Connecticut Core Standards (Infant)
| Main Criteria: Connecticut Core Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Connecticut Core Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2014 |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.6. | 0-6 months |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.6.1. | Use senses to explore immediate environment. ReadyRosie Bath Time Fun Two on Me and You |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.6. | 0-6 months |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.6.2. | Orient to source of sound or movement and vocalize in response to sights and sounds in the immediate environment. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.12.1. | Seek familiar people and/or objects that are not there. ReadyRosie Do You See Me? Supported Standing |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.12.2. | Show interest in a wider variety of sights and sounds with greater purpose, often in shared experiences with adults. ReadyRosie How can I get my child to listen to me? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Eagerness to Learn | |
| INDICATOR | C.12.3. | Seek out new materials and experiences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.6. | 0-6 months |
| INDICATOR | Cause and Effect | |
| INDICATOR | C.6.4. | Show interest in the results of their actions and “accidental” discoveries. ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.6. | 0-6 months |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.6.5. | Recognize familiar people or objects in the immediate environment (e.g., notice differences between various people and objects). ReadyRosie Do You See Me? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.6. | 0-6 months |
| INDICATOR | Problem Solving | |
| INDICATOR | C.6.6. | Sometimes will show they can solve problems by reaching for desired toys or blanket. ReadyRosie Do You See Me? Supported Standing |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Cause and Effect | |
| INDICATOR | C.12.4. | Recognize effect of actions on object - cause and effect (e.g., shake a rattle and it makes a sound). ReadyRosie Bath Time Fun Kicking Paper |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.12.5. | Respond to new or novel objects with interest, recognizing differences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Problem Solving | |
| INDICATOR | C.12.6. | Use a variety of actions to obtain desired objects. ReadyRosie Do You See Me? Supported Standing |
| INDICATOR | C.12.7. | Solve simple manipulative challenges through observation and imitation (e.g., putting something “into a bucket”). ReadyRosie Do You See Me? Supported Standing |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.12. | 6-12 months |
| INDICATOR | Task Persistence | |
| INDICATOR | C.12.9. | Practice an activity many times until successful. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.6.1. | Attend and respond to familiar adults and are able to be soothed when distressed. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.6.2. | Show recognition of familiar faces and awareness if someone is a stranger. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.12.1. | Prefer primary caregiver(s) to others and usually accept guidance from trusted adults. ReadyRosie How can I get my child to listen to me? That's My Name |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.12.2. | Display preference for trusted adults which may include exhibiting fear and protesting at separation. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close That's My Name Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.6.3. | In addition to being comforted by familiar adult, can also get comfort from sucking thumb, fist, or pacifier. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.6.4. | Respond to having needs met (e.g., is comforted by being picked up or fed). ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.12.4. | Respond to adult interactions, including tone of voice, expression and gestures (e.g., shaking head and frowning). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tips for storytelling: Using your voice Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SE.12.5. | Show anticipation and respond to familiar routines in their lives. ReadyRosie How do I get my child to______? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.6.5. | Display varied responses (e.g., will smile or kick when a caregiver interacts with them. May stiffen when something displeases them, or may turn away from something they dislike). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.12.6. | Express basic emotions (e.g., sadness, frustration, anger) through facial expressions, movements, crying, smiling, laughing. ReadyRosie Snuggle Close |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Sense of self | |
| INDICATOR | SE.6.8. | Begin to realize their hands and feet belong to them and explore them as well as face, eyes and mouth. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Personal Preferences | |
| INDICATOR | SE 6.9. | Express preferences for familiar people and some objects. (e.g., stop crying more quickly with a familiar person; move their legs, arms and smile at a familiar person). ReadyRosie That's My Name |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Sense of self | |
| INDICATOR | SE.12.9. | Show awareness of body parts of self and others. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.6.10. | Respond differently to different people. Respond to familiar people by smiling, cooing and moving their body. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SE.6.11. | Show interest in interacting with others. May gain an adult’s attention and wait for a response. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.6. | 0-6 months |
| INDICATOR | Play/Friendship | |
| INDICATOR | SE.6.12. | Notice other children and may touch, smile or coo to them. ReadyRosie Do You See Me? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.12.13. | Engage in social interactions not connected to getting physical needs met (e.g., peek-a-boo, performing, copying others and babbling). ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | SE.12.14. | Notice the activity of adults and other children and attend closely. ReadyRosie Do You See Me? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.12. | 6-12 months |
| INDICATOR | Play/Friendship | |
| INDICATOR | SE.12.15. | Watch actions of other children but does not join the play. May stay in proximity, make eye contact and babble. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.6. | 0-6 months |
| INDICATOR | Mobility | |
| INDICATOR | PH.6.2. | Roll over, usually from both directions. ReadyRosie Roll Over |
| INDICATOR | PH.6.3. | Reach, grasp and bat for objects overhead and eventually reach and play with feet when on back. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| INDICATOR | PH.6.4. | Push up and support weight on forearms when on stomach. ReadyRosie Tummy Talk |
| INDICATOR | PH.6.5. | Sit with support. ReadyRosie Supported Sitting |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.12. | 6-12 months |
| INDICATOR | Mobility | |
| INDICATOR | PH.12.1. | Get into sitting position on own and play while in this position. ReadyRosie Supported Sitting |
| INDICATOR | PH.12.2. | Move when on the floor by rolling, creeping, crawling with purpose. ReadyRosie Roll Over |
| INDICATOR | PH.12.3. | Pull to stand, cruise along furniture and stand alone. May take a few steps independently or with help. ReadyRosie Supported Standing Up, Down |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.6. | 0-6 months |
| INDICATOR | Visual Motor Integration | |
| INDICATOR | PH.6.6. | Locate an object using vision or sound, reach and grasp the object. ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.6. | 0-6 months |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.6.8. | Use voluntary and purposeful movements to bring hands to mouth. ReadyRosie Bath Time Fun |
| INDICATOR | PH.6.9. | Bring hands together while lying on back. ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.12. | 6-12 months |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.12.6. | Move objects from one hand to another and combine items at center of body (e.g., banging two blocks together). ReadyRosie Grasp and Grab Touch and Taste |
| INDICATOR | PH.12.7. | Use index finger to poke and point and grasp small objects between thumb and fingertips. ReadyRosie Grasp and Grab Touch and Taste |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.6. | 0-6 months |
| INDICATOR | Feeding Routines/Nutrition | |
| INDICATOR | PH.6.10. | Participate in feeding routines with consistent caregivers by holding onto bottle, and/or leaning forward in anticipation of food offered via bottle, breast or spoon. ReadyRosie Lunchtime Language |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.12. | 6-12 months |
| INDICATOR | Feeding Routines/Nutrition | |
| INDICATOR | PH.12.8. | Participate in feeding routines by holding cups or bottles, using fingers for self-feeding and/or using eating utensils. ReadyRosie Lunchtime Language |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.6. | 0-6 months |
| INDICATOR | Word Comprehension | |
| INDICATOR | L.6.1. | Respond to facial expressions or voices by changing own facial expression, crying or altering movements. ReadyRosie Snuggle Close |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.6. | 0-6 months |
| INDICATOR | Language Comprehension | |
| INDICATOR | L.6.2. | Orient to the direction of sound or visual cues. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | L.6.3. | React when hearing own name or to positive facial expression. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.6. | 0-6 months |
| INDICATOR | Vocabulary | |
| INDICATOR | L.6.4. | Use a variety of facial expressions and sounds (e.g., cooing, babbling and varied cries) to communicate. ReadyRosie Snuggle Close |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.12. | 6-12 months |
| INDICATOR | Vocabulary | |
| INDICATOR | L.12.3. | Begin to use word approximations (e.g., ”ma-ma” or “da-da”) or conventional gestures (e.g., waving, signing “more”). ReadyRosie Lunchtime Language |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.12. | 6-12 months |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.12.4. | Communicate wants and needs through a combination of crying, babbling and occasional word approximations, and/or gestures. ReadyRosie Behavior is a form of communication |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.6. | 0-6 months |
| INDICATOR | Language for Interaction | |
| INDICATOR | L.6.7. | Coo, gurgle, smile in response to stimulation and to initiate social contact. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATOR | L.6.8. | Express pleasure as adults imitate the faces and sounds they make. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.6. | 0-6 months |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.6.9. | Respond to music, stories and pictures shared with an adult. ReadyRosie Animal Noises |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.12. | 6-12 months |
| INDICATOR | Music | |
| INDICATOR | CA.12.1. | Show interest in singing, moving and dancing, using their body. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.12. | 6-12 months |
| INDICATOR | Dance | |
| INDICATOR | CA.12.5. | Respond to music with full body movements. ReadyRosie I can't sing. How can I sing to my baby? |
| Connecticut Core Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2014 |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.18.1. | Use senses to actively investigate and explore the effects of new actions on objects. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.18.2. | Focus attention on interesting sights or sounds, often in shared experiences with adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Eagerness to Learn | |
| INDICATOR | C.18.3. | Explore new ways to use objects and observe results. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.24.1. | Explore objects, activities and environments. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.24.2. | Engage in interactions and self-selected activities for increasing lengths of time. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Eagerness to Learn | |
| INDICATOR | C.24.3. | Demonstrate a desire to accomplish a new skill. May look to others for approval and congratulations. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Cause and Effect | |
| INDICATOR | C.18.4. | Learn by observing or listening to others and repeating their actions or verbalizations. ReadyRosie Dump and Pick Up |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Problem Solving | |
| INDICATOR | C.18.6. | Purposefully experiment with the effects of new actions upon objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| INDICATOR | C.18.7. | Utilize shapes and sorting boxes. May use trial and error to fit objects together. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Symbolic Representation | |
| INDICATOR | C.18.8. | Use dolls and stuffed animals as if they were real (e.g., rocks doll, pets stuffed dog). ReadyRosie Bear Bath Tea Party |
| INDICATOR | C.18.9. | Engage in pretend play with realistic objects (e.g., uses a play phone to pretend to make a phone call). ReadyRosie Bear Bath Tea Party |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Cause and Effect | |
| INDICATOR | C.24.4. | Repeat actions over and over and notice results. ReadyRosie Dump and Pick Up |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.24.5. | Sort objects by type (e.g., cars and blocks) and put some objects in order (e.g., lines up three objects from smallest to biggest). ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Problem Solving | |
| INDICATOR | C.24.6. | Try a successful strategy in a new situation (e.g., tugging or prying on something that is stuck). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| INDICATOR | C.24.7. | Take things apart and try to put them back together. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Symbolic Representation | |
| INDICATOR | C.24.8. | Play with dolls or stuffed animals and realistic props together (e.g., use a play spoon to feed a doll). ReadyRosie Bear Bath Tea Party |
| INDICATOR | C.24.9. | Act out familiar functions in play (e.g., sweeping floor, pouring milk). ReadyRosie Bear Bath Tea Party |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Choosing and Planning | |
| INDICATOR | C.18.10. | Indicate preferences by pointing and using one or two words. ReadyRosie Choosing Clothes This or That |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Task Persistence | |
| INDICATOR | C.18.11. | Complete simple activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.18. | 12-18 months |
| INDICATOR | Cognitive Flexibility | |
| INDICATOR | C.18.12. | Use objects in new and unexpected ways. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Choosing and Planning | |
| INDICATOR | C.24.10. | Indicate preferences using simple language. ReadyRosie Behavior is a form of communication Choosing Clothes Snack Time Speech This or That |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Task Persistence | |
| INDICATOR | C.24.11. | Complete simple activities despite frustration. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Cognitive Flexibility | |
| INDICATOR | C.24.12. | Purposefully try multiple ways of using the same objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Working Memory | |
| INDICATOR | C.24.13. | Hold in mind a simple task long enough to complete it (e.g., wiping a table, walking across the room to throw something in the garbage). ReadyRosie Big and Little Buried Treasure Shoe Search |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.24. | 18-24 months |
| INDICATOR | Regulation of Attention and Impulses | |
| INDICATOR | C.24.14. | Engage in interactions and self-selected activities for increasing length of time. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.18.1. | Look to trusted caregivers for cues about how to respond to their environment for comfort and support. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.18.2. | Display attachment to trusted adults and feelings of security which may include a fear of strangers and new and unfamiliar places. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.24.1. | Use familiar adults as secure base through behaviors such as glancing back at caregiver while playing. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.24.2. | Manage routine separations from caregivers with little distress and calm quickly after a separation. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.18.3. | Show increasing regulation through daily routines, activities and familiar adults. ReadyRosie Behavior is a form of communication How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.18.4. | Respond to adult guidance to accept an alternative to initial desire or impulse (e.g., a truck from the shelf vs. one another child has, food choices). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| INDICATOR | SE.18.6. | Show anticipation of next step in daily routine (e.g., reaches or signs for bib when placed in high chair). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.24.3. | With adult assistance, find comfort in rituals and routines. May use special comfort object to self-soothe (especially at nap time). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.24.4. | Accept some redirection from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SE.24.5. | Is aware of typical routine and shows some understanding of rules, but may need adult support. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.18.7. | Express emotions through physical means such as hugging, throwing. May be cooperative or uncooperative and look to adult for reaction. ReadyRosie Reading Emotions |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.C. | Strand C: Early learning experiences will support children to develop, express, recognize and respond to emotions. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Emotional Expression | |
| INDICATOR | SE.24.6. | Express more complex emotions (e.g., excitement, embarrassment, pride, sadness) and begin to communicate feelings (although this remains an emerging skill which is only partially effective). ReadyRosie Reading Emotions |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Sense of self | |
| INDICATOR | SE.18.10. | Demonstrates self-awareness though response to name and use of “me” and “mine”. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Personal Preferences | |
| INDICATOR | SE.18.12. | Begin to communicate own likes and dislikes. ReadyRosie Choosing Clothes This or That |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.18. | 12-18 months |
| INDICATOR | Self-Concept and Competency | |
| INDICATOR | SE.18.13. | Show confidence when supported to complete familiar tasks and will attempt new tasks with adult support. ReadyRosie Happy Birthday to You Point and Learn This or That |
| INDICATOR | SE.18.14. | React positively (e.g., smiles, claps) to accomplishments. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Personal Preferences | |
| INDICATOR | SE.24.9. | Use words and/or gestures to express interests (e.g., points and says, “Look, airplane.”). ReadyRosie Choosing Clothes This or That |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Self-Concept and Competency | |
| INDICATOR | SE.24.10. | Complete simple familiar tasks with confidence (e.g., puts on article of clothing). Engage in new experiences with support from a familiar adult. ReadyRosie Happy Birthday to You Point and Learn This or That |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.24. | 18-24 months |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.24.11. | Enjoy games and other social exchanges with familiar adults. May seek out repeated patterns of interaction. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.18. | 12-18 months |
| INDICATOR | Mobility | |
| INDICATOR | PH.18.1. | Use walking as main means of mobility and pull toy when walking. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | PH.18.2. | Stand from a squat position using arms to push off floor. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.18. | 12-18 months |
| INDICATOR | Large Muscle Movement and Coordination | |
| INDICATOR | PH.18.4. | Throw ball in forward direction. ReadyRosie Baby Basketball Kick With Me |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.24. | 18-24 months |
| INDICATOR | Mobility | |
| INDICATOR | PH.24.1. | Walk with legs closer together and able to change directions smoothly and carry objects. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | PH.24.2. | Begin to run. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| INDICATOR | PH.24.3. | Walk up and down steps holding onto rail, often leading with the same foot and negotiating one step at a time. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.24. | 18-24 months |
| INDICATOR | Large Muscle Movement and Coordination | |
| INDICATOR | PH.24.5. | Catch a large ball tossed from a short distance against their body using both arms. ReadyRosie Baby Basketball Kick With Me |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.18. | 12-18 months |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.18.6. | Use both hands at the same time for different purposes (e.g., may stabilize tower with one hand and add an additional block with other hand). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.24. | 18-24 months |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.24.7. | Use a writing tool to scribble purposefully and imitate vertical and horizontal stroke. May use a fisted grasp. ReadyRosie Color with Me |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Word Comprehension | |
| INDICATOR | L.18.1. | Understand that words, gestures or signs stand for people, objects, or experiences that are not present. ReadyRosie Check the Mail |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Language Comprehension | |
| INDICATOR | L.18.2. | Remember language heard repeatedly in stories, poems and interactive language experiences. ReadyRosie Big and Little Buried Treasure Shoe Search |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Word Comprehension | |
| INDICATOR | L.24.1. | Demonstrate in a variety of ways understanding of most of what is communicated through gestures, signs or oral language. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATOR | L.24.2. | Point to familiar objects, people and body parts. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Language Comprehension | |
| INDICATOR | L.24.3. | Respond to questions and follow simple directions. ReadyRosie Choosing Clothes Talk and Play Why should we tell family stories? |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Vocabulary | |
| INDICATOR | L.18.3. | Begin to use words or conventional gestures to communicate. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATOR | L.18.4. | Has a 20+ word vocabulary. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.18.5. | Respond to questions with sounds, sometimes including words and oftentimes gestures. ReadyRosie Why should we tell family stories? |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Vocabulary | |
| INDICATOR | L.24.4. | Name familiar objects and actions; use commands (e.g., “no”), possessives (e.g., “mine”) or reactions (e.g., “ow”). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATOR | L.24.5. | Use new words frequently to talk about familiar things or activities. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.24.6. | Use words to request objects, have needs met or gain attention. ReadyRosie Behavior is a form of communication Snack Time Speech |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Conventions of Conversation | |
| INDICATOR | L.18.7. | Pay attention to a speaker by pausing physical activity, shifting gaze or looking toward speaker. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Language for Interaction | |
| INDICATOR | L.24.9. | Answer a basic question with a word. ReadyRosie Why should we tell family stories? |
| INDICATOR | L.24.10. | Use language to express wants, needs, likes and dislikes to others. ReadyRosie Behavior is a form of communication Choosing Clothes Snack Time Speech This or That |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.18. | 12-18 months |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.18.10. | Point to preferred pictures in books or texts. ReadyRosie Look at the Book Reading Emotions |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.24.11. | Point to named pictures; may name or comment on familiar pictures. ReadyRosie Look at the Book Reading Emotions |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Understanding of Stories or Information (Stories or information may be shared through oral storytelling, sharing of pictures and/or books) | |
| INDICATOR | L.24.13. | Answer simple specific questions about familiar stories (e.g., “What does the cat say?”). Ask basic questions about pictures (e.g., “Who is that?”). ReadyRosie Reading Routines for Early Readers |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.E. | Strand E: Early learning experiences will support children to gain knowledge of print and its uses. |
| GRADE LEVEL EXPECTATION | L.24. | 18-24 months |
| INDICATOR | Book Concepts | |
| INDICATOR | L.24.14. | Hold book upright. ReadyRosie Look at the Book |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.18. | 12-18 months |
| INDICATOR | Music | |
| INDICATOR | CA.18.2. | Respond to music by joining in on one or two words in a song or moving physically upon hearing a familiar melody or rhythm (e.g., hand gestures). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| INDICATOR | CA.18.3. | Imitate parts of songs with words and/or gestures. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.18. | 12-18 months |
| INDICATOR | Visual Arts | |
| INDICATOR | CA.18.4. | Experiment with a variety of media, including painting with a paint brush, finger painting, scribbling, gluing and taping, age appropriate art software. ReadyRosie Color with Me |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.18. | 12-18 months |
| INDICATOR | Dance | |
| INDICATOR | CA.18.5. | Show increasing body awareness through gross motor movement (e.g., walking, bouncing, swaying, rocking, climbing) and bilateral movement (patting), show directional awareness in movements, and use non-locomotor movements (simple finger plays). ReadyRosie I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.24. | 18-24 months |
| INDICATOR | Music | |
| INDICATOR | CA.24.1. | React to changes in music by joining in with more extended segments of familiar music using voice, physical gestures and/or instruments. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| INDICATOR | CA.24.2. | Initiate words to songs and song gestures (e.g., naming animals in a song or patting, nodding). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| INDICATOR | CA.24.3. | Repeat words to songs, song gestures and/or sounds (pitches). ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.24. | 18-24 months |
| INDICATOR | Visual Arts | |
| INDICATOR | CA.24.4. | Use a wide variety of art materials and media (e.g., clay, dough, wet sand) for purposeful sensory exploration. ReadyRosie Color with Me |
| INDICATOR | CA.24.5. | Experiment with strokes and lines using brushes, crayons, markers, etc. ReadyRosie Color with Me |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.24. | 18-24 months |
| INDICATOR | Drama | |
| INDICATOR | CA.24.6. | Imitate simple aspects of a role using realistic props and sounds. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.24. | 18-24 months |
| INDICATOR | Dance | |
| INDICATOR | CA.24.7. | Demonstrate developing ability to balance, awareness of body (e.g., name body parts, move distinct body parts). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| INDICATOR | CA.24.8. | Move creatively while listening to music (e.g., stamp feet, wave arms, sway). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.18. | 12-18 months |
| INDICATOR | Cardinality | |
| INDICATOR | M.18.2. | Demonstrate one-to-one or one-to-many correspondence (e.g., may fill each compartment in a egg carton with one or several objects). ReadyRosie Build to Four Counting Counts |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.24. | 18-24 months |
| INDICATOR | Cardinality | |
| INDICATOR | M.24.2. | Put objects in one-to-one correspondence (e.g., puts one item in each compartment). ReadyRosie Build to Four Counting Counts |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.24. | 18-24 months |
| INDICATOR | Comparison | |
| INDICATOR | M.24.4. | Compare collections that are quite different in size. ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.18. | 12-18 months |
| INDICATOR | Sorting and Classifying | |
| INDICATOR | M.18.3. | Match objects that are the same. ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.24. | 18-24 months |
| INDICATOR | Sorting and Classifying | |
| INDICATOR | M.24.6. | Sort objects using inconsistent strategies (e.g., favorite items, colors). ReadyRosie Big and Little Color Toys Find a Match |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.D. | Strand D: Early learning experiences will support children to understand shapes and spatial relationships (geometry and spatial sense). |
| GRADE LEVEL EXPECTATION | M.24. | 18-24 months |
| INDICATOR | Spatial Relationships | |
| INDICATOR | M.24.7. | Show beginning understanding of positional vocabulary (e.g., up/down, in/out, on/off, under). ReadyRosie Kick With Me |
| DOMAIN / CONTENT STANDARD | CT.S. | Early Scientific Inquiry |
| STATE FRAMEWORK | S.A. | Strand A: Early learning experiences will support children to apply scientific practices. |
| GRADE LEVEL EXPECTATION | S.24. | 18-24 months |
| INDICATOR | Questioning and Defining Problems | |
| INDICATOR | S.24.1. | Observe and make comments on things observed through the senses. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| Connecticut Core Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2014 |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Curiosity and Initiative | |
| INDICATOR | C.36.1. | Ask questions and seek answers from a variety of sources. ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.A. | Strand A: Early learning experiences will support children to develop effective approaches to learning. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Engagement with Environment, People and Objects | |
| INDICATOR | C.36.2. | Maintain interest in self-selected activities and may seek to engage others or ask questions. ReadyRosie Catch! Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Ring Around the Rosie What Do We Do? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Attributes, Sorting and Patterns | |
| INDICATOR | C.36.5. | Identify differences between objects across multiple characteristics (e.g., texture, color, shape, size). ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Problem Solving | |
| INDICATOR | C.36.6. | Use objects in new and unexpected ways to solve problems through trial and error. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| INDICATOR | C.36.7. | Use spatial relationships to solve problems (e.g., fit pieces into puzzle). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.B. | Strand B: Early learning experiences will support children to use logic and reasoning. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Symbolic Representation | |
| INDICATOR | C.36.8. | Use a similar object to represent another object in play (e.g., pretend a pencil is a spoon). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| INDICATOR | C.36.9. | Act out relational roles in play (e.g., mom or dad with baby). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Choosing and Planning | |
| INDICATOR | C.36.10. | Make choices based on preferences. ReadyRosie I Am Unique Tell Me About It! |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Task Persistence | |
| INDICATOR | C.36.11. | Complete self-selected short-term activities many times to gain mastery. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Cognitive Flexibility | |
| INDICATOR | C.36.12. | Realize when something is not working and with adult assistance can try another approach. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| DOMAIN / CONTENT STANDARD | CT.C. | Cognition |
| STATE FRAMEWORK | C.C. | Strand C: Early learning experiences will support children to strengthen executive function. |
| GRADE LEVEL EXPECTATION | C.36. | 24-36 months |
| INDICATOR | Regulation of Attention and Impulses | |
| INDICATOR | C.36.14. | Maintain focus on high-interest activities in the face of routine distractions. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? Which Lid? |
| INDICATOR | C.36.15. | With adult support, resist impulses in structured settings for brief, but increasing periods of time. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Trusting Relationships | |
| INDICATOR | SE.36.1. | Approach caregivers for support and comfort, particularly during stressful or frustrating situations. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.A. | Strand A: Early learning experiences will support children to develop trusting healthy attachments and relationships with primary caregivers. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Managing Separation | |
| INDICATOR | SE.36.2. | Manage most separations without distress and adjust to new settings with support from a trusted adult. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Regulation of Emotions and Behavior | |
| INDICATOR | SE.36.3. | With adult support, use self-soothing techniques to calm. ReadyRosie How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.B. | Strand B: Early learning experiences will support children to develop self-regulation. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Regulation of Impulses and Behavior | |
| INDICATOR | SE.36.4. | Begin to control behavior by responding to choice and limits provided by an adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | SE.36.5. | Make transitions and follow basic routines and rules with adult supervision. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.D. | Strand D: Early learning experiences will support children to develop self-awareness, self-concept and competence. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Sense of self | |
| INDICATOR | SE.36.9. | Identify self, family members, teacher and some peers by name. ReadyRosie Tips for storytelling: Story ideas |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Adult Relationships | |
| INDICATOR | SE.36.13. | Enjoy sharing new experiences with familiar adults. ReadyRosie How can I make music part of our day? |
| DOMAIN / CONTENT STANDARD | CT.SE. | Social and Emotional Development |
| STATE FRAMEWORK | SE.E. | Strand E: Early learning experiences will support children to develop social relationships. |
| GRADE LEVEL EXPECTATION | SE.36. | 24-36 months |
| INDICATOR | Play/Friendship | |
| INDICATOR | SE.36.14. | Seek out other children and will interact with other children using common materials. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | SE.36.15. | Show preference for certain peers over time although these preferences may shift. ReadyRosie Catch! Ring Around the Rosie |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Mobility | |
| INDICATOR | PH.36.1. | Walk and run on various surfaces and level changes with balance and control of speed. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.A. | Strand A: Early learning experiences will support children to develop gross motor skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Large Muscle Movement and Coordination | |
| INDICATOR | PH.36.3. | Catch and throw a playground ball with an adult short distance away. ReadyRosie Catch! |
| INDICATOR | PH.36.4. | Jump with two feet. ReadyRosie Bear Hunt Get Moving |
| INDICATOR | PH.36.5. | Kick a ball in forward direction. ReadyRosie Catch! |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Visual Motor Integration | |
| INDICATOR | PH.36.6. | Use common tools that require eye-hand coordination with precision and for their intended purpose (e.g., hammer peg, twist handle to open latch, put body parts on Mr. Potato). ReadyRosie Drum Patterns Hooray Parfait Torn Paper Art Toy Car Wash |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.B. | Strand B: Early learning experiences will support children to develop fine motor skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Small Muscle Movement and Coordination | |
| INDICATOR | PH.36.7. | Use writing tools or paint objects with some control and purpose. ReadyRosie Copy Me Secret Message |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Safety and Responsibility | |
| INDICATOR | PH.36.9. | Tell several basic safety rules at home and in familiar settings (e.g., school, library and playground). Bring other children’s rule-breaking to the attention of adults. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.C. | Strand C: Early learning experiences will support children to acquire adaptive skills. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Dressing and Hygiene | |
| INDICATOR | PH.36.10. | Attempt to complete basic self-care routines (e.g., dressing, undressing, toileting and washing) although may still need caregiver assistance. ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.D. | Strand D: Early learning experiences will support children to maintain physical health status and well-being. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Physical Activity | |
| INDICATOR | PH.36.11. | Demonstrate increasing strength and endurance sufficient to actively engage in a total of 60 minutes of physical activity spread over the course of a day. ReadyRosie Bear Hunt Get Moving |
| DOMAIN / CONTENT STANDARD | CT.PH. | Physical Development and Health |
| STATE FRAMEWORK | PH.D. | Strand D: Early learning experiences will support children to maintain physical health status and well-being. |
| GRADE LEVEL EXPECTATION | PH.36. | 24-36 months |
| INDICATOR | Healthy Behaviors | |
| INDICATOR | PH.36.12. | Discuss healthy practices including hygiene, nutrition and sleep. ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch T-Shirt Talk |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.A. | Strand A: Early learning experiences will support children to understand language (receptive language). |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Word Comprehension | |
| INDICATOR | L.36.1. | Demonstrate an understanding of an increased vocabulary, influenced by experiences and relationships. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Vocabulary | |
| INDICATOR | L.36.5. | May occasionally use more sophisticated words than they typically use in conversational speech but that have been learned through books and personal experiences (e.g., large, fast, angry, car, run). ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.B. | Strand B: Early learning experiences will support children to use language (expressive language). |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Expression of Ideas, Feelings and Needs | |
| INDICATOR | L.36.6. | Use inflection in phrases or sentences to ask a question. ReadyRosie Nature Walk and Talk What Do We Do? |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Conventions of Conversation | |
| INDICATOR | L.36.10. | Have conversations with adults and peers that include four or more exchanges. ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.C. | Strand C: Early learning experiences will support children to use language for social interaction. |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Language for Interaction | |
| INDICATOR | L.36.11. | Converse with adults and peers about common experiences or events. ReadyRosie Stuck on You Tell Me About It! |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.D. | Strand D: Early learning experiences will support children to gain book appreciation and knowledge. |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Interest and Engagement with Books | |
| INDICATOR | L.36.12. | Sustain attention for short periods of time while being told a story or reading a favorite picture book. ReadyRosie Why should we tell family stories? |
| DOMAIN / CONTENT STANDARD | CT.L. | Early Language, Communication, and Literacy |
| STATE FRAMEWORK | L.G. | Strand G: Early learning experiences will support children to convey meaning through drawing, letters and words. |
| GRADE LEVEL EXPECTATION | L.36. | 24-36 months |
| INDICATOR | Drawing and Writing | |
| INDICATOR | L.36.18. | Draw simple shapes to represent ideas and write message using controlled linear scribble. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.36. | 24-36 months |
| INDICATOR | Music | |
| INDICATOR | CA.36.2. | Respond with voice, body and/or instruments to longer segments/or patterns of music. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| INDICATOR | CA.36.3. | Repeat parts of simple songs. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.36. | 24-36 months |
| INDICATOR | Visual Arts | |
| INDICATOR | CA.36.4. | Create art in a variety of media with some control and own purpose. ReadyRosie Copy Me Recycled Play Torn Paper Art |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.36. | 24-36 months |
| INDICATOR | Drama | |
| INDICATOR | CA.36.5. | Engage in simple pretend play activities. ReadyRosie Banana Phonana Tips for helping your child love reading |
| DOMAIN / CONTENT STANDARD | CT.CA. | Creative Arts |
| STATE FRAMEWORK | CA.A. | Strand A: Early learning experiences will support children to engage in and enjoy the arts. |
| GRADE LEVEL EXPECTATION | CA.36. | 24-36 months |
| INDICATOR | Dance | |
| INDICATOR | CA.36.6. | Demonstrate directional and spatial awareness involving time (fast/slow), space (high, middle, low), or energy (hard/soft) (e.g., moving like a turtle, jumping like a frog, floating like a feather, etc.). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.36. | 24-36 months |
| INDICATOR | Number Names | |
| INDICATOR | M.36.1. | Say or sign number sequence up to at least five. Use other number names but not necessarily in the correct order. ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.A. | Strand A: Early learning experiences will support children to understand counting and cardinality. |
| GRADE LEVEL EXPECTATION | M.36. | 24-36 months |
| INDICATOR | Comparison | |
| INDICATOR | M.36.4. | Compare collections of 1 to 4 similar items verbally or nonverbally. ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN / CONTENT STANDARD | CT.M. | Early Mathematical Discovery |
| STATE FRAMEWORK | M.C. | Strand C: Early learning experiences will support children to understand the attributes and relative properties of objects (measurement and data). |
| GRADE LEVEL EXPECTATION | M.36. | 24-36 months |
| INDICATOR | Sorting and Classifying | |
| INDICATOR | M.36.7. | Sort on the basis of one attribute with adult support. ReadyRosie Nature Walk and Talk Toy Sort |
| DOMAIN / CONTENT STANDARD | CT.S. | Early Scientific Inquiry |
| STATE FRAMEWORK | S.A. | Strand A: Early learning experiences will support children to apply scientific practices. |
| GRADE LEVEL EXPECTATION | S.36. | 24-36 months |
| INDICATOR | Questioning and Defining Problems | |
| INDICATOR | S.36.1. | Ask simple questions related to things observed through the senses (“what” and “why”). ReadyRosie Fast, Slow Nature Walk and Talk Playdough Lengths What Do We Do? |