North Carolina Standard Course of Study (Infant)
| Main Criteria: North Carolina Standard Course of Study | ||
| 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 | ||
| North Carolina Standard Course of Study |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-1: | Children show curiosity and express interest in the world around them. |
| CLARIFYING OBJECTIVE | APL-1a: | Show interest in others (smile or gaze at caregiver, make sounds or move body when other person is near). ReadyRosie Do You See Me? |
| CLARIFYING OBJECTIVE | APL-1b: | Show interest in themselves (watch own hands, play with own feet). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CLARIFYING OBJECTIVE | APL-1c: | React to new sights, sounds, tastes, smells, and touches (stick out tongue at first solid food, turn head quickly when door slams). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-2: | Children actively seek to understand the world around them. |
| CLARIFYING OBJECTIVE | APL-2a: | Explore the indoor and outdoor environment using all available senses—smell, hear, see, feel and taste. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CLARIFYING OBJECTIVE | APL-2b: | With appropriate supports, move toward interesting people, sounds, objects, and activities. ReadyRosie Do You See Me? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-3: | Children engage in increasingly complex play. |
| CLARIFYING OBJECTIVE | APL-3a: | Show interest in other children playing (watch, turn toward). ReadyRosie Do You See Me? |
| CLARIFYING OBJECTIVE | APL-3b: | Imitate sounds, facial expressions, or gestures (cover face with hands, hands up for “so big”). ReadyRosie Snuggle Close |
| CLARIFYING OBJECTIVE | APL-3c: | Play with simple objects, using them to make sounds and other interesting results. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CLARIFYING OBJECTIVE | APL-3d: | Begin to participate in give-and-take exchanges of sounds and gestures (“serve and return”). 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? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-4: | Children demonstrate creativity, imagination, and inventiveness. |
| CLARIFYING OBJECTIVE | APL-4b: | Try a familiar action with a new object or person (try to bounce a block, wave bye-bye to a toy, and make a sound to get a new adult’s attention). ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CLARIFYING OBJECTIVE | APL-4c: | React to unexpected events with laughter and interest. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-5: | Children are willing to try new and challenging experiences. |
| CLARIFYING OBJECTIVE | APL-5a: | Explore new experiences both indoors and outdoors (toys, foods, people, spaces) with support of a familiar trusted adult. ReadyRosie How can I get my child to listen to me? |
| CLARIFYING OBJECTIVE | APL-5b: | Try to do things that are hard for them (stretch to reach toy, work to crawl or walk, try to capture tiny crumb with pincer grasp). ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CLARIFYING OBJECTIVE | APL-5c: | Look to adult for cues and when reassured, proceed. ReadyRosie How can I get my child to listen to me? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-6: | Children use a variety of strategies to solve problems. |
| CLARIFYING OBJECTIVE | APL-6a: | Try one or two strategies to get what they want (make noise, move or reach toward things, reject unwanted item). ReadyRosie Do You See Me? Supported Standing |
| CLARIFYING OBJECTIVE | APL-6b: | Try a familiar action in a new activity (hit a button on a new toy, try to open a visitor’s purse). ReadyRosie Do You See Me? Supported Standing |
| CLARIFYING OBJECTIVE | APL-6c: | Use trial and error to get something done, get what they want, or solve simple problems. ReadyRosie Do You See Me? Supported Standing |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-7: | Children demonstrate initiative. |
| CLARIFYING OBJECTIVE | APL-7b: | Independently explore the different qualities of an object (notice the sound of a rattle, and then be drawn to the “feel” of it, exploring it with mouth or hand). ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Table Taps Touch and Taste Which Toy? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-8: | Children maintain attentiveness and focus. |
| CLARIFYING OBJECTIVE | APL-8a: | Focus and attend to people and things around them. ReadyRosie Do You See Me? |
| CLARIFYING OBJECTIVE | APL-8b: | Repeat interesting actions over and over (push button to make toy pop up). ReadyRosie Bath Time Fun Kicking Paper |
| CLARIFYING OBJECTIVE | APL-8c: | Notice when the expected does not happen. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Infants |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-9: | Children persist at challenging activities. |
| CLARIFYING OBJECTIVE | APL-9a: | Try over and over to make things happen (make sounds to get attention, work to get to something that is out of reach). ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Infants |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-1: | Children demonstrate a positive sense of self-identity and self-awareness. |
| CLARIFYING OBJECTIVE | ESD-1a: | Show awareness of their bodies (study own hands and feet moving; use hands, mouth, and eyes in coordination to explore their bodies). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Infants |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-2: | Children express positive feelings about themselves and confidence in what they can do. |
| CLARIFYING OBJECTIVE | ESD-2a: | Show they expect results from their actions (repeat loud noise to gain attention, hit toy over and over to produce sound). ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Infants |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-3: | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| CLARIFYING OBJECTIVE | ESD-3a: | Enjoy being held, cuddled, and talked to by familiar adults. 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 |
| CLARIFYING OBJECTIVE | ESD-3b: | Recognize and reach out to familiar people. ReadyRosie Do You See Me? |
| CLARIFYING OBJECTIVE | ESD-3c: | Seek to be near their caregivers; stop crying when they come near. 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 |
| CLARIFYING OBJECTIVE | ESD-3d: | Show signs of separation anxiety when a familiar caregiver leaves. 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 |
| CLARIFYING OBJECTIVE | ESD-3e: | Make eye contact with others. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| CLARIFYING OBJECTIVE | ESD-3f: | Imitate sounds, facial expressions, or gestures they see other people do (peek-a-boo, hands up for “so big”). 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? |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Infants |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-4: | Children form relationships and interact positively with other children. |
| CLARIFYING OBJECTIVE | ESD-4a: | Notice other infants and children (look at them, turn in other’s direction, reach for them, and touch them). ReadyRosie Do You See Me? |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-1: | Children develop healthy eating habits. |
| CLARIFYING OBJECTIVE | HPD-1a: | Show interest in feeding routines. ReadyRosie Lunchtime Language |
| CLARIFYING OBJECTIVE | HPD-1b: | Help with feeding themselves (eat finger foods, hold bottle. ReadyRosie Lunchtime Language |
| CLARIFYING OBJECTIVE | HPD-1c: | Show hunger or fullness using actions, sounds, or words (cry or search for food, turn away when full). ReadyRosie Lunchtime Language |
| CLARIFYING OBJECTIVE | HPD-1d: | Show food preferences. ReadyRosie Lunchtime Language |
| CLARIFYING OBJECTIVE | HPD-1e: | Respond to different textures of food in their mouth (wait for the next bite, spit out food, turn head away). ReadyRosie Bath Time Fun |
| CLARIFYING OBJECTIVE | HPD-1f: | Eat different kinds of food such as liquids, pureed or soft foods, and finely chopped food. ReadyRosie Lunchtime Language |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-2: | Children engage in active physical play indoors and outdoors. |
| CLARIFYING OBJECTIVE | HPD-2a: | Engage in physically active movements (spending time on their tummy, repeating actions, kicking, waving arms, rolling over). ReadyRosie Roll Over Tummy Talk |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-4: | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| CLARIFYING OBJECTIVE | HPD-4b: | Maintain upright posture when sitting and standing. ReadyRosie Supported Sitting |
| CLARIFYING OBJECTIVE | HPD-4c: | Move in and out of various positions by rolling, pushing up, and pulling to stand. ReadyRosie Roll Over Supported Standing Up, Down |
| CLARIFYING OBJECTIVE | HPD-4d: | Move from place to place as their abilities allow (squirm, roll, scoot, crawl, cruise, or walk). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-5: | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| CLARIFYING OBJECTIVE | HPD-5a: | Use both hands to swipe at, reach for, grasp, hold, shake, and release objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CLARIFYING OBJECTIVE | HPD-5b: | Transfer objects from one hand to the other. ReadyRosie Grasp and Grab Touch and Taste |
| CLARIFYING OBJECTIVE | HPD-5c: | Use a pincer grasp to pick up an object with finger and thumb. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-7: | Children develop independence in caring for themselves and their environment. |
| CLARIFYING OBJECTIVE | HPD-7b: | Show interest and assist in routines (open mouth for milk or spoon, raise arms for dressing). ReadyRosie Lunchtime Language |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Infants |
| STRAND / ESSENTIAL STANDARD | Safety Awareness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-8: | Children develop awareness of basic safety rules and begin to follow them. |
| CLARIFYING OBJECTIVE | HPD-8a: | Show trust in familiar caregivers (calm down with adult help, make eye contact with caregivers). ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-1: | Children understand communications from others. |
| CLARIFYING OBJECTIVE | LDC-1b: | Show interest in voices, and focus on speech directed at them. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CLARIFYING OBJECTIVE | LDC-1c: | Respond to different tones in speech directed at them. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-2: | Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. |
| CLARIFYING OBJECTIVE | LDC-2a: | Respond differently to facial expressions and tones of voice. ReadyRosie Snuggle Close Tips for storytelling: Using your voice |
| CLARIFYING OBJECTIVE | LDC-2b: | Pay brief attention to the same object the caregiver is looking at. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CLARIFYING OBJECTIVE | LDC-2c: | Engage in turn taking during social and vocal play with adults and other children (babbling, imitating facial expressions, repeating sounds from languages they hear). ReadyRosie Snuggle Close |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-4: | Children speak audibly and express thoughts, feelings, and ideas clearly. |
| CLARIFYING OBJECTIVE | LDC-4b: | Make different sounds for different purposes (whimper when wet, cry loudly when hungry). ReadyRosie Behavior is a form of communication |
| CLARIFYING OBJECTIVE | LDC-4c: | “Jabber” and pretend to talk using many sounds or signs from the languages used around them. ReadyRosie Lunchtime Language |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-6: | Children use most grammatical constructions of their home language well. |
| CLARIFYING OBJECTIVE | LDC-6a: | Make different sounds for different purposes (whimper when wet, cry loudly when hungry). ReadyRosie Behavior is a form of communication |
| CLARIFYING OBJECTIVE | LDC-6b: | “Jabber” and pretend to talk using many sounds or signs from the languages used around them to communicate. ReadyRosie Lunchtime Language |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-7: | Children respond to and use a growing vocabulary. |
| CLARIFYING OBJECTIVE | LDC-7a: | Make specific sounds, facial expressions, and/or gestures for certain people and objects. ReadyRosie Snuggle Close |
| CLARIFYING OBJECTIVE | LDC-7c: | Recognize spoken or signed words for common items. ReadyRosie How can I help my child learn new words? Lunchtime Language |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-8: | Children develop interest in books and motivation to read. |
| CLARIFYING OBJECTIVE | LDC-8a: | Pat and chew on tactile books. ReadyRosie Grasp and Grab Touch and Taste |
| CLARIFYING OBJECTIVE | LDC-8b: | Look at pictures of faces and simple objects. ReadyRosie Animal Noises |
| CLARIFYING OBJECTIVE | LDC-8c: | Listen to simple and repetitive books, stories, and 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? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-10: | Children develop book knowledge and print awareness. |
| CLARIFYING OBJECTIVE | LDC-10b: | Look at pictures while cuddling with caregiver. ReadyRosie Animal Noises |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Infants |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-12: | Children begin to develop knowledge of the alphabet and the alphabetic principle. |
| CLARIFYING OBJECTIVE | LDC-12a: | Emerging ReadyRosie Grocery List |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-1: | Children use their senses to construct knowledge about the world around them. |
| CLARIFYING OBJECTIVE | CD-1a: | Discover different shapes, sizes and textures by exploring (put toys in mouth, crawl over pillows, and pick up large objects). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-2: | Children recall information and use it for new situations and problems. |
| CLARIFYING OBJECTIVE | CD-2b: | Respond differently to familiar vs. unfamiliar people, objects, and situations (reach for new interesting toy instead of old familiar toy; move toward familiar caregiver but hide head on parent’s shoulder when new person comes near). ReadyRosie Baby Massage Behavior is a form of communication Do You See Me? Kicking Paper Snuggle Close Tips for bonding with your baby Touch and Taste What Comes after Two? Which Toy? You are your child's first teacher |
| CLARIFYING OBJECTIVE | CD-2c: | Anticipate routine events (smile, wave arms and legs, move toward adult holding bottle). ReadyRosie Baby Massage Behavior is a form of communication How do I get my child to______? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CLARIFYING OBJECTIVE | CD-2d: | Repeat an action to make something happen again (makes sounds when music stops, bounce up and down to get adult to continue “horsey ride”). ReadyRosie Bath Time Fun Kicking Paper |
| CLARIFYING OBJECTIVE | CD-2e: | Observe and imitate sounds, movements, and facial expressions, including things they have seen in the past or in other places. ReadyRosie Snuggle Close |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-3: | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| CLARIFYING OBJECTIVE | CD-3b: | Show awareness of another person’s intentions by establishing joint attention (look at an object, then at caregiver, and back at object). ReadyRosie That's My Name |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-4: | Children demonstrate appreciation for different forms of artistic expression. |
| CLARIFYING OBJECTIVE | CD-4a: | Show wonder or fascination with objects, activities, or experiences (gaze at an object, become quiet or vocal when they hear lullabies, show bodily excitement when they hear music). ReadyRosie Animal Noises |
| CLARIFYING OBJECTIVE | CD-4b: | Hold, touch, and experience different textures (fuzzy blanket, smooth skin, rough carpet). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-5: | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. |
| CLARIFYING OBJECTIVE | CD-5c: | Make a variety of sounds with simple instruments, toys, and their own voice. 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? |
| CLARIFYING OBJECTIVE | CD-5d: | Express themselves by moving their bodies (wave arms when excited, hug soft toy). ReadyRosie I can't sing. How can I sing to my baby? |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-6: | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| CLARIFYING OBJECTIVE | CD-6a: | Intently observe actions of children, adults, pets, and objects nearby. ReadyRosie Do You See Me? |
| CLARIFYING OBJECTIVE | CD-6b: | Seek parents, siblings, caregivers, and teachers for play and for meeting needs. ReadyRosie Grasp and Grab How can I get my child to listen to me? 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? |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-7: | Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). |
| CLARIFYING OBJECTIVE | CD-7a: | Show a clear preference for familiar people. ReadyRosie That's My Name |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-11: | Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-11a: | Discover objects of different sizes by exploring (put toys in mouth, pick up large objects). ReadyRosie Bath Time Fun |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-12: | Children identify and use common shapes and concepts about position during play and other activities. |
| CLARIFYING OBJECTIVE | CD-12a: | Discover different shapes by exploring (put blocks in mouth, roll balls). ReadyRosie Bath Time Fun |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Scientific Exploration and Knowledge | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-14: | Children observe and describe characteristics of living things and the physical world. |
| CLARIFYING OBJECTIVE | CD-14a: | Observe and explore natural phenomena indoors and outdoors, using all senses (rub hands over grass, lift face to feel wind, pat family dog, and splash water). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Infants |
| STRAND / ESSENTIAL STANDARD | Scientific Exploration and Knowledge | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-15: | Children explore the world by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| CLARIFYING OBJECTIVE | CD-15a: | Gather information through sight, hearing, taste, smell, and touch. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CLARIFYING OBJECTIVE | CD-15b: | Use multiple senses to focus intently on objects, displays, materials, or events. ReadyRosie Bath Time Fun Two on Me and You |
| North Carolina Standard Course of Study |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-1: | Children show curiosity and express interest in the world around them. |
| CLARIFYING OBJECTIVE | APL-1d: | Imitate what others are doing. ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | APL-1e: | Show curiosity about their surroundings (with pointing, facial expressions, words). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | Apl-2: | Children actively seek to understand the world around them. |
| CLARIFYING OBJECTIVE | APL-2c: | Initiate activities that interest them and try to get others involved. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Kick With Me Little Hands, Big Plans Take Along Toy Tea Party Tube Chute Walk the Line |
| CLARIFYING OBJECTIVE | APL-2d: | Use toys and other objects to make things happen (kick a ball; push a button on a toy). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-3: | Children engage in increasingly complex play. |
| CLARIFYING OBJECTIVE | APL-3e: | Play alongside other children, sometimes imitating their actions. ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | APL-3f: | Imitate adult actions with objects, first with real objects and then with objects that are used to represent another object (talk on phone, feed doll, and use a chair as pretend car). ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | APL-3g: | Take turns in simple games (pat-a-cake, peek-a-boo). ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | APL-3h: | Offer toys and objects to others. ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-4: | Children demonstrate creativity, imagination, and inventiveness. |
| CLARIFYING OBJECTIVE | APL-4d: | Do new things with familiar objects or combine them in unusual ways (use a dress-up boa as a snake, pound a drum with a plastic bottle, tries to stack bears). ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-5: | Children are willing to try new and challenging experiences. |
| CLARIFYING OBJECTIVE | APL-5d: | Try unfamiliar experiences and interact with new people, with a familiar adult nearby. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CLARIFYING OBJECTIVE | APL-5f: | Show interest in toys that offer a challenge and try to work them. ReadyRosie Bear Bath Build to Four Buried Treasure Can You Find Me? Dump and Pick Up Tea Party |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-6: | Children use a variety of strategies to solve problems. |
| CLARIFYING OBJECTIVE | APL-6d: | Try one or two strategies to get what they want or solve a problem (try giving a peer an alternate toy to get a toy from him/her; try to put a ball in a box—if it will not fit, gets a bigger box). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CLARIFYING OBJECTIVE | APL-6e: | Use available resources to accomplish a goal or solve a problem (push a stool to a counter to reach for something). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CLARIFYING OBJECTIVE | APL-6f: | After unsuccessful attempt to solve a problem, ask for help from an adult (point, gesture, and speak). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CLARIFYING OBJECTIVE | APL-6g: | Vary actions on purpose to solve a problem (bang, then turn shape to fit in sorter; shake handle, then pull, to open a drawer). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-8: | Children maintain attentiveness and focus. |
| CLARIFYING OBJECTIVE | APL-8d: | Focus on self-selected activity for a short period of time (decide to play in the sandbox and stay there for a couple of minutes). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CLARIFYING OBJECTIVE | APL-8e: | Focus on an interesting activity or interaction shared with adults for a short period of time. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-9: | Children persist at challenging activities. |
| CLARIFYING OBJECTIVE | APL-9b: | Keep trying to accomplish tasks that they are not able to do immediately (put on a jacket; engage a busy adult in play). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-1: | Children demonstrate a positive sense of self-identity and self-awareness. |
| CLARIFYING OBJECTIVE | ESD-1e: | Show awareness of specific body parts. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-2: | Children express positive feelings about themselves and confidence in what they can do. |
| CLARIFYING OBJECTIVE | ESD-2f: | Bring others things they like or show them things they have done. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-3: | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| CLARIFYING OBJECTIVE | ESD-3g: | Show preference for and emotional connection with adults who take care of them on a regular basis (“check in” with caregiver while playing, greet family member with big hug, seek out caregiver when upset or uncertain, exhibit anxiety when adult leaves). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-3h: | Offer toys and objects to familiar adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-4: | Children form relationships and interact positively with other children. |
| CLARIFYING OBJECTIVE | ESD-4c: | Enjoy playing alongside other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CLARIFYING OBJECTIVE | ESD-4d: | Imitate actions of older siblings and playmates. ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | ESD-4e: | Offer toys and objects to other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-5: | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| CLARIFYING OBJECTIVE | ESD-5a: | Use gestures, sounds, objects, or words to get another person to do something (bring box to adult to be opened, make noise to get someone to look). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CLARIFYING OBJECTIVE | ESD-5b: | Follow simple directions some of the time. ReadyRosie Choosing Clothes Talk and Play |
| CLARIFYING OBJECTIVE | ESD-5c: | Control impulses some of the time (look at forbidden object and say, “No, no,” allow adult to direct them to a different activity). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD -6: | Children identify, manage, and express their feelings. |
| CLARIFYING OBJECTIVE | ESD-6d: | Express a range of emotions (happiness, sadness, fear and anger) with their face, body, and voice. ReadyRosie Reading Emotions |
| CLARIFYING OBJECTIVE | ESD-6e: | Use body language, facial expression, and sometimes words to communicate feelings (clap when happy, pout and hunch shoulders when sad, shout “Wee!” when excited). ReadyRosie Reading Emotions |
| CLARIFYING OBJECTIVE | ESD-6f: | Separate from parent or main caregiver without being overcome by stress. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-6g: | Find comfort and calm down in a familiar setting or with a familiar person. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-7: | Children recognize and respond to the needs and feelings of others. |
| CLARIFYING OBJECTIVE | ESD-7e: | Match their tone and emotions to that of others during interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-1: | Children develop healthy eating habits. |
| CLARIFYING OBJECTIVE | HPD-1g: | Try new foods. ReadyRosie Snack Time Speech |
| CLARIFYING OBJECTIVE | HPD-1h: | Feed themselves with some assistance (may use hands, utensils or cups). ReadyRosie Snack Time Speech |
| CLARIFYING OBJECTIVE | HPD-1i: | Ask for or accept food when hungry. ReadyRosie Snack Time Speech |
| CLARIFYING OBJECTIVE | HPD-1j: | Eat enough to meet nutritional needs, even when amount or type of food varies over time (eat a lot at one meal and little at the next, show interest in many foods but no interest in others). ReadyRosie Snack Time Speech |
| CLARIFYING OBJECTIVE | HPD-1k: | Eat a variety of small pieces of age-appropriate table foods. ReadyRosie Snack Time Speech |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-2: | Children engage in active physical play indoors and outdoors. |
| CLARIFYING OBJECTIVE | HPD-2g: | Develop strength and stamina as they use large muscles and participate in physical activity for longer periods of time. ReadyRosie Baby Basketball |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-4: | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| CLARIFYING OBJECTIVE | HPD-4g: | Move through the world with more independence (crawl, cruise, walk, run, use therapeutic walker). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-5: | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| CLARIFYING OBJECTIVE | HPD-5d: | Use hands to manipulate objects (stack two or three large blocks, pick up or roll a ball). ReadyRosie Baby Basketball Kick With Me |
| CLARIFYING OBJECTIVE | HPD-5e: | Use hands and eyes together (put together and take apart toys, feed themselves finger foods, fill containers). ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-6: | Children develop awareness of their needs and the ability to communicate their needs. |
| CLARIFYING OBJECTIVE | HPD-6d: | Use objects and follow routines that are comforting (get their blanket and lie down where they usually sleep, pick out favorite book to be read before lunch). ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-7: | Children develop independence in caring for themselves and their environment. |
| CLARIFYING OBJECTIVE | HPD-7c: | Cooperate and help with care routines and cleanup (mouth-care, hand-washing, diapering, dressing, bathing). ReadyRosie Brush, Baby, Brush |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-1: | Children understand communications from others. |
| CLARIFYING OBJECTIVE | LDC-1e: | Respond to others by using words or signs. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CLARIFYING OBJECTIVE | LDC-1f: | Respond to gestures, facial expressions, tone of voice, and some words that show emotions. ReadyRosie Tips for storytelling: Using your voice |
| CLARIFYING OBJECTIVE | LDC-1g: | Follow simple directions and/or visual cues (“Put your pillow on the mat.” “Please sit by me.”). ReadyRosie Choosing Clothes Talk and Play |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-2: | Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. |
| CLARIFYING OBJECTIVE | LDC-2f: | Use movement or behavior to initiate interaction with another person. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-3: | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| CLARIFYING OBJECTIVE | LDC-3a: | Respond to simple statements and questions about pictures, play, people, and things that are happening. ReadyRosie Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-4: | Children speak audibly and express thoughts, feelings, and ideas clearly. |
| CLARIFYING OBJECTIVE | LDC-4e: | Expect others to understand them and show frustration, often through their behavior, if not understood. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Snack Time Speech |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-5: | Children describe familiar people, places, things, and events. |
| CLARIFYING OBJECTIVE | LDC-5a: | Act out familiar scenes and events, and imitate familiar people. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-6: | Children use most grammatical constructions of their home language well. |
| CLARIFYING OBJECTIVE | LDC-6d: | Use a few words to communicate (make requests and ask questions). ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-7: | Children respond to and use a growing vocabulary. |
| CLARIFYING OBJECTIVE | LDC-7d: | Show steady increase in words used (e.g., name family members and familiar objects). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CLARIFYING OBJECTIVE | LDC-7e: | Imitate parts of familiar songs, chants, or rhymes. 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? |
| CLARIFYING OBJECTIVE | LDC-7f: | Respond to simple words and phrases that they hear often. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CLARIFYING OBJECTIVE | LDC-7g: | Use several words to make requests (e.g., “done,” “wannit,” “please”) as well as to label people and objects. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-8: | Children develop interest in books and motivation to read. |
| CLARIFYING OBJECTIVE | LDC-8d: | Engage in reading behaviors independently (choose books, turn pages (but not always in order, tell the story). ReadyRosie Reading Routines for Early Readers |
| CLARIFYING OBJECTIVE | LDC-8f: | Listen to simple and repetitive books, stories, and songs for a brief period of time. 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-9: | Children comprehend and use information presented in books and other print media. |
| CLARIFYING OBJECTIVE | LDC-9a: | Listen to and repeat parts of simple and repetitive books, stories, songs, and finger plays. 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| CLARIFYING OBJECTIVE | LDC-9b: | Allow entire short book to be “read” with willingness to look at most pages. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-10: | Children develop book knowledge and print awareness. |
| CLARIFYING OBJECTIVE | LDC-10c: | Turn pages (but not always in the right order); point to and label pictures in books; sometimes treat pictures as real (licking a picture of ice cream, rubbing “fur” of a cat in a book). ReadyRosie Look at the Book Reading Emotions |
| CLARIFYING OBJECTIVE | LDC-10d: | Identify some environmental print and logos (favorite cereal box, a sign for a familiar store). ReadyRosie Check the Mail |
| CONTENT AREA / STRAND | NC.LDC. | Language Development (LDC) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-11: | Children develop phonological awareness. |
| CLARIFYING OBJECTIVE | LDC-11b: | Focus on and enjoy playing with repetitive sounds, words, rhymes, and gestures. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-1: | Children use their senses to construct knowledge about the world around them. |
| CLARIFYING OBJECTIVE | CD-1d: | Explore space with their bodies (fit self into large box, crawl under table, climb over low walls). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-2: | Children recall information and use it for new situations and problems. |
| CLARIFYING OBJECTIVE | CD-2f: | Search in several places where an object has been hidden recently. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CLARIFYING OBJECTIVE | CD-2g: | Notice a change in familiar objects, places, or events (frown at parent with a new haircut, look for furniture that was moved). ReadyRosie Big and Little Buried Treasure Shoe Search |
| CLARIFYING OBJECTIVE | CD-2h: | Perform routine events and use familiar objects in appropriate ways (carry clean diaper to changing table, talk on phone, “water” plants with pitcher). ReadyRosie Big and Little Buried Treasure How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CLARIFYING OBJECTIVE | CD-2i: | Imitate behaviors they have seen in the past or in other places. ReadyRosie Bear Bath Big and Little Buried Treasure Shoe Search Tea Party |
| CLARIFYING OBJECTIVE | CD-2j: | Identify objects and people in pictures by pointing or looking. ReadyRosie Reading Emotions |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-4: | Children demonstrate appreciation for different forms of artistic expression. |
| CLARIFYING OBJECTIVE | CD-4c: | Show interest or pleasure in response to images, objects, and music (say, “Aaah” and reach for a brightly colored picture, look at or reach toward fluttering leaves). ReadyRosie Reading Emotions |
| CLARIFYING OBJECTIVE | CD-4d: | Participate in and explore all possible media (use finger paint, glue scraps of paper on another paper, dance to music). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-5: | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. |
| CLARIFYING OBJECTIVE | CD-5e: | Use hats and clothes for dress-up make-believe. ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | CD-5h: | Move to music in their own way. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-6: | Children demonstrate knowledge of relationships and roles within their own families, homes, classrooms, and communities. |
| CLARIFYING OBJECTIVE | CD-6c: | Imitate routine actions of their caregivers (rock a baby doll; push a lawnmower, “read” a magazine). ReadyRosie Bear Bath Tea Party |
| CLARIFYING OBJECTIVE | CD-6d: | Know whom they can go to for help (regular caregiver vs. visitor, parent vs. neighbor). ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-10: | Children show understanding of numbers and quantities during play and other activities. |
| CLARIFYING OBJECTIVE | CD-10d: | Use words or actions that show understanding of the concepts of “more” and “all” (ask for more food, stop asking for more blocks when told they have “all” of the blocks). ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| CLARIFYING OBJECTIVE | CD-10e: | Recognize the difference between two small sets of objects (6 or under) that include a different number of objects (point to which set of crayons has more). ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-11: | Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-11b: | Participate in activities that compare the size and weight of objects. ReadyRosie Big and Little Color Toys Find a Match |
| CLARIFYING OBJECTIVE | CD-11c: | Show awareness of different categories during play (put balls in a box and dolls in a bed; give one friend all the cars and another friend all of the trucks when playing in the block area). ReadyRosie Big and Little Color Toys Find a Match Tea Party |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Younger Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-12: | Children identify and use common shapes and concepts about position during play and other activities. |
| CLARIFYING OBJECTIVE | CD-12c: | Explore space with their bodies (fit self into large box, crawl under table, climb over low walls). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CLARIFYING OBJECTIVE | CD-12d: | Put basic shapes into a shape sorter using trial and error. ReadyRosie Big and Little Color Toys Find a Match |
| North Carolina Standard Course of Study |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-1: | Children show curiosity and express interest in the world around them. |
| CLARIFYING OBJECTIVE | APL-1g: | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Catch! Ring Around the Rosie |
| CLARIFYING OBJECTIVE | APL-1i: | Watch what others are doing and often try to participate. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Curiosity, Information-Seeking, and Eagerness. | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-2: | Children actively seek to understand the world around them. |
| CLARIFYING OBJECTIVE | APL-2f: | Seek more information about people and their surroundings (“study” an object carefully, stare for long moments, and become absorbed in figuring out a situation). ReadyRosie Nature Walk and Talk What Do We Do? |
| CLARIFYING OBJECTIVE | APL-2g: | Use their whole body to learn (get mud or paint on themselves from head to toe, fit themselves into a big, empty box). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CLARIFYING OBJECTIVE | APL-2h: | Communicate what they want to do or know using gestures, facial expressions, or words (ask “What dat?”). ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-3: | Children engage in increasingly complex play. |
| CLARIFYING OBJECTIVE | APL-3i: | Try to involve other children in play. ReadyRosie Catch! Ring Around the Rosie |
| CLARIFYING OBJECTIVE | APL-3j: | Make believe, pretend, and act out familiar life scenes, sometimes using objects to represent something else (a shoe becomes a phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CLARIFYING OBJECTIVE | APL-3l: | Communicate about what is happening during pretend play (“He eating,” point to a picture on a communication board when feeding a toy baby with a spoon; “Now go work,” after putting on shoes and necktie). ReadyRosie Banana Phonana Book Walk Drum Patterns Recycled Play Stuck on You Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Play and Imagination | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-4: | Children demonstrate creativity, imagination, and inventiveness. |
| CLARIFYING OBJECTIVE | APL-4e: | Do new things with familiar objects or combine them in unusual ways (use a dress-up boa as a snake, pound a drum with a plastic bottle, tries to stack bears). ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CLARIFYING OBJECTIVE | APL-4f: | Pretend to be somebody or something other than themselves. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CLARIFYING OBJECTIVE | APL-4g: | Pretend one object is really something different (use Legos® as food while stirring a pot). ReadyRosie Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-5: | Children are willing to try new and challenging experiences. |
| CLARIFYING OBJECTIVE | APL-5g: | Explore freely without a familiar adult nearby. ReadyRosie Nature Walk and Talk What Do We Do? |
| CLARIFYING OBJECTIVE | APL-5i: | Approach a challenge with confidence (try to lift a heavy object, work on a difficult puzzle, “I can do it.”). 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? |
| CLARIFYING OBJECTIVE | APL-5j: | Want to do things their own way (say “Me do it!”, push an adult’s hand away if the person is trying to help). 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? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Risk-Taking, Problem-Solving, and Flexibility | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-6: | Children use a variety of strategies to solve problems. |
| CLARIFYING OBJECTIVE | APL-6h: | Try a variety of strategies to get what they want or solve a problem. 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? |
| CLARIFYING OBJECTIVE | APL-6i: | Use language to obtain help to solve a problem (tell adults, “My car broke.”). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CLARIFYING OBJECTIVE | APL-6j: | Use materials in new ways to explore and solve problems (bring a big spoon to the sand table when all of the shovels are in use, pile blocks on a towel and drag them across the floor when there are too many to carry). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-7: | Children demonstrate initiative. |
| CLARIFYING OBJECTIVE | APL-7e: | Select and carry out activities (choose to set the table; gather play dishes and food, and then feed the dolls). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CLARIFYING OBJECTIVE | APL-7f: | Show increasing interest in performing tasks independently (put on jacket and tries to zip it up). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls T-Shirt Talk What Do We Do? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-8: | Children maintain attentiveness and focus. |
| CLARIFYING OBJECTIVE | APL-8f: | Focus on a person or a hands-on activity for a short period of time (participate in singing a song, stay focused long enough to build a block tower). ReadyRosie Counting Collection Fast, Slow How can I communicate with my baby? How can I make music part of our day? I Can Do It All By Myself I can't sing. How can I sing to my baby? Nature Walk and Talk Nesting Bowls Ring Around the Rosie Tips for helping your child love reading Torn Paper Art What Do We Do? Why should I sing to my baby? |
| CLARIFYING OBJECTIVE | APL-8g: | Keep working on interesting activities with other things going on around them. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STRAND | NC.APL. | Approaches to Play and Learning (APL) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Attentiveness, Effort, and Persistence | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | APL-9: | Children persist at challenging activities. |
| CLARIFYING OBJECTIVE | APL-9c: | Seek help from others to complete a challenging activity. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | APL-9d: | Keep working on an activity even after setbacks (block structure collapses, puzzle piece does not fit). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Tips for helping your child love reading Torn Paper Art What Do We Do? |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-2: | Children express positive feelings about themselves and confidence in what they can do. |
| CLARIFYING OBJECTIVE | ESD-2h: | Explore the environment independently to satisfy their own interests (seek out toy or favorite materials). ReadyRosie Nature Walk and Talk What Do We Do? |
| CLARIFYING OBJECTIVE | ESD-2j: | Attempt to reach goals without help from others (push adult away, say “Me do it myself!”). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-3: | Children form relationships and interact positively with familiar adults who are consistent and responsive to their needs. |
| CLARIFYING OBJECTIVE | ESD-3i: | Form close relationships with their primary caregivers and other familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-3j: | Seek help from trusted adults when upset (when fearful or having difficulty with something). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-3k: | Are less likely to get upset when primary caregiver is with them. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CLARIFYING OBJECTIVE | ESD-3l: | Use words to influence caregivers’ behavior (ask for help, talk about something they want the adult to do). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-4: | Children form relationships and interact positively with other children. |
| CLARIFYING OBJECTIVE | ESD-4f: | Show affection or preference for particular children (spontaneously hug, want to play, call other child a friend). ReadyRosie Catch! Ring Around the Rosie |
| CLARIFYING OBJECTIVE | ESD-4g: | Remember and use names of familiar playmates. ReadyRosie Catch! Ring Around the Rosie |
| CLARIFYING OBJECTIVE | ESD-4h: | Use appropriate words to influence playmates’ behavior (“Play with me.” “Stop hitting me.”). ReadyRosie Catch! I Am Unique Ring Around the Rosie Tell Me About It! |
| CLARIFYING OBJECTIVE | ESD-4i: | Participate in play with other children. ReadyRosie Catch! Ring Around the Rosie |
| CLARIFYING OBJECTIVE | ESD-4j: | Show positive emotion and turn taking with familiar playmates (agree to chase each other, watch and imitate each other’s play with toys). ReadyRosie Catch! Ring Around the Rosie |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Developing a Sense of Self with Others | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-5: | Children demonstrate the social and behavioral skills needed to successfully participate in groups. |
| CLARIFYING OBJECTIVE | ESD-5e: | Follow social rules, transitions, and routines that have been explained to them, with reminders and practice. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CLARIFYING OBJECTIVE | ESD-5g: | Evaluate their own and others’ actions as right or wrong (pointing out another child is climbing on the table). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CLARIFYING OBJECTIVE | ESD-5j: | Accept “no” without getting overly upset. ReadyRosie Nesting Bowls |
| CONTENT AREA / STRAND | NC.ESD. | Emotional and Social Development (ESD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning about Feelings | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | ESD-6: | Children identify, manage, and express their feelings. |
| CLARIFYING OBJECTIVE | ESD-6i: | Communicate to make needs known. ReadyRosie Behavior is a form of communication Tempted to Talk |
| CLARIFYING OBJECTIVE | ESD-6j: | Manage emotions and control impulses with guidance and support (Say “I don’t like that!” instead of hitting; wait by door instead of running ahead when excited to go out). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CLARIFYING OBJECTIVE | ESD-6k: | Display emotional outbursts less often. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-1: | Children develop healthy eating habits. |
| CLARIFYING OBJECTIVE | HPD-1l: | Try new foods. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CLARIFYING OBJECTIVE | HPD-1m: | Feeds themselves using utensils and hands. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CLARIFYING OBJECTIVE | HPD-1n: | Accept or refuse food depending on their appetite and personal preference (make food choices at a meal, leave unwanted food on plate, and ask for seconds of favorite food). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CLARIFYING OBJECTIVE | HPD-1o: | Notice and talk about food preferences, textures, temperatures, and tastes (crunchy crackers, warm soup, sweet apples). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Physical Health and Growth | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-2: | Children engage in active physical play indoors and outdoors. |
| CLARIFYING OBJECTIVE | HPD-2h: | Develop strength and stamina by spending moderate periods of time playing vigorously. ReadyRosie Bear Hunt Get Moving |
| CLARIFYING OBJECTIVE | HPD-2i: | Show satisfaction with new active skills and strengths (ask others to watch them, say, “I’m big and strong!”). ReadyRosie Bear Hunt Get Moving |
| CLARIFYING OBJECTIVE | HPD-2j: | With guidance and support, transition from active to quiet activities. ReadyRosie Bear Hunt Get Moving |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-4: | Children develop the large muscle control and abilities needed to move through and explore their environment. |
| CLARIFYING OBJECTIVE | HPD-4h: | Move their arms and legs to complete a task (kick, jump, step, pedal, push away). ReadyRosie Bear Hunt Get Moving |
| CLARIFYING OBJECTIVE | HPD-4i: | Move through the world with a variety of movements and with increasing independence (run, jump, pedal). ReadyRosie Bear Hunt Get Moving |
| CLARIFYING OBJECTIVE | HPD-4j: | Use familiar objects that encourage large motor movements (riding toys, crawl tubes, large ball in basket, slide). ReadyRosie Bear Hunt |
| CLARIFYING OBJECTIVE | HPD-4k: | Perform actions smoothly with balance, strength, and coordination (dance, bend over to pick up a toy, reach up high on a shelf, and walk up and down steps). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Motor Development | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-5: | Children develop small muscle control and hand-eye coordination to manipulate objects and work with tools. |
| CLARIFYING OBJECTIVE | HPD-5h: | Use hands and eyes together with a moderate degree of control (complete puzzles, thread beads with large holes, use shape sorters). ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| CLARIFYING OBJECTIVE | HPD-5i: | Use tools that require finger and hand control (large paintbrush, measuring cups, switches, and shovel). ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-6: | Children develop awareness of their needs and the ability to communicate their needs. |
| CLARIFYING OBJECTIVE | HPD-6e: | Use words or sign language to ask for the things they need (food when hungry, drink when thirsty, go outdoors when they need to be physically active). ReadyRosie Behavior is a form of communication Tempted to Talk |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Self-Care | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-7: | Children develop independence in caring for themselves and their environment. |
| CLARIFYING OBJECTIVE | HPD-7f: | Initiate self-care routines and complete with guidance (put on some clothes, undress, throw away paper towel, begin to show an interest in toileting). ReadyRosie T-Shirt Talk |
| CLARIFYING OBJECTIVE | HPD-7h: | Help with meal and snack routines. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CONTENT AREA / STRAND | NC.HPD. | Health and Physical Development (HPD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Safety Awareness | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | HPD-8: | Children develop awareness of basic safety rules and begin to follow them. |
| CLARIFYING OBJECTIVE | HPD-8g: | Increase self-control over their impulses (reminds self not to touch something; wait for adult vs. running ahead). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-1: | Children understand communications from others. |
| CLARIFYING OBJECTIVE | LDC-1i: | Respond to gestures, facial expressions, tone of voice, and some words that show emotions. ReadyRosie Tips for storytelling: Using your voice |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-2: | Children participate in conversations with peers and adults in one-on-one, small, and larger group interactions. |
| CLARIFYING OBJECTIVE | LDC-2g: | Engage in short dialogues of a few turns. ReadyRosie Stuck on You Tell Me About It! |
| CLARIFYING OBJECTIVE | LDC-2h: | Ask questions or use verbal or nonverbal cues to initiate communication with another. ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-3: | Children ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| CLARIFYING OBJECTIVE | LDC-3b: | Answer simple questions (“What is she doing?” “What happened to the bear in the story?”). ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CLARIFYING OBJECTIVE | LDC-3c: | Use simple sentences or questions to ask for things (e.g., people, actions, objects, and pets) or gain information. ReadyRosie Nature Walk and Talk Stuck on You Tell Me About It! Tempted to Talk What Do We Do? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-5: | Children describe familiar people, places, things, and events. |
| CLARIFYING OBJECTIVE | LDC-5b: | Talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. ReadyRosie Book Walk Stuck on You |
| CLARIFYING OBJECTIVE | LDC-5c: | Use dramatic play to act out familiar scenes and events, and imitate familiar people. ReadyRosie Banana Phonana |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-6: | Children use most grammatical constructions of their home language well. |
| CLARIFYING OBJECTIVE | LDC-6e: | Communicate in short sentences that follow the word order of their home language. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Learning to Communicate | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-7: | Children respond to and use a growing vocabulary. |
| CLARIFYING OBJECTIVE | LDC-7h: | Use new words each day and have a word for almost all familiar people, objects, actions, and conditions (hot, rainy, sleepy). ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CLARIFYING OBJECTIVE | LDC-7i: | Participate in or repeat familiar songs, chants, or rhymes. 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? |
| CLARIFYING OBJECTIVE | LDC-7j: | Show they understand many new vocabulary words and a variety of concepts (big and little, in and out). ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-8: | Children develop interest in books and motivation to read. |
| CLARIFYING OBJECTIVE | LDC-8h: | Engage in reading behaviors independently (choose books, turn pages but not always in order, tell the story). ReadyRosie Reading Routines for Early Readers |
| CLARIFYING OBJECTIVE | LDC-8i: | Listen for short periods of time to storybooks, informational books stories, poetry, songs and finger plays. 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? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-9: | Children comprehend and use information presented in books and other print media. |
| CLARIFYING OBJECTIVE | LDC-9f: | Begin to relate personal experiences to events described in familiar books. ReadyRosie Bring Me the Book |
| CLARIFYING OBJECTIVE | LDC-9g: | Answer simple questions about stories. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Reading | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-11: | Children develop phonological awareness. |
| CLARIFYING OBJECTIVE | LDC-11c: | Participate in rhyming games. ReadyRosie Ring Around the Rosie |
| CLARIFYING OBJECTIVE | LDC-11e: | Participate in experiences using rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments. 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? |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-13: | Children use writing and other symbols to record information and communicate for a variety of purposes. |
| CLARIFYING OBJECTIVE | LDC-13b: | Pretend to write in ways that mimic adult writing (e.g., scribble on paper while sitting with caregiver who is writing, hold phone to ear and make marks with pencil). ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-14: | Children use knowledge of letters in their attempts to write. |
| CLARIFYING OBJECTIVE | LDC-14a: | EMERGING ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT AREA / STRAND | NC.LDC. | Language Development and Communication (LDC) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Foundations for Writing | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | LDC-15: | Children use writing skills and conventions. |
| CLARIFYING OBJECTIVE | LDC-15c: | Explore a variety of tools that can be used for writing. ReadyRosie Copy Me Paint your Name Secret Message |
| CLARIFYING OBJECTIVE | LDC-15d: | Scribble and/or imitate an adult’s marks with markers, crayons, paints, etc. ReadyRosie Copy Me Paint your Name Secret Message |
| CLARIFYING OBJECTIVE | LDC-15e: | Transition from holding a crayon or marker in their fist to holding it between thumb and forefinger. ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-1: | Children use their senses to construct knowledge about the world around them. |
| CLARIFYING OBJECTIVE | CD-1e: | Explore objects and materials physically to learn about their properties. ReadyRosie Nature Walk and Talk What Do We Do? |
| CLARIFYING OBJECTIVE | CD-1f: | Experiment with safe tools to learn how they work (wooden hammer with pegs, sifter, and funnel). ReadyRosie Drum Patterns Hooray Parfait Toy Car Wash |
| CLARIFYING OBJECTIVE | CD-1g: | Express knowledge gathered through their senses through play (imitate something they have seen an adult do, show they understand how to sort by sorting toys as they are playing). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-2: | Children recall information and use it for new situations and problems. |
| CLARIFYING OBJECTIVE | CD-2l: | Show they remember people, objects, and events (tell about them, act them out, and point out similar happenings). ReadyRosie Banana Phonana Book Walk Stuck on You |
| CLARIFYING OBJECTIVE | CD-2n: | Choose objects to represent something else with similar features during play (block for cell phone, large sheet for tent). ReadyRosie Tips for helping your child love reading |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Construction of Knowledge: Thinking and Reasoning | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-3: | Children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| CLARIFYING OBJECTIVE | CD-3e: | Talk about what they and other people want or like. ReadyRosie Behavior is a form of communication I Am Unique Tell Me About It! Tempted to Talk |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-4: | Children demonstrate appreciation for different forms of artistic expression. |
| CLARIFYING OBJECTIVE | CD-4f: | Participate in and describe art, music, dance, drama, or other aesthetic experiences (describe dancers spinning round and round; talk about colors in a painting). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie Toy Sort |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Creative Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-5: | Children demonstrate self-expression and creativity in a variety of forms and contexts, including play, visual arts, music, drama, and dance. |
| CLARIFYING OBJECTIVE | CD-5i: | Recreate familiar scenes using play materials, language, and actions. ReadyRosie Banana Phonana |
| CLARIFYING OBJECTIVE | CD-5j: | Experiment and create art with clay, crayons, markers, paint, and collage materials. ReadyRosie Tips for helping your child love reading Torn Paper Art |
| CLARIFYING OBJECTIVE | CD-5k: | Make up simple nonsense songs, sign, chant, and dance (sing “la-la-la-la” on two pitches, twirl around and fall down, “march” by lifting knees high). 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? |
| CLARIFYING OBJECTIVE | CD-5l: | Express ideas and feelings through music, movement, and dance. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-7: | Children recognize that they are members of different groups (e.g., family, preschool class, cultural group). |
| CLARIFYING OBJECTIVE | CD-7c: | Put self into categories based on age, gender, and physical characteristics (“I’m a girl.” “I have long hair.”). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-8: | Children identify and demonstrate acceptance of similarities and differences between themselves and others. |
| CLARIFYING OBJECTIVE | CD-8b: | Describe people who are similar and different based on characteristics such as age, gender, and other physical characteristics. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Social Connections | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-9: | Children explore concepts connected with their daily experiences in their community. |
| CLARIFYING OBJECTIVE | CD-9a: | Use play to communicate what they know about their community (pretend to go to the store, pretend to be a police person). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-10: | Children show understanding of numbers and quantities during play and other activities. |
| CLARIFYING OBJECTIVE | CD-10g: | Attempt to chant or recite numbers, but not necessarily in the correct order. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-11: | Children compare, sort, group, organize and measure objects and create patterns in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-11d: | Group objects into categories (cars with cars, plates separated from cups). ReadyRosie Nature Walk and Talk Toy Sort |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-12: | Children identify and use common shapes and concepts about position during play and other activities. |
| CLARIFYING OBJECTIVE | CD-12f: | Name or match a few shapes. ReadyRosie Copy Me |
| CLARIFYING OBJECTIVE | CD-12g: | Stack or line up blocks that are the same shape. ReadyRosie Copy Me |
| CONTENT AREA / STRAND | NC.CD. | Cognitive Development (CD) – Older Toddlers |
| STRAND / ESSENTIAL STANDARD | Mathematical Thinking and Expression | |
| ESSENTIAL STANDARD / CLARIFYING OBJECTIVE | CD-13: | Children use mathematical thinking to solve problems in their everyday environment. |
| CLARIFYING OBJECTIVE | CD-13a: | Use observation and emerging counting skills (1, 2, 3) during play and other daily activities. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |