Illinois Learning Standards (Infant)
| Main Criteria: Illinois Learning Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| Illinois Learning Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.1. | Physiological Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.1.1. | Children demonstrate the emerging ability to regulate their physical processes in order to meet both their internal needs and external demands in accordance with social and cultural contexts. |
| STANDARD | SR.1.1.1. | Birth to 9 months: Children’s biological rhythms are supported and impacted by their caregiver(s) in order to establish their sleep/wake, feeding, and elimination patterns. Children also begin to develop awareness of stimuli in their environment. |
| EXPECTATION | SR.1.1.1.1. | Begins to demonstrate a pattern in sleep-wake and feeding cycles ReadyRosie Lunchtime Language |
| EXPECTATION | SR.1.1.1.2. | Signals for needs, e.g., cries when hungry, arches back in discomfort ReadyRosie Behavior is a form of communication |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.1. | Physiological Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.1.1. | Children demonstrate the emerging ability to regulate their physical processes in order to meet both their internal needs and external demands in accordance with social and cultural contexts. |
| STANDARD | SR.1.1.2. | 7 months to 18 months: Children, through the responses and support of their caregiver(s), become increasingly organized in and begin to adapt their sleep/wake, feeding, and elimination patterns. Children are also beginning to organize and habituate to stimuli in their environment. |
| EXPECTATION | SR.1.1.2.1. | Demonstrates consistent sleeping and feeding times throughout the day ReadyRosie Lunchtime Language |
| EXPECTATION | SR.1.1.2.5. | Increased desire for independence and control ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.2. | Emotional Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.2.1. | Children demonstrate the emerging ability to identify and manage the expression of emotion in accordance with social and cultural contexts. |
| STANDARD | SR.2.1.1. | Birth to 9 months: Children are developing the ability to manage their own emotional experiences through co-regulation, as they communicate needs to caregivers. |
| EXPECTATION | SR.2.1.1.1. | Signals needs by sounds and movement ReadyRosie Behavior is a form of communication |
| EXPECTATION | SR.2.1.1.4. | Vocalizes and uses facial cues to get caregiver’s attention, e.g., cries, gazes, initiates eye contact ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby That's My Name Which Toy? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.2. | Emotional Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.2.1. | Children demonstrate the emerging ability to identify and manage the expression of emotion in accordance with social and cultural contexts. |
| STANDARD | SR.2.1.2. | 7 months to 18 months: As children continue to depend on and learn from caregivers, they begin to use more purposeful and complex skills in managing their emotions. |
| EXPECTATION | SR.2.1.2.3. | Uses social referencing in uncertain situations, e.g., looks at a caregiver’s face for reassurance in the presence of a new person 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 |
| EXPECTATION | SR.2.1.2.4. | Prefers physical proximity to familiar adults in unknown situations, e.g., follows caregiver when he or she leaves the room 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 |
| EXPECTATION | SR.2.1.2.5. | Seeks out caregiver through physical actions, e.g., reaches for the caregiver’s hand or moves closer to them when frightened 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.3. | Attention Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.3.1. | Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts. |
| STANDARD | SR.3.1.1. | Birth to 9 months: Children are attempting to process an abundance of new stimuli every day. Children are also building their internal capacity for sustained attention and regulation through interactions with their co-regulating other. |
| EXPECTATION | SR.3.1.1.2. | Initiates and briefly maintains social interactions with adults, e.g., establishes eye contact, coos to receive attention ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | SR.3.1.1.3. | Explores environment through senses, e.g., touches and mouths objects ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | SR.3.1.1.4. | Focuses attention on novel objects and familiar caregiver(s) ReadyRosie That's My Name |
| EXPECTATION | SR.3.1.1.5. | Plays with one object for a few minutes before focusing on a different object ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.3. | Attention Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.3.1. | Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts. |
| STANDARD | SR.3.1.2. | 7 months to 18 months: Children begin to have shared interests with others and are building a capacity for purposefully attending to objects and people. Children also begin to hold sustained attention for increasing amounts of time as they are quicker to organize and habituate to stimuli in their environment. |
| EXPECTATION | SR.3.1.2.1. | Engages in joint attention with a caregiver, e.g. joins in looking at the same object or shifts gaze to where someone is pointing ReadyRosie That's My Name |
| EXPECTATION | SR.3.1.2.2. | Maintains more advanced levels of engagement, e.g., repeat actions over and over when enjoying the reaction and result of the experience 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? |
| EXPECTATION | SR.3.1.2.3. | Focuses on one object or activity for a brief period of time, even with other objects close in proximity; still easily distracted ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | SR.3.1.2.5. | Relies on routines and patterns to maintain an organized state in order to focus ReadyRosie How do I get my child to______? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.4. | Behavior Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.4.1. | Children demonstrate the emerging ability to manage and adjust behaviors in accordance with social and cultural contexts. |
| STANDARD | SR.4.1.1. | Birth to 9 months: Children respond to internal and external states and have little or no self-control over their behavior. Children depend on caregivers to co-regulate their behavior. |
| EXPECTATION | SR.4.1.1.1. | Cries when hungry, tired, uncomfortable, or bored ReadyRosie Behavior is a form of communication |
| EXPECTATION | SR.4.1.1.3. | Physically explores environment through touch, e.g., sucking, gnawing, hitting, pulling, banging ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | SR.4.1.1.4. | Shows curiosity and limited restraint when exploring the environment, e.g., reaches for objects that adults or other children are holding ReadyRosie Bath Time Fun Two on Me and You |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.4. | Behavior Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.4.1. | Children demonstrate the emerging ability to manage and adjust behaviors in accordance with social and cultural contexts. |
| STANDARD | SR.4.1.2. | 7 months to 18 months: The use of social referencing emerges and supports children in developing an internal capacity to modify some of their behaviors. Children still depend heavily on the use of their caregiver to help co-regulate their behaviors. |
| EXPECTATION | SR.4.1.2.2. | Reads cues and body language of caregiver(s) and familiar others to guide reactions and behaviors in novel and uncertain situations ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SR.4.1.2.4. | Has difficulty channeling excitement, e.g., screams, jumps, squeezes, bites ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SR.4.1.2.6. | Completes a forbidden action regardless of referencing a caregiver’s reaction, e.g., looks toward their caregiver before touching the forbidden object and then touches it anyway ReadyRosie How can I get my child to listen to me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.1. | Attachment Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.1.1. | Children form secure attachment relationships with caregivers who are emotionally available, responsive, and consistent in meeting their needs. |
| STANDARD | SED.1.1.1. | Birth to 9 months: Children begin to build trust, initiate interaction, and seek proximity with one (or a few) primary caregiver(s). |
| EXPECTATION | SED.1.1.1.1. | Establishes, maintains, and disengages eye contact ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXPECTATION | SED.1.1.1.2. | Responds to caregiver(s) by smiling and cooing 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 |
| EXPECTATION | SED.1.1.1.3. | Seeks comfort from a familiar caregiver 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 |
| EXPECTATION | SED.1.1.1.4. | Imitates familiar adults’ gestures and sounds 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? |
| EXPECTATION | SED.1.1.1.5. | Demonstrates preference for familiar adults ReadyRosie That's My Name |
| EXPECTATION | SED.1.1.1.6. | Exhibits separation anxiety, e.g., does not want to be held by another person when being held by primary caregiver 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.1. | Attachment Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.1.1. | Children form secure attachment relationships with caregivers who are emotionally available, responsive, and consistent in meeting their needs. |
| STANDARD | SED.1.1.2. | 7 months to 18 months: Children trust in, engage with, and seek reassurance from their primary caregiver(s). Children can confidently explore their environment when in close physical proximity to an attachment figure. |
| EXPECTATION | SED.1.1.2.1. | Distinguishes between primary caregivers and others 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 |
| EXPECTATION | SED.1.1.2.2. | Attempts to change the situation when separation anxiety occurs, e.g., follows caregiver(s) when he or she leaves the room 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 |
| EXPECTATION | SED.1.1.2.3. | Uses social referencing with caregiver(s) when in uncertain situations, e.g., will glance at caregiver’s face for cues on how to respond to an unfamiliar person or new situation ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SED.1.1.2.4. | Uses key adults as a “secure base” when exploring the environment 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 |
| EXPECTATION | SED.1.1.2.5. | Exhibits stranger anxiety and concern in presence of an unknown person or a new situation 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 |
| EXPECTATION | SED.1.1.2.6. | Seeks comfort from caregiver(s) and/or a familiar object, e.g., blanket, stuffed animal 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 |
| EXPECTATION | SED.1.1.2.7 | Initiates and maintains interactions with caregiver(s) 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.2. | Emotional Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.2.1. | Children demonstrate an awareness of and the ability to identify and express emotions. |
| STANDARD | SED.2.1.1. | Birth to 9 months: Children begin to express a wide range of feelings through verbal and nonverbal communication, and begin to develop emotional expression with the assistance of their caregiver(s). |
| EXPECTATION | SED.2.1.1.1. | Uses facial expressions and sounds to get needs met, e.g., cries, smiles, gazes, coos ReadyRosie Behavior is a form of communication Snuggle Close |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.2. | Emotional Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.2.1. | Children demonstrate an awareness of and the ability to identify and express emotions. |
| STANDARD | SED.2.1.2. | 7 months to 18 months: Children begin to express some emotions with intention, and with the help of their caregiver(s) children can increase their range of emotional expression. |
| EXPECTATION | SED.2.1.2.1. | Expresses wants with intentionality, e.g., pushes an unwanted object out of the way, and reaches for a familiar adult when wanting to be carried ReadyRosie Behavior is a form of communication |
| EXPECTATION | SED.2.1.2.4. | Recognizes and expresses emotion toward a familiar person, e.g., shows emotion by hugging a sibling ReadyRosie That's My Name |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.3. | Relationship with Adults |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.3.1. | Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults. |
| STANDARD | SED.3.1.1. | Birth to 9 months: Children develop the ability to signal for caregivers. By the end of this age period, children begin to engage in playful communication with familiar adults. |
| EXPECTATION | SED.3.1.1.1. | Uses signals to communicate needs, e.g., crying, body language, and facial expressions ReadyRosie Behavior is a form of communication Snuggle Close |
| EXPECTATION | SED.3.1.1.2. | Attempts to engage both unfamiliar and familiar 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? |
| EXPECTATION | SED.3.1.1.3. | Engages in social interactions with adults through smiles, coos, and eye contact ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | SED.3.1.1.4. | Demonstrates preference for familiar adults, e.g., reaches hands out to signal for caregiver(s) ReadyRosie That's My Name |
| EXPECTATION | SED.3.1.1.5. | Cautious of unfamiliar adults ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SED.3.1.1.6. | Begins to engage in simple, back-and-forth interactions with a familiar adult, e.g., plays “peek-a-boo,” babbles in response to an adult speaking and repeats this interaction 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.3. | Relationship with Adults |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.3.1. | Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults. |
| STANDARD | SED.3.1.2. | 7 months to 18 months: Children use familiar adults for guidance and reassurance. Children also initiate and engage in back-and-forth interactions with familiar adults. |
| EXPECTATION | SED.3.1.2.1. | Looks for caregiver’s response in uncertain situations ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SED.3.1.2.2. | Engages with adults during play, e.g., bangs on a toy drum and repeats action after an adult completes the same action 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? |
| EXPECTATION | SED.3.1.2.3. | Uses key adults as a “secure base” when exploring the environment 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 |
| EXPECTATION | SED.3.1.2.4. | Uses “social referencing” when encountering new experiences, e.g., glances at a caregiver’s face for cues on how to respond to an unfamiliar person or unknown object ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | SED.3.1.2.5. | Draws a familiar adult into an interaction, e.g., hands a book or toy to engage in together 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.4. | Self-Concept |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.4.1. | Children develop identity of self. |
| STANDARD | SED.4.1.1. | Birth to 9 months: Children begin to recognize themselves as individuals, separate from others. At first, young infants are not aware that they are separate beings. However, between six and nine months of age, the realization that they are separate people emerges. |
| EXPECTATION | SED.4.1.1.1. | Demonstrates interest in faces and voices of others ReadyRosie Do You See Me? |
| EXPECTATION | SED.4.1.1.2. | Explores his or her own hands and feet ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | SED.4.1.1.4. | Recognizes and prefers familiar adults and siblings, e.g., leans toward caregiver when being held by someone else ReadyRosie That's My Name |
| EXPECTATION | SED.4.1.1.5. | Initiates interactions with others, e.g., imitates actions, plays peek-a-boo 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? |
| EXPECTATION | SED.4.1.1.6. | Begins to display the beginning of joint attention, e.g., points to objects and people ReadyRosie That's My Name |
| EXPECTATION | SED.4.1.1.7. | Demonstrates separation anxiety, e.g., cries when caregiver leaves the room 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.4. | Self-Concept |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.4.1. | Children develop identity of self. |
| STANDARD | SED.4.1.2. | 7 months to 18 months: Children begin to have a greater awareness of their own characteristics and begin to express themselves with their own thoughts and feelings. |
| EXPECTATION | SED.4.1.2.2. | Engages in joint attention with familiar others, e.g., shares in looking and engaging with objects and people ReadyRosie That's My Name |
| EXPECTATION | SED.4.1.2.7. | Points to and identifies body parts on him or herself, e.g., points to eyes when asked, “Where are your eyes?” ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.5. | Relationship with Peers |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.5.1. | Children demonstrate the desire and develop the ability to engage and interact with other children. |
| STANDARD | SED.5.1.1. | Birth to 9 months: Children begin to interact with their environment and people around them; an interest in other young children emerges. |
| EXPECTATION | SED.5.1.1.1. | Demonstrates effort to interact and engage, e.g., uses eye contact, coos, and smiles ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| EXPECTATION | SED.5.1.1.2. | Observes other children in the environment ReadyRosie Do You See Me? |
| EXPECTATION | SED.5.1.1.3. | Shows interest in both familiar and unfamiliar peers ReadyRosie Do You See Me? |
| EXPECTATION | SED.5.1.1.5. | Reaches out to touch another child ReadyRosie Do You See Me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.5. | Relationship with Peers |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.5.1. | Children demonstrate the desire and develop the ability to engage and interact with other children. |
| STANDARD | SED.5.1.2. | 7 months to 18 months: Children will begin to observe and imitate other children’s behaviors. |
| EXPECTATION | SED.5.1.2.1. | Shows interest in another child by moving closer, e.g., rolls, crawls, or walks toward the child ReadyRosie Do You See Me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.6. | Empathy |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.6.1. | Children demonstrate an emerging ability to understand someone else’s feelings and to share in the emotional experiences of others. |
| STANDARD | SED.6.1.1. | Birth to 9 months: Children begin to build awareness of others’ feelings by observing and reacting to sounds that others make. Toward the end of this age period, infants understand that they are individuals and separate from their caregiver(s), a crucial milestone in interpreting the feelings of others. |
| EXPECTATION | SED.6.1.1.1. | Watches and observes adults and other children ReadyRosie Do You See Me? |
| EXPECTATION | SED.6.1.1.3. | Responds to interactions from caregiver(s), e.g., smiles when caregiver smiles, looks toward a caregiver when he or she shakes a rattle 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? |
| EXPECTATION | SED.6.1.1.4. | Shows signs of separation anxiety, e.g., protests when a caregiver leaves the room 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.SED. | SOCIAL & EMOTIONAL DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | SED.6. | Empathy |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.6.1. | Children demonstrate an emerging ability to understand someone else’s feelings and to share in the emotional experiences of others. |
| STANDARD | SED.6.1.2. | 7 months to 18 months: Children have more experience with a wide range of emotions, as they begin to recognize and respond to different facial and emotional expressions. Children also begin to demonstrate the understanding of how behavior brings out reactions and emotions from others. |
| EXPECTATION | SED.6.1.2.2. | Uses social referencing with caregiver(s) when in uncertain situations, e.g., glances at a caregiver’s face for cues on how to respond to an unfamiliar person or new situation ReadyRosie How can I get my child to listen to me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.1. | Gross Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.1.1. | Children demonstrate strength, coordination, and controlled use of large muscles. |
| STANDARD | PDH.1.1.1. | Birth to 9 months: Children are beginning to develop and coordinate the large muscles needed to purposefully move their bodies. |
| EXPECTATION | PDH.1.1.1.1. | Lifts head while on tummy ReadyRosie Tummy Talk |
| EXPECTATION | PDH.1.1.1.3. | Rolls from back to stomach and from stomach to back ReadyRosie Roll Over |
| EXPECTATION | PDH.1.1.1.6. | Scoots body to attempt to move from one point to another ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.1. | Gross Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.1.1. | Children demonstrate strength, coordination, and controlled use of large muscles. |
| STANDARD | PDH.1.1.2. | 7 months to 18 months: Children develop mobility, as they purposefully move from one place to another with limited control and coordination. |
| EXPECTATION | PDH.1.1.2.3. | Crawls from one point to another ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | PDH.1.1.2.4. | Pulls to a stand using help from furniture or caregiver ReadyRosie Supported Standing Up, Down |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.2. | Fine Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.2.1. | Children demonstrate the ability to coordinate their small muscles in order to move and control objects. |
| STANDARD | PDH.2.1.1. | Birth to 9 months: Children begin to reach for, grasp, and move objects. |
| EXPECTATION | PDH.2.1.1.1. | Opens hands when in a relaxed state ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.1.2. | Reaches for objects ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.1.3. | Grasps, holds, and shakes objects ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | PDH.2.1.1.4. | Transfers an object from one hand to the other ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.1.5. | Uses raking motion with hands to bring objects closer, e.g., uses all fingers to bring small objects closer to body ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.1.6. | Holds a small object in each hand; bangs them together ReadyRosie Grasp and Grab Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.2. | Fine Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.2.1. | Children demonstrate the ability to coordinate their small muscles in order to move and control objects. |
| STANDARD | PDH.2.1.2. | 7 months to 18 months: Children begin to gain control of their small muscles and purposefully manipulate objects. |
| EXPECTATION | PDH.2.1.2.1. | Picks up objects ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.2.2. | Uses pincer grasp, e.g., picks up a Cheerio with thumb and forefinger ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | PDH.2.1.2.3. | Begins to use simple baby signs (if exposed to baby sign language), e.g., moves hands toward each other to signal more ReadyRosie Grasp and Grab Lunchtime Language Touch and Taste |
| EXPECTATION | PDH.2.1.2.4. | Uses hands in a purposeful manner, e.g., turns the pages of a board book, drops objects into a bucket ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | PDH.2.1.2.6. | Participates in finger plays, e.g., moves hands to imitate caregiver’s hands when singing “Twinkle, Twinkle, Little Star” 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.3. | Perceptual |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.3.1. | Children demonstrate the ability to distinguish, process, and respond to sensory stimuli in their environment. |
| STANDARD | PDH.3.1.1. | Birth to 9 months: Children begin to use their senses to explore and become aware of their environment. |
| EXPECTATION | PDH.3.1.1.2. | Explores objects through senses, e.g., mouths, touches objects ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | PDH.3.1.1.5. | Feels the sensation of being touched and looks around to identify the source of the touch, e.g., person or object ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.3. | Perceptual |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.3.1. | Children demonstrate the ability to distinguish, process, and respond to sensory stimuli in their environment. |
| STANDARD | PDH.3.1.2. | 7 months to 18 months: Children begin to use sensory information received from their environment to alter the way they interact and explore. |
| EXPECTATION | PDH.3.1.2.1. | Begins to manipulate materials, e.g., pounds at play dough, squeezes finger foods ReadyRosie Grasp and Grab Itsy Bitsy Spider Motions Touch and Taste |
| EXPECTATION | PDH.3.1.2.2. | Begins to show a preference for or aversion to particular sensory activities, e.g., pulls hand away from unfamiliar objects or unpleasant textures ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | PDH.3.1.2.3. | Becomes aware of obstacles in the environment, e.g., crawls around the table to get the ball ReadyRosie Do You See Me? Supported Standing |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.4. | Self-Care |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.4.1. | Children demonstrate the desire and ability to participate in and practice self-care routines. |
| STANDARD | PDH.4.1.1. | Birth to 9 months: Children have a growing awareness and interest in their own needs. |
| EXPECTATION | PDH.4.1.1.1. | Signals to indicate needs, e.g., cries when hungry, arches back when in pain or uncomfortable, turns head to disengage from object or person ReadyRosie Behavior is a form of communication |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.4. | Self-Care |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.4.1. | Children demonstrate the desire and ability to participate in and practice self-care routines. |
| STANDARD | PDH.4.1.2. | 7 months to 18 months: Children signal caregivers about their needs through nonverbal and verbal communication and increase their ability to complete some self-care tasks on their own. |
| EXPECTATION | PDH.4.1.2.3. | Feeds self with foods that he or she can pick up ReadyRosie Lunchtime Language |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.1. | Social Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.1.1. | Children demonstrate the ability to engage with and maintain communication with others. |
| STANDARD | LDC.1.1.1. | Birth to 9 months: Children demonstrate effort in engaging others in both verbal and nonverbal communication and interactions. |
| EXPECTATION | LDC.1.1.1.1. | Uses sounds, cries, facial expressions, and body language to convey needs ReadyRosie Behavior is a form of communication Snuggle Close |
| EXPECTATION | LDC.1.1.1.2. | Attempts to engage in early forms of turn-taking with caregiver, e.g., coos and stares at caregiver 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? |
| EXPECTATION | LDC.1.1.1.3. | Smiles and uses other facial expressions to initiate interactions with caregiver 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? |
| EXPECTATION | LDC.1.1.1.4. | Participates in back-and-forth communication, e.g., babbles back and forth and/or plays peek-a-boo with caregiver 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.1. | Social Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.1.1. | Children demonstrate the ability to engage with and maintain communication with others. |
| STANDARD | LDC.1.1.2. | 7 months to 18 months: Children are participating in interactions with familiar others. Children also begin to demonstrate simple turn-taking skills while interacting. |
| EXPECTATION | LDC.1.1.2.2. | Demonstrates understanding of a familiar sound or word, e.g., looks toward a caregiver after hearing name 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? |
| EXPECTATION | LDC.1.1.2.4. | Uses facial expressions, vocalizations, and gestures to initiate interactions with others 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? |
| EXPECTATION | LDC.1.1.2.5. | Participates in simple back-and-forth communication, using words and/or gestures 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.2. | Receptive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.2.1. | Children demonstrate the ability to comprehend both verbal and nonverbal communication. |
| STANDARD | LDC.2.1.1. | Birth to 9 months: Children begin to respond to verbal and nonverbal communication through the use of sounds and physical movements. |
| EXPECTATION | LDC.2.1.1.2. | Calms down when crying after hearing a soothing and familiar voice or receiving physical reassurance, e.g., a hug or gentle pats on back 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 |
| EXPECTATION | LDC.2.1.1.3. | Looks or turns toward the familiar person who says his or her name 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.2. | Receptive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.2.1. | Children demonstrate the ability to comprehend both verbal and nonverbal communication. |
| STANDARD | LDC.2.1.2. | 7 months to 18 months: Children begin to understand and respond to the meaning of actions and sounds. |
| EXPECTATION | LDC.2.1.2.1. | Engages in joint attention with a caregiver, e.g., joins in looking at the same object or shifts gaze to where someone is pointing ReadyRosie That's My Name |
| EXPECTATION | LDC.2.1.2.4. | Understands approximately 100 words relevant to their experiences and cultural context ReadyRosie How can I communicate with my baby? How can I help my child learn new words? Piggy Toes |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.3. | Expressive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.3.1. | Children demonstrate the ability to understand and convey thoughts through both nonverbal and verbal expression. |
| STANDARD | LDC.3.1.1. | Birth to 9 months: Children begin to experiment with sounds and other various forms of communication to show interest in and exert influence on their environment. |
| EXPECTATION | LDC.3.1.1.1. | Cries to signal hunger, pain, or distress ReadyRosie Behavior is a form of communication |
| EXPECTATION | LDC.3.1.1.2. | Uses smiles and other facial expressions to initiate social contact ReadyRosie Do You See Me? Snuggle Close |
| EXPECTATION | LDC.3.1.1.3. | Coos and uses physical movements to engage familiar others 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.3. | Expressive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.3.1. | Children demonstrate the ability to understand and convey thoughts through both nonverbal and verbal expression. |
| STANDARD | LDC.3.1.2. | 7 months to 18 months: Children’s language progresses from babbling to utterances and to first words. Toward the end of this age period, babbling decreases as children begin to build their vocabulary. |
| EXPECTATION | LDC.3.1.2.3. | Uses nonverbal communication to express ideas, e.g., waves bye-bye, signs “more” when eating ReadyRosie Lunchtime Language |
| EXPECTATION | LDC.3.1.2.4. | Utters first words; these words are for familiar objects and people, e.g., “mama,” “bottle” ReadyRosie Lunchtime Language |
| EXPECTATION | LDC.3.1.2.5. | Names a few familiar objects in his/her environment ReadyRosie Lunchtime Language |
| EXPECTATION | LDC.3.1.2.6. | Uses one word to convey a message, e.g., “milk” for “I want milk” ReadyRosie Lunchtime Language |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.4. | Early Literacy |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.4.1. | Children demonstrate interest in and comprehension of printed materials. |
| STANDARD | LDC.4.1.1. | Birth to 9 months: Children begin to build the foundation for early literacy by exploring printed materials and building a capacity for reading printed materials. |
| EXPECTATION | LDC.4.1.1.1. | Shows awareness of printed materials, e.g., stares at a picture in a book ReadyRosie Animal Noises |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.4. | Early Literacy |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.4.1. | Children demonstrate interest in and comprehension of printed materials. |
| STANDARD | LDC.4.1.2. | 7 months to 18 months: Children become participants as they actively engage in literacy activities with printed materials. |
| EXPECTATION | LDC.4.1.2.1. | Points to pictures in a book and reacts, e.g., smiles when sees a picture of a dog ReadyRosie Animal Noises |
| EXPECTATION | LDC.4.1.2.2. | Initiates literacy activities, e.g., gestures toward a book or attempts to turn pages of a paper book or magazine ReadyRosie Animal Noises Reading Routines for Early Readers |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.1. | Concept Development |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.1.1. | Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships. |
| STANDARD | CD.1.1.1. | Birth to 9 months: Children begin to receive and organize information through social interactions and sensory exploration. |
| EXPECTATION | CD.1.1.1.3. | Actively explores the environment through the five senses ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | CD.1.1.1.4. | Attempts to repeat an action, e.g., pats the table and tries to pat it again ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.1. | Concept Development |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.1.1. | Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships. |
| STANDARD | CD.1.1.2. | 7 months to 18 months: Children begin to recognize object characteristics, and build awareness of simple concepts through interactions and exploration. |
| EXPECTATION | CD.1.1.2.3. | Identifies and indicates objects and people in pictures, e.g., points ReadyRosie Do You See Me? |
| EXPECTATION | CD.1.1.2.4. | Focuses attention on objects, people, and sounds for increasing amounts of time ReadyRosie Do You See Me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.2. | Memory |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.2.1. | Children demonstrate the ability to acquire, store, recall, and apply past experiences. |
| STANDARD | CD.2.1.2. | 7 months to 18 months: Children remember familiar people, routines, actions, places, and objects. |
| EXPECTATION | CD.2.1.2.4. | Anticipates what event comes next in his or her daily routine, e.g., sits down for a morning snack after a music activity ReadyRosie How do I get my child to______? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.3. | Spatial Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.3.1. | Children demonstrate an awareness of how objects and people move and fit in space. |
| STANDARD | CD.3.1.1. | Birth to 9 months: Children use observation and sensory exploration to begin building an understanding of how objects and people move in relationship to each other. |
| EXPECTATION | CD.3.1.1.2. | Reaches and grasps for objects ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| EXPECTATION | CD.3.1.1.3. | Explores through the use of different senses, e.g., begins to mouth and/or pat objects ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.3. | Spatial Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.3.1. | Children demonstrate an awareness of how objects and people move and fit in space. |
| STANDARD | CD.3.1.2. | 7 months to 18 months: Children begin to use trial and error in discovering how objects and people move and fit in relationship to each other. |
| EXPECTATION | CD.3.1.2.2. | Begins to identify physical obstacles and possible solutions when moving around, e.g., crawls around a chair instead of under it ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | CD.3.1.2.3. | Drops objects such as toys and watches them move ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | CD.3.1.2.4. | Discriminates between small and large objects, e.g., uses one hand or two hands in a variety of ways ReadyRosie Grasp and Grab Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.4. | Symbolic Thought |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.4.1. | Children demonstrate the understanding of concepts, experiences, and ideas through symbolic representation. |
| STANDARD | CD.4.1.1. | Birth to 9 months: Children use observation, exploration, and social interaction to learn about objects, actions, and people. |
| EXPECTATION | CD.4.1.1.1. | Uses senses to explore objects, e.g., observes, mouths, touches ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| EXPECTATION | CD.4.1.1.2. | Interacts with caregiver(s) and the environment 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? |
| EXPECTATION | CD.4.1.1.5. | Locates an object that has been partially hidden ReadyRosie Do You See Me? Supported Standing |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.5. | Creative Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.5.1. | Children demonstrate the ability to convey ideas and emotions through creative expression. |
| STANDARD | CD.5.1.1. | Birth to 9 months: Children build the beginnings of creative expression through everyday interactions with their caregivers. |
| EXPECTATION | CD.5.1.1.1. | Actively explores sensory objects in the environment ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | CD.5.1.1.2. | Participates in interactions with caregiver(s), e.g., observes, smiles, coos 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? |
| EXPECTATION | CD.5.1.1.3. | Demonstrates interest in sounds, songs, music, and colors 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? |
| EXPECTATION | CD.5.1.1.4. | Listens and moves to music ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | CD.5.1.1.5. | Manipulates objects, e.g., turns, shakes, bangs ReadyRosie Grasp and Grab Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.5. | Creative Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.5.1. | Children demonstrate the ability to convey ideas and emotions through creative expression. |
| STANDARD | CD.5.1.2. | 7 months to 18 months: Children increasingly engage with their caregiver(s) and show enjoyment in activities and interactions that focus on music, movement, building, and play. |
| EXPECTATION | CD.5.1.2.1. | Enjoys familiar songs and word 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? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.6. | Logic & Reasoning |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.6.1. | Children demonstrate the ability to use knowledge, previous experiences, and trial and error to make sense of and impact their world. |
| STANDARD | CD.6.1.1. | Birth to 9 months: Children begin to build awareness and use simple actions to have an impact on objects and people in their environment. |
| EXPECTATION | CD.6.1.1.1. | Uses nonverbal and verbal communication to generate responses from caregiver(s), e.g., coos, reaches laughs 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? |
| EXPECTATION | CD.6.1.1.3. | Looks for and finds an object that has fallen ReadyRosie Do You See Me? Supported Standing |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.7. | Quantity & Numbers |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.7.1. | Children demonstrate awareness of quantity, counting, and numeric competencies. |
| STANDARD | CD.7.1.1. | Birth to 9 months: Children are developing an understanding of quantity and number concepts as they explore and interact with objects and people in their everyday environment. |
| EXPECTATION | CD.7.1.1.1. | Uses sounds and body language to signal for more, e.g., begins to cry when finishing a bottle of milk and is still hungry ReadyRosie Behavior is a form of communication |
| EXPECTATION | CD.7.1.1.2. | Explores objects one at a time, e.g., mouths one toy and drops it to grab hold of another, or drops toys in a container ReadyRosie Table Taps |
| EXPECTATION | CD.7.1.1.3. | Expresses desire for more through facial cues, sounds, gestures, and actions, e.g., bangs, opens mouth, points, reaches ReadyRosie Behavior is a form of communication |
| EXPECTATION | CD.7.1.1.4. | Holds on to more than one object at a time, e.g., grasps a rattle in one hand, and reaches for block ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.7. | Quantity & Numbers |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.7.1. | Children demonstrate awareness of quantity, counting, and numeric competencies. |
| STANDARD | CD.7.1.2. | 7 months to 18 months: Children begin to identify that there are different quantities of objects and people, and may attempt to match quantities with numbers through the use of words, symbols, and gestures. |
| EXPECTATION | CD.7.1.2.2. | Imitates counting, e.g., climbs stairs and mimics “one, two” ReadyRosie Table Taps |
| EXPECTATION | CD.7.1.2.3. | Uses nonverbal and verbal communication to express more complex concepts, e.g., “some,” “again,” “all done” ReadyRosie Table Taps Two on Me and You |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.8. | Science Concepts & Exploration |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.8.1. | Children demonstrate a basic awareness of and use scientific concepts. |
| STANDARD | CD.8.1.1. | Birth to 9 months: Children use social interactions along with their five senses to discover and explore the world around them. |
| EXPECTATION | CD.8.1.1.2. | Engages in social interactions with familiar 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? |
| EXPECTATION | CD.8.1.1.3. | Actively explores new objects found in the environment, e.g., mouths, pats, grasps ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | CD.8.1.1.4. | Uses all of his or her senses to explore and discover new things, e.g., reaches out to touch rain or snow ReadyRosie Bath Time Fun Table Taps Touch and Taste Two on Me and You |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.8. | Science Concepts & Exploration |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.8.1. | Children demonstrate a basic awareness of and use scientific concepts. |
| STANDARD | CD.8.1.2. | 7 months to 18 months: Children use all of their five senses to purposefully collect and act on information received through interactions with their environment. |
| EXPECTATION | CD.8.1.2.1. | Actively explores objects and experiences their properties through the different senses, e.g., color, texture, weight, taste ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | CD.8.1.2.3. | Experiments with different textures found in the outside environment, e.g., runs fingers through dirt, crumbles dry leaves ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.9. | Safety & Well-Being |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.9.1. | Children demonstrate the emerging ability to recognize risky situations and respond accordingly. |
| STANDARD | CD.9.1.1. | Birth to 9 months: Children first rely on their natural reflexes to signal basic survival needs to their caregiver(s). Toward the end of this age period, an emerging awareness in their own bodies and trust in their caregiver(s) support children in meeting needs and protecting them in uncertain and potentially unsafe situations. |
| EXPECTATION | CD.9.1.1.3. | Demonstrates interest in own body, e.g., stares at hands, mouths feet, pokes at belly button ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | CD.9.1.1.4. | Uses physical movements to explore environment, e.g., reaching, sitting, rolling ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs Supported Sitting |
| EXPECTATION | CD.9.1.1.5. | Demonstrates trust in caregiver(s), e.g., reaches for adult, comforted when soothed, looks for caregiver in novel situations 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.CD. | COGNITIVE DEVELOPMENT |
| LEARNING STANDARD / DISCIPLINE | CD.9. | Safety & Well-Being |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.9.1. | Children demonstrate the emerging ability to recognize risky situations and respond accordingly. |
| STANDARD | CD.9.1.2. | 7 months to 18 months: Children’s increasing physical abilities allow them to explore new ways of interacting with the environment around them. Motivated by these new skills, children take risks to explore and learn, and demonstrate through nonverbal and verbal communication trust in their caregiver(s) to keep them safe. |
| EXPECTATION | CD.9.1.2.1. | Uses social referencing to assess uncertain situations, e.g., looks at a caregiver for social cues as to whether or not to proceed ReadyRosie That's My Name |
| EXPECTATION | CD.9.1.2.3. | Responds to cues from caregiver in uncertain and unsafe situations ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | CD.9.1.2.5. | Responds to warnings and changes in tone of voice; needs assistance and redirection to stop unsafe behavior, e.g., looks up after hearing a stern “no” but does not necessarily stop the behavior or action ReadyRosie How can I get my child to listen to me? Tips for storytelling: Using your voice |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.1. | Curiosity & Initiative |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.1.1. | Children demonstrate interest and eagerness in learning about their world. |
| STANDARD | AL.1.1.1. | Birth to 9 months: Children are discovering the world through exploration and social interaction. Children react with special interest to new objects, people, and experiences. |
| EXPECTATION | AL.1.1.1.1. | Observes the environment and people; tracks a toy as it moves from one point to another ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.1.1.1.2. | Shows interest in him- or herself, e.g., gazes at hands, places feet in mouth ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| EXPECTATION | AL.1.1.1.3. | Actively explores new objects found in the environment, e.g., touches, pats, and mouths ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Table Taps Touch and Taste Which Toy? |
| EXPECTATION | AL.1.1.1.4. | Attempts to initiate interaction with others, e.g., smiles, reaches for a caregiver 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? |
| EXPECTATION | AL.1.1.1.5. | Participates in joint attention with caregiver(s), e.g., focuses on the same object ReadyRosie That's My Name |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.1. | Curiosity & Initiative |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.1.1. | Children demonstrate interest and eagerness in learning about their world. |
| STANDARD | AL.1.1.2. | 7 months to 18 months: Children’s newly acquired physical control allows them to explore and initiate interactions in a more purposeful and meaningful manner. |
| EXPECTATION | AL.1.1.2.1. | Demonstrates an interest in new objects by manipulating and turning the object ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.1.1.2.2. | Uses familiar objects in new ways, e.g., places a toy basket on head ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.1.1.2.3. | Moves toward a new activity by crawling or walking ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.1.1.2.5. | Engages familiar adults in meaningful interactions, e.g., points to favorite toy, brings a book over to be read 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.2. | Problem Solving |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.2.1. | Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges. |
| STANDARD | AL.2.1.1. | Birth to 9 months: Children are building the foundation for problem solving through active exploration and social interaction. |
| EXPECTATION | AL.2.1.1.1. | Focuses on getting a caregiver’s attention through the use of sounds, cries, gestures, and facial expressions ReadyRosie Snuggle Close That's My Name |
| EXPECTATION | AL.2.1.2.3. | Communicates the need for assistance through verbal and/or nonverbal cues, e.g., pointing, reaching, vocalizing ReadyRosie How can I get my child to listen to me? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.2. | Problem Solving |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.2.1. | Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges. |
| STANDARD | AL.2.1.2. | 7 months to 18 months: Children begin to discover that certain actions and behaviors can be solutions to challenges and obstacles they encounter. Children also recognize how to engage their caregiver(s) to assist in managing these challenges. |
| EXPECTATION | AL.2.1.2.1. | Repeats actions over and over again to figure out how an object works ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | AL.2.1.2.3. | Attempts a variety of physical strategies to reach simple goals, e.g., pulls the string of a toy train to move it closer or crawls to get a ball that has rolled away ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.3. | Confidence & Risk-Taking |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.3.1. | Children demonstrate a willingness to participate in new experiences and confidently engage in risk-taking. |
| STANDARD | AL.3.1.1. | Birth to 9 months: Children begin to build confidence through the everyday interactions they experience with their caregivers. These interactions form special relationships, which in turn build the “secure base” for children to take risks and try new experiences. |
| EXPECTATION | AL.3.1.1.2. | Explores new objects with eagerness, e.g., squeals and/or squeezes a toy ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.3.1.1.3. | Uses different approaches for accomplishing a simple task, e.g., reaching, kicking, vocalizing ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.3.1.1.4. | Attempts new skills on his or her own while “checking in” with a familiar adult, e.g., a new crawler begins to move, then turns toward the caregiver for reassurance before crawling away 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 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.3. | Confidence & Risk-Taking |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.3.1. | Children demonstrate a willingness to participate in new experiences and confidently engage in risk-taking. |
| STANDARD | AL.3.1.2. | 7 months to 18 months: Children begin to use their developing confidence to engage in simple risk-taking behavior as they physically explore their environment in the context of a secure relationship. |
| EXPECTATION | AL.3.1.2.1. | Begins to take great risks with little regard for danger, e.g., lunging off a couch to reach for an object ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.3.1.2.2. | Becomes more intentional and confident when playing and interacting, e.g., grabs, pushes, throws 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? |
| EXPECTATION | AL.3.1.2.3. | Uses trial and error to solve a problem, e.g., tries different angles when attempting to place a shape in a shape sorter ReadyRosie Do You See Me? Supported Standing |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.4. | Persistence, Effort, & Attentiveness |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.4.1. | Children demonstrate the ability to remain engaged in experiences and develop a sense of purpose and follow-through. |
| STANDARD | AL.4.1.1. | Birth to 9 months: Children observe, explore, attend and interact with the world around them. |
| EXPECTATION | AL.4.1.1.1. | Establishes and sustains eye contact with caregiver(s) ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXPECTATION | AL.4.1.1.2. | Focuses attention on sounds, people, and objects ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.4. | Persistence, Effort, & Attentiveness |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.4.1. | Children demonstrate the ability to remain engaged in experiences and develop a sense of purpose and follow-through. |
| STANDARD | AL.4.1.2. | 7 months to 18 months: Children begin to become more persistent in interacting with people, exploring objects, and accomplishing tasks. While their ability to sustain attention increases, they are still easily distracted by other objects and events in the environment. |
| EXPECTATION | AL.4.1.2.1. | Participates in back-and-forth interactions, e.g., plays peek-a-boo with an adult 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.5. | Creativity, Inventiveness, & Imagination |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.5.1. | Children demonstrate the ability to use creativity, inventiveness, and imagination to increase their understanding and knowledge of the world. |
| STANDARD | AL.5.1.1. | Birth to 9 months: Children observe and interact with their surrounding environment, and begin to build the skills needed to manipulate objects and materials in different ways. |
| EXPECTATION | AL.5.1.1.1. | Observes materials, objects, and people with curiosity ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.5.1.1.2. | Actively explores new objects found in the environment by touching, patting, and mouthing ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | AL.5.1.1.3. | Reaches for objects in close proximity ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| EXPECTATION | AL.5.1.1.4. | Imitates sounds, movements, and facial expressions, e.g., moves body up and down after caregiver initially moves in that manner ReadyRosie I can't sing. How can I sing to my baby? Snuggle Close |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC1.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.5. | Creativity, Inventiveness, & Imagination |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.5.1. | Children demonstrate the ability to use creativity, inventiveness, and imagination to increase their understanding and knowledge of the world. |
| STANDARD | AL.5.1.2. | 7 months to 18 months: Children first begin using most objects and materials for their intended use. As they develop, children begin to experiment with using these objects and materials in new and unexpected ways. |
| EXPECTATION | AL.5.1.2.3. | Spends increasing amounts of time exploring and learning about objects, e.g., will attend to a new toy for longer periods of time in order to make sense of it ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.5.1.2.4. | Begins to use objects in new and unexpected ways, e.g., places a basket on head ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | AL.5.1.2.5. | Imitates actions of other people in a playful manner, e.g., wags finger at baby doll and say, “no, no, no” ReadyRosie Itsy Bitsy Spider Motions |
| Illinois Learning Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.1. | Physiological Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.1.1. | Children demonstrate the emerging ability to regulate their physical processes in order to meet both their internal needs and external demands in accordance with social and cultural contexts. |
| STANDARD | SR.1.1.1. | 16 months to 24 months: Children have established basic, consolidated patterns in sleep/wake, feeding, and elimination functions. Children use nonverbal and verbal communication to signal needs to caregiver(s) for support in regulating. Children also begin to manage internal and external stimuli. |
| EXPECTATION | SR.1.1.1.3. | Communicates needs with one or two words, e.g., says or gestures “milk” for “I want milk” ReadyRosie Behavior is a form of communication Snack Time Speech |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.2. | Emotional Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.2.1. | Children demonstrate the emerging ability to identify and manage the expression of emotion in accordance with social and cultural contexts. |
| STANDARD | SR.2.1.1. | 16 months to 24 months: Children begin to recognize a specific range of emotions and manage their emotions through both the use of advanced soothing strategies and the use of their caregiver. |
| EXPECTATION | SR.2.1.1.1. | Uses caregiver’s facial cues and body language to assist in novel and uncertain situations, e.g., sees a dog for the first time and uses the adult’s smile as a cue to cautiously pat the dog ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SR.2.1.1.2. | Uses play to sort out feelings and gain control over them, e.g., projects feeling onto an object, grasps a ball and hugs it tightly to chest when excited ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | SR.2.1.1.3. | Uses verbal and nonverbal communication to signal the need for their caregiver, e.g., calls by name, crawls into a familiar adult’s lap ReadyRosie Behavior is a form of communication Snack Time Speech |
| EXPECTATION | SR.2.1.1.4. | Names some emotions, e.g., “me sad” ReadyRosie Reading Emotions |
| EXPECTATION | SR.2.1.1.5. | Begins to use “private speech” in order to assist in regulating their emotions, e.g., utters “bear, where is bear” to self ReadyRosie How should I handle temper tantrums? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.3. | Attention Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.3.1. | Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts. |
| STANDARD | SR.3.1.1. | 16 months to 24 months: Children begin to focus and attend for longer periods of time, in particular while engaged in self-created and goal-directed play. Children also have an increased internal capacity to organize and plan while attending and focusing. |
| EXPECTATION | SR.3.1.1.1. | Works to find solutions to simple problems and/or obstacles, e.g., attempts to climb onto a piece of furniture in order to retrieve a toy ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | SR.3.1.1.2. | Works on solving increasingly difficult activities, e.g., attempts to solve a simple, three-piece puzzle ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.4. | Behavior Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.4.1. | Children demonstrate the emerging ability to manage and adjust behaviors in accordance with social and cultural contexts. |
| STANDARD | SR.4.1.1. | 16 months to 24 months: Children may be able to demonstrate limited self-control over behavior by responding to cues found in the environment. Children also begin to use more complex strategies to help manage feelings of impulsivity. |
| EXPECTATION | SR.4.1.1.2. | Communicates “no” to self when reaching for forbidden objects ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | SR.4.1.1.3. | Begins to respond to caregiver’s cues and modifies behavior, e.g., does not touch the forbidden object, once recognizing the caregiver is discouraging the action ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.1. | Attachment Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.1.1. | Children form secure attachment relationships with caregivers who are emotionally available, responsive, and consistent in meeting their needs. |
| STANDARD | SED.1.1.1. | 16 months to 24 months: Children begin to use nonverbal and verbal communication to connect and reconnect with their attachment figure. |
| EXPECTATION | SED.1.1.1.2. | Uses imitation and pretend play to make sense of relationships, e.g., uses a toy to “brush” hair, or feeds and rocks a doll ReadyRosie Bear Bath Tea Party |
| EXPECTATION | SED.1.1.1.3. | Plays physically farther away from primary caregiver with increasing confidence; moves closer as needed ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SED.1.1.1.4. | Seeks physical closeness when distressed ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.2. | Emotional Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.2.1. | Children demonstrate an awareness of and the ability to identify and express emotions. |
| STANDARD | SED.2.1.1. | 16 months to 24 months: Children continue to experience a wide range of emotions (e.g., affection, frustration, fear, anger, sadness). At this point in development, children will express and act on impulses, but begin to learn skills from their caregiver(s) on how to control their emotional expression. |
| EXPECTATION | SED.2.1.1.3. | Attempts to use a word to describe feelings to a familiar adult ReadyRosie Reading Emotions |
| EXPECTATION | SED.2.1.1.4. | Expresses wonder and delight while exploring the environment and engaging others ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.3. | Relationship with Adults |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.3.1. | Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults. |
| STANDARD | SED.3.1.1. | 16 months to 24 months: Children actively seek out familiar adults and begin to show an interest in adult tasks and roles. |
| EXPECTATION | SED.3.1.1.2. | Seeks adult assistance with challenges but may refuse help and say “no” ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED.3.1.1.3. | Responds to guidance, e.g., places the shape into the shape sorter after caregiver demonstrates how to ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED.3.1.1.4. | Imitates a familiar adult‘s actions, e.g., waves hands around while pretending to talk on the phone after seeing caregiver make those same actions ReadyRosie Bear Bath Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.4. | Self-Concept |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.4.1. | Children develop identity of self. |
| STANDARD | SED.4.1.1. | 16 months to 24 months: Children become aware of themselves as distinct from others both physically and emotionally. During this period, children often struggle with the balance of being independent and needing nurturing from their caregiver(s). |
| EXPECTATION | SED.4.1.1.2. | Able to express his or her name ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED.4.1.1.3. | Refers to self with gestures and language ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED.4.1.1.4. | Demonstrates understanding and use of concepts through words such as “mine,” “me,” and “you” ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED.4.1.1.5. | Points to self in images and other types of media ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED.4.1.1.6. | Frequently tests limits ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | SED.4.1.1.7. | Asks for help from familiar adults but may begin to attempt to complete tasks autonomously ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail How can I get my child to listen to me? How should I handle temper tantrums? Take Along Toy Tube Chute Walk the Line |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.5. | Relationship with Peers |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.5.1. | Children demonstrate the desire and develop the ability to engage and interact with other children. |
| STANDARD | SED.5.1.1. | 16 months to 24 months: As play and communication matures; children begin to seek out interactions with peers. |
| EXPECTATION | SED.5.1.1.1. | Gestures in order to communicate a desire to play near a peer ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | SED.5.1.1.3. | Expresses frustration when another child takes something away from him or her, e.g., a toy ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | SED.5.1.1.4. | Begins to engage in simple reciprocal interactions, e.g., rolls a ball back and forth ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.6. | Empathy |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.6.1. | Children demonstrate an emerging ability to understand someone else’s feelings and to share in the emotional experiences of others. |
| STANDARD | SED.6.1.1. | 16 months to 24 months: Children begin to notice different emotions that other children are expressing and may begin to respond to these emotions. |
| EXPECTATION | SED.6.1.1.2. | Recognizes some of his or her own emotions, e.g., grab a comfort object when sad ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | SED.6.1.1.3. | Demonstrates awareness of different emotions and feelings during play, e.g., rocks a baby doll and whispers “shhh” ReadyRosie Bear Bath Reading Emotions Tea Party |
| EXPECTATION | SED.6.1.1.4. | Shares in and communicates simple emotions of others, e.g., “mama sad”, “papa happy” ReadyRosie Reading Emotions |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.1. | Gross Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.1.1. | Children demonstrate strength, coordination, and controlled use of large muscles. |
| STANDARD | PDH.1.1.1. | 16 months to 24 months: Children now have gained more control over their movements and begin to explore different ways they can move their bodies. |
| EXPECTATION | PDH.1.1.1.2. | Holds objects or toys while walking, e.g., pulls a car by a string while walking around the room ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | PDH.1.1.1.3. | Kicks and attempts to catch a ball ReadyRosie Baby Basketball Kick With Me |
| EXPECTATION | PDH.1.1.1.4. | Rides a toy by using his or her hands or feet ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.2. | Fine Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.2.1. | Children demonstrate the ability to coordinate their small muscles in order to move and control objects. |
| STANDARD | PDH.2.1.1. | 16 months to 24 months: Children begin to coordinate their movements when using their small muscles and begin to manipulate various types of objects. |
| EXPECTATION | PDH.2.1.1.1. | Attempts to fold various types of materials, e.g., paper, baby blanket ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXPECTATION | PDH.2.1.1.2. | Uses baby sign to communicate various concepts, e.g., “all done,” “more,” “water” ReadyRosie Snack Time Speech |
| EXPECTATION | PDH.2.1.1.3. | Uses simple tools, e.g., scooper to scoop sand or water, crayon for scribbling ReadyRosie Color with Me |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.PDH. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PDH.4. | Self-Care |
| DESCRIPTOR / CONTENT DISCIPLINE | PDH.4.1. | Children demonstrate the desire and ability to participate in and practice self-care routines. |
| STANDARD | PDH.4.1.1. | 16 months to 24 months: Children become active participants in addressing their own self-care needs with the support of the caregiver. |
| EXPECTATION | PDH.4.1.1.1. | Feeds self with assistance ReadyRosie Snack Time Speech |
| EXPECTATION | PDH.4.1.1.2. | Starts to indicate needs with gestures or a word, e.g., tugs diaper when wet, says “milk” when thirsty ReadyRosie Behavior is a form of communication Snack Time Speech |
| EXPECTATION | PDH.4.1.1.4. | Attempts to brush teeth with support ReadyRosie Brush, Baby, Brush |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.1. | Social Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.1.1. | Children demonstrate the ability to engage with and maintain communication with others. |
| STANDARD | LDC.1.1.1. | 16 months to 24 months: Children increase their capacity for complex interactions as they use a greater number of words and actions, in addition to better understanding the rules of conversational turn-taking. |
| EXPECTATION | LDC.1.1.1.1. | Engages in short back-and-forth interactions with familiar others using verbal and nonverbal communication, e.g., says or signs “more” after each time a caregiver completes an action the child is enjoying ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music Snack Time Speech This or That |
| EXPECTATION | LDC.1.1.1.2. | Initiates and engages in social interaction with simple words and actions ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| EXPECTATION | LDC.1.1.1.3. | Connects gestures and/or sounds to comment about a familiar object, e.g., makes a crying sound after the caregiver hugs a baby doll and says, “Hush, baby” ReadyRosie Behavior is a form of communication Tea Party Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | LDC.1.1.1.5. | Demonstrates an understanding of turn-taking in conversations, e.g., asks and answers simple questions ReadyRosie Why should we tell family stories? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.2. | Receptive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.2.1. | Children demonstrate the ability to comprehend both verbal and nonverbal communication. |
| STANDARD | LDC.2.1.1. | 16 months to 24 months: Children begin to demonstrate a complex understanding of meaning in words, facial expressions, gestures, and pictures. |
| EXPECTATION | LDC.2.1.1.2. | Understands simple commands and questions and can follow two-step requests with the support of gestures and prompting ReadyRosie Choosing Clothes Talk and Play Why should we tell family stories? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.3. | Expressive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.3.1. | Children demonstrate the ability to understand and convey thoughts through both nonverbal and verbal expression. |
| STANDARD | LDC.3.1.1. | 16 months to 24 months: Children continue to experiment with language and expand their vocabulary as they begin to speak in two-word utterances. |
| EXPECTATION | LDC.3.1.1.1. | Uses more words than gestures when speaking ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| EXPECTATION | LDC.3.1.1.3. | Has a vocabulary of approximately 80 words ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.4. | Early Literacy |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.4.1. | Children demonstrate interest in and comprehension of printed materials. |
| STANDARD | LDC.4.1.1. | 16 months to 24 months: Children begin to demonstrate an understanding of printed words and materials. |
| EXPECTATION | LDC.4.1.1.1. | Turns the pages of a board book, one by one ReadyRosie Look at the Book |
| EXPECTATION | LDC.4.1.1.2. | Points to familiar pictures and actions in books ReadyRosie Reading Emotions |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.1. | Concept Development |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.1.1. | Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships. |
| STANDARD | CD.1.1.1. | 16 months to 24 months: Children begin to understand object representation and begin to use verbal and nonverbal communication with object use. |
| EXPECTATION | CD.1.1.1.1. | Pretends to use objects in their intended manner, e.g., holds a play phone to ear and engages in a conversation by babbling ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD.1.1.1.3. | Uses an object to represent another during play, e.g., uses block as a phone ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD.1.1.1.4. | Begins to identify characteristics of the object, e.g., “red ball” ReadyRosie Big and Little Color Toys Find a Match |
| EXPECTATION | CD.1.1.1.5. | With assistance, groups a few objects by similar characteristics, e.g., color, shape, or size ReadyRosie Big and Little Color Toys Find a Match |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.2. | Memory |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.2.1. | Children demonstrate the ability to acquire, store, recall, and apply past experiences. |
| STANDARD | CD.2.1.1. | 16 months to 24 months: Children recognize and anticipate the series of steps in familiar activities. |
| EXPECTATION | CD.2.1.1.1. | Remembers several steps in familiar routines and carries out these routines with little or no prompting 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 |
| EXPECTATION | CD.2.1.1.2. | Recalls an event in the past, e.g., a special visitor, or a friend’s birthday party ReadyRosie Big and Little Buried Treasure Shoe Search |
| EXPECTATION | CD.2.1.1.3. | Searches for objects in different places ReadyRosie Big and Little Buried Treasure Shoe Search |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.3. | Spatial Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.3.1. | Children demonstrate an awareness of how objects and people move and fit in space. |
| STANDARD | CD.3.1.1. | 16 months to 24 months: Children have a clearer sense of size and direction and use this knowledge to expand their understanding of how objects move and fit in relationship to each other. |
| EXPECTATION | CD.3.1.1.3. | Recognizes the proper direction of objects, e.g., will turn over an upside-down cup ReadyRosie Kick With Me |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.4. | Symbolic Thought |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.4.1. | Children demonstrate the understanding of concepts, experiences, and ideas through symbolic representation. |
| STANDARD | CD.4.1.1. | 16 months to 24 months: Children demonstrate the beginning of symbolic thinking as they start to label objects in everyday life. Children also use more complex social interactions and engage in imaginary play to make sense of the world around them. |
| EXPECTATION | CD.4.1.1.1. | Pretends one object is really another by using substitution, e.g., a napkin for a baby’s diaper ReadyRosie Bear Bath Tea Party |
| EXPECTATION | CD.4.1.1.2. | Finds objects after they are hidden in close proximity ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | CD.4.1.1.3. | Engages in pretend play with familiar objects and experiences, e.g., places baby doll in stroller and pushes the stroller ReadyRosie Bear Bath Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.5. | Creative Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.5.1. | Children demonstrate the ability to convey ideas and emotions through creative expression. |
| STANDARD | CD.5.1.1. | 16 months to 24 months: Children continue to show increasing ability as they engage with their caregiver(s) in music, movement, building, and play activities. |
| EXPECTATION | CD.5.1.1.1. | Imitates basic movements during an activity, e.g., places beanbag on head ReadyRosie Baby Basketball |
| EXPECTATION | CD.5.1.1.2. | Engages in more intricate pretend play, e.g., uses a toy banana as a phone ReadyRosie Bear Bath Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.6. | Logic & Reasoning |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.6.1. | Children demonstrate the ability to use knowledge, previous experiences, and trial and error to make sense of and impact their world. |
| STANDARD | CD.6.1.1. | 16 months to 24 months: Children understand how purposeful and select actions can affect different objects and people. Children also begin to connect objects and ideas based on repetition and experience. |
| EXPECTATION | CD.6.1.1.1. | Repeats actions over and over to cause desired effect, e.g., dumps out a bucket and refills it with objects ReadyRosie Dump and Pick Up |
| EXPECTATION | CD.6.1.1.4. | Begins to understand certain behaviors are related to certain contexts, e.g., behaves differently at childcare than at home ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.9. | Safety & Well-Being |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.9.1. | Children demonstrate the emerging ability to recognize risky situations and respond accordingly. |
| STANDARD | CD.9.1.1. | 16 months to 24 months: Children begin to build a basic understanding of their physical limits and unsafe situations. Children are still motivated to interact and explore the environment with little regard to risks, and continue to rely on caregiver(s) to help manage their impulses. |
| EXPECTATION | CD.9.1.1.1. | Understands when “no” and “stop” is communicated through either words or gestures ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | CD.9.1.1.2. | Responds to warnings and begins to change behavior accordingly, e.g., moves away from the outlet after caregiver communicates “no” ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | CD.9.1.1.3. | Seeks comfort when fearful ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | CD.9.1.1.4. | Imitates adults’ actions during play, e.g., tells baby doll “no touch” when walking by the pretend stove ReadyRosie Bear Bath Tea Party |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.1. | Curiosity & Initiative |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.1.1. | Children demonstrate interest and eagerness in learning about their world. |
| STANDARD | AL.1.1.1. | 16 months to 24 months: Children become increasingly curious about new experiences and activities that include peers and adults; they begin to interact and seek involvement with others. |
| EXPECTATION | AL.1.1.1.1. | Demonstrates an interest in new activities and a willingness to try out new experiences ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL.1.1.1.3. | Initiates play with others, e.g., a grandparent, sibling, or teacher ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXPECTATION | AL.1.1.1.4. | Experiments with different ways to use materials and objects ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.2. | Problem Solving |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.2.1. | Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges. |
| STANDARD | AL.2.1.1. | 16 months to 24 months: Children have an enhanced capacity to solve challenges they encounter through the use of objects and imitation. Children may take on a more autonomous role during this stage, yet, reach out to caregiver(s) in most instances. |
| EXPECTATION | AL.2.1.1.2. | Increases ability to recognize and solve problems through active exploration, play, and trial and error, e.g., tries inserting a shape at different angles to make it fit in a sorter ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL.2.1.1.3. | Uses objects in the environment to solve problems, e.g., use a pail to move numerous books to the other side of the room ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXPECTATION | AL.2.1.1.4. | Uses communication to solve problems, e.g., runs out of glue during an art project and gestures to a caregiver for more ReadyRosie Behavior is a form of communication Snack Time Speech |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.3. | Confidence & Risk-Taking |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.3.1. | Children demonstrate a willingness to participate in new experiences and confidently engage in risk-taking. |
| STANDARD | AL.3.1.1. | 16 months to 24 months: Children increase their confidence in the context of a secure relationship, and begin to engage in more complex tasks and seek out new situations. |
| EXPECTATION | AL.3.1.1.1. | Plays and explores farther away from attachment figure; continues to “check in” for reassurance, e.g., plays across the room and glances toward caregiver, then re-engages in playing ReadyRosie Behavior is a form of communication Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tips for bonding with your baby Tube Chute Walk the Line You are your child's first teacher |
| EXPECTATION | AL.3.1.1.2. | Seeks out assistance and reassurance from familiar others ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | AL.3.1.1.3. | Demonstrates confidence in abilities and achievements, e.g., cheers or claps when accomplishing a goal such as completing a simple puzzle ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | AL.3.1.1.4. | Joins in a new activity after cautiously observing at first ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.4. | Persistence, Effort, & Attentiveness |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.4.1. | Children demonstrate the ability to remain engaged in experiences and develop a sense of purpose and follow-through. |
| STANDARD | AL.4.1.1. | 16 months to 24 months: Children increase their ability to remain focused on goal-oriented tasks. At this stage, persistence is evidenced by the process the child engages in to discover how to accomplish the goal, instead of by the end result. |
| EXPECTATION | AL.4.1.1.1. | Focuses for longer periods of time on activities ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | AL.4.1.1.4. | Demonstrates a preference for activities, e.g., reads with a caregiver, plays at the sand table, prefers to sit by certain caregivers ReadyRosie Choosing Clothes This or That |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC2.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.5. | Creativity, Inventiveness, & Imagination |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.5.1. | Children demonstrate the ability to use creativity, inventiveness, and imagination to increase their understanding and knowledge of the world. |
| STANDARD | AL.5.1.1. | 16 months to 24 months: Children begin to expand how they use creativity, imagination, and inventiveness through the use of symbolic representation in play. |
| EXPECTATION | AL.5.1.1.1. | Pretends one object is really another by using substitution, e.g., using a toy car to brush hair ReadyRosie Bear Bath Tea Party |
| EXPECTATION | AL.5.1.1.2. | Engages in pretend play with familiar objects and experiences, e.g., places baby doll in stroller and pushes the stroller ReadyRosie Bear Bath Tea Party |
| EXPECTATION | AL.5.1.1.3. | Engages familiar adults in pretend play, e.g., hands the adult a play cup and pretends to pour “tea” into it ReadyRosie Bear Bath Choosing Clothes How can I make music part of our day? Move to to the Music Tea Party This or That |
| EXPECTATION | AL.5.1.1.4. | Communicates in creative ways, e.g., plays with words by rhyming, chanting, or making up songs; uses movement and dance 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? |
| Illinois Learning Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.1. | Physiological Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.1.1. | Children demonstrate the emerging ability to regulate their physical processes in order to meet both their internal needs and external demands in accordance with social and cultural contexts. |
| STANDARD | SR.1.1.1. | 21 months to 36 months: Children begin to independently manage functions of feeding, sleeping, waking, and eliminating with some support from their caregiver(s). Children can now manage and begin to discriminate internal and external stimuli. |
| EXPECTATION | SR.1.1.1.3. | Recognizes patterns throughout the day, e.g., grab a pillow and blanket after lunch, when it is nap time ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | SR.1.1.1.4. | Communicates needs more thoroughly, e.g., “I am hungry” ReadyRosie Behavior is a form of communication Tempted to Talk |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.2. | Emotional Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.2.1. | Children demonstrate the emerging ability to identify and manage the expression of emotion in accordance with social and cultural contexts. |
| STANDARD | SR.2.1.1. | 21 months to 36 months: While children still need support from a caregiver, they are able to better manage their emotions and can sustain regulation as they begin to discriminate which skills and strategies to apply in different situations. |
| EXPECTATION | SR.2.1.1.1. | Communicates wants and needs verbally, e.g. “pick me up” ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION | SR.2.1.1.2. | Engages in pretend play to manage uncertainty and fear, e.g., plays doctor and gives someone a “shot” ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | SR.2.1.1.3. | Seeks caregiver support when feeling overwhelmed by emotion; may reject support as well ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | SR.2.1.1.5. | Holds on to a special object during certain times of the day, e.g., blanket, picture, book, stuffed toy ReadyRosie How should I handle temper tantrums? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.3. | Attention Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.3.1. | Children demonstrate the emerging ability to process stimuli, focus and sustain attention, and maintain engagement in accordance with social and cultural contexts. |
| STANDARD | SR.3.1.1. | 21 months to 36 months: Children begin to attend to, engage in, and transition between multiple activities or interactions at a time. Children also have an increased internal capacity to discriminate and strategize while focusing and attending, and can remain focused for longer periods of time. |
| EXPECTATION | SR.3.1.1.1. | Attention expands and stays focused on an activity or object even when distractions are present ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | SR.3.1.1.5. | Transitions between what he or she is engaged in and what is happening in the background, e.g., makes a comment in regard to a conversation happening between another child and adult, while engaged in completing a puzzle ReadyRosie Nesting Bowls Stuck on You Tell Me About It! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SR. | SELF-REGULATION |
| LEARNING STANDARD / DISCIPLINE | SR.4. | Behavior Regulation |
| DESCRIPTOR / CONTENT DISCIPLINE | SR.4.1. | Children demonstrate the emerging ability to manage and adjust behaviors in accordance with social and cultural contexts. |
| STANDARD | SR.4.1.1. | 21 months to 36 months: Children demonstrate some limited self-control over their behavior without adult intervention or prompting. Children have knowledge of a wide range of expected behaviors and can manage some of those expectations. Children also have an increased capacity to recognize when they need their caregiver to help regulate instead of relying on their own self-regulation strategies. |
| EXPECTATION | SR.4.1.1.1. | Increases the use of private speech in everyday play and interactions ReadyRosie How can I make music part of our day? |
| EXPECTATION | SR.4.1.1.2. | Increasingly reacts appropriately to adults’ facial expressions, tone, and affect, before acting on an impulse ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | SR.4.1.1.3. | Identifies situations where he or she needs the caregiver to support in controlling behavior, e.g., holds caregiver’s hand when crossing the street ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | SR.4.1.1.5. | Checks in with caregiver through nonverbal and verbal communication, e.g., glances, waves, points, says name, asks a question, all without having to be in close proximity ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.1. | Attachment Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.1.1. | Children form secure attachment relationships with caregivers who are emotionally available, responsive, and consistent in meeting their needs. |
| STANDARD | SED.1.1.1. | 21 months to 36 months: Children demonstrate a desire for their attachment figure to share in their feelings, responses, and experiences. Behaviors that demonstrate a need for physical proximity with the primary caregiver decrease, while in certain instances of distress, some children seek to be close to their attachment figure. |
| EXPECTATION | SED.1.1.1.1. | Uses glances and words to stay connected, without having to be physically near or touching the caregiver ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED.1.1.1.2. | Initiates activities that are meaningful in the relationship, e.g., brings over a favorite book to be read together ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | SED.1.1.1.3. | Communicates thoughts, feelings, and plans to familiar adults ReadyRosie Book Walk Stuck on You |
| EXPECTATION | SED.1.1.1.4. | Seeks adult assistance with challenges ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED.1.1.1.5. | Separates with assistance from attachment figure with minimal anxiety ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.2. | Emotional Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.2.1. | Children demonstrate an awareness of and the ability to identify and express emotions. |
| STANDARD | SED.2.1.1. | 21 months to 36 months: Children begin to convey and express emotions through the use of nonverbal and verbal communication. Children also begin to apply learned strategies from their caregiver(s) to better regulate these emotions. |
| EXPECTATION | SED.2.1.1.1. | Attempts to use words to describe feelings and names emotions ReadyRosie Book Walk Stuck on You |
| EXPECTATION | SED.2.1.1.2. | Acts out different emotions while engaged in pretend play, e.g., cries when pretending to be sad, jumps up and down for excitement ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | SED.2.1.1.4. | Engages in play to express emotion, e.g., draws a picture for a caregiver because he or she misses them, hides a “monster” in a box due to a fear ReadyRosie Copy Me Recycled Play |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.3. | Relationship with Adults |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.3.1. | Children demonstrate the desire and develop the ability to engage, interact, and build relationships with familiar adults. |
| STANDARD | SED.3.1.1. | 21 months to 36 months: Children interact with adults to communicate ideas, share feelings, and solve problems. Children also actively explore adult roles and tasks. |
| EXPECTATION | SED.3.1.1.1. | Imitates adult roles and activities through pretend play, e.g., go grocery shopping, or prepare a meal ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | SED.3.1.1.2. | Initiates activities that are meaningful in the relationship, e.g., brings over a favorite book to be read together ReadyRosie How can I make music part of our day? |
| EXPECTATION | SED.3.1.1.3. | Communicates thoughts, feelings, questions, and plans to both familiar and unfamiliar adults ReadyRosie Book Walk Nature Walk and Talk Stuck on You What Do We Do? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.4. | Self-Concept |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.4.1. | Children develop identity of self. |
| STANDARD | SED.4.1.1. | 21 months to 36 months: Children begin to identify and discuss their connections to other people and things. Children can also identify their feelings and interests and communicate them to others. |
| EXPECTATION | SED.4.1.1.1. | Names people in his/her family and shares stories about them ReadyRosie Tips for storytelling: Story ideas |
| EXPECTATION | SED.4.1.1.2. | Asks for help from familiar adults but pushes away and refuses help ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | SED.4.1.1.3. | Incorporates roles of family members in play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | SED.4.1.1.5. | Demonstrates preferences, e.g., “I want the green cup” ReadyRosie I Am Unique Tell Me About It! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.SED. | Social & Emotional Development |
| LEARNING STANDARD / DISCIPLINE | SED.5. | Relationship with Peers |
| DESCRIPTOR / CONTENT DISCIPLINE | SED.5.1. | Children demonstrate the desire and develop the ability to engage and interact with other children. |
| STANDARD | SED.5.1.1. | 21 months to 36 months: Children engage and maintain interactions with their peers, through the use of developing social and play skills. |
| EXPECTATION | SED.5.1.1.1. | Demonstrates a preference toward select peers ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | SED.5.1.1.2. | Becomes frustrated with peers, e.g., yells “no” if a peer tries to interfere in something he or she is engaged in ReadyRosie How should I handle temper tantrums? |
| EXPECTATION | SED.5.1.1.3. | Participates in sharing, when prompted ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | SED.5.1.1.4. | Communicates with other children in different settings, e.g., talks to a peer during snack time, or hands a peer a book ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION | SED.5.1.1.5. | Begins to engage in more complex play with two or three children ReadyRosie Catch! Ring Around the Rosie |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.PHD. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PHD.1. | Gross Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PHD.1.1. | Children demonstrate strength, coordination, and controlled use of large muscles. |
| STANDARD | PHD.1.1.1. | 21 months to 36 months: Children begin to master more complex movements as coordination of different types of muscles continues to develop. |
| EXPECTATION | PHD.1.1.1.1. | Stands on one foot with support and maintains balance for a brief period of time ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | PHD.1.1.1.2. | Jumps forward a few inches; jumps from slightly elevated surface onto the ground ReadyRosie Bear Hunt Get Moving |
| EXPECTATION | PHD.1.1.1.4. | Throws a ball ReadyRosie Catch! |
| EXPECTATION | PHD.1.1.1.5. | Walks on tiptoes, walks backward, and runs ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXPECTATION | PHD.1.1.1.6. | Pedals a tricycle with both feet ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.PHD. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PHD.2. | Fine Motor |
| DESCRIPTOR / CONTENT DISCIPLINE | PHD.2.1. | Children demonstrate the ability to coordinate their small muscles in order to move and control objects. |
| STANDARD | PHD.2.1.1. | 21 months to 36 months: Children effectively coordinate their small muscles to manipulate a wide array of objects, toys, and materials in different ways. |
| EXPECTATION | PHD.2.1.1.2. | Attempts to help with dressing self, e.g., snaps buttons, pulls zipper, and puts socks and shoes on ReadyRosie T-Shirt Talk |
| EXPECTATION | PHD.2.1.1.3. | Scribbles with intent and begins to draw circles and lines on own ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| EXPECTATION | PHD.2.1.1.4. | Uses hand-eye coordination in a more controlled manner, e.g., completes puzzles, strings beads together ReadyRosie Drum Patterns Nesting Bowls Torn Paper Art Toy Car Wash |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.PHD. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PHD.3. | Perceptual |
| DESCRIPTOR / CONTENT DISCIPLINE | PHD.3.1. | Children demonstrate the ability to distinguish, process, and respond to sensory stimuli in their environment. |
| STANDARD | PHD.3.1.1. | 21 months to 36 months: Children begin to process sensory information in a more efficient manner and use the information to modify behavior while interacting with the environment. |
| EXPECTATION | PHD.3.1.1.1. | Imitates familiar adults when coloring; draws lines and/or circles ReadyRosie Copy Me Recycled Play |
| EXPECTATION | PHD.3.1.1.2. | Adjusts approach to unknown objects, e.g., presses harder on a lump of clay ReadyRosie Torn Paper Art |
| EXPECTATION | PHD.3.1.1.3. | Perceives and acts accordingly when holding a fragile object, both in the actual environment and in play, e.g., walks carefully when holding a pretend tea cup ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.PHD. | Physical Development & Health |
| LEARNING STANDARD / DISCIPLINE | PHD.4. | Self-Care |
| DESCRIPTOR / CONTENT DISCIPLINE | PHD.4.1. | Children demonstrate the desire and ability to participate in and practice self-care routines. |
| STANDARD | PHD.4.1.1. | 21 months to 36 months: Children attempt to attend to their self-care needs independently with less support from their caregivers. |
| EXPECTATION | PHD.4.1.1.1. | Undresses independently but still needs assistance with dressing ReadyRosie T-Shirt Talk |
| EXPECTATION | PHD.4.1.1.3. | Makes choices pertaining to dressing and eating ReadyRosie Hooray Parfait Little Chef Packing our Lunch T-Shirt Talk |
| EXPECTATION | PHD.4.1.1.4. | Uses nonverbal and/or verbal communication to specify needs ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION | PHD.4.1.1.6. | Attempts to put on shoes and socks without help ReadyRosie T-Shirt Talk |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.1. | Social Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.1.1. | Children demonstrate the ability to engage with and maintain communication with others. |
| STANDARD | LDC.1.1.1. | 21 months to 36 months: Children maintain social interactions through the pattern of turn-taking, and are able to build upon ideas and thoughts conveyed. |
| EXPECTATION | LDC.1.1.1.1. | Responds verbally to an adult’s questions or comments ReadyRosie T-Shirt Talk Why should we tell family stories? |
| EXPECTATION | LDC.1.1.1.2. | Begins to make formal requests or responses based on his or her context and culture ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION | LDC.1.1.1.4. | Communicates related ideas when in interactions with others ReadyRosie How can I make music part of our day? |
| EXPECTATION | LDC.1.1.1.5. | Uses “w” questions to initiate and expand conversations, e.g., “who,” “what,” “why” ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION | LDC.1.1.1.6. | Initiates and engages others using meaningful objects or ideas, e.g., points out his/her artwork or favorite toy to a caregiver to begin conversing ReadyRosie Stuck on You Tell Me About It! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.2. | Receptive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.2.1. | Children demonstrate the ability to comprehend both verbal and nonverbal communication. |
| STANDARD | LDC.2.1.1. | 21 months to 36 months: Children continue to expand their comprehension across a variety of contexts through the use of words, actions, and symbols. |
| EXPECTATION | LDC.2.1.1.5. | Responds verbally and/or nonverbally to comments or questions while engaged in conversations with both peers and adults ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.3. | Expressive Communication |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.3.1. | Children demonstrate the ability to understand and convey thoughts through both nonverbal and verbal expression. |
| STANDARD | LDC.3.1.1. | 21 months to 36 months: Children communicate about present themes and begin to combine a few words into mini-sentences to express needs and wants. |
| EXPECTATION | LDC.3.1.1.1. | Speaks in three-word utterances, e.g., “I want ball” ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION | LDC.3.1.1.5. | Uses simple sentences, e.g., “I want the yellow cup” ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION | LDC.3.1.1.6. | Has a vocabulary of more than 300 words ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.LDC. | Language Development, Communication, & Literacy |
| LEARNING STANDARD / DISCIPLINE | LDC.4. | Early Literacy |
| DESCRIPTOR / CONTENT DISCIPLINE | LDC.4.1. | Children demonstrate interest in and comprehension of printed materials. |
| STANDARD | LDC.4.1.1. | 21 months to 36 months: Children engage others in literacy activities, and have an increased awareness and understanding of the variety of different types of print found in their environment. |
| EXPECTATION | LDC.4.1.1.1. | Imitates adult role when engages with printed materials, e.g., pretends to read a book or newspaper to stuffed animals or dolls ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| EXPECTATION | LDC.4.1.1.2. | Participates in early literacy activities independently, e.g., sits in a reading nook and browses through the pages ReadyRosie Book Chats Book Walk Bring Me the Book Magazine Picture Walk Reading Routines for Early Readers Stop and Go Tips for helping your child love reading |
| EXPECTATION | LDC.4.1.1.4. | Scribbles in a more orderly fashion and begins to name what he or she has drawn ReadyRosie Book Walk Copy Me Paint your Name Recycled Play Secret Message Stuck on You |
| EXPECTATION | LDC.4.1.1.5. | Expresses what happens next when reading a familiar book with a caregiver, e.g., uses gestures, words, and/or sounds ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.1. | Concept Development |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.1.1. | Children demonstrate the ability to connect pieces of information in understanding objects, ideas, and relationships. |
| STANDARD | CD.1.1.1. | 21 months to 36 months: Children begin to demonstrate the ability to classify objects based on common characteristics, and begin to apply knowledge of simple concepts to new situations. |
| EXPECTATION | CD.1.1.1.1. | Identifies characteristics of objects and people when named, e.g., colors ReadyRosie Toy Sort |
| EXPECTATION | CD.1.1.1.2. | Begins to arrange objects in a line, e.g., lines up toy cars, one after the other ReadyRosie Nature Walk and Talk Recycled Play Toy Sort Vroom! Vroom! |
| EXPECTATION | CD.1.1.1.3. | Uses symbolic representation during play, e.g., grabs a hair brush and uses it as a telephone ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | CD.1.1.1.4. | Purposefully arranges similar objects, e.g., divides plastic blocks into a red group, a blue group, and a yellow group ReadyRosie Nature Walk and Talk Toy Sort |
| EXPECTATION | CD.1.1.1.5. | Identifies categories, e.g., able to point out all the animals within a picture even with different types of objects represented ReadyRosie Nature Walk and Talk Toy Sort |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.2. | Memory |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.2.1. | Children demonstrate the ability to acquire, store, recall, and apply past experiences. |
| STANDARD | CD.2.1.1. | 21 months to 36 months: Children anticipate the steps in experiences and activities, and understand the sequence of events. They may also remember and recall past events and translate knowledge of past experiences to new experiences. |
| EXPECTATION | CD.2.1.1.2. | Carries out routines independently without being reminded what comes next in the daily routine. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.3. | Spatial Relationships |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.3.1. | Children demonstrate an awareness of how objects and people move and fit in space. |
| STANDARD | CD.3.1.1. | 21 months to 36 months: Children can better predict how objects and people will fit and move in relationship to each other. Children have knowledge of object properties and apply this knowledge without having to rely on physical trial and error. |
| EXPECTATION | CD.3.1.1.3. | Completes simple puzzles with less trial and error, e.g., can match a puzzle piece to its correct slot by identifying the size and shape by simply looking at it ReadyRosie Nesting Bowls |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.4. | Symbolic Thought |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.4.1. | Children demonstrate the understanding of concepts, experiences, and ideas through symbolic representation. |
| STANDARD | CD.4.1.1. | 21 months to 36 months: Children use their ability to label and think symbolically to engage in increasingly complex social interactions, exploration, and play. Children use these skills to recreate experiences, problem-solve, and explore relationships and roles. |
| EXPECTATION | CD.4.1.1.1. | Assigns roles to peers while engaged in imaginary play ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| EXPECTATION | CD.4.1.1.3. | Communicates descriptors of people or objects that are not present, e.g., says “My mommy has blue eyes” ReadyRosie Book Walk Stuck on You |
| EXPECTATION | CD.4.1.1.5. | Takes on different adult roles during play and uses appropriate mannerisms, e.g., pretends to be the teacher and speaks in a more adult-like voice, while pretending to read a book to students ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.5. | Creative Expression |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.5.1. | Children demonstrate the ability to convey ideas and emotions through creative expression. |
| STANDARD | CD.5.1.1. | 21 months to 36 months: Children initiate and engage in music, movement, building, and play activities to interact with others and express ideas, feelings, and emotions. |
| EXPECTATION | CD.5.1.1.3. | Builds increasingly complex structures and expands upon them, e.g., uses smaller blocks to build taller towers, lines up materials and adds other components to create a “road” leading up to the tower ReadyRosie Torn Paper Art |
| EXPECTATION | CD.5.1.1.4. | Uses imaginary play to cope with fears, e.g., puts monster in a closet ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | CD.5.1.1.5. | Plays dress-up and invites caregiver(s) to play along ReadyRosie Banana Phonana Drum Patterns How can I make music part of our day? Recycled Play Toy Car Wash Vroom! Vroom! |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.7. | Quantity & Numbers |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.7.1. | Children demonstrate awareness of quantity, counting, and numeric competencies. |
| STANDARD | CD.7.1.1. | 21 months to 36 months: Children use language to demonstrate a basic understanding of number representation and quantity identification. |
| EXPECTATION | CD.7.1.1.1. | Understands progressive number order, e.g., recites the number series to ten ReadyRosie Snack Count |
| EXPECTATION | CD.7.1.1.2. | Begins to count objects; may count objects twice and/or skip numbers ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| EXPECTATION | CD.7.1.1.5. | Uses descriptive words when communicating about others, e.g., “She ran fast,” “He is short,” “Look how far away I am” ReadyRosie Book Walk Stuck on You |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.8. | Science Concepts & Exploration |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.8.1. | Children demonstrate a basic awareness of and use scientific concepts. |
| STANDARD | CD.8.1.1. | 21 months to 36 months: Children use their communication skills to indicate interests in observations, experiences, and engagement with the world around them. Children actively experiment with their environment to make new discoveries happen. |
| EXPECTATION | CD.8.1.1.2. | Identifies various attributes of objects, food, and materials, e.g., color, shapes, size ReadyRosie Nature Walk and Talk Toy Sort |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.CD. | Cognitive Development |
| LEARNING STANDARD / DISCIPLINE | CD.9. | Safety & Well-Being |
| DESCRIPTOR / CONTENT DISCIPLINE | CD.9.1. | Children demonstrate the emerging ability to recognize risky situations and respond accordingly. |
| STANDARD | CD.9.1.1. | 21 months to 36 months: Children will begin to demonstrate a limited ability to internalize what caregiver(s) communicates in relation to safety, rules, and well-being. Children continue to act upon impulses but begin to develop strategies to protect themselves in uncertain and potentially unsafe situations. |
| EXPECTATION | CD.9.1.1.4. | Reminds younger peers of rules, e.g., holds hands with a younger peer while walking outside ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.1. | Curiosity & Initiative |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.1.1. | Children demonstrate interest and eagerness in learning about their world. |
| STANDARD | AL.1.1.1. | 21 months to 36 months: Children demonstrate initiative by participating and maintaining engagement in novel experiences. Children use observation, communication, and inquiry to make sense of these experiences. |
| EXPECTATION | AL.1.1.1.2. | Enjoys accomplishing simple goals, e.g., completing a puzzle, blowing a bubble ReadyRosie Nesting Bowls |
| EXPECTATION | AL.1.1.1.3. | Asks questions while interacting with others, e.g., “why,” what,” “how” ReadyRosie How can I make music part of our day? Nature Walk and Talk What Do We Do? |
| EXPECTATION | AL.1.1.1.4. | Participates in a broader array of experiences, e.g., outdoor jungle gyms, art projects ReadyRosie Bear Hunt Copy Me Get Moving Recycled Play |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.2. | Problem Solving |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.2.1. | Children attempt a variety of strategies to accomplish tasks, overcome obstacles, and find solutions to tasks, questions, and challenges. |
| STANDARD | AL.2.1.1. | 21 months to 36 months: Children begin to discriminate which solutions work, with fewer trials. Children increasingly become more autonomous and will attempt to first overcome obstacles on their own or with limited support from caregiver(s). |
| EXPECTATION | AL.2.1.1.1. | Asks for help from a caregiver when needed ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION | AL.2.1.1.2. | Begins to solve problems with less trial and error ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXPECTATION | AL.2.1.1.3. | Refuses assistance, e.g., calls for help but then pushes a hand away ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | AL.2.1.1.5. | Uses increasingly refined skills while solving problems, e.g., uses own napkin to clean up a spill without asking an adult for 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.3. | Confidence & Risk-Taking |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.3.1. | Children demonstrate a willingness to participate in new experiences and confidently engage in risk-taking. |
| STANDARD | AL.3.1.1. | 21 months to 36 months: Children use their confidence to begin taking emotional risks in addition to physical risks, with support from their caregiver(s). |
| EXPECTATION | AL.3.1.1.1. | Attempts to independently resolve social conflicts without automatically running to the caregiver, e.g., tries to retrieve an object that was taken away by a peer ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION | AL.3.1.1.2. | Demonstrates eagerness and determination when problem solving during new tasks, e.g., the child who pushes the caregiver’s hand away and refuses help until he or she is ready to ask for 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? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.4. | Persistence, Effort, & Attentiveness |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.4.1. | Children demonstrate the ability to remain engaged in experiences and develop a sense of purpose and follow-through. |
| STANDARD | AL.4.1.1. | 21 months to 36 months: Children can attend to tasks for longer periods of time, and their ability to persist in increasingly difficult tasks increases. In addition, children are now able to attend to more than one event in their environment; this skill enables them to stay focused even when there are distractions. |
| EXPECTATION | AL.4.1.1.2. | Attempts to try a difficult task for an increasing amount of time ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | AL.4.1.1.3. | Practices an activity many times in order to master it, even if setbacks occur ReadyRosie Get Moving |
| EXPECTATION | AL.4.1.1.4. | • Shows interest in completing routine tasks independently, e.g., zips up coat, puts on shoes ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STATE GOAL / DISCIPLINARY CONCEPT | IL.EC3.AL. | Approaches to Learning |
| LEARNING STANDARD / DISCIPLINE | AL.5. | Creativity, Inventiveness, & Imagination |
| DESCRIPTOR / CONTENT DISCIPLINE | AL.5.1. | Children demonstrate the ability to use creativity, inventiveness, and imagination to increase their understanding and knowledge of the world. |
| STANDARD | AL.5.1.1. | 21 months to 36 months: Children incorporate their use of creativity, inventiveness, and imagination in a more complex manner while they play, communicate, and problem solve. |
| EXPECTATION | AL.5.1.1.1. | Expands use of objects and toys in new and unexpected ways; makes a road out of a few blocks; or substitutes an object for another to solve a problem ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | AL.5.1.1.2. | Takes on familiar roles during play, e.g., cooks in the pretend kitchen ReadyRosie Banana Phonana Tips for helping your child love reading |
| EXPECTATION | AL.5.1.1.3. | Expresses inventive ideas to peers while playing; becomes directive, e.g., “You will be the police officer and you have to wear this.” ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | AL.5.1.1.4. | Creates an art project and creates a simple story to accompany the artwork ReadyRosie Copy Me Recycled Play |