Illinois Learning Standards (Pre-K)

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.1.1.2.7Initiates 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
Tips for helping your child love reading
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
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
Tips for helping your child love reading
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
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