Georgia Standards of Excellence (Infant)
| Main Criteria: Georgia Standards of Excellence | ||
| 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 | ||
| Georgia Standards of Excellence |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 0-12 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM1. | The child will practice healthy and safe habits. |
| ELEMENT/GLE | PDM1.0c. | Responds to verbal or physical signals of danger. ReadyRosie How can I get my child to listen to me? |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 0-12 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM2. | The child will participate in activities related to nutrition. |
| ELEMENT/GLE | PDM2.0a. | Explores food with fingers. ReadyRosie Lunchtime Language |
| ELEMENT/GLE | PDM2.0b. | Shows preference for food choices. ReadyRosie Lunchtime Language |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 0-12 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM3. | The child will demonstrate an awareness of the body in space and child’s relationship to objects in space. |
| ELEMENT/GLE | PDM3.0a. | Moves body through space. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| ELEMENT/GLE | PDM3.0b. | Exhibits body awareness and starts to move intentionally. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 0-12 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM4. | The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information. |
| ELEMENT/GLE | PDM4.0a. | Responds to what he/she sees, hears, touches, tastes, and smells. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 0-12 months |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM6. | The child will demonstrate fine motor skills. |
| ELEMENT/GLE | PDM6.0a. | Develops grasp reflex. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| ELEMENT/GLE | PDM6.0b. | Coordinates motions using eyes and hands. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 0-12 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED2. | The child will engage in self-expression: |
| ELEMENT/GLE | SED2.0a. | Makes sounds, facial expressions or body movements to express needs and feelings of comfort or discomfort. ReadyRosie Behavior is a form of communication Snuggle Close |
| ELEMENT/GLE | SED2.0b. | Uses sounds, facial expressions, or body movements to express simple emotions of contentment or discontentment. ReadyRosie Behavior is a form of communication Snuggle Close |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 0-12 months |
| STANDARD / DESCRIPTION | Self-Regulation | |
| ELEMENT | SED3. | The child will demonstrate self-control. |
| ELEMENT/GLE | SED3.0a. | Depends on simple routines adult(s) provide. ReadyRosie How do I get my child to______? |
| ELEMENT/GLE | SED3.0b. | Self-soothes when an adult holds, rocks, or talks to him/her. 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 |
| ELEMENT/GLE | SED3.0c. | Responds to negative and positive reactions. ReadyRosie How can I get my child to listen to me? |
| ELEMENT/GLE | SED3.0d. | Develops an awareness of transitions and schedule/routines with adult prompts. ReadyRosie How do I get my child to______? |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 0-12 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others. | |
| ELEMENT | SED4. | The child will develop relationships with adults. |
| ELEMENT/GLE | SED4.0a. | Responds differently to familiar and unfamiliar adults. 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? |
| ELEMENT/GLE | SED4.0b. | Develops trust and attachment toward significant 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 |
| ELEMENT/GLE | SED4.0c. | Imitates examples of affection with familiar adults. ReadyRosie That's My Name |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 0-12 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others. | |
| ELEMENT | SED5. | The child will develop relationships with peers. |
| ELEMENT/GLE | SED5.0a. | Demonstrates interest/excitement when other children enter the room. ReadyRosie Do You See Me? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 0-12 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL1. | The child will demonstrate initiative and self-direction. |
| ELEMENT/GLE | APL1.0a. | Exhibits interest in people and things in his/her surroundings. ReadyRosie Do You See Me? |
| ELEMENT/GLE | APL1.0b. | Occasionally demonstrates desire to complete simple tasks by self. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| ELEMENT/GLE | APL1.0c. | Selects an item of interest by pointing and/or reaching for object. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 0-12 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL2. | The child will demonstrate interest and curiosity. |
| ELEMENT/GLE | APL2.0a. | Shows eagerness and delight in self, others, and surroundings. ReadyRosie Do You See Me? |
| ELEMENT/GLE | APL2.0b. | Show curiosity/interest in his/her surroundings. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 0-12 months |
| STANDARD / DESCRIPTION | Attentiveness and Persistence | |
| ELEMENT | APL3. | The child will demonstrate self-control. |
| ELEMENT/GLE | APL3.0a. | Examines a toy, rattle or face for a brief period of time. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| ELEMENT/GLE | APL3.0b. | Explores a person or object for a minimum of one to three minutes. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| ELEMENT/GLE | APL3.0c. | Continues to express distress when needs are not met. ReadyRosie Behavior is a form of communication |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 0-12 months |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL4. | The child will engage in a progression of individualized and imaginative play. |
| ELEMENT/GLE | APL4.0a. | Manipulates objects and imitates actions he/she observes. Standard ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 0-12 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL1. | The child will listen to conversations for a variety of purposes and demonstrate comprehension. |
| ELEMENT/GLE | CLL1.0a. | Reacts to environmental sounds and verbal communication. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| ELEMENT/GLE | CLL1.0c. | Responds to simple words and phrases. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 0-12 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL2. | The child will acquire vocabulary introduced in conversations, activities, stories, and/or books. |
| ELEMENT/GLE | CLL2.0a. | Responds to the names of familiar people and objects. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| ELEMENT/GLE | CLL2.0b. | Responds to talking, singing, and/or reading. 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 Lunchtime Language Piggy Toes Self Talk Sing to Your Baby Tummy Talk Why should I sing to my baby? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 0-12 months |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL3. | The child will use non-verbal communication for a variety of purposes. |
| ELEMENT/GLE | CLL3.0a. | Communicates needs and wants through nonverbal gestures and facial expressions. ReadyRosie Behavior is a form of communication Snuggle Close |
| ELEMENT/GLE | CLL3.0b. | Communicates feelings through facial expressions. ReadyRosie Snuggle Close |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 0-12 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL6. | The child will develop early phonological awareness (awareness of units of sound). |
| ELEMENT/GLE | CLL6.0a. | Listens to simple nursery rhymes, songs, and chants. 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? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 0-12 months |
| STANDARD / DESCRIPTION | (Not appropriate at this age) | |
| ELEMENT | CLL8. | The child will demonstrate awareness of print concepts. |
| ELEMENT/GLE | CLL8.0a. | Shows interest in books by reaching for books and explores books through touch. ReadyRosie Animal Noises Reading Routines for Early Readers |
| ELEMENT/GLE | CLL8.0b. | Imitates adults by pointing to pictures. ReadyRosie Animal Noises |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 0-12 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA1. | The child will organize, represent, and build knowledge of quantity and number. |
| ELEMENT/GLE | CD-MA1.0a. | Observes simple songs or finger-plays that involve numbers and quantity. ReadyRosie Itsy Bitsy Spider Motions Table Taps Two on Me and You |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 0-12 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA2. | The child will manipulate, compare, and describe relationships using quantity and number. |
| ELEMENT/GLE | CD-MA2.0a. | Participates in simple counting of objects when led by an adult. ReadyRosie Table Taps |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 0-12 months |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA3. | The child will explore and communicate about distance, weight, length, height, and time. |
| ELEMENT/GLE | CD-MA3.0b. | Shows awareness of consistent daily routines. ReadyRosie How do I get my child to______? |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) 0-12 months |
| STANDARD / DESCRIPTION | Scientific Skills and Methods | |
| ELEMENT | CD-SC1. | The child will demonstrate scientific inquiry skills: |
| ELEMENT/GLE | CD-SC1.0a. | Observes and explores objects using all senses. ReadyRosie Bath Time Fun Two on Me and You |
| ELEMENT/GLE | CD-SC1.0c. | Responds to what he/she sees, hears, tastes, and smells. ReadyRosie Bath Time Fun |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) 0-12 months |
| STANDARD / DESCRIPTION | Physical Science | |
| ELEMENT | CD-SC4. | The child will demonstrate knowledge related to physical science. |
| ELEMENT/GLE | CD-SC4.0b. | Touches objects to gain knowledge about them. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) 0-12 months |
| STANDARD / DESCRIPTION | Interaction with the Environment | |
| ELEMENT | CD-SC5. | The child will demonstrate an awareness of and the need to protect his/her environment. |
| ELEMENT/GLE | CD-SC5.0a. | Identifies familiar people and objects in his/her environment. ReadyRosie Animal Noises Bath Time Fun Do You See Me? Self Talk |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 0-12 months |
| STANDARD / DESCRIPTION | Family | |
| ELEMENT | CD-SS1. | The child will demonstrate understanding of his/her family and an emerging awareness of their own culture and ethnicity. |
| ELEMENT/GLE | CD-SS1.0a. | Using sounds, facial expressions or body movements when recognizing family members. ReadyRosie Do You See Me? Snuggle Close |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 0-12 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS2. | The child will demonstrate an understanding of his/her community and an emerging awareness of other’s culture and ethnicity. |
| ELEMENT/GLE | CD-SS2.0a. | Begins to understand acceptable and unacceptable behavior. ReadyRosie How can I get my child to listen to me? |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 0-12 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS3. | The will demonstrate an awareness of geography in his/her community. |
| ELEMENT/GLE | CD-SS3.0b. | Shows familiarity with aspects of classroom and home environment. ReadyRosie How do I get my child to______? |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 0-12 months |
| STANDARD / DESCRIPTION | History and Events | |
| ELEMENT | CD-SS5. | The child will understand the passage of time and how events are related. |
| ELEMENT/GLE | CD-SS5.0a. | Responds to changes in routine or schedule. ReadyRosie How do I get my child to______? |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 0-12 months |
| STANDARD / DESCRIPTION | Visual Arts | |
| ELEMENT | CD-CR2. | The child will create, observe, and analyze visual art forms to develop artistic expression. |
| ELEMENT/GLE | CD-CR2.0c. | Shows preference for particular visual stimuli. ReadyRosie Animal Noises |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 0-12 months |
| STANDARD / DESCRIPTION | Music | |
| ELEMENT | CD-CR3. | The child will use his/her voice, instruments, and objects to musically express creativity. |
| ELEMENT/GLE | CD-CR3.0a. | Experiments with vocalization and sounds. 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? |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 0-12 months |
| STANDARD / DESCRIPTION | Drama | |
| ELEMENT | CD-CR4. | The child will use drama to express creativity. |
| ELEMENT/GLE | CD-CR4.0a. | Shows interest in rhymes, finger-plays and stories with props. ReadyRosie Itsy Bitsy Spider Motions |
| ELEMENT/GLE | CD-CR4.0b. | Participates in finger play. ReadyRosie Itsy Bitsy Spider Motions |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 0-12 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP1. | The child will demonstrate awareness of cause and effect. |
| ELEMENT/GLE | CD-CP1.0a. | Acts on an object to make a pleasing sight, sound or motion. ReadyRosie Bath Time Fun Kicking Paper |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 0-12 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP2. | The child will use prior knowledge to build new knowledge. |
| ELEMENT/GLE | CD-CP2.0a. | Experiments with objects. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 0-12 months |
| STANDARD / DESCRIPTION | Problem Solving | |
| ELEMENT | CD-CP3. | The child will demonstrate problem solving skills. |
| ELEMENT/GLE | CD-CP3.0a. | Interacts with a toy or object to understand it. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| Georgia Standards of Excellence |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM1. | The child will practice healthy and safe habits. |
| ELEMENT/GLE | PDM1.1e. | Makes adult aware of health and self-care needs and seeks assistance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM2. | The child will participate in activities related to nutrition. |
| ELEMENT/GLE | PDM2.1b. | Shows interest in and tries new foods. ReadyRosie Snack Time Speech |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM3. | The child will demonstrate an awareness of the body in space and child’s relationship to objects in space. |
| ELEMENT/GLE | PDM3.1a. | Acts and moves with intention and purpose with some assistance. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| ELEMENT/GLE | PDM3.1b. | Uses trial and error to discover how the body fits and moves through space. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM4. | The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information. |
| ELEMENT/GLE | PDM4.1a. | Engages in some sensory experiences. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| ELEMENT/GLE | PDM4.1b. | Tries a new action with a familiar object. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM5. | The child will demonstrate gross motor skills. |
| ELEMENT/GLE | PDM5.1a. | Gains control and coordination of body movements. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| ELEMENT/GLE | PDM5.1b. | Develops emerging coordination and balance. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 12-24 months |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM6. | The child will demonstrate fine motor skills. |
| ELEMENT/GLE | PDM6.1a. | Gains control of hands and fingers. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| ELEMENT/GLE | PDM6.1b. | Demonstrates eye-hand coordination and participates in a variety of activities to enhance coordination. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 12-24 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED1. | The child will develop self-awareness. |
| ELEMENT/GLE | SED1.1a. | Identifies image of self. ReadyRosie Happy Birthday to You Point and Learn This or That |
| ELEMENT/GLE | SED1.1b. | Says his/her name. ReadyRosie Happy Birthday to You Point and Learn This or That |
| ELEMENT/GLE | SED1.1c. | Shows knowledge of his/her own abilities/preferences. ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 12-24 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED2. | The child will engage in self-expression. |
| ELEMENT/GLE | SED2.1a. | Uses sounds, facial expressions, and/or gestures to express needs and preferences. ReadyRosie Behavior is a form of communication Choosing Clothes Snack Time Speech This or That |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 12-24 months |
| STANDARD / DESCRIPTION | Self-Regulation | |
| ELEMENT | SED3. | The child will demonstrate self-control. |
| ELEMENT/GLE | SED3.1a. | Follows simple routines in a group setting with adult support, such as eating, napping, or playing. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| ELEMENT/GLE | SED3.1b. | Self-soothes with minimal adult support. ReadyRosie How should I handle temper tantrums? |
| ELEMENT/GLE | SED3.1c. | Demonstrates the beginnings of impulse control with adult guidance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| ELEMENT/GLE | SED3.1d. | Accepts transitions, changes to schedules/routines with adult support. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 12-24 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED4. | The child will develop relationships with adults. |
| ELEMENT/GLE | SED4.1a. | Engages in interactions with familiar adults and responds to unfamiliar adults cautiously. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| ELEMENT/GLE | SED4.1b. | Shows feelings of security with familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| ELEMENT/GLE | SED4.1c. | Shows beginning signs of affection with familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 12-24 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL1. | The child will demonstrate initiative and self-direction. |
| ELEMENT/GLE | APL1.1a. | Uses available senses to learn and explore their environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| ELEMENT/GLE | APL1.1b. | Demonstrates desire to complete more complex tasks by self. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| ELEMENT/GLE | APL1.1c. | Selects book or toy from several options. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 12-24 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL2. | The child will demonstrate interest and curiosity. |
| ELEMENT/GLE | APL2.1b. | Begins to show curiosity/interest in new objects, experiences, and people. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 12-24 months |
| STANDARD / DESCRIPTION | Attentiveness and Persistence | |
| ELEMENT | APL3. | The child will demonstrate self-control. |
| ELEMENT/GLE | APL3.1a. | Engages and persists with an activity, toy, or object. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| ELEMENT/GLE | APL3.1b. | Demonstrates focus on a specific task or activity. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| ELEMENT/GLE | APL3.1c. | Tries a variety of approaches to getting what he/she wants. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 12-24 months |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL4. | The child will engage in a progression of individualized and imaginative play. |
| ELEMENT/GLE | APL4.1a. | Uses objects for a real or imagined purpose. ReadyRosie Bear Bath Tea Party |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 12-24 months |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL5. | The child will demonstrate a cooperative and flexible approach to play. |
| ELEMENT/GLE | APL5.1a. | Plays independently with some interaction with other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL1. | The child will listen to conversations for a variety of purposes and demonstrate comprehension. |
| ELEMENT/GLE | CLL1.1a. | Responds to language during conversations, songs, stories or other experiences. ReadyRosie Choosing Clothes 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 Point and Learn Reading Emotions Rhyme and Ride Swing Song Talk and Play Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| ELEMENT/GLE | CLL1.1b. | Listens to and follows simple directions. ReadyRosie Choosing Clothes Talk and Play |
| ELEMENT/GLE | CLL1.1c. | Responds to adult questions with answers. ReadyRosie Why should we tell family stories? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL2. | The child will acquire vocabulary introduced in conversations, activities, stories, and/or books. |
| ELEMENT/GLE | CLL2.1a. | Demonstrates understanding of simple words through his/her actions. ReadyRosie How can I help my child learn new words? |
| ELEMENT/GLE | CLL2.1b. | Listens to simple stories. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL3. | The child will use non-verbal communication for a variety of purposes. |
| ELEMENT/GLE | CLL3.1a. | Communicates needs and wants through nonverbal gestures and actions. ReadyRosie Behavior is a form of communication Snack Time Speech |
| ELEMENT/GLE | CLL3.1b. | Uses some non-verbal gestures and actions used by others to express feelings. ReadyRosie Reading Emotions |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL5. | The child will acquire meaning from a variety of materials read to him/her. |
| ELEMENT/GLE | CLL5.1a. | With prompting and support, makes sounds that relate to pictures in books. ReadyRosie Look at the Book Reading Emotions |
| ELEMENT/GLE | CLL5.1b. | Shows preference for familiar stories. ReadyRosie Reading Emotions Reading Routines for Early Readers |
| ELEMENT/GLE | CLL5.1c. | With prompting and support, responds to simple questions during story time. ReadyRosie Reading Routines for Early Readers |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL6. | The child will develop early phonological awareness (awareness of units of sound). |
| ELEMENT/GLE | CLL6.1a. | Listens to and participates in familiar nursery rhymes, songs, and finger plays with a group. 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? |
| ELEMENT/GLE | CLL6.1b. | Participates in rhyming activities. ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | (Not appropriate at this age) | |
| ELEMENT | CLL8. | The child will demonstrate awareness of print concepts. |
| ELEMENT/GLE | CLL8.1a. | Asks to have books read to him/her. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| ELEMENT/GLE | CLL8.1b. | Touches or identifies pictures when prompted. ReadyRosie Reading Emotions |
| ELEMENT/GLE | CLL8.1d. | With adult guidance, recognizes some familiar logos in the environment. ReadyRosie Check the Mail |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 12-24 months |
| STANDARD / DESCRIPTION | Early Writing | |
| ELEMENT | CLL9. | The child will use writing for a variety of purposes. |
| ELEMENT/GLE | CLL9.1b. | Uses simple tools to mark on paper. ReadyRosie Color with Me |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 12-24 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA1. | The child will organize, represent, and build knowledge of quantity and number. |
| ELEMENT/GLE | CD-MA1.1b. | Participates in simple songs that involve numbers and quantity. 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? |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 12-24 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA2. | The child will manipulate, compare, and describe relationships using quantity and number. |
| ELEMENT/GLE | CD-MA2.1b. | Applies number and counting to daily routine with adult guidance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 12-24 months |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA3. | The child will explore and communicate about distance, weight, length, height, and time. |
| ELEMENT/GLE | CD-MA3.1d. | Begins to predict daily routines. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 12-24 months |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA4. | The child will sort, order, classify, and create patterns. |
| ELEMENT/GLE | CD-MA4.1a. | Orders several objects on the basis of one characteristic through trial and error. ReadyRosie Big and Little Color Toys Find a Match |
| ELEMENT/GLE | CD-MA4.1b. | Differentiates between two objects with different characteristics with adult guidance. ReadyRosie Big and Little Color Toys Find a Match |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: Mathematics (CD-MA) 12-24 months |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA5. | The child will explore, recognize, and describe spatial relationships between objects. |
| ELEMENT/GLE | CD-MA5.1a. | When modeled by an adult, attempts to move objects in different directions, such as up, down, around or under. ReadyRosie Kick With Me |
| ELEMENT/GLE | CD-MA5.1b. | With prompting and guidance, begins to slide, rotate, and flip objects to make them fit. ReadyRosie Kick With Me |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) 12-24 months |
| STANDARD / DESCRIPTION | Scientific Skills and Methods | |
| ELEMENT | CD-SC1. | The child will demonstrate scientific inquiry skills. |
| ELEMENT/GLE | CD-SC1.1a. | Observes and explores the nature of sensory materials. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 12-24 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS2. | The child will demonstrate an understanding of his/her community and an emerging awareness of others’ culture and ethnicity. |
| ELEMENT/GLE | CD-SS2.1a. | Demonstrates understanding of simple rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| ELEMENT/GLE | CD-SS2.1b. | Observes cultural celebrations. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 12-24 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS3. | The will demonstrate an awareness of geography in his/her community. |
| ELEMENT/GLE | CD-SS3.1b. | Recognizes aspects of his/her classroom and home environment. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 12-24 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS4. | The child will demonstrate an awareness of economics in his/her community. |
| ELEMENT/GLE | CD-SS4.1a. | Completes a task with assistance. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 12-24 months |
| STANDARD / DESCRIPTION | Creative Movement and Dance | |
| ELEMENT | CD-CR1. | The child participates in dance to express creativity. |
| ELEMENT/GLE | CD-CR1.1a. | Moves body to music. ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 12-24 months |
| STANDARD / DESCRIPTION | Visual Arts | |
| ELEMENT | CD-CR2. | The child will create, observe, and analyze visual art forms to develop artistic expression. |
| ELEMENT/GLE | CD-CR2.1b. | Looks at pictures, photographs and mirror images. ReadyRosie Reading Emotions |
| ELEMENT/GLE | CD-CR2.1c. | Communicates what s/he likes about a picture. ReadyRosie Reading Emotions |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 12-24 months |
| STANDARD / DESCRIPTION | Music | |
| ELEMENT | CD-CR3. | The child will use his/her voice, instruments, and objects to musically express creativity. |
| ELEMENT/GLE | CD-CR3.1a. | Experiments with vocalization, sounds, and musical instruments. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 12-24 months |
| STANDARD / DESCRIPTION | Drama | |
| ELEMENT | CD-CR4. | The child will use drama to express creativity. |
| ELEMENT/GLE | CD-CR4.1a. | Listens to rhymes, finger-plays, and stories with props. ReadyRosie Itsy Bitsy Spider Motions Look at the Book Reading Emotions Why should we tell family stories? |
| ELEMENT/GLE | CD-CR4.1b. | When prompted pretends to take on the characteristics of a character or animal as part of a group. ReadyRosie Bear Bath |
| ELEMENT/GLE | CD-CR4.1d. | Role plays real behaviors during play. ReadyRosie Bear Bath |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 12-24 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP1. | The child will demonstrate awareness of cause and effect. |
| ELEMENT/GLE | CD-CP1.1a. | Repeats actions many times to cause desired effect. ReadyRosie Dump and Pick Up |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 12-24 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP2. | The child will use prior knowledge to build new knowledge. |
| ELEMENT/GLE | CD-CP2.1c. | Realizes that people or objects still exist even when out of view. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 12-24 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP3. | The child will demonstrate problem solving skills. |
| ELEMENT/GLE | CD-CP3.1a. | Interacts with a toy or object to solve a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| ELEMENT/GLE | CD-CP3.1b. | Solves a simple problem successfully with adult assistance. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| Georgia Standards of Excellence |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM1. | The child will practice healthy and safe habits. |
| ELEMENT/GLE | PDM1.2b. | Actively participates in games, outdoor play and other forms of physical activity for sustained periods of time. ReadyRosie Bear Hunt Get Moving |
| ELEMENT/GLE | PDM1.2e. | Attends to personal health routines and self-care needs with some assistance from an adult. ReadyRosie I Can Do It All By Myself |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Health and Well-Being | |
| ELEMENT | PDM2. | The child will participate in activities related to nutrition. |
| ELEMENT/GLE | PDM2.2a. | Prepares nutritious snacks with adult assistance. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM3. | The child will demonstrate an awareness of the body in space and child’s relationship to objects in space. |
| ELEMENT/GLE | PDM3.2a. | Acts and moves with intention and purpose. ReadyRosie Bear Hunt |
| ELEMENT/GLE | PDM3.2b. | Demonstrates awareness of his/her own body in space. ReadyRosie Bear Hunt |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Use of Senses | |
| ELEMENT | PDM4. | The child will use senses (sight, touch, hearing, smell, and taste) to explore the environment and process information. |
| ELEMENT/GLE | PDM4.2a. | Participates in a variety of sensory experiences and differentiate between the senses. ReadyRosie Fast, Slow Playdough Lengths |
| ELEMENT/GLE | PDM4.2b. | Tests objects to determine their purpose. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM5. | The child will demonstrate gross motor skills. |
| ELEMENT/GLE | PDM5.2a. | Develops motor control for a range of physical activities. ReadyRosie Bear Hunt Get Moving |
| ELEMENT/GLE | PDM5.2b. | Develops coordination and balance. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND/TOPIC | GA.PDM. | Physical Development and Motor Skills (PDM) 24-36 months |
| STANDARD / DESCRIPTION | Motor Skills | |
| ELEMENT | PDM6. | The child will demonstrate fine motor skills. |
| ELEMENT/GLE | PDM6.2a. | Coordinates the use of hands and fingers. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| ELEMENT/GLE | PDM6.2b. | Performs simple fine motor skills. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 24-36 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self | |
| ELEMENT | SED2. | The child will engage in self-expression. |
| ELEMENT/GLE | SED2.2a. | Uses verbal expressions and gestures to communicate needs, opinions, ideas, and preferences. ReadyRosie Behavior is a form of communication I Am Unique Tell Me About It! Tempted to Talk |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 24-36 months |
| STANDARD / DESCRIPTION | Self-Regulation | |
| ELEMENT | SED3. | The child will demonstrate self-control. |
| ELEMENT/GLE | SED3.2a. | Displays understanding of engaging in routines, rules, and appropriate social behavior. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| ELEMENT/GLE | SED3.2c. | Regulates some impulses with adult guidance. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 24-36 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED4. | The child will develop relationships with adults. |
| ELEMENT/GLE | SED4.2a. | Stays connected with familiar adults using gestures, glances, and verbal interaction. ReadyRosie How can I make music part of our day? |
| ELEMENT/GLE | SED4.2b. | Looks to familiar adults for reassurance when trying new tasks. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| ELEMENT/GLE | SED4.2c. | Shows affection to familiar adults nonverbally. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| ELEMENT/GLE | SED4.2d. | Occasionally seeks out adult for help. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND/TOPIC | GA.SED. | Social and Emotional Development (SED) 24-36 months |
| STANDARD / DESCRIPTION | Developing a Sense of Self with Others | |
| ELEMENT | SED5. | The child will develop relationships with peers. |
| ELEMENT/GLE | SED5.2a. | At times, shows a preference to play with a familiar child. ReadyRosie Catch! Ring Around the Rosie |
| ELEMENT/GLE | SED5.2b. | Plays alongside other children for short periods. Observes and imitates other children. ReadyRosie Catch! Ring Around the Rosie |
| ELEMENT/GLE | SED5.2c. | Occasionally, resolves peer conflicts with adult support. ReadyRosie How can I stop my kids from fighting? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 24-36 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL1. | The child will demonstrate initiative and self-direction. |
| ELEMENT/GLE | APL1.2a. | Tries inventive or new ways of using materials or completing tasks. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| ELEMENT/GLE | APL1.2b. | Verbally expresses desire to complete tasks by self. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| ELEMENT/GLE | APL1.2c. | Independently selects materials and utilizes those materials. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 24-36 months |
| STANDARD / DESCRIPTION | Initiative and Exploration | |
| ELEMENT | APL2. | The child will demonstrate interest and curiosity. |
| ELEMENT/GLE | APL2.2a. | Seeks information from others. ReadyRosie Nature Walk and Talk What Do We Do? |
| ELEMENT/GLE | APL2.2b. | Ask questions about familiar objects, people, and experiences. ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 24-36 months |
| STANDARD / DESCRIPTION | Attentiveness and Persistence | |
| ELEMENT | APL3. | The child will demonstrate self-control. |
| ELEMENT/GLE | APL3.2a. | Engages in teacher-directed activity for short periods of time. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| ELEMENT/GLE | APL3.2b. | Demonstrates focus on a teacher-directed activity for a short period of time. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| ELEMENT/GLE | APL3.2c. | Shows persistence in activities of interest despite interruptions. ReadyRosie Nesting Bowls Which Lid? |
| ELEMENT/GLE | APL3.2d. | Repeats successful actions and experiences. ReadyRosie Get Moving |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 24-36 months |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL4. | The child will engage in a progression of individualized and imaginative play. |
| ELEMENT/GLE | APL4.2a. | Substitutes one object for another in pretend play or pretends with objects that may or may not be present. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND/TOPIC | GA.APL. | Approaches to Play and Learning (APL) 24-36 months |
| STANDARD / DESCRIPTION | Play | |
| ELEMENT | APL5. | The child will demonstrate a cooperative and flexible approach to play. |
| ELEMENT/GLE | APL5.2b. | Helps and shares in a social setting with adult guidance. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| ELEMENT/GLE | APL5.2c. | Shows creativity, inventiveness, and flexibility in his/her approach to play with adult guidance. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL1. | The child will listen to conversations for a variety of purposes and demonstrate comprehension. |
| ELEMENT/GLE | CLL1.2c. | Responds to questions with appropriate answers. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Receptive Language (Listening) | |
| ELEMENT | CLL2. | The child will acquire vocabulary introduced in conversations, activities, stories, and/or books. |
| ELEMENT/GLE | CLL2.2a. | Demonstrates understanding of words through actions and/or conversations. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| ELEMENT/GLE | CLL2.2b. | Listens and understands familiar vocabulary from activities, stories, and books. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL3. | The child will use non-verbal communication for a variety of purposes. |
| ELEMENT/GLE | CLL3.2a. | Communicates needs and wants through nonverbal gestures and actions, in addition to verbal communication. ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Expressive Language | |
| ELEMENT | CLL4. | The child will use increasingly complex spoken language. |
| ELEMENT/GLE | CLL4.2b. | Uses three-to-four word phrases and includes describing words. ReadyRosie Book Walk Stuck on You |
| ELEMENT/GLE | CLL4.2c. | Describes experiences. ReadyRosie Book Walk Stuck on You |
| ELEMENT/GLE | CLL4.2d. | Demonstrates an expanding vocabulary. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL5. | The child will acquire meaning from a variety of materials read to him/her. |
| ELEMENT/GLE | CLL5.2b. | Shows preference for familiar stories and can repeat phrases. ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| ELEMENT/GLE | CLL5.2c. | Answers simple questions about a story. ReadyRosie Tips for helping your child love reading |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL6. | The child will develop early phonological awareness (awareness of units of sound). |
| ELEMENT/GLE | CLL6.2a. | Listens to and imitates sounds in familiar nursery rhymes, songs, and chants. 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? |
| ELEMENT/GLE | CLL6.2b. | Experiments with rhyming words. ReadyRosie Ring Around the Rosie |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Early Reading | |
| ELEMENT | CLL8. | The child will demonstrate awareness of print concepts. |
| ELEMENT/GLE | CLL8.2a. | Recognizes and self-selects familiar books to mimic independent reading. ReadyRosie Reading Routines for Early Readers |
| ELEMENT/GLE | CLL8.2c. | Holds book with two hands and turns the pages. ReadyRosie Reading Routines for Early Readers |
| STRAND/TOPIC | GA.CLL. | Communication, Language, and Literacy (CLL) 24-36 months |
| STANDARD / DESCRIPTION | Early Writing | |
| ELEMENT | CLL9. | The child will use writing for a variety of purposes. |
| ELEMENT/GLE | CLL9.2a. | Makes more controlled scribbling. ReadyRosie Copy Me Paint your Name Secret Message |
| ELEMENT/GLE | CLL9.2b. | Experiments with a variety of writing tools, materials, and surfaces. ReadyRosie Copy Me Paint your Name Secret Message |
| ELEMENT/GLE | CLL9.2c. | Occasionally, draws and scribbles with a purpose. ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) 24-36 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA1. | The child will organize, represent, and build knowledge of quantity and number. |
| ELEMENT/GLE | CD-MA1.2a. | Recites numbers up to 5 in sequence. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) 24-36 months |
| STANDARD / DESCRIPTION | Number and Quantity | |
| ELEMENT | CD-MA2. | The child will manipulate, compare, and describe relationships using quantity and number. |
| ELEMENT/GLE | CD-MA2.2b. | Counts one, two, and sometimes three objects using one-to-one correspondence with adult guidance. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) 24-36 months |
| STANDARD / DESCRIPTION | Measurement and Comparison | |
| ELEMENT | CD-MA4. | The child will sort, order, classify, and create patterns. |
| ELEMENT/GLE | CD-MA4.2b. | Matches objects with similar attributes and characteristics. ReadyRosie Nature Walk and Talk Toy Sort |
| ELEMENT/GLE | CD-MA4.2c. | Recognizes simple patterns in the environment. ReadyRosie Drum Patterns |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) 24-36 months |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA5. | The child will explore, recognize, and describe spatial relationships between objects. |
| ELEMENT/GLE | CD-MA5.2a. | Practices using directionality and appropriate vocabulary. ReadyRosie Which Lid? |
| STRAND/TOPIC | GA.CD-MA. | Cognitive Development: MATHEMATICS (CD-MA) 24-36 months |
| STANDARD / DESCRIPTION | Geometry and Spatial Thinking | |
| ELEMENT | CD-MA6. | The child will explore, recognize, and describe shapes and shape concepts. |
| ELEMENT/GLE | CD-MA6.2a. | Recognizes and names two-dimensional shapes with adult guidance. ReadyRosie Copy Me |
| STRAND/TOPIC | GA.CD-SC. | Cognitive Development: Science (CD-SC) 24-36 months |
| STANDARD / DESCRIPTION | Scientific Skills and Methods | |
| ELEMENT | CD-SC1. | The child will demonstrate scientific inquiry skills. |
| ELEMENT/GLE | CD-SC1.2a. | Uses senses to observe and experience objects and environment with adult guidance. ReadyRosie Fast, Slow Playdough Lengths |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 24-36 months |
| STANDARD / DESCRIPTION | Family | |
| ELEMENT | CD-SS1. | The child will demonstrate understanding of his/her family and an emerging awareness of their own culture and ethnicity. |
| ELEMENT/GLE | CD-SS1.2a. | Uses words to identify his/her family members. Knows own first and last name. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| ELEMENT/GLE | CD-SS1.2b. | Uses simple phrases to demonstrate an emerging awareness of differences and/or similarities between self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND/TOPIC | GA.CD-SS. | Cognitive Development: Social Studies (CD-SS) 24-36 months |
| STANDARD / DESCRIPTION | People and Community | |
| ELEMENT | CD-SS2. | The child will demonstrate an understanding of his/her community and an emerging awareness of others’ culture and ethnicity. |
| ELEMENT/GLE | CD-SS2.2a. | Recognizes and follows simple rules of the classroom community. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| ELEMENT/GLE | CD-SS2.2b. | Identifies traditions and cultural celebrations of his/her own family. ReadyRosie How can I communicate with my baby? Why is storytelling important? Why should we tell family stories? |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 24-36 months |
| STANDARD / DESCRIPTION | Creative Movement and Dance | |
| ELEMENT | CD-CR1. | The child participate in dance to express creativity. |
| ELEMENT/GLE | CD-CR1.2a. | Dances to and becomes engaged in music and movement. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 24-36 months |
| STANDARD / DESCRIPTION | Visual Arts | |
| ELEMENT | CD-CR2. | The child will create, observe, and analyze visual art forms to develop artistic expression. |
| ELEMENT/GLE | CD-CR2.2a. | Experiments with a variety of materials to express individual creativity. ReadyRosie Copy Me Recycled Play |
| STRAND/TOPIC | GA.CD-CR. | Cognitive Development: Creative Development (CD-CR) 24-36 months |
| STANDARD / DESCRIPTION | Drama | |
| ELEMENT | CD-CR4. | The child will use drama to express creativity. |
| ELEMENT/GLE | CD-CR4.2a. | Listens and shows interest when an adult tells a story with props. ReadyRosie Why should we tell family stories? |
| ELEMENT/GLE | CD-CR4.2b. | Spontaneously pretends to take on the characteristics of a person, character, or animal. ReadyRosie Banana Phonana Tips for helping your child love reading |
| ELEMENT/GLE | CD-CR4.2c. | Imitates and repeats voice inflections to entertain others. ReadyRosie Banana Phonana Tips for helping your child love reading |
| ELEMENT/GLE | CD-CR4.2d. | Explore new situations through dramatic play. ReadyRosie Banana Phonana Tips for helping your child love reading |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 24-36 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP1. | The child will demonstrate awareness of cause and effect. |
| ELEMENT/GLE | CD-CP1.2b. | Asks simple questions to try to understand. ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 24-36 months |
| STANDARD / DESCRIPTION | Thinking Skills | |
| ELEMENT | CD-CP2. | The child will use prior knowledge to build new knowledge. |
| ELEMENT/GLE | CD-CP2.2b. | Demonstrates imitation skills, including imitation of peers. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| STRAND/TOPIC | GA.CD-CP. | Cognitive Development: Cognitive Processes (CD-CP) 24-36 months |
| STANDARD / DESCRIPTION | Problem Solving | |
| ELEMENT | CD-CP3. | The child will demonstrate problem solving skills. |
| ELEMENT/GLE | CD-CP3.2a. | Experiments with familiar objects to solve problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| ELEMENT/GLE | CD-CP3.2b. | Tries several methods to solve a problem before asking for assistance. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |