begins to Begins to put words Continues to expand Verbalizes own Demonstrates
familiar adults and spontaneously to emotions in the use of emotion feelings and those of cognitive empathy
imitates their facial express appropriate interactions with words using them in others (recognizing or
expressions emotional gestures others appropriate settings inferring other’s
and facial expressions mental states) and the
according to the use of words, gestures
situation and facial expressions
to respond
appropriately
B. MANAGING EMOTIONS
1. Demonstrates ability to self-regulate

Uses preferred adult Soothes with Looks to adults to Takes cues from Begins to verbalize Recognizes and
to help soothe preferred adult during soothe and may use preferred adult and their emotions names own emotions
distress to help calm a transitional object others to expand their and manages and
self during times of strategies and tools to exhibits behavioral
distress self-regulate control with or
without adult support Social and Emotional Development
2. Attends to sights, sounds, objects, people and activities

Attends to sights, Exhibits joint Maintains focus for Spends more time Begins to sustain Increases attention
sounds and people for attention longer periods of in child-initiated attention for brief to preferred activities
brief and increasing time and persists at activities period of time in and begins to attend
periods of time preferred activities group activities to non-preferred
activities
Florida’s Early Learning and Developmental Standards Social and Emotional Development | 41

(48 months -
Kindergarten)
C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS
1. Develops positive relationships with adults

Experiences and Develops secure Enjoys games and Enjoys sharing new Develops positive Shows enjoyment
develops secure and responsive other social exchanges experiences with relationships and in interactions with
relationship with a relationships with with familiar adults familiar adults interacts comfortably trusted adults while
primary caregiver consistent adults with familiar adults also demonstrating
skill in separating
from these adults
2. Develops positive relationships with peers

Notices peers by Shows interest Plays alongside peers Seeks out other Builds social Plays with peers in a
looking, touching in peers who are and engages in simple children and plays relationships and coordinated manner
or making sounds playing nearby and turn-taking alongside and on becomes more including assigning
directed toward the interacts with them occasion with other connected to other roles, materials and
child briefly children children actions
Demonstrates Maintains friendships
strategies for entry and is able to engage
into social play with in prosocial behavior
peers such as cooperating,
compromising and
turn-taking
Develops an initial Responds
understanding of appropriately to
bullying bullying behavior
Social and Emotional Development
42 | Social and Emotional Development


(48 months -
Kindergarten)
C. BUILDING AND MAINTAINING RELATIONSHIPS WITH ADULTS AND PEERS
3. Develops increasing ability to engage in social problem-solving

Signals when there Demonstrates May imitate others in Identifies the problem Able to suggest a Able to independently
is a problem to seek emotional resolving problems and requests adult potential solution to engage in simple
adult attention and expressions to signal using simple actions support to address social problems and social problem-
support for adult assistance the problem for their with adult support is solving including
desired solution able to follow through offering potential
solutions and
reflecting on the
appropriateness of the
solution
4. Exhibits empathy by demonstrating care and concern for others

Cries when hearing Notices the Notices the emotions Recognizes that others Responds to the Able to take the
other children cry emotions of others of others and engages have feelings different emotions of others perspective of others
and responds in a in an intentional than their own and with comforting and actively respond
manner that shows action in response often responds with words or actions in a manner that
understanding of comforting actions is consistent and
that emotion (e.g., supportive
smiles when another
child is happy, looks
concerned when a
child is sad)
D. SENSE OF IDENTITY AND BELONGING
1. Develops sense of identity and belonging through play

Eagerly bids for Expectantly bids for Seeks out preferred Continues to engage Continues to play with Engages in associative
attention of adults attention from adults companions and in parallel play but preferred playmates play and begins to
and other children eagerly engages in also begins to play play cooperatively
parallel play with with other preferred with friends
others playmates
2. Develops sense of identity and belonging through exploration and persistence

Shows interest Explores for Capable of sustained Continues sustained Continues sustained Persists at individual
and inclination to extended periods independent play at independent play independent play planned experiences,
explore without adult and delights in activities the child while participating and participates in caregiverdirected
direction discoveries enjoys in more complex more planned group experiences and
activities activities planned group
activities

(48 months -
Kindergarten)
3. Develops sense of identity and belonging through routines, rituals and interactions
Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a

Begins to respond Responds positively Begins to initiate and Initiates and Begins to show a Demonstrates
positively to familiar to and expects participate in some participates in the willingness to be willingness to be
routines and rituals patterned routines, familiar routines and rituals and routines of flexible if routines flexible if routines
initiated by familiar rituals and rituals the day must change in minor must change
adult interactions initiated ways
by an adult
4. Develops sense of self-awareness and independence
Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a

Signals preferences Begins to use more Initiates independent Verbally or Increasingly Uses words to
related to objects complex means of problem-solving nonverbally uses words to communicate
and people (e.g., communicating (e.g., efforts but communicates more communicate wants personal
preferring one pacifier sounds, gestures, appropriately asks for clearly on wants and and needs characteristics,
over another) some words) to support from adults needs preferences, thoughts
express need for when needed and feelings
independence and
individuation
Benchmark b: Benchmark b: Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Begins to recognize Recognizes own Begins to verbally Communicates Begins to recognize Recognizes
own abilities and abilities and or non-verbally verbally or preferences of others preferences of others
preferences preferences communicate own nonverbally own
preferences preferences
Benchmark c: Benchmark c: Benchmark c: Benchmark c: Benchmark c:

Responds to name Begins to recognize Identifies differences Begins to use words Uses words to
when called obvious physical and similarities to demonstrate demonstrate
similarities and between self and knowledge of knowledge of
differences between others; uses pronouns personal information personal information
self and others such as I, me, mine (e.g., hair color, age, (e.g., hair color, age,
gender or size) gender or size)
Begins to identify self Identifies self as a
as part of a group unique member of
(e.g., class or family) a group (e.g., class,
school, family or
larger community)

III. SOCIAL AND EMOTIONAL
DEVELOPMENT
Young children’s early relationships with parents and other caregivers become
the framework for their future social and emotional development. Children
construct knowledge about the world through their social exchanges,
signifying the importance of social and emotional development to all other
areas of development. For these reasons, early attachments are critical to
children’s overall health, development and learning.
Infants and toddlers have developmental Toddlers acquire strategies for adapting their
capacities that support their social interactions. emotions within a variety of settings and with
Their relationships are influenced by their a limited number of people. Because they still
temperaments and by the cultural context in have limited verbal skills, toddlers often express
which these interactions occur. Cultural groups their feelings through actions. Emotions, from
may have differing expectations for children’s laughter to angry outbursts, can help toddlers
rate of development, and caregivers and develop new understandings about others’
educators must be aware of and sensitive to feelings and motives. Their successful emotional
these differences when working with families. development is linked to their relationships with
For example, different cultural groups have parents, caregivers and educators and the adults’
different standards for expressing and managing knowledge and capacity to respond to toddlers’
emotions, making the task of emotional individual and temperamental differences.
regulation particularly challenging for infants
and toddlers who must manage expectations Social and emotional readiness is critical to a
and responses between different cultural child’s successful kindergarten transition, early
environments. school success and later well-being. Studies
indicate that young children who are able to
Young infants depend on their parents, understand and express their own feelings,
caregivers, and educators to meet their understand the viewpoint and feelings of others,
physiological and emotional needs. When care cooperate with peers and adults and resolve
is sensitive and responsive, infants learn that conflicts are more likely to be successful in
their world is safe and they can trust others to school. These skills are rooted in relationships
meet their needs. Nonresponsive and insensitive with adults. Adults who are capable of creating
care creates a sense that people and the positive relationships with children provide
environment are inconsistent or untrustworthy. a secure foundation from which children
Without this basic trust, infants and toddlers find can master new learning challenges. Positive
it hard to take risks or to develop a positive sense relationships with adults also lead to positive
of self. With sensitive caregiving, infants can relationships with peers as 4-year-olds are
move into toddlerhood ready to confidently use developing important interpersonal skills.
their increasing motor, language and cognitive Four-year-olds construct knowledge by
skills. interacting with others and with their
environment, and they learn how to interact
successfully with a variety of people and in
different settings and circumstances.
As children grow, their ability to establish Managing emotions is the second component
relationships with peers and with additional and involves the ability to manage ones’ own
adults influences how they view themselves and needs and emotions. Over time, young children
the world. Positive and adaptive social behaviors move from reliance on others to competence.
result from interacting with others who have They accomplish tasks that include everything
different characteristics and backgrounds. from learning and adjusting to their family’s
With the help of supportive adults, preschool day-night rhythm of, to signaling their needs
children expand their capacities to recognize and to responsive adults, to managing powerful
express their own feelings, and to understand emotions. These growing abilities to regulate
and respond to others’ emotions. For children behaviors are strongly influenced by culture, by
with special needs, social and emotional children’s relationships with others and by the
development provides a foundation for progress growing maturity and integration of several areas
in other areas of development. With nurturing of the brain.
and knowledgeable parents, caregivers and
educators, tremendous strides are possible. The third component of social and emotional
development is building and maintaining
There are four primary components of social relationships with adults and peers. From
and emotional development in young children. warm and responsive reciprocal relationships,
Emotional functioning includes how children young children develop a sense of themselves
feel about themselves, as well as how safe they as increasingly competent and confident.
feel in their environments and relationships with With support from their parents, caregivers
others. The confidence a child develops through and educators and safe and challenging
positive relationships with parents, caregivers environments, the perceptions of young
and educators provides a foundation for the children about their competencies become more
development of prosocial behaviors during the accurate and satisfying.
preschool years. For young children there should
be a focus on those skills that enable them to
engage positively with others, develop better
understandings of themselves and others and
express and interpret emotions.

Sense of identity and belonging is the
fourth component of social and emotional ENVIRONMENTAL
development. Relationships with family
members, other adults and children, friends and CONSIDERATIONS
members of their community play a key role
in building children’s identities. When children 4 YEARS - KINDERGARTEN
feel a sense of belonging and sense of pride in (48 months - Kindergarten)
their families, their peers and their communities,
they can be emotionally strong, self-assured, Separate skills and behaviors into
smaller steps.
and able to deal with challenges and difficulties.
This creates an important foundation for their Teach and model specific appropriate
learning and development. social skills.
Carefully observe social interactions
and provide opportunities that will
promote positive interactions.
Provide opportunities for social
interactions with typically developing
peers.
Provide choices so children have
more control over their environment.
Provide environmental cues
that make it easy for children to
understand expectations and be
successful in classroom routines.
Use predictable and consistent
schedules, routines and activities and
prepare children when changes are
necessary.
Limit the number of children in
an area at any time to decrease
overcrowding and conflict.
DEVELOPMENT
Children continue identifying simple and complex emotions. They show understanding of
and are responsive to feelings.
STANDARD 1.
Expresses, identifies and responds to a range of emotions
BENCHMARK a.
Recognizes the emotions of peers and responds with empathy and compassion

--Demonstrate the ability to --Model appropriate expression --Identify children’s emotions using
accurately identify and label own of emotions (e.g., “I’m feeling feeling words.
emotions as well as those of peers frustrated because I can’t find the --Identify what triggers children’s
(e.g., “I am so excited! Today is my book I wanted to read at group emotional state (e.g., happy or
birthday.” “Mary looks sad.”), with time. I’m going to take three deep frustrated).
teacher support. breaths to calm down, and then
--Assist a peer who is upset by choose a different book so we can
giving them a hug or sharing a continue.”).
toy. Modify behavior to different --Help children express their
settings (e.g., adapts noise and feelings (e.g., as they play with
movement level to indoor or others, pretend with toys, listen
outdoor environment). to stories).
--Identify what triggers each child’s
emotional state (e.g., happy or
frustrated).

DEVELOPMENT
Four-year-olds continue developing empathy, care and concern for those around them.
They are increasingly able to understand the feelings of others and are developing
skills that allow them to respond to others in caring and helpful ways. Their cognitive
development and social experience contributes to this increase in caring behaviors, so some
4-year-olds may still need help becoming aware of and identifying feelings and emotions.
STANDARD 2.
Demonstrates appropriate affect (emotional response) between behavior and facial expression
BENCHMARK a.
Demonstrates cognitive empathy (recognizing or inferring other’s mental states) and the use of
words, gestures and facial expressions to respond appropriately

--Recognize when a peer is upset --Teach children how to recognize --Empathize with their child and
and try to comfort them (e.g., “I’ll emotions through posture and talk about feelings of others.
be your friend until your daddy facial expressions of peers. --Read stories relating to feelings
comes back,” while patting the --Recognize helpful and kind with children (e.g., Feelings by
peer on the back). interactions among children and Aliki, The Feelings Book by Todd
--Help a classmate with a physical acknowledge how the behavior Parr).
disability line up to go outside. helped someone else (e.g., “You
--Label emotions or copy shared your blue crayon with
expressions on peers’ faces (e.g., Aaron so he could color the sky.
“You look sad.”). That was helpful.”).
--Go to the educator for help when --Read children’s books that
a peer is hurt. illustrate various emotions to
increase children’s understanding
--Model empathy and verbalize and vocabulary.
while modeling (e.g., “I can see
that Jasmine feels sad, so I’m
going to comfort her”).
DEVELOPMENT
Children continue identifying their own basic and complex emotions and recognizing the
emotions of others. They can calm themselves after having strong emotions (e.g., educators
lead active calming techniques and visually display them for children to use).
STANDARD 1.
Demonstrates ability to self-regulate
BENCHMARK a.
Recognizes and names own emotions and manages and exhibits behavioral control with or without
adult support

-- Show ability to control impulses -- Model facial and verbal -- Provide choices for children
(e.g., stopping and listening to expressions. (e.g., “Do you want an apple or
instructions before jumping into -- Identify what triggers each child’s banana?”).
activity), with teacher support. emotional state (e.g., happy or -- Identify what triggers children’s
-- Modify behavior to different frustrated), what he or she does emotional state (e.g., happy or
settings (e.g., adapts noise and well, and what he or she needs frustrated), what children do well
movement level to indoor or help doing. and what they need help doing.
outdoor environment). -- Create a “safe area” (e.g., a
-- Demonstrate the ability to beanbag or big floor pillow)
accurately identify and label own that a child may use for 10
emotions (e.g., “I am so excited! to 5 minutes, as needed, and
Today is my birthday.”). provide visual steps for regaining
emotional control.
-- Teach behavioral expectations for
the “safe area,” as well as all other
learning centers. Display clear

visual reminders for all routines
in the area in which routines are
used (e.g., lining up routine by
the door, hand-washing routine
by the sink).

DEVELOPMENT
Four-year-olds come to school with an emerging sense of self and an increasing awareness
of their personal characteristics and preferences. Most 4-year-olds readily participate
in classroom activities. They are also eager to make choices, explore the classroom
environment and relate to others appropriately.
STANDARD 2.
Attends to sights, sounds, objects, people and activities
BENCHMARK a.
Increases attention to preferred activities and begins to attend to non-preferred activities

-- Identify personal characteristics -- Identify activities that each child -- Help children identify and
and preferences (e.g., the color of prefers. participate in activities they enjoy.
own hair or favorite food). -- Plan a variety of activities for -- Celebrate children’s
-- Select activities to explore and children to participate in daily. accomplishments with specific
discover. -- Support children as they are feedback.
-- Join in with other children learning new concepts and skills.
(e.g., dramatic play, blocks, -- Celebrate accomplishments with
manipulatives, etc.). specific feedback.

DEVELOPMENT
C. BUILDING AND MAINTAINING RELATIONSHIPS WITH
ADULTS AND PEERS
Four-year-olds continue developing close social relationships with adults who are significant
to them. Secure attachment with at least one teacher supports children as they begin
experimenting with independence and initiative, giving them self-confidence to take risks
and try new things. Four-year-olds need help learning how to interact when meeting new
adults.
STANDARD 1.
Develops positive relationships with adults
BENCHMARK a.
Shows enjoyment in interactions with trusted adults while also demonstrating skill in separating
from these adults

-- Enter the classroom and greet the -- Introduce children to other adults -- Provide personal photos for
educator with increasing ease. in the facility (e.g., the cook, the children’s use in the classroom.
-- Express affection to an educator principal or director, the nurse). -- Develop goodbye routines.
or caregiver with hugs or words -- Talk regularly with individual
and accept affection in return. children and help each child in
Cooperate with an adult who the classroom to build a secure
offers individualized instruction attachment with at least one
(e.g., a therapist). adult.
-- Go to a specific teacher for -- Spend one-on-one time
assistance when upset or if help connecting with children
with problem-solving is needed. throughout the week and let
-- Accept guidance and redirection each child know that the adults
from adults with whom they are happy that he or she is a
have a mutually affectionate member of the classroom.
relationship. -- Greet each child by name every
-- Easily separate from a family morning and say goodbye to
member, teacher or caregiver, each child at the end of the day.
with teacher support, as needed.
DEVELOPMENT
ADULTS AND PEERS
As 4-year-olds’ communication increases and perspective-taking skills begin to develop,
they are improving their social skills, developing positive relationships, and engaging in
peer groups. Peers are often of the same gender, but not always. Four-year-olds are also
beginning to use group entry and exit abilities appropriately. Through role-playing and
educator-led discussions, children begin developing an initial understanding of bullying
(e.g., the roles of the bully, the target and the bystander), with educator support and
multiple experiences over time.
STANDARD 2.
Develops positive relationships with peers
BENCHMARK a.
Plays with peers in a coordinated manner including assigning roles, materials and actions

-- Talk with a peer to plan their play -- Teach children how to initiate -- Include children in household
at the sand table. activities (e.g., “Let’s play with the chores (e.g., picking up toys,
-- Notice that a friend needs help blocks,” “Do you want to paint?”). setting the table, sorting socks).
putting away blocks and goes to -- Observe what the group is doing -- Play cooperative games with
help. and add something to the play children.
-- Exhibit appropriate behavior (e.g., “I could be the elephant.
when placed in a group by the You don’t have one in your zoo.”).
teacher (e.g., non-peers, mixed -- Show children how to make and
gender, mixed abilities). be a friend.

-- Play cooperative games with one -- Build the classroom community
or more friends. based on cooperative activities
and principles.

DEVELOPMENT
ADULTS AND PEERS
STANDARD 2.
Develops positive relationships with peers
BENCHMARK b.
Maintains friendships and is able to engage in prosocial behavior such as cooperating,
compromising and turn-taking

-- Engage in activities with peers -- Model how to be helpful instead -- Provide age-appropriate choices
(e.g., riding tricycles or dramatic of hurtful in difficult situations to help children make decisions.
play). (e.g., “What could you do to be -- Provide opportunities for
-- Understand the difference helpful instead of hurtful when children to play and interact with
between helpful and hurtful someone calls you a name?”). peers.
ways to get something or meet -- Show children group entry skills
a need. using a variety of formats (e.g.,
-- Ask to join a group. verbal gestures, role-play) and
how they should respond when
-- Talk with a peer to decide who peers want to join their activity
will get the first turn, with (e.g., “Only four people can play
educator support and practice. in this center so you have to
-- Wait for a peer to finish wait.”).
speaking before talking during -- Show children how to initiate
conversations. activities with peers (e.g., “Let’s
-- Move over during large-group play with the blocks.” “Do you
time when a peer is sitting too want to paint?”).
close.

DEVELOPMENT
ADULTS AND PEERS
STANDARD 2.
Develops positive relationships with peers.
BENCHMARK c.
Responds appropriately to bullying behavior

-- Tell an adult when they see a -- Discuss bullying behavior (e.g., -- Promote compassion for all
peer being hurt (e.g., “Sally keeps physical, verbal, emotional) family members (e.g.,responsive,
pulling Sarah’s hair and making and demonstrate anti-bullying open communication, respect,
her cry.”). strategies (e.g., large-group, small trust etc.).
-- Say, “stop,” when they see a child group, one-on-one). -- Observe potential signs of
physically or verbally hurting -- Introduce the words bully, target bullying in children and report
another child. and bystander. these to the center staff (e.g.,
-- Role play or read a book about a child previously loved preschool, Social and Emotional Development
bullying situation sharing ideas but no longer wants to go,
on how to deal with it. constantly tells you that a child
is being mean to him; does not
want to play with a child that
they at one time liked, etc.).
DEVELOPMENT
ADULTS AND PEERS
Four-year-olds are becoming better at working out conflicts on their own, but still need
a lot of help from trusted adults. They may show physical (e.g., hitting, pushing) or verbal
aggression, or exclude peers when they have conflicts. As language and thinking skills
continue developing, however, 4-year-olds are increasingly able to use words, negotiate
and offer ideas for solutions to their problems. Modeling how to compromise or share is an
effective strategy for helping 4-year-olds solve social problems.
STANDARD 3.
Develops increasing ability to engage in social problem-solving
BENCHMARK a.
Able to independently engage in simple social problem-solving including offering potential
solutions and reflecting on the appropriateness of the solution

-- Calm down before attempting to -- Encourage children to use -- Model problem-solving
solve a problem, with educator language to express own wants strategies at home.
support and practice. and needs. -- Encourage children to use
-- Use helpful words to express -- Identify strategies to solve language to express own wants
frustration and anger (e.g., “I problems in stories. and needs.
don’t like it when you get in -- Provide a quiet place for children
front of me on the slide while I’m to talk.
waiting for my turn. Please wait
your turn.”). -- Use questions to help children
define the problem and guide

-- Share ideas to solve a problem. them in evaluating solutions.

DEVELOPMENT
ADULTS AND PEERS
Four-year-olds continue developing their friendship skills. They more frequently initiate
activities with children they consider peers, and play in complex ways. Empathy and caring
for others takes place when children have opportunities to develop friendships. Children
who become friends are better at initiating and sustaining interactions and resolving
conflicts with each other.
STANDARD 4.
Exhibits empathy by demonstrating care and concern for others
BENCHMARK a.
Able to take the perspective of others and actively respond in a manner that is consistent and
supportive
Children may… Educators may… Children may…

-- Notice that a friend needs help -- Role-play helpful and hurtful -- Play games with children so they
putting away the blocks and goes situations (e.g., taking turns, learn about cooperating and
to help. expressing frustration with a considering others.
-- Assist a peer when the peer is friend, asking someone to move). -- Read stories to children about
hurt. -- Build the classroom community fiends.
based on cooperative activities
and principles.
-- Read stories about friends and
how they help one another. Social and Emotional Development

DEVELOPMENT
Four-year-olds are beginning to understand themselves as individuals within a community.
They are able to have an active role in caring for themselves and in interactions throughout
the day. They more frequently initiate activities with children they consider peers, and play
in more complex ways.
STANDARD 1.
Develops sense of identity and belonging through play
BENCHMARK a.
Engages in associative play and begins to play cooperatively with friends

-- Talk with a peer to plan their play -- Plan activities that encourage -- Allow children to be as
in the block center. children to play together (e.g., independent as possible (e.g.,
-- Begin assigning roles in the murals, props in dramatic play choosing what clothing to wear,
dramatic play center (e.g., “I’m for different roles, etc.). brushing their own teeth).
the mom, you are the baby.”). -- Provide ample time in the daily
schedule for child choice (e.g.,
center time, outdoor play, etc.).
SOCIAL AND EMOTIONAL
DEVELOPMENT
Four-year-olds are developing the skills they need to complete tasks, but the ability to stay
on task may vary with the activity, the child’s individual temperament and age. Attention
spans should increase over the course of the year. 4-year-olds may become frustrated when
they are unable to solve a problem. However, they are becoming more internally motivated
to persist and discover alternative solutions to problems. In addition, they may ask for help
from a trusted adult or another child.
STANDARD 2.
Develops sense of identity and belonging through exploration and persistence
BENCHMARK a.
Persists at individual planned experiences, caregiver directed experiences and planned group
activities

-- Work with a friend to complete -- Offer encouraging statements -- Recognize children’s persistence
a task despite interruptions and and suggestions when children and effort (e.g., “You are working
distractions (e.g., fit puzzle pieces are struggling with a problem hard to finish that puzzle.”).
together or experiment with (e.g., “Try turning the puzzle -- Model and share problem-
different sizes of blocks to make a piece a little and see if it fits,” solving strategies with children
block tower stable). “You are really working hard to (e.g., “Hmmmm, that didn’t work.
-- Continue working on self- figure that out!”). I wonder what we could do
selected activities that they find -- Provide ample time for children instead?”).
difficult. to engage in activities and play to
-- Ask a teacher for help in solving support longer attention to tasks
a problem with a friend after and opportunities for problem-
attempting to resolve the solving (e.g., a minimum of one

problem themselves. hour for free choice center time).
-- Provide opportunities for
children to work on activities (e.g.,
block construction or gardening)
over an extended period of days
or weeks).

DEVELOPMENT
Four-year-olds can have an active role in caring for themselves and in their interactions
throughout the day. The educator must actively support a predictable environment with
routines, rituals and interactions that allow children to plan and follow through with daily
activities and knowing what to expect next. Simple rules based on safety and familiar rituals
and routines help 4-year-olds engage positively in activities and experiences.
STANDARD 3.
Develops sense of identity and belonging through routines, rituals and interactions
BENCHMARK a.
Demonstrates willingness to be flexible if routines must change
Children may Educators may… Families may…

-- Participate in classroom rituals, -- Display clear visual reminders -- Develop rituals and routines at
such as celebrations and for all routines in the area in home (e.g., bedtime, mealtime,
welcoming a new child. which they are used (e.g., lining celebrations, etc.).
-- Adapt when it rains and there is up routine is posted by the door, -- Engage children in setting
no outdoor play. hand washing routine is posted appropriate rules and planning
by the sink). routines.
-- Adapt when the group goes on
field trips. -- Show and help children practice -- Notify children, in advance, of
self-care routines (e.g., washing changes in routine.
hands, toileting, zipping and
buttoning).
-- Model and practice daily
routines (e.g., arrival, transitions,
dismissal) using visual cues, Social and Emotional Development
reminders, advance warning and
picture schedules.
-- Engage children in setting
appropriate rules and planning
routines.
-- Create classroom rituals for
celebrations, mealtime and
starting the day.
-- Notify children, in advance, of
changes in routine.
DEVELOPMENT
Four-year-olds come to school with an emerging sense of self and an increasing awareness
of their unique characteristics and preferences. They are beginning to understand
themselves as individuals within a community and are becoming more aware of similarities
and differences among people. Social and emotional skills, including developing
friendships, interacting appropriately with peers and adults in the classroom setting and
expressing needs and feelings are enhanced in children who have larger vocabularies and
greater oral language skills.
STANDARD 4.
Develops sense of self-awareness and independence
BENCHMARK a.
Uses words to communicate personal characteristics, preferences, thoughts and feelings

-- Identify personal characteristics -- Encourage children to use -- Provide a question of the day
and preferences (e.g., the color of language when making requests, to encourage conversation at
their hair or their favorite food). rather than only pointing or home (e.g., What will you do this
-- Select activities they enjoy. gesturing (e.g., ask the child, “Do weekend? What activities do you
you want milk or orange juice?” like to do at home?).
-- Share how things are done at to encourage the child to use
home or other environments (e.g., -- Ask children about their
language to express own wants experiences at school (e.g.,“Who
“At home we hang our clothes on or needs).
the clothesline.”). did you play with today? What
-- Model a large variety of was your favorite activity?”).
-- Communicate with peers to get vocabulary words throughout
their needs met, with teacher the day.
support (e.g., “I don’t like it when

you grab things. If you ask first, I -- Provide many opportunities daily
will let you have a turn.”). for children to talk with peers and
adults in the classroom.
-- May notice the color of skin, hair,
eyes, language and customs of
self and others.

BENCHMARK b.
Recognizes preferences of others

-- Take on different roles in the -- Show children how to make and -- Involve all family members when
dramatic play center. be a friend (e.g., read stories, planning outings, determining
-- Take turns when speaking and share strategies for being a what TV shows to watch, etc.
listening with a peer. friend). (e.g., provide strategies for family
-- Build a classroom community meetings).
-- Ask peers what they would like
to do. based on mutual respect, -- Help children see the point of
diversity, caring and kindness. view and preferences of others
-- Share ways to use a piece of (e.g., “Casey likes bananas. You
equipment or classroom material -- Plan for and provide materials
that meet the diverse interests of like oranges.”).
with their peer, with teacher
support. the group.
BENCHMARK c.
Uses words to demonstrate knowledge of personal information (e.g., hair color, age, gender or size)

-- Share personal information (e.g., -- Plan times throughout the day for -- Have daily conversations with
”I live in a house with my grandma. children to tell the group a simple children where children can share
We have a dog.”). story about a favorite personal personal experiences (e.g., “What
-- Label and describe personal experience (e.g., telling the class was your favorite thing we did
characteristics (e.g., “I have blue about a visit to a friend’s house). today?”).
eyes. My hair is brown.”). -- Provide opportunities at meal -- Sing songs and play games that
-- Describe events in a logical time times for children to engage in help children recognize their
sequence (e.g., “This morning I conversations with the educator own unique characteristics (e.g.,
got up, brushed my teeth, and and other children. riddles…”Who has brown hair in
came to school.”). -- Use open-ended questions to our family? Who has green eyes
encourage conversation. and likes pizza?”).
-- Recognize and respond to own
name.
BENCHMARK d.
Identifies self as a unique member of a group (e.g., class, school, family or larger community)

-- Name significant family members -- Display photographs of the -- Share family photographs for the
and recognize their different children and their families, as child to use in the classroom. Social and Emotional Development
roles. well as children and families from -- Participate in community events
-- Point out the educator, cook, other cultural groups around the for preschool children.
custodian, director, etc., at their world.
school. -- Include cultural and ethnic
-- May notice the color of skin, hair, activities and materials (e.g.,
eyes, language and customs of books, clothes, music, etc., of
self and others. different cultures and ethnicities)
in the curriculum on a daily basis.
-- Plan for field trips or bring
community resources into the
classroom.
RELATED BOOKS
PRESCHOOLERS
Alexander and the Terrible, Horrible, No Good, I’m a Good Friend
Very Bad Day by David Parker
by Judith Viorst
Kevin and His Dad
Are You My Mother? by Irene Smalls and Michael Hays
by P.D. Eastman
Making Friends
A Weekend with Wendell by Fred Rogers
by Kevin Henkes
On Monday When It Rained
Bear Feels Sick by Cherryl Kachenmeister
by Karma Wilson and Jane Chapman
The Grouchy Ladybug
Best Friends by Eric Carle
by Charlotte Labaronne
The Kissing Hand
Big Al by Audrey Penn
by Andrew Clements
The Rainbow Fish
Chester’s Way by Marcus Pfister
by Kevin Henkes
Today I Feel Silly and Other Moods that Make
Friends My Day
by Eric Carle by Jamie Lee Curtis
Hands Are Not for Hitting What Went Right Today?
by Martine Agassi by Joan Buzick and Lindy Judd
I Can Cooperate When I Am/Cuando estoy
by David Parker by Gladys Rosa Mendoza

GLOSSARY
Autonomy: independence Planning: the process of mental preparation and
Bully: child who repeatedly commits negative problem-solving in order to accomplish an act
acts with a conscious intent to hurt another child (e.g., a child tells the teacher what he/she will do
during center time)
Bullying: repeated negative act(s) committed
by one or more children with a conscious intent Prosocial: Behaviors that are helpful, caring and
to hurt another child. These negative acts can respectful of others; skills that enable children
be verbal (e.g., making threats, name-calling), to engage positively with others, understand
psychological (e.g., excluding children, spreading themselves and others better and express and
rumors) or physical (e.g., hitting, pushing, taking understand emotions
a child’s possessions) Routine: Customs or activities regularly
Bystander: anyone, other than the bully and victim, practiced at home, in the classroom or in the
who is present during a bullying incident community
Center: area within the classroom arranged so Scaffold: to model and provide appropriate
that children are able to participate in a variety support to help a child acquire a skill or
of related learning experiences (e.g., art center, knowledge (e.g., giving clues, asking questions,
reading center, science center, block center, and providing verbal prompts)
dramatic play center, or writing center) Self-regulation: a child’s ability to gain control
Dramatic play: expressive and spontaneous play of bodily functions, manage powerful emotions,
and maintain focus and attention
Emerging: initial stages of a developing skill
Self-help: a child’s ability to accomplish health
Emotional readiness: the ability to understand and self-care routines, such as dressing, washing
and express one’s own feelings, understand the hands, and toileting, with or without help from
feelings of others, cooperate with peers/adults an adult
and resolve conflicts
Social-Emotional Development: the growth of
Empathy: ability to recognize the emotions and young children’s capacity to form and maintain
feelings experienced by peers and adults positive and productive relationships with others,
Environment: the circumstances, objects, or and to understand and value their own abilities
conditions by which one interacts with and is and uniqueness
surrounded Target: the victim or focus of a bully
Initiate: to begin something, taking the first step Temperament: a person’s characteristic style
Initiation skills: socially acceptable ways to of approaching and responding to people and
enter a group that is already engaged, such as situations, including activity level, adaptability,
mentioning a common interest (e.g., “I like cars regularity, approach-withdrawal, sensitivity,
too. Can I play race track with you?”) distractibility, intensity, quality of mood and
Interpersonal skills: the ability to get along attention span

with others

Language and Literacy
IV. LANGUAGE AND LITERACY

(48 months -
Kindergarten)
A. LISTENING AND UNDERSTANDING
1. Demonstrates understanding when listening

Begins to engage in Engages in multiple Engages in multiple Engages in multiple Engages in multiple Engages in multiple
multiple back-and- back-and-forth back-and-forth back-and-forth back-and-forth back-and-forth
forth emerging communicative communicative communicative communicative communicative
communicative interactions with interactions with interactions with interactions with interactions with
interactions with adults as part of adults in purposeful adults and peers adults and peers in adults (e. g., teacher-
adults as part of sensory, social and and novel situations, during creative play purposeful and novel shared information,
sensory, social and emotional experiences and responds to and in purposeful and situations to reach read-aloud books)
emotional experiences (e.g., simple games) questions, requests novel situations a goal and peers to set goals,
and new information follow rules, solve
problems and share
what is learned with
others

Responds to gestures Uses gestures to direct Responds Listens to and attends Shows understanding Shows understanding
of adults adult attention appropriately to to spoken language by answering by asking and
simple requests and read-aloud factual questions answering factual,
texts and responds and responding predictive and
in ways that signal appropriately to what inferential questions,
understanding is said adding comments
using simple verbal relevant to the
responses and topic and reacting
nonverbal gestures appropriately to what
is said

Responds to gestures Responds to adult’s Uses nonverbal
that indicate request using gestures to respond to
understanding gestures or simple adult’s language and
of what is being words, showing an oral reading
communicated understanding of
what is being said
Florida’s Early Learning and Developmental Standards Language and Literacy | 69


(48 months -
Kindergarten)
2. Increases knowledge through listening

Reacts to Responds to Responds verbally and Responds to an adult’s Tells the main Identifies the main
environmental vocalizations during nonverbally to spoken simple questions idea or topic of a idea; some details of
sounds and verbal daily routines language about what is being conversation, story, a conversation, story
communication learned informational text or informational text;
or creative play, and and can explicitly
makes a connection connect what is
being learned to own
existing knowledge
Turns head towards Respond by turning Begins to Participates in simple Observes simple Demonstrates
familiar sounds and smiling when participate in simple conversations aspects of child’s increased ability to
name is spoken conversations world and responds focus and sustain
and reacts attention, set goals
and solve dilemmas
presented in
conversation, story,
informational text or
creative play
Benchmark c: Benchmark c: Benchmark c: Benchmark c:
Responds to repeated Begins to responds to Responds to language Identifies specific
words and phrases adult questions during conversations, sounds, such as
songs, stories or other animal sounds and
experiences environmental sounds
3. Follows directions

Responds in varied Focuses attention on Follows simple one- Follows multi-step Achieves mastery of Achieves mastery of
ways to the speaker’s speaker when asked step directions with directions with one-step directions two‐step directions
voice (e.g., turning to do something scaffolding reminders and usually follows and usually follows
head, making eye two-step directions three‐step directions
contact)
70 | Language and Literacy


(48 months -
Kindergarten)
B. SPEAKING
1. Speaks and is understood when speaking

Begins to vocalize Increases vocalizations Speaks using new Speaks and is Begins to speak and Speaks and is
by using speech- words and phrases understood by is usually understood understood by both
like sounds and and is understood familiar peer or adult by both a familiar and a familiar and an
communicates in by familiar adult 50 most of the time an unfamiliar adult, unfamiliar adult,
various ways to percent of the time but may make some but may make some
indicate wants and pronunciation errors pronunciation errors
needs
C. Vocabulary
1. Shows an understanding of words and their meanings (receptive)

Begins to look at Looks intently at or Points to pictures in Responds Begins to demonstrate Demonstrates
familiar people, points at person or book when named or appropriately to understanding of understanding of
objects or animals object that has been points to body parts almost all adult age‐appropriate age‐appropriate
when they are named named with the goal when asked speech, including vocabulary across vocabulary across
of establishing joint requests involving multiple topic areas many topic areas and
attention multiple steps and demonstrates a demonstrates a wide
variety of words and variety of words and
their meanings within their meanings within
each area (e.g., world each area (e.g., world
knowledge, names knowledge, names
of body parts and of body parts and
feelings) feelings)
Begins orienting to Responds to specific Responds to requests Demonstrates Begins to understand Demonstrates
own name and enjoys words and gestures (typically understands understanding of the use of words in understanding
playful word games and understands approximately 300 words across varied different context of functional and
like peek-a-boo words for common words) topics, including (including plurals and organizational
items (typically words or lines from past tense in speech) language (e.g., same
understands up to 50 books, songs and and different, in
words) stories, as well as front of and behind,
body parts (typically next to, opposite,
understands between below) in multiple
500-900 words) environments
Benchmark c:
Understands or knows
the meaning of many
thousands of words,
including subject area
words (e.g., science,
social studies, math
and literacy), many
more than he or
she routinely uses
(receptive language)

(48 months -
Kindergarten)
C. Vocabulary
2. Uses increased vocabulary to describe objects, actions and events (expressive)

Uses signs or Builds and uses Uses a number of Increases vocabulary Adds new words to Uses a large speaking
verbalizations for vocabulary through different words and rapidly, including vocabulary weekly vocabulary, adding
familiar people or repeated exposure begins using two or descriptive words, (e.g., repeats words new words weekly
objects, including with language, more words together pronouns or plurals and integrates (e.g., repeats words
babbling consonant- pictures and (e.g., big, happy, new words in play and uses them
like sounds books (may have a you, me, shoes) scenarios) (typically appropriately in
speaking vocabulary (typically has a has a speaking context) (typically has
of between 10-50 speaking vocabulary vocabulary of a vocabulary of more
words) of approximately 500 approximately 1,000 than 1,500 words)
words) words)

Vocalizes pleasure and Communicates with Has a vocabulary of Combines words Describes what Uses a variety of
displeasure sounds others using words, between 50 - 200 into three-word objects are used for word-meaning
differently (e.g., laugh, actions and gestures words although sentences to describe and is able to express relationships (e.g.,
giggle, cry, fuss) (e.g., may say one or pronunciation is not the world around ideas (e.g., names part‐whole, object‐
more understandable always clear them, although some colors, shapes, function, object‐
but not clearly- unfamiliar adults and says full name) location)
articulated words) may have difficulty
understanding the
child
Benchmark c:
Identifies unfamiliar
words, asking for
clarification
Benchmark d:
Uses words
in multiple
contexts, with the
understanding that
some words have
multiple meanings


(48 months -
Kindergarten)
D. Sentences and Structure
1. Uses age‐appropriate grammar in conversations, and increasingly complex phrases and sentences
Begins to play with Produces utterances Produces utterances Produces utterances Produces utterances Typically uses
speech sounds of one, occasionally of two units of of three to four units of four to five units of complete sentences
two, units of meaning meaning in length of meaning in length meaning in length of five or more words,
in length usually with subject,
verb and object order
Produces words of Produces words of Produces words and Produces words and Uses regular and
which approximately which approximately phrases using the phrases using the irregular plurals,
half are nouns one-third are nouns, present progressive regular past tense regular past tense,
with verbs becoming “ing” suffix (e.g., and the regular third personal and
increasingly common “going,” “playing”), person (e.g., “Daddy possessive pronouns
the possessive “s” jumped,” “We’re and subject‐verb
(e.g., “Ben’s book”) building.”) agreement
and pronouns (e.g.,
“She is jumping.”)
2. Connects words, phrases and sentences to build ideas

observed Produces utterances Produces phrases of Produces sentences Produces sentences Uses sentences with
of one to two words two words including or phrases of two to or phrases of two to more than one phrase
that communicate labeling (e.g., “that three words, including five words including,
labeling of objects dog”), action/agent subject/verb/object subject/verb/object
and sometimes (e.g., “mommy hug”) (e.g., “Juan fell down,” (e.g., “Suzy has
actions and object/attribute “I did it.”) cookies,” “My shirt’s
(e.g., “soup hot”) got blue flowers.”)
Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Produces phrases Asks basic questions Asks more complex Combines more
of two words that (e.g., “Mommy questions, beginning than one idea using
convey negation (e.g., gone?”) with “is” (e.g., “Is complex sentences
“no more,” “kitty go”) David here?” “What (e.g., sequences
was for lunch?”) and cause/effect
relationships)
Uses conjunctions Combines sentences
“and” and sometimes that give lots of detail,
“because” in stick to the topic and
sentences, and clearly communicate
uses other complex intended meaning
sentence structures
(e.g., elaborated
phrases with
adjectives and
adverbs)


(48 months -
Kindergarten)
E. Conversation
1. Uses verbal and nonverbal communication and language to express needs and
feelings, share experiences and resolve problems

Engages in verbal Engages in Engages in Engages in Engages in Engages in
and nonverbal conversations, asking conversations by conversations using conversations using conversations with
conversations using and responding to combining words words, signs, twoor sentences with four two to three back-
facial expressions, simple questions or signs to indicate three-word phrases, or more words, and-forth turns using
gestures or sounds to through gestures needs, wants or ideas, or simple sentences participates in simple, language, gestures,
initiate or respond to (e.g., pointing, including oneor two- to initiate, continue or back-and-forth and expressions (e.g.,
communication waving), signs (e.g., word questions and extend conversations conversations to words related to
“more,” “milk,” “all statements to initiate with others exchange ideas or social conventions like
done”) and single conversations information “please” and “thank
words you”)
2. Asks questions, and responds to adults and peers in a variety of settings

Responds to changes Asks and responds Asks and responds Asks and responds to Asks and responds to Asks and responds
in tone of voice to simple questions to simple questions simple questions (e.g., increasingly longer to more complex
using gestures, signs, using oneto “Who?” “What?” and more complex statements
vocalizations and two-word phrases, “Where?” “Why?”) sentences and simple and questions,
single words gestures and facial using gestures and questions follows another’s
expressions in back- twoor three-word conversational lead,
and-forth exchanges phrases in back-and- maintains multi-
with others forth exchanges turn conversations,
appropriately
introduces new
content and
appropriately initiates
or ends conversations


(48 months -
Kindergarten)
E. Conversation
3. Demonstrates understanding of the social conventions of communication and language use

Begins to demonstrate Begins to Begins to demonstrate Begins to demonstrate Demonstrates Demonstrates
awareness demonstrate awareness awareness awareness increased awareness
of nonverbal awareness of nonverbal of nonverbal of nonverbal of nonverbal
conversational rules of nonverbal conversational rules conversational rules conversational rules conversational rules
by responding to adult conversational rules
nonverbal eye contact by responding to
and facial cues and replicating
adult nonverbal eye
contact and facial
cues

Begins to demonstrate Begins to Begins to demonstrate Begins to demonstrate Begins to demonstrate Demonstrates
awareness of verbal demonstrate awareness of verbal knowledge of verbal knowledge of verbal knowledge of verbal
conversational rules awareness of verbal conversational rules conversational rules conversational rules conversational rules
(e.g., responding to conversational rules (e.g., responding to (e.g., responding to (e.g., appropriately (e.g., appropriately
adult speech with (e.g., responding to adult speech with adult speech with takes turns, does takes turns, does
coos and babble) adult speech with oneto two-word twoor three-word not interrupt, uses not interrupt, uses
babble, jargoning, or phrases) phrases) appropriate verbal appropriate verbal
single word) expressions and expressions and
uses appropriate uses appropriate
intonation) intonation)
Begins to match Matches language to
language to social and social and academic
academic contexts contexts (e.g., uses
(e.g., uses volume volume appropriate to
appropriate to context)
context)


(48 months -
Kindergarten)
F. Emergent Reading
1. Shows motivation for and appreciation of reading

Shows enjoyment Begins to show Shows growing Shows increased Begins to select books Selects books for
of the sounds and interest in print and interest in print and interest in print and for reading enjoyment reading enjoyment
rhythms of language books books books and reading-related and reading-related
activities, including activities including,
pretending to read to pretending to read to
self or others self or others

Begins to learn that Learns that pictures Demonstrates that Begins to make real- Makes real-world
pictures represent represent real objects, pictures represent real world connections connections between
real objects, events events and ideas objects, events and between stories and stories and real-life
and ideas (stories) (stories) ideas (stories) real-life experiences experiences

Pretends to read print Interacts appropriately Interacts appropriately
or books with books; pretends with books and other
to read, holds book materials in a print-
appropriately or rich environment
picture reads
Asks to be read to or Asks to be read to,
asks the meaning of asks the meaning
written text of written text or
compares books/
stories
Benchmark e: Benchmark e:
Participates in Initiates and
conversations participates in
that demonstrate conversations
appreciation of that demonstrate
printed materials appreciation of
printed materials


(48 months -
Kindergarten)
F. Emergent Reading
2. Shows age-appropriate phonological awareness
Not typically Not typically Not typically Benchmark a: Benchmark a: Benchmark a:

observed observed observed Begins to demonstrate Listens and matches Distinguishes
appreciation for rhythm, volume and individual words
sounds and patterns pitch of rhymes, songs within spoken phrases
in language (e.g., and chants or sentences
wordplay, listening
to nursery rhymes,
singing songs with
repetitive phrases and
sounds)
Benchmark b:
Combines words to
make a compound
word (e.g., “foot” +
“ball” = “football”)
Benchmark c:
Deletes a word from a
compound word (e.g.,
“starfish” – “star” =
“fish”)
Benchmark d:
Combines syllables
into words (e.g., “sis”
+ “ter” = “sister”)
Benchmark e:
Deletes a syllable
from a word (e.g.,
“trumpet” – “trum”
= “pet” or “candy” –
“dy” = “can”)
Benchmark f:
Combines onset and
rime to form a familiar
one-syllable word
with and without
pictorial support (e.g.,
when shown several
pictures and adult
says “/c/” + “at,” child
can select the picture
of the cat)


(48 months -
Kindergarten)
F. Emergent Reading
3. Shows alphabetic and print knowledge
Not typically Not typically Not typically Benchmark a: Benchmark a: Benchmark a:

observed observed observed Begins to recognize Recognizes that print Recognizes that print
that print and other conveys meaning conveys meaning
symbols convey
meaning (e.g.,
common signs, lists,
nametags, labels)
Recognizes some Recognizes almost
letters when named all letters when
(e.g., when shown named (e.g., when
a group of letters, shown a group of
can accurately letters, can accurately
identify, verbally or identify, verbally or
nonverbally, the letter nonverbally, the letter
that is named) that is named)
Names some letters Names most letters
(e.g., when shown (e.g., when shown
an uppercase or an uppercase or
lowercase letter, can lowercase letter, can
accurately say its accurately say its
name) name)
Benchmark d:
Recognizes some
letter sounds (e.g.,
when shown a
group of letters,
can accurately
identify, verbally or
nonverbally, the letter
of the sound given)


(48 months -
Kindergarten)
F. Emergent Reading
4. Demonstrates comprehension of books read aloud

Responds to adult Interacts with an Points to pictures in a Demonstrates Retells or reenacts Retells or reenacts
reading a book adult reading a book book, making sounds comprehension of parts of a story after it story with increasing
or saying words and meaning of text via is read aloud accuracy and
interacting with an pointing to pictures, complexity after it is
adult reading a book responding to read aloud
conversations
Benchmark b:
Asks and answers
appropriate questions
about the story
(e.g., “What just
happened?” “What
might happen next?”
“What would happen
if…?” “What was so
silly about…?” “How
would you feel if
you…?”)
G. EMERGENT WRITING
1. Begins to show motivation to engage in written expression and appropriate
knowledge of forms and functions of written composition
observed Makes random marks Makes more Begins to use Uses scribbling, Intentionally uses
and scribbles (e.g., controlled scribbling scribbles, marks and letter-like shapes and scribbles/writing
scribbles on paper (e.g., using paintbrush drawings to represent drawings to represent to convey meaning
with a crayon or on a and paint or finger in thoughts and ideas thoughts and ideas (e.g., signing artwork,
small chalkboard with shaving cream) captioning, labeling,
chalk) creating lists, making
notes)
Benchmark b:
Uses letter‐like shapes
or letters to write
words or parts of
words
Benchmark c:
Writes own name
(e.g., first name, last
name, or nickname),
not necessarily with
full correct spelling or
well‐formed letters


Language, communication and early reading and writing are critical to a
child’s ability to learn, work and play with others. Communication through
oral language and the written word are essential in daily living. Adaptive
languages or strategies are especially important for individuals who have no
or limited verbal or literacy skills (due to developmental, mental or physical
status). The development of language is a complex process that enables
children to actively communicate their questions, desires and understanding
of the world around them. Children’s communication allows adults to
support, plan and respond to children’s needs and inquiries. Language
and communication skills impact all other areas of development and are
essential for the development of cognition, logic, and reasoning skills. Good
communication skills help children negotiate relationships and have their
needs met. Supportive adults and a print-rich environment are important to
every child’s success in developing early reading and writing skills.
Infants are born “wired” for developing in their play. The marks and scribbles that
language. They come into the world able toddlers make when coloring or painting (with
to recognize human speech and different their fingers or tools) become purposeful and
sounds. Young infants use their own sounds, are the precursor to developing early writing
facial expressions and body movements to skills. Three- or four-word sentences are typical
communicate their feelings and needs. They for older toddlers, as are an appreciation for
gaze intently at the faces of their parents, books and a preference for familiar books (or
caregivers and educators and quickly learn books on familiar topics).
to direct the adults’ attention to particular
objects by “pointing” with their eyes. The Preschool children begin to use language
developing communication skills of young in multiple ways. They use language to
infants are reinforced when adults respond communicate their needs, to interact with
positively to their smiles, frowns and coos. Older others, and to describe their thoughts, feelings
infants become better at expressing themselves and experiences. Over the course of only a few
through gestures, babbling, and their first words. years, children gain an understanding of the
They enjoy having books read to them and meaning and structure of words, the meaning
listening to stories and songs. and structure of print, and how to use words to
articulate and exchange ideas.
Young toddlers expand their vocabulary with
new words at a very rapid pace. Their larger All children’s oral language development,
vocabulary allows them to begin stringing including listening and speaking skills, proceeds
words together into two-word sentences. at an individual pace. However, for most
They understand that pictures can represent children, the prekindergarten period is one of
real objects and delight in acting out familiar rapid growth and expansion of understanding,
routines and using pictures to represent ideas interest and expressive language skills. When
immersed in environments rich in language,
novel experiences and conversation, children their primary language increases the likelihood
make dramatic gains in their comprehension of that they will become readers and writers of
spoken language and in their ability to effectively English. Children learning multiple languages
use oral language to communicate their own from birth appear to develop each language
ideas and experiences. Social and emotional in a similar fashion to children reared with only
skills, including developing friendships, one language. Developing a solid foundation
interacting appropriately with peers and adults in multiple languages requires a partnership
in the classroom setting and expressing needs among parents, caregivers and educators to
and feelings, are enhanced in children who have ensure that a rich, multilingual environment
larger vocabularies and greater oral language is consistently available. Partnerships among
skills. parents, caregivers and educators are also
particularly important for children with
Four-year-olds who can readily describe an disabilities. It is very important to have
experience, ask for help, and express excitement knowledge, skills and a plan to help children
and curiosity adapt more easily to the challenges, with special needs develop language and
expectations and new situations in the classroom communication skills. Communication strategies
setting in prekindergarten and beyond. Children for these children may include swallows, eye
bring with them, and share with one another, the movements, head nods, communication boards,
language knowledge and skills acquired from sounds or other gestures. It is imperative that
their unique home experiences. children of all abilities are exposed to language-
For children who are learning English as a second rich environments.
language, development and maintenance of
the vocabulary and language conventions of


Children advance their language and literacy
development through learning opportunities
in seven primary components: listening
and understanding, speaking, vocabulary,
sentences and structure, conversation,
emergent reading and emergent writing.
Listening, or receptive language, the first
component, is demonstrated by the way a
child verbally and behaviorally responds to
oral communication. The second component,
speaking, or expressive language, refers to
the child’s own skill at clearly expressing
themselves in words. The third component,
vocabulary, includes a huge expansion in
the words that a child understands, especially
words related to a growing knowledge of
the world and the ways that people describe
objects and actions, as well as substantial
growth in the words children use in their own
verbal expression. The fourth component is
sentences and structure. Children expand
their use of words, phrases and complete
sentences and demonstrate growing mastery
of correct structure in the way they arrange
the words they use to communicate. Children
gain a more sophisticated understanding of
conversation, the fifth component, including
how to initiate, participate appropriately and
modify their speaking patterns for different
contexts and settings.

Children from diverse cultural and language with experiences that help them get ready to
backgrounds have opportunities to learn the read once they reach elementary school.
language of school, including vocabulary,
sentence structure, and content that are key When given ample opportunities to interact
parts of the educational experience in the with books and other forms of print, as well as
United States. Understanding these concepts some instruction in emergent literacy, children
is a first step toward success in the school can learn much more about the purposes and
environment. In addition, children learn words concepts of written language and about the
and concepts related to the wide variety of sounds and letters that combine to form print.
activities, books and materials in prekindergarten Four-year-olds learn best through experiences
classrooms. This expanded vocabulary that are meaningful and interesting to them
allows children to gain a deeper and broader and through repetition over time, rather than
understanding of the world in which they live. through drill.
Every additional word in their oral language Emergent literacy includes the development
vocabulary will also later help children of the knowledge, conceptual understanding
comprehend and create written text. and skills that form the basis for later reading
Learning to read and learning to write and writing. In the sixth component, emergent
are among the most important tasks, and reading, children show increasing motivation
achievements, of young children today. These for reading, demonstrated by interest in being
skills open the door to a world of learning, read to and told what written words mean
discovery and creativity found in written texts and development in the appropriate use of
and in the writings of the children themselves. books and other printed materials. Children
Research shows that children who learn to also develop age-appropriate phonological
read early and well in their elementary school awareness, demonstrated by their growing
education read more independently; achieve capacity to recognize that words are made up of
more in content area classes (e.g., math, social smaller units of sound, and that they can blend
studies, and science); and are more likely to sounds together to form words or break words
graduate from high school and pursue higher apart into smaller pieces. Alphabetic knowledge
education. Children who learn to read early in refers to children’s growing recognition of and
their education benefit from the huge increase in ability to name the letters and the sounds they
the number of new words they come across each make. As children are growing in their ability
year. These experiences enrich their own oral to comprehend spoken language, they also
vocabulary, their reading comprehension and are developing their understanding of text
their writing. Prekindergarten provides children read aloud, as demonstrated by their correct

reenactment or retelling of stories read to them
and by their ability to ask and answer factual
and abstract questions about the texts. These
are oral language skills that emerge with adult
support; children who are four years old typically
are not reading text. ENVIRONMENTAL
In emergent writing, the seventh component,
children develop motivation for written
CONSIDERATIONS
expression and learn the concept that print
conveys meaning. Just as children grow in their 4 YEARS - KINDERGARTEN
ability to name and recognize alphabet letters, (48 months - Kindergarten)
they also gain skills in using letter-like shapes, ■ Provide a variety of books, tapes and
symbols and letters to convey meaning and age- CDs for individual and group listening.
appropriate skill at writing letters.
■ Provide alternative versions of texts
Children’s knowledge of the structure of written (e.g., audiobooks, books in Braille).
composition is demonstrated in their dictated ■ Provide child-size materials and
stories and their own beginning forms of equipment to facilitate autonomy
written expression. A vast amount of research and mastery of self-help skills.
accumulated across the last several decades ■ Include spaces that invite
tells us that the emergent literacy knowledge conversations, small groups of
children to work together and large-
and skills that children can develop during
group interactions.
prekindergarten are the key foundations upon
which much of their later reading, writing and ■ Include evidence of the value of
children’s language (e.g., bulletin
content learning capabilities are built. These
boards, charts and homemade books)
skills allow children to easily break the code based on children’s conversations
of reading, especially once their formal reading and comments about their drawings.
instruction begins in kindergarten. Together with
■ Provide books of increasing
a growing mastery of oral language and an complexity.
expanding vocabulary, the print-related skills
■ Include a variety of books, puppets,
learned early on pave the way toward success felt boards and other language
at creative and clear writing skills and reading materials to spark discussions of
comprehension. feelings and experiences.


Four-year-olds are eager to communicate with others. During the prekindergarten year,
their listening skills are becoming further refined through experiences in the classroom
setting, which can include peer interactions one on- one or in small groups, teacher-child
interactions, and large-group activities (e.g., large-group time). Over the course of the
prekindergarten year, with teacher support, the children’s ability to sustain a conversation
and listen for longer periods should increase.
STANDARD 1.
Demonstrates understanding when listening
BENCHMARK a.
Engages in multiple back-and-forth communicative interactions with adults (e.g., teacher-shared
information, read-aloud books) and peers to set goals, follow rules, solve problems and share what
is learned with others

-- Respond to a friend appropriately -- Ask children recall questions -- Introduce new and unusual
(e.g., Jeremy says, “Let’s put the and expansion questions during words in conversations, play and
gorillas in the jungle next.” Addie “Show and Tell,” read alouds and reading while helping children
responds, “Yeah, I think the similar large-group discussions understand the meanings
gorillas should live in this part about own experiences. and how to use the words you
over here.”). introduce.
-- Ask children “who”, “what”,
-- Sing/chant during group “where” and “why” questions -- Play games that require listening
time and add hand and body during shared reading. and thinking (e.g., “I Spy”: “I spy
motions to the song/chant at the something that has wings, and
-- Engage in daily conversations
appropriate time. flies in the air and is resting on
with children on themes and
-- Act appropriately in response to a the window ledge right now!” or
content-related topics or in social
game (e.g., “Simon Says”). “Who or What Am I?”: “I come by
conversations where children
your house every day of the week,
-- Provide ideas relevant to context, take multiple turns listening and
I pick up children at the corner,
when the teacher asks “What will responding.
I take them to school and I am
happen next?” while reading a -- Create an environment where yellow. What am I?”).
book during large-group time. educators and children listen
-- Read favorite books again and
attentively to all ideas expressed.
again asking “who”, “what”,
“where” and “why” questions.

The classroom is full of opportunities for young children to use language in a variety of ways.
Four-year-olds are adept at communicating wants, needs, ideas and feelings. They will use
new vocabulary and complex language in various situations. During the prekindergarten
year, their listening skills become further refined through experiences in the classroom,
which can include peer interactions one-on-one or in small groups, educator-child
interactions and large-group activities (e.g., large-group time).
STANDARD 1.
Demonstrates understanding when listening
BENCHMARK b.
Shows understanding by asking and answering factual, predictive and inferential questions, adding
comments relevant to the topic and reacting appropriately to what is said

-- Respond to a friend appropriately -- Ask children recall questions -- Ask children “who,” “what,”
(e.g., Jeremy says, “Let’s put the and expansion questions during “where,” and “why” questions
gorillas in the jungle next.” Addie “Show and Tell,” read alouds and while reading a book with
responds, “Yeah, I think the similar large-group discussions children.
gorillas should live in this part about their experiences. -- Engage in conversations with
over here.”). -- Ask children “who,” “what,” children about what is happening
-- Sing/chant during group time “where,” and “why” questions around them.
and add hand and body motions during shared reading.
at the appropriate time. -- Engage in daily conversations
-- Act appropriately in response to a with children on themes and
game (e.g., “Simon Says”). content-related topics or in social
-- Provide ideas relevant to context conversations where children
when the teacher asks, “What will take multiple turns listening and
happen next?” when reading a responding.
book to the class. -- Create an environment where
educators and children listen
attentively to all ideas expressed.
-- Use props and modeling to
demonstrate and reinforce active
listening (e.g., talking stick, giant
ear prop).


Four-year-olds are eager to communicate with others. During the prekindergarten year, their
listening skills become further refined through experiences in the classroom, which can include
peer interactions one-on-one or in small groups, teacher-child interactions, and large-group
activities (e.g., large-group time). Over the course of this year, with teacher support, the children’s
ability to sustain a conversation and listen for longer periods should increase.
STANDARD 2.
Increases knowledge through listening
BENCHMARK a.
Identifies the main idea, some details of a conversation, story or informational text and can explicitly
connect what is being learned to own existing knowledge

-- Select specific details in a story -- Stimulate talking and discussion -- Share books and ask children
and repeats them. by providing children with questions about the story.
-- Listen to others in a group pictures or other material. -- Give children wait time to express
discussion for a short period. -- Increase the length and themselves.
-- Respond to questions with complexity of books read and -- Play games that require careful
appropriate answers. stories told to children. listening (e.g., “Simon Says”).
-- Talk about a dream after reading -- Play games that require listening -- Ask everyone at the dinner table
Where the Wild Things Are. and understanding (e.g., “Simon
to share “news” about their day.
Says,” “Red light Green Light”).
BENCHMARK b.
Demonstrates increased ability to focus and sustain attention, set goals and solve dilemmas
presented in conversation, story, informational text or creative play

-- Listen and comment, ask or -- Encourage children to talk about -- Provide opportunities for
answer questions. feelings and ideas instead of children to plan out the next day.
-- Use language for different solving problems with force. What will they do? What should
purposes (e.g., asking, expressing, -- Provide opportunities to listen for they wear? Talk about what the
answering, discussing, taking a different purposes (e.g., to learn weather will be. Give children
role during play). what happened in a story, to two or three clothing options to
receive instructions, to talk with choose from.
-- State point-of-view, likes/dislikes
and opinions using words, signs an adult or friend). -- Follow a recipe and cook with
or picture boards. children. Show them how to
follow a recipe and allow them to
help with measuring, stirring, etc.

The group life of preschool and later school years requires that young children be able to
listen to, understand and follow directions. As they develop these skills, 4-year-olds become
more independent and need less individual guidance from adults.
STANDARD 3.
Follows directions
BENCHMARK a.
Achieves mastery of two-step directions and usually follows three-step directions

-- Follow directions for washing -- Instruct children in setting tables -- Before going to bed ask children
hands (e.g., wet hands, apply for meals and snacks by giving to put away their toys, put on
soap, scrub, rinse). two- and three-step directions. pajamas and choose a book to
--“Read” and follow directions -- Provide two- and three-step read.
for getting a snack (e.g., a directions for children to -- Ask children to put the plates,
Rebus chart that indicates each complete tasks during clean- napkins and utensils on the table
child should get one napkin, up and learning activities (e.g., at supper time.
11 pretzels and two pieces of “Make a pattern with the beads, -- Make getting ready for the day
cheese). copy it one time on the same into a fun game for children. Play
string, and show your pattern to “Simon Says” by giving children
me.”). easy directions to follow: “Simon
-- Play or sing songs requiring says, put on your shiry,” “Simon
children to act out multiple says, brush your hair.”
behaviors and multi-step
directions (e.g., “Going on a Bear
Hunt” or “Head, Shoulders, Knees,
and Toes”).


B. SPEAKING
Children’s language becomes more understandable through experience talking and
interacting with peers and educators. With experience, 4-year-olds typically refine their
articulation and grammar, applying rules of language.
STANDARD 1.
Speaks and is understood when speaking
BENCHMARK a.
Speaks and is understood by both a familiar and an unfamiliar adult but may make some
pronunciation errors

-- Show willingness and desire -- Model clear speech at a -- Provide wait time for children to
to talk with classmates and comfortable pace (not too fast or express themselves.
educators without showing too slow) using an easily heard -- Provide back-and-forth talk
frustration. volume inside and outdoors. during daily routines. For
-- Be understood by familiar adults -- Encourage children to use example, at meal-times, during
and other children. language when making requests, the morning routine, when
-- Be understood by other rather than only pointing or traveling, at the grocery store.
individuals who do not regularly gesturing (e.g., ask the child “Do -- Encourage children to talk about
interact with them. you want milk or orange juice?” events of the day and things in
to encourage the child to use which they are interested.
language to express his/ her
wants or needs).
-- When children mispronounce a
word or speech sound, repeat
back to them using clear and
correct pronunciation. (e.g., “You
would like to paint next?”).



C. VOCABULARY
Four-year-olds develop vocabulary as they interact with their families, educators, peers and
the environment. Children’s interactive experiences in all settings provide opportunities to
practice using their new vocabulary and applying these new words in appropriate ways.
STANDARD 1.
Shows an understanding of words and their meanings (receptive)
BENCHMARK a.
Demonstrates understanding of age-appropriate vocabulary across many topic areas and
demonstrates a wide variety of words and their meanings within each area (e.g., world knowledge,
names of body parts and feelings)

-- Follow directions that use -- Provide and read to children a -- Enrich children’s vocabulary
descriptive words (e.g., run fast, variety of concept-related books by giving a play-by-play of
draw a big circle, eat slowly). (e.g., farm animals, vegetables, everything the family member is
-- Use appropriate labels to the body. Include fiction and doing.
describe a classroom activity (e.g., non-fiction). -- Ask children to fill in words when
cooking, art activity, pretending -- Define new words for children reading together which supports
to be a veterinarian). when reading aloud and children’s confidence and
-- Describe a feeling to a friend (e.g., encourage discussion of word vocabulary.
“I was so angry that I felt like a meanings.
volcano erupting!”). -- Create category lists of words
(e.g., zoo animals we saw on the
field trip, tools we use in the
classroom).


C. VOCABULARY
Four-year-olds develop vocabulary as they interact with their families, educators, peers and
the environment. Children’s interactive experiences in all settings provide opportunities to
practice using their new vocabulary and applying these new words in appropriate ways.
STANDARD 1.
Shows an understanding of words and their meanings (receptive)
BENCHMARK b.
Demonstrates understanding of functional and organizational language (e.g., same and different,
in front of and behind, next to, opposite, below) in multiple environments

-- Follow the educator’s directions -- Provide directions to children -- Point out things in the home or
when listening to music (e.g., using specific language for during outside play that are the
“Put the scarf over your head, then locations, sizes, shapes, and same or different, and discuss
move it behind you.”). relationships (e.g., “Look for the with children.
-- Understand directions given at big red teddy bear inside the -- Give children two-step directions
center time to identify which cabinet.”). (e.g., “Get your shoes from the
items are the same and which are -- Play “Simon Says” and scavenger closet and put them on.”).
different. hunt games using specific -- Provide opportunities to sort
-- Retell what they heard or point to location, action, and descriptor items or toys into categories (e.g.,
appropriate pictures. words (e.g., “Find two blocks rocks that are smooth vs. those
that are the same and one that is that are rough, toys that are
different.”). heavy vs. toys that are light).
-- Include language about position
and descriptive characteristics
of things and actions when
interacting with children or
commenting on their play (e.g.,
“Look at the ladybug on top of the
leaf,” “Shawn is first in line.”).

BENCHMARK c.
Understands or knows the meaning of many thousands of words including subject area words
(e.g., science, social studies, math and literacy), many more than he or she routinely uses (receptive
language)

-- Demonstrate an understanding -- Use new words intentionally in a -- Create an environment that is
of complex statements, questions variety of contexts during the day. rich in both print and the spoken
and stories containing multiple -- Learn new words in child’s family word.
phrases and ideas. language and use them when -- Change the language of daily
-- Respond to requests for introducing new concepts. routines (e.g., rather than say,
information or action. -- Introduce new words and “It’s time to clean up” every day,
-- Follow more detailed multistep concepts by labeling what introduce other rich words that
directions. children are doing and help describe the routine, such
experiencing. as “organize,” “collate” and
“arrange.”).
-- Talk to children about the adult’s
day (e.g., what the adult did,
different people encountered,
funny things that happened, etc.).
Find ways to use memorable
words in daily conversations.


C. VOCABULARY
Four year olds use more complex words in their language, particularly if they have been
exposed to a rich vocabulary. They understand many more category labels than they use in
speech, but they do include many category labels in their descriptions.
STANDARD 2.
Uses increased vocabulary to describe objects, actions and events (expressive)
BENCHMARK a.
Uses large speaking vocabulary, adding new words weekly (e.g., repeats words and uses them
appropriately in context) (typically has a vocabulary of more than 1,500 words)

-- Use descriptive words (e.g., “My -- Provide multiple opportunities -- Visit the zoo or nearest museum
turtle crawls slowly,” “That’s a silly daily for children to talk with and have children describe the
picture.”). peers and adults in the classroom. various animals and exhibits that
-- Try out new words when talking -- Encourage children’s verbal input they see.
to their friends. during shared book reading -- Try acting out words such as
-- Ask questions during story time (e.g., in response to questions or having children move around
to clarify concepts and build to relate the book to their own while exploring the words
word knowledge. experiences). “prance” or “prowl.”
-- Develop child-friendly definitions
of important words related to an
upcoming lesson.
-- Build your own background
knowledge and expand
vocabulary related to an
upcoming thematic unit.
-- Create a bulletin board or other
spotlight area to highlight new
words children discover during
ongoing classroom experiences.

BENCHMARK b.
Uses a variety of word-meaning relationships (e.g., part-whole, object-function, object-location)

-- Name parts of a familiar object -- Use the concepts of part-whole -- Play games with children such
(e.g., parts of a car: hood, window, (e.g., identifying the tires, as “I Spy” (e.g., “I spy something
trunk). steering wheel, trunk of a vehicle). round on the wall that you use to
-- Answer questions about what a -- Before taking a field trip, hold a tell the time.”).
familiar object is used for (e.g., class discussion about what you -- Enrich children’s vocabulary by
pencil is for writing, pot is for might see and experience at the providing definitions for new
cooking). location (e.g., sheep, tractor, cows words and using them in context
-- Sort play animals according at a farm). (e.g., “This vehicle is riding on
to typical habitat (e.g., jungle -- After taking the field trip, hold the highway. It is a car. A bus is
animals vs. farm animals vs. a discussion about what the another kind of vehicle. So are a
house animals). children saw at the location train and an airplane.”).
and compare with the earlier
prediction.
-- Discuss the necessary tools and
their functions when planning a
cooking experience (e.g., spoon
for stirring, whisk for whipping,
oven for baking).


C. VOCABULARY
Four year-olds use more complex words in their language, particularly if they have been
exposed to a rich vocabulary. They understand many more category labels than they use in
speech, but they do include many category labels in their descriptions.
STANDARD 2.
Uses increased vocabulary to describe objects, actions and events (expressive)
BENCHMARK c.
Identifies unfamiliar words asking for clarification

-- Demonstrate understanding -- Engage children in frequent -- Take children along when
of a variety of concepts, such conversations about topics that running errands at the bank,
as opposites, positions and interest them, and build on what grocery store or post office and
comparisons. they say with more complex see what new words children can
-- Use new vocabulary acquired language. discover.
through conversations, activities, -- Write children’s words on their -- Keep a mental note of new
or listening to texts read aloud. pictures and display the pictures words introduced to children and
-- With prompting, ask and answer in the classroom. work to use the words again in
questions about unknown words -- Introduce new vocabulary when conversations with children.
in a text read aloud. asking questions or describing
-- Listen to stories or text read situations or objects and relate
aloud and use new vocabulary the new words back to familiar
words in follow-up conversations words or ideas. Encourage
and activities. children to use these words
when talking about pictures or
real objects. Use variations of
the same word (e.g., magnify,
magnifier, magnifying and
magnified).

BENCHMARK d.
Uses words in multiple contexts, with the understanding that some words have multiple meanings

-- Use a large variety of words -- While sitting at snack or lunch, -- While sitting at the dinner table,
across settings and for different choose a word and brainstorm choose a word and brainstorm
reasons (e.g., labeling, describing, with children as many meanings with children as many meanings
identifying, relating). and uses for the word as you can and uses for the word as you can
-- Ask for meanings of new words. think of. think of.
-- Use language for different -- Use pictures and objects when -- Introduce new words:
purposes (e.g., asking, expressing, discussing words with multiple 1. Provide a simple, kid-friendly
answering, discussing, taking a meanings. definition for the new word:
role during play). -- Choose books and riddles to read “‘Enormous’ means that
that have words with more than something is really, really big.”
one meaning. 2. Provide a simple, kid-friendly
example that makes sense
within their daily life (e.g.,
“Remember that really big
watermelon we got at the
grocery store? That was an
enormous watermelon!”).
3. Encourage children to
develop their own example
(e.g., “What enormous thing
can you think of? Can you
think of something really big
that you saw today? That’s
right! The bulldozer near the
park was enormous! Those
tires were huge.”).


D. SENTENCES AND STRUCTURE
Four-year-olds increase their use of sentences and varied sentence structures (e.g., greater
length and complexity). Although errors may continue to occur (e.g., over-generalization of
rules), they demonstrate understanding of many structure and grammar rules.
STANDARD 1.
Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences
BENCHMARK a.
Typically uses complete sentences of five or more words, usually with subject, verb and object order

-- Tell a story about a family -- Play a word substitution game -- When out with children ask
trip using long and complex that has each child repeat the questions like, “What color is that
sentences. sentence with a different ending car?” They will probably answer
-- Participate in a long conversation (e.g., “I went to the store to buy a with a single word, “red.” The
about pets with a friend. ______.”). adult then repeats the answer
-- Help children tell one sentence in a sentence and perhaps asks
-- Ask questions and add ideas another question (e.g., “Yes, it’s a
using complete sentences during about their drawings or favorite
objects (e.g., “My dinosaur sleeps red car. Do you like the color red?”
a presentation by a special visitor. When they answer yes or no, ask
with me.” “Here’s a picture of my
-- Share an experience (e.g., family.”). children why they like or do not
“We went to the park in my like the color.).
grandmother’s car.”). -- Model how and encourage
children to describe a familiar -- Use photographs or pictures from
object that is hidden in a cloth magazines and ask children to
bag in order to guess its identity describe what is happening in
(e.g., “I feel something soft. It has the picture or what they think
four legs. It has two ears.”). has just happened or is about to
happen.
-- Reply and expand when a child
responds with a simple phrase -- Ask children to describe where
(e.g., when child says, “Here is they live.
a dinosaur,” expand by saying,
“Yes, that is a dinosaur called a
Tyrannosaurus rex.”).

Four-year-olds increase their use of sentences and varied sentence structures (e.g., greater
length and complexity). Although errors may continue to occur (e.g., over-generalization of
rules), they demonstrate understanding of many structure and grammar rules.
STANDARD 1.
Uses age-appropriate grammar in conversations and increasingly complex phrases and sentences
BENCHMARK b.
Uses regular and irregular plurals, regular past tense, personal and possessive pronouns and
subject-verb agreement

-- Use the correct tense when -- Model and help children describe -- When children say something
describing something they did pictures of multiple and single with a grammatical error,
the night before (e.g., “My family objects to practice the use of respond using the correct
went to the ice cream store last correct subject-verb agreement. terminology (e.g., child says “I
night.”). -- Use picture prompts to runned to the swings,” respond
-- Say “feet,” although a younger encourage children to say with, “Yes, you ran to the swings,”
classmate says “foots.” phrases and sentences with modeling the correct grammar).
-- Identify all the art objects that irregular plurals (e.g., foot/feet, -- Provide many opportunities for
belong to them, using “my” and mouse/mice, ox/oxen, child/ discussion with children (e.g., talk
“mine,” and those that belong to children). with children about the day’s
their friends, using “his” or “her.” -- Demonstrate how to tell about activities, books read together,
one’s own picture and about the television programs and videos
next child’s picture, beginning watched together).
with the words “my picture,” “his -- Help children create their own
picture,” or “her picture.” “This Is Me” or “This Is Our Family”
-- When children say something album with photographs or
with a grammatical error, mementos and use for discussion.
respond using the correct
terminology (e.g., child says, “I
runned to the swings,” respond
with, “Yes, you ran to the swings,”
modeling the correct grammar).

As 4-year-olds explore their environments, they demonstrate their growing knowledge by
sharing information in longer and more complex sentences that provide relevant details
about a specific topic. Four-year-old children are generally understood by listeners and able
to stay on topic.
STANDARD 2.
Connects words, phrases and sentences to build ideas
BENCHMARK a.
Uses sentences with more than one phrase

-- Talk with a friend as they play, -- Have children work in pairs, with -- Listen patiently to children’s
using sentences with more than one child telling the first part of questions and answer them just
one phrase (e.g., “Let’s build a a sentence and the other child as patiently.
road next to this building and put adding a real or silly phrase to it -- Have children tell a story. Then
a bridge in it.”). (e.g., “The dog jumped over the ask them questions, explaining
-- Participate in a large-group fence…to get the big bone.”). the need to understand better.
discussion, adding information -- Provide opportunities for -- When reading predictable books,
in multiple phrases (e.g., “Lizards children to tell the group a simple ask children what they think will
like to crawl under things and story about a favorite personal happen.
change colors.”). experience (e.g., telling the class
about a visit to a friend’s house -- Look through the whole picture
-- Describe a family trip, combining book with children before
phrases (e.g., “We went on a hike during “Show and Tell”).
reading. Ask them what they
where we saw a waterfall.”). -- Model and give children think the story is about. Tell the
opportunities to ask and respond story together by talking about
to questions using more than each page as each sees it.
one phrase (e.g., “Where would
you find a frying pan in a house?
A frying pan is found in the
kitchen.”).
-- Provide opportunities at meal
times for children to engage in
conversations with adults and
other children.

to stay on topic.
STANDARD 2.
BENCHMARK b.
Combines more than one idea using complex sentences (e.g., sequences and cause/effect
relationships)

-- Describe cause-and-effect (e.g., -- Provide simple science -- Provide opportunities for
“My hands are dirty because I was experiments (e.g., objects that children to engage in open-
playing in the dirt.”). sink and float) and encourage ended outdoor play and observe
-- Predict what will happen next children to tell what happened and discuss cause-and-effect in
(e.g., “If I don’t water the plants (e.g., “The flower floated when nature (e.g., repeatedly pull down
they may die.”). it fell in the water,” “I think the on a branch to watch it spring
block will sink because it is heavy back).
-- Describe events in a logical time like a stone.”).
sequence (e.g., “This morning I -- Encourage children to act out a
got up, brushed my teeth, and -- Help children use complex story an adult has read aloud.
came to school.”). phrases when retelling familiar -- Help children retell a story with a
stories (e.g., “When the clock clear beginning, middle and end.
struck midnight, Cinderella ran
away.”).
-- Encourage children to describe
their art using complex
sentences (e.g., “After I mixed
blue and red paint, it turned
purple.”).
-- Model how to combine two
simple related phrases into one
coherent sentence (e.g., “This
is a pen. It writes in purple ink,”
becomes, “This is a pen that
writes in purple ink.”).

to stay on topic.
STANDARD 2.
BENCHMARK c.
Combines sentences that give lots of detail, stick to the topic and clearly communicate intended
meaning

-- Describe a family event, -- Provide an interesting picture -- Encourage children to explore,
combining sentences and giving and relevant verbal prompts to experiment and try new things.
lots of detail. help children describe what they -- Talk about what is happening and
-- Participate in a large-group see (e.g., “What is the large object encourage children to talk.
discussion of birds and build on in the middle of this picture?”
“How did you know it was a -- Find out answers to questions
the information by talking with together.
an adult as they watch birds ___?”“Tell us what is behind this
outside later in the day. ____.”). -- Remind children of events that
-- Ask questions and make have happened before.
-- Ask many questions about fire
engines when the firefighter is a comments to guide children in -- Make suggestions about
special visitor at the school. describing a common routine imaginary play, for example
within the classroom (e.g., “After asking, “What would it be like
-- Maintain the focus of the I use the bathroom, I flush the to be small like a mouse?” or
conversation in response to a toilet and wash my hands.”). Use providing props to use for play.
listener’s comment or question visual schedules for those who
(e.g., Child says,” I played in the -- Share songs, stories and rhymes,
need prompts.
snow.” The listener says, “There’s both new ones and old favorites.
no snow here!” Child says, “I -- Model and use guiding questions
was at my grandmother’s house to help children tell about a
where there was snow.”). personal event, organizing the
details into an understandable
sequence (e.g., “What did you
do first?” “What did you do after
that?” and “How did it end?”).


E. CONVERSATION
Children learn to communicate from an environment rich in language. Children develop
language through interactions with adults and other children, engagement with materials
and instructional experiences.
STANDARD 1.
Uses verbal and non-verbal communication and language to express needs and feelings, share
experiences and resolve problems
BENCHMARK a.
Engages in conversations with two to three back-and-forth turns using language, gestures, and
expressions (e.g., words related to social conventions like “please” and “thank you”)

-- Participate in a conversation with -- Provide numerous daily -- Read children’s favorite books
an adult or special visitor, taking opportunities for children to repeatedly. Ask questions to
turns talking without interruption. talk with peers and adults in the encourage conversation about
-- Wait until a teacher finishes a classroom. the story (e.g., “What do you
conversation with a parent before -- Encourage children’s verbal input think is going to happen?” “What
requesting help with art supplies. during shared book reading happened to the old lady who
(e.g., in response to questions or swallowed the fly?” or “Why did
-- Show excitement by using a Mama call the doctor and what
raised voice when talking about a to relate the book to their own
experiences). did the doctor say?”).
family trip.
-- Provide a talking stick for children -- Join in pretend play with children,
to learn to take turns speaking following their lead. Let them be
(e.g., whoever has the talking the “mom” or “teacher.”
stick is speaking).
-- Encourage active listening by
asking children to maintain eye
contact, nod and ask questions to
clarify understanding.

E. CONVERSATION
Language development reflects children’s ability to understand increasingly complex
language, children’s increasing proficiency when expressing ideas and children’s growing
understanding of and ability to follow appropriate social and conversational rules.
STANDARD 2.
Asks questions, and responds to adults and peers in a variety of settings
BENCHMARK a.
Asks and responds to more complex statements and questions, follows another’s conversational
lead, maintains multi-turn conversations, appropriately introduces new content and appropriately
initiates or ends conversations

-- Join in appropriately during a -- Engage in daily conversations -- Hold a family meeting before
conversation in progress in the with children on themes and bedtime, talking about what
dramatic play area. content-related topics or in social happened that day and what will
-- Tell about their pet bird after the conversations where children happen the next day.
educator asks, “Who has a pet?” take multiple turns listening and -- At dinner, ask everyone to share
responding. “news” about their day.
-- Explain or elaborate and stay
on topic when a listener asks a -- Use puppets to model ways -- Talk with children about
question or makes a comment. of initiating and continuing the books read together.
conversation.
-- Respond to a friend appropriately
(e.g., Jeremy says, “Let’s put the -- Use props and modeling to
gorillas in the jungle next.” Addie demonstrate and reinforce active
responds, “Yeah, I think the listening (e.g., talking stick, giant
gorillas should live in this part ear prop).
over here.”). -- Ask children “who,” “what,” and
“why” questions during shared
reading.


E. CONVERSATION
Children enjoy participating in conversations with the people around them. As their
understanding of language increases, they become more active in participating in
conversations by initiating interactions and responding to others.
STANDARD 3.
Demonstrates understanding of the social conventions of communication and language use
BENCHMARK a.
Demonstrates increased awareness of nonverbal conversational rules

-- Follow commonly accepted -- Read parts of a book using -- Bend down and speak on
norms of communication in different facial expressions and children’s level and maintain eye
group settings with increasing discuss how this affects the story. contact.
independence (e.g., respond -- Model and explain different non- -- Encourage active listening by
appropriately to the direction, verbal conversational rules (e.g., asking children to maintain eye
“Only one child speaks at a time.”). “When you look at me, it shows contact, nod and ask questions to
-- Stand at a comfortable distance me you are listening.”). clarify understanding.
from a friend as they talk and -- Role-play conversations using
play. appropriate non-verbal behaviors.
-- Demonstrate an understanding -- Encourage active listening by
of nonverbal cues (e.g., eye asking children to maintain eye
contact, distance from partner contact, nod and ask questions to
and facial expressions) and the clarify understanding.
ability to use them.

BENCHMARK b.
Demonstrates knowledge of verbal conversational rules (e.g., appropriately takes turns, does not
interrupt, uses appropriate verbal expressions and uses appropriate intonation)

-- Participate in a conversation with -- Model conversational etiquette -- Play board games to develop
an adult, taking turns talking during “Show and Tell” (e.g., “Susie listening, turn-taking and
without interrupting. is sharing now. Your turn is next.”). following rules.
-- Wait until the educator finishes a -- Model and explain when -- Give children time to talk. As
conversation with a parent before and how to use the phrase, children are trying to express
requesting help with art supplies. “Excuse me,” when a child more complex ideas, they may
-- Show excitement by using a needs to interrupt an ongoing need more time to respond to
raised voice when talking about a conversation. questions while they are getting
family trip. -- Provide a talking stick for children their words sorted out before
to learn to take turns speaking they speak.
(e.g., whoever has the talking
stick speaks).
BENCHMARK c.
Matches language to social and academic contexts (e.g., uses volume appropriate to context)

-- Ask relevant questions when -- Model communication in -- Talk about and involve children
friend is sharing during “Show different social situations (e.g., in everyday situations such as
and Tell.” using different indoor and shopping, cooking, and cleaning.
-- Make context-appropriate outdoor voices). -- Play board games to develop
statements (e.g., “I am the door- -- Provide varying social situations listening, turn-taking and
holder for-the week,” or “I am for children to interact (e.g., tea following rules.
working in the science center parties, assemblies, field trips).
today.”). -- Remind children in the dramatic
-- Describe a feeling to a friend (e.g., play area to use a quiet voice
“I was so angry that I felt like a when the dolls are napping.
volcano erupting!”).

F. EMERGENT READING
Literacy skills develop through experience. Actively listening to a book being read is a
pleasurable experience and motivation for children. When children have access to books
and other forms of print, and when families and educators are committed sharing reading
and talking experiences, children develop motivation and appreciation for reading.
STANDARD 1.
Shows motivation for and appreciation of reading
BENCHMARK a.
Selects books for reading enjoyment and reading-related activities, including pretending to read to
self or others

-- Select the reading center during -- Use a variety of fiction and -- Have a special time for reading
free play, or listen attentively non-fiction books to supplement each day.
during a read aloud. center and project activities -- Gather old shirts, skirts, hats,
-- Reenact a favorite story with felt (e.g., books on building and etc., from friend or a thrift store.
board characters. architecture in the block area, Encourage dramatic play–acting
books on the class theme, menus out stories, songs and scenes
--“Read” a book to a doll during in dramatic play and books on
dramatic play. from books.
plants in the science center).
-- Use props such as menus and -- When reading stories to children,
-- Provide audiobooks that children let them make up the ending, or
phone books in the dramatic can listen to while following
play area. retell favorites stories with “silly”
along in the printed text. new endings that they make up.
-- Look at cover picture and make -- Create, use and refresh a
predictions about characters or classroom library that reflects
plot. gender, cultural, and linguistic
-- Predict story detail based on the diversity (e.g., story, alphabet,
title. non-fiction, fiction, computer-
based story books, big books,
poetry, fairy tales and fables,
plays, magazines, newspapers
and class-created books).

BENCHMARK b.
Makes real-world connections between stories and real-life experiences

-- Relate events or situations from -- Encourage discussions about -- Talk about how stories relate to
stories to their own lives. stories in the classroom, and their own lives.
-- Talk about a dream after reading provide opportunities to make -- Model asking questions or
Where the Wild Things Are. connections to a child’s life making predictions related to
experiences. story events (e.g., “I wonder what
-- Relate to feeling sad or angry
after reading Alexander and the -- Read a story about a new baby Goldilocks was thinking when
Terrible, Horrible, No Good, Very because a child’s mom is having she ran away from the bear’s
Bad Day. a baby. house?”).
-- Choose a story based on -- Read stories that relate to cultural -- Select stories that relate to future
experiences such as reading a or physical differences between family activities (e.g., getting a
story about spring after enjoying children in the classroom. new pet, going on a vacation,
a nature walk. etc.).

F. EMERGENT READING
Literacy skills develop through experience . Actively listening to a book being read is a
pleasurable experience and motivation for children . When children have access to books
and talking experiences, children develop motivation and appreciation for reading .
STANDARD 1.
BENCHMARK c.
Interacts appropriately with books and other materials in a print-rich environment

- Pick a book from the shelf, - Model appropriate book - Create inviting and comfortable
pretending to read, and return it handling reading areas in the home
to the shelf when finished - Teach children to use technology- - Encourage children to make
- Look at an e-reader, magazines based text materials and provide suggestions and request books
and books in an orderly fashion, opportunities for use and other related materials about
one page at a time, progressing - Demonstrate appropriate use topics of interest, then provide
from front to back of written materials (e g , lists, them (e g , check them out from
- Select and play a specific menus, songs, signs and charts) the public library or download
audiobook from the MP3 player from the Internet)
- Make materials accessible so
- Handle books correctly and know children can explore and use - Listen and respond positively to
many key parts of a book or them independently children’s comments, questions,
story (e g , author and illustrator, and interest in written materials
- Encourage children to (e g , asking follow-up questions,
beginning and end of story) experiment using literacy finding materials related to a
materials in novel ways (e g , topic, reading a book related to
pretending to use a magazine as a topic, encouraging the child to
a cookbook in the dramatic play re-read the book)
center; using stickers as stamps
and note cards as envelopes to
mail letters)

BENCHMARK d.
Asks to be read to, asks the meaning of written text or compares books/stories

-- Select a favorite book for an adult -- Model getting meaning from -- Listen and respond positively to
to read before rest time. text in books and other print in children’s comments, questions,
-- Show the educator a note from the classroom. (e.g., using think- and interest in written materials
home and ask what it says. aloud, comments and questions (e.g., asking follow-up questions,
while reading). finding materials for the child
-- Demonstrate interest in different related to the topic, reading
kinds of literature, such as fiction -- Discuss meanings of words
and passages before and after a book related to the topic,
and non-fiction books and poetry, encouraging the child to re-read
on a range of topics. reading (e.g., before reading The
Princess and the Pea educator the book.).
-- Bring book to educator and ask, provides a definition of the word -- Encourage children to make
“Can you read me this butterfly “mattress”; after reading the book, suggestions and requests for
book?” children and educator discuss books and other related materials
-- Make a connection between a and revisit the term “mattress.”). about topics of interest, then
book they have read to other -- Encourage children to make provide them (e.g., check them
books: book about The Very suggestions and requests for out from the public library or
Hungry Caterpillar to a science books and other related materials download from the internet).
book about butterflies. about topics of interest, and -- Instill in children the desire to
make an effort to provide them read by modeling enjoyment of
(e.g., check them out from the reading.
public library or download from
the Internet).

F. EMERGENT READING
Literacy skills develop through experience. Actively listening to a book being read is a
pleasurable experience and motivation for children. When children have access to books
and talking experiences, children develop motivation and appreciation for reading.
STANDARD 1.
BENCHMARK e.
Initiates and participates in conversations that demonstrate appreciation of printed materials

-- Listen to story and respond to -- Provide and read to children a -- Encourage children’s discussion
questions about the story. variety of concept-related books during shared book reading,
-- Name pictures in a book prior to (e.g., farm animals, vegetables, respond to questions or relate the
it being read. the body, fiction and non-fiction). book to children’s experiences.
-- Listen to classmates in a large- -- Define new words for children -- Engage children in conversation
group discussion about a story, when reading aloud, and by asking open-ended questions,
and contribute thoughts or ideas encourage discussion of word expanding on their comments
about the book. meanings. and providing opportunities for
-- When creating a bulletin board or children the lead conversation.
-- Describe a family event that
relates to a book. mural for a new theme, identify,
label, and discuss the meaning
-- Use a book to tell a story to a peer. and function of the pictures and
objects.

F. EMERGENT READING
Young children are beginning to be able to hear and understand the different parts of
spoken language, such as sounds and syllables. As they play with language through
rhyming, singing songs, chanting and making up nonsense words, they begin to
understand rhythm of language and the parts that make up words. This is not the same
skill as phonics, which links a written symbol with a sound. Sounds comes much later in
language development. A child’s individual development of phonological awareness
is closely tied to overall language and speech development, and is a strong predictor of
reading success.
STANDARD 2.
Shows age-appropriate phonological awareness
BENCHMARK a.
Distinguishes individual words within spoken phrases or sentences

-- Place one block for each word the -- Make obvious pauses between -- Read and reread with children
educator speaks. words to emphasize the books that rhyme.
-- Take a step forward for each word separation of words within -- Sing simple songs and lullabies,
heard in a familiar nursery rhyme. phrases and help children such as those with repeating
differentiate each word. initial sounds.
-- Participate in reciting poems and
singing songs during large-group -- Model stomping feet, once -- Play with children by clapping,
time. for each word in a phrase or tapping, jumping or stomping
sentence. one time for each syllable in a
-- Play games that help children word, or one time for each word
distinguish individual words in a sentence or nursery rhyme.
within spoken phrases or
sentences (e.g., clapping hands
together once for each word).

F. EMERGENT READING
Phonological awareness is an auditory skill. It is the ability to recognize and manipulate
speech sounds within spoken language. Developing phonological awareness in preschool
leads to success in reading and writing in the school years. Development of phonological
awareness is enhanced with consistent and intentional instruction. Children are increasingly
aware of and can differentiate between units of sounds within spoken words. A child’s
individual development of phonological awareness is closely tied to overall language and
speech development, and is a strong predictor of reading success.
STANDARD 2.
BENCHMARK b.
Combines words to make a compound word (e.g., “foot” + “ball” = “football”)

-- Demonstrate an awareness of -- Use rhythm techniques such as -- Play a word game, saying the
words as separate units. clapping, tapping and snapping first part of a compound word
-- Experiment with creating to help children identify parts of and asking children to provide
compound words. a compound word. a variety of second words that
-- Provide and demonstrate using make real compound words
-- Use picture cards to create (e.g., say “sun” and encourage
compound words. compound word puzzles and
picture cards for children to responses like “flower,” “shine”
-- Create compound words by use when practicing making and “burn.”).
adding a second part to the first compound words they say aloud. -- Provide a variety of pictures
part the educator provides. that children may use when
-- Provide pictures or oral examples
of multisyllabic words that are experimenting with creating
and are not compound words, compound words.
and ask children to identify
compound words (e.g., show or
say “doghouse,” “catfish,” “camel,”
“starfish,” “horse.” Ask child to
identify the compound words.).

BENCHMARK c.
Deletes a word from a compound word (e.g., “starfish” – “star” = “fish”)

-- Experiment with separating -- Provide and demonstrate using -- Play a word game, saying the
compound words. compound word puzzles and first part of a compound word
-- Use picture cards to separate picture cards for children to use and asking children to provide
compound words. when practicing taking apart a variety of second words that
compound words they say aloud. make real compound words
-- Break apart compound words by (e.g., say “sun” and encourage
removing the second part from -- Say compound words and then
leave off the first part of the responses like “flower,” “shine”
the compound word the educator and “burn.”).
provides. compound words (e.g., Educator
says, “Say backpack”; child -- Play a word game, saying a
responds, “backpack”; educator compound word and asking
says, “Now say backpack without children to say the first or
back”; child says, “Pack.”). second part of the word (e.g.,
-- Provide additional practice say “sunshine” and encourage
opportunities, and appropriate responses of “sun” or “shine.”).
corrective feedback if a child
responds incorrectly. Provide the
correct responses if necessary
(e.g., “that’s not quite right,” “let’s
try again,” “listen carefully,” that’s
just right”).

F. EMERGENT READING
STANDARD 2.
BENCHMARK d.
Combines syllables into words (e.g., “sis” + “ter” = “sister”)

-- Provide the second syllable of -- Play a clapping game, clapping -- Collect some small household
familiar words when the educator once while saying each syllable items (pencil, block, cookie,
says the first syllable (e.g., says in children’s names, and toothpaste, cup, etc.) or pictures
“cil” when educator says “pen”). encourage children to join in (e.g., and place them in a box or small
-- Identify the number of syllables Lin-da gets two claps, Pat gets bag. The adult removes one item,
in familiar words and names by one clap and Mar-ga-ret gets says its name and asks children
clapping or stomping. three claps.). how many “claps” it has. Say the
-- Provide pictures of familiar two- object name again, clapping as
-- Hear a familiar word and identify the adult says each syllable. Then
whether it has one, two or three syllable words cut into two pieces.
First model, then encourage the it is the children’s turn to take an
syllables. item out of the box, say the name
children to practice putting the
pictures together while saying the and clap the syllables.
word aloud. -- Play a word game, saying the
-- Say the first syllable in a familiar first part of a compound word
two-syllable word and have and asking children to provide
children provide the second a variety of second words that
syllable. make real compound words
(e.g., say “sun” and encourage
-- Provide pictures, objects and responses like “flower,” “shine”
non-verbal gestures to support and “burn.”).
children’s understanding and
demonstration of the blending
task.

BENCHMARK e.
Deletes a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”)

-- Hear the sounds of two syllables -- Play word games (e.g., say a -- Play a word game with children,
and provide the remaining child’s name, then say the name saying two-syllable words more
syllable when the educator without the first syllable and slowly with emphasis on each
asks what is left when the encourage children to repeat syllable and with deliberate
first syllable is removed (e.g., with their own name and the and obvious pauses between
educator says “spoon; what do names of their friends). syllables. Ask children to clap or
you hear if I take away /sp/”?). -- Provide pictures of familiar stop to indicate the syllables (e.g.,
-- With prompting, with a picture three-syllable words cut into “but” “ter” “fly”).
cut in half, point to the portion three pieces. First model, then -- Collect some small household
of the picture that represents the encourage children to practice items (e.g., pencil, block, cookie,
remaining syllable. taking the pictures apart while toothpaste, cup, etc.) or pictures
-- With prompting, with a spoken saying the word aloud without and place them in a box or small
two-syllable word, say the the first or last syllable. bag. Remove one item, say its
first syllable (e.g., “pencil/pen, -- In a small group, designate each name and ask children how many
picture/pic, slipper/slip”). child to represent the first or “claps” it has. Say the object name
second syllable in a two-syllable again, clapping as they say each
word and then stand with their syllable. Then ask children to
partner. Have children squat or take an item out of the box, say
hide to model being deleted the name and clap the syllables.
from the word.
-- To provide additional
instructional support, say two-
syllable words more slowly, with
emphasis on each syllable and
with deliberate and obvious
pauses between syllables.
-- Provide a basket with several
real items that are two or three
syllables. Ask child to select one
item and move the item up and
down to indicate the syllables.
(e.g., “he” “li” “cop” “tor”; “trac”
“tor”).

F. EMERGENT READING
STANDARD 2.
BENCHMARK f.
Combines onset and rime to form a familiar one-syllable word with and without pictorial support
(e.g., when shown several pictures and adult says “/c/” + “at,” child can select the picture of the cat)

-- Say the name of familiar one- -- Say familiar words with clear -- Play games with works using
syllable words when the educator separation between the onset pictures. Adults look at a picture
says the word with a pause and the rime (e.g., say, “Let’s read and say the onset and children
between the onset (first sound) the b—ook.” or “Go get the c— reply by saying the rime (e.g.,
and the rime (vowel sound and up.”). picture of a dog: adults say sound
rest of word). -- Provide pictures of familiar one- of “d” and children reply with the
-- Pick up all the toys in the room syllable words cut into two pieces sound of “og”).
that begin with the /b/ sound, for children to put together and -- At dinner, have each family
like baby, blocks and books. separate while orally blending member ask for food using
-- Say their own names with a together and taking apart the the onset and the other family
separation between the first words into onset/rime segments. members guess which rime goes
sound and the rest of the sounds. -- Give children sets of four picture with the onset to complete the
cards and help them to say the name of the food (e.g., child
-- Match picture cards with same says, “Please pass the “b” (sound),”
beginning sound. name of each picture aloud. Have
the children find the card that while another family member
does not start with the same replies “eans” ans they pass the
sound as the other three. beans).

F. EMERGENT READING
Young children begin showing interest in letters, especially letters in their names . They are
beginning to understand that letters represent a sound in language, and that they have
meaning . Playful interactions with letters build awareness and recognition of letters that
leads to reading in a print-rich environment .
STANDARD 3.
Shows alphabetic and print knowledge
BENCHMARK a.
Recognizes that print conveys meaning

- Point to words in a story as they - Plan individual and small- and - Read children’s favorite books
read together with an adult large-group activities to play with again and again
- Recognize their own printed the sounds of words and print - Encourage children’s discussion
name and those of their friends - Encourage children’s discussion during shared book reading
- Identify familiar words in books during shared book reading by responding to questions or
and the environment by responding to questions or helping children relate the book
helping children relate the book to their own experiences
to their own experiences
- Label centers and objects in
the classroom with words and
pictures

F. EMERGENT READING
Young children begin showing interest in letters, especially letters in their names . They are
beginning to understand that letters represent a sound in language, and that they have
meaning . Playful interactions with letters build awareness and recognition of letters that
leads to reading in a print-rich environment .
STANDARD 3.
Shows alphabetic and print knowledge
BENCHMARK b.
Recognizes almost all letters when named (e.g., when shown a group of letters, can accurately
identify, verbally or nonverbally, the letter that is named)

- Point to a letter, rather than an - Ask children to point to a specific - Sing the alphabet song with
entire word, in print when asked letter that is part of a poem, song, children while they are following
to identify a letter sign, book or other written text along looking at the letters
- Point correctly to letters the - Give children a set of three to - Read alphabet books with
educator says five letters and ask them to find a children
- Identify letters in their names target letter - Point out words that begin with
- Print letters in multiple fonts, cut the same letter as children’s
them out, and help children sort names (e g , John and jump)
them into same letter piles
- Display children’s names in
multiple places within the
classroom Have children point to
the letter their name begins with
- Provide computer letter-naming
games/activities that allow child
to see the letter when the letter
is named

BENCHMARK c.
Names most letters (e.g., when shown an uppercase or lowercase letter, can accurately say its name)

-- Identify several of the letters in a -- Give children frequent -- Include print with uppercase and
foam board alphabet puzzle. opportunities to say aloud letters lowercase letters throughout
-- Name letters on a sign in the when shown on cards, posters or children’s rooms by labeling
classroom. alphabet manipulatives. objects.
-- Participate in group time -- Have children match magnetic -- Write letters on pieces of paper
alphabet identification games. letters on a magnetic board and and put them in a paper bag.
have them say each letter aloud Children then reach into the bag,
as it is matched. take out letters and name them.
-- Model appropriate use of -- Provide opportunities for
uppercase and lowercase letters children to play with alphabet
in classroom written materials. manipulatives (e.g., puzzles,
magnetic letters).
BENCHMARK d.
Recognizes some letter sounds (e.g., when shown a group of letters, can accurately identify, verbally
or nonverbally, the letter of the sound given)

-- Name the correct letter when an -- Use manipulatives to instruct -- Provide opportunities for
adult says the letter sound. children in matching letter children to play with alphabet
-- Identify the correct letter sounds to the letter name and manipulatives (e.g., puzzles,
associated with the first sound in the printed letter. magnetic letters).
familiar words. -- Play a game matching children -- Point out words that begin with
-- Name the correct letter when the to the large printed letter the same letter as your children’s
teacher says the corresponding representing the first sound in names (e.g., John and jump).
letter sounds. each of their names. -- Teach children to match the
-- Provide a variety of familiar letters in their names with the
objects for children to sort into sounds in their names.
first-sound piles. -- Use alphabet books and guessing
-- Introduce the most common games to give children practice in
letter sound first (e.g., the sound matching letters and sounds.
“g” makes in “goat” rather than
“giants,” or the sound “c” makes in
“cat” rather than “circle”).

F. EMERGENT READING
Children build understanding by linking new information to things they already know .
Experiences help them understand more ideas and connect new words, phrases and
concepts to their own lives . Children’s attention spans grows through daily story time and
meaningful experiences with books and other forms of literature . As children develop, they
begin to respond appropriately by asking questions about the story, retelling stories, making
predictions and making connections between stories and real-life experiences .
STANDARD 4.
Demonstrates comprehension of books read aloud
BENCHMARK a.
Retells or reenacts story with increasing accuracy and complexity after it is read aloud

- Use puppets or flannel board - Provide dramatic play props for - Encourage children to act out a
pieces to retell a familiar story children to use when reenacting story an adult has read aloud
- Relate what happened to a a fairy tale or familiar short story - Ask children when reading, what
character in a book to something read aloud might happen next
similar that happened to them - Help children retell a story with - Use props or toys related to
(e g , saying, “One time, I got a clear beginning, middle and the book Find or make some
scared about going to school,” end, sometimes using picture appropriate manipulatives
after reading Froggy Goes to sequence cards
School) - Let children hold the book and
- Provide flannel board materials use the pictures as visual cues to
- Recall information from a story or hand puppets for children to retell the story
and use the information in reuse when retelling a familiar story
tellings and dramatic play with peers
- Provide an environment
encouraging children’s initiative
to modify the environment
to extend learning (e g , child
independently takes or creates
props from the classroom to
outside in order to turn the
sandbox into a pirate ship)

BENCHMARK b.
Asks and answers appropriate questions about the story (e.g., “What just happened?” “What might
happen next?” “What would happen if…” “What was so silly about…?” “How would you feel if
you…?”).

-- Respond to open-ended -- Model asking questions or -- Ask questions or encourage
questions about a story (e.g., making predictions related to children to make predictions
“What do you think will happen story events (e.g., “I wonder what related to story events (e.g., “I
next?” or “Why do you think he Goldilocks was thinking when wonder what Goldilocks was
did that?”). she ran away from the bear’s thinking when she ran away from
-- Propose a new title or a new house?”). the bear’s house?” “What do you
event to include in the story. -- Activate and connect children’s think will happen next?”).
-- Respond appropriately to a background knowledge to stories. -- Read favorite stories with

teacher’s question about a book. -- Provide experiences that relate to children again and again.
-- Relate an event in their own life specific aspects of a story plot. -- Play a game with children where
to what happened in the story. -- Encourage children to make children create a different ending
predictions by stopping at to the story.
-- Describe how they might
respond to story events (e.g., strategic points in a story and
What would you say to the big having children discuss or draw
bad wolf?”). pictures.
-- Help children create new endings
to familiar stories using props,
puppets and dictation.

G. EMERGENT WRITING
4 YEARS - KINDERGARTEN (48 - 60 months)
Through experience, children realize that writing is a way to express thoughts and ideas
to others . Children are often eager to share their experiences through writing . They begin
writing using pictures, symbols and letters while developing the fine motor skills that
support writing . They attempt to write by scribbling, drawing and creating pictographs and
enjoy sharing these expressions with adults and peers .
STANDARD 1.
Begins to show motivation to engage in written expression and appropriate knowledge of forms
and functions of written composition
BENCHMARK a.
Intentionally uses scribbles/writing to convey meaning (e.g., signing artwork, captioning, labeling,
creating lists, making notes)

-- Attempt to write their own names -- Provide different types of writing -- Have children write notes or sign
and names of friends or family tools and paper for children to use. cards for family members.
members. -- Set up the dramatic play area to -- Help children write a letter to
-- Write captions for their artwork. encourage writing, such as writing someone and take them to the
-- Write lists in the dramatic play orders in a restaurant or writing and post office to mail it.
area. addressing letters in a post office. -- Have lots of writing tools and
-- Encourage children to write notes paper for children to use at home.
to each other, to family and to
their educators.
BENCHMARK b.
Uses letter-like shapes or letters to write words or parts of words

-- Use scribbles, letter-like shapes or -- Provide materials and -- Have writing materials like
letters when writing. opportunities for children to pencils, washable markers,
-- Write own name, not necessarily write for a purpose, such as crayons and paper available for
with correct spelling or correct writing their names on paintings children to use at home.
letter formation. and drawings. -- Show children how to make lists
-- Attempt to copy environmental -- Include writing materials in the or write notes.
print. dramatic play area for making -- Write notes to their children and
lists, writing notes, taking have their children “write” notes
messages. back.

BENCHMARK c.
Writes own name (e.g., first name, last name or nickname), not necessarily with full correct spelling
or well-formed letters

-- Write their first names on their -- Provide children with models of -- Help children make name labels
drawings. their names to encourage them to put on their art supplies or
-- Sign their names on class sign-in to learn to write their names. items at home.
sheets. -- Ask children to sign-in on a class -- Give children playdough to shape
-- Sign their names on class graphs/ sign-in sheet each day (provide letters to make their names.
charts. support as needed). -- Put shaving cream or sand on a
-- Post a question of the day chart plastic tray or hard surface and
with a question and picture encourage children to write their
symbols where children sign names in it with their fingers.
their names under their choice:
“What cookie do you like best -
chocolate chip or oatmeal?”
RELATED BOOKS
PRESCHOOLERS How Rocket Learned to Read
by Tad Hills
Alphabet City
by Stephen T. Johnson Is Your Mama a Llama?
by Deborah Guarino
Beatrice Doesn’t Want To
by Laura Numeroff Listen to the Rain
by Bill Martin Jr.
Bear Snores On
by Karma Wilson My Florida Alphabet
by Annie P. Johnson
Chicka Chicka Boom Boom
by Bill Martin Jr. Wish
by Emma Dodd
City Lullaby
by Marilyn Singer
Giraffes Can’t Dance

by Giles Andreae

GLOSSARY
Age-appropriate grammar: oral formation Center: area within the classroom arranged so
of sentences with some errors, but an that children are able to participate in a variety
understanding of some grammatical rules (e.g., of related learning experiences (e.g., art center,
“She runned across the playground.”) reading center, science center, block center,
dramatic play center, writing center)
Alphabetic knowledge: the understanding
that words are composed of letters; the Circle: a round two-dimensional figure that
understanding that letters and letter resembles a ring
combinations represent individual phonemes in
words and written language (e.g., a child says the Complex sentences: sentences that include at
letters in some words, a child tells a teacher or a least one independent clause and at least one
friend the letters in his/her name) dependent clause (a part of a sentence that has
a subject and predicate but cannot stand on its
Articulation: the correct pronunciation of one or own as a separate sentence). In the sentence,
more sounds within a word “After the children went out to the playground,
the teacher put the snacks on the tables, “the
Autonomy: independence first phrase is a dependent clause
Blend: to combine sounds rapidly in order to Comprehension: understanding what one has
accurately represent a word heard or what one has read (e.g., a child is able
Blends: combinations of two letter sounds to to answer questions or make comments about a
make one sound (e.g., /bl/ as in “blocks”; /st/ as in story that someone has read aloud to them)
“street”) Content: information contained in a story or
lesson
Creativity: individuality expressed by creating

something new or original (e.g., new way to paint
a flower)
Culture: the customary beliefs, social forms and

material traits of a racial, religious or social group
Curiosity: a strong interest in learning about

something; children demonstrate curiosity
when they ask questions about or show interest
in activities within the classroom and the
world around them (e.g., a child asks questions
about new materials in the art center or a bug
discovered on the playground)
GLOSSARY
Digraphs: two separate sounds joined together Fine motor: abilities using the small muscles
to create a new sound (e.g., /sh/ shoes; /ch/ chair) of the hands (e.g., grasping toys, picking up or
holding food, connecting links, lacing, drawing,
Discovery: engaging students in deep learning crushing paper, cutting with scissors, holding a
that promotes exploration, problem-solving, writing utensil)
creativity, and student engagement
Functional language: vocabulary used to
Diversity: the inclusion of different people (as communicate the description of, use of, or
people of different races or cultures) in a group directions pertaining to an item or task (e.g.,
or organization same/different)
Dramatic play: expressive and spontaneous play Initiate: to begin something, taking the first step
Emergent literacy: the range of a child’s Intonation: the normal rise and fall in pitch that
developmental skills, knowledge, and attitudes occurs as people speak. Changes in intonation
(beginning at birth), that combine with a variety typically occur when certain words are stressed
of experiences related to written language. These or at the end of sentences (e.g., the upswing
experiences produce behaviors that change over when a question is being asked, or the drop
time and result in conventional literacy during that marks the end of a complete sentence or
middle childhood thought)
Emergent reading: reading-related experiences Language of school: the vocabulary, sentence
and actions that occur before a child reaches the structure, and content of language that is a key
conventional literacy stage in middle childhood part of the educational experience
(e.g., a child shows interest in being read to and
told what written words mean and develops an Literacy: the ability to read and write
understanding of how to use books and other
printed materials appropriately) Manner words: words used to express
appreciation, gratitude, or notice of an error (e.g.,
Emergent writing: writing-related experiences please, thank you, excuse me)
and actions that occur before a child reaches the
conventional literacy stage in middle childhood Music: sound in time that expresses ideas
(e.g., a child draws pictures or symbols to and emotions in significant forms through the
represent words) elements of rhythm, melody, harmony
Environment: the circumstances, objects, or Onset: first sound(s) before the rime (vowel
conditions by which one interacts with and is sound to the end of the word) (e.g., In the word
surrounded dog, the onset is /d/ and the rime is “og”.)
Expansion question: question asked in order to Oral language: spoken language

extend the thought process of the student (e.g., Organizational language: vocabulary used
“what do you think will happen next?”) to communicate placement of an item and or
Expressive language: the ability to provides direction towards an item (e.g., in front
communicate with words; refers to what a child of, behind, next to, opposite, below)
says, not how it is said

GLOSSARY
Phonemes: the smallest units of speech Scaffolding: the provision of sufficient support
distinguished by the speakers of a particular to promote learning when concepts and skills
language are being first introduced to children (e.g.,
modeling, giving clues, asking questions and
Phonological awareness: the awareness providing verbal prompts)
that language is composed of sounds and the
understanding of the relationships among these Skills: the ability to use knowledge effectively
sounds and readily in performance, the ability to
Prediction: an idea (opinion) stated about
what may happen in the future (e.g., a child Syllable: a unit of spoken language consisting
may predict that the caterpillar will turn into a of a single uninterrupted sound formed by a
butterfly) vowel, diphthong, or syllabic consonant alone,
or by any of these sounds preceded, followed or
Read alouds: the teacher reading to the whole surrounded by one or more consonants
class, building on students’ existing skills while
introducing different types of literature and new Vocabulary: all of the words of a language.
concepts There are two types of vocabulary: receptive and
expressive.
Recall questions: questions asked of children to
prompt them to recount the events of a story or
occurrence
Receptive language: the understanding of

language that is heard (e.g., a child understands
when the teacher says, “It’s time to line up.”)
Reflection: the process of reviewing and

critiquing one’s own actions or one’s own work
(e.g., children share with an adult what they did
during center time
Rhyme: a match between the sounds of two or

more words or word endings (e.g., spoon, moon)
Rime: the vowel and any sounds that come after

the vowel in a one-syllable word (e.g., the rime
of cat is /at/; the rime of cheese is /ez/)

practiced at home, in the classroom or in the
community

V. MATHEMATICAL THINKING DOMAIN

(48 months -
Kindergarten)
A. NUMBER SENSE
1. Attends to objects 1. Attends to 1. Uses number words 1. Subitizes 1. Subitizes 1. Subitizes

in play, such as quantities when or sign language (immediately (immediately (immediately
reaching or looking interacting with to identify small recognizes without recognizes without recognizes without
for more than one objects amounts referring to counting) up to two counting) the number counting) up to five
Mathematical Thinking
object quantity objects of objects in a set of objects
four objects
2. Observes songs 2. Communicates 2. Begins to count 2. Begins to count 2. Counts and 2. Counts and
and finger plays that using gestures or groups of one and groups of 1 to 5 identifies the number identifies the number
involve numbers and basic words to refer to two objects in daily objects in daily sequence “1 to 10” sequence “1 to 31”
quantity change in the amount routine routine
of objects such as
asking for “more” or
saying “all gone”
3. Begins to 3. Demonstrates
demonstrate one-to- one-to-one
one correspondence correspondence when
up to 10 during daily counting objects
routines placed in a row (one
to 15 and beyond)
4. Identifies the last 4. Identifies the last

number spoken tells number spoken tells
“how many” up to ”how many” up to 10
five (cardinality) (cardinality)
5. Counts sets 5. Constructs and

constructed by the counts sets of objects
teacher to five and (one to 10 and
beyond beyond)
6. Constructs and 6. Uses counting and

counts sets of one to matching strategies
five and beyond to find which is more,
less than or equal
to 10
7. Reads and writes

some numerals one to
10 using appropriate
activities
Florida’s Early Learning and Developmental Standards Mathematical Thinking | 135


(48 months -
Kindergarten)
B. NUMBER AND OPERATIONS
1. Explores objects in 1. Notices changes in 1. Demonstrates an 1. Changes size of a 1. Explores quantities 1. Explores quantities
hands quantity or missing understanding that set of objects (up to up to five using up to eight using
objects (e.g., looks “adding to” increases three) by adding and objects, fingers and objects, fingers and
for a specific toy the number of objects subtracting with adult dramatic play to solve dramatic play to solve
when noticing that in the group assistance real-world joining and real-world joining and
one of three toys is separating problems separating problems
missing)
2. Changes size of 2. Begins to

a set of up to five demonstrate how
objects by combining to compose and
and taking away decompose (build and
take apart) sets up to
eight using objects,
fingers and acting out
C. PATTERNS
1. Explores objects 1. Matches objects 1. Begins to recognize 1. Recognizes patterns 1. Notices a pattern 1. Identifies and
with different that have a singular patterns in the in the environment with a missing object extends a simple AB
characteristics attribute (e.g., color, environment (e.g, clap and completes the repeating pattern
shape, size) two times) pattern by filling in
the missing object
2. Explores two 2. Begins to order 2. Recognizes a simple 2. Begins to duplicate 2. Duplicates a simple
objects by making three to five objects AB pattern (e.g., clap/ a pattern from a AB pattern using
direct comparisons using one attribute snap, clap/snap, clap/ model different objects
through trial and error snap)
3. Recognizes the unit

of repeat of a more
complex pattern and
extends the pattern
(e.g., ABB or ABC)
136 | Mathematical Thinking


(48 months -
Kindergarten)
D. GEOMETRY
1. Begins to notice 1. Notices shapes in 1. Begins to match 1. Matches basic 1. Recognizes and 1. Recognizes and
shapes in the the environment basic shapes shapes (circle, square) names typical shapes names two-
environment non-verbally (circle, square, dimensional shapes
triangle) (circle, square, triangle
and rectangle) of
different size and
orientation
2. Begins to sort 2. Matches a wider 2. Describes, sorts
familiar objects into variety of shapes and and classifies twoand
two groups based orientations three-dimensional
on size shapes using some
attributes such as
size, sides and other
properties (e.g.,
vertices)
3. Explores three- 3. Creates two-
dimensional shapes dimensional shapes
in the environment using other shapes
through play (e.g., putting two
squares together to
make a rectangle)
4. Constructs with
three-dimensional
shapes in the
environment through
play (e.g., building
castles in the
construction area)


(48 months -
Kindergarten)
E. SPATIAL RELATIONS
1. Explores the 1. Begins to use 1. Uses body to 1. Begins to 1. Demonstrates an 1. Describes

properties of objects body to demonstrate demonstrate an demonstrate an understanding of relationships
and watches how an understanding understanding of understanding of basic spatial directions between objects and
they move of basic spatial basic spatial directions basic spatial directions through songs, finger locations with words
directions (up, down, through songs, finger through songs, finger plays and games and gestures by
in, out, around and plays and games plays and games constructing models
under) to demonstrate an
understanding of
proximity (beside,
next to, between,
below, over and
under)
2. Explores and 2. Explores objects 2. Begins to 2. Manipulates objects 2. Demonstrates 2. Uses directions to
experiments with with different shapes manipulate objects by flipping, sliding directionality, order move through space
objects and attends by flipping, sliding and rotating to make and position of and find places in
to events in the and rotating to make them fit objects by following space
environment (e.g., them fit simple directions
shaking a rattle or
ring of keys)


(48 months -
Kindergarten)
F. MEASUREMENT AND DATA

1. Explores objects in 1. Explores and 1. Uses appropriate 1. Uses increasingly 1. Uses size words to 1. Measures object
various ways shows awareness of size words or complex size words label objects attributes using a
the size and weight gestures (small, big) to accurately describe variety of standard
of object with adult to describe objects objects and nonstandard tools
assistance accurately
2. Compares sets 2. Explores two 2. Identifies

of objects by one objects by making measurable attributes
attribute (e.g., sort direct comparisons in such as length and
by size) length, weight and weight and solves
size using a single problems by making
attribute direct comparisons of
objects
3. Measures object 3. Seriates (places
attributes using a objects in sequence)
variety of standard up to six objects in
and nonstandard tools order by height or
with adult guidance length (e.g., cube
towers or unit blocks)
4. Participates in 4. Represents,
group sorting and analyzes and
data collection discusses data
(e.g.,charts, graphs
and tallies)
5. Begins to predict
the results of data
collection

V. MATHEMATICAL THINKING
Mathematics is everywhere, and it helps children make sense of their world.
Children learn by observing and interacting with their environment, and
are naturally curious about number and mathematical concepts. Children’s
development of mathematical understanding begins in the very first months
of life, and continues growing and expanding as they interact with others
and with the world around them. For young children, math is about number
knowledge, patterns, size, shape awareness and the relationship between

objects and space. Children’s interest in and understanding of math is easily
integrated with all areas of learning (e.g., art, music, literacy, science, social
studies) and can be embedded in daily activities and routines. Both planned
and incidental learning experiences and discussions support children as they
learn about and share their understanding of mathematical concepts.
Here are a few examples of the mathematical thinking concepts from birth
to kindergarten. Children may…
-- Watch objects on mobiles and -- Comment, “My sister is a baby. -- Notice the pattern on a leaf
reach out to touch and make She is small. I am big!” while on a nature walk.
them move. -- Sort trucks in the construction -- Look at a set and instantly
-- Show preference for a certain toy area according to size. respond, “That’s three.”
during tummy time. -- Visit plants on the windowsill and -- Declare there are now more
-- Gather all the round crackers say, “My plant is taller than yours.” children since Beatrix and Mannie
together then sign for “more” -- Match the number of napkins joined the group.
when the round ones are gone. needed to the number of children
-- Hold two fingers up when asked, seated for snack.
“How old are you?”


There are six components in which children demonstrate mathematical skills:
number sense, number and operations, patterns, geometry, spatial relation,
and measurement and data.
1. Number Sense 3. Patterns

Number sense is the ability to recognize Mathematics is the science and language of
quantity, count and construct sets, identify patterns. A pattern is an arrangement of things
relationships between numbers and understand that are in order and repeated. The sun setting
how to use numbers in a variety of ways, such at the end of the day, going to Grandma’s
as measuring, comparing or estimating. Number house for dinner on Sunday, and knowing that
sense is something that begins developing early snack comes after center time are a few of the
and is an important concept for young children ways children experience patterns in their daily
to know, because it provides a foundation for lives. Babies learn patterns from a predictable
understanding our number system and the basic caregiver: “When I cry, I am comforted and
operations of arithmetic. my needs are met.” Noticing and thinking
about patterns help children make sense of
2. Number and operations mathematics. “…if children see patterns in their
world and connect them to mathematics, they
Number and operations is about exploring are better able to remember what they have
quantities and understanding that joining and learned and transfer the knowledge to new
separating changes the size of sets. It is the situations” (Copley, 2009 pg. 85).
foundation for arithmetic, and develops an
understanding for what addition, subtraction,
multiplication and division mean. Children 4. Geometry
explore quantities using objects, fingers and Geometry is a natural and intuitive part of
dramatic play to solve real-world “adding and mathematics. Children understand the spatial
subtracting” problems. Children need to become world by knowing shape, structure, location
comfortable with the idea that the quantity of and transformation of objects in space (Copley,
six is not just a collection of ones, but can be 2009 pg. 99). From birth, children learn to make
thought of instead as a group of two and a group sense of forms and shapes as they explore and
of four. learn about their world. Young children sort,
match, and classify objects, often by shape.
These skills help children become aware of the
characteristics of shape, and how shapes are
alike and different from one another. Children
can recognize shapes, but they may not yet
understand the qualities that make it THAT shape.
Asking questions like, “What makes a circle a
circle?” or “How is a square different from a
triangle?” helps children learn the attributes of
two-and three-dimensional shapes.

5. Spatial relations
Understanding spatial relations begins at birth.
Infants are learning to reach for and then grasp
objects that are dangled in front of them, tossed
to the side or that have fallen down from a
chair. Toddlers are crawling, cruising or walking
to reach a toy, to negotiate a path through the
daycare room to rush over to Daddy at pick-up
time, or to retrieve a stuffed animal from under
the table. By the time they are preschoolers, not
only can children easily locate items or decide
how best to get from here to there, they also
have begun to represent space by describing
relationships between objects and locations with
ENVIRONMENTAL
words and gestures, and by drawing maps and
constructing models (Early Math Collaborative,
CONSIDERATIONS
2014).
4 YEARS - KINDERGARTEN
Children develop spatial vocabulary as they hear (48 months - Kindergarten)
position words when educators give directions
or narrate and have children demonstrate the ▲ Provide many types of
actions during play. For example, when on the manipulatives children can use
playground say, “I see that Tonya is at the top of for counting and set-making
the slide. She is above us, we are below her!” (e.g., small toy animals in the
block area, collage materials in
the art area).
6. Measurement and Data
▲ Create an area in the classroom
Measurement is a way to compare things and to display comparison charts
make judgments about the characteristics of and pictures.
an object. Children love exploring and making
sense of the world through measurement. ▲ Display and use positional
They learn to understand measurement by and ordinal words in the
first recognizing that objects have measurable environment.
properties such as, “How long is my bead ▲ Provide opportunities and
snake?” or “How heavy is the slide?” and then materials for children to write or
make comparisons using terms such as shorter draw about their mathematical
than, longer than, higher than, etc. (Copley pg. creations in the math center.
119). As children become more skilled at sorting ▲ Create opportunities for children
based on attributes (e.g., type, color, shape) they to practice mathematical skills
are ready for experiences that help them learn during transitions (e.g., ask each
ways to categorize information using charts child to point to a shape in the
and graphs. Over time with many opportunities classroom before moving to
and teacher support, they will begin making centers).
observations and using comparative vocabulary
to describe differences between things.

A. NUMBER SENSE
Subitizing is the ability to instantly see quantity without counting. Children are born able
to recognize quantities up to five without using any learned mathematical knowledge.
Research suggests that children’s ability to subitize precedes their ability to count. Usually
children are able to perceptually subitize quantities up to their age (e.g., a 4-year-old can
subitize up to four objects). Children will demonstrate their ability to subitize when provided
opportunities through teacher planning and guidance.
STANDARD 1.
Subitizes (immediately recognizes without counting) up to five objects

-- Notice that there are three -- Point out that there are three -- At the store, ask children to find
children standing together on the names under January on the one orange, two apples and three
playground. birthday chart. bananas. As children bring them
-- Instantly respond, “That’s three,” -- Create a game during small group to the cart, have the children
when shown a set of objects. using a set of objects and a cover count out each item one by one.
cloth (e.g., display a set of objects Take one of the items out and ask
-- Recognize a set of tallies on children how many are now left.
a data chart as four before in front of a child and quickly
counting them. cover them, then ask, “How many -- Ask for children’s help in
are under the cloth?”). distributing items like snacks,
-- Look at their snack and quickly or in laying napkins out on the
respond, “I have five cookies on -- Ask the class to quickly tell how
many children are gathered in dinner table (e.g., one napkin per
my napkin.” plate).
front of the room as they prepare
to act out a nursery rhyme (up to -- Play a game with children by
five). displaying a set of three or four
-- Ask a child to quickly tell you how objects on the table. Tell the child
many nuggets are on their plate to look, then cover objects with
during lunch (up to five). your hand or cloth and quickly
ask, “How many are under the
-- Provide materials such as cloth?”
dominoes, dice and ten-frames
for children to use in centers.

A. NUMBER SENSE
As they become more skilled at verbal/rote counting, 4-year-olds are beginning to
understand that numbers represent quantity. Most 4-year-old children can count numbers
orally up to 10. As 4-year-old children begin understanding the concept of a pattern, they
can also begin recognizing patterns that occur in counting. Numbers from one to 12 must
be memorized, since there is no pattern. Numbers thirteen through nineteen have a
pattern (13=3 & 10, 14=4 & 10…), but it is opposite of the pattern used after 19 (20=2 & 10,
21=20 & 1…). Children begin understanding the pattern that can help them count larger
quantities later, so counting through at least 31 shows they are beginning to understand the
pattern of how numbers grow.
STANDARD 2.
Counts and identifies the number sequence “1 to 31”

-- Count aloud through at least -- Count with children as they -- Play number games with children
31, with educator support and string objects (e.g., cereal beads) by rolling dice or use a number
multiple experiences over time. through a hole, counting through card, move that many spaces.
31. -- Use numbers to make shopping
-- Incorporate counting books lists together.
(purchased or made along with
children) into the classroom and
classroom activities.
-- During small group or center
time, provide materials for
children to count through 31,
with educator support (e.g., large
pegboards and a lot of pegs).


A. NUMBER SENSE
Four-year-olds can demonstrate their knowledge of one-to-one correspondence while
counting and comparing objects. Children this age enjoy helping out in the classroom
(e.g., handing out a napkin to each child at snack time or passing a rest mat out to each
child), and these types of activities help them gain further understanding of one-to-one
correspondence. They are learning that numerals represent a number of objects (e.g.,
the numeral three represents three cookies) and need practice with concrete materials
to reinforce this skill. At the same time, they can count many objects using one-to-one
correspondence, though they may still count an object more than once.
STANDARD 3.
Demonstrates one-to-one correspondence when counting objects placed in a row (one to 15 and
beyond)

-- Say they will need more hangers -- Provide materials to use for one- -- Provide many types of objects
while hanging a pile of shirts, to-one matching activities (e.g., and toys that children can
given the number of shirts pegs and peg boards, nuts and manipulate for counting.
remaining in the pile. bolts).
-- Count two groups of (e.g., -- At snack time, assist children in
children, coins, crayons) to counting napkins and snacks to
determine if they are equal. see if the two sets are equal.
-- In the dramatic play center,
provide children with an equal
number of doll dresses and dolls.
Ask children if there are enough
dresses to clothe the dolls.
-- Model counting sets of concrete
objects (e.g., blocks in a tower or
bears in a row).

A. NUMBER SENSE
Children count in order to find out “how many” are in a collection of objects. As children
participate in planned and meaningful counting opportunities they learn names and
sequene of numbers and practice one-to-one correspondence. Through these authentic
counting experiences, children will develop cardinality (i.e., they will know and understand
that the last number counted represents the number of objects in the collection).
STANDARD 4.
Identifies the last number spoken tells “how many” up to 10 (cardinality)

-- Count the number of markers on -- Say, after counting tallies on a -- Find authentic reasons to count
the table and say, “We have five chart, “There are three tally marks things around the house and
markers to use today.” that represent those who like outdoors. Remember to ask the
-- Count the number of plants on green apples.” question, “How many?” once the
the window sill and say, “We have -- Say, after counting the children, counting sequence is complete.
eight plants growing in cups.” “Five children raised their hand -- Gather together a basket of small
-- Count each girl on the rug and when I asked if you would like to toys, shells, pebbles or buttons
announce, “There are 10 girls play in the drama center.” and count them with children.
here today.” -- Ask a child to count the number Sort them based on size, color
of boys on the rug, then ask, or what they do (e.g., all the cars
“How many boys are on the rug?” in one pile, all the animals in
another).
-- Ask a child to tell “how many”
after counting the blue bugs in a
game.
-- Ask a child, “How do you know
there are 10 girls on the rug?”
Environmental considerations…
-- Remember, it is not as important to have children rote count to 100 every day as it is to provide authentic reasons
to count. Some children will need many, meaningful opportunities to count using number words, and practice the
number sequence up to 10, before they will be able to demonstrate one-to-one correspondence and cardinality.

A. NUMBER SENSE
Children demonstrate a good sense of numbers and understanding quantity by
successfully using one-to-one correspondence and knowing that the last number named
when counting represents the total number of objects (cardinality). Children demonstrate
their understanding of cardinality by constructing sets (i.e., they are able to construct or
put together a set of objects from a given number). For example, the teacher tells the snack
helper the child needs six cups. The child counts out the cups and knows when there is a
set of six. Therefore, the child “constructed,” or put together, a set of six.
STANDARD 5.
Constructs and counts sets of objects (one to 10 and beyond)

-- Decide that three boats are -- Play a board game during small -- At the store, ask children to find
needed at the water table, then group and demonstrate how to one orange, two apples and three
get them from the toy box. count the number on the die to bananas. As children bring them
-- Throw a die during a board game determine the number of spaces to the cart, have the children
and move the number displayed. to move. count out each item one by one.
-- Tell the playground helper to Take one of the items out and ask
-- Count the correct number of children how many are now left.
items for a serving during snack get six balls from the equipment
time (e.g., the teacher says, room. -- Ask for children’s help in
“Everyone may have five crackers -- Ask a child to hop 10 times to the distributing items like snacks,
for snack today.”). door when lining up. or in laying napkins out on the
dinner table (e.g., one napkin per
-- Ask a child to get eight blocks plate).
from the block shelf to complete
a structure.
-- Constructing sets engages children in meaningful counting experiences using concrete objects found in the classroom
or outdoors. Be sure to start with small numbers (up to five objects) when asking children to construct sets. Then, later
in the year when children have a good understanding of the concept, use higher numbers up to 15.


A. NUMBER SENSE
With the ability to count 10 objects, children can build on the concept by counting two
different sets of objects and determining which set has more, which has fewer, or if the
two sets are equal. Four-year-olds are just learning that the next number in the counting
sequence is one more that the number just named, and continue to explore the meaning
of “more” and “fewer.”
STANDARD 6.
Uses counting and matching strategies to find which is more, less than or equal to 10

-- Observe that one child has fewer -- During large-group time, include -- Gather together a basket of small
popsicle sticks than another child. opportunities to compare two toys, shells, pebbles or buttons
-- Recognize that one group of sets of objects for children to and count them with children.
children has fewer than another. compare. Sort them based on size, color
-- Go on a nature walk with the or what they do (e.g., all the cars
-- Say that there are more markers in one pile, all the animals in
in one box than another. children and collect small objects
that can be used to create another).
-- Recognize that one child has and compare two sets, and to
more cotton balls than another. determine if the sets are equal
(e.g., acorns, pine cones, small
sticks and rocks).

A. NUMBER SENSE
As 4-year-olds learn about counting objects, they begin assigning number words to
numerals and sets. These number words add to the children’s expanding vocabulary with
daily exposure to counting sets and objects through meaningful experiences.
STANDARD 7.
Reads and writes some numerals one to 10 using appropriate activities

-- Count each object in a group -- Incorporate counting into -- Gather together a basket of small
of objects on a flannel board everyday activities (e.g., counting toys, shells, pebbles or buttons
to determine the total number the number of boys and the and count them with children.
of objects and then place the number of girls and then Sort them into groups of 10 or
correct numeral (written) next to identifying which numeral fewer based on size, color or what
the group. [written] represents that amount). they do (e.g., all the cars in one
-- Point to each block in a tower and -- Model counting and using the pile, all the animals in another).
assign a number to each block to appropriate number names
determine the total number of [spoken] for the children during
blocks. everyday activities (e.g., counting
-- Write some numbers on a napkins for each during snack
pad while playing store in the time).
dramatic play center. -- Provide writing/drawing
materials in the dramatic play
center where children may write
numerals when playing store.


4 YEARS OLD - KINDERGARTEN (48 months - Kindergarten)
Once children have had opportunities to count meaningfully and accurately, as well as
explore and discuss more, less than and equal to, they will begin noticing that sets are
changed when joining (adding) objects together or separating (subtracting) objects from
sets. Their understanding of counting will help them determine how many more or how
many fewer objects are in the set.
STANDARD 1.
Explores quantities up to eight using objects, fingers and dramatic play to solve real-world joining
and separating problems

-- Notice that they have only three -- Involve children in acting out -- Sing and act out games that
crackers on their snack plate after the “Gingerbread Man” story, demonstrate how sets increase
eating two. demonstrating that as each and decrease. Adding and
-- Declare that there are now more character joined the chase, the subtracting will evolve and be
crayon tubs since the teacher number chasing the gingerbread stronger if children have many
added two new tubs to the art man grew. As each character left opportunities to play and explore
area. the chase, the number chasing quantities.
him became smaller.
-- State that there are now eight
animals on the farm after a friend -- Assist children in the dramatic
adds four horses to the pen. play center in joining and
separating (e.g., “What happens
-- Comment that there are fewer to the set of three bowls when
babies since Marsha took two. we add two more bowls?” or,
-- Retell the “Five Green and “What happens when Marsha
Speckled Frogs” rhyme using takes two babies from the six
flannel pieces in the library babies in the cradle?”).
center, and notice there are -- Teach songs and finger plays that
fewer frogs on the log each time demonstrate characters leaving
on jumps in the pond. or joining a set (e.g., “Five Green
and Speckled Frogs,” “Five Little
Monkeys Sitting in a Tree,” etc.).
Environmental considerations:
-- There are many literature books that can be used to support mathematical thinking concepts. When choosing a book
to demonstrate a math concept, be sure to read the story many times so the children are familiar with the story before
focusing on math concepts.

Any whole number can be represented in parts (e.g., the quantity of six is not just a
collection of ones, but can be thought of as a group of two and a group of four or a group
of three and three, or one and five, etc.). Educators need to provide planned opportunities
that help children recognize part-whole relationships. These experiences create a strong
foundation for children when tackling more advanced addition and subtraction problems.
STANDARD 2.
Begins to demonstrate how to compose and decompose (build and take apart) sets up to eight
using objects, fingers and acting out

-- Use their fingers to show how -- Point out that there are four girls -- Take a walk with children,
many frogs are on the log, and and four boys at school today, providing opportunities to
how many jumped in the pool. making eight children altogether. compare (which stone is bigger?),
-- Draw several pictures that show a -- After repeating the “Five Green assess (how many acorns did
different number of frogs on the and Speckled Frogs” song many we find?), note similarities and
log and in the pond. times, create a book asking differences (does the duck
each child to draw a picture have fur like the bunny?) and
-- Declare after playing the chip categorize (see if you can find
game, “There are always six of frogs on the log and in the
pool, demonstrating multiple some red leaves). Families can
chips!” also talk about size (by taking
combinations of the number five.
big and little steps), estimate
-- Play the chip game during small distance (is the park close to our
group by using two-sided chips house or far away?) and practice
and a cup. Children toss six counting (let’s count how many
chips out of the cup, then place steps until we get to the corner).
them in two groups according
to the colors displayed. Teacher
asks, “How many chips do you
have in each group? How many
all together?” Children toss the
chips from the cup multiple
times while the teacher asks the
same questions. The learning
goal is for children to notice that
no matter how many times the
chips are tossed and the different
combinations are displayed, there
are still six chips all together.

C. PATTERNS
Patterns are all around us and they introduce children to order in the world. Thinking
about patterns help children see relationships between objects. Patterns are predictable
sequences governed by a rule. The rule is the unit of repeat (e.g., for this AB repeating
pattern: clap/snap, clap/snap, clap/snap the unit of repeat is “clap/snap”). Educators support
children in understanding patterns by providing a simple AB repeating pattern and asking
children to identify and extend the pattern. It is important for the model pattern to
contain at least three units of repeat (e.g., clap/wave, clap/wave, clap/wave…) in order for
the pattern to be identifiable.
STANDARD 1.
Identifies and extends a simple AB repeating pattern

-- Identify a repeating pattern and -- Point out repeating patterns -- Have children collect items
say, “A boy goes next,” as the around the room (e.g., “Tanisha like rocks and leaves on a walk.
class lines up boy/girl, boy/girl, has black/white, black/white, Arrange them in a pattern such
boy/girl… black/white stripes on her dress as one rock, two leaves, one rock,
-- Identify and repeat a pattern today. See how it keeps going?”). two leaves. Then mix them up
seen on a friend’s shirt: “Sam has -- Demonstrate a simple AB pattern and ask children to recreate the
red/green; red/green; red/green (e.g., clap/wave; clap/wave; clap/ pattern. Can they remember the
stripes on his shirt.” wave; …) and ask each child to order? Have children take a turn
keep the pattern going as they making a simple pattern for the
-- Extend an AB clapping pattern adult to remember.
before going to a center. transition to a center.
-- Model a sound pattern with -- Prepare a pattern during
-- Copy and extend a simple AB playtime using a muffin tin
pattern displayed at the math musical instruments and ask
children to repeat the pattern or an empty egg carton. Look
center. for things that can fit inside
with their instruments, and keep
it going. each hole, like pen caps. Make
a pattern, like one red cap in
-- Display a simple AB pattern a hole, then two blue caps in
during small group, and ask another, then another red cap.
children to copy and extend the Then give the caps to children.
pattern. Can they match the pattern?
-- Note the use of “AB” to describe a simple repeating pattern is for educators’ use only. Children are just beginning to
learn about letters and sounds and it would be confusing for children if actual letters “AB” were used to represent a
pattern.

C. PATTERNS
As children become comfortable with extending a simple AB pattern, the next step is to
help them see the structure of the pattern (i.e., how the objects are arranged, names the
pattern). Once they identify the structure (AB) they are able to duplicate it using different
objects (e.g., an educator may display a simple AB pattern then ask the children, “Can you
make this pattern another way?” Children recognize the unit of repeat [e.g.,tall/short, tall/
short, tall/short…] then duplicates the structure [AB] using different objects [e.g.,bug/spider,
bug/spider, bug/spider…]).
STANDARD 2.
Duplicates a simple AB pattern using different objects

-- Duplicate an AB pattern -- Display an AB pattern during -- Have children collect items
displayed in the math area, using small groups and ask, “Can you like rocks and leaves on a walk.
different objects. make this pattern another way?” Arrange them in a pattern such
-- Listen to a clapping pattern and (be sure to include a variety of as one rock, two leaves, one rock,
repeat the pattern with stomps. material). two leaves. Then mix them up
-- Model a clapping pattern (clap and ask children to recreate the
-- Notice a pattern on a shirt then pattern. Can they remember the
make the pattern another way one time, clap two times…),
then ask a child to duplicate order? Have children take a turn
(e.g., shirt pattern is stripes, child making a simple pattern for the
makes a circle/star pattern). the pattern another way (e.g.,
stomping, nodding, snapping, adult to remember.
tapping nose, etc.). -- Prepare a pattern during
-- Create a “people pattern” with playtime using a muffin tin
children (e.g., boy/girl, boy/ or an empty egg carton. Look
girl, boy/girl) in front of the rug for things that can fit inside
and ask someone to make the each hole, like pen caps. Make
pattern another way (e.g., long a pattern, like one red cap in
hair/short hair; dress/shorts; etc.). a hole, then two blue caps in
another, then another red cap.
Then give the caps to the children.
Can they match the pattern?
-- When planning activities for duplicating patterns using different objects, use concrete materials that children can
manipulate (not worksheets). Also, keep in mind the color, size and shape of the materials. It may be confusing at first
for children to recognize a pattern that has more than one attribute.

C. PATTERNS
After children have many opportunities to identify, copy, reproduce and extend simple AB
patterns, they are ready to explore more complex patterns (e.g., ABB or ABC). Children who
are able to notice the rule (i.e., unit of repeat), and “read” the pattern by saying, “I know
the square comes next because…” are becoming efficient pattern detectives. Children
who are never asked to identify the rule of patterns will have difficulty extending patterns,
especially as they become more complex. Extending complex patterns will emerge towards
the end of the preschool year.
STANDARD 3.
Recognizes the unit of repeat of a more complex pattern and extends the pattern (e.g., ABB or ABC)

-- Recognize an ABB pattern model -- Provide an ABB pattern and ask -- Have children collect items
displayed in the math area, and children to extend it. like rocks and leaves on a walk.
extend the pattern. -- Play auditory games beginning Arrange them in a pattern such
-- Extend an auditory ABC pattern, with two-part patterns, then as one rock, two leaves, one rock,
then transition to a center (e.g., increasing complexity (e.g.,clap/ two leaves. Then mix them up
clap/snap/pat, clap/snap/pat, snap/pat, clap/snap/pat, clap/ and ask children to recreate the
clap/snap/pat, clap/snap/pat). snap/pat [ABC]). pattern. Can they remember the
order? Have children take a turn
-- Read a pattern displayed on -- Display a pattern and challenge making a simple pattern for the
the flannel board and extend children to recognize the unit of adult to remember.
the pattern (e.g.,banana/apple/ repeat and extend the pattern.
orange; banana/apple/orange; -- Prepare a pattern during
-- Design a “people pattern,” playtime using a muffin tin
banana/apple/orange). having the children line up boy/ or an empty egg carton. Look
girl/girl, boy/girl/girl, boy/girl/girl for things that can fit inside
(ABB), and ask a child to extend each hole, like pen caps. Make
the pattern. a pattern, like one red cap in
a hole, then two blue caps in
another, another red cap. Then
give the caps to children. Can
they match the pattern?

D. GEOMETRY
Four-year-olds can sort and name shapes by recognizing and exploring them through daily
life experiences, both at home and in school. As children become more familiar with shapes,
they begin analyzing details (e.g., how many sides each shape has), and can construct
shapes. With educator guidance, children will understand that a shape always remains the
same, regardless of how it is positioned.
STANDARD 1.
Recognizes and names two-dimensional shapes (circle, square, triangle and rectangle) of different
size and orientation.

-- Place the correct shape in its -- Create a large circle, square and -- Provide clay and other materials
container. triangle on the floor out of string (e.g., popsicle sticks, clay,
-- Sort cutout shapes into groups, or masking tape; instruct children toothpicks, straws, etc.) with
and describe the way they have to find examples of those shapes which children can explore and
sorted the shapes (e.g., by color, and place them inside the create shapes.
shape, number of sides, texture). appropriate large shape on the -- When setting the table for a meal,
floor. encourage children to think of
-- Put blocks away by size and
shape. -- Provide clay and other materials different ways to fold napkins or
(e.g., popsicle sticks, clay, paper towels to make different
-- Make shapes using popsicle toothpicks, straws, etc.) with shapes and sizes by saying, “What
sticks. which children can create shapes. shapes can you make? What does
-- Notice the shape is a triangle -- Create a class shape book using this shape look like? What would
when turned in different ways. photos of children making shapes happen if you kept folding the
on the floor. corners down?”
-- Demonstrate flipping, sliding

and rotating a shape, stating that
it remains the same shape no
matter which way it is flipped.
-- A shape always remains the same shape and keeps the same name regardless of how it is positioned, unlike letters (b,
d) and numerals (6, 9).

D. GEOMETRY
Four-year-olds can sort and name two-and three-dimensional shapes through their daily life
experiences, and rich hands-on play, especially in the block area. Intentional educators plan
a variety of materials and activities for children to describe (e.g., “That’s a triangle because it
has three sides and three angles.”), sort and classify (e.g., “I put all of the rectangles together.)
shapes during small groups, in centers and outside.
STANDARD 2.
Describes, sorts and classifies two-and three-dimensional shapes using some attributes such as size,
sides and other properties (e.g., vertices)

-- Use two-dimensional cut-outs -- Introduce children to three- -- Provide children opportunities to
to make a shape picture and say, dimensional shapes through play with wooden blocks, plastic
“My house is a square and the everyday experiences by asking interlocking blocks, empty boxes,
roof is a triangle.” them to bring in boxes, cans, etc., milk cartons, etc. Stacking and
-- Notice the wheel on the tricycle for the grocery store center. manipulating these toys helps
and say, “That is round like a -- Label three-dimensional shapes children learn about shapes, and
circle.” in the classroom, and describe the relationships between them.
-- Sort objects in the shape area how they are the same and
and say, “This is a cube and it has different.
squares on. It will go in the crate.” -- Play the shape game; collect
a variety of two-dimensional
shapes, and place them in the
bag for children to feel and
describe before pulling them.
-- Create a “3-D museum” where
children bring in a variety of
three-dimensional shapes to
display.
-- Be sure all objects children may provide for the 3-D museum are safe for children to play with. Some may be too small
or have sharp edges. Provide rules for the center and monitor the area.

D. GEOMETRY
As children explore shapes and learn the names of two-dimensional shapes, they will begin
noticing that some shapes are made of other shapes (e.g., when looking at a diamond
[rhombus], a child may notice that it can be made from two triangles). When children have
multiple opportunities to explore shapes, they begin to understand the characteristics
that make shapes.
STANDARD 3.
Creates two-dimensional shapes using other shapes (e.g., putting two squares together to make a
rectangle)

-- Notice during snack that two, -- Create a shape journal for each -- Cut a cereal box into different
triangle-shaped crackers can go child to use as they learn. shapes. Children can put them
together to make a diamond. -- Cut out a variety of two- together in different ways to
-- Explore with tangrams and tell a dimensional shapes (e.g., circles, make different things, or sort
peer, “Two of my squares can fit squares, triangles, rectangles, shapes by how many sides they
into your rectangle.” etc.) from construction paper. have.
-- Trace around a shape in different During small group, discuss the

orientations in the shape journal attributes of each shape while
to make a different shape children make shape pictures.
(e.g.,octagon, trapezoid or -- Provide shapes (e.g., tangrams
rhombus). or parquetry blocks) in the math
center, and encourage children
to explore fitting shapes inside
other shapes.
-- Include tangram puzzles as
children begin discovering how
shapes fit into shapes.
-- Make a class quilt using small
shapes to make a bigger shape.
-- Include an abundance and variety of shape cut-outs for children to make shape pictures. Provide plenty of time for
children to create, and remember to display, shape pictures.


D. GEOMETRY
The block center provides many opportunities for children to explore three-dimensional
shapes. Manipulating geometric solids helps children learn geometric concepts. The
flat faces of three-dimensional shapes are also two-dimensional shapes. Children enjoy
exploring and making simple structures, then progressing to make representations of actual
structures, such as towers, houses, roads and bridges, etc.
STANDARD 4.
Constructs with three-dimensional shapes in the environment through play (e.g., building castles in
the construction area)

-- Build a structure using a variety -- Encourage children to build -- Give children opportunities to
of blocks, then ask the teacher to structures using a variety of play with wooden blocks, plastic
take a picture. blocks (e.g., castles, train station, interlocking blocks, empty boxes,
-- Construct a city in the sandbox big city, etc.) which can be left in milk cartons, etc. Stacking and
using the large, outside blocks. place over time. manipulating these toys helps
-- Provide a variety of recycled children learn about shapes and
-- Draw the structure he created in the relationships between them.
a shape journal. materials (e.g., plastic containers,
boxes, cans, paper towel rolls,
etc.) for children to create shape
monsters.
-- Provide a variety of architectural
type pictures and books for
children to explore in the
construction area.
-- Add a variety of materials such as straws, pipe cleaners, scarves, textured paper, stickers, feathers, glue and tape to the
construction area for children to use as they create a structure. It is important that children have plenty of room and
plenty of time to create, as well as sufficient time for displaying their creations.

Spatial awareness is the ability to be aware of oneself in space in relationship to
something else. Understanding relationships between objects and locations is crucial for a
4 year-old’s ability to communicate and understand others. Concepts of spatial sense and
vocabulary development are closely connected. As 4-year-olds continue developing a

sense of their position in relation to objects and people around them, they are increasingly
able to describe their position using language. They can understand “in front of,” “behind,”
“under,” and “above,” and are beginning to use these and other positional words in
conversations with peers and adults.
STANDARD 1.
Describes relationships between objects and locations with words and gestures by constructing
models to demonstrate an understanding of proximity (e.g., beside, next to, between, below, over
and under)

-- Identify a friend’s location when -- Ask children where a specific -- Play games directing children to
asked by the teacher. object is, and prompt them to use jump forward and back, to run far
-- Use positional words to ask for positional words in their answers. from you or stay nearby.
something (e.g., “May I get the -- Arrange doll furniture in a doll -- Use songs with corresponding
blocks that are on top of the house and describe what they are movements to teach concepts
shelf?”). doing (e.g., “I am putting the bed like in and out, up and down and
-- Accurately tell friends where to next to the rocking chair.”). round and round.
place objects, using positional -- Encourage children to use
words (e.g., “Put the blocks positional words when giving
beside the linking cubes.”). directions to each other (e.g.,
-- Build enclosed block structures “Walk behind me.”).
then put animal figures “inside
the zoo cages.”

As 4-year-olds continue developing a sense of their position in relation to objects and
people around them, they are increasingly able to describe their position using language.
They will understand directional words and phrases (e.g., Patti, please put your coat on
the bottom hook.”). Many planned opportunities support 4-year-olds in being able to
understand and use directional language.
STANDARD 2.
Uses directions to move through space and find places in space

-- Tell a friend that they hid the -- Create obstacle courses inside -- Create an obstacle course inside
treasure behind the wagon. and outside that involve moving or outside that involves children
-- Explain that they are below the in different locations and moving in different locations and
slide and their friend is at the top. directions. directions.
-- Use directional words to tell a -- Play directional games that

new classmate how to get to the require children to find places in
playground. space (e.g., put the block on the
top shelf) or “Doggie, Doggie,
where’s the bone?”
-- Read Rosie’s Walk by Pat Hutchins
and have children draw pictures
or act out the story (e.g., Rosie
walked through the barnyard,
over the haystack, etc.).

Measurement is an important area of investigation for young children. They actively
participate in measuring things, and often wonder how far away something may be, or how
much longer or taller as they make comparisons with their friends. We hear children declare,
“I am taller than Mary,” “This table is longer than the one in the library corner” or “Hiam needs
a bigger container for his rocks.” Children love using rulers, large tape measures and balance
scales, but they can also use their hands, string or a shoe to measure. Both child-initiated
and adult-led experiences support the exploration of measurement.
STANDARD 1.
Measures object attributes using variety of standard and nonstandard tools

-- Measure the height of a table and -- Plan activities for children to use -- Use nonstandard measuring tools,
a book using linking cubes to see nonstandard tools to measure including paper strips, straws,
how tall each is and note which is items around the room (e. g., pieces of yarn and plastic spoons
taller or shorter; linking cubes, paper clips, shoe, and cups.
-- Use measuring cups and spoons yarn, blocks). -- When outside, start a fun game
in the sand box to count how -- Plan activities outside for children with children by giving them a
many scoops it takes to fill a bowl. to measure the distance between place to stand and have them
-- Measure the length of the rug objects (e.g., walking heel to toe guess how many steps they are
using blocks, and say the rug from the sidewalk to the slide, from you. When they walk back,
is,”14 blocks long!” or counting the number of hops have them count their steps
between the swing and slide). aloud. Try different distances.
-- Cut a piece of string and find
items around the room that are -- Measure children’s height on a
the length of the string. wall chart monthly and talk about
how much each child grows from
-- Experiment with the balance month to month.
scale to decide which is heavier–
the rocks or the acorns. -- Provide a variety of standard
measuring tools for children to
use as they explore measurement
(e.g., rulers, yard sticks, balance
scale, measuring cups and spoons,
etc.).

Children build their understanding of measurable attributes by looking at, touching
or directly comparing objects (e.g., a child may look around and declare that Mary is the
tallest in the room). Educators support children in recognizing measurable attributes
through conversations. “How do you know Mary is the tallest?” or, “How can we find out
if Mary is the tallest?” These thinking questions pose situations for children to explore and
solve. Young children build their knowledge about measurement as they describe objects,
compare them and order them by different attributes.
STANDARD 2.
Identifies measurable attributes such as length and weight and solves problems by making direct
comparisons of objects

-- Accurately use measurement -- Use open ended questions when -- If near water (e.g., a pond, river or
vocabulary (e.g., length, height, discussing measurement (e.g., ”I the sea), skip rocks into the water,
weight) and comparative wonder how many blocks we talking back and forth about how
terminology, such as biggest, need to stack to make our tower differences in the shapes and
smallest, shortest, heaviest. as tall as the bookshelf?”). sizes of the rocks affect how they
-- Measure a friend’s height and -- Encourage two boys to make a skip. If near a big puddle, families
the height of a tricycle using comparison when one declares, “I can do a similar experiment with
paper chain links and say, “You am the tallest between me and rocks, sticks or leaves.
are 16 links and the tricycle is 11 Aron!”
links tall. You are taller than the -- Provide a balance scale and
tricycle.” items for children to weigh and
-- Eagerly discuss ways to find out use measurement vocabulary
if the new table will fit into the to describe which is heavier or
art area. lighter.
-- Explain that they are getting a
new table for the art area, and
pose the question: “How will we
know if it will fit?”
-- Young children construct measurement concepts over an extended period, so it is important for adults to slow down
the process, allowing time for children to explore, experiment and discover their world through measurement.

Seriation is the ability to arrange objects in a logical sequence or order according to size.
Simple seriation involves arranging concrete objects like blocks from shortest to longest.
Seriation skills are related to more complex math concepts such as ordination or placing
numbers in the correct order (e.g., 1, 2, 3). Well-developed seriation skills help children
learn higher order thinking and problem-solving skills. Children need many planned
opportunities to sort, compare and order objects.
STANDARD 3
Seriates (places objects in sequence) up to six objects in order by height or length (e.g., cube towers
or unit blocks

-- Place bowls in the kitchen center -- Guide children to find objects -- Provide fun experiences at home
in increasing order according to indoors and outdoors to place by asking children to sequence
size (e.g., small, medium, large). in increasing order according to containers of food, such as cereal
-- Retell the story of Goldilocks size (e.g., shoes, blocks, plastic boxes or canned goods, found in
and the Three Bears as the bears, bottle tops, books, cars, leaves the kitchen cabinets. Begin with
bowls, chairs and beds are placed and shells. three-four items and increase up
in order on the flannel board. -- Read Goldilocks and the Three to six items as children are able to
Bears and use the seriation order the items and describe the
-- Sort, compare and order objects arrangements they have made
according to attributes of size vocabulary – small, medium and
large, to match baby bear, mama according to size.
(e.g., tall, taller, tallest).
bear and papa bear.
-- Verbalize why objects were
placed in order (e.g., “This one -- Model appropriate math
goes first because it is the language as objects are placed in
smallest, then this one because it increasing order (e.g., tall, taller;
is a little bit bigger, etc.”). short, shorter, shortest; small,
medium, large).
-- Use seriation language as
children are placed in order by
their height (e.g., “Joshua is taller
than Tyron, so he will go after
Tyron in line.”).

As children become more skilled at sorting based on attributes (e.g., type, color, shape),
they are ready for experiences that help them learn ways to categorize information (e.g.,
charts and graphs). Data analysis includes collecting of information and then organizing
and representing the information in some way that makes comparison and generalization
possible. The purpose of collecting data is to answer questions when answers are not
immediately obvious (e.g., a class project may begin with the question, “What blocks do we
want to buy for our block corner?” Children first collect and sort the blocks to determine
how many-different shaped blocks they have and then represent the information on a
graph. Through class discussions they can analyze the data to decide which blocks they
want to buy.).
STANDARD 4.
Represents, analyzes and discusses data (e.g., charts, graphs and tallies)

-- Collect and sort toy cars by size, -- Work with a small group of -- Take surveys and use tally marks
then draw a simple picture graph children to sort blocks by color, to answer such questions as,
to represent the toy cars. then create a bar graph to show “What do you want for dinner?” or
-- Conduct a class survey by using the number of blocks of each “Where do you want to go for a
simple marks or tallies to record color. special family outing?”
who likes red apples and who -- Take children on a walk to collect
likes green apples, and display nature items (e.g., leaves, pine
the survey in the science corner. needles, acorns and pine cones),
-- Recognize, with teacher support, sort then count them. Record the
by “reading” the chart that they information on a chart placed in
have the least number of square the math area.
blocks. -- Provide experiences with
different types of graphs (e.g.,
vertical and horizontal bar
graphs) and charts by charting
and graphing regularly (e.g.,
favorite foods, voting on a class
pet’s name, how I get to school).
-- Use child-produced art, clip art or photographs on the graph to help children “read” it. Display the charts, graphs and
surveys and allow plenty of time for discussion.

Children enjoy collecting and discussing data. Their interest will be stimulated by choosing
things to chart that are meaningful them. Predicting (estimating) is an important skill that
results from having many planned experiences with teacher support, whole class and in
small groups. Children will begin making predictions about data recorded on a chart or
graph as educators ask open-ended questions (e.g., “Are there more boys or more girls
at school today? How do you know?”). With increasing independence, children will plan
and conduct investigations and make predictions about data (information/ objects) they
collect, and will be able to analyze results, draw conclusions and communicate results.
STANDARD 5.
Begins to predict the results of data collection

-- Predict that they collected fewer -- Encourage children to make -- When family members disagree
red leaves than gold leaves predictions by asking open- about where to have dinner
before counting each color ended questions about a chart one night, collect data, make
collected on a nature walk. or graph prior to counting the predictions, record the choices or
-- Predict that they have more results. data, and analyze to determine
friends whose favorite is red -- After a nature walk, ask children where to go.
before counting each color to predict which color of leaves -- Make a chart where children can
recorded on a chart. they found the most of prior to place a sticker each time it rains,
-- Say to a friend, “I think the Gators creating an object graph. or each time it is sunny. At the
will have the most votes,” before -- Create a pictograph using sticky end of a week, you can estimate
the class makes a graph of their notes on which children have together which column has more
favorite football team. recorded their favorite color. or fewer stickers, and count how
Discuss which color the children many to be sure.
-- Predict which items will sink or
float in water, and place items on think is the favorite color/ least
an object graph, then complete favorite color prior to counting.
the experiment and check their -- Have children predict which
predictions. items will sink or float in water,
then chart actual results in two
columns, ”sink” and “float.”



RELATED BOOKS
PRESCHOOLERS National Geographic Kids Look and Learn:
Patterns
10 Black Dots by National Geographic Kids
by Donald Crews
Rooster’s Off to See the World
Baby Goes to Market by Eric Carle
by Atinuke
Rosie’s Walk
Chicka, Chicka 1, 2, 3 by Pat Hutchins
by Bill Martin, Jr. and Michael Sampson, Lois
Ehlert Shapes, Shapes, Shapes
by Tana Hoban
Cubes, Cones, Cylinders & Spheres
by Tana Hoban Teddy Bear Patterns
by Barbara Barbieri McGrath
Fish Eyes
by Lois Ehlert Ten Red Apples
by Pat Hutchins
It Larger or Smaller?
by Tana Hoban The Doorbell Rang
by Pat Hutchins
Mouse Count
by Ellen Stoll Walsh
My First Book of Patterns

by Bobby & June George, Boyoun Kim

GLOSSARY
Analyze: to study and think of solutions for Quantity: the number of objects in a set
mathematical problems (e.g., The teacher asks a (amount)
child to tell how many bears there are all together.
Rectangle: a two-dimensional figure with two
The child counts the three green bears and the
sets of parallel lines and four right angles
two red bears and discovers there are five bears.)
Rhombus: a four-sided shape where all sides
Attributes: characteristics of an object (size,
have equal length, opposite sides are parallel,
shape, color, etc.)
opposite acute angles are equal, and opposite
Cardinality: knowing that the last number obtuse angles are equal
named when counting represents the total

number of objects
Circle: a round two-dimensional figure that community
resembles a ring
Seriation: arrangement in rows or a series by an
Cube: a three-dimensional solid figure with six attribute
equal square faces and right angles Set: a group of objects
Cylinder: a solid with circular ends and straight Spatial awareness: the ability to be aware of
sides oneself in space in relationship to something else
Counting Sequence: saying the number words, Spatial sense: the ability to build and manipulate
“one, two, three, four, five, six…” when counting. mental representations of two-and three-
dimensional objects and ideas
Investigation: systemic examination
Spheres: three-dimensional figures with a round
Numeral: a symbol or set of symbols used to
body (e.g., a ball, marble, or globe)
represent a number (e.g., the number five is
represented by the symbol or numeral 5) Subitizing: immediately recognizing and naming
a set of objects without counting
Octagon: a two-dimensional eight-sided shape
Square: a two-dimensional figure with four equal
One-to-one correspondence: pairing or sides and four right angles
matching objects in a one-to-one relationship
(e.g., giving one apple to each child at snack time) Trapezoid: a four-sided shape with one pair of
opposite sides parallel
Pattern: a repeating series of units
Triangle: a two-dimensional figure with three
sides and three angles
Unit: what something is measured by (e.g.,
centimeter [cm], foot [ft], inch [in], yard [yd])

VI. SCIENTIFIC INQUIRY DOMAIN

(48 months -
Kindergarten)
A. SCIENTIFIC INQUIRY THROUGH EXPLORATION AND DISCOVERY
1. Uses senses to explore and understand their social and physical environment

Responds to Uses senses and a Begins to identify Identifies sense Begins to identify Identifies each of the
information received variety of actions some sense organs organs (e.g., nose, each of the five senses five senses and their
through the senses to explore people mouth, eyes, ears and and how they relate to relationship to each of
and objects in the hands) the sense organs the sense organs
world around them
(e.g., mouthing,
touching, shaking and
dropping)
Begins to use senses Explores the nature Begins to use Uses senses to Begins to identify and
and a variety of of sensory materials senses to observe observe and make observations
actions to explore and experiences (e.g., and experience the experience objects about what can be
people and objects different textures, environment and environment learned about the
in the world around sounds, tastes and world using each of
them (e.g., mouthing, wind) the five senses
touching, shaking,
Scientific Inquiry
dropping)
Begins to identify Begins to understand
objects and features that individuals may
of the world (e.g., bird experience sensory
call, thunder, wind events differently
and fire truck) from each other (e.g.,
may like sound of loud
noises or feel of fuzzy
fabric)
2. Uses tools in scientific inquiry

Responds to people Responds in varied Recognizes and uses Begins to use simple Demonstrates the Uses tools and various
and objects in simple ways to people simple tools as props tools to explore use of simple tools technologies to
ways and objects and through play (e.g., and observe (e.g., and equipment support exploration
manipulates objects spoons or brushes) magnifiers, spoons) for observing and and inquiry (e.g.,
in a purposeful way investigating (e.g., digital cameras,
(e.g., uses a toy to droppers, blocks, bug scales)
make sounds on a catchers)
xylophone)
Florida’s Early Learning and Developmental Standards Scientific Inquiry | 175


(48 months -
Kindergarten)
A. SCIENTIFIC INQUIRY THROUGH EXPLORATION AND DISCOVERY
3. Uses understanding of causal relationships to act on social and physical environments

Begins to explore/ Explores cause-and- Begins to combine Combines simple Makes simple Makes predictions
notice cause-and- effect by engaging simple actions to actions to cause predictions and and tests their
effect (e.g., crying to in purposeful actions cause things to things to happen or reflects on what predictions through
get needs met) to cause things happen or change change how they caused something to experimentation and
to happen (e.g., how they interact interact with objects happen investigation
splashes in water) with objects and and people
people
Benchmark b: Benchmark b: Benchmark b:

Recognizes and Participates in and Collects and records
begins to respond to discusses simple data through drawing,
results of own actions experiments writing, dictation and
taking photographs
(e.g., using tables,
charts, drawings,
tallies and graphs)
Scientific Inquiry
Represents ideas Begins to form
and observations conclusions
through drawings or and construct
using other forms of explanations (e.g.,
representation (e.g., What do the results
manipulatives or mean?)
different objects)
Benchmark d:
Shares findings
and outcomes of
experiments
176 | Scientific Inquiry


(48 months -
Kindergarten)
B. LIFE SCIENCE
1. Demonstrates knowledge related to living things and their environments

Shows curiosity about Begins to explore, Explores, interacts Explores, interacts Observes and explores Identifies
own body structure interact with and with and identifies with and identifies a a variety of plants characteristics of a
(e.g., two legs, fingers identify some plants some plants and growing number and and animals and variety of plants and
for grasping) and animals (e.g., animals variety of plants and their environments animals including
interaction through animals (e.g., rabbits, physical attributes
real-world, literacy birds, ladybugs, and behaviors (e.g.,
and videos) hermit crabs, eggs, camouflage, body
butterflies and bugs covering, eye color,
in the garden) other adaptations,
types of trees and
where they grow)
Begins to explore how Begins to notice Notices the similarities
plants and animals the similarities and and differences
grow and change differences among among various living
(e.g., baby chicks various living things things
Scientific Inquiry
grow to be chickens
and puppies grow to
be dogs)
Explores basic life Understands that all
cycles (e.g., plants living things grow,
grow from seeds and change and go
hatching eggs) through life cycles
Explores the Begins to distinguish
differences between between living and
living and non-living non-living things
things
Benchmark e: Benchmark e:
Explores the needs Observes that living
of living things (e.g., things differ with
plants need water to regard to their needs
grow and kids need and habitats
food to grow)


(48 months -
Kindergarten)
C. PHYSICAL SCIENCE
1. Demonstrates knowledge related to physical science

Displays interest in Demonstrates ability Demonstrates ability Begins to explore Explores and Discusses what makes
movement of objects to move objects to push and pull a greater variety of investigates objects move the way
objects motions with objects objects that require they do and how the
(e.g., rotate, spin, positioning and movement can be
twist) movement through controlled
play (e.g., gears,
marble chutes, screws
in a toy workbench)

Recognizes when a Begins to observe Observes objects that Uses basic words for Explores and Makes predictions
moving object has that objects move move at different speed of motion (e.g., investigates how to about how to
stopped (e.g., mobile) at different speeds speeds (e.g., wind-up fast and slow) change the speed change the speed
(e.g., wind-up toys, toys, swings) with which an object of an object, tests
swings) will move (e.g., predictions through
pedaling a tricycle, experiments and
Scientific Inquiry
rolling a ball) describes what

happens
Benchmark c: Benchmark c: Benchmark c: Benchmark c: Benchmark c: Benchmark c:

Uses senses to gain Begins to Manipulates, explores Begins to describe, Explores and Distinguishes
knowledge about manipulate, explore and plays with objects compare, sort investigates the between the
objects and play with objects to gain knowledge and classify properties of toys properties of an object
to gain knowledge about them (e.g., objects based on and objects (e.g., and the properties of
about them (e.g., moving, stacking) observable physical relationship between which the material
moving, filling, characteristics (e.g., size and weight of is made (e.g., water
dumping, smelling) color, sound, weight) blocks, what makes and ice)
balls bounce)
Benchmark d: Benchmark d: Benchmark d: Benchmark d: Benchmark d: Benchmark d:

Displays interest Begins to explore Explores solids Begins to use words Explores and begins Investigates and
in various types of solids and liquids and liquids to gain to describe basic to identify physical describes changing
materials (e.g., water, to gain knowledge knowledge about physical properties properties and state states of matter —
soft fabric, textured about them (e.g., them (e.g., food, and states of matter of matter of objects liquid, solid and gas
carpet) soap and water in water play, finger- of objects (e.g., wet/ or materials (e.g.,
the bathtub) painting) dry, hard/soft, warm/ playing with sand and
cold, firm/squishy) water, mixing paints,
freezing and cooking,
sinking/floating
objects)
Benchmark e:
Explores the
relationship of objects
to light (e.g., light and
shadows)


(48 months -
Kindergarten)
D. EARTH AND SPACE SCIENCE
1. Demonstrates knowledge related to the dynamic properties of earth and sky

Touches water (e.g., Explores water Engages in structured Begins to explore Investigates and asks Describes properties
plastic cups, sponge (e.g., plastic cups play with water and investigate the questions about the of water including
and wet washcloth) or containers in the properties of water properties of water changes in the states
bathtub) using adultand child- of water liquid,
directed activities solid and gas (e.g.,
buoyancy, movement,
displacement and flow)
Touches sand, soil and Explores sand, soil and Engages in structured Begins to explore Investigates and asks Discovers, explores,
mud mud play with sand, soil and and investigate the questions about the sorts, compares, and
mud activities properties of sand, soil properties of rocks, soil, contrasts objects that
and mud sand and mud using are naturally found
adultand child-directed in the environment,
activities including rocks, soil,
sand and mud, and
recognizes relationships
among the objects
Scientific Inquiry
(e.g., nature walks with
hand lenses, collection
bag) (e.g., rocks, twigs,
leaves and sea shells)
Benchmark c: Benchmark c: Benchmark c: Benchmark c: Benchmark c: Benchmark c:
Begins to exhibit Begins to observe Identifies the objects Describes the objects Asks questions and Begins to explore
curiosity about the sun, clouds and in the sky (e.g., clouds, in the sky (e.g., clouds, shows curiosity about and discuss simple
objects in the sky and transition from day to sun, moon and stars) sun, moon and stars) objects in the sky (e.g., observations of
environment night clouds, sun, moon and characteristics and
stars) movements of the
clouds, sun, moon and
stars
Benchmark d: Benchmark d: Benchmark d: Benchmark d: Benchmark d: Benchmark d:
Responds to changes Begins to identify day Uses basic vocabulary Describes daytime and Describes typical Compares the daytime
in temperature and and night to describe day and nighttime through daytime and nighttime and nighttime cycle
weather (e.g., cries night drawing, naming or activities for people
when too warm or too pretend play and other animals
cold) through drawing,
naming or pretend play
Benchmark e: Benchmark e: Benchmark e: Benchmark e:
Uses emerging Observes and discusses Observes and discusses Uses appropriate
vocabulary to describe weather weather changes day vocabulary to discuss
basic weather to day climate and changes
in the weather and the
impact it has on their
daily lives (e.g., types
of clothing for different
environments)

(48 months -
Kindergarten)
E. ENVIRONMENT
1. Demonstrates awareness of relationship to people, objects and living/non-living things in their environment
Recognizes familiar Begins to identify Identifies familiar Begins to describe Describes familiar Demonstrates how
people and objects familiar people people and objects in familiar people people and objects in people use objects and
in the immediate and objects in the the environment and objects in the the environment natural resources in the
environment environment environment environment

Begins to participate in Participates in Participates in daily
activities to protect the activities to protect the routines demonstrating
environment environment basic conservation
strategies (e.g.,
conserving water when
washing hands or
brushing teeth)
Benchmark c:
Identifies examples
of organized efforts
Scientific Inquiry
to protect the
environment (e.g.,
recycling materials in
the classroom)


(48 months -
Kindergarten)
F. ENGINEERING AND TECHNOLOGY

1. Shows interest and understanding of how simple tools and machines assist
with solving problems or creating objects and structures
Not yet typically Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

observed Attempts to use Uses simple tools to Uses props to Begins to identify Identifies problems
objects as tools explore represent simple tools problems and tries and tries to solve
through play to solve them by them by designing
designing or using or using tools (e.g.,
tools (e.g., uses a stick makes a simple tent
or bat to reach and with a chair and cloth
pull a ball back inside for protection from
the fence) the sun)
Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Explores simple Uses simple machines Explores and identifies Explains why a
machines through in play (e.g., riding simple machines simple machine is
play (e.g., riding toys toys, push mower or through play (e.g., appropriate for a
or push toys) tricycle) ramps, gears, wheels, particular task (e.g.,
pulleys and levers) moving something
heavy, moving water
Scientific Inquiry
from one location to
another)

Begins to explore Explores and Uses appropriate
materials and constructs simple tools and materials
construct simple objects and structures with greater flexibility
objects and structures with appropriate to create or solve
and begins to explore materials and explores problems
motion and stability concept of stability
(e.g., block building, of structures (e.g.,
ramps, pathways, block building,
sand, playdough and ramps, pathways,
knocking over a block sand, playdough and
tower) knocking over a block
tower)
Benchmark d:
Invents and constructs
simple objects
or more complex
structures and
investigates concepts
of motion and
stability of structures
(e.g., ramps,
pathways, structure,
Legos, block building
and play)

VI. SCIENTIFIC INQUIRY
Scientific inquiry addresses children exploring the world around them.
Children are natural investigators and their levels of understanding deepen
over time with varied experiences. Exploration and discovery are ways that
young children learn about their worlds by first using their senses and reflexes.
Infant’s initial spontaneous responses become more purposeful as they gain
mobility. Toddler’s expanding physical and motor capacities enable them
to engage in ever-widening explorations, which can promote new brain
connections.
Children should be encouraged to SCIENTIFIC INQUIRY is composed of six

components: including scientific inquiry through
explore, investigate, observe and exploration and discovery, life science, physical
record changes in the environment. science, earth and space science, environment
and engineering and technology.
Activities such as noting changes in
weather, caring for plants and animals SCIENTIFIC INQUIRY THROUGH EXPLORATION
AND DISCOVERY is demonstrated when
and exploring simple machines
children use their senses to observe and collect
Scientific Inquiry
encourage development of scientific information from the world around them.

thinking. Educators should capitalize Young children learn to use observational
tools to extend their senses and to observe the
on children’s curiosity during play, and natural world up close. When adults respond to
encourage discussion and expression children’s questions, it fosters inquisitiveness and
of their ideas as they examine scientific scientific thinking. Older children they become
better at making predictions and trying to solve
activities (e.g., rolling a ball or car, water problems.
table explorations, engineering and
LIFE SCIENCE involves children demonstrating
building during block play, and small- knowledge related to exploring the growth and
group cooking activities). During early change of living things and their environments.
Children observe, show curiosity about and
childhood years, science provides
interact with plants and animals.
opportunities for rich vocabulary
PHYSICAL SCIENCE is an interest in
learning and collaboration with peers,
characteristics and movement of objects.
while fostering a sense of curiosity and Children manipulate, explore and play with
motivation to learn. objects to gain knowledge. Children show
interest in various types of materials, observe
the different speeds of wind-up toys and swings,
play with blocks by moving and stacking them
and play with sand and water.

EARTH AND SPACE focuses on demonstrating
knowledge related to the dynamic properties ENVIRONMENTAL
of earth and sky. Young children investigate
and play with materials such as rocks, soil, sand CONSIDERATIONS
and water. Children show curiosity and observe
events and patterns such as night, day, the 4 YEARS - KINDERGARTEN
movement of objects in the sky and weather. (48 months - Kindergarten)
ENVIRONMENTAL AWARENESS focuses on ¤¤ Include a variety of tools for supervised
Scientific Inquiry
children demonstrating awareness of their use and exploration indoors and
own relationship to people, objects and living/ outdoors (e.g., magnifiers, thermometers,
non-living things in their environment. Young scales, pulleys and wheels, flashlights,
workshop tools, kitchen tools, prisms,
children can recognize, identify and describe
telescopes, kaleidoscopes and metal
familiar people and objects in their environment.
mirrors).
Preschoolers begin participating in activities to
protect the environment, such as conserving ¤¤ Provide a variety of books about nature
and science.
water when washing hands or brushing teeth.
¤¤ Provide a variety of everyday natural and
ENGINEERING AND TECHNOLOGY encourages recycled materials to help children learn
children to think, explore, problem-solve and about the properties of items in their
create. Engineering takes form through play and environment.
material exploration. It is designing, problem- ¤¤ Expose children to a variety of materials
solving and building. Preschool children illustrating how living things change over
develop concepts in engineering as they design, time, including books, poetry, pictures,
build and test solutions through their play plants and animals.
constructing sand castles and building cities out ¤¤ Provide a variety of objects within the
of blocks. They also begin understanding that classroom that will allow children to
tools help people do things better or more easily, explore their five senses.
or do some things that could otherwise not be ¤¤ Include a weather chart in the classroom
done at all. Technologies developed through to record the weather each day.
engineering include systems that provide our
houses with water and heat; roads, bridges,
tunnels, and cars; airplanes and spacecraft;
cellular telephones; televisions and computers;
many of today’s children’s toys; and systems that
create special effects in movies.
A. SCIENTIFIC INQUIRY THROUGH
EXPLORATION AND DISCOVERY
Children enjoy learning through hands-on experiences that involve their senses. Through
engaging opportunities, children begin identifying their five senses (e.g., sight, taste, touch,
hearing, smell) and which sense(s) are used for different tasks.
STANDARD 1.
Uses senses to explore and understand their social and physical environment
BENCHMARK a.
Identifies each of the five senses and their relationship to each of the sense organs

-- Taste a piece of orange and -- Challenge children to use their -- Play mystery sock. Put a common
lemon and talk about sweet and senses to complete specific household item in a sock. Tie
Scientific Inquiry
sour, understanding that the tasks (e.g., use sight to locate off the top of the sock. Have
tongue is the organ involved in something pink in the classroom; your child feel the sock and
taste. use smell to show where the guess what is inside. Take turns
-- With eyes closed, smell different scented candle is; use taste to guessing what is inside.
items to experience the sense determine your favorite food at -- Provide opportunities for
of smell (e.g., cinnamon, fresh- lunch; use hearing to know when children to identify how different
cut grass, oranges, lotions, to clean-up; use touch to find a foods taste (e.g., sweet, sour).
peppermint). specific toy without looking).
-- Provide opportunities to use
-- Discuss textures felt through -- Provide a discovery box of sense of touch to experience how
touch (e.g., using playdough, various materials that allow things feel (e.g., warm, cold).
marbles in water, glue, felt, children to explore their five
feathers, sandpaper). senses (e.g., smelling jars,
blindfolds, touch boxes, Braille
-- Make various sounds (e.g., bells, books).
chimes, symbols, blocks, door
closing, stomping, whistle) and
hearing to distinguish differences.

BENCHMARK b.
Begins to identify and make observations about what can be learned about the world using each of
the five senses

-- Take things apart and use the -- Provide materials that can -- Challenge children to use their
parts to invent new structures. promote creative-thinking (e.g., senses to complete specific
-- Use their senses to explore the Legos, blocks, pipe cleaners and tasks (e.g., use sight to locate
environment. straws). something pink in the classroom;
-- Provide a variety of objects use smell to show where the
-- Use magnetic animals together to scented candle is; use taste to
make a new type of animal, and within the classroom that will
allow children to explore their determine your favorite food at
tell the educator about it. lunch; use hearing to know when
five senses.
to clean-up; use touch to find a
-- Involve grandparents in the specific toy without looking).
classroom by having them come
in and share their favorite food
or hobby (e.g., knitting). Ask the
children to tell which senses
Scientific Inquiry
would be used to complete the
different tasks.
BENCHMARK c.
Begins to understand that individuals may experience sensory events differently from each other
(e.g., may like sound of loud noises or the feel of fuzzy fabric)

-- Identify preferences and how -- Make a chart that graphs who -- Take children to the store, to a
these preferences are the same likes to swim and who does not restaurant or the library. Explore
or different from those of other and ask children to explain why. lots of new places. Talk about
people. -- Provide messy activities like similarities and differences in
-- Discuss favorite colors or foods. finger-painting, clay-building, people.
-- Experiment with different sand and water play and ask -- Play a matching game. Make
materials to see what happens children about how it feels. two sets of 10 or more pictures.
(e.g., painting with a dry brush, -- Ask open-ended questions to You can use copies of the same
wet brush, stick or fingers). stimulate children’s imaginations magazine or a deck of playing
about using materials (e.g., “What cards. Lay the pictures face up
happens when you mix two and ask your child to find two
colors of playdough?”). that are the same. Start with two
picture sets and gradually add
more.
-- Listen for sounds inside and
outside. Find a cozy spot and sit
with children. Listen and identify
all of the sounds that you hear.

Children demonstrate using of simple tools and equipment for observing and
investigating. Four year-old children can use simple tools in their explorations. Magnifying
glasses, balance scales, rulers and tweezers help children investigate objects more closely.
When these tools are available in various areas of the classroom, children incorporate them
naturally into their play.
STANDARD 2.
Uses tools in scientific inquiry
BENCHMARK a.
Uses tools and various technologies to support exploration and inquiry (e.g., digital cameras,
scales)
Scientific Inquiry

-- Seek out a pair of binoculars to -- Provide opportunities to examine -- Encourage children to help
look at a bird on the playground. how tools work (e.g., pulleys). prepare a recipe by measuring
-- Use a magnifying glass to look at -- Provide safe woodworking tools ingredients with a kitchen scale.
differences in rocks or leaves. in discovery areas, allowing -- Take nature walks and give
-- Use a dropper to drop water on a children supervised opportunities children binoculars to observe
paper towel and observe how it to work with the tools. birds.
absorbs the water. -- Choose interesting science- -- Set up a space in the house with
-- Use a magnet to find which related experiments that use blocks for the child to build.
objects have magnetic attraction. tools during small-group -- Give the child a magnifying glass
instruction (e.g., tie-dye to observe leaves in the yard.
-- Use a funnel in a water bottle butterflies using coffee filters,
to pour water from a cup into a colored water and droppers;
bottle. provide magnifying glasses to
-- Use a balance scale to compare look closely at things collected
weights of various objects. from a nature walk, such as leaves,
rocks, sticks or a caterpillar).
-- Experiment with tubes and
funnels at the sand and water
tables.

Four-year-olds can predict outcomes of simple experiments based on past experience, then
test their theories by performing simple experiments.
STANDARD 3.
Uses understanding of causal relationships to act on social and physical environments
BENCHMARK a.
Makes predictions and tests their predictions through experimentation and investigation

-- Predict, describe and test what -- Encourage children to make -- Help children make predictions
will happen to the ice when it is predictions by asking questions about daily routines (e.g., “What
moved from the freezer to a tray about an experiment chart or would happen if we don’t brush
Scientific Inquiry
in the classroom. graph made. our teeth?”).
-- Place items on a ramp and -- Play the “guess what will happen” -- Encourage children to predict
conclude that round objects roll game to encourage children’s the weight of toys and use a
and flat objects slide. problem-solving and thinking balance scale to check prediction.
-- Predict the outcome of mixing skills (e.g., “What would happen -- Ask open-ended questions
red and blue paint. if I stacked the blocks to the top such as, “I wonder what would
of the ceiling?”). happen if…?” Give children the
-- Observe “sink and float” activity
and say, “This will float because -- Ask open-ended questions opportunity to explain their ideas.
it’s plastic.” to help children predict the -- Provide a variety of science
outcome of a project/experiment books appropriate for the child’s
(e.g., “What do you think would developmental age.
happen if…?”).

Four-year-olds can create mental representations of what they experience in investigating
the everyday world. They share this information with educators through writing, drawings
and learned vocabulary.
STANDARD 3.
BENCHMARK b.
Collects and records data through drawing, writing, dictation and taking photographs (e.g., using
tables, charts, drawings, tallies and graphs)

-- Use a journal to record drawings -- Provide word cards such as -- Encourage children to draw the
Scientific Inquiry
and write words that describe “leaves” and “trees” that can be events of a trip to the zoo, or
their findings after the weekly copied into the journal after the from a story read together. Take
nature walk. weekly nature walk. children’s dictation about the
-- Make leaf rubbings and label -- Prepare for special visitors or field drawings.
their drawings with parts of the trips by generating questions -- On a rainy day, collect rainwater
leaf, such as stem and veins. beforehand and charting answers in a cup and measure how much
-- Observe and describe weather as after the event. rain was collected.
the educator writes observation, -- During a sink/float experiment, -- Start an herb garden in pots to
on the morning message board. allow children to sort items into compare how the leaves look,
-- Record observations through categories and explain findings smell, feel and taste.
dictating to an adult and drawing by modeling words such as heavy,
pictures, or using other forms of light, sink, float.
writing. -- Place an outdoor thermometer
where it can be easily seen, and
record the daily temperature,
making a graph over time.

and learned vocabulary. They can explain why events happen, and draw conclusions from
their observations. They are learning that cause-and-effect can be a basis for prediction.
STANDARD 3.
BENCHMARK c.
Begins to form conclusions and construct explanations (e.g., What do the results mean?)
Scientific Inquiry
-- Place items on a ramp and -- Use classroom experiences like -- Let children help with simple
conclude that round objects roll reading books and poetry to cooking tasks such as mashing
and flat objects slide. allow children to communicate potatoes, making cheese
-- Participate in a “write your name” their understanding of how living sandwiches and fixing a bowl
graph asking whether grass seed things grow and change. of cereal. Afterward, see if they
will sprout when placed on wet -- Provide opportunities for can tell you the order followed
newsprint, damp soil or a damp children to explore and focus on a to prepare the items. Supervise
sponge; observe the experiment few specific living things so they carefully when children are near a
to investigate the outcome. can note changes that occur (e.g., hot stove.
-- Remark, “I said it would work to bring in baby pictures/compare -- Encourage children to investigate
use the tongs to get it out, and with current pictures; record and compare a variety of living
it did!” children’s height and weight things to determine their needs
and compare to when they and how they change over time.
-- Observe weather and say, “It’s were babies; keep mealworms,
rainy—we can’t go outside today.” -- Engage in conversation about
caterpillars or other living things changes children observe as
in the classroom and observe caterpillars grow, change into
changes over time; visit a farm to chrysalises and emerge as
see baby and adult animals). butterflies.

and learned vocabulary. They can explain why events happen, and draw conclusions from
their observations. They are learning that cause-and-effect can be a basis for prediction.
STANDARD 3.
BENCHMARK d.
Shares findings and outcomes of experiments

Scientific Inquiry
-- Give long explanations about -- Guide children, with careful -- Model problem-solving by
actions leading up to an event. questioning, to think about and offering children opportunities
-- Explain how they made a long discuss outcomes. to help solve problems. Talk
chain to reach from one side -- Cook in the classroom and talk through the activity by saying,
of the table to the other (e.g., about what happens combining “The yard gate is locked. What
“First we hooked the blue ones foods or applying heat. should we do?”
together, but they wasn’t long -- Conduct experiments that -- Ask open-ended questions that
enough, so then Amy said to use use solids, liquids and gas encourage children to predict
the red ones and we did and they (e.g., melting an ice cube and what will happen (e.g., as you
reached.”). refreezing it, or adding powdered hand Lizzie the bottle of liquid
-- Answer “why” questions in some drink mix to a glass of water). soap, ask, “What do you think will
detail. happen if you squirt just a little
-- Use appropriate scientific bit of soap into the water?”).
-- Begin basing their actions on an vocabulary (e.g., experiment,
expected outcome (e.g., “I am hypothesis, predict, etc.). -- Encourage children to make
walking carefully so I don’t spill predictions by asking “What
my milk.”). would happen if…” questions.

Scientific Inquiry

B. LIFE SCIENCE
Young children depend on adults to provide experiences that help children make
connections. As children become more independent, their play becomes more intentional,
and they begin noticing characteristics of living things. They are drawn to nature and
nature play. Children gain knowledge about living things (e.g., what they are, how they
survive, their life cycles, how they change) through daily interactions and experiences.
Through repeated opportunities to explore nature, children begin making connections
between real items and pictures (symbolic representation). Multiple opportunities to explore
and interact with real plants and animals lay the foundation for further learning and abstract
concepts.
STANDARD 1.
Demonstrates knowledge related to living things and their environments
BENCHMARK d.
Scientific Inquiry
Begins to distinguish between living and non-living things

-- Categorize small items gathered -- Provide accessories for children -- Ask your child to explain the
during outside time into living to collect nature items (e.g., difference between a toy bird at
and non-living items, with magnifying glasses, bug jars, home and a real bird in nature.
educator support. baskets). -- Give children responsibility for
-- Observe living and non-living -- Create a large chart categorizing providing care for living things in
things in their environment. things that are living and things the house (e.g., feed the fish, go
-- Collect objects during a nature that are non-living, and label with you to walk the dog, water
walk. them. the plants).
-- Point out objects of interest in -- Provide children with small

the environment. paper bags to search outside in
groups for items to fill their bags.
Upon return, support children in
emptying their bags and sorting
by living and non-living items.

Scientific Inquiry
BENCHMARK e.
Observes that living things differ with regard to their needs and habitats

-- Take responsibility for caring for -- Provide indoor and outdoor -- Talk to children about the
living things (e.g., water plants, experiences that include safe scientific aspects of your pet (e.g.,
feed pets, put food out for birds). interaction with animals, plants its body, how it grows, its habitat
-- State that living things need food and other people. and what it needs to live).
and water to survive. -- Read books depicting basic -- Talk with children about the
-- Participate in discussions about needs of plants and animals. weather today (e.g., sunny, cloudy,
animals that live in various places, -- Ask questions such as, “Where rainy) and ask what they think
and their needs. does the egg come from,” they should wear to go outside.
-- Match animals to a water or land “Where did you get the truck?” to
habitat. encourage discussion about the
origin of items.

C. PHYSICAL SCIENCE
Children engage in science by exploring the world around them. They are naturally curious
about things and trying to see how they work. As they observe and experiment, they
begin using simple tools to help investigate movement and characteristics of objects.
STANDARD 1.
Demonstrates knowledge related to physical science
BENCHMARK a.
Discusses what makes objects move the way they do and how the movement can be controlled

-- Repeatedly roll marbles down a -- Model asking questions about -- Read both fiction and non-fiction
chute. objects/materials, and encourage books about the physical world.
-- Ask, “Why does this ball roll faster children to find answers (e.g., -- Provide objects that roll (e.g.,
than that one?” asking, “I wonder how we can balls, toy cars) and materials to
Scientific Inquiry
make the cars go down the ramp make ramps (e.g., cardboard
-- Say, “I want the car to go faster!” faster? How do you think we can tubes, flat pieces of cardboard or
-- Move the ramp to make a toy car find out?”). boards, blocks).
go different speeds. -- Provide children with enough -- Provide an assortment of
-- Try to throw a ball at a target. time and space to work with lightweight objects (e.g., feathers,
objects and materials and scarves, paper, tissues) and
pursue their own inquiries (e.g., heavier ones (e.g., popsicle
constructing with blocks). sticks, buttons, juice bottle lids).
-- Supply a variety of materials With children, experiment with
for children to experiment with the objects to see which ones
(e.g., to see what sinks or floats fall to the ground fastest when
at the water table; to see how far dropped. Have children blow at
objects such as feathers or pieces the objects through a straw to
of paper go when they blow at see which ones move.
them through straws; to use a -- When children make an
pulley to move). observation, say, “What makes
you say that?” or, “How do you
know?”
-- Draw a big circle with chalk on a
basement or outdoor wall. Take
turns throwing a ball at the target.

BENCHMARK b.
Makes predictions about how to change the speed of an object, tests predictions through
experiments and describes what happens

-- Guess which ramp the car will go -- Engage children in predicting -- Help children create ramps by
down faster. what will happen as they propping up one end of a flat
-- Move the ramp to make a toy car experiment. board or heavy cardboard with a
Scientific Inquiry
or ball go different speeds. -- Provide opportunities for small box. Challenge children to
children to test predictions. find objects that will roll down
-- Records observations through the ramp. Look for ramps in
dictating to an adult and drawing -- Model asking questions about playgrounds or other places. Talk
pictures, or using other forms of objects/materials, and encourage about how ramps make life easier
writing. children to find answers (e.g., “I for people riding in wheelchairs
-- Experiment with objects and wonder how we can make cars or on bicycles.
materials to gather information go down the ramp faster? How
do you think we can find out?”). -- Help children talk about
and observe reactions. their observations when they
-- Predict whether round objects or -- Support children when they are experiment with objects. Record
flat objects will move down the experimenting with cars or balls the dictation in a special science
ramp at the same speed. on ramps. Use paper and markers notebook, and have children
to document which cars or balls draw pictures.
-- Experiment with tubes and go faster down the ramps.
funnels at the sand and water -- Ask probing questions. When
tables. children make an observation
(e.g., “What makes you say that?”
-- Make predictions about an
or, “How do you know?”).
outcome. (e.g., “What might
happen to a kite when the wind
blows or slows down?”).

C. PHYSICAL SCIENCE
Children engage in science by exploring the world around them. They are naturally curious
about things and trying to see how they work. As they observe and experiment, they
begin using simple tools to help investigate movement and characteristics of objects.
STANDARD 1.
Demonstrates knowledge related to physical science
BENCHMARK c.
Distinguishes between the properties of an object and the properties of which the material is made
(e.g., water and ice)

-- Comment on changes when -- Involve children in activities -- Combine equal parts water (dyed
substances are mixed, shaken that involve transformation of with blue food coloring) and
or cooked (e.g., mixing paint, materials (e.g., cooking, painting). vegetable oil (dyed yellow) in a
Scientific Inquiry
making butter from cream, -- Make books about the physical plastic bottle and have children
making playdough). world available to children in shake the bottle to see the colors
the literacy area ,and in other blend to create green ,then
-- Comment on changes in the slowly move apart.
physical world (e.g., “We made interest areas (e.g., block area,
playdough out of salt, flour and sensory area). -- Experiment with cooking the
water.”). -- Ask open-ended questions to same foods in different ways.
promote children’s awareness of Compare fried, scrambled and
-- Describe what happens to the ice hard-boiled eggs, or mashed,
when it is moved from the freezer the physical world (e.g., “What
do you think happened to the ice baked and French-fried potatoes.
to a tray in the classroom. Explore how the same substance
cube we left on the table?”).
can look and feel different.
-- Provide a variety of everyday
natural and recycled materials -- Offer objects such as craft sticks,
to help children learn about styrofoam blocks, aluminum
the properties of items in their trays and egg cartons for children
environment. to use in building boats and rafts.
Have children put small plastic
animals on board and launch the
fleet into a tub of water, with
supervision.

BENCHMARK d.
Investigates and describes changing states of matter —liquid, solid and gas

-- Make gelatin to show that matter -- Conduct experiments that use -- Have children top a graham
changes from a liquid to a solid. solids, liquids and gas (e.g., cracker with a marshmallow, and
-- Melt ice to show how solids melting an ice cube and re- do the same yourself. Put the
change to a liquid. freezing it, adding powdered crackers in a warm oven until
drink mix to water). the marshmallows melt. Ask
-- Make a prediction about the children how heat affected the
results of an experiment. -- Ask for predictions about
what might happen when one marshmallows. Let the crackers
substance is combined with cool, and enjoy the treats.
another. -- Fill small paper cups with various
-- Provide various types of matter white, dry substances (e.g., flour,
to explore in science area or baking soda, baking powder,
sensory table. powdered sugar, granulated
sugar, salt) and clear liquids (e.g.,
-- Encourage drawing or writing vinegar, water, oil, corn syrup)
observations in journals. from the kitchen. Let children
examine them, under supervision,
and mix them to see what
Scientific Inquiry
happens.
-- Ask probing questions when
children make an observation
(e.g., “What makes you say that?”
or “How do you know?”).
BENCHMARK e.
Explores the relationship of objects to light (e.g., light and shadows)

-- Record how shadows change -- Facilitate children’s investigations -- Place a table lamp so it will cast
during the course of a day or over of light. shadows against a blank wall.
time by drawing pictures. -- Provide children with Turn off other lights and play a
-- Use a flashlight or lamp light to opportunities to explore their variety of music, encouraging
make shadows indoors. own shadow, and ask open- children to make shadows on the
ended questions (e.g., “If you wall as they dance.
-- Explore shadows indoors by
making animal shapes with jump up and down, what will -- Take children outside at three or
hands, using a flashlight or lamp your shadow do? What will four different times on a sunny
light. happen if you wriggle your body? day. Using either chalk or markers
What will your shadow do if you and paper, help children work
-- Observe how shadows change throw a ball to it?”). in pairs to trace their shadows.
when objects are moved. Make sure each child stands in
-- Read shadow-themed books (e.g.,
Moonbear’s Shadow by Frank the same place and measure the
Asch and Nothing Sticks Like a shadows each time. Talk about
Shadow by Lynn Munsinger). the movement of the sun and
how shadows move.

Children notice changes in the outdoor environment. They learn language and new
vocabulary as they explore and discuss objects and characteristics related to earth
and sky. They explore and investigate properties of water, sand, soil and mud. As children
develop, they see and think about objects in the sky.
STANDARD 1.
Demonstrates knowledge related to the dynamic properties of earth and sky
BENCHMARK a.
Describes properties of water including changes in the states of water – liquid, solid and gas (e.g.,
buoyancy, movement, displacement and flow)

-- Make gelatin to show that matter -- Provide opportunities for children -- Provide opportunities for children
changes from liquid to solid. to safely investigate weather. to investigate what solids from
Scientific Inquiry
-- Melt ice to show how solids -- Provide a water-filled tub with the pantry will dissolve in water
change to a liquid. toys for children to engage in (e.g., flour, noodles, oatmeal,
supervised play, and ask open- colored sprinkles, sugar, brown
-- Collect rainwater in a cup, sugar, cornmeal).
and measure how much was ended questions (e.g., “Do you
collected. think that one will sink when you -- Read books about water and its
put it in? What do you think will uses.
-- Use senses and simple tools to happen with that toy?”).
explore water. -- Visit the local library or children’s
-- Provide simple tools for museum for hands-on interactive
-- Use simple vocabulary to label exploration of water (e.g., cups, experiences involving water.
water (e.g., wet, sink, float, warm, spoons, funnels, basters, bowl,
cold). tubes).
-- Talk about water and introduce
new vocabulary.
-- Read books about water and its
uses.

BENCHMARK b.
Discovers, explores, sorts, compares and contrasts objects that are naturally found in the
environment, including rocks, soil, sand and mud, and recognizes relationships among the objects
(e.g., nature walks with hand lenses, collection bag) (e.g., rocks, twigs, leaves and sea shells)

-- Go on a rock hunt and compare -- Provide tools for exploration of -- Model curiosity by talking with
Scientific Inquiry
sizes, shapes and weights of earth materials (e.g., magnifying children about rocks, soil, and
rocks as they describe the rock’s glasses, child-sized shovels, sand they have in their yards
physical properties (e.g., size, sifters). or local parks (e.g., “I wonder
shape, color, texture). -- During a nature walk, work with why this rock stays in place, but
-- Sort objects, such as rocks, twigs, the class to collect natural things sand moves when the wind is
leaves and shells, by category. in the environment (e.g., leaves, blowing hard?” or, “Let’s see what
rocks, dirt, pine cones, shells). happens when we pour water on
-- Explore practical, creative and the sand and on the soil.”).
real-life ways that objects from -- Ask children to compare natural
nature (e.g., rocks, sticks, leaves, items (e.g., leaves, rocks, dirt, -- Take children on nature hikes, and
acorns, pine cones, sand, shells) pine cones, shells), and describe allow children to make leaf/rock/
can be used in daily classroom life how the objects look and feel. shell collections.
(e.g., constructing sand castles -- Hide natural objects in a sandbox -- Visit local parks for nature/hiking
or making shelters/houses out of or sand table, and have children trails.
twigs). find, then sort them by specified
-- Add water to sand and discuss categories (e.g., smooth/rough,
how the physical properties hard/soft, light/dark).
change.

STANDARD 1.
BENCHMARK c.
Begins to explore and discuss simple observations of characteristics and movements of the clouds,
sun, moon and stars

-- Participate in simple -- Go outside with children and look -- Draw attention to weather and
investigations about objects for clouds in the sky. Talk about time of day by engaging children
Scientific Inquiry
in the sky and predict day different shapes clouds have in conversations that include
and night activities including and how some clouds look like back-and-forth exchanges about
characteristics, movement and familiar animals or objects. what they see, hear and feel.
seasonal changes (e.g., when it is -- Read books about the clouds, sun, -- Take children outside each night
dusk, nighttime is approaching; moon and stars. for a month to look at the sky and
as the sun comes up in the sky; talk about the shape of the moon
it will be daytime, the moon -- Take children outside to look at
the sky, have them draw pictures and how it changes during the
changes shapes as it cycles month.
around the Earth; the seasons of the way the sky looks, and
change as the Earth rotates discuss their pictures. -- Go outside with children and look
around the sun; the effects of for clouds. Talk about different
each season on daily life). shapes clouds have and how
some clouds look like familiar
animals or objects.

BENCHMARK d.
Compares the daytime and nighttime cycle

-- Participate in simple -- Read non-fiction books about the -- Take children outside to look at
investigations about the objects clouds, sun, moon and stars to the sky in the day and at night.
in the sky, and predict day children. Have children draw pictures of
Scientific Inquiry
and night activities, including -- Talk about things in the sky the way the sky looks in the day
characteristics and movement during walks or outside play. and at night, and compare.
(e.g., when it is dusk, nighttime -- Take children outside each night
is approaching; as the sun comes -- Provide opportunities for
children to draw or paint pictures for a month to look at the sky and
up in the sky, it will be daytime; talk about the shape of the moon,
the moon changes shapes as it of the daytime or nighttime sky.
Compare and discuss. and how it changes during the
cycles around the Earth). month.
-- Sort simple pictures of daytime -- Read books to children about day
and nighttime activities. and night.
-- Go outside with children and
look for clouds. Talk about the
different shapes clouds have,
and how some clouds look like
familiar animals or objects.

STANDARD 1.
BENCHMARK e.
Uses appropriate vocabulary to discuss climate and changes in the weather and the impact it has
on their daily lives (e.g., types of clothing for different environments)

-- Observe patterns of weather -- Post a weather chart to record -- Discuss with children different
and climate changes by collecting the weather each day (e.g., hot, kinds of weather and the apparel
Scientific Inquiry
information (e.g., collect cold, sunny, rainy, windy, foggy), needed for different types of
rainwater in a cup and measure using children as helpers to fill in weather.
how much rain was collected). the chart. -- Talk about weather daily.
-- Illustrate various weather -- On a rainy day, collect rainwater
conditions while educator takes in a cup and help children
dictation describing children’s measure how much rain was
illustrations. collected.
-- Observe cloud formations and -- Place an outdoor thermometer
draw what they see. where it can be easily seen.
-- Compare a variety of weather Record the daily temperature,
conditions (e.g., windy, rainy, making a graph over time.
cloudy, sunny), and say, “We can’t -- Provide opportunities for children
go outside to play today because to explore natural energy of
it is raining.” sunlight and its connection with
-- Chart the temperature for living and non-living things (e.g.,
several days and guess (predict) heat is generated by sunlight.
the current temperature and Plants need sunlight and heat to
appropriate clothing for different live. Shadows can affect living
temperatures. things.).

Scientific Inquiry

E. ENVIRONMENT
Noticing the world around them, their home, their place of learning and their community
helps children recognize the connection between people and the environment.
Children are interested in their environment and often notice that things change. Adults
can support this beginning understanding of how people change and protect the
environment around them by engaging children in conversation, stories and activities that
demonstrate care for the environment.
STANDARD 1.
Demonstrates awareness of relationship to people, objects and living/non-living things in their
environment
BENCHMARK a.
Demonstrates how people use objects and natural resources in the environment
Scientific Inquiry

-- Use technology tools (e.g., -- Provide opportunities for children -- Read books about plants and
magnifying glasses, digital to investigate plants, animals and animals and their characteristics.
camera, light table) to observe people in their environment. -- Provide opportunities for children
and describe objects in their -- Provide opportunities for children to investigate plants, animals and
environment. to explore and use a variety of people in their environment.
-- Say, “People came to chop up our gardening tools (e.g., gardening,
old tree so we can use it in our sensory table, dramatic play).
fireplace.” -- Safely display worm farms,
-- Put bird seed in birdfeeder on bird feeders and ant hills for
playground. observation.
-- Read books about plants and
animals and their characteristics.

BENCHMARK b.
Participates in daily routines demonstrating basic conservation strategies (e.g., conserving water
when washing hands or brushing teeth)

-- Put trash in the garbage rather -- Discuss conserving energy and -- Be role models for children by
than throwing it on the ground. water, and encourage children turning off lights when leaving
-- Help keep the playground clean to turn off water while brushing rooms, turning off water while
as a way to take care of their their teeth and after washing brushing teeth and after washing
personal environment. hands, and to turn off lights hands, and recycling items that
when leaving the classroom. can be recycled.
-- Turn off water after washing
hands. -- Model disposing waste in -- Ask children to recycle toys that
appropriate trash receptacles. they no longer use by donating
Scientific Inquiry
them to non-profit agencies.
BENCHMARK c.
Identifies examples of organized efforts to protect the environment (e.g., recycling materials in the
classroom)

-- Show an interest in -- Explore environmental issues in -- Show children how to put items
environmental projects like own area or school. in a recycling bin.
recycling. -- Create environmental projects -- Have children help pick up trash
-- Place left-over food from a snack that may include recycling and from their yards or in parks.
or meal in a container to take to gardening. -- Be role models for children by
the classroom compost site. -- Discuss where garbage goes after turning off lights when leaving
-- Help keep the playground clean it is discarded, and invite guest rooms, turning off water while
as a way to take care of their speakers or go on field trips to brushing teeth and after washing
personal environment. learn more about recycling and hands and recycling items that
-- Participate in discussions about waste management. Discuss how can be recycled.
appropriate waste disposal. items are recycled at home.
-- Attempt to sort waste into things -- If food is served for snack or

that can be recycled and those meals, help create a compost area
that cannot. and allow children to place the
appropriate food in a container to
take to the compost site. Use the
composted soil for the garden or
plants in the classroom.
Young children are naturally curious. They wonder what things are called, how they work
and why things happen. Opportunities for hands-on play with different materials allow
children to learn and extend their knowledge and creative-thinking skills. Children can
begin developing concepts in engineering and technology as they design, build and test
solutions through play, as they construct sand castles and build cities out of blocks. They
also begin understanding that tools help people do things better or more easily.
STANDARD 1.
Shows interest and understanding of how simple tools and machines assist with solving problems
or creating objects and structures
BENCHMARK a.
Identifies problems and tries to solve them by designing or using tools (e.g., makes a simple tent
with a chair and cloth for protection from the sun)
Scientific Inquiry

-- Play with various kinds of blocks -- Talk with children about their -- Provide areas inside where
(e.g., foam, cardboard, wood, activities using open-ended children can build with blocks,
hollow, waffle, building panels) questions (e.g., “How did you do Legos, Lincoln Logs, playdough,
to make constructions of various that? Tell me more.”). empty boxes and other building
sizes. materials.
-- Use string to measure plant -- Provide materials and space
growth. where children can make race
tracks and obstacle courses
for their toy trucks, cars and
machines.

STANDARD 1.
BENCHMARK b.
Explains why a simple machine is appropriate for a particular task (e.g., moving something heavy,
moving water from one location to another)
Scientific Inquiry
-- Use a wagon on wheels to move -- Talk with children about their -- Have an area outside with a sand
a large toy to another area of the activities using open-ended box, or a dirt area and types of
room, and explain why using the questions (e.g., “How did you do sand toys where children can
wagon was easier than carrying that? Tell me more.”). create sand castles, dirt mounds
the toy. -- Read the book And Everyone or caves and structures.
-- Make a lever with a marker lid Shouted Pull by Claire Llewellyn -- Visit a local children’s museum for
and popsicle sticks, with support and discuss the concepts of hands-on interactive experiences
from an adult. Investigate how pushing and pulling with children. with simple machines and tools
different positions of the marker for building and problem-solving.
lid (fulcrum) affect how far a pom
pom will move.

Scientific Inquiry

STANDARD 1.
BENCHMARK c.
Uses appropriate tools and materials with greater flexibility to create or solve problems
Scientific Inquiry
-- Construct structures with various -- Read about why and how beavers -- Have an area outside with a sand
materials to determine which build dams, then provide sticks, box, or a dirt area and types of
do/do not work to achieve the mud and other materials at the sand toys where children can
desired purpose (e.g., glue, tape, water table for children to build create sand castles, dirt mounds
paper, cardboard, foam, plastic, dams. or caves and structures.
wood, straws, spools). -- Provide a variety of building
-- Invent and construct simple materials for children to use in
objects or structures using problem-solving (e.g., glue, tape,
common tools and materials paper, cardboard, foam, plastic,
in a safe manner (e.g., wood, wood, straws, spools).
glue, scissors, rulers, pencils, -- Take pictures or videos of
sandpaper). children’s structures and post
-- Say, “I want to build a taller tower,” them in the construction area.
and find additional blocks to
create a taller tower.

STANDARD 1.
BENCHMARK d.
Invents and constructs simple objects or more complex structures and investigates concepts of
motion and stability of structures (e.g., ramps, pathways, structure, Legos, block building and play)
Scientific Inquiry

-- Play with ramps and vehicles in -- Provide a variety of building -- Encourage children to be
the block area, and pulleys at the materials for children to use in problem solvers (e.g., when
sand table. problem solving. cleaning the play area at bedtme
-- Play with manipulative toys that -- Talk with children about their ask children, “How can we make
use gears. activities using open-ended our work easier?”). Try their ideas
questions (e.g., “How did you do and ask why it worked or did not
-- Construct something that meets work.
their needs (e.g., use building that? Tell me more.”).
panels to construct a fort to sit in, -- Support children as they
a parking garage for vehicles out modify actions based on new
of blocks). information and experiences (e.g.,
-- Create different inclines with changes block structure when
blocks to explore the speed of toy the tower continues to fall).
cars and guess which ramp the
car will go down faster.

RELATED BOOKS
PRESCHOOLERS
All About Matter
by Mari Schuh
A Look at Magnets
by Barbara Alpert
Animals Should Definitely NOT Wear Clothing

by Judy and Ronald Barrett
Dig, Wait, Listen

by April Pulley Sayre
Floating and Sinking

by Karen Bryant-Mole
Guess Whose Shadow?

by Stephen R. Swinburne
Scientific Inquiry
Hot and Cold
by Sian Smith
I Love Bugs
by Philemon Sturges
My Five Senses
by Aliki
Raccoon on His Own

by Jim Arnosky
Up, Down and Around

by Katherine Ayres

Scientific Inquiry

GLOSSARY
Adaptation: special, inherited characteristics Energy: the ability to do work
that help an organism survive in its environment
and which are developed over time Engineering: the study of how things are
built and why; through play, engineering for
Attributes: characteristics of an object (size, preschoolers looks like building challenges,
shape, color, etc.) blocks, marble runs and sandcastles
Center: area within the classroom arranged so Environment: the circumstances, objects or
that children are able to participate in a variety conditions by which one interacts with and is
of related learning experiences (e.g., art center, surrounded
reading center, science center, block center,
dramatic play center, writing center) Exploration: the act of studying something new
to better understand it
Characteristics: features or qualities belonging
typically to a person, place or thing that serve to Hypothesis: an idea or explanation to test
identify it through study and experimentation
Circle: a round two-dimensional figure that Initiate: to begin something, taking the first step
resembles a ring
Investigating: observing or inquiring in detail
Climate: the weather conditions prevailing in an
Investigation: systematic examination
area in general or over a long period
Inquiry: processes of science (e.g., observe, sort,
Cubes: three-dimensional solid figures with six
classify, describe and communicate)
equal square faces and right angles
Creativity: individuality expressed by creating Life cycles: the stages a living thing goes
Scientific Inquiry
something new or original (e.g., creating a new through during its life (e.g., egg to caterpillar to
representation of a flower) chrysalis/cocoon to butterfly)
Curiosity: a strong interest in learning about Life science: the study of living organisms
something; children demonstrate curiosity
when they ask questions about or show interest Literacy: the ability to read and write
in activities within the classroom and the Matter: anything that takes up space and has
world around them (e.g., child asks questions weight
about new materials in the art center or a bug
discovered on the playground) Music: sound in time that expresses ideas
and emotions in significant forms through the
Discovery: engaging children in deep learning elements of rhythm, melody, harmony
that promotes exploration, problem-solving,
creativity and children engagement Observing: regarding attentively or watching
Dramatic play: expressive and spontaneous play

GLOSSARY
Pattern: a repeating series of units Self: the idea an individual has about own
characteristics and abilities
Predictions: ideas (opinions) stated about what
may happen in the future (e.g., child may predict Sensory: process of discovering through the
that the caterpillar will turn into a butterfly) senses
Problem-solving: process followed to find ways Skills: the ability to use knowledge effectively
to address a situation and readily in performance; the ability to
transform knowledge into actions
Recycled: materials such as glass, aluminum,
paper and plastic made into new products Square: a two-dimensional figure with four
equal sides and four right angles
Rhymes: matches between the sounds of two or
more words or word endings (e.g., spoon, moon) Technology Tools: technology-based devices
and other instruments used to carry out or
Routines: customs or activities regularly facilitate a task
community Vocabulary: all of the words of a language.
There are two types of vocabulary: receptive and
expressive
Scientific Inquiry

VII. SOCIAL STUDIES DOMAIN

(48 months -
Kindergarten)
A. CULTURE
1. Experiences own 1. Begins to 1. Participates 1. Identifies family 1. Begins to identify 1. Identifies self as a
family practices participate in own in own family practices (traditions, self as a member of a member of a culture
(traditions, family practices practices (traditions, celebrations, songs, culture
celebrations, songs, (traditions, celebrations, songs, food or language)
food or language) celebrations, songs, food or language)
food or language)
2. Begins to 2. Understands
understand everyone everyone belongs to a
belongs to a culture culture
3. Explores culture 3. Explores culture

of peers and families of peers and families
(classroom) in the classroom and
community
4. Explores cultural
attributes by
comparing and
contrasting different
characteristics (e.g.,
language, literature,
music, arts, artifacts,
foods, architecture
and celebrations)
B. INDIVIDUAL DEVELOPMENT AND IDENTITY
1. Begins to explore 1. Begins to recognize 1. Recognizes 1. Begins to recognize 1. Recognizes 1. Identifies

characteristics of self characteristics of self characteristics of self characteristics of self characteristics of self characteristics of self
(eyes, nose and hair) (eyes, nose and hair) (eyes, nose and hair) as an individual as an individual as an individual
2. Begins to recognize 2. Recognizes 2. Begins to recognize 2. Recognizes the 2. Identifies the ways
Social Studies
ability to impact ability to impact the ways self is similar ways self is similar self is similar to and
surroundings surroundings to and different from to and different from different from peers
peers and others peers and others and others
3. Recognizes
individual
responsibility as a
member of a group
(e.g., classroom or
family)
Florida’s Early Learning and Developmental Standards Social Studies | 215


(48 months -
Kindergarten)
C. INDIVIDUALS AND GROUPS
1. Begins to recognize 1. Identifies family 1. Begins to recognize 1. Recognizes self as 1. Identifies self and 1. Identifies
family members members self as separate from separate from others others as part of a differences and
others group similarities of self and
others as part of a
group
2. Begins to respond 2. Responds to the 2. Identifies groups 2. Explains the role

to the needs of others needs of others (e.g., within a community of groups within a
(e.g., peers and family peers and family community
members) members)
3. Begins to 3. Begins to follow 3. Begins to 3. Demonstrates

participate in routines (e.g., family, demonstrate awareness of group
routines (e.g., family, classroom, school and awareness of group rules (e.g., family,
classroom, school and community) rules (e.g., family, classroom, school or
community) classroom, school and community)
community)
4. Exhibits emerging 4. Exhibits leadership

leadership skills and skills and roles (e.g.,
roles (e.g., line leader line leader and door
and door holder) holder)
Social Studies
216 | Social Studies


(48 months -
Kindergarten)
D. SPACES, PLACES AND ENVIRONMENTS
1. Responds to people 1. Responds in varying 1. Begins to recognize 1. Begins to identify 1. Recognizes the 1. Identifies the
and objects ways to people and own personal space own personal space relationship of relationship of
objects personal space to personal space to
surroundings surroundings
2. Explores own 2. Identifies own 2. Identifies

environment environment and differences and
other locations similarities between
own environment and
other locations
3. Recognizes 3. Identifies 3. Identifies
basic physical basic physical differences and
characteristics (e.g., characteristics (e.g., similarities of
landmarks or land landmarks or land basic physical
features) features) characteristics (e.g.,
landmarks or land
features)
4. Uses words to 4. Begins to use 4. Uses spatial words
describe objects in a spatial words (e.g., (e.g., far/close, over/
familiar space far/close, over/under under and up/down)
and up/down)
5. Begins to recognize 5. Recognizes some

some geographic geographic tools and
tools and resources resources (e.g., maps,
(e.g., maps, globes globes or GPS)
or GPS)
Social Studies
6. Begins to identify
the relationship
between human
decisions and the
impact on the
environment (e.g.,
recycling and water
conservation)


(48 months -
Kindergarten)
E. TIME, CONTINUITY AND CHANGE
1. Begins to respond 1. Responds to 1. Recognizes and 1. Begins to sequence 1. Recognizes 1. Identifies changes
to schedules schedules responds to schedules events sequence of events to within a sequence of
(e.g., time to eat establish a sense of events to establish
when hungry) order and time a sense of order and
time
2. Begins to recognize 2. Explores changes 2. Observes and

time events and that take place over recognizes changes
routines time in the immediate that take place over
environment time in the immediate
environment
F. GOVERNANCE, CIVIC IDEALS AND PRACTICES
1. Responds to people 1. Responds to 1. Begins to follow 1. Begins to recognize 1. Begins to recognize 1. Recognizes and
and objects simple requests simple requests expectations in varied and follow rules and follows rules and
settings expectations in varied expectations in varied
settings settings
2. Uses senses to solve 2. Begins to 2. Responds to 2. Demonstrates 2. Begins to 2. Participates in

problems recognize cause- problems in the emerging problem- participate in problem-solving and
and-effect of actions environment solving and decision- problem-solving and decision-making
making skills decision-making
3. Recognizes familiar 3. Responds in varied 3. Shows more 3. Begins to recognize 3. Begins to recognize 3. Begins to explore
people and objects ways to people and complex responses to common symbols in national patriotic basic principles of
objects people and objects the environment symbols (e.g., flag and democracy (e.g.,
eagle) deciding rules in a
classroom, respecting
opinions of others,
voting on classroom
activities or civic
responsibilities)
Social Studies


(48 months -
Kindergarten)
G. ECONOMICS AND RESOURCES
1. Begins to actively 1. Begins to 1. Communicates 1. Initiates more 1. Begins to recognize 1. Recognizes the
seek out responses communicate wants wants and needs to complex interactions the difference difference between
and needs others to get wants and between wants and wants and needs
needs met needs
2. Shows awareness 2. Recognizes familiar 2. Begins to recognize

of occupations people who perform that people work to
different occupations earn money to buy
things they need or
want
H. TECHNOLOGY AND OUR WORLD
1. Responds to people 1. Responds in varied 1. Begins to recognize 1. Explores technology 1. Uses technology 1. Uses and shows
and objects ways to people and there are tools and tools and interactive as a tool when awareness of
objects machines (e.g., spoon media (e.g., writing appropriate (e.g., technology and
for eating, cups and utensils, electronic writing utensils, its impact on how
containers used in toys, DVD and music electronic toys, DVD, people live (e.g.,
play, or wagon or cart players) music players, digital computers, tablets,
used in the play area) cameras, computers mobile devices,
or tablets) cameras or music
players)
Social Studies

VII. SOCIAL STUDIES
As early as 1916, the National Education Association (NEA) saw social studies
as “the subject matter related directly to the organization and development of
human society, and to individuals as members of social groups.” In the earliest
years, social studies concepts simply involve children exploring their world
and trying to make sense of the social and physical environments. Social
interactions form the basis of social studies; therefore, in the early childhood
arena, each child’s basic social understanding begins with self and family then
expands to early education. A sensitive, respectful approach sets the tone for
a child’s social learning.
Research indicates that the The social studies domain is integral to a quality early childhood
youngest citizens—infants curriculum as children build on what they know and develop
and toddlers—learn higher order skills. Social studies standards include the following
through self-development components:
in a nurturing, respectful
environment enhanced with A. Culture: children participate in E. Time, continuity and change:
toys and materials to foster family practices and identifies self children begin to recognize
inquisitiveness. Preschool as a member of a culture. time, events and routines and
children are usually in recognize changes that take place
B. Individual development over time.
classrooms with a more and identity: children recognize
theme-based structure. characteristics of self as an F. Governance, civic ideals
Therefore, social studies individual and recognize the ways and practices: children begin
in these earliest years of they are similar to and different to recognize and follow rules
birth to 4 will: from peers and others. in varied settings with varying
expectations.
-- Assist children in social/ C. Individuals and groups:
emotional growth. children begin to respond to the G. Economics and resources:
needs of others and to follow children begin to recognize the
-- Emphasize holidays that family, classroom, school and difference between wants and
have community meaning. community routines. needs.
-- Collaborate with families.
D. Spaces, places and H. Technology and our
Social Studies
-- Foster development of environments: children begin world: children explore, show

integrity in individuals to identify their own personal awareness of and use technology
and groups. space and its relationship as a tool when appropriate (e.g.,
-- Seek an anti-bias approach to the child’s surroundings. writing utensils, electronic toys,
to values (Mindes & Donovan Children identify similarities computers or tablets).
2001). and differences between own
environment and other locations.

ENVIRONMENTAL
CONSIDERATIONS
4 YEARS - KINDERGARTEN
●●Provide access to clocks,
timers and stop watches.
●●Include a dramatic play
area with many props and
authentic materials that
allow children to create
and reenact family roles,
relationships, routines, and
rituals.
●●Label objects and
environment areas with
symbols and words.
●●Provide a play cash register,
receipt books, restaurant
menus, sticker price tags, play
money, etc. in the dramatic
Social Studies
play area.
●●Post expectations and flow
of the day with words and
pictures.

VII. SOCIAL STUDIES
A. CULTURE
Families and early learning environments are two of the first experiences of community
for young children. Four-year-olds are becoming more aware of similarities and differences
among people; they focus mostly on how people are different or the same as themselves.
STANDARD 1.
Identifies self as a member of a culture

-- Talk about family traditions -- Hang examples of artwork -- Teach children family traditions
during story time. from around the world that and make those traditions an
-- Discuss with peers about use different types of media at important part of their lives.
different types of family children’s eye level throughout -- Share some pictures of family
structures. the classroom. practices and make a simple
-- Read fiction and non-fiction book for children to take to the
books about different cultures. classroom.
-- Provide opportunities for children
to tell stories about their family’s
special occasions (e.g., a birthday
celebration for grandma) or a
special holiday.
STANDARD 2.
Understands everyone belongs to a culture

-- Dress in clothing from different -- Incorporate cultural and ethnic -- Introduce children to foods from
cultures in the dress-up area activities and materials (e.g., other countries and talk about
after reading a story about that books, clothes, paint, crayons, how they are different than the
culture. music, food, papers and foods their families eat.
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-- Show an interest in stories about micro-play figures of different -- Read books with children to
children who live in different cultures and ethnicities) into the encourage an interest about
kinds of houses or eat different curriculum on a daily basis. children who live in different
types of food. -- Identify the strengths of cultures kinds of houses, go to school
represented in the classroom, as using different kinds of
well as understand that each transportation, and play various
child is unique and practices their kinds of games. Point out ways in
cultural traditions in their own which children are the same.
way.

STANDARD 3.
Explores culture of peers and families in the classroom and community

-- Talk to peers about different -- Explain customs or traditional -- When speaking with children
types of family structures. celebrations within their home, about differences in cultures
-- Play games from other countries, classroom or community after other than their own, help them
sing songs in a different language listening to the educator read a learn how to talk about those
from own or learn a nursery story about the celebration. differences with sensitivity and
rhyme or fable from another -- Display photographs of the respect.
culture. children and their families as well -- Read books, watch
as children and families from documentaries and look at
other cultural groups around the pictures with children to
world. encourage an interest about
-- Learn the makeup of each child’s children who live in different
family while understanding the kinds of cultures.
concept of “family” may look
different for each child.
STANDARD 4.
Explores cultural attributes by comparing and contrasting different characteristics (e.g., language,
literature, music, arts, artifacts, foods, architecture and celebrations)

-- Show an interest in stories about -- Hang representations of different -- Encourage children to listen to
children who live in different architectural designs, art work classmates’ experiences and
kinds of houses or eat different or artifacts at eye level in the stories, share their own and find
types of food. classroom and discuss them with similarities.
-- Play instruments from different students during whole group or -- Speak with children in their home
countries while listening to free choice time. language to encourage family
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related music. -- During morning meeting, circle communication and support
time or whole group, share home culture.
different styles of music and
dance for the children to enjoy,
being sure to include the styles
that your families enjoy.
-- Grow different and unfamiliar
flowers and vegetables in the
classroom, by the playground or
in a school garden.

VII. SOCIAL STUDIES
among people. They focus mostly on how people are different or the same as themselves.
STANDARD 1.
Identifies characteristics of self as an individual

-- Create an “All About Me” book -- Have children discuss different -- Provide honest feedback specific
representing characteristics of attributes that make them to a task children have completed
themselves or things they like. individuals. (e.g., “You worked so hard on that
-- Choose playdough or paint that -- Provide opportunities for puzzle! It took a really long time,
matches own skin color. children to experience a sense of and you didn’t give up.”).
-- Recognize what they are good at contribution to the class unique -- Encourage children to draw a
(e.g., learning how to skip down to themselves. picture of their house, family or
the sidewalk or holding a pencil -- Provide paint and playdough in friends.
like the teacher). colors that represent the different -- Make a simple map together with
skin tones found among peoples children of the neighborhood
of the world. and label the different places that
are important to the children and
family, such as school, grocery
store and the park.
Social Studies

VII. SOCIAL STUDIES
among people. They focus mostly on how people are different or the same as themselves.
STANDARD 2.
Identifies the ways self is similar to and different from peers and others

-- Notice a child using a walker -- Teach children words in other -- Answer children’s questions
or wheelchair and ask why it is languages (e.g., “thank you” in about the similarities and
needed. Spanish is “gracias”). differences in other people
-- Talk to peers about different -- Read fiction and non-fiction when out in the community (e.g.,
types of family structures. stories about cultures and have hair styles, clothing, physical
children share ways they are disabilities).
-- Show respect for similarities and
differences among peers and the same or different from the -- Celebrate and recognize different
others. characters in the stories. cultures within own circle of
-- Ensure classroom materials friends.
-- Bring a family picture to school
and talk about own family during (e.g., books, craft materials,
group activities. pictures, banners, artifacts) are
representative of all children.
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VII. SOCIAL STUDIES
Four-year-olds continue to enjoy playing out family roles. They are exploring each person’s
role and how they live, the jobs family members have within the family and how to get
along. Children are encountering diversity when they learn about different characteristics
of families and family structures. Children this age are interested in people and how they
live. As their life experiences grow and they meet a greater variety of people in their
community, they develop a better understanding of jobs and social roles. They learn what it
takes to perform certain jobs, what tools are needed and how jobs are done. Four-year-olds
explore jobs (e.g., cooks, storekeepers, crossing guards, office workers and others) through
dramatic play and stories.
STANDARD 3.
Recognizes individual responsibility as a member of a group (e.g., classroom or family)

-- Assign family roles to themselves -- Include a dramatic play area -- Talk about the adult’s job with
and friends, and say, for example, with many props and authentic children sharing what the
“I am the daddy and you are the materials that allow children to occupation is, tasks for the job
granddaddy and we are taking create and reenact family roles, and how the job helps others.
the baby to the store.” relationships, routines and -- Look through family photos and
-- Bring a family picture to school rituals. ask children to name the family
and talk about own family during -- Invite a member of the family members and what their role is in
a small group activity with an to share a song, story or special the family.
adult. snack with the class. -- Discuss individual and shared
-- Take pride in successfully -- Read stories about different responsibilities int he family
completing a classroom job. families and their homes, (e.g., “I go to work, and you go
clothing and jobs. to school.” “I will put the plates
-- Invite family members to share away. You sort the spoons and
forks.”).
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information and materials from

their jobs.

VII. SOCIAL STUDIES
Because they are observant and naturally curious about people, children become aware of
similarities and differences among themselves and others on their own. They depend on
adults to develop a sensitivity in responding to differences they encounter. Children begin
to accept and appreciate the differences in themselves and others as normal and positive.
STANDARD 1.
Identifies differences and similarities of self and others as part of a group

-- Make observations about peers -- Model respect for others by -- Model for children how to treat
and others at school or in their listening and accepting all people as individuals.
community. children’s ideas and feelings. -- Offer observations on specific
-- Describe how they are different -- Treat everyone equally and fairly attributes without labeling one
than a peer (e.g., “I like to do at all times, including children, as better than another.
puzzles, and Jose likes to build families and colleagues. -- Explain to children that
houses with the blocks.”). -- Comment on specific attributes differences make us unique.
and accomplishments without Some friends wear glasses, move
labeling one as better than using a wheelchair, are different
another. Offer an observation, sizes, skin color and wear
such as “Sophia has blonde, curly different clothing. There are also
hair, and Ryleigh has long brown many ways we are the same. Give
hair.” examples.
Social Studies

VII. SOCIAL STUDIES
Children this age are interested in people and how they live. As their life experiences grow
and they encounter a greater variety of people in their community, they develop a better
understanding of jobs and social roles. They learn what it takes to perform certain jobs,
what tools are needed and how jobs are done. Four-year-olds explore jobs (e.g., cooks,
storekeepers, crossing guards, office workers, police officers, firefighters) through dramatic
play, role-play and stories.
STANDARD 2.
Explains the role of groups within a community

-- Better understand the feelings -- Ensure there are books available, -- Point out different community
of others and talk about how pictures posted and artifacts workers when out running
people feel doing certain kinds and tools to use in play that are errands or taking a walk
of work (e.g., the fire fighter may related to community jobs. and discuss their jobs and
feel nervous but glad to help. The -- Discuss how each job contributes responsibilities (e.g., people who
nurse may feel sad if patient is to the community (e.g., police are driving trash and recycling
sick.). officers work to keep us safe, trucks, fixing cars at a garage,
-- Name different jobs and the nurses keep us healthy, servers doctor’s office, police and fire
kinds of work they do. and cooks feed us). stations.).
-- Show interest in books about -- Draw outline of child while lying -- Check out fiction or non-fiction
different community jobs and act down. Have child fill in the details books at the library that describe
them out on the playground. of the picture of a job they are different types of community
interested in (e.g., draw the face, workers and discuss how their
hair, hands and add a tie, a fire job is important to the child’s
hose, a computer to illustrate the community.
job). -- When at the park or playground,
act out different roles of
community workers with
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children. Use different objects

found nearby and your child’s
imagination as props.

VII. SOCIAL STUDIES
Young children are very familiar with the roles performed in their own families and
eventually into roles in their community. Adults are needed to help 4-year-olds see how and
why rules and expectations apply to them.
STANDARD 3
Demonstrates awareness of group rules (e.g., family, classroom, school or community)

-- Create rules for games they -- Discuss why rules are important -- Encourage children to invent a
invent. and what would happen if we game and create their own rules.
-- Ask for permission when had no rules (e.g., looking both Have children teach the game to
appropriate (e.g., leaving the ways before crossing the street, someone.
room, performing a job). not running inside, sharing with -- Discuss appropriate rules for
others). different places in your child’s
-- Listen to others and joining in
conversations at appropriate -- Provide frequent reminders community (park, playground,
times. of rules and expectations (e.g., library, place of worship, stores,
verbal, pictorial, role-play). transportation, etc.).
-- Take a fair share of snack when
allowed to self-serve. -- Keep rules simple and easy to
remember and continually model
appropriate use of rules. Suggest
class rules during a group
discussion and help children
understand why the rules are
important.
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Social Studies

VII. SOCIAL STUDIES
When children are given the chance to lead, they see themselves as capable and in control.
At this age, they are just beginning to understand the qualities of a leader and need many
opportunities to practice their budding leadership skills.
STANDARD 4.
Exhibits leadership skills and roles (e.g., line leader and door holder)

-- Understand the feelings and -- Model good leadership skills for -- Play games that require a leader,
views of classmates. children by allowing them to see such as “Red light, Green light”
-- Enjoy assuming classroom what classroom roles (e.g., line or “Hide and seek;” or play games
responsibilities, such as message leader, morning meeting leader, that have rules that should be
carrier, trash collector, door snack helper) look like; hear the followed (e.g., taking turns,
holder or weather reporter. language used to guide children waiting in line).
on what should happen next. -- Enroll child in extracurricular
-- Help classmates with small tasks,
such as fastening shoes, getting -- Encourage persistence. Young activities to learn and experience
materials for an activity or children may need assistance, teamwork skills.
putting on smocks for art. guidance and coaching when -- Talk with children about a friend’s
tasks may become a little feelings and points of view.
challenging.
-- Help children understand
different viewpoints to work out
problems with classmates.
Social Studies

VII. SOCIAL STUDIES
Four-year-olds have a strong understanding of their body and space. They walk, run and
jump with confidence and are gaining better hand-eye coordination. They learn through
using their senses and begin to learn directions and other spatial concepts through moving
their bodies.
STANDARD 1.
Identifies the relationship of personal space to surroundings

-- Recognize where they are while -- Make maps of classrooms, -- While taking a walk around the
traveling in familiar areas. playgrounds and neighborhood neighborhood, point out road
-- Match objects to their usual stores and features. signs and house numbers and
geographic location (e.g., a stove -- Provide children with stickers, discuss their purpose.
belongs in the kitchen, your bed flags or other symbols they can -- When driving to the store,
is in your bedroom and not on use to mark places on the maps. ask children to point out
the playground). -- Display a large map of the recognizable landmarks
-- Recognize that roads have names classroom or neighborhood near (e.g., a bridge, railroad tracks,
and signs and that houses have the block center and encourage McDonald’s, etc.).
numbers to identify locations. children to use it to work together
to recreate the classroom or
neighborhood using blocks
and props (e.g., as people, cars,
animals and signs).
-- Encourage children to move
in various ways (e.g., climbing,
jumping and rolling) to
experience their position in space.
Social Studies

VII. SOCIAL STUDIES
Children’s understanding of location and symbols that represent places they like to visit, for
example a symbol of a book for the library, a logo for a favorite restaurant, or even a park
that means they are close to their grandparents’ house. They notice differences in landmarks,
the buildings around them, and other geographic characteristics that pinpoint a specific
place.
STANDARD 2.
Identifies differences and similarities between own environment and other locations

-- Develop an awareness of -- Read fiction and non-fiction -- During family vacations or travels
characteristics of own books about environments away from home, ask children
geographic region (e.g., “It rains a different than the one they live what objects or landmarks
lot here.”). in and compare/contrast the they see that are the same and
-- After a virtual field trip, identify environments using pictures, different than what they would
ways their environment and drawings and simple words. see at home.
the visited one are the same or -- Provide children the opportunity
different. for “virtual” field trips to “visit”
different environments.
STANDARD 3
Identifies differences and similarities of basic physical characteristics (e.g., landmarks or land
features)

-- Notice landmarks within the -- Take walking trips around the -- Take walking trips around
context of the neighborhood center and encourage children the neighborhood and note
(e.g., noticing that school is close to note geographic features and geographic features and
Social Studies
to train tracks while on a nature landmarks. landmarks. Ask your child how
walk through the neighborhood). -- Make maps of classrooms, they are the same or different
-- Create representations of playgrounds and neighborhood than other features in your
locations and space during play stores and features. neighborhood.
(e.g., at the sand table or at the -- Take digital photographs of -- When watching movies or TV
block center). landmarks (natural and man- shows with children, discuss how
made) from around the school the location of the show or movie
and neighborhood to use is the same or different as your
in classroom activities (e.g., neighborhood or environment.
storytelling, bookmaking, props
for the block area).

VII. SOCIAL STUDIES
While 4- and 5-year-olds may not yet understand how to use a map, they are able to
understand it is a tool to help someone know where they are and where they are going.
Using directions, left/right, and other spatial terms (e.g., near/far, high/deep) will help them
to build vocabulary and understand location, space, and the tools we use to navigate them.
STANDARD 4.
Uses spatial words (e.g., far/close, over/under and up/down)

-- Play games that give practice -- Model using spatial words during -- Use spatial words, when traveling
in directionality such as “Candy daily conversation to describe to describe where you are going
Land” or “Chutes and Ladders” where you are in the classroom or (e.g., “We will turn left at the next
(e.g., up, down, forward, back). on the playground. street.”).
-- Comment on the diagram of how -- Use blocks and dramatic play -- Talk about what children
mats or cots are arranged during items to create representations are doing at the playground
nap time, saying “See, I knew of neighborhood features and (e.g., going up and down a
Kendra napped next to me.” discuss their vicinity to each other slide, crawling across a bridge,
using spatial words. standing under a tree or sitting
on a bench).
STANDARD 5.
Recognizes some geographic tools and resources (e.g., maps, globes or GPS)

-- Look at simple maps and -- Demonstrate the use of maps -- Draw a simple map of the family’s
diagrams (e.g., a picture map of (including topographical) house. Ask children where they
the classroom) and discuss why and globes. Provide concrete might find an object or place
a map/globe is helpful in finding representations of both and allow where the family does things
locations. students to touch and explore together. Create and follow a
Social Studies
-- Help the teacher create an each one. pathway through the house to
emergency evacuation plan for -- Provide a map of classroom get there.
the classroom. centers, at eye level, to assist -- Using the GPS function on a
children in planning for free phone, take a walking trip
choice center time. through the neighborhood and
-- Engage children in a scavenger allow children to observe their
hunt or pirates’ treasure hunt that “real time” movement along the
uses simple maps. path on the phone screen.

VII. SOCIAL STUDIES
Four-year-olds can understand and explain how to care for the environment. They are
beginning to understand that people have an impact on the environment. Children can
describe how to keep the environment clean and how they can help in this process.
STANDARD 6.
Begins to identify the relationship between human decisions and the impact on the environment
(e.g., recycling and water conservation)

-- Take on a meaningful role in -- Help children become aware of -- Involve children in helping to
taking care of the settings where and appreciate nature (e.g., feel sort bottles, cans and paper into
they play and interact during the the sun and wind on your face, proper recycling containers and
day. examine native plants and animals, bring the containers to the street
-- Put bird seed in a bird feeder on hang a bird feeder). so that they can be picked up.
the playground. -- Encourage children to take care -- Engage children in conversations
-- Recognize that litter does not of their indoor and outdoor regarding why it is important to
belong in the environment. environments (e.g., placing caps recycle or pick up trash off the
on markers so they do not dry up roads.
-- Use recycled materials to create and being careful to not tear the
props for different centers. dress up clothes).
-- Use found objects, recycled
materials and scrap paper at the
art center so that children can
see that one material has multiple
uses.
Social Studies

VII. SOCIAL STUDIES
E. TIME, CONTINUITY AND CHANGE
Four year-old children’s understanding of history is closely tied to their ideas about time. A
personal connection is typically made by first associating events in their daily lives. There is
an understanding that time can move forward, children can look backward and that past and
present can affect their future (e.g., using materials today that were bought yesterday). They
are able to note changes to objects in their environment, from a caterpillar changing to a
butterfly or a building being constructed from the cement beginning to the finished product.
STANDARD 1.
Identifies change within a sequence of events to establish a sense of order and time

-- Describe the daily routine (e.g., -- Provide a consistent daily -- Take photos of or draw pictures of
what happens first, before lunch, schedule so that children become children completing the steps of
after lunch and at the end of the familiar of the sequence of daily their morning routine. Hang these
day). events. photos or drawings on a ring or
-- Show anticipation for regularly -- Play sequencing games at circle wall and discuss why some events
scheduled events. time or small group (e.g., First happen before or after another.
-- Use words to describe time (e.g., touch your toes, then tap your -- Provide opportunities to encourage
yesterday, today, tomorrow, nose.). children to think sequentially (e.g.,
o’clock). -- Consistently encourage children In the car, ask, “Which way will I
to use a growing vocabulary of turn at the stop sign?” At home ask,
time and sequencing words. “Now, what will I do with these dirty
dishes?” “Tell me what happened
-- Tell what is happening during the at school today,” or “Before you go
day and into the week. outside in the cold, what do you
need to do?”).
Social Studies

STANDARD 2.
Observes and recognizes changes that take place over time in the immediate environment

-- Recall information from the -- Use concrete representations -- Ask children to recall events that
immediate past (e.g., sequencing such as artwork, books and happened last night or yesterday.
photos of themselves from birth music to make children aware of -- Establish and maintain consistent
to present. distant past and far future. routines for children.
-- Describe the daily routine (e.g., -- Use vocabulary to label events -- Visit a neighborhood house
what happens before lunch, after and routines (e.g., today, being built. Discuss changes you
lunch and at the end of the day). tomorrow, yesterday, next, later, see daily and wekly.
-- Uses words to describe time (e.g., long ago).
yesterday, tomorrow, o’clock).
Social Studies

VII. SOCIAL STUDIES
F. GOVERNANCE, CIVIC IDEALS AND PRACTICES
4 YEARS-KINDERGARTEN (48 months- Kindergarten)
Children begin to understand that participating in a democratic society and in a democratic
classroom requires similar skills, such as solving problems, making decisions, managing
emotions, taking the perspectives of others and pursuing and achieving goals.
STANDARD 3.
Begins to explore basic principles of democracy (e.g., deciding rules in a classroom, respecting
opinions of others, voting on classroom activities or civic responsibilities)

-- Create rules for games they -- Model respect for others by the -- Ask children to consider
invent. way you listen to and accept alternative ways to reach a goal
-- Participate in voting activities in children’s ideas and feelings. (e.g., “What do you think would
the classroom (e.g., favorite snack, -- During small group time or a class happen if…?” or “Can you think
color or activity) that may include meeting, describe a problem of another way to do that?”).
the educator guiding graphing that affects everyone and invite -- Describe a problem that affects
the results. children to suggest one or more the family and invite children to
-- Take turns on play equipment rules to solve it. participate in a family discussion
during outside play. -- Build children’s skills of suggesting one or more rules to
perspective-taking and taking solve it.
turns by reminding children to
listen before they add their ideas
to the discussion.
Social Studies

Social Studies

VII. SOCIAL STUDIES
G: ECONOMICS AND RESOURCES
Preschool children are able to understand when resources run out and the need to replenish
them, (e.g., the food they eat, the craft supplies they use). They begin to understand that
parents work to get money for food and clothes. Children at this age are interested in many jobs
within the community. Providing exposure to various jobs, especially “helpers” gives children
experiences understanding the types of work community members do.
STANDARD 1.
Recognizes the difference between wants and needs

-- Be interested in making -- Set up a store in the classroom for -- Allow children to help make the
purchases with their “own” children to practice exchanging weekly shopping list, discussing
money. pretend money for goods and why somethings are added
-- Understand that it may be provide writing utensils and and others are not (e.g., fruit,
necessary to wait to eat a special note pads for “shopping lists or meat, toilet paper versus limited
treat (e.g., they food they want) receipts”. amounts of cookies, sodas, chips).
until after dinner and the healthy -- Discuss the kinds of resources -- Discuss natural resources and
food they need have been served. used in the classroom, where why we want to protect the
-- Notice when classroom resources they come from, and how they environment (e.g., the value of
have run out or broken, such can be conserved (e.g., not being trees and water, the need to keep
as paint, favorite toys, or other wasteful with paper, putting tops our environment clean, recycle
materials. on paint pens and markers, etc.). and reuse).
-- Help children understand the -- Acknowledge children’s requests
basic needs people have (food, for things that are not a current
clothing, shelter), the different need or priority such as (e.g., “I
ways people around the world know you really want to go to the
meet those needs (e.g., jackets park, but we do not have time to
and hats in cold areas, shorts stop right now because we need
and t-shirts in warmer climates, to go to the grocery story.” or “I
homes with fireplaces and those can see you really want to buy
Social Studies
without). that book. Let’s go to the library

next week and see if we can
borrow it instead of buying it.”).

STANDARD 2.
Begins to recognize that people work to earn money to buy things they need or want

-- Talk about what they want to be -- Provide play opportunities for -- Engage in conversations when
when they grow up. children to purchase things in children talk about what they
-- Play store or restaurant with dramatic play (e.g., grocery store, want to be when they grow up.
pretend or real money, receipts, post office and shoe store). -- Share stories about the parents’
credit cards and phone. -- Provide items such as pretend or family members’ occupations
-- Engage in conversations about money, cash register, receipt with children’s classes through
transactions after being read book and other examples of real pictures, field trips and classroom
books about people who buy materials related to working and props.
and sell things. earning money. -- Give children an opportunity
-- Recognize that adults work to -- Discuss that people do many to earn “points” or “money” to
earn money. different kinds of jobs to earn purchase a treat, toy or book they
money. want.
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VII. SOCIAL STUDIES
H. TECHNOLOGY AND OUR WORLD
While technology is defined as tools that make life easier, many view “technology” as just
TVs, computers, and tablets. Preschoolers seem to innately understand how to turn on
tablets, change TV channels to favorite programs, or play games on phones. It is important
for parents and caregivers to understand the impact of modern technologies on children
while also providing real-world experiences so children may continue to understand the
world around them and how tools and technologies are used to solve a problem or make
things easier.
STANDARD 1.
Uses and shows awareness of technology and its impact on how people live (e.g., computers,
tablets, mobile devices, cameras or music players)

-- Record sounds into a tape -- Provide technology tools (e.g., -- Actively participate with your
recorder in the music area and computers, small appliances), child when watching television
then listen when the recording is and books about technology or using the computer, and limit
played back. and dramatic play props daily screen time, especially
-- Explore simple drawing programs representing technology. before bedtime.
on a class or home computer. -- Introduce new technologies (e.g., -- Monitor children’s screen time for
-- Use a digital camera to take computer programs) to one or quality and appropriate content.
pictures of things they are two children at a time to ensure -- Discuss how tools and
interested in (e.g., of friends, safe and proper use. technology assist our daily lives
nature, the classroom). -- Discuss advantages and (e.g., electricity, plumbing, cars,
-- Understand how community disadvantages of technology computers, etc.).
services impact their daily lives in everyday lives (stairs versus
(e.g., “How does food get to the escalator or elevator, walking
grocery store?” “How is mail versus driving, candles versus
delivered?” “Where does trash go electricity, etc.).
Social Studies
after it leaves your home?”).

Social Studies

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by Todd Parr Peter’s Chair
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by Rachel Fuller
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Wheels on the Bus

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Social Studies

GLOSSARY
Culture: the learned and shared knowledge that Routines: customs or activities regularly
specific groups use to generate their behavior practiced at home, in the classroom or in the
and interpret their experience of the world community
Common symbols: objects and artifacts used Self: the idea an individual has about own
with a variety of purposes such as civic ideals, characteristics and abilities
values, locations, community rules, and others
Sequence of events: ability to recognize
Diversity: the inclusion of different people (as the order of actions taking place during an
people of different races or cultures) in a group or experience, routine or activity
organization
Social expectations: describe the social
Empathy: ability to recognize the emotions and behaviors considered appropriate according to
feelings experienced by peers and adults the setting
Environment: the circumstances, objects or Technology tools: technology-based devices
conditions by which one interacts with and is and other instruments used to carry out or
surrounded (e.g., the indoor and outdoor area facilitate a task
or setting where the child lives and interacts
Wants and needs: needs are what is necessary
including home, neighborhood, classroom, etc.)
to address basic needs (such as food, shelter, etc)
Investigating: observing or inquiring in detail while wants are those things one may desire but
that are not indispensable, while needs are what
Occupations: refers to the different jobs and the
is necessary to address basic needs (e.g., food,
roles people have in the community
shelter, etc.)
Personal space: the area surrounding an
individual, which that person considers their own
Problem-solving: process followed to find ways
to address a situation
Prosocial: ability to engage in behaviors and
actions in response to the needs of others
Social Studies

Creative Expression Through the Arts
VIII. CREATIVE EXPRESSION THROUGH THE ARTS DOMAIN

(48 months -
Kindergarten)
A. SENSORY ART EXPERIENCE
1. Begins to 1. Chooses from 1. Combines a variety 1. Uses imagination 1. Uses imagination 1. Combines with
experience the a wide variety of of open-ended, and creativity to and creativity to intention a variety of
sensory qualities open-ended, diverse process-oriented and express self through express self with open-ended, process-
of a wide variety of and process-oriented diverse art materials open-ended, diverse intention using a oriented and diverse
openended, diverse sensory materials to explore technique and process-oriented variety of open- art materials
and process-oriented to engage in the art with intention art experiences with ended, process-
sensory materials experience intention oriented and diverse
art materials
B. MUSIC
1. Responds to music 1. Begins to discover 1. Discovers and 1. Begins to engage in 1. Engages in a 1. Actively participates
in a variety of ways and engage in creative engages in creative a variety of individual variety of individual in a variety of
music experiences music experiences and group musical and group musical individual and group
activities activities with more musical activities
coordinated intention
2. Begins to express 2. Expresses and

and represent represents thought,
thought, observations, observations,
imagination, feelings, imagination, feelings,
experiences and experiences and
knowledge in knowledge in
individual and group individual and group
music activities music activities
(e.g., singing, trying
musical instruments
or marching)
C. CREATIVE MOVEMENT
1. Uses movement to 1. Begins to use 1. Uses movement to 1. Begins to engage in 1. Engages in 1. Continues
show increasing body movement to express feelings or individual and group individual and group to engage in
awareness in response express feelings or communicate an idea movement activities movement activities individual and group
to own environment communicate an idea to express and to express and movement activities
represent thoughts, represent thoughts, to express and
observations, observations, represent thoughts,
imagination, feelings, imagination, feelings, observations,
experiences and experiences and imagination, feelings,
knowledge knowledge experiences and
knowledge
2. Spontaneously 2. Responds and

responds and moves moves in creative
in creative ways while ways while listening
listening to music to music, stories or
or sounds, stories or verbal cues
verbal cues
Florida’s Early Learning and Developmental Standards Creative Expression Through The Arts | 247
VIII. CREATIVE EXPRESSION THROUGH THE ARTS DOMAIN

(48 months -
Kindergarten)
D. IMAGINATIVE AND CREATIVE PLAY
1. Imitates familiar 1. Imitates and 1. Purposefully begins 1. Purposefully 1. Expresses and 1. Expresses and
experiences in own initiates familiar to engage in and explores, engages represents thoughts, represents thoughts,
life experiences in own explore imaginative and persists in observations, observations,
life using a variety and creative play with ongoing real and imagination, feelings, imagination, feelings,
of objects in the a variety of objects in or imaginative experiences and experiences and
environment the environment experiences through knowledge, verbally knowledge, verbally
creative play or non-verbally, using and non-verbally,
a variety of objects in with others using a
own environment variety of objects in
own environment
E. APPRECIATION OF THE ARTS
1. Responds 1. Shows curiosity 1. Begins to respond 1. Responds to own 1. Responds to and 1. Uses appropriate art
spontaneously to in different forms of to own art and to art and to a variety of expresses opinions vocabulary to describe
different forms of art artistic expressions a variety of artistic artistic expressions of and feelings about own art creations and
in the environment (e.g., music, art and expressions of others others own art form as well those of others
dance) as a variety of artistic
expressions of others
2. Begins to show 2. Shows preferences 2. Compares own art

preferences for various for various art forms to similar art forms
art forms
3. Begins to recognize
that instruments and
art forms represent
cultural perspectives
of the home and the
community, now and
in the past
248 | Creative Expression Through The Arts

VIII. CREATIVE EXPRESSION
THROUGH THE ARTS
Creative expression through the arts provides children with opportunities to
express ideas and feelings, use words, manipulate tools and media and solve
problems in five areas: sensory art experience, music, creative movement,
imaginative and creative play and appreciation of the arts. Through the arts,
children learn to express what they know, pursue their own interests and
abilities and appreciate others contributions. They begin to understand that
others can be creative in different ways, and show appreciation for these
differences by asking questions and commenting.
Sensory art experience involves children Creative movement involves children enjoying
using their imagination and creativity to dancing and exploring the different ways they
express themselves using a variety of diverse can move. This is especially effective as they are
materials. Children share their understanding refining gross motor skills and can do more
and knowledge through visual art media (e.g., and more each day. Children begin engaging
paint, clay, markers on paper, watercolor painting, in individual and group movement activities
photography). to express and represent thoughts,
observations, imagination, feelings,
Music is demonstrated by recognizing and experiences and knowledge.
creating patterns through a variety of individual
and group musical activities. Singing, chanting
and rhyming enhances vocabulary and oral
language development.
ENVIRONMENTAL
Imaginative and creative play focuses on
experiences that help children develop fluency of CONSIDERATIONS
language, movement, originality, elaborations of
ideas, vocabulary, imitation and self-expression. 4 YEARS - KINDERGARTEN
Appreciation of the arts involves children
responding to their own art and to a variety of ◆ Include a variety of art materials and
supplies (e.g., nature items, commercial
artistic expressions of others. Children develop
products, household objects), as well as
their own sense of appreciation for the arts, adequate space for displaying pictures, clay
including their favorite colors, art materials and creations, and block structures.
types of pictures and art they like to look at.
◆ Provide a variety of materials in the classroom
While developing an appreciation for the arts,
for children to use to create a product to
children begin recognizing that instruments and communicate an idea (e.g., paint, brushes,
art forms represent cultural perspectives of the different sized boxes, rollers, collage materials).
home and the community, now and in the past.
◆ Include sufficient space indoors and outdoors
for dance, drama and movement activities,
as well as a variety of music with different
tempos and styles, along with creative props
(e.g., scarves, costumes).

THROUGH THE ARTS DOMAIN
A. SENSORY ART EXPERIENCE
As their attention span grows, 4-year-olds can stay involved in creative art activities for
longer periods of time. Four-year-olds experiment enthusiastically with art materials, and
investigate their ideas through drawing, painting, sculpture and design. They exhibit a sense
of joy and excitement as they make and share their artwork with others.
STANDARD 1.
Combines with intention a variety of open-ended, process-oriented and diverse art materials

-- Create a three-dimensional -- Discuss process as children work. -- Visit children’s classroom to enjoy
collage using one or a variety of -- Help children plan their project. a gallery of the children’s art
materials. work.
-- Coach self-regulation and
-- Respond to books with engaging problem-solving as children -- Visit children’s museums or art
illustrations by creating art. work through projects. museums.
-- Create a collection and develop -- Ask “why” and “how” questions -- Take and share photos of children
a display. to understand children’s choices during the design and production
-- Create a collaborative art and decisions. stages of their work.
work that illustrates a learned -- Incorporate books into the lesson
experience. plans that use collage.
-- Help children create a guidebook
for their collections.

B. MUSIC
Music can set the tone for all activities, and enrich children’s learning experiences. Making
and responding to music contributes to learning across many domains. Four-year-olds can
recognize and create patterns through music. Singing, chanting,and rhyming enhances
vocabulary and oral language development. Music can be soothing or stimulating, and
can be used in group experiences, as well as independent explorations.
STANDARD 1.
Actively participates in a variety of individual and group musical activities

-- Play various instruments and -- Introduce many types of music -- Play music CDs or audiotapes
discover different types of sounds (e.g., jazz, hip-hop, folk, classical, in the car or at home to inspire
that each instrument can makes. reggae) through recordings, children to listen, move, dance
-- Use the voice as an instrument. instruments and special visitors. and sing along.
-- Discover different types of -- Include a variety of musical -- Fit songs into the daily routine,
sounds that found objects make. instruments, recordings and before and during mealtimes and
music props in the classroom. at bedtime.
-- Distinguish the difference
between loud, soft, high-pitched -- Introduce music as a way to -- Identify common household
and low-pitched sounds. portray characters within a items that children could use
story, play or movie. (e.g., assign as musical instruments (e.g.,
-- Make sounds at different rates of a different sound to each wooden spoons and plastic bowls
speed (tempos) (e.g., fast, slow). character). to “drum”).
-- Take a nature walk outside the
classroom to find possible objects
to use as instruments (e.g., scrap
wood, heavy sticks, broken
branch with leaves, gourds, large
seed pods, pebbles, stones).
-- Invite local musicians, perhaps
parents, to share their music and
instruments with children.
-- Invite a child with a hearing
impairment to put a hand on the
audio speaker to feel the music’s
beat.

B. MUSIC
Through experiences with music, children become better able to talk about various
elements of music (e.g., styles [genres] of music, types of instruments, voice). They become
familiar with various styles of music, including their favorites. Children become more
experienced at expressing how particular music makes them feel, including music by
famous artists, themselves, classmates or others from the local community.
STANDARD 2.
Expresses and represents thought, observations, imagination, feelings, experiences and knowledge
in individual and group music activities

-- Listen and respond to music from -- Encourage discussion about -- Play music CDs or audiotapes
another culture during a large- musical experience (e.g., animal in the car or at home to inspire
group activity. sounds, sounds in nature, songs children to listen, move, dance
-- Discuss own favorite instrument children know). and sing along.
and why they like it. -- After watching a short, -- Identify common household
-- Compare and contrast different appropriate movie, discuss with items that children could use
instruments and songs. children their favorite character in as musical instruments (e.g.,
the story and important musical wooden spoons and plastic bowls
-- Describe background songs they elements (e.g., “How did you to “drum”).
hear in a cartoon or movie, and know, through the music, that a
how it makes them feel or what it -- Fit songs into the daily routine,
character was entering the story?” before and during mealtimes and
adds to the story. or, “How did you know, from at bedtime.
listening to the music, if the end
was going to be good or bad for
the characters?”).
-- Encourage children to talk about
and describe instruments they
made from objects found during
a nature walk, and what types of
sound each can make (e.g., soft,
loud, rattling, sharp).
-- Give children crayons and paper
and invite them to draw what
they hear as music plays.

C. CREATIVE MOVEMENT
Using their bodies to express themselves and respond to music is satisfying and engaging
for 4-year-olds. They enjoy dancing and exploring different ways they can move. This is
especially effective as they refine gross motor skills and can do more and more each day.
STANDARD 1.
Continues to engage in individual and group movement activities to express and represent
thoughts, observations, imagination, feelings, experiences and knowledge

-- Imitate animal movements. -- Show children how they can -- Provide time for outdoor play
-- Gallop, twirl and perform make big movements, like arm together.
imaginative movements in circles, or small movements, like -- Play some interesting music and
response to music. shoulder shrugs. offer props (e.g., sheer scarves,
-- Dance and move in front of a -- Demonstrate to children that balloons, paper fans and feathers),
mirror; dance to different kinds they can move at different levels asking, “How does this object
of music (e.g., jazz, rock, blues, in space (e.g., low to the ground, make you want to move?”
reggae, country, classical, folk). up high as if they are reaching for
the sky, or in the middle).
-- Explore and demonstrate
different postures. -- Have children isolate movements
to a specific body part (e.g., make
circles with their wrists, move
their heads slowly from side to
side, move just their hips), and
get creative, thinking about other
body parts (e.g., opening and
closing their mouths, flexing or
pointing their feet, or wiggling
their fingers).
-- Help children listen for the beat
of the music and count out
different movements.
-- Have children move to different
areas in the room using specific
ways to travel (e.g., hop to the
door, crawl to the group-time rug,
skip to the gate).

D. IMAGINATIVE AND CREATIVE PLAY
Four-year-olds explore dramatic play and theater, indoors and outdoors, in engaging
environments. Dramatic play and Theater can include story enactment, imagination
journeys and theater games. For children beginning to explore, a variety of child-size props
(e.g., costumes), puppets and micro-play toys (e.g., cars, people and animals from the block
area) are needed. The emphasis in dramatic play is on process rather than product.
STANDARD 1.
Expresses and represents thoughts, observations, imagination, feelings, experiences and
knowledge, verbally and non-verbally, with others using a variety of objects in own environment

-- Use words and sentences to plan -- Provide plenty of time to allow -- Provide a variety of imaginative
roles in a cooperative way. (e.g., imaginative play to develop for experiences at home (e.g., having
“John is the dad, I am the mom, individual and group of children pretend clothes, mops, food, etc.).
and we are taking Seth, our baby, at the same time. -- Read books to children that
to the doctor.” They then proceed -- Provide a variety of culturally- inspire children to act out parts.
to negotiate the steps of taking a diverse objects in the
baby to the doctor.). imaginative and creative play
-- Use objects beyond what they area.
were meant for. A broom could -- Encourage and respect the
be used as a pretend horse, a expression of feelings during play.
bandana could be used as a
blanket for a picnic. -- Encourage the use of language to
engage other children and adults.
-- Pantomime to tell a story.
-- Persist in an activity for at least 10
minutes with others.

As 4-year-olds gain more experience working in the visual arts, they can discuss artworks
with friends and educators. This may include works by famous artists or classmates, or art
in the local community. The child becomes better able to express in words how an artwork
feels, the design qualities, or type of artwork. When children view others’ work, they are also
learning to appreciate and respect differences in culture and viewpoint.
STANDARD 1.
Uses appropriate art vocabulary to describe own art creations and those of others

-- Talk about their work with their -- Provide display space to -- Visit an art museum or a
classmates. introduce and examine artistic children’s museum and
-- Respond to educator’s prompts creations and events, including encourage critical thinking by
and questions. children’s creations. asking, “What do you think the
-- Ask children questions about artist was thinking about when
-- Talk about another child’s art he painted this picture?”
product in a positive manner, what they see in an artwork or
and ask questions about how the picture. -- Read wordless picture books (e.g.,
child made it. -- Show and discuss with children a Pancakes for Breakfast by Tomie
picture of an object, a model of DePaola and Rosie’s Walk by Pat
-- Discuss how working with art Hutchins) and allow children to
materials makes them feel. an object and the actual object
to help them relate pictures and examine the pictures and come
photographs to real places and to their own conclusion about the
things. story being told.
-- Showcase children’s artwork

in a manner that reinforces the
context in which it was created
(e.g., if they drew pictures of
characters in a book, also display
the book).
-- Have children write or dictate
what is happening in their
artwork (e.g., describe the action,
mood, image or idea).

As 4-year-olds gain more experience working in the visual arts, they are able to discuss
artworks with friends and educators. This may include works by famous artists or classmates,
or art in the local community. The child becomes better able to express in words how
an artwork feels, the design qualities, or type of artwork. Creative expression influences
children’s growing competence as creative problem solvers and provides insight about the
world around them.
STANDARD 2.
Compares own art to similar art forms

-- Talk about their work with their -- Provide display space to -- Visit an art museum or a
classmates. introduce and examine artistic children’s museum and
-- Respond to educator’s prompts creations and events, including encourage critical thinking by
and questions. children’s creations. asking, “What do you think the
-- Ask children questions about artist was thinking about when
-- Talk about another child’s art he painted this picture?”
product in a positive manner, and what they see in an artwork or
ask questions about how they picture. -- Read wordless picture books (e.g.,
made it. -- Show and discuss with children a Pancakes for Breakfast by Tomie
picture of an object, a model of DePaola and Rosie’s Walk by Pat
-- Discuss how working with art Hutchins) and allow children to
materials makes them feel. an object and the actual object
to help them relate pictures and examine the pictures and come
photographs to real places and to their own conclusion about the
things. story being told.
-- Showcase children’s artwork

in a manner that reinforces the
context in which it was created
(e.g., if they drew pictures of
characters in a book, also display
the book).
-- Have children write or dictate
what is happening in their
artwork (e.g., describe the action,
mood, image or idea).

The arts encourage observing and describing, two very important skills for 4-year-olds.
Appreciation of the arts introduces children to different cultures, past and present, so that
children can learn about their own backgrounds and those of others.
STANDARD 3.
Begins to recognize that instruments and art forms represent cultural perspectives of the home and
the community, now and in the past

-- Bring instruments from home to -- Make available different types -- Bring instruments or music they
share with friends. of instruments from different have at home to share in the
-- Make instruments from different cultures. classroom.
cultures (e.g., drums, shakers). -- Explain how certain musical -- Take children to art museums and
-- Listen and dance to music used at instruments are used in certain theaters.
home and around the world. celebrations around the world. -- Discuss with their children how
-- Create art representing different -- Provide clothing from different proud they are of their heritage
styles and cultures (pointillism cultures in the dress up area. yet respectful of others.
using fingers to print, cut and -- Make available art supplies and
paste, string art, abstract art etc.). materials to encourage children to
-- View and then discuss visual arts explore many mediums.
from the past as well as modern -- Hang posters of art work from the
art examining style, color, shapes, past (e.g., Picasso, Monet) as well
etc. local modern artists.
-- Have an international dinner
where families can bring their
favorite dish, dress in traditional
clothes and bring some sort of art
from home to share with others
as they all listen to music from
around the world.
RELATED BOOKS
PRESCHOOLERS
Bea at Ballet Dreaming Up: A Celebration of Building
by Rachel Isadora by Christy Hale
Ben’s Trumpet How a House is Built

by Rachel Isadora by Gail Gibbons
Caps for Sale Artist Who Painted a Blue Horse

By Esphyr Slobodkina by Eric Carle
David’s Drawings Zin! Zin! Zin! A Violin

by Cathryn Falwell by Lloyd Moss

GLOSSARY
Diverse: showing a great deal of variety, Pantomime: using gestures and facial
including cultural representations expressions to tell a story, or role-play without
speaking (e.g., pouting, smiling, or pretending to
Dramatic play: expressive and spontaneous play
fly)
Environment: the circumstances, objects or
Planning: the process of mental preparation and
conditions with which one interacts and is
problem-solving in order to accomplish an act
surrounded
(e.g., a child tells the teacher what he/she will do
Exploration: the act of studying something new during center time)
Process-oriented: art experiences where the
Music: sound in time that expresses ideas focus is on the process of exploration, not the
and emotions in significant forms through the result
elements of rhythm, melody, harmony
Observing: regarding attentively or watching more words or word endings (e.g., spoon, moon)
Oral language: spoken language Sensory: process of discovering through the
senses
Visual arts: artwork, such as painting,
photography or sculpture

At 1 month of age, HepB (1-2
months),
At 2 months of age, HepB (1-2
months), DTaP, PCV, Hib, Polio,
2018 Recommended Immunizations for Children from Birth Through 6 Years Old
and RV
At 4 months of age, DTaP, PCV,
Hib, Polio, and RV
At 6 months of age, HepB (6-18
months), DTaP, PCV, Hib, Polio
(6-18 months), RV, and Influenza 1 2 4 6 12 15 18 19–23
(yearly, 6 months through 18
2–3 4–6
years)*
Birth month months months months months months months months years years
At 12 months of age, MMR (12-15
HepB † HepB HepB
months), PCV (12-15 months) ,
Hib (12-15 months), Varicella
(12-15 months), HepA (12-23 RV RV RV
months)§, and Influenza (yearly, 6
months through 18 years)* DTaP DTaP DTaP DTaP
At 4-6 years, DTaP, IPV, MMR,
DTaP
Varicella, and Influenza (yearly, 6
months through 18 years)*
Hib Hib Hib Hib
Is your family PCV13 PCV13 PCV13 PCV13
growing? To protect
your new baby and
yourself against whooping
IPV IPV IPV IPV
cough, get a Tdap vaccine.
The recommended time is Influenza (Yearly)*
Florida’s Early Learning and Developmental Standards

the 27th through 36th week
of pregnancy. Talk to your MMR MMR
doctor for more details.
Varicella Varicella
Shaded boxes indicate the
vaccine can be given during HepA§
shown age range.
NOTE: FOOTNOTES: See back page

If your child misses a shot, * Two doses given at least four weeks apart are recommended for children aged 6 months through 8 years of age who are getting an for more
you don’t need to start over, just go influenza (flu) vaccine for the first time and for some other children in this age group. information on
back to your child’s § Two doses of HepA vaccine are needed for lasting protection. The first dose of HepA vaccine should be given between 12 months and vaccine-
doctor for the next shot. 23 months of age. The second dose should be given 6 to 18 months later. HepA vaccination may be given to any child 12 months and
Talk with your child’s doctor preventable
older to protect against HepA. Children and adolescents who did not receive the HepA vaccine and are at high-risk, should be
if you have questions vaccinated against HepA. diseases and the
about vaccines. vaccines that
If your child has any medical conditions that put him at risk for infection or is traveling outside the United States, talk to your
child’s doctor about additional vaccines that he may need. prevent them.
For more information, call toll free

1-800-CDC-INFO (1-800-232-4636)
or visit
www.cdc.gov/vaccines/parents
Appendix A | 261
Recommendations for Preventive Pediatric Health Care
Bright Futures/American Academy of Pediatrics
Each child and family is unique; therefore, these Recommendations for Preventive Pediatric Health These recommendations represent a consensus by the American Academy of Pediatrics (AAP) The recommendations in this statement do not indicate an exclusive course of treatment or standard
Care are designed for the care of children who are receiving competent parenting, have no and Bright Futures. The AAP continues to emphasize the great importance of continuity of care of medical care. Variations, taking into account individual circumstances, may be appropriate.
manifestations of any important health problems, and are growing and developing in a satisfactory in comprehensive health supervision and the need to avoid fragmentation of care. Copyright © 2017 by the American Academy of Pediatrics, updated February 2017.
fashion. Developmental, psychosocial, and chronic disease issues for children and adolescents may Refer to the specific guidance by age as listed in the Bright Futures Guidelines (Hagan JF, Shaw JS, No part of this statement may be reproduced in any form or by any means without prior written
require frequent counseling and treatment visits separate from preventive care visits. Additional Duncan PM, eds. Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents. permission from the American Academy of Pediatrics except for one copy for personal use.
262 | Appendix A
visits also may become necessary if circumstances suggest variations from normal. 4th ed. Elk Grove Village, IL: American Academy of Pediatrics; 2017).
INFANCY EARLY CHILDHOOD MIDDLE CHILDHOOD ADOLESCENCE

AGE1 Prenatal2 Newborn3 3-5 d4 By 1 mo 2 mo 4 mo 6 mo 9 mo 12 mo 15 mo 18 mo 24 mo 30 mo 3y 4y 5y 6y 7y 8y 9y 10 y 11 y 12 y 13 y 14 y 15 y 16 y 17 y 18 y 19 y 20 y 21 y
HISTORY
Initial/Interval l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
MEASUREMENTS
Length/Height and Weight l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
Head Circumference l l l l l l l l l l l
Weight for Length l l l l l l l l l l
Body Mass Index5 l l l l l l l l l l l l l l l l l l l l l
Blood Pressure6 ê ê ê ê ê ê ê ê ê ê ê ê l l l l l l l l l l l l l l l l l l l
SENSORY SCREENING
Vision7 ê ê ê ê ê ê ê ê ê ê ê ê l l l l ê l ê l ê l ê ê l ê ê ê ê ê ê
Hearing

l8

l9 ê ê ê ê ê ê ê ê ê l l l ê l ê l l10 l l
DEVELOPMENTAL/BEHAVIORAL HEALTH
Developmental Screening11 l l l
Autism Spectrum Disorder Screening12 l l
Developmental Surveillance l l l l l l l l l l l l l l l l l l l l l l l l l l l l
Psychosocial/Behavioral Assessment13 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
Tobacco, Alcohol, or Drug Use Assessment14 ê ê ê ê ê ê ê ê ê ê ê
Depression Screening15 l l l l l l l l l l
16
Maternal Depression Screening l l l l
17
PHYSICAL EXAMINATION l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
PROCEDURES18
Newborn Blood l19

l20
Newborn Bilirubin21 l
Critical Congenital Heart Defect22 l
Immunization23 l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
Anemia24 ê l ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê
Lead25 ê ê l or ê26 ê l or ê26 ê ê ê ê
Tuberculosis27 ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê
Dyslipidemia28 ê ê ê ê l ê ê ê ê ê l
Sexually Transmitted Infections29 ê ê ê ê ê ê ê ê ê ê ê
HIV30 ê ê ê ê l ê ê ê
31
Cervical Dysplasia l
ORAL HEALTH32

l33

l33 ê ê ê ê ê ê ê ê
Fluoride Varnish34 l
Fluoride Supplementation35 ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê ê
ANTICIPATORY GUIDANCE l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l l
1. If a child comes under care for the first time at any point on the schedule, or if any items are not accomplished at the 6. Blood pressure measurement in infants and children with specific risk conditions should be performed at visits 12. Screening should occur per “Identification and Evaluation of Children With Autism Spectrum Disorders”
suggested age, the schedule should be brought up-to-date at the earliest possible time. before age 3 years. (http://pediatrics.aappublications.org/content/120/5/1183.full).
2. A prenatal visit is recommended for parents who are at high risk, for first-time parents, and for those who request a 7. A visual acuity screen is recommended at ages 4 and 5 years, as well as in cooperative 3-year-olds. Instrument-based 13. This assessment should be family centered and may include an assessment of child social-emotional health, caregiver
conference. The prenatal visit should include anticipatory guidance, pertinent medical history, and a discussion of screening may be used to assess risk at ages 12 and 24 months, in addition to the well visits at 3 through 5 years of age. depression, and social determinants of health. See “Promoting Optimal Development: Screening for Behavioral and
benefits of breastfeeding and planned method of feeding, per “The Prenatal Visit” (http://pediatrics.aappublications.org/ See “Visual System Assessment in Infants, Children, and Young Adults by Pediatricians” (http://pediatrics.aappublications. Emotional Problems” (http://pediatrics.aappublications.org/content/135/2/384) and “Poverty and Child Health in the
content/124/4/1227.full). org/content/137/1/e20153596) and “Procedures for the Evaluation of the Visual System by Pediatricians” United States” (http://pediatrics.aappublications.org/content/137/4/e20160339).
(http://pediatrics.aappublications.org/content/137/1/e20153597).
3. Newborns should have an evaluation after birth, and breastfeeding should be encouraged (and instruction and support 14. A recommended assessment tool is available at http://www.ceasar-boston.org/CRAFFT/index.php.
should be offered). 8. Confirm initial screen was completed, verify results, and follow up, as appropriate. Newborns should be screened,
15. Recommended screening using the Patient Health Questionnaire (PHQ)-2 or other tools available in the GLAD-PC
per “Year 2007 Position Statement: Principles and Guidelines for Early Hearing Detection and Intervention Programs”
4. Newborns should have an evaluation within 3 to 5 days of birth and within 48 to 72 hours after discharge from the toolkit and at http://www.aap.org/en-us/advocacy-and-policy/aap-health-initiatives/Mental-Health/Documents/MH_
(http://pediatrics.aappublications.org/content/120/4/898.full).
hospital to include evaluation for feeding and jaundice. Breastfeeding newborns should receive formal breastfeeding ScreeningChart.pdf. )
evaluation, and their mothers should receive encouragement and instruction, as recommended in “Breastfeeding and 9. Verify results as soon as possible, and follow up, as appropriate.
16. Screening should occur per “Incorporating Recognition and Management of Perinatal and Postpartum Depression Into
the Use of Human Milk” (http://pediatrics.aappublications.org/content/129/3/e827.full). Newborns discharged less than
10. Screen with audiometry including 6,000 and 8,000 Hz high frequencies once between 11 and 14 years, once between Pediatric Practice” (http://pediatrics.aappublications.org/content/126/5/1032).
48 hours after delivery must be examined within 48 hours of discharge, per “Hospital Stay for Healthy Term Newborns”
15 and 17 years, and once between 18 and 21 years. See “The Sensitivity of Adolescent Hearing Screens Significantly
(http://pediatrics.aappublications.org/content/125/2/405.full). 17. At each visit, age-appropriate physical examination is essential, with infant totally unclothed and older children
Improves by Adding High Frequencies” (http://www.jahonline.org/article/S1054-139X(16)00048-3/fulltext).
undressed and suitably draped. See “Use of Chaperones During the Physical Examination of the Pediatric Patient”
5. Screen, per “Expert Committee Recommendations Regarding the Prevention, Assessment, and Treatment of Child
11. See “Identifying Infants and Young Children With Developmental Disorders in the Medical Home: An Algorithm for (http://pediatrics.aappublications.org/content/127/5/991.full).
and Adolescent Overweight and Obesity: Summary Report” (http://pediatrics.aappublications.org/content/120/
Developmental Surveillance and Screening” (http://pediatrics.aappublications.org/content/118/1/405.full).
Supplement_4/S164.full). 18. These may be modified, depending on entry point into schedule and individual need.
(continued)
KEY: l = to be performed ê = risk assessment to be performed with appropriate action to follow, if positive l = range during which a service may be provided
Birth to 36 months: Girls NAME
Length-for-age and Weight-for-age percentiles RECORD #
Birth 3 6 9 12 15 18 21 24 27 30 33 36
in cm AGE (MONTHS)
cm in
41 41 L
40 40 E
100 95 100
39 90 39 N
38 G
75 38
95 95 T
37 50 37 H
36 25 36
90 90
35 10 35
5
34
85
33
32 38
80 95 17
31
L 30 36
75 90 16
E
N
29
34
G 28
70 75
15
T 27 32
H 26 65 14
25 50 30 W
24 E
60 13
23 25 28 I
G
22 55 12 H
10 26
21 5 T
20 50 11 24
19
18 45 10 22
17
16 40 9 20
15
8 18
16 16
7 AGE (MONTHS)
kg lb
12 15 18 21 24 27 30 33 36
14
6 Mother’s Stature Gestational
W Father’s Stature Age: Weeks Comment
E 12
Date Age Weight Length Head Circ.
I 5 Birth
G 10
H
T
4
8
3
6
2
lb kg
Birth 3 6 9
Published May 30, 2000 (modified 4/20/01).
SOURCE: Developed by the National Center for Health Statistics in collaboration with
the National Center for Chronic Disease Prevention and Health Promotion (2000).
http://www.cdc.gov/growthcharts
264 | Appendix B
Birth to 36 months: Girls
Head circumference-for-age and NAME
Weight-for-length percentiles RECORD #
Birth 3 6 9 12 15 18 21 24 27 30 33 36
in cm AGE (MONTHS) cm in H
E
A
52 52
D
95
20 90 20
50 50 C
75 I
50 R
H 19 19
48 48 C
E 25 U
A 10 M
D 18 46 5 46 18 F
E
R
C 44 44 E
I 17 17 N
R C
C 42 42 E
U 16
M 40 50
F 22 48
E
15 38 21 46
R
E 20 44
N 36 19 42
14
C 95
E 18 40
34 90
17 38
13 75 36
32 16
50 34
12 25
15
30 32
10 14
5 30 W
13 28 E
12 I
26 G
24 11 11 24 H
22 10 10 22 T
20 9 9 20
18 8 8 18
16 7 7 16
W
E 14 14
6 6
I 12
14 12
G 5 5
10 kg lb
H 4 LENGTH
T 8 cm
64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98100
6 3
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 in
4 2
Date Age Weight Length Head Circ. Comment
2 1
lb kg
cm 46 48 50 52 54 56 58 60 62
in 18 19 20 21 22 23 24

Florida’s Early Learning and Developmental Standards Appendix B | 265

Birth to 36 months: Boys NAME
Length-for-age and Weight-for-age percentiles RECORD #
Birth 3 6 9 12 15 18 21 24 27 30 33 36
in cm AGE (MONTHS)
cm in
41 41 L
40 95 40 E
100 90 100 N
39 39
75 G
38 38
95 50 95 T
37 37 H
25
36 36
90 10 90
35 5 35
34
85
33
32 95 38
80 17
31
L 90 36
30
E 75 16
N
29
75
34
G 28
70 15
T 27 32
H 26 50
65 14
25 30 W
24 25 E
60 13
23 28 I
10 G
22 55 12 H
5 26
21 T
20 50 11 24
19
18 45 10 22
17
16 40 9 20
15
8 18
16 16
7 AGE (MONTHS)
kg lb
12 15 18 21 24 27 30 33 36
14
6 Mother’s Stature Gestational
W Father’s Stature Age: Weeks Comment
E 12
Date Age Weight Length Head Circ.
I 5 Birth
G 10
H
T
4
8
3
6
2
lb kg
Birth 3 6 9
266 | Appendix B
Birth to 36 months: Boys
Head circumference-for-age and NAME
Weight-for-length percentiles RECORD #
Birth 3 6 9 12 15 18 21 24 27 30 33 36
in cm AGE (MONTHS) cm in H
E
95 A
52 90 52
D
20 75 20
50 50 C
50
I
25 R
H 19 19
48 48 C
E 10 U
A 5 M
D 18 46 46 18 F
E
R
C 44 44 E
I 17 17 N
R C
C 42 42 E
U 16
M 40 50
F 22 48
E
15 38 21 46
R
E 20 44
N 36 19 42
14
C
E
95
18 40
34 90
17 38
13 75
36
32 50
16
34
12 25 15
30 10 32
5 14
30 W
13 28 E
12 I
26 G
24 11 11 24 H
22 10 10 22 T
20 9 9 20
18 8 8 18
16 7 7 16
W
E 14 14
6 6
I 12
14 12
G 5 5
10 kg lb
H 4 LENGTH
T 8 cm
64 66 68 70 72 74 76 78 80 82 84 86 88 90 92 94 96 98100
6 3
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 in
4 2
Date Age Weight Length Head Circ. Comment
2 1
lb kg
cm 46 48 50 52 54 56 58 60 62
in 18 19 20 21 22 23 24


NAME
Weight-for-stature percentiles: Girls RECORD #
Date Age Weight Stature Comments kg lb

76
34
33
72
32
31 68
30
29 64
28
lb kg 27 60
95
26 26
56 56
25 90 25
24 85 24
52 52
23 75 23
48 22 22 48
50
21 21
44 20 25 20 44
19 10 19
5
40 18 18 40
17 17
36 36
16 16
15 15
32 32
14 14
13 13
28 28
12 12
24 11 11 24
10 10
20 9 9 20
8 8
lb kg STATURE kg lb
cm 80 85 90 95 100 105 110 115 120
in 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

268 | Appendix B
2 to 20 years: Girls NAME
Stature-for-age and Weight-for-age percentiles RECORD #
12 13 14 15 16 17 18 19 20
Mother’s Stature Father’s Stature cm in
Date Age Weight Stature BMI*
AGE (YEARS) 76
190
74
185 S
72
180 T
70 A
95
175 T
90
68 U
170 R
75 66
165 E
in cm 3 4 5 6 7 8 9 10 11 50
64
160 25 160
62 62
155 10 155
60 5 60
150 150
58
145
56
140 105 230
54
S 135 100 220
T 52
A 130 95 210
50
T 125 90 200
U
48 190
R 120 85
E 95 180
46
115 80
44 170
110 90 75
42 160
105 70
150 W
40 75
100 65 140 E
38 I
95 60 130 G
50
36 90 H
55 120
25 T
34 85 50 110
10
32 80
5
45 100
30
40 90
80 35 35 80
W 70 70
30 30
E 60 60
I 25 25
G 50 50
H 20 20
40 40
T
15 15
30 30
10 10
lb kg AGE (YEARS) kg lb
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

NAME
Weight-for-stature percentiles: Boys RECORD #
Date Age Weight Stature Comments kg lb

76
34
33
72
32
31 68
30
29 64
28
lb kg 27 60
95
26 26
56 56
25 25
90
24 85 24
52 52
23 75 23
48 22 22 48
50
21 21
25
44 20 20 44
10
5
19 19
40 18 18 40
17 17
36 36
16 16
15 15
32 32
14 14
13 13
28 28
12 12
24 11 11 24
10 10
20 9 9 20
8 8
lb kg STATURE kg lb
cm 80 85 90 95 100 105 110 115 120
in 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

270 | Appendix B
2 to 20 years: Boys NAME
Stature-for-age and Weight-for-age percentiles RECORD #
12 13 14 15 16 17 18 19 20
Mother’s Stature Father’s Stature cm in
Date Age Weight Stature BMI*
AGE (YEARS) 76
95
190
74
90
185 S
75
72
180 T
50 70 A
175 T
25 68 U
170 R
10 66
165 E
in cm 3 4 5 6 7 8 9 10 11 5
64
160 160
62 62
155 155
S 60 60
T 150 150
A 58
T 145
U 56
140 105 230
R
54
E 135 100 220
52
130 95 95 210
50
125 90 200
90
48 190
120 85
46 180
115 80
75
44 170
110 75
42 160
105 50 70
150 W
40
100 65 140 E
25
38 I
95 60 130 G
10
36 90 5 H
55 120
T
34 85 50 110
32 80 45 100
30
40 90
80 35 35 80
W 70 70
30 30
E 60 60
I 25 25
G 50 50
H 20 20
40 40
T
15 15
30 30
10 10
lb kg AGE (YEARS) kg lb
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2 to 20 years: Girls NAME
Body mass index-for-age percentiles RECORD #
Date Age Weight Stature BMI* Comments

BMI
35
34
33
32
95
31
30
29
BMI 28
90
27 27
26 85 26
25 25
24 75 24
23 23
22 22
50
21 21
20 20
25
19 19
10
18 5
18
17 17
16 16
15 15
14 14
13 13
12 12
2 2
kg/m AGE (YEARS) kg/m
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

272 | Appendix C
2 to 20 years: Boys NAME
Body mass index-for-age percentiles RECORD #
Date Age Weight Stature BMI* Comments

BMI
35
34
33
32
31
30
95
29
BMI 28
90
27 27
26 85 26
25 25
75
24 24
23 23
50
22 22
21 21
25
20 20
10
19 19
5
18 18
17 17
16 16
15 15
14 14
13 13
12 12
2 2
kg/m AGE (YEARS) kg/m
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Florida’s Early Learning and Developmental Standards Appendix C | 273

U.S. DEPARTMENT OF AGRICULTURE
(USDA Food Plate)
www.choosemyplate.gov/
The website features practical information and tips to help Americans build healthier
diets. It also features selected messages to help consumers focus on key behaviors.
Selected messages include the following:
-- Enjoy your food, but eat less.
-- Avoid oversized portions.
-- Make half your plate fruits and vegetables.
-- Switch to fat-free or low-fat (1%) milk.
-- Make at least half your grains whole grains.
-- Compare sodium in foods like soup, bread, and
frozen meals—and choose foods with lower
numbers.
-- Drink water instead of sugary drinks.
274 | Appendix D
GLOSSARY
Age-appropriate grammar: oral formation Cardinal number: a number used to express
of sentences with some errors, but an quantity but not order
understanding of some grammatical rules (e.g.,
Cardinality: knowing that the last number
“She runned across the playground.”)
named when counting represents the total
Alphabetic knowledge: the understanding that number of objects
words are composed of letters; the understanding
Center: area within the classroom arranged so
that letters and letter combinations represent
that children are able to participate in a variety
individual phonemes in words and written
of related learning experiences (e.g., art center,
language (e.g., a child says the letters in some
reading center, science center, block center,
words, a child tells a teacher or a friend the letters
dramatic play center, writing center)
in his/her name)
Circle: a round two-dimensional figure that
Analyze: to study and think of solutions for
resembles a ring
mathematical problems (e.g., The teacher asks a
child to tell how many bears there are all together. Common symbols: objects and artifacts used
The child counts the three green bears and the with a variety of purposes such as civic ideals,
two red bears and discovers there are five bears.) values, locations, community rules, and others
Articulation: the correct pronunciation of one or Complex sentence: a sentence that includes at
more sounds within a word least one independent clause and at least one
dependent clause (a part of a sentence that has
Attributes: characteristics of an object (size,
a subject and predicate but cannot stand on its
shape, color, etc.)
own as a separate sentence). In the sentence,
Autonomy: independence “After the children went out to the playground,
the teacher put the snacks on the tables, “the first
Blend: to combine sounds rapidly in order to
phrase is a dependent clause.
accurately represent a word
Comprehension: understanding what one has
Blends: combinations of two letter sounds to
heard or what one has read (e.g., child is able to
make one sound (e.g., /bl/ as in “blocks”; /st/ as in
answer questions or make comments about a
“street”)
story that someone has read aloud to them)
Bully: child who repeatedly commits negative
Cone: a solid figure or body having a circular base
acts with a conscious intent to hurt another child
and tapering to a point
Bullying: repeated negative act(s) committed
Content: information contained in a story or
by one or more children with a conscious intent
lesson
to hurt another child. These negative acts can
be verbal (e.g., making threats, name-calling), Counting sequence: saying the number words,
psychological (e.g., excluding children, spreading “one, two, three, four, five, six…” when counting
rumors), or physical (e.g., hitting, pushing, taking
Creative movement: moving in a new or unusual
a child’s possessions).
way that isn’t directed by the teacher (e.g., a child
Bystander: anyone, other than the bully and dances to music played by the teacher)
victim, who is present during a bullying incident
Florida’s Early Learning and Developmental Standards Glossary | 275

GLOSSARY
Creativity: individuality expressed by creating Emergent reading: reading-related experiences
something new or original (e.g., creating a new and actions that occur before a child reaches the
representation of a flower) conventional literacy stage in middle childhood
(e.g., a child shows interest in being read to and
Cubes: three-dimensional solid figures with six
told what written words mean and develops an
equal square faces and right angles
understanding of how to use books and other
Culture: the learned and shared knowledge that printed materials appropriately)
specific groups use to generate their behavior
Emergent writing: writing-related experiences
and interpret their experience of the world
and actions that occur before a child reaches the
Curiosity: a strong interest in learning about conventional literacy stage in middle childhood
something; children demonstrate curiosity when (e.g., child draws pictures or symbols to represent
they ask questions about or show interest in words)
activities within the classroom and the world
Emerging: initial stages of a developing skill
around them (e.g., child asks questions about new
materials in the art center or a bug discovered on Emotional readiness: the ability to understand
the playground) and express one’s own feelings, understand the
feelings of others, cooperate with peers/adults
Cylinder: a solid with circular ends and straight
and resolve conflicts
sides
Empathy: ability to recognize the emotions and
Digraphs: two separate sounds joined together
feelings experienced by peers and adults
to create a new sound (e.g., /sh/ shoes; /ch/ chair)
Engineering: the study of how things are
Discovery: engaging children in deep learning
built and why. Through play, engineering for
that promotes exploration, problem-solving,
preschoolers looks like building challenges,
creativity, and children engagement
blocks, marble runs and sandcastles.
Diverse: showing a great deal of variety including
Environment: the circumstances, objects or
cultural representations
conditions by which one interacts with and is
Diversity: the inclusion of different people (as surrounded (e.g., the indoor and outdoor area
people of different races or cultures) in a group or or setting where the child lives and interacts
organization including home, neighborhood, classroom, etc.)
Dramatic play: expressive and spontaneous play Expansion questions: questions asked in order
to extend the thought process of the child (e.g.,
Eagerness: energy and excitement about “What do you think will happen next?”)
learning; wanting to learn (e.g., child desires to
participate in an activity) Exploration: the act of studying something new
Emergent literacy: the range of a child’s
developmental skills, knowledge, and attitudes Expressive language: the ability to
(beginning at birth), that combine with a variety communicate with words; refers to what a child
of experiences related to written language. These says, not how it is said
experiences produce behaviors that change over
time and result in conventional literacy during
middle childhood.
276 | Glossary
GLOSSARY
Fine motor skills: abilities using the small Language of school: the vocabulary, sentence
muscles of the hands. Activities using these skills structure, and content of language that is a key
include grasping toys, picking up or holding food, part of the educational experience
connecting links, lacing, drawing, crushing paper
Life adaptive: age-appropriate skills and
and cutting to complete a task.
behaviors necessary for children to move
Functional language: vocabulary used to comfortably in a variety of social settings and to
communicate the description of, use of, or function safely and appropriately in daily life
directions pertaining to an item or task (e.g.,
Life science: the study of living organisms
same/different)
Literacy: the ability to read and write
Gross motor: abilities using large muscles of the
arms, legs and torso. Activities using these skills Manner words: words used to express
include crawling, pulling up, walking, running, appreciation, gratitude, or notice of an error (e.g.,
jumping, pedaling, throwing and dancing. please, thank you, excuse me)
Hand-eye coordination: the ability to coordinate Milestones: significant points in development
movements between the eye and hand to
complete a task (e.g., hitting a softball or catching Music: sound in time that expresses ideas and
a bean bag) emotions in significant forms through the
elements of rhythm, melody, harmony
Health: term that encompasses young children’s
physical, dental, auditory, visual and nutritional Numeral: a symbol or set of symbols used to
development and well-being represent a number (e.g., the number five is
represented by the symbol or numeral 5)
Initiate: to begin something, taking the first step
Nutrition: the process of absorbing nutrients
Initiation skills: socially acceptable ways to from food and processing them in the body to
enter a group that is already engaged, such as stay healthy or to grow
mentioning a common interest (e.g., “I like cars
too. Can I play race track with you?”). Nutritious: containing the nutrients that are
necessary for life and growth (e.g., raw fruits and
Inquiry: processes of science (e.g., observe, sort, vegetables are nutritious foods)
classify, describe, and communicate)
Interpersonal skills: the ability to get along with
others
Intonation: the normal rise and fall in pitch that
occurs as people speak. Changes in intonation
typically occur when certain words are stressed or
at the end of sentences (e.g., the upswing when
a question is being asked, or the drop that marks
the end of a complete sentence or thought).
Investigating: observing or inquiring in detail
Investigation: systematic examination

GLOSSARY
Observing: regarding attentively or watching Personal space: the area surrounding an
individual, which that person considers their own
Occupation: refers to the different jobs and the
roles people have in the community Phoneme: the smallest unit of speech
distinguished by the speakers of a particular
Octagon: a two-dimensional, eight-sided shape
language
One-to-one correspondence: pairing or
Phonological awareness: the awareness
matching objects in a one-to-one relationship
that language is composed of sounds and the
(e.g., giving one apple to each child at snack time)
understanding of the relationships among these
Onset: first sound(s) before the rime (vowel sounds
sound to the end of the word) (e.g., In the word
Physical development: the growth of young
dog, the onset is /d/ and the rime is “og”.)
children’s gross and fine motor and self-help
Oral health: overall health of mouth, free of skills, as well as their physical, dental and
disease, defect, or pain. This translates to much nutritional growth
healthier teeth.
Physical science: science of non-living things in
Oral hygiene: keeping the mouth, tongue, teeth, the physical world around us
and gums clean (e.g., brushing and flossing daily)
Pincer grasp: take hold of something using the
Oral language: spoken language finger and thumb
Orientation: the position of a shape or figure Planning: the process of mental preparation and
(e.g., on top of, below, behind, in front of). problem-solving to accomplish an act (e.g., child
oval - a two-dimensional egg-shaped figure; an tells the teacher what they will do during center
elongated ring time)
Organizational language: vocabulary used Prediction: an idea (opinion) stated about what
to communicate placement of an item and or may happen in the future (e.g., child may predict
provides direction towards an item (e.g., in front that the caterpillar will turn into a butterfly)
of, behind, next to, opposite, below)
Problem-solving: process followed to find ways
Pantomime: using gestures and facial to address a situation
expressions to tell a story, or role-play without
Process-oriented: art experiences where the
speaking (e.g., pouting, smiling, or pretending to
focus is on the process of exploration, not the
fly)
result
Pattern: a repeating series of units
Prosocial: ability to engage in behaviors and
Persistence: the patience and endurance to actions in response to the needs of others
finish a task (e.g., child works at completing a
Quantity: the number of objects in a set
puzzle until all the pieces are correctly placed)
(amount)
278 | Glossary
GLOSSARY
Read alouds: the teacher reading to the whole Scaffold: to model and provide appropriate
class, building on children’s existing skills while support to help a child acquire a skill or
introducing different types of literature and new knowledge (e.g., giving clues, asking questions,
concepts and providing verbal prompts)
Recall questions: questions asked of children to Scaffolding: the provision of sufficient support
prompt them to recount the events of a story or to promote learning when concepts and skills are
occurrence being first introduced to children (e.g., modeling,
giving clues, asking questions and providing
Receptive language: the understanding of
verbal prompts)
language that is heard (e.g., child understands
when the teacher says, “It’s time to line up.”) Self: the idea an individual has about own
characteristics and abilities
Rectangle: a two-dimensional figure with two
sets of parallel lines and four right angles Self-care: the capacity to take care of personal
needs (e.g., drinking from a cup, getting dressed,
Reflection: the process of reviewing and
washing hands, making choices, toileting
critiquing one’s own actions or one’s own work
independently)
(e.g., child shares with the teacher what he/she
did during center time) Self-help: a child’s ability to accomplish health
and self-care routines, such as dressing, washing
Reporting: trying to help keep a child or children
hands and toileting, with or without help from an
out of danger because they may get hurt or they
adult
are being hurt (e.g., target/victim of a bully)
Self-regulation: a child’s ability to gain control
Rhombus: a four-sided shape where all sides
of bodily functions, manage powerful emotions,
have equal length, opposite sides are parallel,
and maintain focus and attention
opposite acute angles are equal and opposite
obtuse angles are equal Sensory: process of discovering through the
senses
more words or word endings (e.g., spoon, moon) Sequence of events: ability to recognize
the order of actions taking place during an
Rime: the vowel and any sounds that come after
experience, routine or activity
the vowel in a one-syllable word (e.g., the rime of
cat is /at/; the rime of cheese is /ez/) Seriation: arrangement in rows or a series by an
attribute
practiced at home, in the classroom or in the Set: a group of objects
community
Skills: the ability to use knowledge effectively
and readily in performance, the ability to

GLOSSARY
Social expectations: describe the social Temperament: a person’s characteristic style
behaviors considered appropriate according to of approaching and responding to people and
the setting situations, including activity level, adaptability,
regularity, approach-withdrawal, sensitivity,
Social and emotional development: the growth
distractibility, intensity, quality of mood and
of young children’s capacity to form and maintain
attention span
positive and productive relationships with others,
and to understand and value their own abilities Trapezoid: a four-sided shape with one pair of
and uniqueness opposite sides parallel
Spatial awareness: the ability to be aware of Triangle: a two-dimensional figure with three
oneself in space in relationship to something else sides and three angles
Spatial sense: the ability to build and manipulate Unit: what something is measured by (e.g.,
mental representations of two- and three- centimeter [cm], foot [ft], inch [in], yard [yd])
dimensional objects and ideas
Vision screening: evaluation conducted to
Spheres: three-dimensional figures with a round determine how well a child can see
body (e.g., a ball, marble, or globe)
Visual arts: artwork, such as painting,
Squares: two-dimensional figures with four equal photography or sculpture
sides and four right angles
Vocabulary: all of the words of a language.
Subitizing: immediately recognizing and naming There are two types of vocabulary: receptive and
a set of objects without counting expressive
Syllable: a unit of spoken language consisting Wants and needs: wants are those things one
of a single uninterrupted sound formed by a may desire but that are not indispensable, while
vowel, diphthong, or syllabic consonant alone, needs are what is necessary to address basic
or by any of these sounds preceded, followed or needs (such as food, shelter, etc.)
surrounded by one or more consonants
Tactile: relating to the sense of touch
Target: the victim or focus of a bully
Technology tools: technology-based devices
and other instruments used to carry out or
facilitate a task
280 | Glossary
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Baroody, A. J. (2016). Reasoning and sense making
in grades PK-2: Using number and arithmetic Copple, C. & Bredekamp, S. (2009).
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National Council of Teachers of Mathematics Early Child STEM Working Group. (2017). Early
Berk, L. (2013). Child development. (9th edition). STEM matters: Providing high-quality STEM
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Florida’s Early Learning and Developmental Standards References | 283

Questions relating to the Florida Early Learning and Developmental Standards—
Birth to Kindergarten (2017), should be directed to:
Florida Department of Education

Office of Early Learning
250 Marriott Drive | Tallahassee, FL 32399
Phone: (850)717-7018
Email: oel.questions@oel.myflorida.com or vpkquestions@oel.myflorida.com
© State of Florida 2018

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An Educator’s Guide to Understanding

THE FLORIDA EARLY LEARNING

Florida Department of Education

Standards Panel of Experts Committee | National Experts

Florida’s Early Learning and Developmental Standards Acknowledgments | III

Karen Abney Jennifer Corkern Matti Friedt

Florida’s Early Learning and Developmental Standards Acknowledgments | V

Suzanne Adinolfi, Ph.D. Mary Ann Goodrich Lisette Levy

II. APPROACHES TO LEARNING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Florida’s Early Learning and Developmental Standards Table of Contents | VII

IV. LANGUAGE AND LITERACY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69

V. MATHEMATICAL THINKING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

VII. SOCIAL STUDIES. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Florida’s Early Learning and Developmental Standards Table of Contents | IX

Working with young children requires THESE PRINCIPLES INCLUDE:

Florida’s Early Learning and Developmental Standards Introduction | XI

These Standards will continue providing

Examples provided to clarify standards and

Florida’s Early Learning and Developmental Standards Introduction | XIII

Children may… Educators may… Families may…

RESPONDING TO LINGUISTIC AND CULTURAL DIVERSITY

Florida’s Early Learning and Developmental Standards Introduction | XV

It is important to note that although some phonological awareness skills appear to

Florida’s Early Learning and Developmental Standards Introduction | XIX

Educators may create a positive classroom climate by:

-- Developing an affectionate and supportive -- Engaging in frequent social conversations

Florida’s Early Learning and Developmental Standards Introduction | XXI

Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

A. HEALTH AND WELLBEING

a. Active Physical Play

Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

Not typically Not typically Benchmark a: Benchmark a: Benchmark a: Benchmark a:

c. Personal Care Routines

Not typically Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

A. HEALTH AND WELLBEING

d. Feeding and Nutrition

Benchmark b: Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Benchmark c: Benchmark c: Benchmark c:

Florida’s Early Learning and Developmental Standards Physical Development | 2

Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

a. Gross Motor Development

Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

2. Demonstrates use of large muscles to move in the environment

Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

b. Gross Motor Perception (Sensorimotor)

Benchmark b: Benchmark b: Benchmark b: Benchmark b: Benchmark b:

Florida’s Early Learning and Developmental Standards Physical Development | 4

Birth - 8 months 8 - 18 Months 18 - 24 months 2 - 3 years 3 - 4 years 4 years-

c. Fine Motor Development

Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a: Benchmark a:

Florida’s Early Learning and Developmental Standards Physical Development | 5

and mastery of the environment.

Physical development impacts other There are two components to young

represents general expectations ♥ Include props in dramatic play and

Florida’s Early Learning and Developmental Standards Physical Development | 7

Children may… Educators may… Families may…

Florida’s Early Learning and Developmental Standards Physical Development | 9

Children may… Educators may… Families may…

Children may… Educators may… Families may…

Children may… Educators may… Families may…

Florida’s Early Learning and Developmental Standards Physical Development | 11