Mississippi Standards and Frameworks (Infant)
| Main Criteria: Mississippi Standards and Frameworks | ||
| 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 | ||
| Mississippi Standards and Frameworks |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2018 |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages feelings, emotions and support of familiar adults. | |
| INDICATOR | 1 | Interacts with familiar adults for calming and comfort, to focus attention and to share joy. 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 |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages actions and behavior with support of familiar adults. | |
| INDICATOR | 1 | Responds to attentive caregiving by quieting or calming down, such as when being fed or being comforted during moments of physical distress. 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 |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child maintains focus and keeps attention with support. | |
| INDICATOR | 1 | Develops, with support, some ability to filter out distracting sensory stimuli to focus on and attend to important people or objects in the environment with support. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child develops the ability to show persistence in actions and behavior. | |
| INDICATOR | 1 | Shows increasing ability to continue interactions with familiar adults or toys for increasing amounts of time. 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? |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child demonstrates the ability to be flexible in actions and behavior. | |
| INDICATOR | 1 | Shows repetitive patterns in actions or behaviors, but sometimes tries more than one way to solve a problem or interact with someone. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | INITIATIVE AND CURIOSITY | |
| NUMBERED ITEMS | Child demonstrates emerging initiative in interactions, experiences and explorations. | |
| INDICATOR | 1 | Initiates interactions with familiar adults through expressions, actions, sounds or behaviors. 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? |
| COMPETENCY | APPROACHES TO LEARNING (Birth to 9 Months) | |
| OBJECTIVE | CREATIVITY | |
| NUMBERED ITEMS | Child uses creativity to increase understanding and learning. | |
| INDICATOR | 1 | Uses a variety of ways to interact with other people. Changes expressions, actions, or behaviors based on responses of others. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. | |
| INDICATOR | 1 | Interacts in predictable ways with familiar adults. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| INDICATOR | 2 | Responds positively to familiar adults’ age appropriate efforts to help with stressful moments. 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 |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. | |
| INDICATOR | 1 | Recognizes familiar adults. ReadyRosie That's My Name |
| INDICATOR | 2 | May avoid or withdraw from unfamiliar adults. ReadyRosie How can I help my child with separation? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child shows interest in, interacts with and develops personal relationships with other children. | |
| INDICATOR | 1 | Looks at attentively, touches or explores another child’s face. ReadyRosie Do You See Me? |
| INDICATOR | 2 | Show recognition for familiar children through actions or behaviors. ReadyRosie Do You See Me? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child imitates and engages in play with other children. | |
| INDICATOR | 1 | Responds to another child’s actions or sounds during play with a toy by watching attentively, touching the other child, or reaching for or taking the toy. ReadyRosie Do You See Me? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | EMOTIONAL FUNCTIONING | |
| NUMBERED ITEMS | Child manages emotions with the support of familiar adults. | |
| INDICATOR | 1 | Is comforted by a familiar adult. 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 |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows awareness about self and how to connect with others. | |
| INDICATOR | 1 | Learns about self by exploring hands, feet, body and movement. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child recognizes, appreciates and respects characteristics of self and others. | |
| INDICATOR | 2 | Distinguishes primary caregivers from others. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows confidence in own abilities through relationships with others. | |
| INDICATOR | 1 | Participates in back-and-forth social interactions through facial expressions, sounds, gestures and responding to the actions of others. ReadyRosie Do You See Me? 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? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child develops a sense of belonging through relationships with others. | |
| INDICATOR | 1 | Shows awareness of familiar routines by behaviors. ReadyRosie How do I get my child to______? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | ATTENDING AND UNDERSTANDING | |
| NUMBERED ITEMS | Child attends to, understands and responds to communication and language from others. | |
| INDICATOR | 1 | Attends to verbal and non-verbal communication by turning toward or looking at a person. ReadyRosie Do You See Me? |
| INDICATOR | 2 | Participates in back and forth interactions by exchanging facial expressions and language sounds with familiar adults. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | ATTENDING AND UNDERSTANDING | |
| NUMBERED ITEMS | Child learns from communication and language experiences with others. | |
| INDICATOR | 1 | Pays attention when familiar adults talk or sign language about objects, people, or events during face-to-face interactions by changing focus, making eye contact, or looking at people or objects. ReadyRosie Do You See Me? Grasp and Grab How can I make music part of our day? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child communicates needs and wants verbally and non-verbally and by using language. | |
| INDICATOR | 1 | Learns how to use different means of communication to signal distress or discomfort, seek help and to communicate interests and needs to others, such as crying, grunting and sucking. ReadyRosie Behavior is a form of communication |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child uses increasingly complex language in conversation with others. | |
| INDICATOR | 1 | Explores and/or attempts to repeat sounds common in many languages, such as “ma-ma” or “ba-ba.” ReadyRosie Lunchtime Language |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child understands an increasing number of words in communication with others. | |
| INDICATOR | 1 | Looks at familiar people, animals, or objects when they are named such as mama, puppy, or ball. ReadyRosie How can I help my child learn new words? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child uses an increasing number of words in communications and conversations with others. | |
| INDICATOR | 1 | May use sign language, gestures, or expressions for familiar people or objects. ReadyRosie Lunchtime Language |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child attends to, repeats, and uses some rhymes, phrases, or repetitive refrains from stories or songs. | |
| INDICATOR | 1 | Listens and attends to culturally and linguistically familiar words or sign language in rhymes or 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 Lunchtime Language Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child recognizes pictures and some symbols, signs, or words. | |
| INDICATOR | 1 | Looks at pictures of familiar people, animals, or objects while a familiar adult points at and/or names the person, animal, or object. ReadyRosie Animal Noises How can I help my child learn new words? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (Birth to 9 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child comprehends meaning from pictures and stories. | |
| INDICATOR | 1 | Looks at picture books and listens to a familiar adult talk about pictures in a book. ReadyRosie Animal Noises |
| COMPETENCY | COGNITION (Birth to 9 Months) | |
| OBJECTIVE | EXPLORATION AND DISCOVERY | |
| NUMBERED ITEMS | Child actively explores people and objects to understand self, others and objects. | |
| INDICATOR | 1 | Uses the senses and a variety of actions to explore people and objects. ReadyRosie Bath Time Fun Two on Me and You |
| COMPETENCY | COGNITION (Birth to 9 Months) | |
| OBJECTIVE | REASONING AND PROBLEM SOLVING | |
| NUMBERED ITEMS | Child uses reasoning and planning to solve problems. | |
| INDICATOR | 1 | Uses own actions or movements to solve simple problems. ReadyRosie Do You See Me? Supported Standing |
| COMPETENCY | COGNITION (Birth to 9 Months) | |
| OBJECTIVE | EMERGENT MATHEMATICAL THINKING | |
| NUMBERED ITEMS | Child develops sense of number and quantity. | |
| INDICATOR | 1 | Attends to quantity in play with multiple objects. ReadyRosie Table Taps |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | PERCEPTION | |
| NUMBERED ITEMS | Child uses perceptual information to understand objects, experiences and interactions. | |
| INDICATOR | 1 | Uses awareness to form a basic understanding of objects when given frequent opportunities to observe, handle, and use objects, including recognizing differences in texture and how things smell and feel. ReadyRosie Bath Time Fun Two on Me and You |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscle for movement and position. | |
| INDICATOR | 1 | Explores new body positions and movements. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscles to explore the environment. | |
| INDICATOR | 1 | Uses each new posture (raising head, rolling onto back, sitting) to learn new ways to explore the environment. ReadyRosie Roll Over Supported Sitting |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child coordinates hand and eye movements to perform actions. | |
| INDICATOR | 1 | Coordinates hands and eyes when reaching for and holding steady or moving objects. ReadyRosie Grasp and Grab Touch and Taste |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child uses hands for exploration, play and daily routines. | |
| INDICATOR | 1 | Uses single actions to explore shape, size, texture and weight of objects. ReadyRosie Grasp and Grab Touch and Taste |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child adjusts reach and grasp to use tools. | |
| INDICATOR | 1 | Uses increasingly developed grasps and matches the grasp to the task, such as using the whole hand to bang objects together. ReadyRosie Grasp and Grab Touch and Taste |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (Birth to 9 Months) | |
| OBJECTIVE | HEALTH, SAFETY AND NUTRITION | |
| NUMBERED ITEMS | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious (healthy) food choices. | |
| INDICATOR | 1 | Emerging ReadyRosie Lunchtime Language |
| Mississippi Standards and Frameworks |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2018 |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages feelings, emotions and support of familiar adults. | |
| INDICATOR | 1 | Seeks to be close to familiar adults for help with strong emotions by physical or eye contact. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages actions and behavior with support of familiar adults. | |
| INDICATOR | 1 | Looks to familiar adults for assistance and guidance with actions and behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child maintains focus and keeps attention with support. | |
| INDICATOR | 2 | Shows increasing ability to attend to objects and activities. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | 3 | Shows increasing ability to extend or complete an activity. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | 4 | Shows increasing ability to attend to or join others in a common or shared focus. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child develops the ability to show persistence in actions and behavior. | |
| INDICATOR | 1 | Shows willingness to repeat attempts to communicate or to repeat actions to solve a problem even when encountering difficulties. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child demonstrates the ability to be flexible in actions and behavior. | |
| INDICATOR | 1 | Shows ability to shift focus to attend to something else, participate in a new activity, or try a new approach to solving a problem. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | INITIATIVE AND CURIOSITY | |
| NUMBERED ITEMS | Child demonstrates emerging initiative in interactions, experiences and explorations. | |
| INDICATOR | 1 | Points to desired people, objects or places and initiates actions, such as looking for a favorite toy or bringing a book to a familiar adult to read. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | 2 | Actively resists actions or items not wanted. ReadyRosie Choosing Clothes This or That |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | INITIATIVE AND CURIOSITY | |
| NUMBERED ITEMS | Child shows interest in and curiosity about objects, materials, or events. | |
| INDICATOR | 1 | Approaches new events, experiences with others, or materials with interest and curiosity, such as intently listening to a new song or examining new toys or materials. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| INDICATOR | 2 | Actively resists actions or items not wanted. ReadyRosie Choosing Clothes This or That |
| COMPETENCY | APPROACHES TO LEARNING (8 Months to 18 Months) | |
| OBJECTIVE | CREATIVITY | |
| NUMBERED ITEMS | Child shows imagination in play and interactions with others. | |
| INDICATOR | 1 | Uses sounds, gestures, signs, or words playfully through songs, fingerplays, or games. 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? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. | |
| INDICATOR | 1 | Seeks familiar adults for emotional support and encouragement. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | 2 | Reacts or may become distressed when separated from familiar adults. ReadyRosie How can I help my child with separation? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. | |
| INDICATOR | 1 | Makes eye contact, moves, or stays close to familiar adults for emotional comfort when an unfamiliar adult approaches. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child shows interest in, interacts with and develops personal relationships with other children. | |
| INDICATOR | 1 | Participates in simple back- and-forth interactions with another child. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| INDICATOR | 2 | Interacts with a few children or a regular basis. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child imitates and engages in play with other children. | |
| INDICATOR | 1 | Participates in simple imitation games, such as making similar sounds or running after another child. ReadyRosie Bear Bath |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL FUNCTIONING | |
| NUMBERED ITEMS | Child learns to express a range of emotions. | |
| INDICATOR | 1 | Expresses a variety of emotions and modifies their expressions according to the reactions of familiar adults, based on the child’s cultural (family) background. ReadyRosie Clap and Swing How can I communicate with my baby? Swing Song Why should we tell family stories? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL FUNCTIONING | |
| NUMBERED ITEMS | Child recognizes and interprets emotions of others with the support of familiar adults. | |
| INDICATOR | 1 | Responds to others’ emotional expressions, often by sharing an emotional reaction such as smiling, verbalizing or pouting. ReadyRosie Bear Bath |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL FUNCTIONING | |
| NUMBERED ITEMS | Child expresses care and concern towards others. | |
| INDICATOR | 2 | May seek adult’s help or offer something to help another child, such as blanket or toy. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | EMOTIONAL FUNCTIONING | |
| NUMBERED ITEMS | Child manages emotions with the support of familiar adults. | |
| INDICATOR | 1 | Looks to or seeks comfort when distressed and accepts reassurance from a familiar adult, or engages in self-comforting behaviors. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows awareness about self and how to connect with others. | |
| INDICATOR | 1 | Experiments with use of hands and body, discovering how movement and gestures can be used to relate to others. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows confidence in own abilities through relationships with others. | |
| INDICATOR | 1 | Expresses desires and preferences. ReadyRosie Choosing Clothes This or That |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child develops a sense of belonging through relationships with others. | |
| INDICATOR | 1 | Anticipates familiar routines or activities. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | ATTENDING AND UNDERSTANDING | |
| NUMBERED ITEMS | Child learns from communication and language experiences with others. | |
| INDICATOR | 2 | Points or gestures when a familiar adult is pointing, naming, or signing about a familiar or new object and learns names and uses of objects. ReadyRosie How can I help my child learn new words? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child communicates needs and wants verbally and non-verbally and by using language. | |
| INDICATOR | 1 | Uses a variety of ways to communicate interests, needs and wants, such as saying or making a sign for “more” when eating. ReadyRosie Behavior is a form of communication Snack Time Speech |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child initiates non-verbal communication and language to learn and gain information. | |
| INDICATOR | 1 | Asks simple questions using gestures, such as pointing, sign language or words with variations in the rise and fall of the voice. ReadyRosie Snack Time Speech |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child understands an increasing number of words in communication with others. | |
| INDICATOR | 1 | Looks or points at a person or object that has been named, follows simple directions and responds appropriately to the meaning of words or sign language. ReadyRosie Choosing Clothes How can I help my child learn new words? Talk and Play |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child uses an increasing number of words in communications and conversations with others. | |
| INDICATOR | 1 | Imitates new words or sign language and uses some words or sign language for naming or making simple one-word requests, such as saying or signing “milk” when asking for a drink. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Snack Time Speech Talk and Play |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child attends to, repeats, and uses some rhymes, phrases, or repetitive refrains from stories or songs. | |
| INDICATOR | 1 | Says or signs a few words of culturally and linguistically familiar rhymes and repetitive refrains in stories or songs. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Snack Time Speech Swing Song Where is Thumbkin? Why should I sing to my baby? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child handles books and relates them to their stories or information. | |
| INDICATOR | 1 | Holds books, turns pages, looks at the pictures, and uses sounds, signs, or words to identify actions or objects in a book. ReadyRosie Look at the Book |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child recognizes pictures and some symbols, signs, or words. | |
| INDICATOR | 1 | Points at, uses sign language or gestures, says name of, and/or talks about animals, people, or objects in photos, pictures, or drawings. ReadyRosie Look at the Book Snack Time Speech |
| COMPETENCY | LANGUAGE AND COMMUNICATION (8 Months to 18 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child comprehends meaning from pictures and stories. | |
| INDICATOR | 1 | Points at pictures in a book, making sounds or saying words and interacting with a familiar adult reading a book. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | EXPLORATION AND DISCOVERY | |
| NUMBERED ITEMS | Child actively explores people and objects to understand self, others and objects. | |
| INDICATOR | 1 | Acts intentionally to achieve a goal or when manipulating an object. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | EXPLORATION AND DISCOVERY | |
| NUMBERED ITEMS | Child uses understanding of causal relationship to act appropriately in social and physical environments. | |
| INDICATOR | 1 | Engages in purposeful actions to cause things to happen. ReadyRosie Dump and Pick Up |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | MEMORY | |
| NUMBERED ITEMS | Child recognizes differences between familiar and unfamiliar people, objects, actions, or events. | |
| INDICATOR | 1 | Remembers actions of familiar adults, the usual location of familiar objects and parts of familiar routines. ReadyRosie Big and Little Buried Treasure Shoe Search |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | MEMORY | |
| NUMBERED ITEMS | Child uses memories as a foundation for more complex actions and thoughts. | |
| INDICATOR | 1 | Remembers how to use objects or materials from previous experience. ReadyRosie Big and Little Buried Treasure Shoe Search |
| INDICATOR | 2 | Anticipates routines or events by taking action. ReadyRosie Big and Little Buried Treasure Shoe Search |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | REASONING AND PROBLEM SOLVING | |
| NUMBERED ITEMS | Child uses reasoning and planning to solve problems. | |
| INDICATOR | 1 | Tries different solutions to everyday problems until discovering one that works. May try the same strategy multiple times even if it is not working. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | EMERGENT MATHEMATICAL THINKING | |
| NUMBERED ITEMS | Child uses matching, and sorting of objects or people to understand similar and different characteristics. | |
| INDICATOR | 1 | Matches objects by similar or related characteristics. ReadyRosie Big and Little Color Toys Find a Match |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| NUMBERED ITEMS | Child observes and imitates sounds, words, gestures, actions and behaviors. | |
| INDICATOR | 1 | Imitates what other people did earlier. ReadyRosie Bear Bath |
| COMPETENCY | COGNITION (8 Months to 18 Months) | |
| OBJECTIVE | IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| NUMBERED ITEMS | Child uses pretend play to increase understanding of culture, environment and experiences. | |
| INDICATOR | 1 | Imitates everyday actions of others. ReadyRosie Bear Bath |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | PERCEPTION | |
| NUMBERED ITEMS | Child uses perceptual information to understand objects, experiences and interactions. | |
| INDICATOR | 1 | Uses awareness of objects in matching and connecting their use through play and interaction with a familiar adult, such as using a play bottle to feed a baby doll. ReadyRosie Bear Bath Tea Party |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | PERCEPTION | |
| NUMBERED ITEMS | Child uses perceptual information in directing own actions, experiences and interactions. | |
| INDICATOR | 1 | Uses distance, scans for obstacles, and plans how to move based on that information while learning to crawl, walk, or move in another way. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscle for movement and position. | |
| INDICATOR | 1 | Moves from crawling, to cruising, to walking, and new muscle coordination for each new skill learned, such as how to manage changing ground surfaces. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscles to explore the environment. | |
| INDICATOR | 1 | Uses body to position, balance, and especially to move, explore and examine materials, activities and spaces. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child uses sensory information and body awareness to understand how one’s own body relates to the environment. | |
| INDICATOR | 1 | Shows awareness as skilled crawler or walker of new challenges or dangers in the environment, such as steep inclines or drop-offs. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child coordinates hand and eye movements to perform actions. | |
| INDICATOR | 1 | Uses hand-eye coordination for more difficult actions. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child uses hands for exploration, play and daily routines. | |
| INDICATOR | 1 | Explores features of objects and materials by using various hand actions, such as turning pages in a board book, turning the knobs on objects, or pointing to learn an object’s name. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child adjusts reach and grasp to use tools. | |
| INDICATOR | 1 | Extends reach by using simple tools. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (8 Months to 18 Months) | |
| OBJECTIVE | HEALTH, SAFETY AND NUTRITION | |
| NUMBERED ITEMS | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious (healthy) food choices. | |
| INDICATOR | 1 | Shows interest in new foods that are offered. ReadyRosie Snack Time Speech |
| Mississippi Standards and Frameworks |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2018 |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages feelings, emotions and support of familiar adults. | |
| INDICATOR | 1 | Uses various strategies to help manage strong emotions, such as removing self from the situation, covering eyes or ears, or seeking support from a familiar adult. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | EMOTIONAL AND BEHAVIORAL SELF-REGULATION | |
| NUMBERED ITEMS | Child manages actions and behavior with support of familiar adults. | |
| INDICATOR | 1 | Begins to manage and adjust actions and behavior with the guidance of familiar adults using words or signs. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child maintains focus and keeps attention with support. | |
| INDICATOR | 1 | Participates in activities and experiences with people, objects, or materials that require attention and common or shared focus. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | COGNITIVE SELF-REGULATION (EXECUTIVE FUNCTIONING) | |
| NUMBERED ITEMS | Child develops the ability to show persistence in actions and behavior. | |
| INDICATOR | 1 | Shows increasing ability to stay engaged when working towards a goal or solving a problem. Often tries different strategies until successful. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | INITIATIVE AND CURIOSITY | |
| NUMBERED ITEMS | Child demonstrates emerging initiative in interactions, experiences and explorations. | |
| INDICATOR | 1 | Prepares for or starts some activities without being directed by others, such as getting ready for the next activity or bringing a ball to a new child at the playground. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | INITIATIVE AND CURIOSITY | |
| NUMBERED ITEMS | Child shows interest in and curiosity about objects, materials, or events. | |
| INDICATOR | 1 | Participates in new experiences, asks questions, and experiments with new things or materials, such as collecting leaves and pine cones in the fall. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | CREATIVITY | |
| NUMBERED ITEMS | Child uses creativity to increase understanding and learning. | |
| INDICATOR | 1 | Combines objects or materials in new and unexpected ways. ReadyRosie Tips for helping your child love reading |
| INDICATOR | 2 | Shows interest in and curiosity about the world around them such as exploring new areas of a room. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| INDICATOR | 3 | Seeks out new information and explores new play and tasks both independently and with adult support. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | APPROACHES TO LEARNING (16 Months to 36 Months) | |
| OBJECTIVE | CREATIVITY | |
| NUMBERED ITEMS | Child shows imagination in play and interactions with others. | |
| INDICATOR | 1 | Uses imagination to explore possible uses of objects and materials. Engages in make-believe play with other children. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child develops expectations of consistent, positive interactions through secure relationships with familiar adults. | |
| INDICATOR | 1 | Engages in positive interactions in a wide variety of situations with familiar adults. ReadyRosie How can I make music part of our day? |
| INDICATOR | 2 | Seeks familiar adults for comfort when distressed or tired. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH ADULTS | |
| NUMBERED ITEMS | Child uses expectations learned through repeated experiences in primary relationships to develop relationships with other adults. | |
| INDICATOR | 1 | Often watches from a distance or waits for reassurance from a familiar adult before approaching someone new. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| INDICATOR | 2 | May engage in positive interactions when meeting new people, such as sharing a book with a visitor. ReadyRosie How can I make music part of our day? |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child shows interest in, interacts with and develops personal relationships with other children. | |
| INDICATOR | 1 | Seeks out other children for social interactions including initiating contact and responding to others. ReadyRosie Catch! Ring Around the Rosie |
| INDICATOR | 2 | Develops friendships and engages in more elaborate play with friends. ReadyRosie Catch! Ring Around the Rosie |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | RELATIONSHIPS WITH OTHER CHILDREN | |
| NUMBERED ITEMS | Child imitates and engages in play with other children. | |
| INDICATOR | 1 | Joins in play with other children by sometimes taking turns or participating in joint activities with a common goal, such as building block structures with others or pretending to eat together. ReadyRosie Catch! Ring Around the Rosie |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows awareness about self and how to connect with others. | |
| INDICATOR | 2 | Uses different forms of communication to refer to self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child recognizes, appreciates and respects characteristics of self and others. | |
| INDICATOR | 1 | Identifies obvious physical similarities, differences and compares characteristics between self and others. ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| COMPETENCY | SOCIAL AND EMOTIONAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | SENSE OF IDENTITY AND BELONGING | |
| NUMBERED ITEMS | Child shows confidence in own abilities through relationships with others. | |
| INDICATOR | 2 | May call attention to new skills and abilities or seek to do things by self. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | ATTENDING AND UNDERSTANDING | |
| NUMBERED ITEMS | Child attends to, understands and responds to communication and language from others. | |
| INDICATOR | 1 | Shows recognition of words, phrases and simple sentences. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| INDICATOR | 2 | Participates in conversations in ways that show understanding by following comments or suggestions with actions or behavior and/or spoken words. ReadyRosie Stuck on You Tell Me About It! |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | ATTENDING AND UNDERSTANDING | |
| NUMBERED ITEMS | Child learns from communication and language experiences with others. | |
| INDICATOR | 1 | Participates in longer periods of joint attention with familiar adults (16-24 months up 5 minutes; 24-36 months up to 10 minutes). ReadyRosie Tell Me About It! |
| INDICATOR | 2 | Shows interest, understanding, or enjoyment when participating in language activities, such as demonstrating understanding of objects’ functions and uses, or when joining in games, songs, rhymes, or 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? Ring Around the Rosie Why should I sing to my baby? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child communicates needs and wants verbally and non-verbally and by using language. | |
| INDICATOR | 1 | Combines words or signs from one or more languages into phrases and sentences to communicate needs, wants or ideas, such as “more milk,” “I want juice,” “mas leche,” or “quiero juice.” Note: Children identified as Dual Language Learners (DLL) may combine their two languages or switch between them to communicate. ReadyRosie Behavior is a form of communication Tempted to Talk |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child uses verbal and non-verbal communication and language to engage others in interaction. | |
| INDICATOR | 1 | Uses words, sign language, phrases, or simple sentences to initiate, continue, or extend conversations with others about feelings, experiences, or thoughts. ReadyRosie Stuck on You Tell Me About It! |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child uses increasingly complex language in conversation with others. | |
| INDICATOR | 1 | Participates in conversations with others using spoken or sign language that includes simple sentences, questions and responses. ReadyRosie Nature Walk and Talk Stuck on You T-Shirt Talk Tell Me About It! What Do We Do? Why should we tell family stories? |
| INDICATOR | 2 | Sometimes describes experiences that have happened in the past or are about to happen. Note: Children who are Dual Language Learners (DLL) develop the ability to participate in conversations. ReadyRosie Book Walk Stuck on You |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | COMMUNICATING AND SPEAKING | |
| NUMBERED ITEMS | Child initiates non-verbal communication and language to learn and gain information. | |
| INDICATOR | 1 | Seeks information and meaning of words by asking questions in words or sign language, such as “What’s that?” or “Who’s that?” or “Why?” ReadyRosie Nature Walk and Talk What Do We Do? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child understands an increasing number of words in communication with others. | |
| INDICATOR | 1 | Comprehends an increasing number of words or sign language in simple sentences during conversations and interactions with familiar adults and children. ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | VOCABULARY | |
| NUMBERED ITEMS | Child uses an increasing number of words in communications and conversations with others. | |
| INDICATOR | 1 | Uses an increasing number of words in communications and conversations with others and adds new vocabulary words regularly. Note: Children who are Dual Language Learners (DLL) may have a combined vocabulary in both languages that is similar in breadth to other children’s vocabulary in one language. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child attends to, repeats, and uses some rhymes, phrases, or repetitive refrains from stories or songs. | |
| INDICATOR | 1 | Says, signs or repeats culturally and linguistically familiar rhymes, phrases, or repetitive refrains from songs or stories that are similar in nature to another children’s vocabulary in one language. 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? |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child handles books and relates them to their stories or information. | |
| INDICATOR | 1 | Pretends to read books by turning pages and talking about them, using signs, gestures or words to describe what is happening in the book. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child comprehends meaning from pictures and stories. | |
| INDICATOR | 1 | Talks about books, acts out events from stories and uses some vocabulary encountered during a book reading. ReadyRosie Banana Phonana Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| COMPETENCY | LANGUAGE AND COMMUNICATION (16 Months to 36 Months) | |
| OBJECTIVE | EMERGENT LITERACY | |
| NUMBERED ITEMS | Child makes marks and uses them to represent objects or actions. | |
| INDICATOR | 1 | Makes scribbles on paper to represent an object or action even though a familiar adult might not recognize what it is. ReadyRosie Copy Me Paint your Name Secret Message |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | EXPLORATION AND DISCOVERY | |
| NUMBERED ITEMS | Child actively explores people and objects to understand self, others and objects. | |
| INDICATOR | 1 | Observes and experiments with how things work, seeks information from others, or experiments with different behaviors to see how people and objects react. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | REASONING AND PROBLEM SOLVING | |
| NUMBERED ITEMS | Child learns to use a variety of strategies in solving problems. | |
| INDICATOR | 1 | Engages in activities for longer periods of time and tries several times to solve more challenging problems, often using a combination of actions or behaviors. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | REASONING AND PROBLEM SOLVING | |
| NUMBERED ITEMS | Child uses reasoning and planning to solve problems. | |
| INDICATOR | 1 | Uses problem-solving and experimenting to figure out solutions to everyday problems, including in social situations. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | EMERGENT MATHEMATICAL THINKING | |
| NUMBERED ITEMS | Child uses matching, and sorting of objects or people to understand similar and different characteristics. | |
| INDICATOR | 1 | Sorts objects into two groups based on a single characteristic. ReadyRosie Nature Walk and Talk Toy Sort |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| NUMBERED ITEMS | Child observes and imitates sounds, words, gestures, actions and behaviors. | |
| INDICATOR | 1 | Imitates more complex actions, words, or signs at a later time to communicate, make, or do something. ReadyRosie Banana Phonana |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| NUMBERED ITEMS | Child uses objects or symbols to represent something else. | |
| INDICATOR | 1 | Uses objects as symbols to represent other objects during pretend play. ReadyRosie Tips for helping your child love reading |
| COMPETENCY | COGNITION (16 Months to 36 Months) | |
| OBJECTIVE | IMITATION AND SYMBOLIC REPRESENTATION AND PLAY | |
| NUMBERED ITEMS | Child uses pretend play to increase understanding of culture, environment and experiences. | |
| INDICATOR | 1 | Acts out routines, stories, or social roles using toys and other materials as props. ReadyRosie Banana Phonana |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | PERCEPTION | |
| NUMBERED ITEMS | Child uses perceptual information in directing own actions, experiences and interactions. | |
| INDICATOR | 1 | Uses perceptual information and motor actions to participate in play and daily routines, such as singing songs with hand motions or practicing self-care skills. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I Can Do It All By Myself I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscle for movement and position. | |
| INDICATOR | 1 | Gains control of a variety of postures and movements, including stooping, going from sitting to standing, running and jumping. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child demonstrates effective and efficient use of large muscles to explore the environment. | |
| INDICATOR | 1 | Uses variety of movements, body positions, and postures to participate in active and quiet, indoor and outdoor play. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | GROSS MOTOR | |
| NUMBERED ITEMS | Child uses sensory information and body awareness to understand how one’s own body relates to the environment. | |
| INDICATOR | 1 | Begins to learn about different body sizes and space, such as being aware of what size opening is needed for one’s body to move through. ReadyRosie Bear Hunt |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child coordinates hand and eye movements to perform actions. | |
| INDICATOR | 1 | Uses hand-eye coordination when participating in routines, play and activities. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child uses hands for exploration, play and daily routines. | |
| INDICATOR | 1 | Plans ways to use hands for various activities, such as stacking, building, connecting and self-care skills or routines. ReadyRosie Drum Patterns I Can Do It All By Myself Torn Paper Art Toy Car Wash |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | FINE MOTOR | |
| NUMBERED ITEMS | Child adjusts reach and grasp to use tools. | |
| INDICATOR | 1 | Adjusts grasp to use different tools for different purposes. ReadyRosie Drum Patterns Hooray Parfait Torn Paper Art Toy Car Wash |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | HEALTH, SAFETY AND NUTRITION | |
| NUMBERED ITEMS | Child demonstrates healthy behaviors with increasing independence as part of everyday routines. | |
| INDICATOR | 1 | Participates in healthy self-care routines with more independence. ReadyRosie I Can Do It All By Myself |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | HEALTH, SAFETY AND NUTRITION | |
| NUMBERED ITEMS | Child uses safe behaviors with support from familiar adults. | |
| INDICATOR | 1 | Accepts familiar adult guidance, support and protection when in unsafe situations. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| INDICATOR | 2 | Learns some differences between safe and unsafe play behaviors, such as classroom rules. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| COMPETENCY | PERCEPTUAL, MOTOR, AND PHYSICAL DEVELOPMENT (16 Months to 36 Months) | |
| OBJECTIVE | HEALTH, SAFETY AND NUTRITION | |
| NUMBERED ITEMS | Child demonstrates increasing interest in engaging in healthy eating habits and making nutritious (healthy) food choices. | |
| INDICATOR | 1 | Shows willingness to try new, healthy foods when offered on many occasions. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| INDICATOR | 2 | Begins to make healthy choices about which foods to eat when offered several choices, with support from a familiar adult. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |