Expanded Forerunners

The Creative Curriculum ®

Developmental
Continuum
For Ages 3-5

”
Published by:
Teaching Strategies, Inc.
P.O. Box 42243
Washington, DC 20015
www.TeachingStrategies.com
Printed in the United States
ISBN 13: 978-1-933021-13-3
ISBN 10: 1-933021-13-6

Copyright © 2005 Teaching Strategies, Inc.

All rights reserved. No part of this book may
be reproduced in any form or by any means
without the prior written permission of
Teaching Strategies, Inc.
Acknowledgments
Thanks to Whit Hayslip and Karen Krische for their leading role in the development
of the Expanded Forerunners of The Creative Curriculum Developmental
®

Continuum for Ages 3–5. The following individuals participated in developing

the Forerunner steps and examples and in the process of reworking many drafts:
Sheryl Babbitt, Karen Britton, Mindy Brookshire, Jan Davis, Anne Kuschner,
Nancy Lieberman, Michael Lopez-Breaux, Joyce Palacio, Eileen Shimony,
Monica Vacca, Elizabeth Villaseñor, and Helene Weingarten. The Expanded
Forerunners team at Teaching Strategies included Diane Trister Dodge, Toni
Bickart, Jennifer Park-Jadotte, Candy Jones, Jennifer Love King, and Laurie Taub.

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
ii The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
The Expanded Forerunners of The Creative Curriculum®
Developmental Continuum for Ages 3–5

A Guide for Users . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

SOCIAL/EMOTIONAL DEVELOPMENT
Sense of Self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Responsibility for Self and Others . . . . . . . . . . . . . . . . . . . . . . 10
Prosocial Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

PHYSICAL DEVELOPMENT
Gross Motor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Fine Motor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

COGNITIVE DEVELOPMENT
Learning and Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . 15
Logical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Representation and Symbolic Thinking . . . . . . . . . . . . . . . . . . 19

LANGUAGE DEVELOPMENT
Listening and Speaking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Reading and Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
A Guide for Users
The Expanded Forerunners and this Guide supplement The Creative Curriculum ®

Developmental Continuum for Ages 3–5 and A Teacher’s Guide to Using The
Creative Curriculum Developmental Continuum Assessment System. The primary
®

purpose of the Developmental Continuum is to help teachers determine what

individual children know and are able to do. With that information, teachers can
plan a program that will help children continue to develop and learn. Families,
education officials, and the general public are also interested in children’s progress.
They want assurance that all children, including those with special education needs
and diagnosed disabilities, have access to the general curriculum, are working to
attain the same high standards as their non-disabled peers, and are making
progress. The Expanded Forerunners were developed with these concerns in mind
and at the request of teachers who are working in both self-contained special
education classrooms and inclusive settings.

Understanding the Forerunner Level

The goals and objectives of The Creative Curriculum for Preschool give you
®

direction for planning a developmentally appropriate program and a guide

for determining how all children are progressing in four areas of development:
social/emotional, physical, cognitive, and language. The Creative Curriculum ®

Developmental Continuum for Ages 3–5 outlines the typical development of

preschool-age children by describing the steps that children usually take as they
achieve each of 50 objectives. While Steps I, II, and III of the Developmental
Continuum describe the stages of development for most preschool children, some
of the children in your program might not have already reached Step I.

How do you describe the different strengths of children who have not yet reached
Step I of a particular objective? How do you plan for their learning? How do you
show their progress? The Expanded Forerunners of the Developmental Continuum
describe three sequential developmental steps (with examples) within the
Forerunner level for each objective. They help you observe children’s emerging
skills and understandings, describe their strengths and abilities, and assess their
progress toward Step I.

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
 Children function at the Forerunner level for various reasons and for various
lengths of time, and their abilities range widely. Some children at the Forerunner
level simply lack experience or opportunities to develop particular skills or
understandings. Others have a diagnosed disability in one area of development but
function at a more advanced level in other areas. For example, a child who is
physically challenged by cerebral palsy might be developing more quickly in terms
of social/emotional, cognitive, and language objectives. Still other children have
delays across all four developmental areas. A child who lacks experience may
progress rapidly when provided opportunity, but a child with a disability, or one
who is eligible for special education services for other reasons, may function
throughout the preschool years at the Forerunner level in one or more
developmental areas. These children are still developing and learning, and the
Expanded Forerunners offer a way to describe their strengths, plan appropriate
support, and track their progress.

Consider two children who are at the Forerunner level on Objective 17, “Pedals
and steers a tricycle (or other wheeled vehicle).” Anna has cerebral palsy, which is
a diagnosed disability; Zack lives in a high-rise apartment building and has never
ridden a tricycle. While neither child currently is able to pedal in a forward
direction and to steer around wide corners (Step I), they have skills that are
important to achieving that step. Anna is learning to balance on a tricycle while it
is being pushed, which is Forerunner 1. Zack is learning to pedal and steer, which
is Forerunner 3. Knowing where each child is functioning in relation to the
Developmental Continuum and knowing the next step, their teacher is able to plan
experiences and offer appropriate support to help each child progress. Because of
her disability, Anna might remain at the Forerunner level on this objective
throughout her preschool years, but she can be expected to move from Forerunner
1 to Forerunner 2 or 3. Zack is functioning at a Forerunner level because of his
lack of experience with tricycles. Given opportunities to ride tricycles regularly, he
is expected to progress to Step I or further within a few months.

 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
 Looking at the Objectives and the Expanded Forerunners
The following illustration shows how the Expanded Forerunners describe
sequential developmental steps within the Forerunner level for each objective.

Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

1. Watches classroom Engages in classroom Engages in classroom Treats arrival and

activities with family activities when family activities with departure as routine
member member is nearby support of familiar parts of the day
Shows ability
staff member
to adjust e.g., stands behind e.g., goes to another e.g., says good-bye to
to new family member and part of the room with e.g., says good-bye to family members
situations observes other teacher, checking back parent and joins without undue stress;
children occasionally to see activity but may still accepts comfort from
family member show distress for a teacher
time; joins activity
with teacher but looks
toward door through
which parent left

The three shaded boxes below the long arrow are labeled Forerunner 1, Forerunner
2, and Forerunner 3. They describe points of emerging skill development before
Step I of the particular objective. Step I approximates a beginning level of
development typical of children ages 3–5. For Objective 1, “Shows ability to adjust
to new situations,” Forerunner 1 is “Watches classroom activities with family
member.” An example of what a child might do at this Forerunner step is stand
behind a family member to observe other children.

The next description of emergent behavior that relates to this objective is

Forerunner 2: “Engages in classroom activities when family member is nearby.”
For example, a child at the Forerunner 2 step might go to another part of the room
with a teacher, checking back occasionally to see a family member.

A more advanced level of skill development is Forerunner 3: “Engages in classroom

activities with support of familiar staff member.” An example that illustrates this
Forerunner step is a child who joins an activity with a familiar teacher but looks
toward the door through which his parent left.

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
 Keep in mind that the examples offered in the Expanded Forerunners, like those
offered throughout the Developmental Continuum, are sample behaviors that
illustrate a particular Forerunner step. You might not observe these particular
behaviors, but you would observe behavior of similar complexity.

Using the Expanded Forerunners to Assess Children’s

Development and Learning
The Expanded Forerunners are used to assess children’s progress in the same way
as the other steps of the Developmental Continuum. The process is described in A
Teacher’s Guide to Using The Creative Curriculum Developmental Continuum
®

Assessment System. However, the people involved in the assessment process and
your sources of information about the child might be different when a preschool
child has not yet reached Step I.

For example, a child with special educational needs may be evaluated by a team
that includes such professionals as a physician, psychologist, and speech and
language pathologist. Working with the child’s family, the program might develop
an Individualized Education Program, or IEP. The IEP provides information about
the nature of a child’s disability and what must be done to meet his educational
strengths and needs. It contains descriptions of the child’s current levels of
functioning in all areas of suspected disability. The IEP is used with the
Developmental Continuum and the Expanded Forerunners as you observe this
child. Remember that information in the IEP provides only a snapshot of a child’s
development at a particular time and only in the area(s) of disability. Ongoing
observation of a child during everyday activities expands this profile and increases
your ability to plan experiences that support learning.

There may be another child who does not seem to be developing typically in
certain areas but who does not have an IEP. Ongoing observation of this child is
necessary as well. The Forerunner steps may help you identify this child’s strengths
in areas of difficulty. The other steps of the Developmental Continuum will help
you describe strengths in other areas of development.

Children, both with and without an IEP, may be observed by additional people,
such as general and special education teachers; classroom assistants; family
members; and specialists such as physical, occupational, and speech therapists. One
of the roles of a child’s primary teacher is to plan a systematic way to observe,
document, and organize anecdotal notes so that everyone involved can participate
and contribute information.

 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Collecting Facts
When support specialists and other teachers, along with the primary teacher,
observe and collect facts about a child, a more complete picture grows of the
child’s abilities over time, across settings, and as the child relates to many different
people. One commonly used system for sharing information is a simple binder with
a tabbed divider for each child in the classroom. Multiple pieces of four colors of
paper are put behind each divider, one color for each of the four developmental
areas (e.g., green for social/emotional, yellow for physical, pink for cognitive, and
blue for language). As information is gathered about a child, observation notes are
made on Post-its or labels (initialed by the observer) and then put on the
®

corresponding pages in the child’s section of the binder.

Work samples can also be collected for each child’s portfolio. For example, an
occupational therapist assisting a child with writing tools would save dated
samples of a child’s artwork and contribute explanatory notes. A speech and
language therapist might include audio- or videotapes in an electronic portfolio to
document a child’s language skills.

Using the Expanded Forerunners to Evaluate Children’s Progress

Children’s progress is usually evaluated at three checkpoints during the year. In
most programs, these evaluations are completed about six weeks after school
starts, at mid-year, and six weeks before school ends. If you are evaluating a child
who is receiving support services from others, gather the teaching team to review
the information collected for each objective and then use the Developmental
Continuum for Ages 3–5 and the Expanded Forerunners to decide which step the
child has reached. The child’s progress is then recorded on the Individual Child
Profile or the Individual Child Profile—Expanded Forerunners.

The Individual Child Profile—Expanded Forerunners form lists the three

Forerunner steps as well as Steps I, II, and III of each objective. Use this form if a
child is at Forerunner 1 or 2 on multiple objectives or is at the Forerunner level on
most objectives in one or more developmental areas. If you only need to record the
Forerunner 3 step on a few objectives, use the Individual Child Profile and record
the Forerunner 3 step next to the words “Forerunner examples.”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
 Using the Expanded Forerunners to Plan for Children’s
Development and Learning
Checkpoints are times for you and the rest of the teaching team to think about a
child’s progress, summarize what has been learned about a child, and discuss ways
to support the child’s continued development and learning. Record the summary
for each area of development on the Child Progress and Planning Report to share
with family members. Checkpoints are also wonderful times for the teaching team
and family to meet and share information about the child’s accomplishments,
interests, needs, and challenges, and to plan jointly how best to support the child’s
development and learning.

If a child is diagnosed with a disability, the Expanded Forerunners may be helpful

in crafting IEP goals. When a child has an IEP, refer to it to make decisions about
the child’s progress toward meeting the IEP goals and objectives. The IEP goals
should help teachers make adaptations and scaffold learning so that a child can
participate fully in the program. Whether or not a child has an IEP, the information
from the Child Progress and Planning Report should be used to make instructional
decisions for the next year.

Conclusion
We hope this Guide has helped you understand the purpose and uses of the
Expanded Forerunners. For a complete review of the Developmental Continuum
Assessment System, please refer to A Teacher’s Guide to Using The Creative
Curriculum Developmental Continuum Assessment System.
®

 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
SOCIAL/EMOTIONAL D E V E L O P M E N T
Sense of Self
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

1. Watches classroom Engages in classroom Engages in classroom Treats arrival and

activities with family activities when family activities with departure as routine
member member is nearby support of familiar parts of the day
Shows ability
staff member
to adjust e.g., stands behind e.g., goes to another e.g., says good-bye to
to new family member and part of the room with e.g., says good-bye to family members
situations observes other teacher, checking back parent and joins without undue stress;
children occasionally to see activity but may still accepts comfort from
family member show distress for a teacher
time; joins activity
with teacher but looks
toward door through
which parent left

2. Shows pleasure about Seeks familiar adult Shows preference for Shows confidence in
the presence of for comfort interacting with parents’ and teachers’
familiar adult familiar adult abilities to keep him/
Demonstrates e.g., looks toward or her safe and healthy
appropriate e.g., smiles when cries out to teacher e.g., chooses activity
trust in adults sees family member; when distressed led by familiar adult; e.g., explores the
waves to mom across follows familiar indoor and outdoor
the room teacher to a new environments without
activity being fearful;
summons adult when
assistance is needed

3. Shows feelings Recognizes feelings Labels own feelings Identifies and labels
through gestures and when they are labeled with an adult’s own feelings
facial expressions by an adult support
Recognizes e.g., says, “I’m mad at
own feelings e.g., laughs when e.g., calms when e.g., after parent you”; “I really want
and manages another child puts on teacher says, “You’re leaves, repeats after to paint today”
them a funny hat; claps angry because Mike teacher, “I’m sad to
when excited; cries wouldn’t give you a see mommy go”
appropriately when hurt turn”; responds with
nod when teacher asks,
“Does that song make
you feel happy?”

4. Shows a response to Expresses needs and Asserts own needs Physically or verbally
action of another child desires nonverbally and desires verbally, asserts needs and
with adult support desires
Stands up e.g., reacts with a e.g., takes adult’s hand
for rights squeal or stomp to show or obtain e.g., says, “My turn” e.g., continues to hold
desired object after being prompted classroom pet another
by adult child wants; lets
teacher know if
another child refuses
to give anyone a turn
on the ride-on truck

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 
Responsibility for Self and Others
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

5. Makes a simple yes Engages in activity Chooses one activity Chooses and becomes
or no choice chosen by adult out of choice of two involved in one activity
and plays briefly on out of several options
Demonstrates e.g., turns head away e.g., plays with own
self-direction when offered some food playdough when e.g., during free play
and teacher gives it to her e.g., given a choice of decides to play with
independence cars or blocks, child giant dominoes on floor
chooses blocks and in toys and games area;
starts to stack after waking up from
nap, takes book from
shelf in library area and
looks at it

6. Allows adult to attend
to personal needs,
such as dressing or
Takes
washing hands,
responsibility without resistance
for own
well-being e.g., lies quietly while
teacher changes diaper;
allows teacher to wash
hands
Cooperates with Uses self-help skills Uses self-help skills
adult attending to with adult assistance with occasional
physical needs reminders
e.g., puts on coat
e.g., climbs onto when aided by teacher; e.g., tries new foods
changing table; pushes pulls pants down and when encouraged by
arm through sleeve as up with adult teacher; washes hands
teacher pulls sleeve assistance with soap and water
into place following procedures
taught

7. Uses and cares for Uses and cares for Uses and cares for Uses materials in
materials with materials with adult materials, following appropriate ways
physical assistance modeling adult’s suggestion
Respects e.g., paints at easel;
and cares for e.g., holds watering e.g., puts pegs in e.g., plays with table turns pages in book
classroom can with teacher container after adult blocks after adult carefully without
environment and waters classroom starts to do so; sees introduces them; gets a tearing
plants; assists teacher adult washing brushes sponge to wipe up
and materials in putting out a and joins in spilled milk when
place mat encouraged; puts book
away when prompted

8. Joins routines with Follows routines Participates in Participates in classroom

physical assistance
Follows e.g., holds adult’s hand
classroom to go to cubby and get
routines coat; participates with
adult in wiping hands
with adult modeling classroom routines, activities (e.g., circle
or other guidance following others time, clean-up, napping,
toileting, eating, etc.)
e.g., when given blanket, e.g., washes hands in with prompting
takes it to her cot for imitation of another
nap time; stops playing child; gets coat after e.g., after cleaning up,
and helps teacher put watching another goes to rug for circle
toys away when teacher child get coat and go time when the teacher
begins cleaning up to door strums the autoharp

10 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Responsibility for Self and Others (continued)
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

9. Follows simple Follows classroom Follows simple rules Follows classroom

directions, sometimes rules when modeled and limits when verbal rules with reminders
with physical by teacher or peers cues are combined
Follows e.g., responds
assistance with gestures
classroom e.g., stops running and positively to guidance
rules e.g., rests quietly on walks in room when e.g., stops talking when such as “speak with
cot at nap time teacher stops him and adult puts index finger your indoor voice”
shows him what to do on lips and says, “Shh”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 11
Prosocial Behavior
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

10. Takes an interest in Plays comfortably Imitates what other Works/plays

other children at play alongside another child children are doing, cooperatively with
interacting one other child
Plays well e.g., watches other e.g., plays with blocks occasionally
with other children play with toys near other children e.g., draws or paints
children e.g., dumps puzzle and beside peer, making
turns over pieces, after occasional comments;
watching peer do so has a pretend phone
conversation with
another child

11. Notices others’ Imitates expressions Uses simple labels to Is aware of other
expressions of of feelings identify feelings children’s feelings
feelings and often responds in
Recognizes e.g., mirrors the angry e.g., says, “She’s a like manner
the feelings e.g., looks at laughing face of another child mad”; “Susie sad”
of others child e.g., laughs or smiles
and responds when others are happy;
says a child is sad
appropriately because her mom left

12. Plays with familiar Participates in Participates in simple With prompts, shares
adult using same activity with other turn taking with or takes turns with
material child using same adult involvement others
Shares and
materials
respects the e.g., joins with adult e.g., rolls ball back e.g., allows sand timer
rights of in fill-and-dump game e.g., selects items from and forth with another to regulate turns with
others a tray also used by child for several turns, favorite toys; complies
other children making with teacher’s with teacher’s request
collages encouragement to let another child
have a turn on the
tricycle

13. Reacts to conflict Reacts to conflict but Seeks teacher to Accepts compromise
with emotion calms when adult resolve conflict when suggested by
provides solution peer or teacher
Uses thinking e.g., cries when a child e.g., looks for teacher
skills to takes a toy away e.g., cries when a child when a child takes a e.g., agrees to play
resolve takes a toy away and toy away with another toy while
conflicts stops crying when teacher waiting for a turn;
offers another toy goes to “peace table”
with teacher and peer
to solve a problem

12 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
PHYSIC AL DEVELOP M E N T
Gross Motor
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

14. Moves with Moves independently Moves with direction Moves with direction
adult support for a short distance and beginning and beginning
coordination, with coordination
Demonstrates e.g., helps adult turn e.g., scoots, crawls, some support
basic wheels on wheelchair; maneuvers, or walks e.g., runs avoiding
locomotor moves feet forward independently; e.g., runs but obstacles; jumps
skills (running, with assistance transitions from sitting sometimes falls; forward, may lead
to standing jumps; hops while with one foot; hops in
jumping, holding teacher’s place once or twice
hopping, hand; walks with
galloping) support around
barriers

15. Walks in intended Walks forward in Walks forward while Attempts to walk
direction when hand intended direction, straddling a line along a line, stepping
is held without support off occasionally
Shows
balance
while moving

16. Crawls up stairs, Climbs up stairs, Climbs up and down Climbs a short,
with adult support with support and by stairs, with support wide ladder
placing one foot
Climbs up
beside the other on
and down each stair, and slides
or crawls down

17. Balances on wheeled Maintains balance Pedals vehicle Pedals in forward

vehicle while vehicle and keeps feet on forward and begins direction, steering
is being pushed pedals while vehicle to steer, without around wide corners
Pedals and
by adult is being pushed assistance
steers a by adult
tricycle
(or other
wheeled
vehicle)

18. Plays with a large ball Attempts to direct a Throws, catches, and Throws, catches, and
large ball’s path kicks objects, with kicks objects with
e.g., reaches for ball some adult support somewhat awkward
Demonstrates rolling by; pushes ball e.g., kicks at or rolls a movements
throwing, away from self; throws ball in the direction of e.g., throws beanbag
kicking, and ball in random another person; pushes with hand-over-hand e.g., throws ball with
catching skills direction ball across the room assistance; catches a both hands; catches a
rolled ball with arms large ball against
and body; kicks a ball body; kicks ball from
to another child while standing position
holding teacher’s hand

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 13
Fine Motor
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

19. Grasps objects with Grasps and releases Uses thumb and Manipulates objects
entire hand (palmar toys intentionally fingers to manipulate with hands
grasp) objects (pincer grasp)
Controls e.g., drops objects e.g., places large pegs
small into container e.g., touches thumb to in pegboard; buttons
muscles in finger to pick up objects large buttons on own
hands clothes; uses scissors
to make snips

20. Reaches for desired Picks up objects and Purposefully connects Performs simple
objects moves them objects that go manipulations
together, with adult
Coordinates e.g., reaches for e.g., picks up large e.g., makes a necklace
assistance
eye-hand cookies on plate block and drops it in with a string and large
movement during snack time basket e.g., connects two beads; rolls and pounds
Duplo blocks with
®
playdough; places pegs
hand-over-hand in pegboard
assistance

21. Notices and begins to Holds crayon or Holds marker or Holds a marker or
try to use crayons marker in fist and crayon in fist and crayon with thumb
and markers to make purposefully makes scribbles on paper, and two fingers;
Uses tools
random marks marks on paper using varying movements makes simple strokes
for writing whole-arm movements and watching the
and drawing resulting lines

14 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
COGNITIVE DEVELO P M E N T
Learning and Problem Solving
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

22. Turns toward and Notices new Repeats Examines with

follows something of materials in the manipulations of attention to detail,
interest environment objects that arouse noticing attributes of
Observes
curiosity objects
objects and e.g., looks at teacher e.g., goes to display
events with when teacher sings; table to examine a e.g., tries pushing, e.g., points out stripes
curiosity watches the computer new collection of pulling, turning toy to on caterpillar; notices
screen another child is shells; selects a new make it work; turns it gets darker when the
using car from the shelf wheel on water wheel, sun goes behind a
again and again cloud; points out
changes in animals or
plants in room

23. Manipulates an Explores objects to Makes repeated Finds multiple uses

object see how they work attempts to for classroom objects
accomplish a task
Approaches e.g., scoops sand; e.g., rolls dough into a e.g., uses wooden
problems holds a toy car ball, pounds it with e.g., puts paint smock blocks as musical
flexibly fist, and makes cuts on after many trials; instruments; strings
with plastic knife turns block until it fits wooden beads into
shape sorter opening necklace for dress-up

24. Plays purposefully Directs attention to Stays involved in Sees simple tasks
with toy for a brief one task at a time, activity for short through to
period, with adult with encouragement periods completion
Shows
support
persistence in e.g., stays at table to e.g., finger paints for e.g., puts toys away
approaching e.g., rolls ball back work on puzzle when 5 minutes and then before going on to
tasks and forth with adult adult offers to help asks for more paper next activity;
completes 5-piece
puzzle

25. Associates an action Manipulates an Repeats an action to Notices and

with an outcome
Explores e.g., looks toward door
cause and that is being opened
effect when someone is about
to enter the room
object and reacts get same effect
e.g., makes impression e.g., turns light switch
on dough using cookie on and off repeatedly;
cutter, looks at stacks blocks and
impression, and smiles watches them fall
several times
comments on effect
e.g., while shaking a
jar of water says,
“Look at the bubbles
when I do this”; after
spinning around and
stopping says,
“Spinning makes the
room look like it’s
moving up and down”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 15
Learning and Problem Solving (continued)
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

26. Engages in everyday Recalls prior Relates classroom Draws on everyday

activities
Applies e.g., feeds in same
knowledge way at school and at
or experience home; plays with toys
to a new similar to ones at
home; holds favorite
context blanket at nap time
experiences activities to own experiences and
experiences applies this
e.g., claps hands when knowledge to similar
told she may paint; e.g., says, “I have a situations
asks teacher to play dog,” after hearing
song that he liked the book Where’s Spot?; e.g., washes hands
day before tells teacher that he after playing at sand
has a bike after hearing table; rocks baby doll
a story about a bike in arms

16 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Logical Thinking
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

27. Recognizes familiar Notices an item that Groups similar kinds Sorts objects by one
objects in is different in many of objects together property such as size,
environment respects from a group shape, color, or use
Classifies e.g., puts cars, blocks,
of objects
objects e.g., knows that some and people figures in e.g., sorts pebbles into
items can be eaten but e.g., takes giraffe separate piles three buckets by color;
not others out of bin filled with puts square block with
toy cars other square blocks

28. Locates own Notices something Notices objects that Notices similarities
possessions from new or different in are similar in many and differences
among those many respects ways
Compares/ e.g., states, “The rose
belonging to others
measures e.g., points to a new e.g., says, “His shoes is the only flower in
e.g., selects own classmate; goes are like mine” our garden that
backpack directly to a new toy smells”; “I can run
on shelf fast in my new shoes”

29. Puts three or more Puts three or more Lines up or stacks Notices when one
objects in a pile objects in a line two or three objects, object in a series is
from big to little out of place
Arranges e.g., places three e.g., lines up four cars
objects in a blocks in a pile in a row e.g., lines up three e.g., removes the one
series bear figures, from measuring spoon out
papa to mama to of place in a line and
baby; stacks two or tries to put it in right
three graduated rings place
or nesting cups
correctly by size

30. Imitates simple Places similar objects Repeats a simple Notices and recreates
sounds or movements in a row pattern modeled by simple patterns with
made by adult adult objects
Recognizes e.g., places all red cars
patterns and e.g., makes a gesture in a line e.g., claps hands twice e.g., makes a row of
can repeat similar to an adult’s after hearing the blocks alternating in size
them motion; claps in refrain “If You’re (big-small-big-small);
response to adult Happy and You Know strings beads in repeating
clapping It Clap Your Hands!”; patterns of 2 colors
says, “E-I-E-I-O,”
when adult sings “Old
McDonald”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 17
Logical Thinking (continued)
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

31. Anticipates the next Associates a familiar Understands what Demonstrates

step in a routine,
with adult assistance
Shows
awareness of e.g., points to blanket
time when teacher says,
concepts and “What do you need to
get ready to rest?”
sequence
cue with a routine comes next in daily understanding of the
schedule present and may refer
e.g., gets place mat to past and future
when she sees lunch e.g., says, “After we
cart arrive go outside, it’s time e.g., responds
for lunch” appropriately when
asked, “What did you
do this morning?”;
talks about, “Later,
when Mom comes to
pick me up”

32. Experiments with Shows awareness of Follows positional Shows

objects by moving own body in space directions modeled comprehension of
them by orienting self in a by adult basic positional
Shows
given space words and concepts
awareness of e.g., places blocks on e.g., puts objects in,
position in top of each other; e.g., avoids objects on, or under another e.g., puts object in, on,
space moves the furniture in object by imitating an under, on top of, or
the Dramatic Play Area adult’s actions next to another object
as requested

33. Puts objects in one Places one object in Places an object in Matches pairs of
container each designated each designated objects in one-to-one
space, with adult place, without adult correspondence
Uses e.g., puts sand into pail guidance guidance
one-to-one e.g., searches through
correspon- e.g., completes row of e.g., puts a doll in dress-ups to find two
dence pegs started by adult each hole in a toy bus shoes for her feet
in large pegboard until all holes are filled

34. Understands the Understands the Counts to five by Imitates counting

concept of one
Uses numbers e.g., picks up one
and counting object when asked;
says, “Give me one”
concept of more rote behavior using
number names (may
e.g., says, “More e.g., counts to five not always say one
cheese”; hands pegs to while singing a number per item or
a child who asks for counting song get the sequence
more right)
e.g., says the numbers
from 1 to 5 while
moving finger along a
row of 8 items (not
realizing that counting
means one number per
item)

18 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Representation and Symbolic Thinking
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

35. Accepts roles chosen Engages in pretend Engages in pretend Performs and labels
by others and plays play when initated by play actions associated
along an adult with a role
Takes on e.g., pretends to pour
pretend e.g., drinks pretend e.g., takes toy phone milk into a cup; sits in e.g., feeding the baby
roles and milk poured by other and says, “Hello,” teacher’s chair and doll, says, “I’m the
situations child; says, “Meow,” when teacher offers imitates teacher’s Mommy”; picks up
when asked what a cat phone and teacher gestures seen phone and says,
says says, “It’s your Mom” previously “Hello, is Suzie
there?”

36. Plays purposefully Imitates others’ Uses realistic props Interacts

with familiar play pretend play with to imitate actions of appropriately with
object familiar objects, with others real objects or
Makes
adult guidance replicas in pretend
believe with e.g., uses wooden e.g., imitates teacher play
objects hammer to pound e.g., rocks doll, who is pretending to
wooden pegs imitating teacher; iron a dress; imitates e.g., uses a broken
holds toy phone to ear another child’s use of phone to make a
after teacher says, “It’s toy hammer on pretend phone call;
for you” playhouse roof puts playdough cookies
on little plastic plates

37. Interacts with adult Uses materials to Uses materials to Draws or constructs
to build or create build or create build or create and then names what
something something with adult something on own it is
Makes and
guidance
interprets e.g., sits on floor and e.g., piles blocks into a e.g., draws pictures
representations adds blocks to tower, e.g., begins to build tower; holds crayon with different shapes
with adult assistance tower when teacher and scribbles on paper and says, “This is my
says, “Let’s build a house”; lines up unit
tower” blocks and says, “I’m
making a road”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 19
L A NGUAGE DEVELOPM E N T
Listening and Speaking
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

38. Responds to sounds Listens attentively to Discriminates and Plays with words,
in the environment familiar sounds identifies familiar sounds, and rhymes
sounds
Hears and e.g., turns head when e.g., calms when a e.g., repeats songs,
discriminates hears a voice; moves favorite song is played; e.g., says, “Cat,” rhymes, and chants;
the sounds of body in response to looks at teacher when when hears teacher says, “Oh you Silly
language song hears teacher’s voice imitate meowing; says, Willy”
“Fire truck,” when
hears siren

39. Uses gestures or Uses single word or Uses two-word Uses simple sentences
sounds to approximations to phrases (3–4 words) to
communicate communicate express wants and
Expresses e.g., says, “All gone,” needs
self using e.g., points to door e.g., says, “Ba,” for “Go out,” “Want bike”
words and when wants to go ball; uses sign e.g., “I want the trike”
expanded outside language for book;
says, “Cookie”
sentences

40. Responds to simple
verbal directions that
are combined with
Understands
physical assistance
and follows
oral e.g., extends arms up
directions when teacher taps
underarm and says,
“Arms up”; rubs
hands together at sink,
with adult help
Follows oral Follows one-step oral Follows one-step
directions with adult directions when given directions
modeling cues
e.g., “Please get a
e.g., begins putting e.g., sits down after tissue”
beads in container teacher points to chair
when teacher begins to and says, “Please sit
do so herself while down”; gets doll after
saying, “Let’s put the teacher shows picture
beads in the box” of doll and says, “Go
get the doll”

41. Answers simple Answers simple yes/ Answers simple Answers simple
questions by no questions verbally questions about a questions with one or
vocalizing; choice of two objects two words
Answers understands that a e.g., says, “Yes,” when
questions question requires a asked whether she e.g., points to cookie e.g., when asked for
response wants to paint; when teacher holds up name says, “Curtis”;
responds, “No,” when items and asks, “What says, “Purple and
e.g., looks at speaker asked if he is finished do you want, a cookie blue,” when asked the
when a question is painting or a cracker?” and colors of paint
asked; smiles when says, “Cookie,” when
teacher asks, “Do you teacher prompts, “Say
want to go to the ‘cookie’”
Block Area?”

20 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Listening and Speaking (continued)
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

42. Uses gestures or Uses rising intonation Uses some “wh-” Asks simple questions
facial expressions to to ask questions words to ask
express needs questions e.g., “What’s for
Asks e.g., says, “Bike?” to lunch?” “Can we play
questions e.g., holds up cup for ask whether she may e.g., asks, “What outside today?”
more milk; points to go outdoors that?” “Where
picture of ambulance Mommy?”
and looks to adult to
give the name

43. Participates in back Responds to routine Interacts verbally Responds to

and forth vocal play greetings with others in comments and
nonroutine ways questions from others
Actively e.g., repeats, “Aah,” e.g., waves or says,
participates in each time adult says, “Hello” or “Bye-bye” e.g., looks at another e.g., when one child
conversations “Aah” in response to “Hello” child’s painting and says, “I have new
or “Bye-bye” asks, “Doggy?” shoes,” shows own
shoes and says, “Look
at my new shoes”

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 21
Reading and Writing
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

44. Shows interest in Looks at books with Expresses pleasure Listens to stories
books adults with familiar books being read
Enjoys e.g., child gets book e.g., looks at book e.g., feels different e.g., asks teacher to
and values and opens and closes while in an adult’s lap textures in Pat the read favorite story;
reading book Bunny and smiles; repeats refrain when
bounces with the familiar book is read
rhythm of teacher’s aloud
voice when teacher
reads Brown Bear,
Brown Bear, What Do
You See?

45. Notices and responds Finds own Recognizes logos and Knows that print
to pictures possessions when pictures carries the message
labeled with own
Demonstrates e.g., recognizes e.g., identifies e.g., points to printed
photo and name
understanding familiar book by its McDonald’s logo; sees label on shelf and
of print cover; looks at picture e.g., child finds cubby picture label of beads says, “Cars go here”;
concepts in book when object that is labeled with her on shelf and says, looking at the name
in picture is named by picture and name “Beads go here.” the teacher has written
an adult on another child’s
drawing, says, “Whose
is this?”

46. Participates in singing Shows awareness of Matches two letters Recognizes and
songs about the letters in the that are alike identifies a few letters
alphabet environment by name
Demonstrates e.g., child matches
knowledge of e.g., hums or moves e.g., points to alphabet letter M to another e.g., points to a cereal
the alphabet body when you sing on wall and starts letter M box and says, “That’s
alphabet song singing alphabet song; C like in my name”
looks at an alphabet
book

47. Notices pictures in Reacts to pictures in Identifies pictures in Uses illustrations to

a book a book a book guess what the text
says
Uses e.g., directs gaze to e.g., touches picture e.g., points to picture
emerging pictures in book and asks, “Dat?”; of banana when e.g., looking at The
reading skills smiles while looking teacher asks, “Where Three Pigs, says, “And
to make at picture of puppy is the banana?”; the wolf blew down
in book points to picture of the pig’s house”
meaning dog and says, “Dog”
from print

22 The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5
Reading and Writing (continued)
Developmental Continuum for Ages 3–5

Curriculum
Objectives
Forerunner 1 Forerunner 2 Forerunner 3 Step I

48. Relates to pictures in Imitates characters or Relates story to self Imitates act of
a book actions in a book and shares reading in play
being read information
Comprehends e.g., points to objects e.g., holds up book
and interprets in a picture book; e.g., growls like Max e.g., after hearing a and pretends to read
meaning from identifies family when teacher growls story about new shoes, to baby doll; takes out
books and members in album as she reads Where the says, “New shoes,” phonebook in
Wild Things Are and points to own dramatic play area to
other texts shoes make a phone call

49. Observes when Experiments with Draws a simple Imitates act of

others write writing utensils picture writing in play
Understands e.g., stops and watches e.g., makes marks on e.g., draws a circle and e.g., pretends to write
the purpose teacher as teacher paper with crayons, says, “It’s a ball” a prescription while
of writing writes markers, or stamps playing clinic; scribble
writes next to a
picture

50. Tries to use writing Scribbles randomly Scribbles may include Uses scribble writing
tools to make marks on paper some lines and other and letter-like forms
on paper shapes
Writes letters
and words

The Expanded Forerunners of The Creative Curriculum® Developmental Continuum for Ages 3–5 23
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