Indiana Academic Standards (Infant)
| Main Criteria: Indiana Academic 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 | ||
| Indiana Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2015 |
| STANDARD / STRAND | IN.IN.ELA. | English / Language Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | IN.ELA1.1. | Demonstrate receptive communication |
| EXPECTATION / INDICATOR | IN.ELA1.1.1. | Demonstrate continual growth in understanding increasingly complex and varied vocabulary ReadyRosie How can I help my child learn new words? |
| EXPECTATION / INDICATOR | IN.ELA1.1.2. | Respond to words or gestures ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STANDARD / STRAND | IN.IN.ELA. | English / Language Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | IN.ELA1.2. | Demonstrate expressive communication |
| EXPECTATION / INDICATOR | IN.ELA1.2.1. | Use facial expressions to communicate ReadyRosie Snuggle Close |
| STANDARD / STRAND | IN.IN.ELA. | English / Language Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | IN.ELA2.3. | Demonstrate awareness and understanding of concepts of print |
| EXPECTATION / INDICATOR | IN.ELA2.3.2. | Respond to songs ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| EXPECTATION / INDICATOR | IN.ELA2.3.3. | Listen to repetition of familiar words, songs, signs, rhymes, and stories 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? |
| STANDARD / STRAND | IN.IN.ELA. | English / Language Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | IN.ELA2.4. | Demonstrate comprehension |
| EXPECTATION / INDICATOR | IN.ELA2.4.2. | Attend to caregiver’s voice while being held and/or read to ReadyRosie That's My Name |
| STANDARD / STRAND | IN.IN.M. | Mathematics (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | IN.M1.1. | Demonstrate strong sense of counting |
| EXPECTATION / INDICATOR | IN.M1.1.1. | Repeat a movement like a clap ReadyRosie Table Taps |
| STANDARD / STRAND | IN.IN.M. | Mathematics (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | IN.M2.2. | Demonstrate awareness of patterning |
| EXPECTATION / INDICATOR | IN.M2.2.1. | Show interest in visual, auditory, and tactile patterns ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION / INDICATOR | IN.M2.2.2. | Recognize daily routines ReadyRosie How do I get my child to______? |
| STANDARD / STRAND | IN.IN.M. | Mathematics (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | IN.M5.1. | Understand concept of time |
| EXPECTATION / INDICATOR | IN.M5.1.1. | Cooperate with a routine ReadyRosie How do I get my child to______? |
| STANDARD / STRAND | IN.IN.SE. | Social Emotional Skills (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | IN.SE1.1. | Demonstrate self-awareness and confidence |
| EXPECTATION / INDICATOR | IN.SE1.1.1. | Respond to own name ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION / INDICATOR | IN.SE1.1.3. | Communicate to indicate physical and emotional needs ReadyRosie Behavior is a form of communication |
| STANDARD / STRAND | IN.IN.SE. | Social Emotional Skills (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | IN.SE1.2. | Demonstrate identification and expression of emotions |
| EXPECTATION / INDICATOR | IN.SE1.2.2. | Use cues to signal overstimulation 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 / INDICATOR | IN.SE1.2.3. | Respond positively to adults who provide comfort 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 |
| STANDARD / STRAND | IN.IN.SE. | Social Emotional Skills (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SE4. | Building Relationships - Early learners develop foundational skills that support social development and engagement with others. |
| INDICATOR / STANDARD | IN.SE4.1. | Demonstrate relationship skills |
| EXPECTATION / INDICATOR | IN.SE4.1.1. | Engage in simple social interactions with 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 / INDICATOR | IN.SE4.1.2. | Exhibit caution of unfamiliar adults ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXPECTATION / INDICATOR | IN.SE4.1.3. | Use 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 / INDICATOR | IN.SE4.1.4. | Notice other children in their environment ReadyRosie Do You See Me? |
| EXPECTATION / INDICATOR | IN.SE4.1.5. | Engage in onlooker play ReadyRosie Do You See Me? |
| STANDARD / STRAND | IN.IN.APL. | Approaches to Play and Learning (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | IN.APL1.1. | Demonstrate initiative and self-direction |
| EXPECTATION / INDICATOR | IN.APL1.1.2. | Show curiosity/interest in surroundings ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION / INDICATOR | IN.APL1.1.3. | Show eagerness and delight in self, others, and surroundings ReadyRosie Do You See Me? |
| STANDARD / STRAND | IN.IN.APL. | Approaches to Play and Learning (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | IN.APL1.2. | Demonstrate interest and curiosity as a learner |
| EXPECTATION / INDICATOR | IN.APL1.2.1. | Show budding interest in how objects work ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION / INDICATOR | IN.APL1.2.2. | Try a variety of approaches to get desired outcomes ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION / INDICATOR | IN.APL1.2.3. | Physically explore new ways to use objects and observe results ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STANDARD / STRAND | IN.IN.APL. | Approaches to Play and Learning (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.APL3. | Attentiveness and Persistence - Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. |
| INDICATOR / STANDARD | IN.APL3.1. | Demonstrate development of sustained attention and persistence |
| EXPECTATION / INDICATOR | IN.APL3.1.1. | Examine objects for brief periods of time ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION / INDICATOR | IN.APL3.1.2. | Express discomfort when needs are not met ReadyRosie Behavior is a form of communication |
| EXPECTATION / INDICATOR | IN.APL3.1.3. | Repeat actions to make something happen again ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / STRAND | IN.IN.SS. | Social Studies (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SS1. | Self - Early learners develop foundational skills in learning and understanding the concept of self within the context of their family and community. |
| INDICATOR / STANDARD | IN.SS1.1. | Demonstrate development of self |
| EXPECTATION / INDICATOR | IN.SS1.1.1. | Respond to celebrations and other cultural events if observed ReadyRosie How can I communicate with my baby? Piggy Toes |
| EXPECTATION / INDICATOR | IN.SS1.1.2. | Engage in onlooker play ReadyRosie Do You See Me? |
| EXPECTATION / INDICATOR | IN.SS1.1.3. | Begin to separate self from others ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION / INDICATOR | IN.SS1.1.4. | Show affection and bonds with familiar adults ReadyRosie That's My Name |
| STANDARD / STRAND | IN.IN.SS. | Social Studies (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | IN.SS2.4. | Demonstrate awareness of the functions of government |
| EXPECTATION / INDICATOR | IN.SS2.4.1. | Demonstrate comfort in familiar routines, objects, and materials ReadyRosie How do I get my child to______? |
| EXPECTATION / INDICATOR | IN.SS2.4.2. | Respond to adult guidance about behavior ReadyRosie How can I get my child to listen to me? |
| STANDARD / STRAND | IN.IN.SS. | Social Studies (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SS3. | Geography - Early learners develop foundational skills in learning and understanding the world in spatial terms and the relationship between society and the environment. |
| INDICATOR / STANDARD | IN.SS3.1. | Demonstrate awareness of the world in spatial terms |
| EXPECTATION / INDICATOR | IN.SS3.1.1. | Begin to discover use of body and objects in the environment ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / STRAND | IN.IN.SS. | Social Studies (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.SS5. | Citizenship - Early learners develop foundational skills in understanding the expected behavior as a citizen in a democratic society. |
| INDICATOR / STANDARD | IN.SS5.1. | Demonstrate awareness of citizenship |
| EXPECTATION / INDICATOR | IN.SS5.1.1. | Interact with the environment to make needs known ReadyRosie Behavior is a form of communication |
| STANDARD / STRAND | IN.IN.CA. | Creative Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.CA1. | Music - Early learners develop foundational skills that support creative expression through voice, instruments, and objects. |
| INDICATOR / STANDARD | IN.CA1.1. | Demonstrate creative music expression |
| EXPECTATION / INDICATOR | IN.CA1.1.2. | Experiment with vocalizations and sounds ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STANDARD / STRAND | IN.IN.CA. | Creative Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.CA2. | Dance - Early learners develop foundational skills that support creative expression through movement. |
| INDICATOR / STANDARD | IN.CA2.1. | Demonstrate creative movement expression |
| EXPECTATION / INDICATOR | IN.CA2.1.1. | Respond to music with body movements ReadyRosie I can't sing. How can I sing to my baby? |
| STANDARD / STRAND | IN.IN.CA. | Creative Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | IN.CA3.2. | Demonstrate creative expression through visual art production |
| EXPECTATION / INDICATOR | IN.CA3.2.1. | Respond to various textures and sensory materials ReadyRosie Animal Noises |
| STANDARD / STRAND | IN.IN.CA. | Creative Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | IN.CA3.3. | Demonstrate creative expression through art appreciation |
| EXPECTATION / INDICATOR | IN.CA3.3.1. | Show preference for particular visual stimuli ReadyRosie Animal Noises |
| STANDARD / STRAND | IN.IN.CA. | Creative Arts (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.CA4. | Dramatic Play - Early learners develop foundational skills that support creative expression through dramatic play. |
| INDICATOR / STANDARD | IN.CA4.1. | Demonstrate creative expression through dramatic play |
| EXPECTATION / INDICATOR | IN.CA4.1.1. | Engage in onlooker play ReadyRosie Do You See Me? |
| EXPECTATION / INDICATOR | IN.CA4.1.4. | Begin to recognize that certain actions will draw responses ReadyRosie Bath Time Fun Kicking Paper |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | IN.PHG1.1. | Demonstrate development of healthy practices |
| EXPECTATION / INDICATOR | IN.PHG1.1.1. | Passively participate in health and hygiene-related behaviors initiated by an adult ReadyRosie Lunchtime Language |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | IN.PHG1.2. | Demonstrate development of safety practices |
| EXPECTATION / INDICATOR | IN.PHG1.2.2. | Seek reassurance from a trusted caregiver when encountering an unfamiliar person or object 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 |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | IN.PHG1.3. | Demonstrate development of nutrition awareness |
| EXPECTATION / INDICATOR | IN.PHG1.3.3. | Begin following a regular eating routine ReadyRosie Lunchtime Language |
| EXPECTATION / INDICATOR | IN.PHG1.3.4. | Demonstrate awareness of different textures of food ReadyRosie Lunchtime Language |
| EXPECTATION / INDICATOR | IN.PHG1.3.5. | Help with self-feeding ReadyRosie Lunchtime Language |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | IN.PHG2.1. | Demonstrate how the five senses support processing information |
| EXPECTATION / INDICATOR | IN.PHG2.1.1. | Manipulate objects to see what will happen ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | IN.PHG2.2. | Demonstrate development of body awareness |
| EXPECTATION / INDICATOR | IN.PHG2.2.1. | Show awareness of own body and start to move intentionally ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STANDARD / STRAND | IN.IN.PHG. | Physical Health and Growth (Infant) |
| PROFICIENCY STATEMENT / SUBSTRAND | IN.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | IN.PHG3.1. | Demonstrate development of fine and gross motor coordination |
| EXPECTATION / INDICATOR | IN.PHG3.1.1. | Demonstrate hand-eye coordination and participate in a variety of activities to enhance coordination ReadyRosie Grasp and Grab Touch and Taste |
| Indiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2015 |
| STANDARD / STRAND | IN.YT.ELA. | English / Language Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | YT.ELA1.1. | Demonstrate receptive communication |
| EXPECTATION / INDICATOR | YT.ELA1.1.1. | Demonstrate continual growth in understanding increasingly complex and varied vocabulary ReadyRosie How can I help my child learn new words? |
| EXPECTATION / INDICATOR | YT.ELA1.1.2. | Respond to simple statements, requests, and/or gestures ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STANDARD / STRAND | IN.YT.ELA. | English / Language Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | YT.ELA1.2. | Demonstrate expressive communication |
| EXPECTATION / INDICATOR | YT.ELA1.2.1. | Demonstrate continual growth in increasingly varied and complex vocabulary ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STANDARD / STRAND | IN.YT.ELA. | English / Language Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | YT.ELA2.4. | Demonstrate comprehension |
| EXPECTATION / INDICATOR | YT.ELA2.4.1. | Show preference for familiar stories ReadyRosie Choosing Clothes This or That |
| EXPECTATION / INDICATOR | YT.ELA2.4.2. | With adult support, respond to simple questions about a story ReadyRosie Reading Routines for Early Readers |
| STANDARD / STRAND | IN.YT.M. | Mathematics (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | YT.M2.1. | Exhibit understanding of mathematic structure |
| EXPECTATION / INDICATOR | YT.M2.1.1. | Take away objects or combine groups when asked ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| EXPECTATION / INDICATOR | YT.M2.1.2. | Attend to a new object in a group of objects ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STANDARD / STRAND | IN.YT.M. | Mathematics (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | YT.M2.2. | Demonstrate awareness of patterning |
| EXPECTATION / INDICATOR | YT.M2.2.2. | Clap or move to a beat ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STANDARD / STRAND | IN.YT.M. | Mathematics (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | YT.M4.1. | Understanding of spatial relationships |
| EXPECTATION / INDICATOR | YT.M4.1.2. | Hide behind or between objects for play ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / STRAND | IN.YT.M. | Mathematics (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | YT.M5.1. | Understand concept of time |
| EXPECTATION / INDICATOR | YT.M5.1.1. | Follow a daily schedule ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / STRAND | IN.YT.M. | Mathematics (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | YT.M5.2. | Understand measurement through description and comparison |
| EXPECTATION / INDICATOR | YT.M5.2.1. | Use any basic measurement word or gesture to express measureable attributes, such as big/little, hot/cold ReadyRosie Big and Little Color Toys Find a Match |
| STANDARD / STRAND | IN.YT.SE. | Social Emotional Skills (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | YT.SE1.1. | Demonstrate self-awareness and confidence |
| EXPECTATION / INDICATOR | YT.SE1.1.1. | Identify image of self ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION / INDICATOR | YT.SE1.1.3. | Show knowledge of own abilities ReadyRosie Happy Birthday to You Point and Learn This or That |
| STANDARD / STRAND | IN.YT.SE. | Social Emotional Skills (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | YT.SE1.2. | Demonstrate identification and expression of emotions |
| EXPECTATION / INDICATOR | YT.SE1.2.1. | Communicate feelings and emotions ReadyRosie Reading Emotions |
| EXPECTATION / INDICATOR | YT.SE1.2.3. | Imitate comforting behaviors of caregivers ReadyRosie How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YT.SE1.2.4. | Use sounds, gestures, and actions to express feelings ReadyRosie Reading Emotions |
| STANDARD / STRAND | IN.YT.SE. | Social Emotional Skills (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SE2. | Self-Regulation - Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. |
| INDICATOR / STANDARD | YT.SE2.1. | Demonstrate self control |
| EXPECTATION / INDICATOR | YT.SE2.1.1. | Follow simple routines with adult support ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION / INDICATOR | YT.SE2.1.2. | Self-soothe with minimal adult support ReadyRosie How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YT.SE2.1.3. | Demonstrate the beginnings of impulse control with adult support ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / STRAND | IN.YT.SE. | Social Emotional Skills (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SE4. | Building Relationships - Early learners develop foundational skills that support social development and engagement with others. |
| INDICATOR / STANDARD | YT.SE4.1. | Demonstrate relationship skills |
| EXPECTATION / INDICATOR | YT.SE4.1.1. | Engage in social interactions with familiar adults ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| EXPECTATION / INDICATOR | YT.SE4.1.2. | Show feelings of security with familiar adults ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION / INDICATOR | YT.SE4.1.3. | Seek adult assistance with challenges, but may refuse help and may say no ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YT.SE4.1.4. | Use social referencing when encountering new experiences ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | YT.SE4.1.5. | Observe friendship skills in the environments ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / STRAND | IN.YT.APL. | Approaches to Play and Learning (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | YT.APL1.1. | Demonstrate initiative and self-direction |
| EXPECTATION / INDICATOR | YT.APL1.1.2. | Select desired object from several options ReadyRosie Choosing Clothes This or That |
| EXPECTATION / INDICATOR | YT.APL1.1.3. | Begin to show curiosity/interest in new objects, experiences, and people ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / STRAND | IN.YT.APL. | Approaches to Play and Learning (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | YT.APL1.2. | Demonstrate interest and curiosity as a learner |
| EXPECTATION / INDICATOR | YT.APL1.2.2. | Begin to show curiosity and interest in new objects, experiences, and people ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / STRAND | IN.YT.APL. | Approaches to Play and Learning (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.APL2. | Flexible Thinking - Early learners develop foundational skills that support flexible thinking and social interactions during play. |
| INDICATOR / STANDARD | YT.APL2.1. | Demonstrate development of flexible thinking skills during play |
| EXPECTATION / INDICATOR | YT.APL2.1.1. | Use objects for real or imagined purposes ReadyRosie Bear Bath Tea Party |
| STANDARD / STRAND | IN.YT.APL. | Approaches to Play and Learning (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.APL3. | Attentiveness and Persistence - Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. |
| INDICATOR / STANDARD | YT.APL3.1. | Demonstrate development of sustained attention and persistence |
| EXPECTATION / INDICATOR | YT.APL3.1.1. | Jointly attend to books for several minutes ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION / INDICATOR | YT.APL3.1.2. | Engage and persist with an activity, toy, or object, but is easily distracted ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION / INDICATOR | YT.APL3.1.3. | Engage for longer periods of time when trying to work through tasks ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / STRAND | IN.YT.APL. | Approaches to Play and Learning (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.APL4. | Social Interactions - Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. |
| INDICATOR / STANDARD | YT.APL4.1. | Demonstrate development of social interactions during play |
| EXPECTATION / INDICATOR | YT.APL4.1.3. | Show preference for certain peers over time although these preferences may shift ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STANDARD / STRAND | IN.YT.SC. | Science (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SC5. | Scientific Inquiry and Method - Early learners develop foundational skills in learning and understanding about the world around them through exploration and investigation. |
| INDICATOR / STANDARD | YT.SC5.1. | Demonstrate scientific curiosity |
| EXPECTATION / INDICATOR | YT.SC5.1.1. | Demonstrate curiosity ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / STRAND | IN.YT.SS. | Social Studies (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SS1. | Self - Early learners develop foundational skills in learning and understanding the concept of self within the context of their family and community. |
| INDICATOR / STANDARD | YT.SS1.1. | Demonstrate development of self |
| EXPECTATION / INDICATOR | YT.SS1.1.1. | Participate in celebrations and other cultural events if observed ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| EXPECTATION / INDICATOR | YT.SS1.1.3. | Begin to notice differences in others ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| STANDARD / STRAND | IN.YT.SS. | Social Studies (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | YT.SS2.1. | Demonstrate awareness of chronological thinking |
| EXPECTATION / INDICATOR | YT.SS2.1.2. | Anticipate events ReadyRosie Why is storytelling important? |
| STANDARD / STRAND | IN.YT.SS. | Social Studies (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | YT.SS2.4. | Demonstrate awareness of the functions of government |
| EXPECTATION / INDICATOR | YT.SS2.4.1. | Begin to understand and follow basic guidance ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / STRAND | IN.YT.SS. | Social Studies (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.SS4. | Economics - Early learners develop foundational skills in learning and understanding the functions of an economy. |
| INDICATOR / STANDARD | YT.SS4.1. | Demonstrate awareness of economics |
| EXPECTATION / INDICATOR | YT.SS4.1.1. | Communicate desire for objects and/or persons that are in the classroom or home ReadyRosie Choosing Clothes This or That |
| EXPECTATION / INDICATOR | YT.SS4.1.2. | Imitate familiar roles and routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STANDARD / STRAND | IN.YT.CA. | Creative Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.CA1. | Music - Early learners develop foundational skills that support creative expression through voice, instruments, and objects. |
| INDICATOR / STANDARD | YT.CA1.1. | Demonstrate creative music expression |
| EXPECTATION / INDICATOR | YT.CA1.1.2. | Imitate sounds using voice or objects 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? |
| EXPECTATION / INDICATOR | YT.CA1.1.3. | Sing along to familiar songs 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? |
| STANDARD / STRAND | IN.YT.CA. | Creative Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.CA2. | Dance - Early learners develop foundational skills that support creative expression through movement. |
| INDICATOR / STANDARD | YT.CA2.1. | Demonstrate creative movement expression |
| EXPECTATION / INDICATOR | YT.CA2.1.1. | Use whole body to respond to music ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STANDARD / STRAND | IN.YT.CA. | Creative Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | YT.CA3.1. | Demonstrate creative expression through the visual art process |
| EXPECTATION / INDICATOR | YT.CA3.1.2. | Express preferences for certain art materials ReadyRosie Reading Emotions |
| STANDARD / STRAND | IN.YT.CA. | Creative Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | YT.CA3.3. | Demonstrate creative expression through art appreciation |
| EXPECTATION / INDICATOR | YT.CA3.3.1. | Express likes or dislikes of certain colors or patterns ReadyRosie Find a Match |
| EXPECTATION / INDICATOR | YT.CA3.3.2. | Look at pictures, photographs, and illustrations ReadyRosie Reading Emotions |
| STANDARD / STRAND | IN.YT.CA. | Creative Arts (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.CA4. | Dramatic Play - Early learners develop foundational skills that support creative expression through dramatic play. |
| INDICATOR / STANDARD | YT.CA4.1. | Demonstrate creative expression through dramatic play |
| EXPECTATION / INDICATOR | YT.CA4.1.2. | Begin to exhibit skills in parallel play ReadyRosie Bear Bath Tea Party |
| EXPECTATION / INDICATOR | YT.CA4.1.4. | Demonstrate simple character/animal sounds with motions ReadyRosie Bear Bath |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YT.PHG1.1. | Demonstrate development of healthy practices |
| EXPECTATION / INDICATOR | YT.PHG1.1.1. | Participate with adult support in health and hygiene-related behaviors ReadyRosie Snack Time Speech |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YT.PHG1.2. | Demonstrate development of safety practices |
| EXPECTATION / INDICATOR | YT.PHG1.2.2. | Respond to adult direction to change behavior in order to avoid danger or prevent injuries ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | YT.PHG1.3. | Demonstrate development of nutrition awareness |
| EXPECTATION / INDICATOR | YT.PHG1.3.2. | Try new foods ReadyRosie Snack Time Speech |
| EXPECTATION / INDICATOR | YT.PHG1.3.3. | Follow a regular eating routine ReadyRosie Snack Time Speech |
| EXPECTATION / INDICATOR | YT.PHG1.3.4. | Feed self with some assistance ReadyRosie Snack Time Speech |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | YT.PHG2.1. | Demonstrate how the five senses support processing information |
| EXPECTATION / INDICATOR | YT.PHG2.1.1. | Try a new action with a familiar object ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | YT.PHG2.2. | Demonstrate development of body awareness |
| EXPECTATION / INDICATOR | YT.PHG2.2.1. | Identify basic body parts ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| EXPECTATION / INDICATOR | YT.PHG2.2.2. | Use trial and error to discover how the body and objects move through space ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | YT.PHG3.1. | Demonstrate development of fine and gross motor coordination |
| EXPECTATION / INDICATOR | YT.PHG3.1.1. | Gain control of hands and fingers ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION / INDICATOR | YT.PHG3.1.2. | Begin to develop coordination and balance, requiring less support ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STANDARD / STRAND | IN.YT.PHG. | Physical Health and Growth (Younger Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | YT.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | YT.PHG3.2. | Demonstrate development of oral motor skills |
| EXPECTATION / INDICATOR | YT.PHG3.2.1. | Demonstrate continual progression in oral muscle tone, strength, and range of motion, leading to more complex oral movement and control ReadyRosie Baby Basketball |
| Indiana Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2015 |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OT.ELA1.1. | Demonstrate receptive communication |
| EXPECTATION / INDICATOR | OT.ELA1.1.1. | Demonstrate continual growth in understanding increasingly complex and varied vocabulary ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OT.ELA1.2. | Demonstrate expressive communication |
| EXPECTATION / INDICATOR | OT.ELA1.2.1. | Demonstrate continual growth in increasingly varied and complex vocabulary ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| EXPECTATION / INDICATOR | OT.ELA1.2.3. | Use simple phrases or simple sentences ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA1. | Communication Process - Early learners develop foundational skills to communicate effectively for a variety of purposes. |
| INDICATOR / STANDARD | OT.ELA1.3. | Demonstrate ability to engage in conversations |
| EXPECTATION / INDICATOR | OT.ELA1.3.2. | Respond to a request for clarification ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA2. | Early Reading - Early learners develop foundational skills in understanding alphabet awareness, phonological awareness, concepts of print, and comprehension. |
| INDICATOR / STANDARD | OT.ELA2.4. | Demonstrate comprehension |
| EXPECTATION / INDICATOR | OT.ELA2.4.1. | Show preference for familiar stories and report phrases of the story ReadyRosie I Am Unique Tell Me About It! |
| EXPECTATION / INDICATOR | OT.ELA2.4.2. | Answer simple questions about a story ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| EXPECTATION / INDICATOR | OT.ELA2.4.3. | Tell a story from pictures in the book ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | OT.ELA3.1. | Demonstrate mechanics of writing |
| EXPECTATION / INDICATOR | OT.ELA3.1.1. | Explore drawing, painting, and writing as a way of communicating ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| EXPECTATION / INDICATOR | OT.ELA3.1.2. | Make scribbles or shapes to convey meaning ReadyRosie Copy Me Paint your Name Secret Message |
| EXPECTATION / INDICATOR | OT.ELA3.1.3. | Imitate simple lines and shapes ReadyRosie Paint your Name |
| EXPECTATION / INDICATOR | OT.ELA3.1.4. | Experiment with a variety of writing tools, materials, and surfaces ReadyRosie Copy Me Secret Message |
| STANDARD / STRAND | IN.OT.ELA. | English / Language Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.ELA3. | Early Writing - Early learners develop foundational skills in mechanics of writing, ability to tell a story, and write for a variety of purposes. |
| INDICATOR / STANDARD | OT.ELA3.2. | Demonstrate ability to communicate a story |
| EXPECTATION / INDICATOR | OT.ELA3.2.1. | Draw pictures and scribble to generate and express ideas ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M1. | Numeracy - Early learners develop foundational skills in learning to understand counting, cardinality, written numerals, quantity, and comparison. |
| INDICATOR / STANDARD | OT.M1.1. | Demonstrate strong sense of counting |
| EXPECTATION / INDICATOR | OT.M1.1.1. | Count the number sequence 1-5 ReadyRosie Snack Count |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M2. | Computation and Algebraic Thinking - Early learners develop foundational skills in learning to understand mathematic structure and patterning. |
| INDICATOR / STANDARD | OT.M2.2. | Demonstrate awareness of patterning |
| EXPECTATION / INDICATOR | OT.M2.2.2. | Verbally or non-verbally predict what comes next when shown a simple ABAB pattern of concrete objects ReadyRosie Drum Patterns |
| EXPECTATION / INDICATOR | OT.M2.2.3. | Show greater recognition of daily routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M3. | Data Analysis - Early learners develop foundational skills in learning to understand concepts of classification, data collection, organization, and description. |
| INDICATOR / STANDARD | OT.M3.1. | Demonstrate understanding of classifying |
| EXPECTATION / INDICATOR | OT.M3.1.1. | Identify similarities and differences in objects ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M4. | Geometry - Early learners develop foundational skills in learning to understand spatial relationships and shape analysis. |
| INDICATOR / STANDARD | OT.M4.1. | Understanding of spatial relationships |
| EXPECTATION / INDICATOR | OT.M4.1.1. | Complete basic shape interlocking puzzle with most pieces accurately in place with some assistance ReadyRosie Nesting Bowls |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | OT.M5.1. | Understand concept of time |
| EXPECTATION / INDICATOR | OT.M5.1.1. | Follow steps in a simple routine ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STANDARD / STRAND | IN.OT.M. | Mathematics (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.M5. | Measurement - Early learners develop foundational skills in learning to understand concepts of time and measurement comparisons. |
| INDICATOR / STANDARD | OT.M5.2. | Understand measurement through description and comparison |
| EXPECTATION / INDICATOR | OT.M5.2.1. | Sort objects into two categories based on attributes ReadyRosie Nature Walk and Talk Toy Sort |
| STANDARD / STRAND | IN.OT.SE. | Social Emotional Skills (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SE1. | Sense of Self - Early learners develop foundational skills that support self-awareness, confidence, and the identification and expression of emotions. |
| INDICATOR / STANDARD | OT.SE1.1. | Demonstrate self-awareness and confidence |
| EXPECTATION / INDICATOR | OT.SE1.1.4. | Begin to show independence by occasionally resisting adult control ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / STRAND | IN.OT.SE. | Social Emotional Skills (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SE2. | Self-Regulation - Early learners develop foundational skills that support executive functions including impulse control, planning skills, and emotional regulation. |
| INDICATOR / STANDARD | OT.SE2.1. | Demonstrate self control |
| EXPECTATION / INDICATOR | OT.SE2.1.1. | Follow simple routines with adult support ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | OT.SE2.1.2. | Self-soothe independently ReadyRosie How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | OT.SE2.1.3. | Regulate some impulses with adult support ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STANDARD / STRAND | IN.OT.SE. | Social Emotional Skills (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SE3. | Conflict Resolution - Early learners develop foundational skills that support conflict resolution. |
| INDICATOR / STANDARD | OT.SE3.1. | Demonstrate conflict resolution |
| EXPECTATION / INDICATOR | OT.SE3.1.1. | Engage in simple conflict resolution strategies with adult support ReadyRosie How can I stop my kids from fighting? |
| EXPECTATION / INDICATOR | OT.SE3.1.2. | Begin to use language skills instead of physical force to resolve conflicts ReadyRosie How can I stop my kids from fighting? |
| STANDARD / STRAND | IN.OT.SE. | Social Emotional Skills (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SE4. | Building Relationships - Early learners develop foundational skills that support social development and engagement with others. |
| INDICATOR / STANDARD | OT.SE4.1. | Demonstrate relationship skills |
| EXPECTATION / INDICATOR | OT.SE4.1.1. | Stay connected with familiar adults ReadyRosie How can I make music part of our day? |
| EXPECTATION / INDICATOR | OT.SE4.1.2. | Separate from familiar adults in a familiar setting with minimal distress ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION / INDICATOR | OT.SE4.1.3. | Ask for adult assistance when having difficulty in a social situation ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | OT.SE4.1.4. | Imitate and model friendship skills ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / INDICATOR | OT.SE4.1.6. | Begin to exhibit skills in associative play ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / STRAND | IN.OT.APL. | Approaches to Play and Learning (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | OT.APL1.1. | Demonstrate initiative and self-direction |
| EXPECTATION / INDICATOR | OT.APL1.1.1. | At times, initiate a new task ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL1.1.2. | Verbally express a desire to complete task by self ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL1.1.3. | Independently select and use materials ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / STRAND | IN.OT.APL. | Approaches to Play and Learning (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.APL1. | Initiative and Exploration - Early learners develop foundational skills that support initiative, self-direction, interest, and curiosity as a learner. |
| INDICATOR / STANDARD | OT.APL1.2. | Demonstrate interest and curiosity as a learner |
| EXPECTATION / INDICATOR | OT.APL1.2.1. | Ask questions about novel objects, people, and experiences ReadyRosie Nature Walk and Talk What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL1.2.2. | Demonstrate enthusiasm for new learning (may be within familiar contexts) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL1.2.3. | Use active exploration to solve a problem ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STANDARD / STRAND | IN.OT.APL. | Approaches to Play and Learning (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.APL2. | Flexible Thinking - Early learners develop foundational skills that support flexible thinking and social interactions during play. |
| INDICATOR / STANDARD | OT.APL2.1. | Demonstrate development of flexible thinking skills during play |
| EXPECTATION / INDICATOR | OT.APL2.1.1. | Substitute one object for another in pretend play or pretend with objects that may or may not be present ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / INDICATOR | OT.APL2.1.2. | Show creativity, inventiveness, and flexibility in approach to play with adult guidance ReadyRosie Nesting Bowls |
| STANDARD / STRAND | IN.OT.APL. | Approaches to Play and Learning (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.APL3. | Attentiveness and Persistence - Early learners develop foundational skills that support focus and attention to a specific activity and persistence to complete a task. |
| INDICATOR / STANDARD | OT.APL3.1. | Demonstrate development of sustained attention and persistence |
| EXPECTATION / INDICATOR | OT.APL3.1.1. | Attend to a book for longer periods of time (jointly or independently) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL3.1.2. | Focus on an activity for short periods of time despite distractions ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION / INDICATOR | OT.APL3.1.3. | Repeat an activity many times in order to master it, even if setbacks occur ReadyRosie Get Moving |
| STANDARD / STRAND | IN.OT.APL. | Approaches to Play and Learning (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.APL4. | Social Interactions - Early learners develop foundational skills that support the engagement in imaginative and cooperative play with others. |
| INDICATOR / STANDARD | OT.APL4.1. | Demonstrate development of social interactions during play |
| EXPECTATION / INDICATOR | OT.APL4.1.2. | Begin to exhibit skills in associative play ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / INDICATOR | OT.APL4.1.3. | Participate in play activities with a small group of children for short periods of time ReadyRosie Catch! Ring Around the Rosie |
| STANDARD / STRAND | IN.OT.SC. | Science (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SC5. | Scientific Inquiry and Method - Early learners develop foundational skills in learning and understanding about the world around them through exploration and investigation. |
| INDICATOR / STANDARD | OT.SC5.1. | Demonstrate scientific curiosity |
| EXPECTATION / INDICATOR | OT.SC5.1.1. | Demonstrate curiosity and ask for more information ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS1. | Self - Early learners develop foundational skills in learning and understanding the concept of self within the context of their family and community. |
| INDICATOR / STANDARD | OT.SS1.1. | Demonstrate development of self |
| EXPECTATION / INDICATOR | OT.SS1.1.1. | Participate in and imitate celebrations and other cultural events for family, peers, and community if observed ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION / INDICATOR | OT.SS1.1.2. | Begin to demonstrate a sense of belonging to a group by engaging in associative play ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / INDICATOR | OT.SS1.1.3. | Begin to gesture and ask simple questions regarding differences and/or similarities between self and others ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS2. | History and Events - Early learners develop foundational skills in learning and understanding the passage of time and the foundations and functions of government. |
| INDICATOR / STANDARD | OT.SS2.4. | Demonstrate awareness of the functions of government |
| EXPECTATION / INDICATOR | OT.SS2.4.1. | Begin to demonstrate an understanding of rules ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS3. | Geography - Early learners develop foundational skills in learning and understanding the world in spatial terms and the relationship between society and the environment. |
| INDICATOR / STANDARD | OT.SS3.1. | Demonstrate awareness of the world in spatial terms |
| EXPECTATION / INDICATOR | OT.SS3.1.2. | Experiment with materials to represent objects in play ReadyRosie Tips for helping your child love reading |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS3. | Geography - Early learners develop foundational skills in learning and understanding the world in spatial terms and the relationship between society and the environment. |
| INDICATOR / STANDARD | OT.SS3.3. | Demonstrate awareness of environment and society |
| EXPECTATION / INDICATOR | OT.SS3.3.1. | Explore characteristics and ask questions about aspects of the environment ReadyRosie Nature Walk and Talk What Do We Do? |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS4. | Economics - Early learners develop foundational skills in learning and understanding the functions of an economy. |
| INDICATOR / STANDARD | OT.SS4.1. | Demonstrate awareness of economics |
| EXPECTATION / INDICATOR | OT.SS4.1.2. | Communicate wants and needs ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION / INDICATOR | OT.SS4.1.4. | Begin to role play different jobs ReadyRosie Banana Phonana |
| STANDARD / STRAND | IN.OT.SS. | Social Studies (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.SS5. | Citizenship - Early learners develop foundational skills in understanding the expected behavior as a citizen in a democratic society. |
| INDICATOR / STANDARD | OT.SS5.1. | Demonstrate awareness of citizenship |
| EXPECTATION / INDICATOR | OT.SS5.1.1. | Participate in simple routines with adult support ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION / INDICATOR | OT.SS5.1.2. | Identify preferences ReadyRosie I Am Unique Tell Me About It! |
| STANDARD / STRAND | IN.OT.CA. | Creative Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.CA1. | Music - Early learners develop foundational skills that support creative expression through voice, instruments, and objects. |
| INDICATOR / STANDARD | OT.CA1.1. | Demonstrate creative music expression |
| EXPECTATION / INDICATOR | OT.CA1.1.2. | Experiment with vocalizations, sounds, and musical instruments ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION / INDICATOR | OT.CA1.1.3. | Initiate singing a song repeatedly ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| EXPECTATION / INDICATOR | OT.CA1.1.4. | Produce rhythmic patterns to familiar songs ReadyRosie Drum Patterns |
| STANDARD / STRAND | IN.OT.CA. | Creative Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.CA2. | Dance - Early learners develop foundational skills that support creative expression through movement. |
| INDICATOR / STANDARD | OT.CA2.1. | Demonstrate creative movement expression |
| EXPECTATION / INDICATOR | OT.CA2.1.1. | Use dance for self-expression ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STANDARD / STRAND | IN.OT.CA. | Creative Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | OT.CA3.1. | Demonstrate creative expression through the visual art process |
| EXPECTATION / INDICATOR | OT.CA3.1.1. | Enjoy repetition of materials and experiences ReadyRosie Copy Me Recycled Play |
| STANDARD / STRAND | IN.OT.CA. | Creative Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.CA3. | Visual Arts - Early learners develop foundational skills that support creative expression through the process, production, and appreciation of visual art forms. |
| INDICATOR / STANDARD | OT.CA3.2. | Demonstrate creative expression through visual art production |
| EXPECTATION / INDICATOR | OT.CA3.2.1. | Use a variety of media ReadyRosie Copy Me Recycled Play |
| STANDARD / STRAND | IN.OT.CA. | Creative Arts (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.CA4. | Dramatic Play - Early learners develop foundational skills that support creative expression through dramatic play. |
| INDICATOR / STANDARD | OT.CA4.1. | Demonstrate creative expression through dramatic play |
| EXPECTATION / INDICATOR | OT.CA4.1.1. | Engage in parallel play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / INDICATOR | OT.CA4.1.2. | Begin to exhibit skills in associative play ReadyRosie Catch! Ring Around the Rosie |
| EXPECTATION / INDICATOR | OT.CA4.1.3. | Spontaneously pretend to take on the characteristics of a person, character, or animal ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION / INDICATOR | OT.CA4.1.4. | Express self through dramatic play ReadyRosie Banana Phonana |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OT.PHG1.1. | Demonstrate development of healthy practices |
| EXPECTATION / INDICATOR | OT.PHG1.1.1. | Practice health and hygiene-related behaviors with reminders ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OT.PHG1.2. | Demonstrate development of safety practices |
| EXPECTATION / INDICATOR | OT.PHG1.2.3. | Respond to adult guidance and direction regarding safety ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG1. | Health and Well-Being - Early learners develop foundational skills that support healthy, safe, and nutritious practices. |
| INDICATOR / STANDARD | OT.PHG1.3. | Demonstrate development of nutrition awareness |
| EXPECTATION / INDICATOR | OT.PHG1.3.3. | Communicate about various characteristics of food ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXPECTATION / INDICATOR | OT.PHG1.3.4. | Feed self with minimal assistance ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | OT.PHG2.1. | Demonstrate how the five senses support processing information |
| EXPECTATION / INDICATOR | OT.PHG2.1.1. | Test objects to determine their purpose ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG2. | Senses - Early learners use the five senses to develop foundational skills that support processing information and understanding one’s own body in relation to space and objects in space. |
| INDICATOR / STANDARD | OT.PHG2.2. | Demonstrate development of body awareness |
| EXPECTATION / INDICATOR | OT.PHG2.2.1. | Identify basic body parts ReadyRosie Bear Hunt |
| EXPECTATION / INDICATOR | OT.PHG2.2.2. | Demonstrate awareness of own body in space and in relationship to objects ReadyRosie Bear Hunt |
| EXPECTATION / INDICATOR | OT.PHG2.2.3. | Participate in active physical play and structured activities requiring spontaneous and instructed body movements ReadyRosie Bear Hunt Get Moving |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG3. | Motor Skills - Early learners develop foundational skills that support the development of fine and gross motor coordination. |
| INDICATOR / STANDARD | OT.PHG3.1. | Demonstrate development of fine and gross motor coordination |
| EXPECTATION / INDICATOR | OT.PHG3.1.1. | Use hand-eye coordination to manipulate smaller objects with increasing control ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION / INDICATOR | OT.PHG3.1.2. | Develop coordination and balance ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STANDARD / STRAND | IN.OT.PHG. | Physical Health and Growth (Older Toddler) |
| PROFICIENCY STATEMENT / SUBSTRAND | OT.PHG4. | Personal Care - Early learners develop foundational skills that support the independent care of one’s self. |
| INDICATOR / STANDARD | OT.PHG4.1. | Demonstrate increased independence in personal care routines |
| EXPECTATION / INDICATOR | OT.PHG4.1.1. | Participate with adult support in personal body care practices ReadyRosie I Can Do It All By Myself |
| EXPECTATION / INDICATOR | OT.PHG4.1.2. | Participate with adult support in dressing and undressing self ReadyRosie T-Shirt Talk |