New Hampshire College and Career Ready Standards (Infant)
| Main Criteria: New Hampshire College and Career Ready 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 | ||
| New Hampshire College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2016 |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | B.SED.1.1. | Self-esteem |
| EXPECTATION | B.SED.1.1.1. | Smile or are comforted when a trusted caregiver speaks kindly to them ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | B.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | B.SED.2.1.1. | Demonstrate interest in familiar adults and develop strong attachment to primary caregivers ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | B.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | B.SED.3.1.1. | Demonstrate increasing awareness of other children (E.g. while lying on a blanket close to her, Carlos reaches for Becca’s arm.) ReadyRosie Do You See Me? |
| STRAND / STANDARD | NH.B.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Birth to Nine Months) |
| STANDARD / GLE | B.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | B.SED.4.2. | Emotional Regulation |
| EXPECTATION | B.SED.4.2.1. | By 9 months, stop crying when their needs are met or they expect their needs to be met ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
| STANDARD / GLE | B.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | B.LD.1.1. | Receptive verbal communication |
| EXPECTATION | B.LD.1.1.1. | Show interest in the speech of others and prefer familiar voices ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / STANDARD | NH.B.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Birth to Nine Months) |
| STANDARD / GLE | B.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | B.LD.3.1. | Pragmatics and social language |
| EXPECTATION | B.LD.3.1.1. | Use sounds to get adult attention and to engage adults ReadyRosie That's My Name |
| STRAND / STANDARD | NH.B.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Birth to Nine Months) |
| STANDARD / GLE | B.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | B.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | B.EL.1.4.1. | Show enjoyment at being read to through vocalizing, eye contact, and movement (E.g. 8-month-old Sophia squeals in delight when her mother reads Ten Little Fingers and Ten Little Toes.) ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| STRAND / STANDARD | NH.B.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | B.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | B.CD-EN.5.1.1. | Focus attention to people or objects in their environment for a period of time ReadyRosie Do You See Me? |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-SSS.2. | Exploring the Physical World |
| GRADE LEVEL EXPECTATION | B.CD-SSS.2.1. | Physical world |
| EXPECTATION | B.CD-SSS.2.1.1. | Explore objects in various ways using their senses ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.B.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | B.CD-SSS.3.1. | Social conventions |
| EXPECTATION | B.CD-SSS.3.1.1. | Recognize cultural and social labels for people and relationships in their family ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | B.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | B.CD-AL.1.1.1. | Show awareness of occurrences in their surroundings and use their senses to explore people and objects ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | B.CD-AL.1.2. | Cause and effect |
| EXPECTATION | B.CD-AL.1.2.1. | Understand that their actions can have an effect on people and objects in their environment and repeat actions to duplicate effects (E.g. Colleen gently bounces 6-month-old Rory on her lap. When she stops, Rory moves his body up and down until Colleen resumes the bouncing.) ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | B.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | B.CD-AL.2.1.1. | Seek to make sense of what happens in their environment ReadyRosie Do You See Me? Supported Standing |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | B.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | B.CD-AL.3.1.1. | Engage in turn taking interactions with adults and explore a variety of materials including their own bodies, people, and objects ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | B.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | B.CD-AL.3.3.1. | Show pleasure in simple sensory games (E.g. AJ’s mother tugs at the blanket in his hands and he tugs it back toward himself. They do this several times as AJ laughs.) ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | B.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | B.CD-AL.4.2.1. | Begin to maintain focus despite distractions during brief delays ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | B.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | B.CD-AL.4.3.1. | Persist in pursuing objects of interest (E.g. 9-month-old Jasper crawls after his family’s cat.) ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD | NH.B.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Birth to Nine Months) |
| STANDARD / GLE | B.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | B.CD-AL.5.1. | Representational Process |
| EXPECTATION | B.CD-AL.5.1.1. | Calm in the presence of their primary caregiver (E.g. Gigi clings to her teacher when a stranger enters the classroom.) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | B.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | B.PDH.1.2.1. | Show awareness of and respond to sensory stimuli ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | B.PDH.3.1. | Fine motor skills |
| EXPECTATION | B.PDH.3.1.1. | Move from awareness of hands to ability to reach and grasp objects of varying sizes ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | B.PDH.4.1. | Nutrition |
| EXPECTATION | B.PDH.4.1.1. | Suck and swallow liquids and associate breast or bottle with being fed ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.B.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Birth to Nine Months) |
| STANDARD / GLE | B.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | B.PDH.5.1. | Basic safety |
| EXPECTATION | B.PDH.5.1.1. | Cry to indicate stress and to seek help ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | B.CE.1.1. | Invention and imagination |
| EXPECTATION | B.CE.1.1.1. | Produce sounds through own vocalizations or play with objects in the indoor and outdoor environment ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | B.CE.1.2. | Curiosity and interest |
| EXPECTATION | B.CE.1.2.1. | Experiment and repeat a variety of vocalizations and body movements (E.g. Logan, 4 months old, begins to mimic his mother’s facial expressions.) ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Snuggle Close Why should I sing to my baby? |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | B.CE.1.3. | Confidence |
| EXPECTATION | B.CE.1.3.1. | Gain control over their ability to produce sounds and movement and show delight in positive reactions from others ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | B.CE.2.1. | Awareness and attention |
| EXPECTATION | B.CE.2.1.1. | Focus on sounds, patterns, and movements in the indoor and outdoor environment (E.g. Colin, 8 months old, giggles when he feels the breeze on his face.) ReadyRosie Pattern Play |
| STRAND / STANDARD | NH.B.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Birth to Nine Months) |
| STANDARD / GLE | B.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | B.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | B.CE.2.2.1. | Enjoy and respond to sights, sounds, textures, tastes, and smells ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 9M.SED.1.1. | Self-esteem |
| EXPECTATION | 9M.SED.1.1.1. | Show likes and dislikes in ways that are consistent with the family’s cultural expectations (E.g. Brady vocalizes pleasure while playing, but cries while having a diaper changed.) ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 9M.SED.1.2. | Self-confidence |
| EXPECTATION | 9M.SED.1.2.1. | Take actions in the expectation of getting a response from an adult (E.g. 11-month-old Carolyn lifts her arms up knowing that her caregiver will pick her up.) ReadyRosie That's My Name |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 9M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 9M.SED.2.1.1. | Rely on trusted adults to feel secure trying new activities ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 9M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 9M.SED.2.2.1. | Show strong preference for familiar adults and may demonstrate fear or rejection responses to unfamiliar adults ReadyRosie Baby Massage Behavior is a form of communication How can I help my child with separation? Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 9M.SED.3.1.1. | Show interest in other children ReadyRosie Do You See Me? |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.4.1. | Emotional expression |
| EXPECTATION | 9M.SED.4.1.1. | Begin to express a variety of feelings through vocalizations, facial expressions, and body movements ReadyRosie Snuggle Close |
| STRAND / STANDARD | NH.9M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 9M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 9M.SED.4.2.1. | Follow their caregiver to keep him/her in sight ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 9M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 9M.LD.1.1.1. | Demonstrate their understanding of others’ speech through their actions, such as responding physically to simple requests (E.g. Joshua, 15 months, smiles when his father says, "Smile at Daddy.") ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.2. | Non-verbal Communication |
| GRADE LEVEL EXPECTATION | 9M.LD.2.1. | Non-verbal communication |
| EXPECTATION | 9M.LD.2.1.1. | Communicate using consistent sounds, gestures, and facial expressions ReadyRosie Snuggle Close |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 9M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 9M.LD.3.1.1. | Begin to use single words to communicate ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 9M.LD.4.1. | Vocabulary development |
| EXPECTATION | 9M.LD.4.1.1. | Produce their first word and may have a vocabulary of up to 15 words ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.9M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 9M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 9M.LD.4.2.1. | Move from imitating single words to beginning to use single words to communicate ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.9M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 9M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 9M.EL.1.5.1. | Recognize and react to the sounds of language and can discriminate between non-speech environmental sounds (E.g. Jamie continues playing when he hears the refrigerator door open, but stops when he hears a jar being opened.) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 9M.CD-EN.5.1.1. | Focus on details in people and objects in their environment ReadyRosie Do You See Me? |
| STRAND / STANDARD | NH.9M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 9M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 9M.CD-EN.6.1.1. | Demonstrate some understanding of when things happen in relation to routines ReadyRosie How do I get my child to______? |
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 9M.CD-SSS.3.1.1. | Use culturally appropriate labels for people and relationships in their family ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / STANDARD | NH.9M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 9M.CD-SSS.3.2. | Self, family, and community |
| EXPECTATION | 9M.CD-SSS.3.2.1. | Interact with members of their household and their classroom (Relates to social/emotional construct of relationships and social skills with peers) ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.1.1. | Curiosity and sensory exploration |
| EXPECTATION | 9M.CD-AL.1.1.1. | Explore objects using their senses and manipulate them in a variety of ways ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.1. | Inquiry and Exploration |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.1.2. | Cause and effect |
| EXPECTATION | 9M.CD-AL.1.2.1. | May do things to get a response from familiar adults and children (E.g. Luke drops peas and looks over to his caregiver as they fall from the table to the floor.) ReadyRosie Bath Time Fun Kicking Paper |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 9M.CD-AL.3.2.1. | May invent ways to attract adult attention and engage with them (E.g. Gretta pretends to cough to gain her teacher’s attention and repeats this when her teacher laughs.) ReadyRosie That's My Name |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 9M.CD-AL.3.3.1. | Express delight in ways appropriate to their culture ReadyRosie How can I communicate with my baby? Piggy Toes |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 9M.CD-AL.4.3.1. | Explore objects that interest them with focus and persistence ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| STRAND / STANDARD | NH.9M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 9M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 9M.CD-AL.5.1.1. | May draw comfort from objects that represent family members or primary caregivers (E.g. Bertti keeps her mother’s scarf in her cubby and clings to it when upset.) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 9M.PDH.1.1.1. | Become more aware of where their body is in relation to other objects and people in the environment ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 9M.PDH.1.2.1. | Use senses to experience objects and the environment ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 9M.PDH.1.3. | Physical State Regulation |
| EXPECTATION | 9M.PDH.1.3.1. | By the end of this age range are eating three meals per day plus snacks ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 9M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 9M.PDH.3.1.1. | Coordinate eyes and hands while exploring or holding objects ReadyRosie Grasp and Grab Touch and Taste |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 9M.PDH.4.1. | Nutrition |
| EXPECTATION | 9M.PDH.4.1.1. | Chew and bite and develop the ability to eat finger foods ReadyRosie Lunchtime Language |
| STRAND / STANDARD | NH.9M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 9M.PDH.5.1. | Basic safety |
| EXPECTATION | 9M.PDH.5.1.1. | Seek physical contact with primary caregivers when faced with new or unfamiliar people or environments (Relates to social/emotional construct of relationships with primary caregivers) ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 9M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 9M.CE.1.2.1. | Explore the sounds that a variety of environmental objects can make and explore a variety of sensory media to create visual images (sand, finger paint, crayons) ReadyRosie Bath Time Fun Two on Me and You |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 9M.CE.1.3. | Confidence |
| EXPECTATION | 9M.CE.1.3.1. | Refine their actions to get closer to the desired effect in sound and movement ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 9M.CE.2.1. | Awareness and attention |
| EXPECTATION | 9M.CE.2.1.1. | Show awareness of and preference for specific textures, smells, sounds, and visual images (E.g. Kathryn uses her hands to pick up a piece of birthday cake and then repeatedly wipes her hands on her shirt saying, “No.”) ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| STRAND / STANDARD | NH.9M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Nine to Eighteen Months) |
| STANDARD / GLE | 9M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 9M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 9M.CE.2.2.1. | Respond with delight to some experiences, environments, and specific sensations ReadyRosie Bath Time Fun Two on Me and You |
| New Hampshire College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2016 |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.1. | Self-esteem |
| EXPECTATION | 18M.SED.1.1.1. | Show awareness of being seen by others such as repeating an action when someone is watching (E.g. Whenever she sees a camera, Ruby smiles and poses.) ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.2. | Self-confidence |
| EXPECTATION | 18M.SED.1.2.1. | Show more awareness of their abilities ReadyRosie Happy Birthday to You Point and Learn This or That |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.1. | Self-Concept and Social Identity |
| GRADE LEVEL EXPECTATION | 18M.SED.1.3. | Social identity |
| EXPECTATION | 18M.SED.1.3.1. | Mimic adult behavior and responses to other people ReadyRosie Bear Bath |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 18M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 18M.SED.2.1.1. | Continue to need the security of a trusted adult; ask for help, if needed, in verbal and non-verbal ways ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 18M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 18M.SED.2.2.1. | Continue to show hesitation around unfamiliar adults (E.g. Billie hides behind his father when the store clerk says “hi” to him.) ReadyRosie How can I help my child with separation? |
| STRAND / STANDARD | NH.18M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 18M.SED.4.1. | Emotional expression |
| EXPECTATION | 18M.SED.4.1.1. | May express their feelings strongly including extended episodes and may not be easily distracted ReadyRosie Reading Emotions |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.LD.1. | Listening Comprehension |
| GRADE LEVEL EXPECTATION | 18M.LD.1.1. | Receptive verbal communication |
| EXPECTATION | 18M.LD.1.1.1. | May show by their actions understanding of simple statements (E.g. Blaine sits down at the table when his teacher says, “It’s time to eat.”) ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.LD.3. | Communication Concepts |
| GRADE LEVEL EXPECTATION | 18M.LD.3.1. | Pragmatics and social language |
| EXPECTATION | 18M.LD.3.1.1. | Convey a variety of meanings through simple vocabulary (E.g. Jeff says “milk,” which can mean, “I want milk,” “I’m finished drinking milk,” or “I spilled my milk.”) ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 18M.LD.4.1. | Vocabulary development |
| EXPECTATION | 18M.LD.4.1.1. | Combine two words to express wants or needs (E.g. As Harper walks to the car she says, “Car go.”) ReadyRosie Behavior is a form of communication Snack Time Speech |
| STRAND / STANDARD | NH.18M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 18M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 18M.LD.4.2.1. | Begin to use words to communicate and may combine two to three words to form short phrases or sentences ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 18M.EL.1.1.1. | May show preferences for specific books and turn pages at the appropriate time with adult assistance ReadyRosie Look at the Book |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 18M.EL.1.5.1. | Enjoy chants and songs and books that rhyme ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| STRAND / STANDARD | NH.18M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 18M.EL.1.6. | Book awareness |
| EXPECTATION | 18M.EL.1.6.1. | Hold the book properly and turn pages, sometimes several at a time ReadyRosie Look at the Book |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-EN.1. | Number Operations |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.1.1. | Concept of number, quantity, ways of representing numbers, one-to-one correspondence, and counting |
| EXPECTATION | 18M.CD-EN.1.1.1. | Can use number words in songs and finger plays without understanding that numbers represent quantity ReadyRosie Itsy Bitsy Spider Motions |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 18M.CD-EN.5.1.1. | Can sort objects that are the same and different on one attribute (E.g. Amy puts all the red vehicles in one basket.) ReadyRosie Big and Little Color Toys Find a Match |
| STRAND / STANDARD | NH.18M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 18M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 18M.CD-EN.6.1.1. | Can recall information about the immediate past (E.g. Jack recalls what he had for morning snack when his aunt asks him after lunch.) ReadyRosie Big and Little Buried Treasure Shoe Search |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.1. | Key Concepts |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.1.1. | Object permanence |
| EXPECTATION | 18M.CD-SSS.1.1.1. | Can find objects that are not in sight ReadyRosie Big and Little Buried Treasure Shoe Search |
| STRAND / STANDARD | NH.18M.CD-SSS. | COGNITIVE DEVELOPMENT: Science and Social Studies – How Do Young Children Develop Understandings of Their Physical and Social Worlds? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-SSS.3. | Exploring the Social World |
| GRADE LEVEL EXPECTATION | 18M.CD-SSS.3.1. | Social conventions |
| EXPECTATION | 18M.CD-SSS.3.1.1. | Recognize that there are routines and may test the expectations ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 18M.CD-AL.3.1.1. | Enjoy using their whole bodies in active play ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 18M.CD-AL.3.2.1. | Play with toys in ways of their own invention. (E.g. Kai puts blocks and cars together in a single structure.) ReadyRosie Bear Bath Tea Party |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.3.3. | Sense of delight and humor |
| EXPECTATION | 18M.CD-AL.3.3.1. | Take delight in repetitive games and interactions (E.g. Bode and his teacher pass a ball back and forth and each time the teacher pretends to stop, Bodhi says, “again” and laughs when the teacher starts again.) ReadyRosie Baby Basketball Choosing Clothes How can I make music part of our day? Kick With Me Move to to the Music This or That |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 18M.CD-AL.4.1.1. | Plan and implement a two-step dramatic play (E.g. Ezra pretends to feed the baby doll and then puts it in the baby bed.) ReadyRosie Bear Bath Tea Party |
| STRAND / STANDARD | NH.18M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 18M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 18M.CD-AL.4.3.1. | Initiate simple plans (E.g. 20-month-old Abreeanna pulls on her teacher’s hand and says, “out”, as she walks to the door.) ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 18M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 18M.PDH.1.1.1. | Can negotiate moving around objects and people without bumping into them ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 18M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 18M.PDH.1.2.1. | Demonstrate sensory preferences (E.g. After playing in the sand in the sensory table, Anne wipes her hands together and leaves when the teacher adds water to make mud.) ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 18M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 18M.PDH.2.1.1. | Move from one place to another by walking and running with basic control and coordination ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 18M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 18M.PDH.3.1.1. | Reach, grasp, and release objects with more control and experiment with using tools ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 18M.PDH.4.1. | Nutrition |
| EXPECTATION | 18M.PDH.4.1.1. | Successfully chew and bite foods of varying textures ReadyRosie Snack Time Speech |
| STRAND / STANDARD | NH.18M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.PDH.5. | Basic safety |
| GRADE LEVEL EXPECTATION | 18M.PDH.5.1. | Basic safety |
| EXPECTATION | 18M.PDH.5.1.1. | Look to primary caregivers when faced with new or unfamiliar people or environments (Relates to social/emotional construct of relationships with unfamiliar adults) ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 18M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 18M.CE.1.2.1. | Show an increasing range of curiosity about their environment, objects and people ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 18M.CE.2.1. | Awareness and attention |
| EXPECTATION | 18M.CE.2.1.1. | Begin to focus on and distinguish details in the indoor and outdoor environments ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| STRAND / STANDARD | NH.18M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Eighteen to Twenty-Four Months) |
| STANDARD / GLE | 18M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 18M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 18M.CE.2.2.1. | Express joy in aesthetic experience ReadyRosie Reading Emotions |
| New Hampshire College and Career Ready Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2016 |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 24M.SED.2.1. | Relationships with primary caregivers |
| EXPECTATION | 24M.SED.2.1.1. | Imitate and attempt to please familiar adults (E.g. Rylee joins in singing when her caregiver sings a silly song with her.) ReadyRosie Tell Me About It! |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.2. | Attachment |
| GRADE LEVEL EXPECTATION | 24M.SED.2.2. | Relationships with less familiar adults |
| EXPECTATION | 24M.SED.2.2.1. | Dependent on experience, may show more interest in unfamiliar adults, but are still cautious ReadyRosie How can I help my child with separation? |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.3.1. | Relationships and social skills with peers |
| EXPECTATION | 24M.SED.3.1.1. | Engage in brief or momentary interactions with other children, but may need adult support (E.g. Siddarth yells, “Run, run,” to several other children on the playground.) ReadyRosie Catch! Ring Around the Rosie |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.3. | Social Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.3.3. | Behavioral regulation |
| EXPECTATION | 24M.SED.3.3.1. | With adult guidance, can begin to tone down aggressive behaviors. ReadyRosie How should I handle temper tantrums? |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.4.1. | Emotional expression |
| EXPECTATION | 24M.SED.4.1.1. | Share their feelings through talking and pretend play ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / STANDARD | NH.24M.SED. | Social and Emotional Development – How Do Young Children Develop Understandings of Themselves and Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.SED.4. | Emotional Competence |
| GRADE LEVEL EXPECTATION | 24M.SED.4.2. | Emotional Regulation |
| EXPECTATION | 24M.SED.4.2.1. | Have difficulty regulating strong feelings ReadyRosie How should I handle temper tantrums? |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 24M.LD.4.1. | Vocabulary development |
| EXPECTATION | 24M.LD.4.1.1. | Demonstrate a burst of new vocabulary words, which they may or may not use correctly ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND / STANDARD | NH.24M.LD. | Language Development – How Do Young Children Develop Understandings of Language and Use It to Communicate with Others? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.LD.4. | Verbal Expression |
| GRADE LEVEL EXPECTATION | 24M.LD.4.2. | Expressive language or speaking |
| EXPECTATION | 24M.LD.4.2.1. | Use words and some common rules of speech to express their ideas and thoughts (E.g. Margie exclaims, “I climbed up stairs!”) ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.1. | Participation in language and literacy activities |
| EXPECTATION | 24M.EL.1.1.1. | While being read to, point to and comment on illustrations and repeat or anticipate familiar words or phrases in the text ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.2. | Narrative and story sense |
| EXPECTATION | 24M.EL.1.2.1. | May relay or retell simple stories ReadyRosie Family Movie Night Tips for helping your child love reading Tips for storytelling: Using gestures |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.4. | Interest in and appreciation of reading |
| EXPECTATION | 24M.EL.1.4.1. | May ask an adult to read the same book repeatedly ReadyRosie Why should we tell family stories? |
| STRAND / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.1. | Emergent Reading |
| GRADE LEVEL EXPECTATION | 24M.EL.1.5. | Phonological awareness (which refers to understanding the sound structure of language such as sounds, rhymes, syllables and words) |
| EXPECTATION | 24M.EL.1.5.1. | Enjoy chants and songs and books that rhyme 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 / STANDARD | NH.24M.EL. | Emergent Literacy – How Do Young Children Learn to View Literacy as a Tool for Expressing Themselves and Interacting with the World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.EL.2. | Emergent Writing |
| GRADE LEVEL EXPECTATION | 24M.EL.2.2. | Interest in and emergent writing |
| EXPECTATION | 24M.EL.2.2.1. | Scribble and draw and see these as the same ReadyRosie Copy Me Paint your Name Recycled Play Secret Message |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.4. | Patterns and Relationships |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.4.1. | Recognizing or creating planned or random repetitions and comparisons |
| EXPECTATION | 24M.CD-EN.4.1.1. | Show awareness of and interest in patterns ReadyRosie Drum Patterns |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.5. | Data Collection and Analysis |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.5.1. | Gathering, organizing, and analyzing information, and drawing conclusions to make sense of the world |
| EXPECTATION | 24M.CD-EN.5.1.1. | Can find people and objects that are the same based on one attribute ReadyRosie Nature Walk and Talk Toy Sort |
| STRAND / STANDARD | NH.24M.CD-EN. | COGNITIVE DEVELOPMENT: Early Numeracy – How Do Young Children Develop Mathematical Thinking and Use It Make Sense of Their World? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-EN.6. | Time and Sequence |
| GRADE LEVEL EXPECTATION | 24M.CD-EN.6.1. | Concept of time as it relates to daily routines, and sequencing of events |
| EXPECTATION | 24M.CD-EN.6.1.1. | Show increased knowledge and memory for daily routines ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.2. | Reasoning and Problem Solving |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.2.1. | Theories about the world and how things work (Reflection, critical thinking, and trial and error) |
| EXPECTATION | 24M.CD-AL.2.1.1. | Use multiple strategies to solve simple problems, but may become frustrated when their strategies don’t work ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.3.1. | Imitation, risk taking, and experimentation |
| EXPECTATION | 24M.CD-AL.3.1.1. | Try out new actions, roles, and words that they imitate from others ReadyRosie Banana Phonana Drum Patterns Magazine Picture Walk Recycled Play Stuck on You Toy Car Wash Toy Sort Vroom! Vroom! |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.3. | Play |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.3.2. | Creativity, imagination, and inventiveness |
| EXPECTATION | 24M.CD-AL.3.2.1. | Begin to engage in simple pretend games ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.1. | Adaptability of thought processes, planning, and intentionality |
| EXPECTATION | 24M.CD-AL.4.1.1. | Can try to figure out what is getting in the way of their plan ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.2. | Working memory and focus and attention |
| EXPECTATION | 24M.CD-AL.4.2.1. | Have increased attention spans for activities that interest them or that they initiate ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.4. | Executive Function |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.4.3. | Motivation, initiative, and persistence |
| EXPECTATION | 24M.CD-AL.4.3.1. | Persist in following their own curiosity even if adults try to deter them (E.g. 24-month-old Sebastian keeps dropping his toy cars in the toilet bowl even though his mother tells him not to.) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / STANDARD | NH.24M.CD-AL. | COGNITIVE DEVELOPMENT: Approaches to Learning – How Do Young Children Develop and Use Strategies to Learn? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CD-AL.5. | Symbolic Representation |
| GRADE LEVEL EXPECTATION | 24M.CD-AL.5.1. | Representational Process |
| EXPECTATION | 24M.CD-AL.5.1.1. | Use a variety of materials, media, and other forms of self-expression to represent their thinking (E.g. Tessa makes up songs about herself.) ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 24M.PDH.1.1. | Spatial awareness |
| EXPECTATION | 24M.PDH.1.1.1. | Show increased balance and coordination in play activities ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.1. | Body awareness and control |
| GRADE LEVEL EXPECTATION | 24M.PDH.1.2. | Development of the senses, orientation to stimuli, and sensory integration |
| EXPECTATION | 24M.PDH.1.2.1. | Use the information received from their senses to change the way they interact with the environment ReadyRosie Fast, Slow Playdough Lengths |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.2. | Large muscle development and coordination |
| GRADE LEVEL EXPECTATION | 24M.PDH.2.1. | Gross motor skills |
| EXPECTATION | 24M.PDH.2.1.1. | Have more control with their arm and leg movements for walking, running, climbing, etc. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.3. | Small muscle development and coordination |
| GRADE LEVEL EXPECTATION | 24M.PDH.3.1. | Fine motor skills |
| EXPECTATION | 24M.PDH.3.1.1. | Use tools purposefully to accomplish a goal (E.g. Shelby uses a glue stick to glue paper onto a wall collage.) ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.4. | Nutrition |
| GRADE LEVEL EXPECTATION | 24M.PDH.4.1. | Nutrition |
| EXPECTATION | 24M.PDH.4.1.1. | Demonstrate a willingness to try new foods if offered on multiple occasions ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| STRAND / STANDARD | NH.24M.PDH. | Physical Development and Health – How Do Young Children Use Their Bodies to Explore and Participate in Their World? How Do Young Children Assess and Navigate Risks and Develop Healthy Behaviors? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.PDH.6. | Self-care |
| GRADE LEVEL EXPECTATION | 24M.PDH.6.1. | Self-care |
| EXPECTATION | 24M.PDH.6.1.1. | Are able to participate in and occasionally initiate simple health routines, if culturally appropriate ReadyRosie I Can Do It All By Myself |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 24M.CE.1.1. | Invention and imagination |
| EXPECTATION | 24M.CE.1.1.1. | Create three dimensional structures, songs, rhymes, drama, and dances ReadyRosie Banana Phonana 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 Tips for helping your child love reading Torn Paper Art Why should I sing to my baby? |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.1. | Exploration and creation of artistic works |
| GRADE LEVEL EXPECTATION | 24M.CE.1.2. | Curiosity and interest |
| EXPECTATION | 24M.CE.1.2.1. | Show interest in combining objects or media (E.g. Garrith glues yarn, paper, and packing peanuts onto a piece of construction paper.) ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 24M.CE.2.1. | Awareness and attention |
| EXPECTATION | 24M.CE.2.1.1. | Show what they notice about the music, art, drama, dance, and natural phenomena they have witnessed ReadyRosie Banana Phonana |
| STRAND / STANDARD | NH.24M.CE. | Creative Expression and Aesthetic Appreciation – How Do Young Children Express Creativity and Experience Beauty? (Twenty-Four to Thirty Months) |
| STANDARD / GLE | 24M.CE.2. | Appreciation of and response to the creations of others and the natural world |
| GRADE LEVEL EXPECTATION | 24M.CE.2.2. | Sense of joy and wonder |
| EXPECTATION | 24M.CE.2.2.1. | May participate actively in singing songs and dancing 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? |