Minnesota Academic Standards (Infant)
| Main Criteria: Minnesota 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 | ||
| Minnesota Academic Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2016 |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Initiative and Curiosity | |
| INDICATORS OF PROGRESS / STRAND | AL1. | Inquisitiveness: Child explores the environment and seeks interaction with people and objects; willingly tries new things |
| INDICATORS OF PROGRESS | AL1.1. | Shows interest in the environment primarily through looking and listening ReadyRosie Bath Time Fun Two on Me and You |
| INDICATORS OF PROGRESS | AL1.2. | Responds to people by looking kicking legs, vocalizing, reaching 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? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL3. | Attending: Child focuses visual and auditory attention on relevant aspects of the environment |
| INDICATORS OF PROGRESS | AL3.1. | Recognizes primary caregiver and familiar objects by touch, sight, sound, smell 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 |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL4. | Self-direction: Child makes choices based upon own interests |
| INDICATORS OF PROGRESS | AL4.1. | Shows preference for people, objects, and food ReadyRosie That's My Name |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Creativity | |
| INDICATORS OF PROGRESS / STRAND | AL8. | Playfulness: Child demonstrates a sense of humor and imagination in their play |
| INDICATORS OF PROGRESS | AL8.1. | Smile, coos and laughs ReadyRosie That's My Name |
| INDICATORS OF PROGRESS | AL8.2. | Begins to be playful with familiar people and objects 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? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Creativity | |
| INDICATORS OF PROGRESS / STRAND | AL9. | Production: Child expresses ideas, thoughts and opinions and creates products that are unexpected, original and relevant |
| INDICATORS OF PROGRESS | AL9.1. | Shows excitement and pleasure at making something happen (activates mobile by kicking foot, drops toy and hears a “bang”) ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL12. | Cognitive Flexibility/ Reasoning: Child considers more than one possible outcome to a problem or situation; begins to create theories for why things happen; can recognize how one thing relates to or affects another thing |
| INDICATORS OF PROGRESS | AL12.1. | Recognizes their actions can cause a specific response ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL13. | Problem Solving: Child seeks and finds solutions to problems |
| INDICATORS OF PROGRESS | AL13.1. | Notices and pays attention to things that seem amiss ReadyRosie Do You See Me? Supported Standing |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A1. | Child shows an interest in learning about different artistic experiences |
| INDICATORS OF PROGRESS | A1.1. | Actively explores their environment (through song, music, movement etc.) to enrich their senses 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? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A2. | Child can distinguish differences within each area of artistic expression |
| INDICATORS OF PROGRESS | A2.1. | Notices differences ReadyRosie Animal Noises I can't sing. How can I sing to my baby? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Using the Arts to Express Ideas and Emotions | |
| INDICATORS OF PROGRESS / STRAND | A3. | Child demonstrates interest and emotions in artistic expression |
| INDICATORS OF PROGRESS | A3.1. | Responds to music by vocalizing, moving body, smiling or frowning at pictures, colors, shapes, etc. 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? |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L1. | Language comprehension: Child understands the meaning of words and phrases (receptive) and uses those words and phrases to communicate effectively (expressive) |
| INDICATORS OF PROGRESS | L1.1. | Turns toward and focuses on nearby adult caregiver who is speaking ReadyRosie That's My Name |
| INDICATORS OF PROGRESS | L1.2. | Watches caregiver actions and gestures ReadyRosie That's My Name |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L2. | Social Conversation: Child meaningfully engages in talk with others to express feelings, wants and ideas |
| INDICATORS OF PROGRESS | L2.1. | Coos and gurgles, babbles, and imitates facial expressions to caregivers ReadyRosie Snuggle Close |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L5. | Phonological awareness: Child is able to hear and understand the discrete sounds that make up language |
| INDICATORS OF PROGRESS | L5.1. | Looks at caregiver’s lips and face when caregiver is speaking ReadyRosie That's My Name |
| INDICATORS OF PROGRESS | L5.2. | Pays attention to sounds in the environment and the spoken language from caregivers ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.1. | Recognizes familiar faces 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 |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Writing | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.1. | Grasps and squeezes a toy or object ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| INDICATORS OF PROGRESS | L9.2. | Uses hands or feet to make a connection with objects or people ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L1. | Language comprehension: Child understands the meaning of words and phrases (receptive) and uses those words and phrases to communicate effectively (expressive) |
| INDICATORS OF PROGRESS | L1.3. | Responds to nonverbal and verbal cues ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| INDICATORS OF PROGRESS | L1.5. | Responds to an object or action label such as ball or eat ReadyRosie How can I help my child learn new words? |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L2. | Social Conversation: Child meaningfully engages in talk with others to express feelings, wants and ideas |
| INDICATORS OF PROGRESS | L2.3. | Uses sounds, gestures, or actions to communicate and express needs and wants ReadyRosie Behavior is a form of communication |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L3. | Vocabulary: and syntax: Child understands word order and grammatical rules |
| INDICATORS OF PROGRESS | L3.2. | Uses a few words or word approximations to represent concepts ReadyRosie Lunchtime Language |
| INDICATORS OF PROGRESS | L3.3. | Names a few objects and people ReadyRosie Lunchtime Language |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L4. | Motivation, engagement: Child has an interest in and sustained attention for literacy acts |
| INDICATORS OF PROGRESS | L4.3. | Points to a few pictures in books and in response to adult questions ReadyRosie Animal Noises Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L5. | Phonological awareness: Child is able to hear and understand the discrete sounds that make up language |
| INDICATORS OF PROGRESS | L5.3. | Shows interest in songs, rhymes, chants, and stories ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.2. | Shows interest in familiar photos, pictures, and drawings ReadyRosie Animal Noises |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (Birth to 6 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Writing | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.3. | Coordinates eye and hand movements and has control over grasp ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M1. | Rote counting: The child attends to sequences and use of number words, with or without items, sets, or numerals and without recognizing the link to quantity |
| INDICATORS OF PROGRESS | M1.1. | Releases one item to reach for another ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M5. | Comparing numbers and quantities: The child uses organizing strategies to know how many objects they have |
| INDICATORS OF PROGRESS | M5.1. | Grasps one object and reaches for another ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Patterns | |
| INDICATORS OF PROGRESS / STRAND | M8. | Repeating patterns: The child can identify create and describe sequences in objects, colors or numbers with sequences that increase, decrease or grow in complexity |
| INDICATORS OF PROGRESS | M8.1. | Anticipates familiar routines ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P1. | Early infancy - reflexive movements: Child moves involuntarily: not purposefully initiating movement |
| INDICATORS OF PROGRESS | P1.2. | Laying on tummy, holds head up ReadyRosie Tummy Talk |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P2. | Early infancy - movement in and out of position: Child moves voluntarily and purposefully |
| INDICATORS OF PROGRESS | P2.1. | Rolls over: tummy to back/back to tummy ReadyRosie Roll Over |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P3. | Locomotion: Childs moves their body through space from one place to another |
| INDICATORS OF PROGRESS | P3.2. | Pulls to stand up against furniture ReadyRosie Supported Standing Up, Down |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fine Motor | |
| INDICATORS OF PROGRESS / STRAND | P5. | Dexterity: Child can coordinate and control movement of hands and fingers to grasp and manipulate objects |
| INDICATORS OF PROGRESS | P5.3. | Transfers object from one hand to other hand ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Discover | |
| INDICATORS OF PROGRESS / STRAND | ST1. | Observe and question: Child demonstrates awareness and engagement with phenomena, materials, and environment |
| INDICATORS OF PROGRESS | ST1.2. | Indicates surprise, curiosity, or hesitancy when presented with unfamiliar items, people, situations ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Discover | |
| INDICATORS OF PROGRESS / STRAND | ST2. | Investigate: Child actively shows wonder by demonstrating curiosity of self, others and surroundings |
| INDICATORS OF PROGRESS | ST2.1. | Explores people and objects using senses ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Act | |
| INDICATORS OF PROGRESS / STRAND | ST3. | Experiment: Child develops and completes a process based on a question, interest or anticipated outcome, adjusting as needed. |
| INDICATORS OF PROGRESS | ST3.1. | Demonstrates recognition of familiar items, people, and situations ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integrate | |
| INDICATORS OF PROGRESS / STRAND | ST5. | Communicate: Child effectively verbalizes thinking and share thoughts, ideas, conclusions with self and others |
| INDICATORS OF PROGRESS | ST5.1. | Vocalizes in response to stimuli or individual needs ReadyRosie Behavior is a form of communication |
| INDICATORS OF PROGRESS | ST5.2. | Seeks out/initiates interactions from others in service of own needs 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? |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integrate | |
| INDICATORS OF PROGRESS / STRAND | ST6. | Apply: Child leverages and uses knowledge unprompted or in a new situation. |
| INDICATORS OF PROGRESS | ST6.1. | Finds comfort in familiar people and objects 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 |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self and Emotional Awareness | |
| INDICATORS OF PROGRESS / STRAND | S1. | Confidence: Child demonstrates confidence “I am capable, I can experiment, I can make mistakes, and I can move on” |
| INDICATORS OF PROGRESS | S1.1. | Independently prompts caregiver to meet basic needs ReadyRosie Behavior is a form of communication |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self and Emotional Awareness | |
| INDICATORS OF PROGRESS / STRAND | S3. | Emotions: Child demonstrates understanding of own emotions, others’ emotions, and awareness of emotions becoming reactions and behaviors |
| INDICATORS OF PROGRESS | S3.1. | Expresses emotions through facial expressions, sounds, and gestures ReadyRosie Snuggle Close |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S4. | Managing thinking: Child manages attention and thoughts |
| INDICATORS OF PROGRESS | S4.1. | Briefly pays attention to environmental stimuli ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S5. | Managing emotions and behaviors: Child manages emotions, impulses, and behaviors with assistance from others and independently |
| INDICATORS OF PROGRESS | S5.2. | Communicates needs or wants to adults using simple gestures, sign language, or sounds ReadyRosie Behavior is a form of communication Lunchtime Language |
| INDICATORS OF PROGRESS | S5.3. | Uses sounds, sign language, or gestures to gain adult help to alleviate discomfort or distress ReadyRosie Lunchtime Language |
| INDICATORS OF PROGRESS | S5.4. | Responds to adult efforts to calm or soothe 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 |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S7. | Building relationships: Child establishes and sustains relationships with others |
| INDICATORS OF PROGRESS | S7.1. | Shows a preference for a trusted adult ReadyRosie That's My Name |
| INDICATORS OF PROGRESS | S7.2. | Notices or responds to others ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S8. | Social skills: Child responds to and interact with others in a meaningful way |
| INDICATORS OF PROGRESS | S8.1. | Notices others and chooses similar materials or copies actions ReadyRosie Do You See Me? |
| CONTENT STANDARD / DOMAIN | S. | Social Systems: Cognitive (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS1. | Self-identity in the community: Understands the different ways people form their identity |
| INDICATORS OF PROGRESS | SS1.1. | Shows a preference for familiar adults ReadyRosie That's My Name |
| INDICATORS OF PROGRESS | SS1.2. | Expresses feeling and emotions through gestures, facial expressions and sounds ReadyRosie Snuggle Close |
| CONTENT STANDARD / DOMAIN | S. | Social Systems: Cognitive (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS2. | Civics: Child understands what it means to be a member of a community |
| INDICATORS OF PROGRESS | SS2.1. | Makes wants and needs known ReadyRosie Behavior is a form of communication |
| INDICATORS OF PROGRESS | SS2.2. | Shows interest in stories and songs ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| CONTENT STANDARD / DOMAIN | S. | Social Systems: Cognitive (0-1 Year) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS4. | Family narratives and traditions: Child has an awareness and appreciation of family and cultural stories and traditions |
| INDICATORS OF PROGRESS | SS4.1. | Recognizes familiar people and toys or objects 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 |
| Minnesota Academic Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2016 |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Initiative and Curiosity | |
| INDICATORS OF PROGRESS / STRAND | AL1. | Inquisitiveness: Child explores the environment and seeks interaction with people and objects; willingly tries new things |
| INDICATORS OF PROGRESS | AL1.4. | Uses senses to explore their environment ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATORS OF PROGRESS | AL1.5. | Seeks and taking pleasure in new skills Shows interest in the environment primarily through looking and listening ReadyRosie Baby Basketball Flying with Mom Happy Birthday to You Point and Learn Pop Go the Bubbles Take Along Toy This or That Walk the Line |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL3. | Attending: Child focuses visual and auditory attention on relevant aspects of the environment |
| INDICATORS OF PROGRESS | AL3.2. | Stays focused on activities for a short period of time ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL5. | Diligence: Child is focused and productive |
| INDICATORS OF PROGRESS | AL5.2. | Interacts with others, objects or activities for short periods of time ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Creativity | |
| INDICATORS OF PROGRESS / STRAND | AL9. | Production: Child expresses ideas, thoughts and opinions and creates products that are unexpected, original and relevant |
| INDICATORS OF PROGRESS | AL9.2. | Wants to do things by self and has own way of doing thing ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL10. | Working Memory: Child stores and retrieves information in order to use it purposefully |
| INDICATORS OF PROGRESS | AL10.2. | Uses some prior experiences to build new knowledge and solve problems ReadyRosie Big and Little Build to Four Buried Treasure Can You Find Me? Dump and Pick Up Shoe Search |
| INDICATORS OF PROGRESS | AL10.3. | Anticipates familiar, daily events ReadyRosie Big and Little Big, Little Helper Buried Treasure How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers Shoe Search |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL11. | Symbolic Representation: Child uses sounds, actions, objects and materials (paint, clay, blocks, etc.) to express their ideas and understanding as well as to make new connections |
| INDICATORS OF PROGRESS | AL11.2. | Acts out a sequence of related actions to recreate personal experiences (feeding teddy bear with a spoon, etc) ReadyRosie Bear Bath |
| CONTENT STANDARD / DOMAIN | S. | Approaches to Learning (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL13. | Problem Solving: Child seeks and finds solutions to problems |
| INDICATORS OF PROGRESS | AL13.2. | Examines objects that don’t respond as usual; attempts to make object work as expected ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT STANDARD / DOMAIN | A. | The Arts (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A1. | Child shows an interest in learning about different artistic experiences |
| INDICATORS OF PROGRESS | A1.2. | Begins to choose senses to explore ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / DOMAIN | A. | The Arts (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A2. | Child can distinguish differences within each area of artistic expression |
| INDICATORS OF PROGRESS | A2.2. | Show a preference for toys, people, experiences ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / DOMAIN | A. | The Arts (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Using the Arts to Express Ideas and Emotions | |
| INDICATORS OF PROGRESS / STRAND | A3. | Child demonstrates interest and emotions in artistic expression |
| INDICATORS OF PROGRESS | A3.2. | Shows emotion when engages in artistic expression ReadyRosie Reading Emotions |
| CONTENT STANDARD / DOMAIN | A. | The Arts (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Using the Arts to Express Ideas and Emotions | |
| INDICATORS OF PROGRESS / STRAND | A4. | Child understands patterns in artistic media |
| INDICATORS OF PROGRESS | A4.2. | Shows preference for familiar sounds, motions and gestures ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT STANDARD / DOMAIN | A. | The Arts (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Expression in the Arts | |
| INDICATORS OF PROGRESS / STRAND | A5. | Child uses art for self-expression |
| INDICATORS OF PROGRESS | A5.2. | Shows preference in a variety of the arts to express oneself ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L1. | Language comprehension: Child understands the meaning of words and phrases (receptive) and uses those words and phrases to communicate effectively (expressive) |
| INDICATORS OF PROGRESS | L1.3. | Responds to nonverbal and verbal cues ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| INDICATORS OF PROGRESS | L1.4. | Responds to conversation, questions, and requests ReadyRosie Choosing Clothes Talk and Play Why should we tell family stories? |
| INDICATORS OF PROGRESS | L1.5. | Responds to an object or action label such as ball or eat ReadyRosie How can I help my child learn new words? |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L2. | Social Conversation: Child meaningfully engages in talk with others to express feelings, wants and ideas |
| INDICATORS OF PROGRESS | L2.3. | Uses sounds, gestures, or actions to communicate and express needs and wants ReadyRosie Behavior is a form of communication Snack Time Speech |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L3. | Vocabulary: and syntax: Child understands word order and grammatical rules |
| INDICATORS OF PROGRESS | L3.2. | Uses a few words or word approximations to represent concepts ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATORS OF PROGRESS | L3.3. | Names a few objects and people ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| INDICATORS OF PROGRESS | L3.4. | Imitates animal and other environmental sounds ReadyRosie Bear Bath |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L4. | Motivation, engagement: Child has an interest in and sustained attention for literacy acts |
| INDICATORS OF PROGRESS | L4.3. | Points to a few pictures in books and in response to adult questions ReadyRosie Reading Emotions Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L5. | Phonological awareness: Child is able to hear and understand the discrete sounds that make up language |
| INDICATORS OF PROGRESS | L5.3. | Shows interest in songs, rhymes, chants, and stories 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? |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.2. | Shows interest in familiar photos, pictures, and drawings ReadyRosie Look at the Book Reading Emotions |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L7. | Concepts of print: Child understands the fundamentals of print, such as orientation, organization, and features of print |
| INDICATORS OF PROGRESS | L7.2. | Attempts to hold board books with both hands ReadyRosie Look at the Book |
| INDICATORS OF PROGRESS | L7.3. | Turns pages of board books ReadyRosie Look at the Book |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L8. | Comprehension of narrative text: Child understands the events and order of events in a story |
| INDICATORS OF PROGRESS | L8.1. | Pays attention to stories read out loud ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (6-15 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Writing | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.3. | Coordinates eye and hand movements and has control over grasp ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L2. | Social Conversation: Child meaningfully engages in talk with others to express feelings, wants and ideas |
| INDICATORS OF PROGRESS | L2.5. | Uses real or made-up words or signs to express basic wants and needs ReadyRosie Behavior is a form of communication Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Snack Time Speech Talk and Play |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L3. | Vocabulary: and syntax: Child understands word order and grammatical rules |
| INDICATORS OF PROGRESS | L3.6. | Rapidly increases use and number of sounds and words ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reader | |
| INDICATORS OF PROGRESS / STRAND | L5. | Phonological awareness: Child is able to hear and understand the discrete sounds that make up language |
| INDICATORS OF PROGRESS | L5.5. | Imitates sounds heard in the environment ReadyRosie Bear Bath |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reader | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.3. | Recognizes familiar photos, pictures, drawings ReadyRosie Look at the Book Reading Emotions |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reader | |
| INDICATORS OF PROGRESS / STRAND | L7. | Concepts of print: Child understands the fundamentals of print, such as orientation, organization, and features of print |
| INDICATORS OF PROGRESS | L7.4. | Turns book or text right side up ReadyRosie Look at the Book |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (15-24 Months) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Writing | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.4. | Uses small muscles to do simple tasks ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| INDICATORS OF PROGRESS | L9.5. | Attempts to use a variety of writing tools such as crayons and markers ReadyRosie Color with Me |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M5. | Comparing numbers and quantities: The child uses organizing strategies to know how many objects they have |
| INDICATORS OF PROGRESS | M5.3. | Separates a few items into groups using own method such as color, size, etc. ReadyRosie Find a Match |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Patterns | |
| INDICATORS OF PROGRESS / STRAND | M8. | Repeating patterns: The child can identify create and describe sequences in objects, colors or numbers with sequences that increase, decrease or grow in complexity |
| INDICATORS OF PROGRESS | M8.2. | Carries out familiar routines 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 |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Geometry and Spatial Thinking | |
| INDICATORS OF PROGRESS / STRAND | M10. | Transformations and symmetry: The child can locate and manipulate shapes in space |
| INDICATORS OF PROGRESS | M10.2. | Develops increasing ability to change positions and move body from place to place ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Move While you Sing Point and Learn Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Geometry and Spatial Thinking | |
| INDICATORS OF PROGRESS / STRAND | M11. | Location, spatial relationships and landmark use: The child recognizes where a person or object is in relation to other people of objects |
| INDICATORS OF PROGRESS | M11.2. | Recognizes familiar objects from different vantage points ReadyRosie Kick With Me |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Data Analysis | |
| INDICATORS OF PROGRESS / STRAND | M12. | The child recognizes that objects can be sorted by attributes |
| INDICATORS OF PROGRESS | M12.2. | Matches items based on attributes meaningful to the child ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P3. | Locomotion: Childs moves their body through space from one place to another |
| INDICATORS OF PROGRESS | P3.6. | Walks independently ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATORS OF PROGRESS | P3.7. | Runs freely ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P4. | Object control: Child can manipulate objects to propel or receive |
| INDICATORS OF PROGRESS | P4.1. | Pushes and pulls toys while walking ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| INDICATORS OF PROGRESS | P4.2. | Throws small balls ReadyRosie Baby Basketball Kick With Me |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fine Motor | |
| INDICATORS OF PROGRESS / STRAND | P5. | Dexterity: Child can coordinate and control movement of hands and fingers to grasp and manipulate objects |
| INDICATORS OF PROGRESS | P5.4. | Grasps toys, objects to release into container ReadyRosie Bear Bath Tea Party |
| INDICATORS OF PROGRESS | P5.5. | Dumps out toys and objects from a container ReadyRosie Bear Bath Tea Party |
| INDICATORS OF PROGRESS | P5.6. | Turns pages of a board book ReadyRosie Look at the Book |
| INDICATORS OF PROGRESS | P5.7. | Begins to grasp crayon to scribble ReadyRosie Color with Me |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integrate | |
| INDICATORS OF PROGRESS / STRAND | ST5. | Communicate: Child effectively verbalizes thinking and share thoughts, ideas, conclusions with self and others |
| INDICATORS OF PROGRESS | ST5.4. | Invites others to observe actions and results ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self and Emotional Awareness | |
| INDICATORS OF PROGRESS / STRAND | S1. | Confidence: Child demonstrates confidence “I am capable, I can experiment, I can make mistakes, and I can move on” |
| INDICATORS OF PROGRESS | S1.3. | Independently attempts new challenges or activities that may or may not be successful ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATORS OF PROGRESS | S1.4. | Checks with and accepts support from adult or caregiver when necessary ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self and Emotional Awareness | |
| INDICATORS OF PROGRESS / STRAND | S3. | Emotions: Child demonstrates understanding of own emotions, others’ emotions, and awareness of emotions becoming reactions and behaviors |
| INDICATORS OF PROGRESS | S3.3. | Expresses feelings, needs, and wants with nonverbal communication, vocalizations, and a few words ReadyRosie Behavior is a form of communication Snack Time Speech |
| INDICATORS OF PROGRESS | S3.4. | Associates emotions with words and expressions ReadyRosie Reading Emotions |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S4. | Managing thinking: Child manages attention and thoughts |
| INDICATORS OF PROGRESS | S4.3. | Focuses attention on preferred items and experiences ReadyRosie Choosing Clothes This or That |
| INDICATORS OF PROGRESS | S4.5. | Anticipates and follows simple routines 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 |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S5. | Managing emotions and behaviors: Child manages emotions, impulses, and behaviors with assistance from others and independently |
| INDICATORS OF PROGRESS | S5.6. | Expands use of sign language, gestures, and a few words or phrases to communicate needs, wants, preferences, and discomforts to adults ReadyRosie Behavior is a form of communication Snack Time Speech |
| INDICATORS OF PROGRESS | S5.7. | Actively seeks adult help using sounds, gestures, or some words when feeling strong emotions, either positive or negative ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATORS OF PROGRESS | S5.8. | Anticipates and actively avoids or ignores situations that cause discomfort Social Understanding and Relationships ReadyRosie How should I handle temper tantrums? |
| INDICATORS OF PROGRESS | S5.9. | Follows simple routines, expectations, and boundaries to help manage own emotions and behavior ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S6. | Social responsiveness: Child notices and responds to others and their emotions |
| INDICATORS OF PROGRESS | S6.3. | Imitates others’ emotions and expressions ReadyRosie Reading Emotions |
| CONTENT STANDARD / DOMAIN | S. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S7. | Building relationships: Child establishes and sustains relationships with others |
| INDICATORS OF PROGRESS | S7.4. | Shows some awareness or caution with unfamiliar adults ReadyRosie How can I help my child with separation? |
| INDICATORS OF PROGRESS | S7.5. | Uses trusted adult(s) as a base from which to explore ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS1. | Self-identity in the community: Understands the different ways people form their identity |
| INDICATORS OF PROGRESS | SS1.3. | Demonstrates preference for favorite toys, clothing and activities ReadyRosie Choosing Clothes This or That |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS2. | Civics: Child understands what it means to be a member of a community |
| INDICATORS OF PROGRESS | SS2.3. | Develops an expectation and understanding of routines within a familiar environment 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 |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Change over Time | |
| INDICATORS OF PROGRESS / STRAND | SS3. | Personal history: Child explores the concepts of past, present and future in relation to personally significant events |
| INDICATORS OF PROGRESS | SS3.2. | Notices sequence of a daily routine ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (1-2 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Environment | |
| INDICATORS OF PROGRESS / STRAND | SS6. | Physical characteristics of community: Child can identify important physical features in their environment |
| INDICATORS OF PROGRESS | SS6.1. | Begins pretend play with blocks, dolls and other toys ReadyRosie Bear Bath Tea Party |
| Minnesota Academic Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2016 |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Initiative and Curiosity | |
| INDICATORS OF PROGRESS / STRAND | AL1. | Inquisitiveness: Child explores the environment and seeks interaction with people and objects; willingly tries new things |
| INDICATORS OF PROGRESS | AL1.6. | Approaches new materials in the environment with interest ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Initiative and Curiosity | |
| INDICATORS OF PROGRESS / STRAND | AL2. | Wonderment: Child expresses interest in novelty |
| INDICATORS OF PROGRESS | AL2.3. | Turns objects around, upside down and inside out to examine characteristics ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL3. | Attending: Child focuses visual and auditory attention on relevant aspects of the environment |
| INDICATORS OF PROGRESS | AL3.3. | Maintains attention for longer periods of time ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Attentiveness, Engagement and Persistence | |
| INDICATORS OF PROGRESS / STRAND | AL5. | Diligence: Child is focused and productive |
| INDICATORS OF PROGRESS | AL5.3. | Seeks assistance then persists to complete task ReadyRosie Counting Collection Fast, Slow How can I get my child to listen to me? How should I handle temper tantrums? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Creativity | |
| INDICATORS OF PROGRESS / STRAND | AL7. | Immersion: Child becomes absorbed in the process of exploration |
| INDICATORS OF PROGRESS | AL7.3. | Shows preference for certain activities, objects and materials through sustained involvement ReadyRosie I Am Unique Tell Me About It! |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Creativity | |
| INDICATORS OF PROGRESS / STRAND | AL8. | Playfulness: Child demonstrates a sense of humor and imagination in their play |
| INDICATORS OF PROGRESS | AL8.5. | Shows interest in other’s play and seeks out others to play ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD / DOMAIN | AL. | Approaches to Learning (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Processing and Utilizing Information | |
| INDICATORS OF PROGRESS / STRAND | AL11. | Symbolic Representation: Child uses sounds, actions, objects and materials (paint, clay, blocks, etc.) to express their ideas and understanding as well as to make new connections |
| INDICATORS OF PROGRESS | AL11.3. | Begins to use one object to stand for another in play. (block as a telephone) ReadyRosie Tips for helping your child love reading |
| INDICATORS OF PROGRESS | AL11.4. | After exploring and experimenting with materials, labels their creation ReadyRosie Tips for helping your child love reading |
| CONTENT STANDARD / DOMAIN | A. | The Arts (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A1. | Child shows an interest in learning about different artistic experiences |
| INDICATORS OF PROGRESS | A1.3. | Investigates different art experiences ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / DOMAIN | A. | The Arts (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Exploring the Arts | |
| INDICATORS OF PROGRESS / STRAND | A2. | Child can distinguish differences within each area of artistic expression |
| INDICATORS OF PROGRESS | A2.3. | Chooses a artistic expression of their choice ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / DOMAIN | A. | The Arts (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Using the Arts to Express Ideas and Emotions | |
| INDICATORS OF PROGRESS / STRAND | A3. | Child demonstrates interest and emotions in artistic expression |
| INDICATORS OF PROGRESS | A3.3. | Chooses to spend time in artistic expression with available materials (paint, crayons, dramatic play, music etc…) and shares ideas ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / DOMAIN | A. | The Arts (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Using the Arts to Express Ideas and Emotions | |
| INDICATORS OF PROGRESS / STRAND | A4. | Child understands patterns in artistic media |
| INDICATORS OF PROGRESS | A4.3. | Begins to duplicate artistic patterns ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / DOMAIN | A. | The Arts (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Expression in the Arts | |
| INDICATORS OF PROGRESS / STRAND | A5. | Child uses art for self-expression |
| INDICATORS OF PROGRESS | A5.3. | Shares feelings and ideas through the arts ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Listening and Understanding; Receptive Language | |
| INDICATORS OF PROGRESS / STRAND | L1. | Language comprehension: Child understands the meaning of words and phrases (receptive) and uses those words and phrases to communicate effectively (expressive) |
| INDICATORS OF PROGRESS | L1.8. | Shows understanding of questions and statements about people, objects, ideas, and feelings ReadyRosie T-Shirt Talk Why should we tell family stories? |
| INDICATORS OF PROGRESS | L1.10. | Notices when adults use unusual or uncommon words ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L2. | Social conversation: Child meaningfully engages in talk |
| INDICATORS OF PROGRESS | L2.7. | Uses sounds, signs, words, phrases for desires and interests ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Communicating and Speaking; Expressive Language | |
| INDICATORS OF PROGRESS / STRAND | L3. | Vocabulary and syntax: Child understands word order and grammatical rules |
| INDICATORS OF PROGRESS | L3.7. | Uses increasingly complex and varied vocabulary and language ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| INDICATORS OF PROGRESS | L3.8. | Rapidly increases use of descriptive words such as giant, scary, silly ReadyRosie Book Walk Stuck on You |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L4. | Motivation, engagement: Child has an interest in and sustained attention for literacy acts |
| INDICATORS OF PROGRESS | L4.8. | Asks for or picks out favorite texts ReadyRosie Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.4. | Recognizes symbols, colors, and shapes ReadyRosie Toy Sort |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L8. | Comprehension of narrative text: Child understands the events and order of events in a story |
| INDICATORS OF PROGRESS | L8.7. | Asks and answers questions during story reading ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| INDICATORS OF PROGRESS | L8.8. | Acts out, draws, or describes parts of a story ReadyRosie Banana Phonana Book Walk Copy Me Recycled Play Stuck on You |
| INDICATORS OF PROGRESS | L8.9. | Can identify and describe basic information from the text ReadyRosie Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.6. | Uses scribbles, shapes, or pictures to represent thoughts and ideas ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATORS OF PROGRESS | L9.7. | Demonstrates interest in writing as a way of communicating ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATORS OF PROGRESS | L4.8. | Asks for or picks out favorite texts ReadyRosie Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L6. | Letter recognition: Child recognizes the shapes of letters and recalls the names of letters |
| INDICATORS OF PROGRESS | L6.4. | Recognizes symbols, colors, and shapes ReadyRosie Toy Sort |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Emergent Reading | |
| INDICATORS OF PROGRESS / STRAND | L8. | Comprehension of narrative text: Child understands the events and order of events in a story |
| INDICATORS OF PROGRESS | L8.7. | Asks and answers questions during story reading ReadyRosie Reading Routines for Early Readers Tips for helping your child love reading |
| INDICATORS OF PROGRESS | L8.8. | Acts out, draws, or describes parts of a story ReadyRosie Banana Phonana Book Walk Copy Me Recycled Play Stuck on You |
| INDICATORS OF PROGRESS | L8.9. | Can identify and describe basic information from the text ReadyRosie Reading Routines for Early Readers |
| CONTENT STANDARD / DOMAIN | LLC. | Language, Literacy and Communications: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Writing | |
| INDICATORS OF PROGRESS / STRAND | L9. | Writing conventions: Child understands the forms and function of written language |
| INDICATORS OF PROGRESS | L9.6. | Uses scribbles, shapes, or pictures to represent thoughts and ideas ReadyRosie Copy Me Paint your Name Secret Message |
| INDICATORS OF PROGRESS | L9.7. | Demonstrates interest in writing as a way of communicating ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M1. | Rote counting: The child attends to sequences and use of number words, with or without items, sets, or numerals and without recognizing the link to quantity |
| INDICATORS OF PROGRESS | M1.5. | Recites number words but not necessarily in the correct order ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATORS OF PROGRESS | M1.6. | Recites number words correctly, up to 3 ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| INDICATORS OF PROGRESS | M1.7. | Names familiar numerals ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M3. | Cardinality: The child associates each of one or more number words to a unique and exact quantity, and knows that the final number word used when counting out an item set represents the exact number of items in the set |
| INDICATORS OF PROGRESS | M3.2. | Gives 1 item correctly, upon request ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| INDICATORS OF PROGRESS | M3.3. | Gives 2 items or more upon request for 2, inconsistently ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Number Knowledge | |
| INDICATORS OF PROGRESS / STRAND | M5. | Comparing numbers and quantities: The child uses organizing strategies to know how many objects they have |
| INDICATORS OF PROGRESS | M5.5. | Compares two sets of up to 4 objects accurately using terms like more/less; a little/a lot ReadyRosie Blast Off |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Patterns | |
| INDICATORS OF PROGRESS / STRAND | M8. | Repeating patterns: The child can identify create and describe sequences in objects, colors or numbers with sequences that increase, decrease or grow in complexity |
| INDICATORS OF PROGRESS | M8.4. | Follows an unfamiliar simple pattern (sound, body, color, size, movement) ReadyRosie Drum Patterns Toy Sort |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Geometry and Spatial Thinking | |
| INDICATORS OF PROGRESS / STRAND | M9. | Knowledge and visualization of shapes: The child recognizes shapes, can describe 2 dimensional (2D) and 3 dimensional (3D) shapes and manipulate shapes with purpose. |
| INDICATORS OF PROGRESS | M9.2. | Begins to recognize 2 dimensional (2D) and 3 dimensional (3D) shapes such as circles, spheres, squares, and cubes, such as by sorting or puzzle pieces ReadyRosie Copy Me Nesting Bowls |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Geometry and Spatial Thinking | |
| INDICATORS OF PROGRESS / STRAND | M10. | Transformations and symmetry: The child can locate and manipulate shapes in space |
| INDICATORS OF PROGRESS | M10.4. | Adjusts position and movement of own body relative to objects ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / DOMAIN | M. | Mathematics (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Data Analysis | |
| INDICATORS OF PROGRESS / STRAND | M12. | Sorting: The child recognizes that objects can be sorted by attributes |
| INDICATORS OF PROGRESS | M12.3. | Explores sorting ReadyRosie Nature Walk and Talk Toy Sort |
| INDICATORS OF PROGRESS | M12.4. | Imitates sorting ReadyRosie Nature Walk and Talk Toy Sort |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P2. | Early infancy- movement In and out of position: Child moves voluntarily and purposefully |
| INDICATORS OF PROGRESS | P3.9. | Walks on some different surfaces ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P3. | Locomotion: Childs moves their body through space from one place to another |
| INDICATORS OF PROGRESS | P3.11. | Runs in games and freely ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| INDICATORS OF PROGRESS | P3.13. | Jumps with two feet over a line ReadyRosie Bear Hunt Get Moving |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Gross Motor | |
| INDICATORS OF PROGRESS / STRAND | P4. | Object control: Child can manipulate objects to propel or receive |
| INDICATORS OF PROGRESS | P4.3. | Pushes medium size ball forward with foot ReadyRosie Catch! |
| INDICATORS OF PROGRESS | P4.4. | Rolls a small ball to close target ReadyRosie Catch! |
| INDICATORS OF PROGRESS | P4.5. | Throws a small ball close to target ReadyRosie Catch! |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fine Motor | |
| INDICATORS OF PROGRESS / STRAND | P5. | Dexterity: Child can coordinate and control movement of hands and fingers to grasp and manipulate objects |
| INDICATORS OF PROGRESS | P5.10. | Grasps a crayon to scribble ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT STANDARD / DOMAIN | P. | Physical and Movement Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Fine Motor | |
| INDICATORS OF PROGRESS / STRAND | P6. | Self Care: Child participates in daily care routines for feeding, dressing and personal hygiene |
| INDICATORS OF PROGRESS | P6.8. | Attempts to dress self for indoors with support (help with buttons and zippers) ReadyRosie T-Shirt Talk |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integrate | |
| INDICATORS OF PROGRESS / STRAND | ST5. | Communicate: Child effectively verbalizes thinking and share thoughts, ideas, conclusions with self and others |
| INDICATORS OF PROGRESS | ST5.8. | Scribbles or draws to show and/or share ideas ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| CONTENT STANDARD / DOMAIN | SE. | Social and Emotional Development (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self and Emotional Awareness | |
| INDICATORS OF PROGRESS / STRAND | S1. | Confidence: Child demonstrates confidence “I am capable, I can experiment, I can make mistakes, and I can move on” |
| INDICATORS OF PROGRESS | S1.5. | Demonstrates or describes personal skills, likes, or dislikes ReadyRosie I Am Unique Tell Me About It! |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Integrate | |
| INDICATORS OF PROGRESS / STRAND | S1. | Confidence: Child demonstrates confidence “I am capable, I can experiment, I can make mistakes, and I can move on” |
| INDICATORS OF PROGRESS | S1.6. | Seeks help from adult to meet needs or solve problems ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATORS OF PROGRESS | S1.7. | Seeks out available social-emotional resources such as adults, peers or things for support ReadyRosie Tell Me About It! |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S4. | Managing thinking: Child manages attention and thoughts |
| INDICATORS OF PROGRESS | S4.6. | Frequently pays attention to both familiar and new objects and experiences ReadyRosie Tell Me About It! |
| INDICATORS OF PROGRESS | S4.8. | Responds to soothing or redirection when playing or learning does not go as expected ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Self-Management | |
| INDICATORS OF PROGRESS / STRAND | S5. | Managing emotions and behaviors: Child manages emotions, impulses, and behaviors with assistance from others and independently |
| INDICATORS OF PROGRESS | S5.12. | Communicates specific needs, wants, and discomfort to adults ReadyRosie Behavior is a form of communication Tempted to Talk |
| INDICATORS OF PROGRESS | S5.14. | Follows simple expectations to manage emotions and behaviors, but may require reminders or assistance, particularly during more intense feelings or circumstances ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S7. | Building relationships: Child establishes and sustains relationships with |
| INDICATORS OF PROGRESS | S7.6. | Seeks out familiar adults and children for conversation and play ReadyRosie Catch! Ring Around the Rosie |
| INDICATORS OF PROGRESS | S7.7. | Manages routine separations with decreasing amount of distress ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD / DOMAIN | ST. | Scientific Thinking: Discover (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Social Understanding and Relationships | |
| INDICATORS OF PROGRESS / STRAND | S8. | Social skills: Child responds to and interact with others in a meaningful way |
| INDICATORS OF PROGRESS | S8.4. | Enters play groups using various strategies ReadyRosie Catch! Ring Around the Rosie |
| INDICATORS OF PROGRESS | S8.5. | Seeks a preferred playmate ReadyRosie Catch! Ring Around the Rosie |
| INDICATORS OF PROGRESS | S8.6. | Shows flexibility in roles during play ReadyRosie Catch! Ring Around the Rosie |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | SS1. | Self-identity in the community: Understands the different ways people form their identity |
| INDICATORS OF PROGRESS | SS1.4. | Begins to explore the physical characteristics that make an individual unique ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Community, People and Relationships | |
| INDICATORS OF PROGRESS / STRAND | Self-identity in the community: Understands the different ways people form their identity | |
| INDICATORS OF PROGRESS | SS1.5. | Asks questions about similarities and differences in other people in the community ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| CONTENT STANDARD / DOMAIN | SS. | Social Systems: Cognitive (2-3 Years) |
| PERFORMANCE INDICATOR / DOMAIN COMPONENT | Change over Time | |
| INDICATORS OF PROGRESS / STRAND | SS3. | Personal history: Child explores the concepts of past, present and future in relation to personally significant events |
| INDICATORS OF PROGRESS | S3.4. | Notices age and size differences between self and others ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| INDICATORS OF PROGRESS | S3.5. | Notices change in a daily routine ReadyRosie How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |