New Jersey Student Learning Standards (Infant)
| Main Criteria: New Jersey Student Learning 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 Jersey Student Learning Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2013 |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | YI.I.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.1.1. | Engages in behaviors that build relationships 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? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.1.2. | Shows preference for familiar adults. ReadyRosie That's My Name |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.1.3. | Reacts to unfamiliar 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.1.5. | Shows emotional connection and attachment to others. ReadyRosie That's My Name |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | YI.I.1.2. | Examples of behaviors that show development of trust and emotional security: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.1. | Listens intently to familiar voices. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.2. | Follows movement of caregiver about the room with his/her eyes. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.3. | Accepts comfort by familiar caregiver when tired, hungry or 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.4. | Responds with smiles and cooing when picked up by familiar caregiver. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.5. | Avoids eye contact with strange adults. ReadyRosie Baby Massage Behavior is a form of communication Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Snuggle Close Tips for bonding with your baby What Comes after Two? Which Toy? You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.6. | Reaches for caregiver’s face while being held for feeding. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.1.2.7. | Looks for familiar caregiver when tired, hungry or 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 |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | YI.I.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.2.1.1. | Expresses feelings and emotions through facial expressions, sounds, gestures or words. ReadyRosie Snuggle Close |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | YI.I.2.2. | Examples of behaviors that show development of self-awareness: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.2.2.1. | Stares at own hands or feet as they move. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CUMULATIVE PROGRESS INDICATOR | YI.I.2.2.4. | Attends to other people’s faces and pictures or drawings of faces. ReadyRosie Do You See Me? |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | YI.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.1.1. | Begins to manage own actions, emotions and behavior. ReadyRosie How can I get my child to listen to me? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.1.2. | Develops ability to cope with stress and strong emotions. ReadyRosie How can I get my child to listen to me? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.1.3. | Begins to understand simple routines, rules or limitations. ReadyRosie How do I get my child to______? |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | YI.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.2.1. | Expects a response from a caregiver when crying or 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.2.3. | Stops crying when held and gently rocked or talked to by familiar caregiver. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.2.5. | Looks for familiar caregiver, favorite toy or blanket. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.3.2.6. | Opens mouth for spoon while being fed by caregiver. ReadyRosie Snuggle Close |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | YI.I.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.1.1. | Shows interest in and awareness of peers and adults. ReadyRosie Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.1.2. | Responds to and interacts with other peers and 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? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.1.5. | Uses social interactions, facial expressions, gestures or words to express feelings, needs and wants. ReadyRosie Snuggle Close |
| CONTENT AREA / STANDARD | NJ.YI.I. | DOMAIN I: Social and Emotional Development (Young Infants – Birth to 9 months) |
| STRAND | YI.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | YI.I.4.2. | Examples of behaviors that show development of relationships with Peers and Adults: |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.2.1. | Watches other infants and toddlers from a distance. ReadyRosie Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.2.2. | Quiets down and smiles when he/she hears own name spoken by familiar 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.2.4. | Vocalizes and gets excited when near other infants and toddlers. ReadyRosie Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.I.4.2.6. | Imitates facial expressions during games with caregiver and other infants and toddlers. ReadyRosie Snuggle Close |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | YI.II.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.1.1. | Shows interest in and actively explores the environment. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.1.2. | Shows eagerness and curiosity as a learner. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.1.3. | Seeks to discover and learn new things. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | YI.II.1.2. | Examples of behaviors that show development of curiosity: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.2.1. | Watches bright or flickering lights. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.2.2. | Shows interest in caregiver’s face. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.2.3. | Quiets while listening to a new sound. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.2.5. | Turns in direction of the source of people’s voices. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.1.2.6. | Reaches for and explores new toys or objects. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | YI.II.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.1.1. | Attends to and tries to reproduce interesting events. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.1.2. | Maintains social contact by continuing to engage with caregiver. 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? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.1.3. | Attempts challenging tasks with or without adult help. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.1.4. | Explores thoroughly and tries to solve problems even when encountering obstacles. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | YI.II.2.2. | Examples of behaviors that show development of persistence: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.1. | Makes and maintains eye contact while being held for feeding. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.2. | Watches and then imitates facial expressions. ReadyRosie Snuggle Close |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.3. | Finds ways to bring hand to mouth even when hand is covered by a blanket or clothing. ReadyRosie Do You See Me? Kicking Paper Piggy Toes Roll Over Strong Legs Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.4. | Splashes water in tub with hand and repeats action. ReadyRosie Bath Time Fun Kicking Paper |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.5. | Tries to reach a toy hanging from a high chair. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.2.2.6. | Tries to move bottle, cries, or touches adult when bottle is empty. 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 AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | YI.II.3.2. | Examples of behaviors that show development of creativity: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.3.2.1. | Notices changes in the environment such as having a visitor, seeing a new person or seeing a new picture on the wall. ReadyRosie How can I help my child with separation? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.3.2.2. | Shows interest in new activities or experiences. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | YI.II.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.4.1.1. | Shows initiative by engaging others in interaction. 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? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.4.1.2. | Takes action without being directed by others. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.II. | DOMAIN II: Approaches to Learning (Young Infants – Birth to 9 months) |
| STRAND | YI.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | YI.II.4.2. | Examples of behaviors that show development of initiative: |
| CUMULATIVE PROGRESS INDICATOR | YI.II.4.2.1. | Vocalizes or makes noise to attract caregiver’s attention. ReadyRosie That's My Name |
| CUMULATIVE PROGRESS INDICATOR | YI.II.4.2.2. | Moves to reach a toy or other object in order to play with it. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.II.4.2.3. | Uses facial expressions, sounds or gestures to show likes or dislikes. ReadyRosie Snuggle Close |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | YI.III.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.1.1.3. | Responds to verbal communication of others. ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | YI.III.1.2. | Examples of behaviors that show development of listening and understanding: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.1.2.1. | Responds to a familiar voice or sound by turning head in the direction of the voice or sound. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.III.1.2.2. | Quiets down or gets excited when he/she hears familiar voices. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.III.1.2.3. | Smiles when spoken to or when greeted with a smiling face. ReadyRosie Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.III.1.2.5. | Responds to tone of voice, such as becoming excited or soothed when someone engages him/her in conversation. ReadyRosie Tips for storytelling: Using your voice |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | YI.III.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.1.1. | Uses sounds, gestures or actions to express needs and wants. ReadyRosie Behavior is a form of communication |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.1.2. | Uses consistent sounds, gestures, signs or words to communicate. ReadyRosie Grocery List Lunchtime Language |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.1.3. | Imitates sounds, gestures, signs, words or phrases. ReadyRosie Grocery List |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | YI.III.2.2. | Examples of behaviors that show development of communicating and speaking: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.2.2. | Makes sounds of pleasure and/or discomfort when caregiver is present. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.2.5. | Smiles or vocalizes to initiate social contact with familiar caregiver. 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? |
| CUMULATIVE PROGRESS INDICATOR | YI.III.2.2.6. | Takes turns by making sounds or gestures in response to adult talking with him/her. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | YI.III.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.1.1. | Shows interest in songs, rhymes and stories. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Piggy Toes Sing to Your Baby Why should I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.1.2. | Shows interest in photos, pictures and drawings. ReadyRosie Animal Noises |
| CONTENT AREA / STANDARD | NJ.YI.III. | DOMAIN III: Language Development and Communication (Young Infants – Birth to 9 months) |
| STRAND | YI.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | YI.III.3.2. | Examples of behaviors that show development of emergent literacy: |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.2.1. | Kicks feet or moves arms in response to rhythm of music. ReadyRosie I can't sing. How can I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.2.2. | Looks at and attends to pictures of other babies or faces. ReadyRosie Animal Noises |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.2.3. | Looks at books and pats the pictures. ReadyRosie Animal Noises |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.2.4. | Listens and attends to repetitions of familiar words, signs, songs or rhymes in home language. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Lunchtime Language Piggy Toes Self Talk Sing to Your Baby Tummy Talk Why should I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | YI.III.3.2.5. | Hits buttons with pictures on toys to hear or reproduce sounds. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | YI.IV.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.1.1. | Pays attention to people and objects. ReadyRosie Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.1.2. | Uses senses to explore people, objects and the environment. ReadyRosie Bath Time Fun Two on Me and You |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.1.3. | Attends to colors, shapes, patterns or pictures Shows interest and curiosity in new people and objects. ReadyRosie Animal Noises Do You See Me? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.1.4. | Makes things happen and watches for results or repeats action. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | YI.IV.1.2. | Examples of behaviors that show development of exploration and discovery: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.2.1. | Focuses on caregiver’s voice or face during feeding times. 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 |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.2.3. | Puts almost everything in his/her mouth to explore, touch and taste. ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.2.4. | Turns head and follows with his/her eyes when a new person enters the room. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.2.5. | Explores own body and looks at hands and feet when they move. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.1.2.7. | Swipes or kicks at toy above the crib and repeats actions to make it move again and again. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | YI.IV.2.2. | Examples of behaviors that show development of memory: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.2.2.3. | Vocalizes and coos when caregiver is talking to baby or using familiar cooing sounds. 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 AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | YI.IV.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.1.1. | Experiments with different uses for objects. ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.1.2. | Shows imagination and creativity in solving problems. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.1.3. | Uses a variety of strategies to solve problems. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.1.4. | Applies knowledge to new situations. ReadyRosie Do You See Me? Supported Standing |
| CONTENT AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | YI.IV.3.2. | Examples of behaviors that show development of problem solving: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.2.1. | Bangs spoon on table and then attracts attention of caregiver. ReadyRosie That's My Name |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.2.2. | Hits, shakes or kicks toy to make and/or reproduce sounds. ReadyRosie Bath Time Fun Kicking Paper |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.2.4. | Moves body up and down to get caregiver to continue bouncing him/her on caregiver’s knee. ReadyRosie Bath Time Fun Kicking Paper |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.3.2.5. | Drops toy repeatedly and waits for someone to pick it up. ReadyRosie Bath Time Fun Kicking Paper |
| CONTENT AREA / STANDARD | NJ.YI.IV. | DOMAIN IV: Cognitive Development (Young Infants – Birth to 9 months) |
| STRAND | YI.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | YI.IV.4.2. | Examples of behaviors that show development of imitation and symbolic play: |
| CUMULATIVE PROGRESS INDICATOR | YI.IV.4.2.4. | Coos, squeals or laughs when familiar caregiver talks and plays games with him/her. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| CONTENT AREA / STANDARD | NJ.YI.V. | DOMAIN V: Physical and Motor Development (Young Infants – Birth to 9 months) |
| STRAND | YI.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | YI.V.1.2. | Examples of behaviors that show gross motor development: |
| CUMULATIVE PROGRESS INDICATOR | YI.V.1.2.2. | Holds head up or turns head from side to side when placed on stomach. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CONTENT AREA / STANDARD | NJ.YI.V. | DOMAIN V: Physical and Motor Development (Young Infants – Birth to 9 months) |
| STRAND | YI.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | YI.V.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.1.1. | Uses hands or feet to manipulate objects and make contact with people. ReadyRosie Grasp and Grab Touch and Taste |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.1.2. | Develops small muscle control and coordination. ReadyRosie Grasp and Grab Touch and Taste |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.1.3. | Demonstrates integration of the senses. ReadyRosie Bath Time Fun Two on Me and You |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.1.4. | Uses different actions on objects. ReadyRosie Grasp and Grab Touch and Taste |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.1.5. | Controls small muscles in hands when doing simple tasks. ReadyRosie Grasp and Grab Touch and Taste |
| CONTENT AREA / STANDARD | NJ.YI.V. | DOMAIN V: Physical and Motor Development (Young Infants – Birth to 9 months) |
| STRAND | YI.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | YI.V.2.2. | Examples of behaviors that show fine motor development: |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.2.3. | Looks at an object in his/her hand while bringing it to mouth. ReadyRosie Bath Time Fun |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.2.4. | Looks at brightly colored socks while moving or kicking feet. ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| CUMULATIVE PROGRESS INDICATOR | YI.V.2.2.6. | Claps hands when imitating others or to show emotion. ReadyRosie Grasp and Grab Touch and Taste |
| New Jersey Student Learning Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2013 |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | OI.I.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.1.1. | Engages in behaviors that build relationships with familiar adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.1.2. | Shows preference for familiar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.1.3. | Reacts to unfamiliar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.1.5. | Shows emotional connection and attachment to others. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | OI.I.1.2. | Examples of behaviors that show development of trust and emotional security: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.2.1. | Greets familiar caregiver with a look, smile or hug. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.2.2. | Cries when left with a new caregiver, but may respond to soothing words, holding and other forms of comfort. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.2.3. | Prefers comfort from familiar adult when he/she is tired or hungry. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.2.4. | Clings to caregiver when unfamiliar adult approaches. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.1.2.6. | 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 AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OI.I.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.2.1.1. | Expresses feelings and emotions through facial expressions, sounds, gestures or words. ReadyRosie Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | OI.I.2.1.3. | Shows confidence in increasing abilities. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OI.I.2.2. | Examples of behaviors that show development of self-awareness: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.2.2.1. | Expresses emotions, such as sadness, happiness, anger and surprise. ReadyRosie Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | OI.I.2.2.3. | Shows preferences for particular toys, blankets or other objects. ReadyRosie How should I handle temper tantrums? |
| CUMULATIVE PROGRESS INDICATOR | OI.I.2.2.4. | Brings a ball over to caregiver and another infant to start a game. ReadyRosie Bear Bath Choosing Clothes How can I make music part of our day? Move to to the Music Tea Party This or That |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OI.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.1.1. | Begins to manage own actions, emotions and behavior. ReadyRosie How should I handle temper tantrums? Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.1.2. | Develops ability to cope with stress and strong emotions. ReadyRosie Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.1.3. | Begins to understand simple routines, rules or limitations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OI.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.2.1. | Sucks on his/her fingers or thumb to calm self when he/she is upset or when in new or stressful situations. ReadyRosie How should I handle temper tantrums? |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.2.2. | Moves arms, legs or body to get own bottle or toys. ReadyRosie Baby Basketball |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.2.3. | Begins to understand what “No” means, but may not be able to stop the behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.2.4. | Holds own bottle or feeds self with fingers. ReadyRosie Baby Basketball |
| CUMULATIVE PROGRESS INDICATOR | OI.I.3.2.5. | Copes with stress by playing with familiar toys in a favorite spot. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | OI.I.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.1.1. | Shows interest in and awareness of peers and adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.1.2. | Responds to and interacts with other peers and adults. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.1.4. | Begins to show care and concern for others. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.1.5. | Uses social interactions, facial expressions, gestures or words to express feelings, needs and wants. ReadyRosie Behavior is a form of communication Reading Emotions Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.1.6. | Begins to use imitation or pretend play to learn and practice new roles and relationships. ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.I. | DOMAIN I: Social and Emotional Development (Older Infants – 8 to 18 months) |
| STRAND | OI.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | OI.I.4.2. | Examples of behaviors that show development of relationships with Peers and Adults: |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.2.1. | Reaches out to touch another’s face or hair. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.2.5. | Points to or asks for cup, spoon or other objects that other infants or toddlers have. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.I.4.2.6. | Holds and rocks a baby doll and pretends to feed it food. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | OI.II.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.1.1. | Shows interest in and actively explores the environment. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.1.2. | Shows eagerness and curiosity as a learner. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.1.3. | Seeks to discover and learn new things. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | OI.II.1.2. | Examples of behaviors that show development of curiosity: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.2.1. | Moves after and tries to reach a ball or other toy that rolls under a chair or table. ReadyRosie Baby Basketball Kick With Me |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.2.2. | Explores new objects by feeling, shaking, turning over, mouthing or other actions. ReadyRosie Baby Basketball Build to Four Buried Treasure Can You Find Me? Check the Mail Flying with Mom Pop Go the Bubbles Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.2.3. | Explores boxes, pots and pans or other household objects that are available. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.2.4. | Tries to push or pull a toy while moving or walking. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.1.2.5. | Lifts flap in a book to see what picture is underneath. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | OI.II.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.1.1. | Attends to and tries to reproduce interesting events. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.1.2. | Maintains social contact by continuing to engage with caregiver. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.1.3. | Attempts challenging tasks with or without adult help. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.1.4. | Explores thoroughly and tries to solve problems even when encountering obstacles. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | OI.II.2.2. | Examples of behaviors that show development of persistence: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.2.1. | Reaches for caregiver’s hands to continue game of “Peek-a-boo” or “Pat-a-Cake.” ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.2.2. | Looks for toy dropped from a crib or table. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.2.4. | Looks out the window and waits for a familiar caregiver to return. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.2.5. | Tries to get food to mouth using fingers or a spoon. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.II.2.2.6. | Uses several different ways to try to get a toy when it is out of reach. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | OI.II.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.3.1.3. | Uses imagination in playful, silly or messy ways. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | OI.II.3.2. | Examples of behaviors that show development of creativity: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.3.2.2. | Pushes water around with hand on high chair tray or table. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.3.2.3. | Bangs on pots and pans with a spoon to make noise and then tries the same action on other objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.II.3.2.4. | Imitates sounds that animals make while playing with animal puppets. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | OI.II.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.1.1. | Shows initiative by engaging others in interaction. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.1.2. | Takes action without being directed by others. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.II. | DOMAIN II: Approaches to Learning (Older Infants – 8 to 18 months) |
| STRAND | OI.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | OI.II.4.2. | Examples of behaviors that show development of initiative: |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.2.1. | Lifts arms up in order to be picked up by caregiver. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.2.2. | Picks up cup to drink or reaches for spoon at feeding time. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.2.3. | Gets a favorite book and brings to caregiver to read. ReadyRosie Choosing Clothes This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.2.4. | Shows dislike for certain foods or drinks. ReadyRosie Choosing Clothes Snack Time Speech This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.II.4.2.5. | Demonstrates a preference for certain toys or activities. ReadyRosie Choosing Clothes This or That |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | OI.III.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.1.3. | Responds to verbal communication of others. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.1.5. | Understands gestures, words, phrases or questions. ReadyRosie Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | OI.III.1.2. | Examples of behaviors that show development of listening and understanding: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.2.3. | Responds with gestures or words when asked if he/she wants to eat or play. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.2.4. | Responds with gestures or words to simple requests or questions. ReadyRosie Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.2.5. | Lifts arms when caregiver gestures or says “Up” while picking up baby. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | OI.III.1.2.6. | Looks for ball when asked, “Where is the ball?” ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | OI.III.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.1.1. | Uses sounds, gestures or actions to express needs and wants. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.1.2. | Uses consistent sounds, gestures, signs or words to communicate. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.1.4. | Uses sounds, signs, words or phrases for a variety of purposes. ReadyRosie Snack Time Speech |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | OI.III.2.2. | Examples of behaviors that show development of communicating and speaking: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.2.1. | Produces own sounds or babbles either by self or in response to others talking to him/her. ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.2.3. | Uses words or signs, such as “Bottle,” “Up” or “More,” when he/she wants something. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.2.4. | Communicates the name or sign for familiar objects, animals or people. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.2.5. | Has a vocabulary of 10-20 words in home language or uses 10-20 signs consistently by 18months. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.2.2.6. | Responds to questions or simple requests with either a non-verbal or verbal answer. ReadyRosie Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | OI.III.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.3.1.1. | Shows interest in songs, rhymes and stories. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| CONTENT AREA / STANDARD | NJ.OI.III. | DOMAIN III: Language Development and Communication (Older Infants – 8 to 18 months) |
| STRAND | OI.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | OI.III.3.2. | Examples of behaviors that show development of emergent literacy: |
| CUMULATIVE PROGRESS INDICATOR | OI.III.3.2.1. | Makes some motions for “Pat-a-Cake” and other familiar rhymes and finger plays in home language. ReadyRosie Itsy Bitsy Spider Motions |
| CUMULATIVE PROGRESS INDICATOR | OI.III.3.2.2. | Points at, names or signs objects, animals or people in photos, pictures and drawings. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | OI.III.3.2.3. | Sings or joins in on familiar songs with caregiver. 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? |
| CUMULATIVE PROGRESS INDICATOR | OI.III.3.2.4. | Turns pages of books, looks at the pictures and uses sounds, signs or words. ReadyRosie Look at the Book |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | OI.IV.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.1.2. | Uses senses to explore people, objects and the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.1.3. | Attends to colors, shapes, patterns or pictures. ReadyRosie Find a Match Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.1.5. | Makes things happen and watches for results or repeats action. ReadyRosie Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | OI.IV.1.2. | Examples of behaviors that show development of exploration and discovery: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.2.3. | Puts shapes in a shape box with openings, matching colors and/or shapes. ReadyRosie Find a Match |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.2.4. | Reaches for adult hands to continue a game of “Peek-a boo.” ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.1.2.5. | Pushes a button to turn a toy on or off to start or stop an action and may repeat the action. ReadyRosie Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | OI.IV.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.1.1. | Shows ability to acquire new information and use it at a later time. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.1.2. | Recognizes familiar people, places and things. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.1.3. | Recalls and uses information in new situations. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.1.4. | Searches for missing or hidden objects. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | OI.IV.2.2. | Examples of behaviors that show development of memory: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.2.2. | Uses a blanket to cover or hide a stuffed toy or doll. ReadyRosie Big and Little Buried Treasure Shoe Search Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.2.3. | Tries to follow a cat or dog hiding under a chair or table. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.2.4. | Looks for missing toy, when asked, “Where is the ball?” ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.2.5. | Looks out the window and waits for a familiar caregiver to return. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.2.2.6. | Says or signs “Dada” or “Mama” when hears car sounds outside. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | OI.IV.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.1.1. | Experiments with different uses for objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.1.2. | Shows imagination and creativity in solving problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.1.3. | Uses a variety of strategies to solve problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.1.4. | Applies knowledge to new situations. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | OI.IV.3.2. | Examples of behaviors that show development of problem solving: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.2.1. | Uses a spoon to bang on the dishes on a table to make noise. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.2.2. | Uses a string to pull a toy into the crib or over to him/her. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.2.3. | Tries many different ways, such as poking with fingers, shaking or dumping to get clothespins out of a bottle. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.3.2.4. | Gets an adult and leads him/her in order to obtain a cookie or bottle on a counter. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | OI.IV.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.4.1.1. | Observes and imitates sounds, gestures or behavior. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.4.1.3. | Uses imitation or pretend play to express creativity and imagination. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.IV. | DOMAIN IV: Cognitive Development (Older Infants – 8 to 18 months) |
| STRAND | OI.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | OI.IV.4.2. | Examples of behaviors that show development of imitation and symbolic play: |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.4.2.2. | Imitates adults by using a cloth to wipe the table after eating. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.4.2.3. | Pretends to comb or brush his/her hair using his/her hand or fingers. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.IV.4.2.4. | Pretends to feed doll or stuffed animal with his/her bottle or food. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.OI.V. | DOMAIN V: Physical and Motor Development (Older Infants – 8 to 18 months) |
| STRAND | OI.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | OI.V.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.1.1. | Moves body, arms and legs with coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.1.2. | Demonstrates large muscle balance, stability, control and coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.1.3. | Develops increasing ability to change positions and move body from place to place. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.1.4. | Moves body with purpose to achieve a goal. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.V. | DOMAIN V: Physical and Motor Development (Older Infants – 8 to 18 months) |
| STRAND | OI.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | OI.V.1.2. | Examples of behaviors that show gross motor development: |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.2.1. | Sits by self and maintains balance while playing with a toy. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.2.3. | Scoots on bottom using legs to help move from place to place. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.1.2.5. | Walks while holding onto furniture or people and later walks alone. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA / STANDARD | NJ.OI.V. | DOMAIN V: Physical and Motor Development (Older Infants – 8 to 18 months) |
| STRAND | OI.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers. |
| CONTENT STATEMENT | OI.V.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.1.1. | Uses hands or feet to manipulate objects and make contact with people. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Move While you Sing Pop Go the Bubbles Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.1.2. | Develops small muscle control and coordination. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.1.3. | Demonstrates integration of the senses. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.1.4. | Uses different actions on objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.1.5. | Controls small muscles in hands when doing simple tasks. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT AREA / STANDARD | NJ.OI.V. | DOMAIN V: Physical and Motor Development (Older Infants – 8 to 18 months) |
| STRAND | OI.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers. |
| CONTENT STATEMENT | OI.V.2.2. | Examples of behaviors that show fine motor development: |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.2.1. | Transfers a block or other toy from hand to hand. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.2.3. | Uses pincer grasp with thumb and forefinger together to pick up small objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.2.4. | Holds string and pulls toy while standing or walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | OI.V.2.2.6. | Drops or throws balls and other objects while sitting or standing. ReadyRosie Baby Basketball Kick With Me |
| CONTENT AREA / STANDARD | NJ.OI.V. | DOMAIN V: Physical and Motor Development (Older Infants – 8 to 18 months) |
| STRAND | OI.V.3. | Physical Health and Well-Being - Physical growth and basic health needs, contributing to positive feelings and attitudes |
| CONTENT STATEMENT | OI.V.3.2. | Examples of behaviors that show development of physical health and well-being: |
| CUMULATIVE PROGRESS INDICATOR | OI.V.3.2.5. | Feeds self some finger foods while sitting. ReadyRosie Snack Time Speech |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | YT.I.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.1.1. | Engages in behaviors that build relationships with familiar adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.1.3. | Reacts to unfamiliar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.1.4. | Seeks ways to find comfort in new situations. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | YT.I.1.2. | Examples of behaviors that show development of trust and emotional security: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.2.2. | Looks for or asks for “Mommy” when he/she falls down or gets hurt. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.2.3. | Greets a familiar caregiver with enthusiasm. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.2.4. | Reaches for familiar caregiver when an unfamiliar adult approaches. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.2.5. | Watches from a distance before approaching a new visitor. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.2.6. | Seeks contact with familiar adult when exploring a new situation. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | YT.I.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.1.1. | Expresses feelings and emotions through facial expressions, sounds, gestures or words. ReadyRosie Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.1.2. | Begins to develop awareness of self as separate from others. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.1.3. | Shows confidence in increasing abilities. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | YT.I.2.2. | Examples of behaviors that show development of self-awareness: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.2.1. | Recognizes and acknowledges some of own emotions, such as, “Are you sad?” or “Are you happy?” ReadyRosie Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.2.2. | Can identify eyes, nose, mouth or other body parts and can also point to them on others. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.I.2.2.3. | Calls self by name or comes when called by name. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | YT.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.1.1. | Begins to manage own actions, emotions and behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.1.2. | Develops ability to cope with stress and strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CUMULATIVE PROGRESS INDICATOR | YT.I.1.3.3. | Begins to understand simple routines, rules or limitations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? Let's Get Dressed Shoe Search |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | YT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.3. | Claps hands and shows others after completing a puzzle and then waits for a response from others. ReadyRosie Happy Birthday to You Point and Learn This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.5. | Follows simple one-step directions, such as, “Get your shoes.” ReadyRosie Choosing Clothes Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.6. | Shows distress or gets upset when familiar routines are disrupted. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.3. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | YT.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.1.2. | Responds to and interacts with other peers and adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.1.5. | Uses social interactions, facial expressions, gestures or words to express feelings, needs and wants. ReadyRosie Behavior is a form of communication Reading Emotions Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.1.6. | Begins to use imitation or pretend play to learn and practice new roles and relationships. ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.I. | DOMAIN I: Social and Emotional Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.I.3. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | YT.I.3.2. | Examples of behaviors that show development of relationships with Peers and Adults: |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.1. | Knows the names of some other children and some adults. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.5. | Imitates actions or behaviors of other toddlers at the playground. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.I.3.2.6. | Imitates tasks, such as wiping the table, when he/she sees others doing the activity. ReadyRosie Bear Bath |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | YT.II.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.1.1. | Shows interest in and actively explores the environment. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.1.2. | Shows eagerness and curiosity as a learner. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.1.3. | Seeks to discover and learn new things. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | YT.II.1.2. | Examples of behaviors that show development of curiosity: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.1. | Expresses interest in what makes a toy wind-up car go and experiments with different ways to make it move. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.2. | Points to unfamiliar object in a picture book and looks to caregiver to name it. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Look at the Book Reading Emotions Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.3. | Pokes fingers into the mud or sand to make holes or designs. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.5. | Wants to help with tasks such as making cookies or planting flowers. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | YT.II.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.1. | Attends to and tries to reproduce interesting events. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.2. | Maintains social contact by continuing to engage with caregiver. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.3. | Attempts challenging tasks with or without adult help. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.4. | Explores thoroughly and tries to solve problems even when encountering obstacles. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | YT.II.2.2. | Examples of behaviors that show development of persistence: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.1. | Empties the entire toy box while looking for a favorite toy. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.4. | Continues to feed self even when having difficulty keeping the food on the spoon. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.5. | Waits at the window to wave “bye-bye” when family member leaves and returns to see if they are back. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | YT.II.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.1.3. | Uses imagination in playful, silly or messy ways. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | YT.II.3.2. | Examples of behaviors that show development of creativity: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.1. | Uses a large crayon or marker to make scribbles on paper. ReadyRosie Color with Me |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.4. | Imitates a dog or cat by crawling and making barking or meowing noises. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.5. | Makes silly faces to see how other children or adults react. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | YT.II.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.1.1. | Shows initiative by engaging others in interaction. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.1.2. | Takes action without being directed by others. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.II. | DOMAIN II: Approaches to Learning (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | YT.II.4.2. | Examples of behaviors that show development of initiative: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.2.2. | Attempts to feed self and hold own cup or spoon. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.2.3. | Shows a preference for a favorite shirt or pair of shoes. ReadyRosie Choosing Clothes This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.2.4. | Chooses which book to read at the library. ReadyRosie Choosing Clothes This or That |
| CUMULATIVE PROGRESS INDICATOR | YT.II.4.2.5. | Joins other toddlers in a sandbox and starts to shovel sand. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | YT.II.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.1.3. | Responds to verbal communication of others. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.1.5. | Understands gestures, words, phrases or questions. ReadyRosie Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | YT.II.1.2. | Examples of behaviors that show development of listening and understanding: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.1. | Listens to sounds animals make and tries to imitate them. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.2. | Laughs when told a silly rhyme or read a funny story. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play |
| CUMULATIVE PROGRESS INDICATOR | YT.II.1.2.5. | Responds appropriately when given simple requests with words or gestures, such as “Sit down, please” or “Give me the toy.” ReadyRosie Choosing Clothes Talk and Play |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | YT.II.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.1. | Uses sounds, gestures or actions to express needs and wants. ReadyRosie Behavior is a form of communication Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.2. | Uses consistent sounds, gestures, signs or words to communicate. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.1.3. | Imitates sounds, gestures, signs, words or phrases Uses sounds, signs, words or phrases for a variety of purposes. ReadyRosie Snack Time Speech |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | YT.II.2.2. | Examples of behaviors that show development of communicating and speaking: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.1. | Shakes head or uses words to respond to “Yes” or “No” questions. ReadyRosie Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.2. | Imitates new words, signs or repeats simple rhymes. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.4. | Points and says or signs “Cookie” or “Milk” when given a snack. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.5. | Uses words or sign language to tell what is happening. ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.II.2.2.6. | Uses home language with a vocabulary of 50 or more words or signs by 26 months. ReadyRosie Snack Time Speech |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | YT.II.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.1.1. | Shows interest in songs, rhymes and stories. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.1.2. | Shows interest in photos, pictures and drawings. ReadyRosie Reading Emotions |
| CONTENT AREA / STANDARD | NJ.YT.III. | DOMAIN III: Language Development and Communication (Young Toddlers – 16 to 26 months) |
| STRAND | YT.II.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | YT.II.3.2. | Examples of behaviors that show development of emergent literacy: |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.1. | Knows several simple songs, rhymes or stories. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.2. | Looks at, turns pages and names or signs people or objects in picture books. ReadyRosie Look at the Book |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.3. | Brings favorite books to caregiver to read to him/her. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | YT.II.3.2.4. | Watches a caregiver telling a story using puppets. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | YT.IV.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.1.2. | Uses senses to explore people, objects and the environment. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.1.3. | Attends to colors, shapes, patterns or pictures Shows interest and curiosity in new people and objects. ReadyRosie Find a Match Reading Emotions |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.1.4. | Makes things happen and watches for results or repeats action. ReadyRosie Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | YT.IV.1.2. | Examples of behaviors that show development of exploration and discovery: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.2.3. | Does simple puzzles with different colors and shapes. ReadyRosie Find a Match |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.2.4. | Likes to play a matching game by putting things that are the same together. ReadyRosie Bear Bath Big and Little Color Toys Find a Match Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.1.2.6. | Notices when there is more than one objects the same. ReadyRosie Big and Little Color Toys Find a Match |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | YT.IV.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.1.1. | Shows ability to acquire new information and use it at a later time. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.1.2. | Recognizes familiar people, places and things. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.1.3. | Recalls and uses information in new situations. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.1.4. | Searches for missing or hidden objects. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | YT.IV.2.2. | Examples of behaviors that show development of memory: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.2.1. | Notices when someone gets a new coat, shoes or some other item of clothing. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.2.2. | Looks for favorite toy where he/she left it last. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.2.3. | Looks around home for a pet or calls the animal by name. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.2.4. | Recognizes a neighbor at a grocery store and waves or says “Hi.” ReadyRosie Big and Little Buried Treasure Shoe Search |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.2.2.5. | Points to or talks about familiar places or sights. ReadyRosie Big and Little Buried Treasure Shoe Search |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | YT.IV.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.1.1. | Experiments with different uses for objects. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.1.2. | Shows imagination and creativity in solving problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.1.3. | Uses a variety of strategies to solve problems. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Dump and Pick Up Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.1.4. | Applies knowledge to new situations. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | YT.IV.3.2. | Examples of behaviors that show development of problem solving: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.2.1. | Seeks new information with questions such as, “What is that?” or “Who is that?” ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.2.3. | Attempts to reach a toy under the table and then crawls under to get it. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.3.2.4. | Tries hitting on a box to open it and then asks an adult for help. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | YT.IV.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.4.1.1. | Observes and imitates sounds, gestures or behavior. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.4.1.3. | Uses imitation or pretend play to express creativity and imagination. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.IV. | DOMAIN IV: Cognitive Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | YT.IV.4.2. | Examples of behaviors that show development of imitation and symbolic play: |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.4.2.2. | Imitates adult actions, such as putting a key in a keyhole, ringing a door bell or closing a door. ReadyRosie Bear Bath Tea Party |
| CUMULATIVE PROGRESS INDICATOR | YT.IV.4.2.4. | Pretends to cook or eat imaginary food using pots, pans or toy dishes. ReadyRosie Bear Bath Tea Party |
| CONTENT AREA / STANDARD | NJ.YT.V. | DOMAIN V: Physical and Motor Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | YT.V.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.1.1. | Moves body, arms and legs with coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.1.2. | Demonstrates large muscle balance, stability, control and coordination. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.1.3. | Develops increasing ability to change positions and move body from place to place. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.1.4. | Moves body with purpose to achieve a goal. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.V. | DOMAIN V: Physical and Motor Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | YT.V.1.2. | Examples of behaviors that show gross motor development: |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.2.1. | Walks easily or runs from place to place by self. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.2.3. | Walks and sometimes runs across the room to greet people. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.2.5. | Pushes or pulls a wagon or cart while walking. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.1.2.6. | Uses adaptive equipment to help with standing or moving. ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| CONTENT AREA / STANDARD | NJ.YT.V. | DOMAIN V: Physical and Motor Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | YT.V.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.1.1. | Uses hands or feet to manipulate objects and make contact with people. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Move While you Sing Pop Go the Bubbles Take Along Toy Tube Chute Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.1.2. | Develops small muscle control and coordination. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.1.3. | Demonstrates integration of the senses. ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.1.4. | Uses different actions on objects. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.1.5. | Controls small muscles in hands when doing simple tasks. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT AREA / STANDARD | NJ.YT.V. | DOMAIN V: Physical and Motor Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | YT.V.2.2. | Examples of behaviors that show fine motor development: |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.2.1. | Throws a ball toward another child or to an adult. ReadyRosie Baby Basketball Kick With Me |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.2.3. | Holds a crayon or marker and makes vertical lines on paper. ReadyRosie Color with Me |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.2.4. | Pushes and pats puzzle pieces into place. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CUMULATIVE PROGRESS INDICATOR | YT.V.2.2.6. | Squeezes a sponge and watches water drip on the table. ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| CONTENT AREA / STANDARD | NJ.YT.V. | DOMAIN V: Physical and Motor Development (Young Toddlers – 16 to 26 months) |
| STRAND | YT.V.3. | Physical Health and Well-Being - Physical growth and basic health needs, contributing to positive feelings and attitudes |
| CONTENT STATEMENT | YT.V.3.2. | Examples of behaviors that show development of physical health and well-being: |
| CUMULATIVE PROGRESS INDICATOR | YT.V.3.2.1. | Participates in health care routines, such as using tissues to wipe nose, washing and drying hands and holding a tooth brush. ReadyRosie Brush, Baby, Brush |
| CUMULATIVE PROGRESS INDICATOR | YT.V.3.2.2. | Points at, says name or uses sign language for what he/she wants to eat or drink, such as “apple” or “milk.” ReadyRosie Snack Time Speech |
| CUMULATIVE PROGRESS INDICATOR | YT.V.3.2.3. | Uses a spoon to feed self or drinks from a glass or cup. ReadyRosie Snack Time Speech |
| New Jersey Student Learning Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2013 |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | OT.I.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.1.1. | Engages in behaviors that build relationships with familiar adults. ReadyRosie How can I make music part of our day? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.1.2. | Shows preference for familiar adults. ReadyRosie Tell Me About It! |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.1.3. | Reacts to unfamiliar adults. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.4. | Seeks ways to find comfort in new situations. ReadyRosie How should I handle temper tantrums? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.5. | Shows emotional connection and attachment to others. ReadyRosie Tell Me About It! |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.1. | Trust and Emotional Security - Feelings of comfort, support and stability from others |
| CONTENT STATEMENT | OT.I.1.2. | Examples of behaviors that show development of trust and emotional security: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.1. | Attempts to gain approval from familiar adults. ReadyRosie Tell Me About It! |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.2. | Accepts adult help in challenging situations or with difficult tasks. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.3. | Wants to take a familiar toy or blanket along on a visit or trip. ReadyRosie How should I handle temper tantrums? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.4. | Accepts reassurance when talking with a member of the family on the telephone. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.5. | Takes turns with caregiver during play and interaction. ReadyRosie How can I make music part of our day? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.1.2.6. | Checks in with caregiver from time to time for encouragement and support while playing at the playground. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.2. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OT.I.2.2. | Examples of behaviors that show development of self-awareness: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.2.2.5. | Wants to do things by him/her-self. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OT.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.1.1. | Begins to manage own actions, emotions and behavior. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OT.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.1.2. | Develops ability to cope with stress and strong emotions. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OT.I.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.1.3. | Begins to understand simple routines, rules or limitations. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.2.1. | Complies with a request even after initially saying “No.” ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.2.3. | Says “No” or shakes head when he/she doesn’t want to do something or doesn’t like something. ReadyRosie I Am Unique Tell Me About It! |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.2.4. | Anticipates and follows simple rules with reminders. ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Regulation - Ability to manage one’s physical and emotional reactions to internal sensations or external events |
| CONTENT STATEMENT | OT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.2.5. | Waits for adult before going outside. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.3. | Self-Awareness - Individual’s perception of self |
| CONTENT STATEMENT | OT.I.3.2. | Examples of behaviors that show development of self-regulation: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.3.2.6. | Shows ability to comfort self in some situations. ReadyRosie How should I handle temper tantrums? |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | OT.I.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.1.2. | Responds to and interacts with other peers and adults. ReadyRosie How can I make music part of our day? |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.1.5. | Uses social interactions, facial expressions, gestures or words to express feelings, needs and wants. ReadyRosie Behavior is a form of communication Tempted to Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.1.6. | Begins to use imitation or pretend play to learn and practice new roles and relationships. ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.I. | DOMAIN I: Social and Emotional Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.I.4. | Relationships with Peers and Adults - Social connections with other children and adults |
| CONTENT STATEMENT | OT.I.4.2. | Examples of behaviors that show development of relationships with Peers and Adults: |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.2.1. | Approaches groups of toddlers to join in play. ReadyRosie Catch! Ring Around the Rosie |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.2.2. | May share a favorite toy with another toddler who comes to visit. ReadyRosie Catch! Ring Around the Rosie |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.2.3. | Has a special friend or playmate. ReadyRosie Catch! Ring Around the Rosie |
| CUMULATIVE PROGRESS INDICATOR | OT.I.4.2.6. | Watches other toddlers playing house and suggests feeding the stuffed animals some pretend food. ReadyRosie Catch! Ring Around the Rosie |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | OT.II.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.1.1. | Shows interest in and actively explores the environment. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.1.2. | Shows eagerness and curiosity as a learner. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.1.3. | Seeks to discover and learn new things. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.1. | Curiosity - Interest in things and people in the environment |
| CONTENT STATEMENT | OT.II.1.2. | Examples of behaviors that show development of curiosity: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.2.1. | Asks a lot of “What’s that?” questions. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.2.3. | Tries to do a new, more difficult puzzle or game. ReadyRosie Nesting Bowls |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.2.4. | Enjoys visiting the zoo and learning about the animals. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.2.5. | Turns the pages in a book and asks questions about the pictures. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.1.2.6. | Often uses “Why?” when communicating with adults. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | OT.II.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.1.1. | Attends to and tries to reproduce interesting events. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.1.2. | Maintains social contact by continuing to engage with caregiver. ReadyRosie How can I make music part of our day? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.1.3. | Attempts challenging tasks with or without adult help. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.1.4. | Explores thoroughly and tries to solve problems even when encountering obstacles. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.2. | Persistence - Continuing to work at challenging tasks or activities even when encountering obstacles |
| CONTENT STATEMENT | OT.II.2.2. | Examples of behaviors that show development of persistence: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.2.1. | Attempts to put on shoes or coat by self and keeps trying for a while before asking for help. ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.2.2. | Follows after and says “Good-bye” when caregiver is leaving the room or going out of the house. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.2.3. | Requests to read a favorite book over and over. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.2.2.4. | First tries to fix a broken toy by pushing parts back together again and then asks for adult’s help. ReadyRosie Counting Collection Fast, Slow How can I get my child to listen to me? How should I handle temper tantrums? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | OT.II.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.1.1. | Uses unusual ways to explore people or objects in the environment. ReadyRosie Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.1.2. | Finds new things to do with familiar objects. ReadyRosie Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.1.3. | Uses imagination in playful, silly or messy ways. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.3. | Creativity - Developing ability to invent and try new things |
| CONTENT STATEMENT | OT.II.3.2. | Examples of behaviors that show development of creativity: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.1. | Finds ways to feel, smell and eat new fruits or vegetables. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.2. | Tries to make a hat out of a box or a piece of cloth. ReadyRosie Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.3. | Offers caregiver a pretend snack or drink during pretend play. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.4. | Carries on an imaginary phone conversation using a toy telephone. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.5. | Makes a variety of different objects and shapes from play dough. ReadyRosie Playdough Lengths Tips for helping your child love reading Torn Paper Art |
| CUMULATIVE PROGRESS INDICATOR | OT.II.3.2.6. | Combines different types of materials to make something new. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | OT.II.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.1.1. | Shows initiative by engaging others in interaction. ReadyRosie How can I make music part of our day? |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.1.2. | Takes action without being directed by others. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.II. | DOMAIN II: Approaches to Learning (Older Toddler – 24 to 36 months) |
| STRAND | OT.II.4. | Initiative - Ability to engage others in interaction and start actions or behaviors |
| CONTENT STATEMENT | OT.II.4.2. | Examples of behaviors that show development of initiative: |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.2.1. | Says “Hello” to a new child at the playground. ReadyRosie Catch! Ring Around the Rosie |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.2.2. | Offers a ball or toy to another toddler. ReadyRosie Catch! Ring Around the Rosie |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.2.3. | Tries to get self-dressed to go outside. ReadyRosie T-Shirt Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.2.5. | When offered a choice can indicate what he/she wants to eat or drink. ReadyRosie Hooray Parfait I Am Unique Little Chef Packing our Lunch Tell Me About It! |
| CUMULATIVE PROGRESS INDICATOR | OT.II.4.2.6. | Starts to sing a song or move to music and others join in. 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 AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | OT.III.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.1.1.5. | Understands gestures, words, phrases or questions. ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.1. | Listening and Understanding - Attending to and understanding language and other forms of communication from others |
| CONTENT STATEMENT | OT.III.1.2. | Examples of behaviors that show development of listening and understanding: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.1.2.3. | Responds with actions or words to simple questions asking “Who?”, “What?”, or “Where?” ReadyRosie T-Shirt Talk Why should we tell family stories? |
| CONTENT AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | OT.III.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.1.1. | Uses sounds, gestures or actions to express needs and wants. ReadyRosie Behavior is a form of communication Tempted to Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.1.3. | Imitates sounds, gestures, signs, words or phrases. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.2. | Communicating and Speaking - Producing and expressing language including sounds, gestures, signs, words and phrases |
| CONTENT STATEMENT | OT.III.2.2. | Examples of behaviors that show development of communicating and speaking: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.2.1. | Sometimes uses two- or three-word sentences in communication with others. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.2.2. | Initiates conversations, asks questions and answers questions with two-or three-word responses. ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.2.4. | Uses “What”, “Why” and “Where” questions to get more information. ReadyRosie Nature Walk and Talk What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.2.5. | Engages in simple conversations using words, signs, phrases or sentences with familiar people. ReadyRosie Stuck on You Tell Me About It! Tempted to Talk |
| CUMULATIVE PROGRESS INDICATOR | OT.III.2.2.6. | Shows increase in number of vocabulary words or signs. ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| CONTENT AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | OT.III.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.3.1.1. | Shows interest in songs, rhymes and stories. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| CUMULATIVE PROGRESS INDICATOR | OT.III.3.1.3. | Develops interest in and involvement with books and other print materials. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| CONTENT AREA / STANDARD | NJ.OT.III. | DOMAIN III: Language Development and Communication (Older Toddler – 24 to 36 months) |
| STRAND | OT.III.3. | Emergent Literacy - Developing skills and behaviors that relate to later reading and writing |
| CONTENT STATEMENT | OT.III.3.2. | Examples of behaviors that show development of emergent literacy: |
| CUMULATIVE PROGRESS INDICATOR | OT.III.3.2.1. | Participates in songs, stories and finger plays and sometimes repeats favorite songs or rhymes. 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? |
| CUMULATIVE PROGRESS INDICATOR | OT.III.3.2.2. | Looks at a book, turns pages and talks about or signs about what is happening. ReadyRosie Book Chats Bring Me the Book Reading Routines for Early Readers Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | OT.III.3.2.4. | Makes scribbles or shapes on paper to convey meaning. ReadyRosie Copy Me Paint your Name Secret Message |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | OT.IV.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.1.2. | Uses senses to explore people, objects and the environment. ReadyRosie Fast, Slow Playdough Lengths |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.1.3. | Attends to colors, shapes, patterns or pictures. ReadyRosie Toy Sort |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.1.4. | Shows interest and curiosity in new people and objects. ReadyRosie Nature Walk and Talk What Do We Do? |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.1. | Exploration and Discovery - Attending to and exploring people, objects and events especially those that are novel or unusual |
| CONTENT STATEMENT | OT.IV.1.2. | Examples of behaviors that show development of exploration and discovery: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.2.3. | Matches colors or shapes when sorting toys and other objects. ReadyRosie Nature Walk and Talk Toy Sort |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.2.4. | Arranges all the toy animals in a row and orders some of them by size. ReadyRosie Nature Walk and Talk Toy Sort |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.2.5. | Pushes riding toy or sits on it and tries to make it move with his/her feet. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.1.2.6. | Attempts to count objects or asks “How many?” ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.2. | Memory - Ability to process, retain and recall information |
| CONTENT STATEMENT | OT.IV.2.2. | Examples of behaviors that show development of memory: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.2.2.3. | Recreates a “birthday party” with stuffed animals or dolls after attending a party for a friend. ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | OT.IV.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.1.1. | Experiments with different uses for objects. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.1.2. | Shows imagination and creativity in solving problems. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.1.3. | Uses a variety of strategies to solve problems. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.1.4. | Applies knowledge to new situations. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.3. | Problem Solving - Using cognitive abilities to find a solution to everyday problems |
| CONTENT STATEMENT | OT.IV.3.2. | Examples of behaviors that show development of problem solving: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.2.1. | Anticipates what is needed, such as bringing a tissue to another child who is sneezing. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.2.2. | Uses several different ways to solve problems. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.2.3. | Pretends to fix things using a toy hammer or screw driver. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.3.2.4. | Combines materials together to solve problems, such as making a stick out of building toys to use to reach a ball under a chair. ReadyRosie Counting Collection Drum Patterns Fast, Slow Hooray Parfait I Can Do It All By Myself Nature Walk and Talk Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | OT.IV.4.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.1.1. | Observes and imitates sounds, gestures or behavior. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.1.2. | Uses objects to represent other things. ReadyRosie Tips for helping your child love reading |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.1.3. | Uses imitation or pretend play to express creativity and imagination. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.IV. | DOMAIN IV: Cognitive Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.IV.4. | Imitation and Symbolic Play - Copying the sounds, gestures or behaviors of others and using objects to represent something else during play |
| CONTENT STATEMENT | OT.IV.4.2. | Examples of behaviors that show development of imitation and symbolic play: |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.2.1. | Acts out a simple story or a play that has been read or seen. ReadyRosie Banana Phonana |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.2.2. | Draws a picture with crayons or markers and makes up a story about it. ReadyRosie Copy Me Recycled Play |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.2.3. | Talks to stuffed animals or doll, pretends to feed them and tells them to go to sleep or says “Night-night.” ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.2.4. | Plays with another child in the sandbox and pretends to make cakes and pies together. ReadyRosie Banana Phonana Catch! Drum Patterns Recycled Play Ring Around the Rosie Toy Car Wash Vroom! Vroom! |
| CUMULATIVE PROGRESS INDICATOR | OT.IV.4.2.5. | Carries on a conversation with an imaginary playmate. ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | OT.V.1.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.1.1. | Moves body, arms and legs with coordination. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.1.2. | Demonstrates large muscle balance, stability, control and coordination. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.1.3. | Develops increasing ability to change positions and move body from place to place. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.1.4. | Moves body with purpose to achieve a goal. ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.1. | Gross Motor Development - Body movements and skills that involve the arms and legs or the whole body |
| CONTENT STATEMENT | OT.V.1.2. | Examples of behaviors that show gross motor development: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.2.2. | Enjoys playing on climbers or slides at playground. ReadyRosie Bear Hunt |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.2.4. | Stands on one foot or can kick a ball with one foot while standing. ReadyRosie Catch! |
| CUMULATIVE PROGRESS INDICATOR | OT.V.1.2.6. | Likes to run, march around or dance to songs and music. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | OT.V.2.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.1.1. | Uses hands or feet to manipulate objects and make contact with people. ReadyRosie Bear Hunt Drum Patterns Get Moving Ring Around the Rosie Stop and Go Torn Paper Art Toy Car Wash |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.1.2. | Develops small muscle control and coordination. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.1.3. | Demonstrates integration of the senses. ReadyRosie Fast, Slow Playdough Lengths |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.1.4. | • Uses different actions on objects. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.1.5. | Controls small muscles in hands when doing simple tasks. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.2. | Fine Motor Development - Physical movements and skills that involve the feet, hands and fingers |
| CONTENT STATEMENT | OT.V.2.2. | Examples of behaviors that show fine motor development: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.2.1. | Watches adult to learn hand motions for finger plays. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.2.2. | Tears paper into small pieces to glue onto another paper. ReadyRosie Drum Patterns Torn Paper Art Toy Car Wash |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.2.3. | Uses a crayon or marker to make scribbles or circles on paper. ReadyRosie Copy Me Paint your Name Secret Message |
| CUMULATIVE PROGRESS INDICATOR | OT.V.2.2.7. | Can do simple tasks that require coordination or integration of sensory information. ReadyRosie Fast, Slow Playdough Lengths |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.3. | Physical Health and Well-Being - Physical growth and basic health needs, contributing to positive feelings and attitudes |
| CONTENT STATEMENT | OT.V.3.1. | Indicators: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.3.1.4. | Participates in physical care routines. ReadyRosie I Can Do It All By Myself |
| CUMULATIVE PROGRESS INDICATOR | OT.V.3.1.5. | Begins to develop self-help skills. ReadyRosie I Can Do It All By Myself |
| CONTENT AREA / STANDARD | NJ.OT.V. | DOMAIN V: Physical and Motor Development (Older Toddler – 24 to 36 months) |
| STRAND | OT.V.3. | Physical Health and Well-Being - Physical growth and basic health needs, contributing to positive feelings and attitudes |
| CONTENT STATEMENT | OT.V.3.2. | Examples of behaviors that show development of physical health and well-being: |
| CUMULATIVE PROGRESS INDICATOR | OT.V.3.2.4. | Pours own milk from small pitcher into cup. ReadyRosie Hooray Parfait I Can Do It All By Myself Little Chef Packing our Lunch |