2. DESIGN AND LAYOUT FIVE DOMAINS –LANGUAGE –SOCIAL/EMOTIONAL –MOTOR –COGNITIVE –PARENTING/WELL-BEING CHILD BEHAVIORS AND ACTIVITIES –DIVIDED BY AGE RANGE RELATIONSHIPS FOR LEARNING/ROUTINE’S BASED CURRICULUM

4. Outcome 1 Children will have positive social relationships Outcome 2 Children acquire and use Knowledge and skills Outcome 3 Children take action to Meet their needs Infant Toddler Framework Early Learning Foundations

5. Outcome 1Children have positive social-emotional skills (including social relationships) Baby may…..0-9 months Acknowledge and/or respond to others through eye contact, vocalizations, facial or body movements or assistive technology Demonstrate a preference for interactions with familiar adults in some observable way Initiate interactions with caregivers Respond to own name (smiles, eye contact, turns head) Express a range of emotions (happy, sad) Participate in some form of reciprocal play Toddler 1 may…10-18 months Interact and/or communicate with others through eye contact, vocalizations, facial or body movements or assistive technology Demonstrate an awareness that their behavior results in a behavioral response in others Play side by side with others Toddler 2 may….19-35 months Acknowledge others through increasing vocalizations, facial or body movements or assistive technology Seek praise from familiar adults Assert independence Demonstrate self control Recognize and react to others feelings Form attachments to one or two children Interact with others through reciprocity

6. Preschool child may…36-60 months Successfully enter a play situation with peers Express feelings, needs, and opinions without harming themselves, others, or property Begin to use compromise, negotiation, and discussion in working, playing and resolving conflicts with peers Accept guidance and directions from a range of familiar adults Develop friendships with children Express empathy and care for others Begin to demonstrate positive social skills, i.e., please, thank you, etc. Treat others with respect Demonstrate reasonable caution in unfamiliar and/or potentially dangerous situations Engage in a variety of pretend play activities Begin to identify own gender, name and age Outcome 1 Children have positive social-emotional skills (including social relationships)

7. Outcome 2Children acquire and use knowledge and skills (including early language/communication and early literacy) Baby may…..0-9 months Demonstrate enjoyment through facial/body movements to the sounds of songs, music and/or words in books Use mouthing, grasping, and reaching to explore objects and materials in the environment Imitate actions and sounds of caregiver and peers Begin to look at own hand (s), toys, or objects while playing with them Transfer object from one hand to another Begin to scoot, roll, inchworm or crawl and/or pull-up on sturdy objects Toddler 1 may…10-18 months Follow a one-step direction Demonstrate understanding of "no" by stopping what he is doing some of the time Touch or identify familiar items when asked (such as body parts) Use the same "words" consistently to express wants, needs and thoughts Anticipate and follow familiar routines Begin to hold crayon in palm of hand and make marks on paper Begin to dump and fill objects from containers Begin to stack a few large objects Participate in stories through identifying pictures, turning pages or listening for a short period of time

8. Outcome 2 Children acquire and use knowledge and skills (including early language/communication and early literacy) Toddler 2 may….19-35 months Follow a two-step direction Imitate and use two or three word phrases Refer to self by name Identify familiar objects by their use Use action or descriptive words in phrases/sentences of increasing length Answer questions with "yes" and "no" Recite phrases from familiar stories, rhymes or songs Recall and talk about familiar characters or events Ask simple questions using words or change in voice Work through simple problem such as simple puzzles or block designs

9. Outcome 3 Children use appropriate behaviors to meet their needs Baby may…..0-9 months Make things happen (e.g. hits or kicks mobile and makes it move) Communicate basic needs Learn to comfort self Entertain self for short periods of time Control body movements Reach for and hold objects Toddler 1 may….10-18 months Communicate by verbal and/or non-verbal means (physical movements, signs, gestures or assistive technology) to express thoughts, wants and/or needs Use people and/or objects to make things happen Signal for caregiver's assistance Feed self Demonstrate intentional mobility (gets from here to there) Remove loose clothing and shoes

10. Toddler 2 may…19-35 months Initiate action to make things happen Use simple strategies to meet their own wants and needs Use utensils to feed self Begin to dress self Preschool Child may…36-60 months Make independent choices Begin to develop a plan for play Develop increasing independence in a range of activities, routines, and tasks Use positive behavior to solve problems Begin to show awareness and independence in hygiene, nutrition and personal care Build awareness and ability to follow basic health and safety rules Outcome 3 Children use appropriate behaviors to meet their needs

11. Children take Appropriate Action to Meet Their Needs Baby may….Test Indicator #Test Indicator 0-9 months Communicate interest or excitement through facial/body movement Realize ability to make things happen (e.g. hits or kicks mobile and makes it move) Express a variety of emotions and feelings to communicate basic needs Learn to comfort self

12. VinelandI/T (74%)1 – 89% 2 – 63% 3 – 69% Desired ResultsI/T (87%)1 – 94% 2 – 87% 3 – 81% Carolina InfantsI/T (78%)1 – 89% 2 – 70% 3 – 77%

13. Carolina Curriculum Crosswalk With OSEP Child Outcomes

14. COGNITIONDelaware Early Learning Foundations 5. Attention and Memory: Visual/Spatial a. Points to hand that is hiding a toy (both when toy remains inIT Uncover a toy that has been hidden. hand and when toy is transferred to the other hand, out of sight) b. Recognizes the covers of several books and labels them c. Recognizes familiar signsShow increasing awareness of print, familiar signs, and labels d. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of three. e. Identifies (points to) object or picture shown briefly and shownIT Show increased short and long term memory and increased attention again in an array of four f. Tells the name of an object or picture shown briefly to a groupIT Show increased short and long term memory and increased attention of two and then hidden g. Remembers incidental informationIT Show increased short and long term memory and increased attention h. Names one of several (4 or more) objects or pictures shown (orIT Show increased short and long term memory and increased attention objects felt), named and then hidden i. After observing three objects being placed under separate covers,IT Show increased short and long term memory and increased attention identifies the cover under which a matching object is hidden j. Remembers and names which one of three objects has beenIT Show increased short and long term memory and increased attention hidden

15. COGNITIONDelaware Early Learning Foundations IDEAS FOR TEACHERS TO SCAFFOLD CHILD'S DEVELOPMENT 5. Attention and Memory: Visual/Spatial a. Points to hand that is hiding a toy (both when toy remains inIT Uncover a toy that has been hidden. HIDING GAMES - Hide a toy in the room, then give cues "Warm," hand and when toy is transferred to the other hand, out of sight) hot, "cold" to describe child's proximity to toy. WHAT IS MISSING - Show two toys, have child close eyes, remove b. Recognizes the covers of several books and labels them one toy, ask, "What is missing?" c. Recognizes familiar signsShow increasing awareness of print, familiar signs, and labels WORD WALK - Take a walk outside and read the signs (STOP, EXIT) ENVIRONMENTAL PRINT - Bring in familiar labels for child's favorite cereal, food… Make book of favorite things using labels. d. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attention MEMORY GAME - Play simple memory games using familiar objects again in an array of three first. Place two objects on a blanket, have child tell you what they are..Close eyes. Take one away. Ask, "What's missing?" e. Identifies (points to) object or picture shown briefly and shown IT Show increased short and long term memory and increased attentionGradually add more objects. For higher level, use pictures. again in an array of four MEMORY - Use pictures of objects familiar to child. Show the objects f. Tells the name of an object or picture shown briefly to a group IT Show increased short and long term memory and increased attention label the object. Have the child label the object. Then remove and ask of two and then hidden "What's missing?" g. Remembers incidental information IT Show increased short and long term memory and increased attention PLAY, REVIEW Engage child in conversation about what did during play immediately after playing. h. Names one of several (4 or more) objects or pictures shown (or IT Show increased short and long term memory and increased attention Dramatic Play - While playing, put something in the refrigerator objects felt), named and then hidden then ask, "Where did I put the ----?" i. After observing three objects being placed under separate covers, IT Show increased short and long term memory and increased attention PLAY - While playing in the sand with a few toys, show the child identifies the cover under which a matching object is hidden one toy, hide it in the sand, then ask, "Can you find the ---?" j. Remembers and names which one of three objects has been IT Show increased short and long term memory and increased attention PLAY - While playing in the blocks, put an animal or other toy in hidden a simple block structure. Ask the child the label the toy, then hide it. Ask the child, "What's missing?"

18. Jim J. Lesko, Ed.D. 302-735-4210 jlesko@doe.k12.de.us