Colorado Academic Standards (CAS) (Infant)
| Main Criteria: Colorado Academic Standards (CAS) | ||
| 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 | ||
| Colorado Academic Standards (CAS) |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2011 |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 4-8 months) |
| STANDARD | PDH.1. | Perceptual Development: The developing ability to become aware of the social and physical environment through the senses. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.1.1. | Use the senses to explore objects and people in the environment. ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 4-8 months) |
| STANDARD | PDH.2. | Gross Motor: The developing ability to move the large muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.2.1. | Maintain their posture in a sitting position and shift between sitting and other positions. ReadyRosie Supported Sitting |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.2.2. | Demonstrate control of their head and neck. ReadyRosie Snuggle Close |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 4-8 months) |
| STANDARD | PDH.3. | Fine Motor: The developing ability to move the small muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.3.1. | Easily reach for and grasp things. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.3.2. | Use eyes and hands to explore objects actively. ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT AREA | CO.SD. | Social Development (Ages 4-8 months) |
| STANDARD | SD.1. | Interaction with Adults: The developing ability to respond to and engage with adults. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.1.2. | Show both interest in and caution toward unfamiliar 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 |
| CONTENT AREA | CO.SD. | Social Development (Ages 4-8 months) |
| STANDARD | SD.5. | Social Understanding: The developing understanding of the responses, communication, emotional expressions, and actions of other people. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.1. | Know what to expect from familiar people. 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 |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.2. | Understand what to do to get another’s attention. ReadyRosie That's My Name |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.4. | Imitate the simple actions or facial expressions of others. ReadyRosie Snuggle Close |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 4-8 months) |
| STANDARD | ED.1. | Relationships with Adults: The development of close relationships with certain adults who provide consistent nurturance. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.1.1. | Seek a special relationship with one (or a few) familiar adult(s) by initiating interactions and seeking proximity, especially when distressed. 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 | CO.ED. | Emotional Development (Ages 4-8 months) |
| STANDARD | ED.6. | Impulse Control: The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.6.1. | Act on impulses. ReadyRosie How can I get my child to listen to me? |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 4-8 months) |
| STANDARD | LLD.1. | Receptive Language: The developing ability to understand words and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.1.1. | Show understanding of a small number of familiar words and react to an adult’s overall tone of voice. ReadyRosie Lunchtime Language Tips for storytelling: Using your voice |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 4-8 months) |
| STANDARD | LLD.2. | Expressive Language: The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.2.1. | Experiment with sounds, practice making sounds, and use sounds or gestures to communicate needs, wants, or interests. ReadyRosie Behavior is a form of communication Lunchtime Language |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 4-8 months) |
| STANDARD | LLD.4. | Interest in Print: The developing interest in engaging with print in books and the environment. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.4.1. | Explore books and show interest in adult initiated literacy activities, such as looking at photos and exploring books together with an adult. ReadyRosie Animal Noises Reading Routines for Early Readers |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 4-8 months) |
| STANDARD | CD.1. | Cause-and-Effect: The developing understanding that one event brings about another. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.1.1. | Perform simple actions to make things happen, notice the relationships between events, and notice the effects of others on the immediate environment. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 4-8 months) |
| STANDARD | CD.2. | Spatial Relationships: The developing understanding of how things move and fit in space. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.2.1. | Move their bodies, explore the size and shape of objects, and observe people and objects as they move through space. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 4-8 months) |
| STANDARD | CD.5. | Classification: The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.5.1. | Distinguish between familiar and unfamiliar people, places, and objects, and explore the differences between them. 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 |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 4-8 months) |
| STANDARD | AL.1. | Problem Solving: The developing ability to engage in a purposeful effort to reach a goal or figure out how something works. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.1.1. | Use simple actions to try to solve problems involving objects, their bodies, or other people. ReadyRosie Do You See Me? Supported Standing |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 4-8 months) |
| STANDARD | AL.2. | Memory: The developing ability to store and later retrieve information about past experiences. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.2.1. | Recognize familiar people, objects, and routines in the environment and show awareness that familiar people still exist even when they are no longer physically present. 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 |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 4-8 months) |
| STANDARD | AL.3. | Attention Maintenance: The developing ability to attend to people and things while interacting with others and exploring the environment and play materials. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.3.1. | Pay attention to different things and people in the environment in specific, distinct ways. 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? |
| Colorado Academic Standards (CAS) |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2011 |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 9-18 months) |
| STANDARD | PHD.1. | Perceptual Development: The developing ability to become aware of the social and physical environment through the senses. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PHD.1.1. | Use the information received from the senses to change the way they interact with the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 9-18 months) |
| STANDARD | PHD.2. | Gross Motor: The developing ability to move the large muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PHD.2.1. | Move from one place to another by walking and running with basic control and coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 9-18 months) |
| STANDARD | PHD.3. | Fine Motor: The developing ability to move the small muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PHD.3.1. | Hold small objects in one hand and sometimes use both hands together to manipulate objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT AREA | CO.SD. | Social Development (Ages 9-18 months) |
| STANDARD | SD.1. | Interaction with Adults: The developing ability to respond to and engage with adults. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.1.1. | Participate in routines and games that involve complex back-and-forth interaction. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Kick With Me Let's Get Dressed Little Hands, Big Plans Shoe Search Tea Party |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.1.2. | Follow the gaze of an adult to an object or person. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.1.3. | Check with a familiar adult when uncertain about something or someone. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT AREA | CO.SD. | Social Development (Ages 9-18 months) |
| STANDARD | SD.2. | Interaction with Peers: The developing ability to respond to and engage with other children. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.2.1. | Engage in simple back-and-forth interactions with peers for short periods of time. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA | CO.SD. | Social Development (Ages 9-18 months) |
| STANDARD | SD.3. | Relationships with Peers: The development of relationships with certain peers through interactions over time. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.3.1. | Prefer to interact with one or two familiar children in the group and usually engage in the same kind of back-and- forth play when interacting with those children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA | CO.SD. | Social Development (Ages 9-18 months) |
| STANDARD | SD.5. | Social Understanding: The developing understanding of the responses, communication, emotional expressions, and actions of other people. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.1. | Know how to get adults to respond in a specific way through gestures, vocalizations, and shared attention. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.3. | Learn more complex behavior through imitation. ReadyRosie Bear Bath |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.4. | Engage in more complex social interactions and have developed expectations for a greater number of familiar people. ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 9-18 months) |
| STANDARD | ED.1. | Relationships with Adults: The development of close relationships with certain adults who provide consistent nurturance. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.1.1. | Feel secure exploring the environment in the presence of important adults with whom they have developed a relationship over an extended period of time. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.1.2. | When distressed, seek to be physically close to familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 9-18 months) |
| STANDARD | ED.2. | Identity of Self in Relation to Others: The developing concept that the child is an individual operating with social relationships. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.2.1. | Demonstrate awareness of their characteristics and express themselves as distinct persons with thoughts and feelings. ReadyRosie Reading Emotions |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.2.2. | Demonstrate expectations of others’ behaviors, responses, and characteristics on the basis of previous experiences with them. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 9-18 months) |
| STANDARD | ED.3. | Recognition of Ability: The developing understanding that the child can take action to influence the environment. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.3.2. | Persist in trying to do things even when faced with difficulty. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.3.3. | Show a sense of satisfaction with what they can do. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 9-18 months) |
| STANDARD | ED.4. | Expression of Emotion: The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.4.1. | Express emotions in a clear and intentional way. ReadyRosie Reading Emotions |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.4.2. | Begin to express some complex emotions, such as pride. ReadyRosie Happy Birthday to You Point and Learn Reading Emotions This or That |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 9-18 months) |
| STANDARD | ED.5. | Emotion Regulation: The developing ability to manage emotional responses, with assistance from others and independently. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.5.1. | Demonstrate a variety of responses to comfort themselves and actively avoid or ignore situations that cause discomfort. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 9-18 months) |
| STANDARD | LLD.1. | Receptive Language: The developing ability to understand words and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.1.1. | Show understanding of one-step requests that have to do with the current situation. ReadyRosie Choosing Clothes Talk and Play |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 9-18 months) |
| STANDARD | LLD.2. | Expressive Language: The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.2.1. | Say a few words and use conventional gestures to tell others about their needs, wants, and interests. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 9-18 months) |
| STANDARD | LLD.4. | Interest in Print: The developing interest in engaging with print in books and the environment. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.4.1. | Listen to the adult and participate while being read to by pointing, turning pages, or making one- or two-word comments. ReadyRosie Look at the Book Reading Emotions |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 9-18 months) |
| STANDARD | CD.1. | Cause-and-Effect: The developing understanding that one event brings about another. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.1.1. | Combine simple actions to cause things to happen. ReadyRosie Dump and Pick Up |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.1.2. | Change the way they interact with objects and people in order to see how it changes the outcome. ReadyRosie Dump and Pick Up |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 9-18 months) |
| STANDARD | CD.3. | Imitation: The developing ability to mirror, repeat, and practice the actions of others, either immediately or later. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.3.1. | Imitate others’ actions that have more than one step. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.3.2. | Imitate simple actions that they have observed others do at an earlier time. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 9-18 months) |
| STANDARD | CD.5. | Classification: The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.5.1. | Show awareness when objects are in some way connected to each other. ReadyRosie Big and Little Color Toys Find a Match |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.5.2. | Match two objects that are the same, and separate a pile of objects into two groups based on one attribute. ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 9-18 months) |
| STANDARD | CD.6. | Symbolic Play: The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.6.1. | Use one object to represent another object. ReadyRosie Bear Bath |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.6.2. | Engage in one or two simple actions of pretend play. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 9-18 months) |
| STANDARD | CD.7. | Routines: The developing ability to understand and participate in personal care and sleep routines. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.7.1. | Show awareness of familiar personal care routines and participate in the steps of these routines. ReadyRosie Brush, Baby, Brush |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 9-18 months) |
| STANDARD | AL.1. | Problem Solving: The developing ability to engage in a purposeful effort to reach a goal or figure out how something works. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.1.1. | Physically try out possible solutions before finding one that works. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.1.3. | Watch someone else solve the problem and then apply the same solution. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 9-18 months) |
| STANDARD | AL.2. | Memory: The developing ability to store and later retrieve information about past experiences. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.2.1. | Remember typical actions of people, the location of objects, and steps of routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 9-18 months) |
| STANDARD | AL.3. | Attention Maintenance: The developing ability to attend to people and things while interacting with others and exploring the environment and play materials. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.3.1. | Rely on order and predictability in the environment to help organize their thoughts and focus attention. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| Colorado Academic Standards (CAS) |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2011 |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 19-36 months) |
| STANDARD | PDH.1. | Perceptual Development: The developing ability to become aware of the social and physical environment through the senses. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.1.1. | Quickly and easily combine the information received from the senses to inform the way they interact with the environment. ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 19-36 months) |
| STANDARD | PDH.2. | Gross Motor: The developing ability to move the large muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.2.1. | Move with ease, coordinating movements, and performing a variety of movements. 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 | CO.PDH. | Physical Development & Health (Ages 19-36 months) |
| STANDARD | PDH.3. | Fine Motor: The developing ability to move the small muscles. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.3.1. | Coordinate the fine movements of the fingers, wrists, and hands to skillfully manipulate a wide range of objects and materials in intricate ways. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.3.2. | Use one hand to stabilize an object while manipulating it. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT AREA | CO.PDH. | Physical Development & Health (Ages 19-36 months) |
| STANDARD | PDH.4. | Health: The maintenance of healthy and age appropriate physical well-being. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | PDH.4.1. | Participate in physical activity. ReadyRosie Bear Hunt Get Moving |
| CONTENT AREA | CO.SD. | Social Development (Ages 19-36 months) |
| STANDARD | SD.1. | Interaction with Adults: The developing ability to respond to and engage with adults. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.1.1. | Interact with adults to solve problems or communicate about experiences or ideas. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA | CO.SD. | Social Development (Ages 19-36 months) |
| STANDARD | SD.2. | Interaction with Peers: The developing ability to respond to and engage with other children. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.2.1. | Engage in simple cooperative play with peers. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT AREA | CO.SD. | Social Development (Ages 19-36 months) |
| STANDARD | SD.3. | Relationships with Peers: The development of relationships with certain peers through interactions over time. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.3.1. | Develop friendships with a small number of children and engage in more complex play with those friends than with other peers. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT AREA | CO.SD. | Social Development (Ages 19-36 months) |
| STANDARD | SD.5. | Social Understanding: The developing understanding of the responses, communication, emotional expressions, and actions of other people. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.2. | Describe familiar routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.3. | Participate in coordinated episodes of pretend play with peers. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | SD.5.4. | Interact with adults in more complex ways. ReadyRosie How can I make music part of our day? |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 19-36 months) |
| STANDARD | ED.1. | Relationships with adults: The development of close relationships with certain adults who provide consistent nurturance. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.1.1. | When exploring the environment, from time to time reconnect, in a variety of ways, with the adult(s) with whom they have developed a special relationship: through eye contact; facial expressions; shared feelings; or conversations about feelings, shared activities, or plans. ReadyRosie How can I make music part of our day? |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.1.2. | When distressed, still seek to be physically close to these adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 19-36 months) |
| STANDARD | ED.2. | Identity of Self in Relation to Others: The developing concept that the child is an individual operating with social relationships. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.2.2. | Identify themselves and others as members of one or more groups by referring to categories. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 19-36 months) |
| STANDARD | ED.4. | Expression of Emotion: The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.4.2. | Demonstrate awareness of their feelings by using words to describe feelings to others or acting them out in pretend play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 19-36 months) |
| STANDARD | ED.5. | Emotion Regulation: The developing ability to manage emotional responses, with assistance from others and independently. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.5.1. | Anticipate the need for comfort and try to prepare themselves for changes in routine. ReadyRosie How should I handle temper tantrums? |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.5.2. | Have many self-comforting behaviors to choose from, depending on the situation, and be able to communicate specific needs and wants. ReadyRosie Behavior is a form of communication How should I handle temper tantrums? Tempted to Talk |
| CONTENT AREA | CO.ED. | Emotional Development (Ages 19-36 months) |
| STANDARD | ED.6. | Impulse Control: The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | ED.6.1. | Sometimes exercise voluntary control over actions and emotional expressions. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 19-36 months) |
| STANDARD | LLD.1. | Receptive Language: The developing ability to understand words and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.1.1. | Demonstrate understanding of the meaning of others’ comments, questions, requests, or stories. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Tell Me About It! Why should we tell family stories? |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 19-36 months) |
| STANDARD | LLD.2. | Expressive Language: The developing ability to produce the sounds of language and use vocabulary and increasingly complex utterances. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.2.2. | Combine words into simple sentences. ReadyRosie Magazine Picture Walk Stuck on You Tell Me About It! Tempted to Talk Toy Sort |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 19-36 months) |
| STANDARD | LLD.3. | Communication Skills and Knowledge: The developing ability to communicate nonverbally and verbally. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.3.1. | Engage in back-and-forth conversations that contain a number of turns, with each turn building upon what was said in the previous turn. ReadyRosie Stuck on You Tell Me About It! |
| CONTENT AREA | CO.LLD. | Language & Literacy Development (Ages 19-36 months) |
| STANDARD | LLD.4. | Interest in Print: The developing interest in engaging with print in books and the environment. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.4.1. | Listen, ask questions, or make comments while being read to. ReadyRosie Book Chats Bring Me the Book Tips for helping your child love reading |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | LLD.4.3. | Make scribble marks on paper and pretending to read what is written. ReadyRosie Banana Phonana Copy Me Drum Patterns Paint your Name Recycled Play Secret Message Toy Car Wash Vroom! Vroom! |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 19-36 months) |
| STANDARD | CD.2. | Spatial Relationships: The developing understanding of how things move and fit in space. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.2.1. | Predict how things will fit and move in space without having to try out every possible solution. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 19-36 months) |
| STANDARD | CD.3. | Imitation: The developing ability to mirror, repeat, and practice the actions of others, either immediately or later. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.3.1. | Reenact multiple steps of others’ actions that they have observed at an earlier time. ReadyRosie Banana Phonana Tips for helping your child love reading |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 19-36 months) |
| STANDARD | CD.5. | Classification: The developing ability to group, sort, categorize, connect, and have expectations of objects and people according to their attributes. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.5.1. | Group objects into multiple piles based on one attribute at a time. ReadyRosie Nature Walk and Talk Toy Sort |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.5.2. | Put things that are similar but not identical into one group, even though sometimes these labels are overgeneralized. ReadyRosie Nature Walk and Talk Toy Sort |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 19-36 months) |
| STANDARD | CD.6. | Symbolic Play: The developing ability to use actions, objects, or ideas to represent other actions, objects, or ideas. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.6.1. | Engage in make-believe play involving several sequenced steps, assigned roles, and an overall plan. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.6.2. | Sometimes pretend by imagining an object without needing the concrete object present. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA | CO.CD. | Cognitive Development (Ages 19-36 months) |
| STANDARD | CD.7. | Routines: The developing ability to understand and participate in personal care and sleep routines. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | CD.7.1. | Initiate and follow through with some personal care routines. ReadyRosie I Can Do It All By Myself |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 19-36 months) |
| STANDARD | AL.1. | Problem Solving: The developing ability to engage in a purposeful effort to reach a goal or figure out how something works. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.1.1. | Solve some problems without having to physically try out every possible solution and ask for help when needed. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 19-36 months) |
| STANDARD | AL.2. | Memory: The developing ability to store and later retrieve information about past experiences. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.2.1. | Anticipate the series of steps in familiar activities, events, or routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT AREA | CO.AL. | Approaches to Learning (Ages 19-36 months) |
| STANDARD | AL.3. | Attention Maintenance: The developing ability to attend to people and things while interacting with others and exploring the environment and play materials. |
| CONCEPTS AND SKILLS / EVIDENCE OUTCOMES | AL.3.1. | Sometimes demonstrate an ability to pay attention to more than one thing at a time. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |