Iowa Core (Infant)
| Main Criteria: Iowa Core | ||
| 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 | ||
| Iowa Core |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2017 |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self – Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.1.IT | Infants and toddlers display a positive sense of self. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.1.IT.1 | responds to familiar adults’ and children’s interactions using behaviors such as gazing, cuddling, and accepting assistance. ReadyRosie Baby Massage Behavior is a form of communication How can I get my child to listen to me? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXAMPLE | 1.1.IT.2 | explores his or her own body. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.2.IT | Infants and toddlers show increasing awareness of and ability to express emotions in socially and culturally appropriate ways. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.2.IT.1 | indicates need for assistance through actions such as crying, gesturing, vocalizing, using words, or approaching familiar adults. ReadyRosie Behavior is a form of communication |
| EXAMPLE | 1.2.IT.6 | begins to control behavior through following simple rules and limits in a variety of settings. ReadyRosie How can I get my child to listen to me? |
| EXAMPLE | 1.2.IT.7 | begins to transition between feeling states with guidance from a caring adult. ReadyRosie How can I get my child to listen to me? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Adults - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.3.IT | Infants and toddlers relate positively with significant adults. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.3.IT.1 | distinguishes between familiar and unfamiliar adults; for example, is comforted by the sight of the familiar adult or the sound of the familiar adult’s voice. ReadyRosie Baby Massage Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| EXAMPLE | 1.3.IT.2 | accepts assistance and comfort from familiar adults. ReadyRosie How can I get my child to listen to me? |
| EXAMPLE | 1.3.IT.3 | seeks and maintains contact with familiar adults; for example, by looking at the adult, hearing the adult’s voice, or touching the 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? |
| EXAMPLE | 1.3.IT.4 | shows discomfort at separations from familiar adults. ReadyRosie How can I help my child with separation? |
| EXAMPLE | 1.3.IT.5 | seeks help from familiar adults in unfamiliar situations. ReadyRosie How can I get my child to listen to me? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Children - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.4.IT | Infants and toddlers respond to and initiate interactions with other children. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.4.IT.4 | develops an awareness of his or her behavior and how it affects others. ReadyRosie How can I get my child to listen to me? |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.1.IT.2 | establishes healthy eating and sleeping patterns with the assistance of a responsive adult. ReadyRosie Lunchtime Language |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.1.IT.5 | shows a willingness to try new foods and engages in food exploration such as basic cooking tasks or dramatic play activity. ReadyRosie Lunchtime Language |
| EXAMPLE | 2.1.IT.6 | participates in safe behaviors regarding the environment, such as around stairs or hot surfaces, or accepts redirection from adults. ReadyRosie How can I get my child to listen to me? |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.2.IT | Infants and toddlers develop large motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.2.IT.2 | shows increasing control in large motor skills such as reaching, rolling over, crawling, standing, and walking. ReadyRosie Roll Over |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.3.IT.1 | uses hand-eye coordination to perform self-help and small motor tasks, such as eating food, picking up objects, placing objects on a surface, transferring objects from hand to hand, and fitting objects into a hole in a box. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.3.IT.2 | uses hand-eye coordination to perform self-help and small motor tasks such as eating with a fork or spoon, completing simple puzzles, stacking blocks, dressing with assistance, scribbling with crayons or markers, participating in finger plays, and using musical instruments. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Curiosity and Initiative - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.1.IT | Infants and toddlers express curiosity and initiative in exploring the environment and learning new skills. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.1.IT.1 | shows interest in people including other infants, objects, and events. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXAMPLE | 3.1.IT.2 | uses his or her senses to choose, explore, and manipulate a variety of objects or toys in a variety of ways. ReadyRosie Bath Time Fun Two on Me and You |
| EXAMPLE | 3.1.IT.3 | actively plays with or near adults, other children, and materials. 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? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.2.IT | Infants and toddlers purposefully choose, engage, and persist in play, experiences, and routines. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.2.IT.1 | holds attention of familiar adult; for example, through eye contact or vocalizations. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| EXAMPLE | 3.2.IT.2 | repeats familiar and newly learned experiences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXAMPLE | 3.2.IT.3 | maintains focus, if interested, on people or objects, play experiences, or novel events. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXAMPLE | 3.2.IT.4 | continues to try to succeed using challenging materials or during experiences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Reasoning and Problem Solving - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.3.IT | Infants and toddlers purposefully demonstrate strategies for reasoning and problem solving. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.3.IT.1 | uses an object, action, or adult to accomplish tasks, such as pulling a blanket to reach a toy or pushing a button to hear a sound. ReadyRosie Do You See Me? Supported Standing |
| EXAMPLE | 3.3.IT.2 | experiments to find a solution to a problem. ReadyRosie Do You See Me? Supported Standing |
| EXAMPLE | 3.3.IT.3 | imitates an adult action to solve a problem. ReadyRosie Do You See Me? Supported Standing |
| EXAMPLE | 3.3.IT.4 | recognizes difficulties and adjusts actions, as needed. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| EXAMPLE | 3.3.IT.5 | seeks and accepts help when encountering a problem beyond his or her ability to solve independently. ReadyRosie Do You See Me? How can I get my child to listen to me? Supported Standing |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Play and Senses - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.4.IT | Infants and toddlers engage in play to learn. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.4.IT.1 | uses sights, smells, sounds, textures, and tastes to explore and experience routines and materials within the environment. ReadyRosie Bath Time Fun Two on Me and You |
| EXAMPLE | 3.4.IT.4 | repeats experiences with materials, adults, and peers to build knowledge and understanding of the world around them. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Family and Community - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.1.IT | Infants and toddlers demonstrate a sense of belonging within their family, program, and other social settings or groups. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.1.IT.2 | recognizes familiar adults and uses them to determine safety during exploration. 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 |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Culture - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.2.IT | Infants and toddlers demonstrate a strong sense of self within their culture. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.2.IT.2 | chooses and participates in familiar experiences, including songs and stories from his or her home culture. 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? |
| EXAMPLE | 4.2.IT.3 | explores materials from various cultures. ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Exploration of the Environment - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.3.IT | Infants and toddlers explore new environments with interest and recognize familiar places. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.3.IT.1 | demonstrates interest and curiosity within familiar and unfamiliar settings. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXAMPLE | 4.3.IT.2 | explores and plays with new, as well as familiar objects, in the environment using all five senses. ReadyRosie Bath Time Fun Two on Me and You |
| EXAMPLE | 4.3.IT.3 | chooses and participates in unfamiliar experiences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 5.1.IT.1 | gazes at a picture, photo, or mirror images. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXAMPLE | 5.1.IT.2 | manipulates and explores play materials within the environment. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 5.1.IT.3 | expresses interest in art-related experiences and media. ReadyRosie Animal Noises |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 5.2.IT.1 | shows interest in songs, tones, rhythms, voices, and music. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 5.2.IT.5 | sings simple songs and participates in finger plays. 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? |
| EXAMPLE | 5.2.IT.6 | sings daily songs to recognize the patterns throughout their day. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.1.IT | Infants and toddlers understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The infant or toddler, in home language and in English… | |
| EXAMPLE | 6.1.IT.1 | responds to the vocalizations and communications, verbal and nonverbal, of familiar adults. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXAMPLE | 6.1.IT.3 | uses vocalizations and gestures to communicate wants and needs. ReadyRosie Behavior is a form of communication |
| EXAMPLE | 6.1.IT.4 | increases both listening (receptive) and speaking (expressive) vocabulary. ReadyRosie How can I help my child learn new words? Lunchtime Language |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The infant and toddler… | |
| EXAMPLE | 6.2.IT.4 | responds to or engages in songs, rhyming games, or finger plays with a familiar adult. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 6.2.IT.6 | enjoys and repeats songs, rhymes, or finger plays. 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? |
| EXAMPLE | 6.2.IT.7 | answers simple questions related to books. ReadyRosie Reading Routines for Early Readers |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 6.3.IT.1 | grasps and/or manipulates a variety of objects in his or her environment. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 6.3.IT.3 | shows increasing skill in manipulating objects such as stacking several items, using pegboards, and mastering the use of eating utensils. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Comparison and Number - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.1.IT | Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.1.IT.3 | begins to use simple counting in play and interactions, although numbers may occur out of order. ReadyRosie Table Taps |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Patterns - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.2.IT | Infants and toddlers begin to recognize patterns. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.2.IT.3 | repeats actions in sequence, such as finger plays. ReadyRosie Itsy Bitsy Spider Motions |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 7.3.IT.1 | takes objects apart. ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.3.IT.3 | takes objects apart and attempts to put them together. ReadyRosie Grasp and Grab Touch and Taste |
| EXAMPLE | 7.3.IT.4 | shows awareness of his or her own body space. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Investigations - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 8.1.IT | Infants and toddlers observe and wonder about the environment around them. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 8.1.IT.2 | engages in a variety of play experiences and exploration when provided open-ended materials, such as toys or household items that can be taken apart/put together, a container of water and various objects, seeds of different sizes/textures/shapes). ReadyRosie Grasp and Grab Touch and Taste |
| EXAMPLE | 8.1.IT.3 | uses one or more senses to make observations of their environment. ReadyRosie Bath Time Fun Two on Me and You |
| Iowa Core |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2017 |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self – Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.1.IT | Infants and toddlers display a positive sense of self. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.1.IT.1 | responds to familiar adults’ and children’s interactions using behaviors such as gazing, cuddling, and accepting assistance. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| EXAMPLE | 1.1.IT.2 | explores his or her own body. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| EXAMPLE | 1.1.IT.4 | shows preferences for toys and experiences. ReadyRosie Choosing Clothes This or That |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.2.IT | Infants and toddlers show increasing awareness of and ability to express emotions in socially and culturally appropriate ways. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.2.IT.1 | indicates need for assistance through actions such as crying, gesturing, vocalizing, using words, or approaching familiar adults. ReadyRosie Behavior is a form of communication Snack Time Speech |
| EXAMPLE | 1.2.IT.3 | begins to express a range and variety of feelings and emotions through body language, facial expressions, actions, and/or verbal responses. ReadyRosie Reading Emotions |
| EXAMPLE | 1.2.IT.4 | shows increasing ability to recognize own feelings, including simple (such as mad, glad) and complex (such as excited, frustrated, disappointed) feelings. ReadyRosie Walk the Line |
| EXAMPLE | 1.2.IT.6 | begins to control behavior through following simple rules and limits in a variety of settings. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXAMPLE | 1.2.IT.7 | begins to transition between feeling states with guidance from a caring adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Adults - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.3.IT | Infants and toddlers relate positively with significant adults. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.3.IT.1 | distinguishes between familiar and unfamiliar adults; for example, is comforted by the sight of the familiar adult or the sound of the familiar adult’s voice. ReadyRosie Behavior is a form of communication How can I help my child with separation? Tips for bonding with your baby You are your child's first teacher |
| EXAMPLE | 1.3.IT.2 | accepts assistance and comfort from familiar adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXAMPLE | 1.3.IT.3 | seeks and maintains contact with familiar adults; for example, by looking at the adult, hearing the adult’s voice, or touching the adult. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| EXAMPLE | 1.3.IT.4 | shows discomfort at separations from familiar adults. ReadyRosie How can I help my child with separation? |
| EXAMPLE | 1.3.IT.5 | seeks help from familiar adults in unfamiliar situations. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXAMPLE | 1.3.IT.7 | begins to imitate or portray roles and relationships. ReadyRosie Bear Bath |
| EXAMPLE | 1.3.IT.8 | imitates adult behaviors. ReadyRosie Bear Bath |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Children - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.4.IT | Infants and toddlers respond to and initiate interactions with other children. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.4.IT.1 | initiates interactions with other children through gestures, vocalizations, facial expressions, and/or body movements. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXAMPLE | 1.4.IT.4 | develops an awareness of his or her behavior and how it affects others. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXAMPLE | 1.4.IT.5 | imitates other children’s behaviors. ReadyRosie Bear Bath |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.1.IT.2 | establishes healthy eating and sleeping patterns with the assistance of a responsive adult. ReadyRosie Snack Time Speech |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.1.IT.5 | shows a willingness to try new foods and engages in food exploration such as basic cooking tasks or dramatic play activity. ReadyRosie Snack Time Speech |
| EXAMPLE | 2.1.IT.6 | participates in safe behaviors regarding the environment, such as around stairs or hot surfaces, or accepts redirection from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.2.IT | Infants and toddlers develop large motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.2.IT.1 | shows increasing balance, strength, and coordination in activities such as gaining control of the head and body by turning head from side to side, lifting the head off the floor, sitting, and standing. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| EXAMPLE | 2.2.IT.2 | shows increasing control in large motor skills such as reaching, rolling over, crawling, standing, and walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.2.IT | Infants and toddlers develop large motor skills. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.2.IT.3 | shows increasing control in motor skills such as rolling, throwing, and kicking a ball, and jumping. ReadyRosie Baby Basketball Kick With Me |
| EXAMPLE | 2.2.IT.4 | shows increasing balance in activities such as running, climbing stairs, marching, and moving a riding toy using his or her feet. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.3.IT.1 | uses hand-eye coordination to perform self-help and small motor tasks, such as eating food, picking up objects, placing objects on a surface, transferring objects from hand to hand, and fitting objects into a hole in a box. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.3.IT.2 | uses hand-eye coordination to perform self-help and small motor tasks such as eating with a fork or spoon, completing simple puzzles, stacking blocks, dressing with assistance, scribbling with crayons or markers, participating in finger plays, and using musical instruments. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Curiosity and Initiative - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.1.IT | Infants and toddlers express curiosity and initiative in exploring the environment and learning new skills. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.1.IT.1 | shows interest in people including other infants, objects, and events. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXAMPLE | 3.1.IT.2 | uses his or her senses to choose, explore, and manipulate a variety of objects or toys in a variety of ways. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXAMPLE | 3.1.IT.3 | actively plays with or near adults, other children, and materials. ReadyRosie Choosing Clothes How can I make music part of our day? Kick With Me Little Hands, Big Plans Move to to the Music Tea Party This or That |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.2.IT | Infants and toddlers purposefully choose, engage, and persist in play, experiences, and routines. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.2.IT.2 | repeats familiar and newly learned experiences. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXAMPLE | 3.2.IT.3 | maintains focus, if interested, on people or objects, play experiences, or novel events. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXAMPLE | 3.2.IT.4 | continues to try to succeed using challenging materials or during experiences. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Reasoning and Problem Solving - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.3.IT | Infants and toddlers purposefully demonstrate strategies for reasoning and problem solving. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.3.IT.1 | uses an object, action, or adult to accomplish tasks, such as pulling a blanket to reach a toy or pushing a button to hear a sound. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXAMPLE | 3.3.IT.2 | experiments to find a solution to a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXAMPLE | 3.3.IT.3 | imitates an adult action to solve a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| EXAMPLE | 3.3.IT.4 | recognizes difficulties and adjusts actions, as needed. 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 |
| EXAMPLE | 3.3.IT.5 | seeks and accepts help when encountering a problem beyond his or her ability to solve independently. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Play and Senses - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.4.IT | Infants and toddlers engage in play to learn. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.4.IT.1 | uses sights, smells, sounds, textures, and tastes to explore and experience routines and materials within the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXAMPLE | 3.4.IT.2 | chooses and participates in a variety of play experiences. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| EXAMPLE | 3.4.IT.4 | repeats experiences with materials, adults, and peers to build knowledge and understanding of the world around them. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Family and Community - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.1.IT | Infants and toddlers demonstrate a sense of belonging within their family, program, and other social settings or groups. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.1.IT.2 | recognizes familiar adults and uses them to determine safety during exploration. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Culture - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.2.IT | Infants and toddlers demonstrate a strong sense of self within their culture. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.2.IT.2 | chooses and participates in familiar experiences, including songs and stories from his or her home culture. 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? Why should we tell family stories? |
| EXAMPLE | 4.2.IT.3 | explores materials from various cultures. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Exploration of the Environment - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.3.IT | Infants and toddlers explore new environments with interest and recognize familiar places. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.3.IT.1 | demonstrates interest and curiosity within familiar and unfamiliar settings. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXAMPLE | 4.3.IT.2 | explores and plays with new, as well as familiar objects, in the environment using all five senses. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXAMPLE | 4.3.IT.3 | chooses and participates in unfamiliar experiences. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 5.1.IT.1 | gazes at a picture, photo, or mirror images. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXAMPLE | 5.1.IT.2 | manipulates and explores play materials within the environment. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 5.1.IT.3 | expresses interest in art-related experiences and media. ReadyRosie Reading Emotions |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 5.2.IT.1 | shows interest in songs, tones, rhythms, voices, and music. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 5.2.IT.5 | sings simple songs and participates in finger plays. 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? |
| EXAMPLE | 5.2.IT.6 | sings daily songs to recognize the patterns throughout their day. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Dramatic Play - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.3.IT | Infants and toddlers engage in dramatic play experiences. |
| GRADE LEVEL EXPECTATION | The infant and toddler… | |
| EXAMPLE | 5.3.IT.1 | imitates the sounds, facial expressions, gestures, or behaviors of another person. ReadyRosie Bear Bath |
| EXAMPLE | 5.3.IT.2 | imitates the actions and sounds of animals, people, and objects. ReadyRosie Bear Bath |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Dramatic Play - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.3.IT | Infants and toddlers engage in dramatic play experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 5.3.IT.3 | engages in dramatic play in both indoor and outdoor environments. ReadyRosie Bear Bath |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.1.IT | Infants and toddlers understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The infant or toddler, in home language and in English… | |
| EXAMPLE | 6.1.IT.1 | responds to the vocalizations and communications, verbal and nonverbal, of familiar adults. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| EXAMPLE | 6.1.IT.3 | uses vocalizations and gestures to communicate wants and needs. ReadyRosie Behavior is a form of communication Snack Time Speech |
| EXAMPLE | 6.1.IT.4 | increases both listening (receptive) and speaking (expressive) vocabulary. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy How can I help my child learn new words? Point and Learn Talk and Play |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.1.IT | Infants and toddlers understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 6.1.IT.7 | answers simple questions. ReadyRosie Why should we tell family stories? |
| EXAMPLE | 6.1.IT.8 | follows simple directions. ReadyRosie Choosing Clothes Talk and Play |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The infant and toddler… | |
| EXAMPLE | 6.2.IT.1 | explores or shows interest in books by picking them up, mouthing them, carrying them, or flipping through pages. ReadyRosie Look at the Book |
| EXAMPLE | 6.2.IT.4 | responds to or engages in songs, rhyming games, or finger plays with a familiar adult. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 6.2.IT.6 | enjoys and repeats songs, rhymes, or finger plays. 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? |
| EXAMPLE | 6.2.IT.7 | answers simple questions related to books. ReadyRosie Reading Routines for Early Readers |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 6.3.IT.1 | grasps and/or manipulates a variety of objects in his or her environment. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 6.3.IT.3 | shows increasing skill in manipulating objects such as stacking several items, using pegboards, and mastering the use of eating utensils. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Comparison and Number - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.1.IT | Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.1.IT.2 | matches and sorts objects by size, color, shape, or quantity. ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Patterns - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.2.IT | Infants and toddlers begin to recognize patterns. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.2.IT.3 | repeats actions in sequence, such as finger plays. ReadyRosie Itsy Bitsy Spider Motions |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 7.3.IT.1 | takes objects apart. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.3.IT.3 | takes objects apart and attempts to put them together. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| EXAMPLE | 7.3.IT.4 | shows awareness of his or her own body space. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| EXAMPLE | 7.3.IT.6 | follows simple direction related to positions such as in, on, under, up, or down. ReadyRosie Kick With Me |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Investigations - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 8.1.IT | Infants and toddlers observe and wonder about the environment around them. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 8.1.IT.2 | engages in a variety of play experiences and exploration when provided open-ended materials, such as toys or household items that can be taken apart/put together, a container of water and various objects, seeds of different sizes/textures/shapes). ReadyRosie Bear Bath Tea Party |
| EXAMPLE | 8.1.IT.3 | uses one or more senses to make observations of their environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| Iowa Core |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2017 |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self – Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.1.IT | Infants and toddlers display a positive sense of self. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.1.IT.1 | responds to familiar adults’ and children’s interactions using behaviors such as gazing, cuddling, and accepting assistance. ReadyRosie Behavior is a form of communication How can I get my child to listen to me? How should I handle temper tantrums? Tips for bonding with your baby You are your child's first teacher |
| EXAMPLE | 1.1.IT.2 | explores his or her own body. ReadyRosie Bear Hunt |
| EXAMPLE | 1.1.IT.4 | shows preferences for toys and experiences. ReadyRosie I Am Unique Tell Me About It! |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Self-Regulation - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.2.IT | Infants and toddlers show increasing awareness of and ability to express emotions in socially and culturally appropriate ways. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.2.IT.1 | indicates need for assistance through actions such as crying, gesturing, vocalizing, using words, or approaching familiar adults. ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXAMPLE | 1.2.IT.4 | shows increasing ability to recognize own feelings, including simple (such as mad, glad) and complex (such as excited, frustrated, disappointed) feelings. ReadyRosie Nesting Bowls |
| EXAMPLE | 1.2.IT.6 | begins to control behavior through following simple rules and limits in a variety of settings. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXAMPLE | 1.2.IT.7 | begins to transition between feeling states with guidance from a caring adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Adults - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.3.IT | Infants and toddlers relate positively with significant adults. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.3.IT.1 | distinguishes between familiar and unfamiliar adults; for example, is comforted by the sight of the familiar adult or the sound of the familiar adult’s voice. ReadyRosie Behavior is a form of communication How can I help my child with separation? Tips for bonding with your baby You are your child's first teacher |
| EXAMPLE | 1.3.IT.2 | accepts assistance and comfort from familiar adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXAMPLE | 1.3.IT.3 | seeks and maintains contact with familiar adults; for example, by looking at the adult, hearing the adult’s voice, or touching the adult. ReadyRosie How can I make music part of our day? |
| EXAMPLE | 1.3.IT.4 | shows discomfort at separations from familiar adults. ReadyRosie How can I help my child with separation? |
| EXAMPLE | 1.3.IT.5 | seeks help from familiar adults in unfamiliar situations. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| EXAMPLE | 1.3.IT.6 | explores the environment, both indoors and outdoors, but may return to a familiar adult periodically for security. ReadyRosie Nature Walk and Talk What Do We Do? |
| EXAMPLE | 1.3.IT.7 | begins to imitate or portray roles and relationships. ReadyRosie Banana Phonana |
| EXAMPLE | 1.3.IT.8 | imitates adult behaviors. ReadyRosie Banana Phonana |
| STRAND / COURSE | Area 1: | Social and Emotional Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Relationship with Children - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 1.4.IT | Infants and toddlers respond to and initiate interactions with other children. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 1.4.IT.1 | initiates interactions with other children through gestures, vocalizations, facial expressions, and/or body movements. ReadyRosie Catch! Ring Around the Rosie |
| EXAMPLE | 1.4.IT.4 | develops an awareness of his or her behavior and how it affects others. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXAMPLE | 1.4.IT.5 | imitates other children’s behaviors. ReadyRosie Banana Phonana |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.1.IT.1 | expresses satisfaction or dissatisfaction regarding care and play routines as well as participates in care routines based on appropriate developmental stages and family culture. ReadyRosie I Can Do It All By Myself |
| EXAMPLE | 2.1.IT.2 | establishes healthy eating and sleeping patterns with the assistance of a responsive adult. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Healthy and Safe Living - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.1.IT | Infants and toddlers participate in healthy and safe living practices. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.1.IT.4 | participates in healthy self-care routines, demonstrating increasing independence, such as washing hands and pouring own milk, with assistance from a caring adult. ReadyRosie I Can Do It All By Myself |
| EXAMPLE | 2.1.IT.5 | shows a willingness to try new foods and engages in food exploration such as basic cooking tasks or dramatic play activity. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| EXAMPLE | 2.1.IT.6 | participates in safe behaviors regarding the environment, such as around stairs or hot surfaces, or accepts redirection from adults. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.2.IT | Infants and toddlers develop large motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.2.IT.1 | shows increasing balance, strength, and coordination in activities such as gaining control of the head and body by turning head from side to side, lifting the head off the floor, sitting, and standing. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| EXAMPLE | 2.2.IT.2 | shows increasing control in large motor skills such as reaching, rolling over, crawling, standing, and walking. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Large Motor Skills - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.2.IT | Infants and toddlers develop large motor skills. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.2.IT.3 | shows increasing control in motor skills such as rolling, throwing, and kicking a ball, and jumping. ReadyRosie Bear Hunt Catch! Get Moving |
| EXAMPLE | 2.2.IT.4 | shows increasing balance in activities such as running, climbing stairs, marching, and moving a riding toy using his or her feet. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 2.3.IT.1 | uses hand-eye coordination to perform self-help and small motor tasks, such as eating food, picking up objects, placing objects on a surface, transferring objects from hand to hand, and fitting objects into a hole in a box. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / COURSE | Area 2: | Physical Well-Being and Motor Development |
| ESSENTIAL CONCEPT AND/OR SKILL | Small Motor Development - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 2.3.IT | Infants and toddlers develop small motor skills. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 2.3.IT.2 | uses hand-eye coordination to perform self-help and small motor tasks such as eating with a fork or spoon, completing simple puzzles, stacking blocks, dressing with assistance, scribbling with crayons or markers, participating in finger plays, and using musical instruments. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Curiosity and Initiative - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.1.IT | Infants and toddlers express curiosity and initiative in exploring the environment and learning new skills. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.1.IT.1 | shows interest in people including other infants, objects, and events. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXAMPLE | 3.1.IT.2 | uses his or her senses to choose, explore, and manipulate a variety of objects or toys in a variety of ways. ReadyRosie Fast, Slow Playdough Lengths |
| EXAMPLE | 3.1.IT.3 | actively plays with or near adults, other children, and materials. ReadyRosie Catch! How can I make music part of our day? Ring Around the Rosie |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Engagement and Persistence - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.2.IT | Infants and toddlers purposefully choose, engage, and persist in play, experiences, and routines. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.2.IT.2 | repeats familiar and newly learned experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXAMPLE | 3.2.IT.3 | maintains focus, if interested, on people or objects, play experiences, or novel events. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXAMPLE | 3.2.IT.4 | continues to try to succeed using challenging materials or during experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Reasoning and Problem Solving - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.3.IT | Infants and toddlers purposefully demonstrate strategies for reasoning and problem solving. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.3.IT.1 | uses an object, action, or adult to accomplish tasks, such as pulling a blanket to reach a toy or pushing a button to hear a sound. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXAMPLE | 3.3.IT.2 | experiments to find a solution to a problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXAMPLE | 3.3.IT.3 | imitates an adult action to solve a problem. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| EXAMPLE | 3.3.IT.4 | recognizes difficulties and adjusts actions, as needed. 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? |
| EXAMPLE | 3.3.IT.5 | seeks and accepts help when encountering a problem beyond his or her ability to solve independently. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait How can I get my child to listen to me? How should I handle temper tantrums? Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND / COURSE | Area 3: | Approaches to Learning |
| ESSENTIAL CONCEPT AND/OR SKILL | Play and Senses - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 3.4.IT | Infants and toddlers engage in play to learn. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 3.4.IT.1 | uses sights, smells, sounds, textures, and tastes to explore and experience routines and materials within the environment. ReadyRosie Fast, Slow Playdough Lengths |
| EXAMPLE | 3.4.IT.2 | chooses and participates in a variety of play experiences. ReadyRosie Catch! Ring Around the Rosie |
| EXAMPLE | 3.4.IT.4 | repeats experiences with materials, adults, and peers to build knowledge and understanding of the world around them. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Family and Community - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.1.IT | Infants and toddlers demonstrate a sense of belonging within their family, program, and other social settings or groups. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.1.IT.2 | recognizes familiar adults and uses them to determine safety during exploration. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXAMPLE | 4.1.IT.3 | explores and plays freely within familiar settings. ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Awareness of Culture - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.2.IT | Infants and toddlers demonstrate a strong sense of self within their culture. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.2.IT.2 | chooses and participates in familiar experiences, including songs and stories from his or her home culture. 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? Why should we tell family stories? |
| EXAMPLE | 4.2.IT.3 | explores materials from various cultures. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STRAND / COURSE | Area 4: | Social Studies |
| ESSENTIAL CONCEPT AND/OR SKILL | Exploration of the Environment - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 4.3.IT | Infants and toddlers explore new environments with interest and recognize familiar places. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 4.3.IT.1 | demonstrates interest and curiosity within familiar and unfamiliar settings. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXAMPLE | 4.3.IT.2 | explores and plays with new, as well as familiar objects, in the environment using all five senses. ReadyRosie Fast, Slow Playdough Lengths |
| EXAMPLE | 4.3.IT.3 | chooses and participates in unfamiliar experiences. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 5.1.IT.1 | gazes at a picture, photo, or mirror images. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXAMPLE | 5.1.IT.2 | manipulates and explores play materials within the environment. ReadyRosie Drum Patterns Nature Walk and Talk Torn Paper Art Toy Car Wash What Do We Do? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Art - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.1.IT | Infants and toddlers participate in a variety of sensory and art-related experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 5.1.IT.4 | engages in experiences that support creative expression. ReadyRosie Copy Me Recycled Play |
| EXAMPLE | 5.1.IT.5 | chooses and experiments with a variety of art materials such as playdough, crayons, chalk, water, markers, and paint. ReadyRosie Copy Me Playdough Lengths Recycled Play |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 5.2.IT.1 | shows interest in songs, tones, rhythms, voices, and music. 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? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Music, Rhythm, and Movement - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.2.IT | Infants and Toddlers participate in a variety of rhythm, music, and movement experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 5.2.IT.5 | sings simple songs and participates in finger plays. 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? |
| EXAMPLE | 5.2.IT.6 | sings daily songs to recognize the patterns throughout their day. 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? |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Dramatic Play - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.3.IT | Infants and toddlers engage in dramatic play experiences. |
| GRADE LEVEL EXPECTATION | The infant and toddler… | |
| EXAMPLE | 5.3.IT.1 | imitates the sounds, facial expressions, gestures, or behaviors of another person. ReadyRosie Banana Phonana |
| EXAMPLE | 5.3.IT.2 | imitates the actions and sounds of animals, people, and objects. ReadyRosie Banana Phonana |
| STRAND / COURSE | Area 5: | Creative Arts |
| ESSENTIAL CONCEPT AND/OR SKILL | Dramatic Play - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 5.3.IT | Infants and toddlers engage in dramatic play experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 5.3.IT.3 | engages in dramatic play in both indoor and outdoor environments. ReadyRosie Banana Phonana |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.1.IT | Infants and toddlers understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The infant or toddler, in home language and in English… | |
| EXAMPLE | 6.1.IT.3 | uses vocalizations and gestures to communicate wants and needs. ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXAMPLE | 6.1.IT.4 | increases both listening (receptive) and speaking (expressive) vocabulary. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Toy Sort |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Language Understanding and Use - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.1.IT | Infants and toddlers understand and use communication and language for a variety of purposes. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 6.1.IT.6 | participates in conversations that include taking turns, using both receptive (listening) and expressive (speaking) language skills. ReadyRosie Stuck on You Tell Me About It! |
| EXAMPLE | 6.1.IT.7 | answers simple questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The infant and toddler… | |
| EXAMPLE | 6.2.IT.4 | responds to or engages in songs, rhyming games, or finger plays with a familiar adult. 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? |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Literacy - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.2.IT | Infants and toddlers engage in early reading experiences. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 6.2.IT.6 | enjoys and repeats songs, rhymes, or finger plays. 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? |
| EXAMPLE | 6.2.IT.7 | answers simple questions related to books. ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 6.3.IT.1 | grasps and/or manipulates a variety of objects in his or her environment. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / COURSE | Area 6: | Communication, Language, and Literacy |
| ESSENTIAL CONCEPT AND/OR SKILL | Early Writing - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 6.3.IT | Infants and toddlers engage in early writing experiences. |
| GRADE LEVEL EXPECTATION | The older infant and toddler also… | |
| EXAMPLE | 6.3.IT.2 | scribbles spontaneously, usually using a fist grip. ReadyRosie Copy Me Paint your Name Secret Message |
| EXAMPLE | 6.3.IT.3 | shows increasing skill in manipulating objects such as stacking several items, using pegboards, and mastering the use of eating utensils. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Comparison and Number - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.1.IT | Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 7.1.IT.1 | begins to notice characteristics of objects such as size, color, shape, or quantity. ReadyRosie Copy Me |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Comparison and Number - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.1.IT | Infants and toddlers show increasing understanding of comparisons and amount, including use of numbers and counting. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.1.IT.2 | matches and sorts objects by size, color, shape, or quantity. ReadyRosie Copy Me Nature Walk and Talk Toy Sort |
| EXAMPLE | 7.1.IT.3 | begins to use simple counting in play and interactions, although numbers may occur out of order. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Patterns - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.2.IT | Infants and toddlers begin to recognize patterns. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.2.IT.4 | notices patterns and objects in the environment. ReadyRosie Drum Patterns |
| EXAMPLE | 7.2.IT.5 | organizes objects into groups during play and exploration. ReadyRosie Drum Patterns |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The infant… | |
| EXAMPLE | 7.3.IT.1 | takes objects apart. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / COURSE | Area 7: | Mathematics |
| ESSENTIAL CONCEPT AND/OR SKILL | Shapes and Spatial Relationships - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 7.3.IT | Infants and toddlers show increasing understanding of spatial relationships. |
| GRADE LEVEL EXPECTATION | The toddler… | |
| EXAMPLE | 7.3.IT.3 | takes objects apart and attempts to put them together. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXAMPLE | 7.3.IT.4 | shows awareness of his or her own body space. ReadyRosie Bear Hunt |
| EXAMPLE | 7.3.IT.5 | matches similar shapes. ReadyRosie Copy Me |
| EXAMPLE | 7.3.IT.6 | follows simple direction related to positions such as in, on, under, up, or down. ReadyRosie Which Lid? |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Investigations - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 8.1.IT | Infants and toddlers observe and wonder about the environment around them. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 8.1.IT.3 | uses one or more senses to make observations of their environment. ReadyRosie Fast, Slow Playdough Lengths |
| EXAMPLE | 8.1.IT.5 | attempts to manipulate/understand his or her environment through repetitive play. ReadyRosie Get Moving |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Reasoning - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 8.2.IT | Infants and toddlers use reasoning to make sense of information in their environment. |
| GRADE LEVEL EXPECTATION | The toddler also… | |
| EXAMPLE | 8.2.IT.3 | shows understanding of object permanence (that people exist when they cannot be seen and objects exist even when out of sight). ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND / COURSE | Area 8: | Science |
| ESSENTIAL CONCEPT AND/OR SKILL | Scientific Communication - Infant and Toddler (birth - 3 years) | |
| DETAILED DESCRIPTOR | 8.3.IT | Infants and toddlers share information and understanding about experiences in their environment. |
| GRADE LEVEL EXPECTATION | The infant or toddler… | |
| EXAMPLE | 8.3.IT.3 | shows repetitive actions to demonstrate new learning experiences. ReadyRosie Get Moving |