New York State Education Department Office of Early Learning Am I Three or Am I Four? New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Purple Group Four Year Old’s Three Year Old’s Understands the idea of “mine” and “his” or “hers”. The average child at this age has the capacity to acquire four to six words per day, given access to new words in his or her daily experiences. Turns book pages one at a time. Responds more appropriately and sympathetically to peers who are in need, upset, hurt, or angry. Copies a triangle, circle, square, and other shapes. Experiments with how movements can be changed (e.g., modifies a ramp to get a ball to roll farther). New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Blue Group Three Year Old’s Four Year Old’s Uses four to five word sentences that may not necessarily be grammatically correct. Copies a circle with pencil or crayon. Can jump a distance of 15-24 inches. Uses appropriate levels of volume, tone and inflection. During the year, begins to connect specific authors with specific books, and to recognize multiple books by the same author. Can go up and down stairs without holding on to anything for support. New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Green Group Three Year Old’s Four Year Old’s Follows instructions with 2 or 3 steps. Recreates the world of the home and classroom through dramatic play scenarios (e.g., pretends to make and serve dinner to "family"). Can hop using an irregular series of jumps. Understands 2500 to 3000 words. Acquires an average of 2000 additional words during this year. Successfully enters a group of children (e.g., says, "Hey! I can be the grandma who comes to visit!"). Stacks 10 or more blocks. New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Yellow Group Three Year Old’s Four Year Old’s Begins to use “and” to join ideas. For example, I want to run and jump. Says first name, age, and identifies own gender. Dresses and undresses self. Can hop 4-6 steps on one foot. Uses correct conversational rules- makes eye contact, turn taking, staying on a topic. Begins and sustains pretend play in a cooperative group (says, "Let's play that we're going on a trip. I'll be the pilot and you guys be on the plane."). New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Gray Group Three Year Old’s Four Year Old’s Plays make-believe with dolls, animals, and people. Uses regular plural forms consistently. For example, i.e. books, apples. Shows affection for friends without prompting. Combines 5- 8 words in a sentence. Can jump a distance of 24-33 inches. Remembers the parts of a story. New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Red Group Three Year Old’s Four Year Old’s Builds towers with more than 6 blocks. Participates in group games and circle dances (e.g., enthusiastically joins in the "Hokey Pokey" with a group). Understands 1000 or more words. Acquires an average of 1500 to 2000 words during this year. Seeks help from both adults and peers, and has a greater understanding of the kind of help that may be needed (e.g., says, "Can you hold this end of the string for me, so I can tie this?"). Tells a long story accurately. Catches a bounced ball most of the time. New York State Education Department Office of Early Learning

NYS Early Learning Guidelines (ELGs) The Guidelines are: - a resource you can refer to about how children develop & learn The Guidelines are not: - something to memorize - a curriculum - an assessment tool New York State Education Department Office of Early Learning

The ELGs Can Support Your Teaching Practices They can help you: see the continuum of development create a safe and engaging learning environment both indoors and outdoors get to know and appreciate each child as an individual build a trusting relationship with each child have realistic expectations and guide children's behavior in positive ways New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning The Domains Physical Well-Being, Health, & Motor Development Social and Emotional Development Approaches to Learning Cognition and General Knowledge of the World Language, Communication, & Literacy New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning How the Guide Works Domain III Approaches to Learning pg. 57 A. Curiosity and Interest B. Initiative C. Persistence and Attentiveness D. Creativity and Inventiveness E. Reflection and Interpretation New York State Education Department Office of Early Learning

Approaches to Learning Descriptor Page pg.58 Sample Indicator Page 59 New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Lilly Lilly is a three-year old in your classroom. Lilly often looks on from the side as the other children in the classroom are playing. She does not initiate conversations with peers or adults and has a vocabulary of about fifty words. Use the ELGs to determine if this is typical development for Lilly: What domains/indicators did you use (include page numbers)? Is this typical development for Lilly? What could you do in the classroom to support Lilly? New York State Education Department Office of Early Learning

New York State Education Department Office of Early Learning Wrap Up & Questions New York State Education Department Office of Early Learning