Michigan Academic Standards (Infant)
| Main Criteria: Michigan 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 | ||
| Michigan Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.1. | Infants and toddlers experience environments where their physical health is promoted. |
| EXPECTATION | ECSQ-IT.A.1.b. | Increased coordination (e.g., eye-hand movements) ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.2. | Infants and toddlers experience environments where their social and emotional well-being is nurtured. |
| EXPECTATION | ECSQ-IT.A.2.a. | Emerging skill in self-regulation. ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | ECSQ-IT.A.2.b. | An increasing capacity to pay attention, focus, concentrate, and be involved. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.A.2.g. | Trust that their social-emotional needs will be responded to. 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 | ECSQ-IT.A.2.h. | A trusting relationship with nurturing and responsive caregivers. 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 | ECSQ-IT.A.2.i. | The ability to respond and engage in reciprocal interactions. 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 | ECSQ-IT.A.2.j. | Emerging capacities for caring and cooperation. ReadyRosie Snuggle Close |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.3. | Infants and toddlers experience environments where they are kept safe from harm. |
| EXPECTATION | ECSQ-IT.A.3.d. | Ability to respond to caregiver instructions related to safety. ReadyRosie How can I get my child to listen to me? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.1. | Infants and toddlers experience environments where they know they belong and have a place. |
| EXPECTATION | ECSQ-IT.B.1.a. | An attachment to their primary caregivers and primary care group. 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 / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.2. | Infants and toddlers experience environments where they are comfortable with routines, schedules, and activities. |
| EXPECTATION | ECSQ-IT.B.2.a. | An understanding of the routines, family customs, and regular events of the program. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| EXPECTATION | ECSQ-IT.B.2.b. | An understanding that these routines, customs, and regular events can differ from their homes and from other settings. ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| EXPECTATION | ECSQ-IT.B.2.d. | Capacities to predict routines and regular events that make up the day or the session. ReadyRosie How do I get my child to______? |
| EXPECTATION | ECSQ-IT.B.2.h. | An increasing sense of independence and competence during daily routines and activities. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.3. | Infants and toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior. |
| EXPECTATION | ECSQ-IT.B.3.a. | An increasing capacity to successfully communicate their feelings, needs, and wants. ReadyRosie Behavior is a form of communication |
| EXPECTATION | ECSQ-IT.B.3.b. | A recognition that the setting has reasonable boundaries and expectations for behavior. ReadyRosie How do I get my child to______? |
| EXPECTATION | ECSQ-IT.B.3.c. | The beginning of an understanding of the reasons for boundaries and expectations. ReadyRosie How do I get my child to______? |
| EXPECTATION | ECSQ-IT.B.3.d. | Expectations that the setting is predictable, fair, and consistently caring. 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 | ECSQ-IT.B.3.e. | An increasing awareness of the impact and consequences of their actions ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | ECSQ-IT.B.3.f. | An increasing ability to self-regulate their behavior. ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | ECSQ-IT.B.3.g. | The ability to express disagreement with peers and caregivers in developmentally appropriate ways. ReadyRosie How can I get my child to listen to me? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.4. | Infants and toddlers experience environments where positive connections among their families, the program, and the children are affirmed. |
| EXPECTATION | ECSQ-IT.B.4.a. | An understanding of the links between the early childhood education and care setting and their homes through people, images, objects, languages, sounds, smells, and tastes. 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 | ECSQ-IT.B.4.b. | Interest and pleasure in discovering new environments where the people, images, objects, languages, sounds, smells, and tastes are sometimes different from those at home. ReadyRosie Baby Massage Bath Time Fun Behavior is a form of communication Snuggle Close Tips for bonding with your baby Two on Me and You What Comes after Two? You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.4.c. | The ability to interact with an increasing number of significant people in their lives, beyond their families and primary caregivers. 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 / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.1. | Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning. |
| EXPECTATION | ECSQ-IT.C.1.a. | Strategies for exploring and satisfying their curiosity. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.C.1.e. | An emerging understanding that not knowing and being uncertain are part of learning. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.2. | Infants and toddlers experience environments where they gain confidence in and greater control of their bodies. |
| EXPECTATION | ECSQ-IT.C.2.a. | Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance. ReadyRosie Grasp and Grab Touch and Taste |
| EXPECTATION | ECSQ-IT.C.2.b. | Strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all the senses, and the use of tools, materials, and equipment to extend skills. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | ECSQ-IT.C.2.c. | Confidence with moving in space, moving to rhythm, and playing near and with others. ReadyRosie I can't sing. How can I sing to my baby? Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.3. | Infants and toddlers experience environments where they learn strategies for active exploration, thinking, and reasoning. |
| EXPECTATION | ECSQ-IT.C.3.a. | The confidence to explore and make sense of their world through simple problem solving, recognizing patterns, learning from trial and error, asking questions, listening to others, simple planning, observing, and listening to stories. ReadyRosie Do You See Me? Supported Standing |
| EXPECTATION | ECSQ-IT.C.3.b. | An attitude of themselves as “explorers” — competent, confident learners who ask questions and make discoveries. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.C.3.c. | The confidence to choose and experiment with materials, to explore actively with all the senses, and to use what they learn to generalize their learning to other experiences. ReadyRosie Bath Time Fun Two on Me and You |
| EXPECTATION | ECSQ-IT.C.3.d. | The ability to learn new things from the materials and people around them. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.4. | Infants and toddlers experience environments where they develop a growing sense of social relationships, the natural environment, and the physical world. |
| EXPECTATION | ECSQ-IT.C.4.a. | The ability to question, explore, generate, and modify their own ideas about the world around them. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.C.4.e. | Social relationships and social concepts (e.g., friendship, authority, social rules and understandings). ReadyRosie How can I get my child to listen to me? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.5. | Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills. |
| EXPECTATION | ECSQ-IT.C.5.a. | Progressively more complex skills. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.C.5.b. | The ability to pursue interests independently. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.1. | Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others. |
| EXPECTATION | ECSQ-IT.D.1.a. | The ability to express their feelings and emotions in a range of appropriate ways. ReadyRosie How can I get my child to listen to me? |
| EXPECTATION | ECSQ-IT.D.1.b. | Confidence that their first languages [e.g., whether spoken English, a spoken language other than English, or American Sign Language (ASL)] are valued, supported, and understood. ReadyRosie Lunchtime Language |
| EXPECTATION | ECSQ-IT.D.1.d. | A playful interest in repetitive sounds and words, and aspects of language (e.g., rhythm, rhyme, alliteration). ReadyRosie Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby |
| EXPECTATION | ECSQ-IT.D.1.f. | The inclination and ability to communicate, pay attention, and respond appropriately to others. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| EXPECTATION | ECSQ-IT.D.1.g. | Increasing knowledge and skill in syntax, meaning, and vocabulary in at least one language. ReadyRosie How can I help my child learn new words? |
| EXPECTATION | ECSQ-IT.D.1.h. | Language skills in real, play, and problem-solving contexts as well as in more structured language contexts (e.g., through books, finger plays, singing, storytelling/re-enacting). 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 / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.2. | Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs, and stories. |
| EXPECTATION | ECSQ-IT.D.2.a. | An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs. ReadyRosie Animal Noises Snuggle Close |
| EXPECTATION | ECSQ-IT.D.2.b. | Familiarity with symbols/pictures and their uses (including print) by exploring and observing them in activities that have meaning and purpose and are developmentally appropriate for infants and toddlers. ReadyRosie Animal Noises |
| EXPECTATION | ECSQ-IT.D.2.c. | Familiarity with an appropriate selection of the stories and literature valued by the cultures in their community. ReadyRosie How can I communicate with my baby? Piggy Toes |
| EXPECTATION | ECSQ-IT.D.2.g. | An expectation that words, books, numbers, and other symbols/pictures can amuse, delight, comfort, illuminate, inform, and excite. ReadyRosie Animal Noises |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.3. | Infants and toddlers experience environments where they discover and develop different ways to be creative and expressive about their feelings and thoughts. |
| EXPECTATION | ECSQ-IT.D.3.c. | Skill with media that can be used for expressing a mood or a feeling or for representing information (e.g., crayons, pencils, paint, blocks, wood, musical instruments, movement). ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | ECSQ-IT.D.3.e. | An awareness that music, art, drama, and dance can be expressions of feeling, mood, situation, and culture. ReadyRosie Animal Noises How can I communicate with my baby? Piggy Toes |
| EXPECTATION | ECSQ-IT.D.3.f. | Confidence to sing songs, including songs of their own, and to experiment with chants and pitch patterns. 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 | ECSQ-IT.D.3.g. | An increasing ability to keep a steady beat (e.g., through speech, chants, dances, movement to simple rhythmic patterns). ReadyRosie I can't sing. How can I sing to my baby? |
| EXPECTATION | ECSQ-IT.D.3.h. | An expectation that music, art, drama, and dance can amuse, delight, comfort, illuminate, inform, and excite. ReadyRosie Animal Noises |
| EXPECTATION | ECSQ-IT.D.3.i. | Familiarity with a variety of types of music, art, drama, and dance as expressions of feeling, mood, situation, occasion, and culture. ReadyRosie Animal Noises How can I communicate with my baby? Piggy Toes |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.1. | Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, home language, ethnicity, or background. |
| EXPECTATION | ECSQ-IT.E.1.b. | Emerging concern for other children who may be excluded from activities because they are different. ReadyRosie How can I communicate with my baby? Piggy Toes |
| EXPECTATION | ECSQ-IT.E.1.d. | The ability to carry out or follow through on simple tasks that help or benefit themselves or others. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.E.1.e. | Positive and accepting attitudes toward people of a variety of backgrounds/characteristics (e.g., race, physical characteristics, culture, language spoken or signed, ethnic background). ReadyRosie How can I communicate with my baby? Piggy Toes |
| EXPECTATION | ECSQ-IT.E.1.f. | The ability to respond and engage in developmentally appropriate reciprocal interactions. 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 | ECSQ-IT.E.1.g. | Emerging skills in caring and cooperation. ReadyRosie Snuggle Close |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.2. | Infants and toddlers experience environments where they are affirmed as individuals. |
| EXPECTATION | ECSQ-IT.E.2.b. | A range of abilities and interests (e.g., spatial, visual, linguistic, physical, musical, logical or mathematical, personal, social) which build on the children’s strengths. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.3. | Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others. |
| EXPECTATION | ECSQ-IT.E.3.c. | An increasing sense of competence and confidence in growing abilities. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| EXPECTATION | ECSQ-IT.E.3.d. | Acceptable ways to assert their independence. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| Michigan Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.1. | Infants and toddlers experience environments where their physical health is promoted. |
| EXPECTATION | ECSQ-IT.A.1.b. | Increased coordination (e.g., eye-hand movements) ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.2. | Infants and toddlers experience environments where their social and emotional well-being is nurtured. |
| EXPECTATION | ECSQ-IT.A.2.a. | Emerging skill in self-regulation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.A.2.b. | An increasing capacity to pay attention, focus, concentrate, and be involved. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.A.2.d. | A sense of personal worth and the worth of others, and reassurance that personal worth does not depend on today’s behavior or ability. ReadyRosie Happy Birthday to You Point and Learn This or That |
| EXPECTATION | ECSQ-IT.A.2.e. | An increasing ability to identify their own emotional responses and those of others. ReadyRosie Reading Emotions |
| EXPECTATION | ECSQ-IT.A.2.f. | Confidence and ability to express emotional needs without fear. ReadyRosie Reading Emotions |
| EXPECTATION | ECSQ-IT.A.2.g. | Trust that their social-emotional needs will be responded to. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.A.2.h. | A trusting relationship with nurturing and responsive caregivers. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.A.2.i. | The ability to respond and engage in reciprocal interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.3. | Infants and toddlers experience environments where they are kept safe from harm. |
| EXPECTATION | ECSQ-IT.A.3.d. | Ability to respond to caregiver instructions related to safety. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.1. | Infants and toddlers experience environments where they know they belong and have a place. |
| EXPECTATION | ECSQ-IT.B.1.a. | An attachment to their primary caregivers and primary care group. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.2. | Infants and toddlers experience environments where they are comfortable with routines, schedules, and activities. |
| EXPECTATION | ECSQ-IT.B.2.a. | An understanding of the routines, family customs, and regular events of the program. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search Why is storytelling important? |
| EXPECTATION | ECSQ-IT.B.2.b. | An understanding that these routines, customs, and regular events can differ from their homes and from other settings. ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Reading Routines for Early Readers Shoe Search Why is storytelling important? |
| EXPECTATION | ECSQ-IT.B.2.d. | Capacities to predict routines and regular events that make up the day or the session. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | ECSQ-IT.B.2.h. | An increasing sense of independence and competence during daily routines and activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.3. | Infants and toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior. |
| EXPECTATION | ECSQ-IT.B.3.a. | An increasing capacity to successfully communicate their feelings, needs, and wants. ReadyRosie Behavior is a form of communication Reading Emotions Snack Time Speech |
| EXPECTATION | ECSQ-IT.B.3.b. | A recognition that the setting has reasonable boundaries and expectations for behavior. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | ECSQ-IT.B.3.c. | The beginning of an understanding of the reasons for boundaries and expectations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| EXPECTATION | ECSQ-IT.B.3.d. | Expectations that the setting is predictable, fair, and consistently caring. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.3.e. | An increasing awareness of the impact and consequences of their actions ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.B.3.f. | An increasing ability to self-regulate their behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.B.3.g. | The ability to express disagreement with peers and caregivers in developmentally appropriate ways. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.4. | Infants and toddlers experience environments where positive connections among their families, the program, and the children are affirmed. |
| EXPECTATION | ECSQ-IT.B.4.a. | An understanding of the links between the early childhood education and care setting and their homes through people, images, objects, languages, sounds, smells, and tastes. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.4.b. | Interest and pleasure in discovering new environments where the people, images, objects, languages, sounds, smells, and tastes are sometimes different from those at home. ReadyRosie Baby Basketball Behavior is a form of communication Flying with Mom Pop Go the Bubbles Take Along Toy Tips for bonding with your baby Walk the Line You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.4.c. | The ability to interact with an increasing number of significant people in their lives, beyond their families and primary caregivers. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.1. | Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning. |
| EXPECTATION | ECSQ-IT.C.1.a. | Strategies for exploring and satisfying their curiosity. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.1.b. | Symbolic, pretend, and dramatic play. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | ECSQ-IT.C.1.c. | Creativity and spontaneity in their play. ReadyRosie Bear Bath Tea Party |
| EXPECTATION | ECSQ-IT.C.1.e. | An emerging understanding that not knowing and being uncertain are part of learning. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.1.f. | Emerging expressions of intentionality in their play and relationships. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.2. | Infants and toddlers experience environments where they gain confidence in and greater control of their bodies. |
| EXPECTATION | ECSQ-IT.C.2.a. | Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Move While you Sing Pop Go the Bubbles Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.2.b. | Strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all the senses, and the use of tools, materials, and equipment to extend skills. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | ECSQ-IT.C.2.c. | Confidence with moving in space, moving to rhythm, and playing near and with others. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes I can't sing. How can I sing to my baby? Kick With Me Little Hands, Big Plans Move While you Sing Point and Learn Pop Go the Bubbles Tea Party Walk the Line |
| EXPECTATION | ECSQ-IT.C.2.d. | Awareness of good hygiene practices (e.g., tooth brushing, hand washing, covering mouth/nose when coughing). ReadyRosie Brush, Baby, Brush |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.3. | Infants and toddlers experience environments where they learn strategies for active exploration, thinking, and reasoning. |
| EXPECTATION | ECSQ-IT.C.3.a. | The confidence to explore and make sense of their world through simple problem solving, recognizing patterns, learning from trial and error, asking questions, listening to others, simple planning, observing, and listening to stories. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up Look at the Book Reading Emotions Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.C.3.b. | An attitude of themselves as “explorers” — competent, confident learners who ask questions and make discoveries. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.3.c. | The confidence to choose and experiment with materials, to explore actively with all the senses, and to use what they learn to generalize their learning to other experiences. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| EXPECTATION | ECSQ-IT.C.3.d. | The ability to learn new things from the materials and people around them. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.4. | Infants and toddlers experience environments where they develop a growing sense of social relationships, the natural environment, and the physical world. |
| EXPECTATION | ECSQ-IT.C.4.a. | The ability to question, explore, generate, and modify their own ideas about 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 |
| EXPECTATION | ECSQ-IT.C.4.e. | Social relationships and social concepts (e.g., friendship, authority, social rules and understandings). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.5. | Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills. |
| EXPECTATION | ECSQ-IT.C.5.a. | Progressively more complex skills. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.5.b. | The ability to pursue interests independently. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.C.5.c. | The understanding that they have a significant role in initiating exploration, play, and learning. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.1. | Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others. |
| EXPECTATION | ECSQ-IT.D.1.a. | The ability to express their feelings and emotions in a range of appropriate ways. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.D.1.b. | Confidence that their first languages [e.g., whether spoken English, a spoken language other than English, or American Sign Language (ASL)] are valued, supported, and understood. ReadyRosie Snack Time Speech |
| EXPECTATION | ECSQ-IT.D.1.d. | A playful interest in repetitive sounds and words, and aspects of language (e.g., rhythm, rhyme, alliteration). ReadyRosie Clap and Swing Itsy Bitsy Spider Motions Rhyme and Ride Swing Song Where is Thumbkin? |
| EXPECTATION | ECSQ-IT.D.1.f. | The inclination and ability to communicate, pay attention, and respond appropriately to others. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| EXPECTATION | ECSQ-IT.D.1.g. | Increasing knowledge and skill in syntax, meaning, and vocabulary in at least one language. ReadyRosie How can I help my child learn new words? |
| EXPECTATION | ECSQ-IT.D.1.h. | Language skills in real, play, and problem-solving contexts as well as in more structured language contexts (e.g., through books, finger plays, singing, storytelling/re-enacting). 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 | ECSQ-IT.D.1.i. | Communication skills for increasingly complex purposes (e.g., expressing and asking others about intentions, expressing feelings and attitudes, negotiating, predicting, planning, reasoning, guessing, storytelling). ReadyRosie Reading Emotions |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.2. | Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs, and stories. |
| EXPECTATION | ECSQ-IT.D.2.a. | An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs. ReadyRosie Check the Mail Reading Emotions |
| EXPECTATION | ECSQ-IT.D.2.b. | Familiarity with symbols/pictures and their uses (including print) by exploring and observing them in activities that have meaning and purpose and are developmentally appropriate for infants and toddlers. ReadyRosie Check the Mail Reading Emotions |
| EXPECTATION | ECSQ-IT.D.2.c. | Familiarity with an appropriate selection of the stories and literature valued by the cultures in their community. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.D.2.e. | An interest in exploring and using mathematical, reading, and writing materials. ReadyRosie Color with Me |
| EXPECTATION | ECSQ-IT.D.2.g. | An expectation that words, books, numbers, and other symbols/pictures can amuse, delight, comfort, illuminate, inform, and excite. ReadyRosie Reading Emotions |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.3. | Infants and toddlers experience environments where they discover and develop different ways to be creative and expressive about their feelings and thoughts. |
| EXPECTATION | ECSQ-IT.D.3.c. | Skill with media that can be used for expressing a mood or a feeling or for representing information (e.g., crayons, pencils, paint, blocks, wood, musical instruments, movement). ReadyRosie Color with Me I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | ECSQ-IT.D.3.d. | An ability to be creative and expressive through a variety of activities (e.g., pretend play, art, storytelling, music). ReadyRosie Bear Bath Tea Party |
| EXPECTATION | ECSQ-IT.D.3.e. | An awareness that music, art, drama, and dance can be expressions of feeling, mood, situation, and culture. ReadyRosie Clap and Swing How can I communicate with my baby? Reading Emotions Swing Song Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.D.3.f. | Confidence to sing songs, including songs of their own, and to experiment with chants and pitch patterns. 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 | ECSQ-IT.D.3.g. | An increasing ability to keep a steady beat (e.g., through speech, chants, dances, movement to simple rhythmic patterns). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| EXPECTATION | ECSQ-IT.D.3.h. | An expectation that music, art, drama, and dance can amuse, delight, comfort, illuminate, inform, and excite. ReadyRosie Reading Emotions |
| EXPECTATION | ECSQ-IT.D.3.i. | Familiarity with a variety of types of music, art, drama, and dance as expressions of feeling, mood, situation, occasion, and culture. ReadyRosie Clap and Swing How can I communicate with my baby? Reading Emotions Swing Song Why should we tell family stories? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.1. | Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, home language, ethnicity, or background. |
| EXPECTATION | ECSQ-IT.E.1.b. | Emerging concern for other children who may be excluded from activities because they are different. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.E.1.d. | The ability to carry out or follow through on simple tasks that help or benefit themselves or others. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.E.1.e. | Positive and accepting attitudes toward people of a variety of backgrounds/characteristics (e.g., race, physical characteristics, culture, language spoken or signed, ethnic background). ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.E.1.f. | The ability to respond and engage in developmentally appropriate reciprocal interactions. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.2. | Infants and toddlers experience environments where they are affirmed as individuals. |
| EXPECTATION | ECSQ-IT.E.2.b. | A range of abilities and interests (e.g., spatial, visual, linguistic, physical, musical, logical or mathematical, personal, social) which build on the children’s strengths. ReadyRosie Baby Basketball Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.3. | Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others. |
| EXPECTATION | ECSQ-IT.E.3.c. | An increasing sense of competence and confidence in growing abilities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.E.3.d. | Acceptable ways to assert their independence. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| EXPECTATION | ECSQ-IT.E.3.e. | ‘Friendship skills,’ where they can play harmoniously with their peers through cooperation and participate in the give and take of ideas. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.4. | Infants and toddlers experience environments where they and their families are empowered to make contributions within the program and as members of their communities. |
| EXPECTATION | ECSQ-IT.E.4.b. | A sense of pride in themselves and their families. ReadyRosie Happy Birthday to You Point and Learn This or That |
| Michigan Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.1. | Infants and toddlers experience environments where their physical health is promoted. |
| EXPECTATION | ECSQ-IT.A.1.b. | Increased coordination (e.g., eye-hand movements) ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| EXPECTATION | ECSQ-IT.A.1.c. | Emerging self-help and self-care skills for eating, drinking, toileting, resting, sleeping, washing, and dressing. ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.2. | Infants and toddlers experience environments where their social and emotional well-being is nurtured. |
| EXPECTATION | ECSQ-IT.A.2.a. | Emerging skill in self-regulation. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.A.2.b. | An increasing capacity to pay attention, focus, concentrate, and be involved. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.A.2.g. | Trust that their social-emotional needs will be responded to. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.A.2.h. | A trusting relationship with nurturing and responsive caregivers. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.A.2.i. | The ability to respond and engage in reciprocal interactions. ReadyRosie How can I make music part of our day? |
| EXPECTATION | ECSQ-IT.A.2.j. | Emerging capacities for caring and cooperation. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.A. | Well-being: The health and well-being of each infant and toddler is protected and nurtured. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.A.3. | Infants and toddlers experience environments where they are kept safe from harm. |
| EXPECTATION | ECSQ-IT.A.3.d. | Ability to respond to caregiver instructions related to safety. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.1. | Infants and toddlers experience environments where they know they belong and have a place. |
| EXPECTATION | ECSQ-IT.B.1.a. | An attachment to their primary caregivers and primary care group. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.1.e. | Confidence in and an ability to express their ideas. ReadyRosie Stuck on You Tell Me About It! |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.2. | Infants and toddlers experience environments where they are comfortable with routines, schedules, and activities. |
| EXPECTATION | ECSQ-IT.B.2.a. | An understanding of the routines, family customs, and regular events of the program. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers Why is storytelling important? |
| EXPECTATION | ECSQ-IT.B.2.b. | An understanding that these routines, customs, and regular events can differ from their homes and from other settings. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers Why is storytelling important? |
| EXPECTATION | ECSQ-IT.B.2.d. | Capacities to predict routines and regular events that make up the day or the session. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | ECSQ-IT.B.2.g. | Increasing mastery of self-help skills to assist with daily personal routines. ReadyRosie I Can Do It All By Myself |
| EXPECTATION | ECSQ-IT.B.2.h. | An increasing sense of independence and competence during daily routines and activities. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.3. | Infants and toddlers experience environments where they increasingly understand the nature and boundaries of acceptable behavior. |
| EXPECTATION | ECSQ-IT.B.3.a. | An increasing capacity to successfully communicate their feelings, needs, and wants. ReadyRosie Behavior is a form of communication Tempted to Talk |
| EXPECTATION | ECSQ-IT.B.3.b. | A recognition that the setting has reasonable boundaries and expectations for behavior. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | ECSQ-IT.B.3.c. | The beginning of an understanding of the reasons for boundaries and expectations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| EXPECTATION | ECSQ-IT.B.3.d. | Expectations that the setting is predictable, fair, and consistently caring. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.3.e. | An increasing awareness of the impact and consequences of their actions ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.B.3.f. | An increasing ability to self-regulate their behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.B.3.g. | The ability to express disagreement with peers and caregivers in developmentally appropriate ways. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.B. | Belonging: Infants and toddlers feel a sense of belonging. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.B.4. | Infants and toddlers experience environments where positive connections among their families, the program, and the children are affirmed. |
| EXPECTATION | ECSQ-IT.B.4.a. | An understanding of the links between the early childhood education and care setting and their homes through people, images, objects, languages, sounds, smells, and tastes. ReadyRosie Behavior is a form of communication Tips for bonding with your baby Tips for storytelling: Story ideas You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.4.b. | Interest and pleasure in discovering new environments where the people, images, objects, languages, sounds, smells, and tastes are sometimes different from those at home. ReadyRosie Behavior is a form of communication Fast, Slow Playdough Lengths Tips for bonding with your baby You are your child's first teacher |
| EXPECTATION | ECSQ-IT.B.4.c. | The ability to interact with an increasing number of significant people in their lives, beyond their families and primary caregivers. ReadyRosie How can I make music part of our day? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.1. | Infants and toddlers experience environments where the importance of spontaneous play is recognized and play is valued as meaningful learning. |
| EXPECTATION | ECSQ-IT.C.1.a. | Strategies for exploring and satisfying their curiosity. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.C.1.b. | Symbolic, pretend, and dramatic play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | ECSQ-IT.C.1.c. | Creativity and spontaneity in their play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | ECSQ-IT.C.1.e. | An emerging understanding that not knowing and being uncertain are part of learning. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.C.1.f. | Emerging expressions of intentionality in their play and relationships. ReadyRosie Catch! Ring Around the Rosie |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.2. | Infants and toddlers experience environments where they gain confidence in and greater control of their bodies. |
| EXPECTATION | ECSQ-IT.C.2.a. | Increasing control over their bodies, including increasing abilities in the use of large and small muscles, balance and coordination of eye-hand movements, and increasing agility, coordination, and balance. ReadyRosie Bear Hunt Drum Patterns Get Moving Ring Around the Rosie Stop and Go Torn Paper Art Toy Car Wash |
| EXPECTATION | ECSQ-IT.C.2.b. | Strategies for actively exploring and making sense of the world by using their bodies, including active exploration with all the senses, and the use of tools, materials, and equipment to extend skills. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION | ECSQ-IT.C.2.c. | Confidence with moving in space, moving to rhythm, and playing near and with others. ReadyRosie Bear Hunt Catch! I can't sing. How can I sing to my baby? Ring Around the Rosie |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.3. | Infants and toddlers experience environments where they learn strategies for active exploration, thinking, and reasoning. |
| EXPECTATION | ECSQ-IT.C.3.a. | The confidence to explore and make sense of their world through simple problem solving, recognizing patterns, learning from trial and error, asking questions, listening to others, simple planning, observing, and listening to stories. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.C.3.b. | An attitude of themselves as “explorers” — competent, confident learners who ask questions and make discoveries. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.C.3.c. | The confidence to choose and experiment with materials, to explore actively with all the senses, and to use what they learn to generalize their learning to other experiences. ReadyRosie Fast, Slow Playdough Lengths |
| EXPECTATION | ECSQ-IT.C.3.d. | The ability to learn new things from the materials and people 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 / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.4. | Infants and toddlers experience environments where they develop a growing sense of social relationships, the natural environment, and the physical world. |
| EXPECTATION | ECSQ-IT.C.4.a. | The ability to question, explore, generate, and modify their own ideas about 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? |
| EXPECTATION | ECSQ-IT.C.4.e. | Social relationships and social concepts (e.g., friendship, authority, social rules and understandings). ReadyRosie Catch! How can I get my child to listen to me? How should I handle temper tantrums? Ring Around the Rosie |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.C. | Exploration: Infants and toddlers learn through active exploration of the environment. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.C.5. | Infants and toddlers experience environments where their interests and initiative provide direction for learning opportunities and for the practice and mastery of developing skills. |
| EXPECTATION | ECSQ-IT.C.5.a. | Progressively more complex skills. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.C.5.b. | The ability to pursue interests independently. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.C.5.c. | The understanding that they have a significant role in initiating exploration, play, and learning. ReadyRosie Catch! Ring Around the Rosie |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.1. | Infants and toddlers experience environments where they develop attitudes and skills to communicate successfully with others. |
| EXPECTATION | ECSQ-IT.D.1.a. | The ability to express their feelings and emotions in a range of appropriate ways. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| EXPECTATION | ECSQ-IT.D.1.d. | A playful interest in repetitive sounds and words, and aspects of language (e.g., rhythm, rhyme, alliteration). ReadyRosie Ring Around the Rosie |
| EXPECTATION | ECSQ-IT.D.1.g. | Increasing knowledge and skill in syntax, meaning, and vocabulary in at least one language. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You Tell Me About It! Tempted to Talk |
| EXPECTATION | ECSQ-IT.D.1.h. | Language skills in real, play, and problem-solving contexts as well as in more structured language contexts (e.g., through books, finger plays, singing, storytelling/re-enacting). 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 | ECSQ-IT.D.1.i. | Communication skills for increasingly complex purposes (e.g., expressing and asking others about intentions, expressing feelings and attitudes, negotiating, predicting, planning, reasoning, guessing, storytelling). ReadyRosie How can I stop my kids from fighting? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.2. | Infants and toddlers experience environments where they have opportunities to communicate through the use of symbols/pictures, signs, and stories. |
| EXPECTATION | ECSQ-IT.D.2.a. | An understanding that symbols/pictures can be “read” by others, and that thoughts, experiences, and ideas can be represented through gestures, signs, words, pictures, print, numbers, sounds, shapes, models, facial expression, and photographs. ReadyRosie Copy Me |
| EXPECTATION | ECSQ-IT.D.2.c. | Familiarity with an appropriate selection of the stories and literature valued by the cultures in their community. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.D.2.e. | An interest in exploring and using mathematical, reading, and writing materials. ReadyRosie Copy Me Secret Message |
| EXPECTATION | ECSQ-IT.D.2.f. | An interest in creating and using symbols/pictures. ReadyRosie Copy Me Recycled Play |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.D. | Communication: Infants and toddlers use a variety of means to communicate their needs and thoughts, and to understand and respond to other people and ideas. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.D.3. | Infants and toddlers experience environments where they discover and develop different ways to be creative and expressive about their feelings and thoughts. |
| EXPECTATION | ECSQ-IT.D.3.a. | Familiarity with the properties and characteristics of the materials used in the creative and expressive arts. ReadyRosie Copy Me Recycled Play |
| EXPECTATION | ECSQ-IT.D.3.b. | Skill and confidence with the processes of art (e.g., drawing, collage, painting, print-making, constructing). ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| EXPECTATION | ECSQ-IT.D.3.c. | Skill with media that can be used for expressing a mood or a feeling or for representing information (e.g., crayons, pencils, paint, blocks, wood, musical instruments, movement). ReadyRosie Copy Me I can't sing. How can I sing to my baby? Recycled Play Ring Around the Rosie Secret Message |
| EXPECTATION | ECSQ-IT.D.3.d. | An ability to be creative and expressive through a variety of activities (e.g., pretend play, art, storytelling, music). ReadyRosie Banana Phonana Copy Me Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| EXPECTATION | ECSQ-IT.D.3.e. | An awareness that music, art, drama, and dance can be expressions of feeling, mood, situation, and culture. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.D.3.f. | Confidence to sing songs, including songs of their own, and to experiment with chants and pitch patterns. 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 | ECSQ-IT.D.3.g. | An increasing ability to keep a steady beat (e.g., through speech, chants, dances, movement to simple rhythmic patterns). ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| EXPECTATION | ECSQ-IT.D.3.i. | Familiarity with a variety of types of music, art, drama, and dance as expressions of feeling, mood, situation, occasion, and culture. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.1. | Infants and toddlers experience environments where the opportunities for learning are equitable, irrespective of gender, ability, age, home language, ethnicity, or background. |
| EXPECTATION | ECSQ-IT.E.1.b. | Emerging concern for other children who may be excluded from activities because they are different. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.E.1.d. | The ability to carry out or follow through on simple tasks that help or benefit themselves or others. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.E.1.e. | Positive and accepting attitudes toward people of a variety of backgrounds/characteristics (e.g., race, physical characteristics, culture, language spoken or signed, ethnic background). ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| EXPECTATION | ECSQ-IT.E.1.f. | The ability to respond and engage in developmentally appropriate reciprocal interactions. ReadyRosie How can I make music part of our day? |
| EXPECTATION | ECSQ-IT.E.1.g. | Emerging skills in caring and cooperation. ReadyRosie Fast, Slow How can I stop my kids from fighting? |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.2. | Infants and toddlers experience environments where they are affirmed as individuals. |
| EXPECTATION | ECSQ-IT.E.2.a. | A sense of “who they are,” their place in the wider world of relationships, and the ways in which these are appreciated. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | ECSQ-IT.E.2.b. | A range of abilities and interests (e.g., spatial, visual, linguistic, physical, musical, logical or mathematical, personal, social) which build on the children’s strengths. ReadyRosie Bear Hunt How can I stop my kids from fighting? |
| EXPECTATION | ECSQ-IT.E.2.c. | A sense of being able to make something happen that matters to them and to others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | ECSQ-IT.E.2.d. | A growing sense that they are valued and that their presence and activities gain positive responses from others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | ECSQ-IT.E.2.e. | A sense of optimism, that life is exciting and enjoyable, and they have a positive place within it. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| EXPECTATION | ECSQ-IT.E.2.g. | An awareness of themselves as unique individuals. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND / STANDARD CATEGORY | MI.ECSQ-IT. | Early Childhood Standards of Quality for Infant and Toddler Programs |
| STANDARD | ECSQ-IT.E. | Contribution: Infants and toddlers have opportunities for learning that are equitable, promote social competency, and value each child’s and family’s contribution. |
| GRADE LEVEL EXPECTATION | ECSQ-IT.E.3. | Infants and toddlers experience environments where they are encouraged to interact and learn with and alongside others. |
| EXPECTATION | ECSQ-IT.E.3.c. | An increasing sense of competence and confidence in growing abilities. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.E.3.d. | Acceptable ways to assert their independence. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| EXPECTATION | ECSQ-IT.E.3.e. | ‘Friendship skills,’ where they can play harmoniously with their peers through cooperation and participate in the give and take of ideas. ReadyRosie Catch! Ring Around the Rosie |