Nebraska Core Academic Content Standards (Infant)
| Main Criteria: Nebraska Core Academic Content 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 | ||
| Nebraska Core Academic Content Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2018 |
| CONTENT STANDARD | NE.B-9.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Concept | |
| INDICATOR | B-9.SE.01. | Develops self-awareness and sense of self |
| STRAND | B-9.SE.01.a. | Learns about self by exploring hands, feet, body, and movement ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND | B-9.SE.01.b. | Listens or responds (smiling, cooing) when name is said ReadyRosie Do You See Me? |
| STRAND | B-9.SE.01.d. | Explores people, materials, and the environment freely by looking, tasting, smelling, touching, and hearing ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD | NE.B-9.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Control | |
| INDICATOR | B-9.SE.02. | Manages emotions with increasing independence |
| STRAND | B-9.SE.02.a. | Responds to having needs met (e.g., is comforted by being picked up or fed) 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 | NE.B-9.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Cooperation and Prosocial Behavior | |
| INDICATOR | B-9.SE.03. | Develops foundational skills to support cooperation and prosocial behavior |
| STRAND | B-9.SE.03.b. | Vocalizes or gets excited in response to adult/child interactions ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STRAND | B-9.SE.03.c. | Looks at and watches another child who is crying or upset ReadyRosie Do You See Me? |
| STRAND | B-9.SE.03.d. | Imitates facial expressions during face-to-face interactions ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STRAND | B-9.SE.03.e. | Establishes eye contact ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STRAND | B-9.SE.03.f. | Seeks social attention ReadyRosie That's My Name |
| CONTENT STANDARD | NE.B-9.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Social Relationships | |
| INDICATOR | B-9.SE.04. | Shows interest in, interacts with, and develops personal relationships with others |
| STRAND | B-9.SE.04.a. | Enjoys and needs physical contact from adults ReadyRosie That's My Name |
| STRAND | B-9.SE.04.b. | Looks at, touches, or explores another’s face ReadyRosie Do You See Me? |
| STRAND | B-9.SE.04.c. | 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? |
| STRAND | B-9.SE.04.d. | Shows recognition of familiar people (e.g., smiles, reaches for, or makes sounds towards other person) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND | B-9.SE.04.e. | Communicates needs through a variety of behaviors (e.g., crying, looking, smiling, reaching) ReadyRosie Behavior is a form of communication |
| STRAND | B-9.SE.04.f. | May avoid or withdraw from unfamiliar adults ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD | NE.B-9.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Knowledge of Families and Communities | |
| INDICATOR | B-9.SE.05. | Develops a sense of belonging to family, community, and other groups |
| STRAND | B-9.SE.05.a. | Looks intently at human faces ReadyRosie Do You See Me? |
| STRAND | B-9.SE.05.b. | Reacts to something unfamiliar (e.g., scent, appearance, dress, voice) ReadyRosie How can I help my child with separation? |
| STRAND | B-9.SE.05.c. | Seeks to be near familiar adults ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| CONTENT STANDARD | NE.B-9.AL. | APPROACHES TO LEARNING |
| STRAND | Initiative and Curiosity | |
| INDICATOR | B-9.AL.01. | Develops foundational skills that support initiative, self-direction, and curiosity as a learner |
| STRAND | B-9.AL.01.a. | Observes other children and adults ReadyRosie Do You See Me? |
| STRAND | B-9.AL.01.b. | Explores own fingers and toes ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT STANDARD | NE.B-9.AL. | APPROACHES TO LEARNING |
| STRAND | Sensory Exploration, Reasoning, and Problem Solving | |
| INDICATOR | B-9.AL.02. | Demonstrates active inquiry, persistence, problem identification, and application of knowledge to new situations |
| STRAND | B-9.AL.02.c. | Explores the environment through movement and use of senses (e.g., mouthing toys, puts fingers/toes in mouth, rolls toward toy, plays peek-a-boo) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | B-9.AL.02.e. | Tries one or two ways to reach an object or person (e.g., pulls on a blanket to bring a toy closer, rolls over, moves around obstacles to reach a desired object) ReadyRosie Roll Over |
| CONTENT STANDARD | NE.B-9.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Fine (Small) Motor Skills | |
| INDICATOR | B-9.HP.01. | Uses finger and hand control to operate and use small objects demonstrating fine motor coordination |
| STRAND | B-9.HP.01.a. | Reaches for and grasps objects using their entire hand ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.HP.01.b. | Uses hand in a raking or sweeping motion to bring an object closer ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.HP.01.c. | Pulls spoon out of their mouth ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.HP.01.d. | Transfers object from one hand to another ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.HP.01.f. | Reaches for a second toy when already holding one in their other hand ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.HP.01.g. | Has hands in an open position when relaxed ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | NE.B-9.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Gross (Large) Motor Skills | |
| INDICATOR | B-9.HP.02. | Child demonstrates effective and efficient use of large muscles for movement, position, and to explore the environment |
| STRAND | B-9.HP.02.b. | Rolls from back to stomach, and stomach to back ReadyRosie Roll Over |
| STRAND | B-9.HP.02.g. | Uses arms and legs purposefully (e.g., lifts head, claps hands, holds arms up to be picked up, reaches for objects) ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD | NE.B-9.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Health and Safety Practices | |
| INDICATOR | B-9.HP.03. | Child develops an awareness and understanding of health, physical activity, and safety |
| STRAND | B-9.HP.03.a. | Responds to vocalizations during routines, including diaper changes, feeding/eating, dressing ReadyRosie Lunchtime Language |
| STRAND | B-9.HP.03.b. | Indicates needs and wants through vocalizations and body language when hungry, tired, uncomfortable, or has a soiled diaper ReadyRosie Behavior is a form of communication |
| STRAND | B-9.HP.03.d. | Recognizes the differences between adults who serve as primary caregivers and strangers ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND | B-9.HP.03.e. | May display anxiety when faced with unfamiliar adults ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD | NE.B-9.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Nutrition | |
| INDICATOR | B-9.HP.04. | Develops healthy eating habits and exhibits increasing independence in eating abilities |
| STRAND | B-9.HP.04.a. | Breast or bottle feeds, depending on familial preference ReadyRosie Lunchtime Language |
| STRAND | B-9.HP.04.b. | Uses facial expressions and body movements to indicate hunger and satiation ReadyRosie Snuggle Close |
| STRAND | B-9.HP.04.d. | May experiment with tastes of pureed foods beginning at 6 months, and/or with physician’s approval ReadyRosie Lunchtime Language |
| STRAND | B-9.HP.04.e. | Explores food with fingers ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CONTENT STANDARD | NE.B-9.LL. | LANGUAGE AND LITERACY |
| STRAND | Listening and Understanding | |
| INDICATOR | B-9.LL.01. | Demonstrates continual growth in understanding increasingly complex and varied vocabulary |
| STRAND | B-9.LL.01.b. | Responds to words or gestures (stops crying when caregiver says “bottle”, smiles or laughs when told “Mommy/ Daddy is here”) ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND | B-9.LL.01.c. | Shows understanding of some words, gestures, or signs ReadyRosie How can I help my child learn new words? |
| STRAND | B-9.LL.01.d. | Reacts when hearing own name ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT STANDARD | NE.B-9.LL. | LANGUAGE AND LITERACY |
| STRAND | Speaking and Communicating | |
| INDICATOR | B-9.LL.02. | Develops foundational skills to communicate effectively for a variety of purposes |
| STRAND | B-9.LL.02.a. | Uses differing cries to signal various needs ReadyRosie Behavior is a form of communication |
| STRAND | B-9.LL.02.e. | Engages in vocal play and turn-taking communication games with responsive 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? |
| STRAND | B-9.LL.02.f. | Begins to point to objects in the environment ReadyRosie Bath Time Fun Two on Me and You |
| STRAND | B-9.LL.02.g. | Listens to and begins to respond to familiar words (e.g., mama) ReadyRosie How can I help my child learn new words? |
| CONTENT STANDARD | NE.B-9.LL. | LANGUAGE AND LITERACY |
| STRAND | Phonological Awareness | |
| INDICATOR | B-9.LL.03. | Demonstrates knowledge of phonological awareness |
| STRAND | B-9.LL.03.a. | Startles to unfamiliar sounds ReadyRosie Grocery List |
| STRAND | B-9.LL.03.b. | Looks or turns towards a familiar person who says the child’s name ReadyRosie Do You See Me? |
| STRAND | B-9.LL.03.c. | Coos and uses physical movements to engage familiar 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? |
| STRAND | B-9.LL.03.d. | Pays attention to familiar adults when they speak ReadyRosie That's My Name |
| CONTENT STANDARD | NE.B-9.M. | MATHEMATICS |
| STRAND | Number and Operations | |
| INDICATOR | B-9.M.01. | Demonstrates awareness of quantity, counting, and numeric competencies |
| STRAND | B-9.M.01.b. | Explores objects one at a time ReadyRosie Table Taps |
| CONTENT STANDARD | NE.B-9.M. | MATHEMATICS |
| STRAND | Geometry and Spatial Sense | |
| INDICATOR | B-9.M.02. | Develops understanding of geometric shapes and spatial relationships |
| STRAND | B-9.M.02.c. | Explores object through the use of different senses ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD | NE.B-9.M. | MATHEMATICS |
| STRAND | Patterns and Measurement | |
| INDICATOR | B-9.M.03. | Demonstrates awareness of routines, predictable patterns, and attributes that can be measured |
| STRAND | B-9.M.03.a. | Shows visual interest in contrasting colors, patterns, textures ReadyRosie Grasp and Grab Touch and Taste |
| STRAND | B-9.M.03.c. | Attends to sounds and sensory opportunities encountered ReadyRosie Bath Time Fun Two on Me and You |
| CONTENT STANDARD | NE.B-9.M. | MATHEMATICS |
| STRAND | Data Analysis | |
| INDICATOR | B-9.M.04. | Develops foundational skills in learning to understand concepts of classification, data collection, organization, and description |
| STRAND | B-9.M.04.a. | Shows visual interest in contrasting colors, patterns, textures ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | NE.B-9.S. | SCIENCE |
| STRAND | Scientific Skills and Methods | |
| INDICATOR | B-9.S.02. | Develops foundational skills in learning and understanding about the world through exploration and investigation |
| STRAND | B-9.S.02.a. | Shows initiative and curiosity (pursues interesting object – first visually, then by reaching, crawling, etc.) ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT STANDARD | NE.B-9.CA. | CREATIVE ARTS |
| STRAND | Visual Art | |
| INDICATOR | B-9.CA.02. | Develops foundational skills that support creative expression through the process, production, and appreciation of visual art forms |
| STRAND | B-9.CA.02.a. | Shows preference for particular visual stimuli ReadyRosie Animal Noises |
| STRAND | B-9.CA.02.b. | Participates in a variety of tactile/sensory experiences such as water, textures, etc. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| STRAND | B-9.CA.02.c. | Explores the physical properties of objects (shape, texture) ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT STANDARD | NE.B-9.CA. | CREATIVE ARTS |
| STRAND | Dramatic Play | |
| INDICATOR | B-9.CA.04. | Expresses creativity using puppetry, storytelling, dance, plays, and theater |
| STRAND | B-9.CA.04.a. | Focuses on and responds to adult facial expressions and voice tones ReadyRosie That's My Name |
| STRAND | B-9.CA.04.b. | Shows enjoyment in interaction with adults who provide dramatic play experiences (music and songs, facial expressions and gestures, animal sounds and actions) 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? |
| Nebraska Core Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2018 |
| CONTENT STANDARD | NE.7-20.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Concept | |
| INDICATOR | 7-20.SE.01. | Develops self-awareness and sense of self |
| STRAND | 7-20.SE.01.a. | Experiments with use of hands and body, discovering new capacities and 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 |
| STRAND | 7-20.SE.01.c. | Expresses desires and preferences (may reject non-preferred items) ReadyRosie Choosing Clothes This or That |
| STRAND | 7-20.SE.01.f. | Shows awareness of body parts ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CONTENT STANDARD | NE.7-20.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Control | |
| INDICATOR | 7-20.SE.02. | Manages emotions with increasing independence |
| STRAND | 7-20.SE.02.a. | Shows anticipation and responds to familiar routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND | 7-20.SE.02.b. | Accepts reassurance from familiar adult ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD | NE.7-20.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Social Relationships | |
| INDICATOR | 7-20.SE.04. | Shows interest in, interacts with, and develops personal relationships with others |
| STRAND | 7-20.SE.04.b. | Reacts or may become distressed when separated from familiar adults ReadyRosie How can I help my child with separation? |
| STRAND | 7-20.SE.04.c. | Participates in simple social games ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| STRAND | 7-20.SE.04.e. | Participates in simple back and forth interactions with another child ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT STANDARD | NE.7-20.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Knowledge of Families and Communities | |
| INDICATOR | 7-20.SE.05. | Develops a sense of belonging to family, community, and other groups |
| STRAND | 7-20.SE.05.d. | Calls for “Mama” or familiar person when in a new situation ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT STANDARD | NE.7-20.AL. | APPROACHES TO LEARNING |
| STRAND | Initiative and Curiosity | |
| INDICATOR | 7-20.AL.01. | Develops foundational skills that support initiative, self-direction, and curiosity as a learner |
| STRAND | 7-20.AL.01.b. | Imitates actions and behaviors of adults and other children (e.g., sounds, facial expressions, gestures) ReadyRosie Bear Bath |
| STRAND | 7-20.AL.01.c. | Shows a sense of satisfaction when making things happen (e.g., claps after touching a toy to make music play) ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND | 7-20.AL.01.d. | Points or protests to signal likes and dislikes ReadyRosie Choosing Clothes This or That |
| STRAND | 7-20.AL.01.e. | Selects desired object from multiple options ReadyRosie Choosing Clothes This or That |
| STRAND | 7-20.AL.01.f. | Begins to exhibit response inhibition ReadyRosie How can I help my child with separation? |
| CONTENT STANDARD | NE.7-20.AL. | APPROACHES TO LEARNING |
| STRAND | Sensory Exploration, Reasoning, and Problem Solving | |
| INDICATOR | 7-20.AL.02. | Demonstrates active inquiry, persistence, problem identification, and application of knowledge to new situations |
| STRAND | 7-20.AL.02.a. | Focuses on activity, but is easily distracted ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND | 7-20.AL.02.b. | Uses movement, space, and materials to explore the environment (e.g., rolls or kicks a ball, manipulates shape sorters, builds with blocks) ReadyRosie Baby Basketball Kick With Me |
| STRAND | 7-20.AL.02.c. | Experiments with cause and effect ReadyRosie Dump and Pick Up |
| CONTENT STANDARD | NE.7-20.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Fine (Small) Motor Skills | |
| INDICATOR | 7-20.HP.01. | Uses finger and hand control to operate and use small objects demonstrating fine motor coordination |
| STRAND | 7-20.HP.01.b. | Uses pincer grasp to pick up small items, such as cereal, or hold crayon ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | 7-20.HP.01.c. | Points with index finger to pictures in a book, objects, or at people or animals ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | 7-20.HP.01.d. | Turns the pages of a board book ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND | 7-20.HP.01.e. | Uses two hands to pick up a large object and one hand to pick up a smaller object 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 | NE.7-20.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Gross (Large) Motor Skills | |
| INDICATOR | 7-20.HP.02. | Child demonstrates effective and efficient use of large muscles for movement, position, and to explore the environment |
| STRAND | 7-20.HP.02.a. | Cruises while holding onto furniture ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | 7-20.HP.02.c. | Learns new muscle coordination for each new locomotor skill and how to adjust for changing ground surfaces ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | 7-20.HP.02.d. | Walks without support ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND | 7-20.HP.02.e. | Throws ball and other objects independently ReadyRosie Baby Basketball Kick With Me |
| STRAND | 7-20.HP.02.f. | Squats to explore toys or objects on the ground and then stands up ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD | NE.7-20.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Health and Safety Practices | |
| INDICATOR | 7-20.HP.03. | Child develops an awareness and understanding of health, physical activity, and safety |
| STRAND | 7-20.HP.03.a. | Vocalizes needs and wants when hungry, tired, uncomfortable, or has a soiled diaper ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND | 7-20.HP.03.b. | Reacts and responds to cues from adults regarding warnings of danger ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 7-20.HP.03.c. | Reacts to adult verbal directions, but may need assistance to stop or avoid unsafe behavior ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 7-20.HP.03.d. | Participates in personal care routines (e.g., hand washing, teeth brushing, bath time) ReadyRosie Brush, Baby, Brush |
| STRAND | 7-20.HP.03.f. | Brushes own teeth and gums with assistance ReadyRosie Brush, Baby, Brush |
| CONTENT STANDARD | NE.7-20.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Nutrition | |
| INDICATOR | 7-20.HP.04. | Develops healthy eating habits and exhibits increasing independence in eating abilities |
| STRAND | 7-20.HP.04.a. | Tries and eats a variety of foods ReadyRosie Snack Time Speech |
| STRAND | 7-20.HP.04.b. | Uses actions or words to indicate needs/ preferences (e.g., turns head away, reaches toward food) ReadyRosie Behavior is a form of communication Brush, Baby, Brush Snack Time Speech |
| STRAND | 7-20.HP.04.c. | Shows increasing interest in food and meal times ReadyRosie Snack Time Speech |
| CONTENT STANDARD | NE.7-20.LL. | LANGUAGE AND LITERACY |
| STRAND | Listening and Understanding | |
| INDICATOR | 7-20.LL.01. | Demonstrates continual growth in understanding increasingly complex and varied vocabulary |
| STRAND | 7-20.LL.01.a. | Carries out simple request (wave “bye-bye”) or responds to simple questions (“Where’s your ball?”) ReadyRosie Choosing Clothes Talk and Play Why should we tell family stories? |
| STRAND | 7-20.LL.01.b. | Recognizes familiar social games and routines (smiles or pats hands together when the adult says “pat-a-cake”) ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STRAND | 7-20.LL.01.c. | Points to objects, pictures, and body parts (nose, eyes, ears) as part of interactions with adults ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| STRAND | 7-20.LL.01.d. | Understands approximately 100 words/utterances relevant to their experience and cultural context ReadyRosie How can I help my child learn new words? |
| CONTENT STANDARD | NE.7-20.LL. | LANGUAGE AND LITERACY |
| STRAND | Speaking and Communicating | |
| INDICATOR | 7-20.LL.02. | Develops foundational skills to communicate effectively for a variety of purposes |
| STRAND | 7-20.LL.02.c. | Names a few familiar objects in environment ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND | 7-20.LL.02.d. | Uses one word to convey a message (e.g., “milk” for “I want milk”) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CONTENT STANDARD | NE.7-20.LL. | LANGUAGE AND LITERACY |
| STRAND | Phonological Awareness | |
| INDICATOR | 7-20.LL.03. | Demonstrates knowledge of phonological awareness |
| STRAND | 7-20.LL.03.a. | Responds appropriately to familiar words (puts arms in the air when adult says “so big”) ReadyRosie How can I help my child learn new words? |
| STRAND | 7-20.LL.03.b. | Labels sounds when they are heard (e.g., says “dog” when they hear a dog barking) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CONTENT STANDARD | NE.7-20.LL. | LANGUAGE AND LITERACY |
| STRAND | Book Knowledge and Appreciation | |
| INDICATOR | 7-20.LL.04. | Demonstrates interest in and appreciation of reading-related activities |
| STRAND | 7-20.LL.04.c. | Names pictures of familiar objects in books ReadyRosie Reading Emotions |
| STRAND | 7-20.LL.04.e. | Holds book upright ReadyRosie Look at the Book |
| CONTENT STANDARD | NE.7-20.LL. | LANGUAGE AND LITERACY |
| STRAND | Print Awareness and Early Writing | |
| INDICATOR | 7-20.LL.05. | Conveys meaning through drawing, letters, and words |
| STRAND | 7-20.LL.05.a. | Explores what he/she can do with crayons and paper and imitates what older children or adults do with similar materials ReadyRosie Bear Bath Color with Me |
| STRAND | 7-20.LL.05.b. | Uses pincer grasp to pick up items ReadyRosie Color with Me |
| CONTENT STANDARD | NE.7-20.M. | MATHEMATICS |
| STRAND | Number and Operations | |
| INDICATOR | 7-20.M.01. | Demonstrates awareness of quantity, counting, and numeric competencies |
| STRAND | 7-20.M.01.a. | Begins to recognize the concept of quantity using “more” or “all gone” ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| STRAND | 7-20.M.01.c. | Understands descriptive words (big/small/same) ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| CONTENT STANDARD | NE.7-20.M. | MATHEMATICS |
| STRAND | Geometry and Spatial Sense | |
| INDICATOR | 7-20.M.02. | Develops understanding of geometric shapes and spatial relationships |
| STRAND | 7-20.M.02.c. | Explores space by moving self over, under, through, in, and around various objects and spaces ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND | 7-20.M.02.d. | Begins to identify physical obstacles and possible solutions (crawls around chair to reach object) ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CONTENT STANDARD | NE.7-20.M. | MATHEMATICS |
| STRAND | Data Analysis | |
| INDICATOR | 7-20.M.04. | Develops foundational skills in learning to understand concepts of classification, data collection, organization, and description |
| STRAND | 7-20.M.04.a. | Puts similar objects into piles ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT STANDARD | NE.7-20.S. | SCIENCE |
| STRAND | Scientific Knowledge | |
| INDICATOR | 7-20.S.01. | Demonstrates a basic awareness and use of scientific concepts |
| STRAND | 7-20.S.01.a. | Gains knowledge about the environment through physical manipulation (puts shapes in shape sorter, engages in sensory play) ReadyRosie Baby Basketball Big and Little Color Toys Find a Match Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD | NE.7-20.S. | SCIENCE |
| STRAND | Scientific Skills and Methods | |
| INDICATOR | 7-20.S.02. | Develops foundational skills in learning and understanding about the world through exploration and investigation |
| STRAND | 7-20.S.02.a. | Actively explores objects and experiences their properties through the senses ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT STANDARD | NE.7-20.CA. | CREATIVE ARTS |
| STRAND | Music | |
| INDICATOR | 7-20.CA.01. | Develops foundational skills to support creative expression through voice, instruments, and objects |
| STRAND | 7-20.CA.01.b. | Imitates sounds using voice or objects ReadyRosie Bear Bath |
| STRAND | 7-20.CA.01.d. | Claps, bounces, and begins to dance to music ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT STANDARD | NE.7-20.CA. | CREATIVE ARTS |
| STRAND | Visual Art | |
| INDICATOR | 7-20.CA.02. | Develops foundational skills that support creative expression through the process, production, and appreciation of visual art forms |
| STRAND | 7-20.CA.02.a. | Experiments with finger paint, large crayons, and other suitable art materials ReadyRosie Color with Me |
| STRAND | 7-20.CA.02.b. | Expresses preferences for certain art materials ReadyRosie Color with Me |
| STRAND | 7-20.CA.02.c. | Looks at pictures, photographs, and illustrations ReadyRosie Reading Emotions |
| CONTENT STANDARD | NE.7-20.CA. | CREATIVE ARTS |
| STRAND | Movement | |
| INDICATOR | 7-20.CA.03. | Develops foundational skills that support creative expression through movement |
| STRAND | 7-20.CA.03.a. | Likes to engage in movement activity with adult (e.g., dances, fingerplays) ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| STRAND | 7-20.CA.03.c. | Engages in creative locomotor and non-locomotor movement ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| CONTENT STANDARD | NE.7-20.CA. | CREATIVE ARTS |
| STRAND | Dramatic Play | |
| INDICATOR | 7-20.CA.04. | Expresses creativity using puppetry, storytelling, dance, plays, and theater |
| STRAND | 7-20.CA.04.a. | Uses a variety of dramatic play materials (dishes, dolls, cars/trucks, telephone) ReadyRosie Bear Bath Tea Party |
| STRAND | 7-20.CA.04.b. | Responds to favorite stories ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| STRAND | 7-20.CA.04.c. | Engages in simple fingerplays ReadyRosie Itsy Bitsy Spider Motions |
| STRAND | 7-20.CA.04.f. | Engages in simple whole-group dramatics ReadyRosie Bear Bath Build to Four |
| Nebraska Core Academic Content Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2018 |
| CONTENT STANDARD | NE.18-36.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Concept | |
| INDICATOR | 18-36.SE.01. | Develops self-awareness and sense of self |
| STRAND | 18-36.SE.01.a. | Uses different words or signs 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 |
| STRAND | 18-36.SE.01.b. | Identifies obvious physical similarities and 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 |
| STRAND | 18-36.SE.01.d. | Uses personal pronouns (e.g., I, you, me) ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| STRAND | 18-36.SE.01.e. | Shows independence by occasionally resisting adult control ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD | NE.18-36.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Self Control | |
| INDICATOR | 18-36.SE.02. | Manages emotions with increasing independence |
| STRAND | 18-36.SE.02.a. | Responds appropriately to repeated reminders and redirection ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 18-36.SE.02.b. | Follows simple rules when stated in positive, brief statements and are reminded in advance (e.g., “Feet on the floor”) ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD | NE.18-36.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Cooperation and Prosocial Behavior | |
| INDICATOR | 18-36.SE.03. | Develops foundational skills to support cooperation and prosocial behavior |
| STRAND | 18-36.SE.03.b. | Demonstrates understanding that playing with certain desirable or forbidden objects will get adults’ attention ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND | 18-36.SE.03.d. | Imitates familiar tasks such as wiping the table ReadyRosie Banana Phonana |
| CONTENT STANDARD | NE.18-36.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Social Relationships | |
| INDICATOR | 18-36.SE.04. | Shows interest in, interacts with, and develops personal relationships with others |
| STRAND | 18-36.SE.04.a. | Looks to, or seeks out, familiar adults for comfort when upset or tired ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND | 18-36.SE.04.c. | Seeks out other children for social interaction ReadyRosie Catch! Ring Around the Rosie |
| STRAND | 18-36.SE.04.e. | Shows preference for particular playmates ReadyRosie Catch! Ring Around the Rosie |
| STRAND | 18-36.SE.04.g. | Displays moments of independence ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD | NE.18-36.SE. | SOCIAL AND EMOTIONAL DEVELOPMENT |
| STRAND | Knowledge of Families and Communities | |
| INDICATOR | 18-36.SE.05. | Develops a sense of belonging to family, community, and other groups |
| STRAND | 18-36.SE.05.b. | Makes simple drawings to depict family members or self ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD | NE.18-36.AL. | APPROACHES TO LEARNING |
| STRAND | Initiative and Curiosity | |
| INDICATOR | 18-36.AL.01. | Develops foundational skills that support initiative, self-direction, and curiosity as a learner |
| STRAND | 18-36.AL.01.a. | Verbally expresses desire to complete tasks on their own ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | 18-36.AL.01.c. | Asks questions repeatedly about familiar objects, people, and experiences (e.g., “Why?”, “What’s that?”, “How come?”) ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND | 18-36.AL.01.d. | Engages in pretend play around familiar events (e.g., arranges chairs to become a car, talks on a toy phone) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT STANDARD | NE.18-36.AL. | APPROACHES TO LEARNING |
| STRAND | Sensory Exploration, Reasoning, and Problem Solving | |
| INDICATOR | 18-36.AL.02. | Demonstrates active inquiry, persistence, problem identification, and application of knowledge to new situations |
| STRAND | 18-36.AL.02.a. | Focuses on an activity for short periods of time despite distractions ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | 18-36.AL.02.b. | Attempts a task before asking for assistance ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND | 18-36.AL.02.c. | Manipulates materials to cause an action ReadyRosie Get Moving |
| STRAND | 18-36.AL.02.d. | Uses objects as a tool (low chair to climb higher, paint brushes) ReadyRosie Copy Me Secret Message |
| STRAND | 18-36.AL.02.e. | Tries several methods to problem solve (moves obstacles to reach objects, twists, pulls and pounds to take an object apart) ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT STANDARD | NE.18-36.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Fine (Small) Motor Skills | |
| INDICATOR | 18-36.HP.01. | Uses finger and hand control to operate and use small objects demonstrating fine motor coordination |
| STRAND | 18-36.HP.01.a. | Dumps a container by turning it over ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND | 18-36.HP.01.b. | Handles objects with growing skill (e.g., strings large beads, places shapes in corresponding opening in shape box, turns the pages of a paper book one at a time) ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| Grade: Ages 25 to 36 months - Adopted: EC276 |
| STRAND | 18-36.HP.01.c. | Holds and uses different tools for different purposes (e.g., spoons, paintbrushes, crayons, pencils, scissors) ReadyRosie Copy Me Drum Patterns Secret Message Torn Paper Art Toy Car Wash |
| Grade: Ages 25 to 36 months - Adopted: 2018 |
| STRAND | 18-36.HP.01.d. | Puts connecting blocks together and pulls them apart with relative ease ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT STANDARD | NE.18-36.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Gross (Large) Motor Skills | |
| INDICATOR | 18-36.HP.02. | Child demonstrates effective and efficient use of large muscles for movement, position, and to explore the environment |
| STRAND | 18-36.HP.02.a. | Actively explores indoor and outdoor environment ReadyRosie Fast, Slow Playdough Lengths |
| STRAND | 18-36.HP.02.b. | Bends over to pick up a toy or object and stands up without trouble ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | 18-36.HP.02.c. | Kicks and throws a ball, but has little control of direction or speed ReadyRosie Catch! |
| STRAND | 18-36.HP.02.f. | Walks and runs, adjusting speed depending on the situation ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | 18-36.HP.02.g. | Experiments with different body movements, such as dancing, jumping, hopping around the room or outdoors ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT STANDARD | NE.18-36.HP. | HEALTH AND PHYSICAL DEVELOPMENT |
| STRAND | Health and Safety Practices | |
| INDICATOR | 18-36.HP.03. | Child develops an awareness and understanding of health, physical activity, and safety |
| STRAND | 18-36.HP.03.a. | Participates in indoor and outdoor physical activities (e.g., running, jumping, climbing) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | 18-36.HP.03.d. | Attempts personal care tasks independently (e.g., dressing, wipes nose with tissue, washes/dries hands) ReadyRosie T-Shirt Talk |
| CONTENT STANDARD | NE.18-36.LL. | LANGUAGE AND LITERACY |
| STRAND | Listening and Understanding | |
| INDICATOR | 18-36.LL.01. | Demonstrates continual growth in understanding increasingly complex and varied vocabulary |
| STRAND | 18-36.LL.01.a. | Attends to and gains information from short stories, rhymes, fingerplays, 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? Ring Around the Rosie Why should I sing to my baby? Why should we tell family stories? |
| STRAND | 18-36.LL.01.b. | Responds with understanding to action words, such as “Let’s put the baby in bed” ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STRAND | 18-36.LL.01.d. | Answers simple questions using short sentences ReadyRosie T-Shirt Talk Why should we tell family stories? |
| STRAND | 18-36.LL.01.e. | Imitates sounds and simple rhythms ReadyRosie Banana Phonana |
| CONTENT STANDARD | NE.18-36.LL. | LANGUAGE AND LITERACY |
| STRAND | Speaking and Communicating | |
| INDICATOR | 18-36.LL.02. | Develops foundational skills to communicate effectively for a variety of purposes |
| STRAND | 18-36.LL.02.b. | Uses words or phrases to express wants, seek attention, protest, comment, or offer greetings ReadyRosie Behavior is a form of communication Tempted to Talk |
| STRAND | 18-36.LL.02.c. | Names objects or actions in picture books ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND | 18-36.LL.02.d. | Asks questions to achieve more information (e.g., What’s that?) ReadyRosie Nature Walk and Talk What Do We Do? |
| STRAND | 18-36.LL.02.e. | Speaks so that familiar listeners (family members or others in the child’s immediate environment) are able to understand ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND | 18-36.LL.02.f. | Is able to say own name ReadyRosie Paint your Name |
| CONTENT STANDARD | NE.18-36.LL. | LANGUAGE AND LITERACY |
| STRAND | Phonological Awareness | |
| INDICATOR | 18-36.LL.03. | Demonstrates knowledge of phonological awareness |
| STRAND | 18-36.LL.03.a. | Uses and imitates sounds when playing ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND | 18-36.LL.03.b. | Recognizes sounds that are similar to those found in name ReadyRosie How can I help my child learn new words? Magazine Picture Walk One, Two, Moo Stuck on You |
| STRAND | 18-36.LL.03.c. | Engages in activities that include rhyme and alliteration ReadyRosie Ring Around the Rosie |
| CONTENT STANDARD | NE.18-36.LL. | LANGUAGE AND LITERACY |
| STRAND | Book Knowledge and Appreciation | |
| INDICATOR | 18-36.LL.04. | Demonstrates interest in and appreciation of reading-related activities |
| STRAND | 18-36.LL.04.a. | Sustains attention for short periods of time while being read a book ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND | 18-36.LL.04.b. | Pretends to read books, turns pages, talks about or signs what is happening in the book ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND | 18-36.LL.04.c. | Uses phrases to describe events in books ReadyRosie Book Walk Stuck on You |
| STRAND | 18-36.LL.04.d. | Imitates concepts or actions from a familiar book ReadyRosie Banana Phonana |
| STRAND | 18-36.LL.04.e. | Requests favorite book to be read repeatedly ReadyRosie Why should we tell family stories? |
| CONTENT STANDARD | NE.18-36.LL. | LANGUAGE AND LITERACY |
| STRAND | Print Awareness and Early Writing | |
| INDICATOR | 18-36.LL.05. | Conveys meaning through drawing, letters, and words |
| STRAND | 18-36.LL.05.a. | Experiments with a variety of writing tools, materials, and surfaces ReadyRosie Copy Me Secret Message |
| STRAND | 18-36.LL.05.b. | Progresses from random scribbling to controlled scribbles ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND | 18-36.LL.05.c. | Draws simple shapes or scribbles to represent objects or actions ReadyRosie Copy Me Paint your Name Secret Message |
| STRAND | 18-36.LL.05.d. | Draws straight lines or curved lines ReadyRosie Copy Me Recycled Play |
| CONTENT STANDARD | NE.18-36.M. | MATHEMATICS |
| STRAND | Number and Operations | |
| INDICATOR | 18-36.M.01. | Demonstrates awareness of quantity, counting, and numeric competencies |
| STRAND | 18-36.M.01.b. | Rote counts to 5 ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND | 18-36.M.01.c. | Begins to count objects by pointing to objects, but does not apply one-to-one correspondence ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| STRAND | 18-36.M.01.d. | Imitates counting rhymes or songs ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT STANDARD | NE.18-36.M. | MATHEMATICS |
| STRAND | Geometry and Spatial Sense | |
| INDICATOR | 18-36.M.02. | Develops understanding of geometric shapes and spatial relationships |
| STRAND | 18-36.M.02.a. | Recognizes proper direction of objects (e.g., turns over upside-down cup ReadyRosie Which Lid? |
| STRAND | 18-36.M.02.b. | Hides behind or between objects for play ReadyRosie Bear Hunt |
| STRAND | 18-36.M.02.c. | Shows beginning understanding of spatial concepts ReadyRosie Bear Hunt |
| STRAND | 18-36.M.02.d. | Matches similar shapes ReadyRosie Copy Me |
| STRAND | 18-36.M.02.e. | Completes basic shape puzzle ReadyRosie Copy Me |
| CONTENT STANDARD | NE.18-36.M. | MATHEMATICS |
| STRAND | Patterns and Measurement | |
| INDICATOR | 18-36.M.03. | Demonstrates awareness of routines, predictable patterns, and attributes that can be measured |
| STRAND | 18-36.M.03.a. | Follows steps in simple routine ReadyRosie Drum Patterns |
| STRAND | 18-36.M.03.c. | Sorts objects into two groups based on a single characteristic ReadyRosie Nature Walk and Talk Toy Sort |
| CONTENT STANDARD | NE.18-36.S. | SCIENCE |
| STRAND | Scientific Knowledge | |
| INDICATOR | 18-36.S.01. | Demonstrates a basic awareness and use of scientific concepts |
| STRAND | 18-36.S.01.c. | Shows increased knowledge and memory for details and routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT STANDARD | NE.18-36.S. | SCIENCE |
| STRAND | Scientific Skills and Methods | |
| INDICATOR | 18-36.S.02. | Develops foundational skills in learning and understanding about the world through exploration and investigation |
| STRAND | 18-36.S.02.b. | Demonstrates initiative and curiosity in exploring the environment ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT STANDARD | NE.18-36.CA. | CREATIVE ARTS |
| STRAND | Music | |
| INDICATOR | 18-36.CA.01. | Develops foundational skills to support creative expression through voice, instruments, and objects |
| STRAND | 18-36.CA.01.a. | Repeats parts of simple 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? Ring Around the Rosie Why should I sing to my baby? |
| STRAND | 18-36.CA.01.d. | Participates in musical activities (singing, dancing, fingerplays, 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? Ring Around the Rosie Why should I sing to my baby? |
| STRAND | 18-36.CA.01.e. | Knows and asks for favorite 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? Ring Around the Rosie Why should I sing to my baby? |
| CONTENT STANDARD | NE.18-36.CA. | CREATIVE ARTS |
| STRAND | Visual Art | |
| INDICATOR | 18-36.CA.02. | Develops foundational skills that support creative expression through the process, production, and appreciation of visual art forms |
| STRAND | 18-36.CA.02.a. | Experiments with a variety of art media and tools to color, paint, scribble, sculpt (play dough) ReadyRosie Copy Me Paint your Name Playdough Lengths Secret Message |
| STRAND | 18-36.CA.02.b. | Shows pride in ability to use art materials and enjoys showing completed art to others ReadyRosie Copy Me Secret Message |
| STRAND | 18-36.CA.02.c. | Uses a variety of materials creatively to represent other items (blocks, dramatic play materials, clay) ReadyRosie Tips for helping your child love reading |
| STRAND | 18-36.CA.02.d. | Shows preferences for colors or pictures ReadyRosie Toy Sort |
| CONTENT STANDARD | NE.18-36.CA. | CREATIVE ARTS |
| STRAND | Movement | |
| INDICATOR | 18-36.CA.03. | Develops foundational skills that support creative expression through movement |
| STRAND | 18-36.CA.03.a. | Shows increasing body control (e.g., hops, jumps, marches) ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND | 18-36.CA.03.d. | Dances to music and songs ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT STANDARD | NE.18-36.CA. | CREATIVE ARTS |
| STRAND | Dramatic Play | |
| INDICATOR | 18-36.CA.04. | Expresses creativity using puppetry, storytelling, dance, plays, and theater |
| STRAND | 18-36.CA.04.a. | Uses words and/or actions to portray a role, situation, or setting ReadyRosie Banana Phonana |
| STRAND | 18-36.CA.04.b. | Engages in object substitution (e.g., uses block as a phone) during play ReadyRosie Tips for helping your child love reading |
| STRAND | 18-36.CA.04.c. | Engages in role play independently or next to other children ReadyRosie Banana Phonana |
| STRAND | 18-36.CA.04.d. | Acts out simple games or stories with adult support ReadyRosie Banana Phonana |