South Dakota Content Standards (Infant)
| Main Criteria: South Dakota Content Standards | ||
| Secondary Criteria: ReadyRosie | ||
| Subject: Early Childhood Education | ||
| Grades: Ages Birth to 12 months, Ages 13 to 24 months, Ages 25 to 36 months | ||
| Correlation Options: Show Correlated | ||
| South Dakota Content Standards |
| Early Childhood Education |
| Grade: Ages Birth to 12 months - Adopted: 2017 |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | B-12.AL-1. | Children demonstrate curiosity and eagerness and express interest in the world around them. |
| SUPPORTING SKILLS | B-12.AL-1.1. | Begin to connect interests in the world through a trusted relationship (utters squeal of delight when adult brushes flower against cheek). ReadyRosie Baby Massage Behavior is a form of communication Do You See Me? Kicking Paper Snuggle Close Tips for bonding with your baby Touch and Taste What Comes after Two? Which Toy? You are your child's first teacher |
| SUPPORTING SKILLS | B-12.AL-1.2. | Show interest in others (kicks feet excitedly when someone they care about approaches; smiles or gazes at caregiver). ReadyRosie Do You See Me? |
| SUPPORTING SKILLS | B-12.AL-1.4. | React to new sights, sounds, tastes, smells, and touches (may turn head toward loud sound; may repeatedly stick out tongue when tasting a new food). ReadyRosie Bath Time Fun Two on Me and You |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | B-12.AL-2. | Children actively seek to understand the world around them in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-2.1. | Explore the indoor and outdoor environment using all available senses— smell, hear, see, feel and taste (puts objects in their mouth). ReadyRosie Bath Time Fun Two on Me and You |
| SUPPORTING SKILLS | B-12.AL-2.2. | Move toward interesting people, sounds, objects, and activities, with appropriate supports. ReadyRosie Do You See Me? |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | B-12.AL-3. | Children demonstrate initiative and effort in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-3.1. | Communicate with sounds or movements to indicate preferences (make excited facial expressions or sound for food they like, push away food they don’t like). ReadyRosie Snuggle Close |
| SUPPORTING SKILLS | B-12.AL-3.2. | Independently explore the different qualities of an object (notice the sound of a rattle, exploring it further by putting in their mouth). ReadyRosie Bath Time Fun Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | B-12.AL-4. | children are engaged and maintain focus in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-4.1. | Focus and attend to people and things around them. ReadyRosie Do You See Me? |
| SUPPORTING SKILLS | B-12.AL-4.2. | Repeat interesting actions over and over (push button to make toy light up). ReadyRosie Bath Time Fun Kicking Paper |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | B-12.AL-5. | Children persist at challenging activities in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-5.1. | Try over and over to make things happen (make sounds to get attention, work to get something that is out of reach). ReadyRosie Bath Time Fun Kicking Paper |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | B-12.AL-6. | Children are willing to try new and challenging experiences in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-6.1. | Explore new experiences both indoors and outdoors (toys, foods, people, spaces) with support of a familiar trusted adult. ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.AL-6.2. | Look to adults for cues and proceed when reassured. ReadyRosie How can I get my child to listen to me? |
| SUPPORTING SKILLS | B-12.AL-6.3. | Try to do things that are hard for them (stretch to reach toy, work to crawl or walk, try to capture crumb with pincer grasp). ReadyRosie Bath Time Fun Table Taps Touch and Taste |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | B-12.AL-7. | Children use a variety of strategies to solve problems in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-7.2. | Try a familiar action in a new activity (hit a button on a new toy, try to open a variety of containers). ReadyRosie Do You See Me? Kicking Paper Touch and Taste Which Toy? |
| SUPPORTING SKILLS | B-12.AL-7.3. | Use trial and error to get something done, get what they want, or solve simple problems. ReadyRosie Do You See Me? Kicking Paper Supported Standing Touch and Taste Which Toy? |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | B-12.AL-8. | Children engage in increasingly complex play. |
| SUPPORTING SKILLS | B-12.AL-8.3. | Imitate sounds, facial expressions, or gestures (cover face with hands, hands up for “so big”). ReadyRosie Snuggle Close |
| SUPPORTING SKILLS | B-12.AL-8.4. | Play with simple objects, using them to make sounds and explore cause and effect (shake a rattle-hear a sound; drop a spoon-caregiver picks it up). ReadyRosie Bath Time Fun Kicking Paper |
| SUPPORTING SKILLS | B-12.AL-8.5. | Begin to participate in give-and-take exchanges of sounds and gestures (known as “serve and return”). 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? |
| GOAL/STRAND | SD.B-12.AL. | Approaches to Learning (AL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | B-12.AL-9. | Children demonstrate creativity, imagination, and inventiveness in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.AL-9.2. | Try a familiar action with a new object or person (try to bounce a block, wave bye-bye to a toy, make a sound to get a new adult’s attention). ReadyRosie That's My Name |
| GOAL/STRAND | SD.B-12.SED. | Social and Emotional Domain (SED) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Developing a Positive Sense of Self | |
| STANDARD | B-12.SED-1. | Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.SED-1.1. | Show awareness of their bodies (purposefully reach for toes). ReadyRosie Kicking Paper Piggy Toes Roll Over Strong Legs |
| SUPPORTING SKILLS | B-12.SED-1.3. | Respond to their name (smile, kick feet, turn head). ReadyRosie Lunchtime Language Self Talk Tummy Talk |
| SUPPORTING SKILLS | B-12.SED-1.5. | Show they expect results from their actions (hit toy over and over to produce sound). ReadyRosie Bath Time Fun Kicking Paper |
| GOAL/STRAND | SD.B-12.SED. | Social and Emotional Domain (SED) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | B-12.SED-2. | Children form relationships and interact positively with familiar adults in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.SED-2.1. | Enjoy being held, cuddled, and talked to by familiar adults. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| SUPPORTING SKILLS | B-12.SED-2.2. | Recognize and reach out to familiar people. 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 |
| SUPPORTING SKILLS | B-12.SED-2.3. | Seek to be near trusted adults; stop crying when they come near. 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 |
| SUPPORTING SKILLS | B-12.SED-2.4. | Show signs of separation anxiety when a familiar caregiver leaves. ReadyRosie How can I help my child with separation? |
| SUPPORTING SKILLS | B-12.SED-2.5. | Make eye contact with others if culturally appropriate. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| SUPPORTING SKILLS | B-12.SED-2.6. | Imitate sounds, facial expressions, or gestures they see other people do and wait for a response (peek-a-boo, hands up for “so big”). ReadyRosie Snuggle Close |
| GOAL/STRAND | SD.B-12.SED. | Social and Emotional Domain (SED) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | B-12.SED-3. | Children form relationships and interact positively with other children in play and everyday tasks. |
| SUPPORTING SKILLS | B-12.SED-3.1. | Notice other infants and children (turning and looking in their direction, reaching out for them). ReadyRosie Do You See Me? |
| SUPPORTING SKILLS | B-12.SED-3.2. | Interact and move toward other familiar children when mobile. ReadyRosie Do You See Me? |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | B-12.CLL-1. | Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. |
| SUPPORTING SKILLS | B-12.CLL-1.1. | Respond to familiar faces, voices, or simple sign language by looking or making eye contact. ReadyRosie Do You See Me? Me in the Mirror Pattern Play Self Talk Sing to Your Baby Which Toy? |
| SUPPORTING SKILLS | B-12.CLL-1.4. | Respond to simple requests (“Do you want more?”) with sounds, actions, or simple sign language. ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.CLL-1.5. | Engage in turn-taking during social and vocal play with adults and other children (babbling, imitating facial expressions). 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? |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | B-12.CLL-2. | Through their explorations, play, and social interactions, children speak clearly and use the grammar of their home language. |
| SUPPORTING SKILLS | B-12.CLL-2.2. | “Jabber” and pretend to talk using many sounds or simple sign language from the languages used around them. ReadyRosie Lunchtime Language |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | B-12.CLL-3. | Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary. |
| SUPPORTING SKILLS | B-12.CLL-3.1. | Make specific sounds, facial expressions, and/or gestures for certain people and objects. ReadyRosie Snuggle Close |
| SUPPORTING SKILLS | B-12.CLL-3.3. | Recognize spoken or signed words used for common items, people, and actions. ReadyRosie Lunchtime Language |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | B-12.CLL-5. | Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media. |
| SUPPORTING SKILLS | B-12.CLL-5.1. | Show recognition or delight when caregiver reads a familiar story or sings a familiar song. 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? |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | B-12.CLL-6. | Through their explorations, play and social interactions, children begin to recognize basic concepts of print and that they can get meaning from print. |
| SUPPORTING SKILLS | B-12.CLL-6.1. | Explore books and paper by tasting, mouthing, crumpling, banging, and patting. ReadyRosie Bath Time Fun Two on Me and You |
| SUPPORTING SKILLS | B-12.CLL-6.2. | Look at pictures while cuddling with caregiver. ReadyRosie Animal Noises |
| GOAL/STRAND | SD.B-12.CLL. | Communication, Language and Literacy Domain (CLL) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | B-12.CLL-7. | Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness. |
| SUPPORTING SKILLS | B-12.CLL-7.1. | Imitate and take turns with caregivers making different sounds. 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? |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | B-12.CD-2. | Through their explorations, play, and social interactions, children recall information and apply it to new situations and problems. |
| SUPPORTING SKILLS | B-12.CD-2.2. | Respond differently to familiar vs. unfamiliar people, objects, and situations (reach for new interesting toy instead of old familiar toy; move toward familiar caregiver but hide head on parent’s shoulder when new person comes near). ReadyRosie How can I help my child with separation? |
| SUPPORTING SKILLS | B-12.CD-2.3. | Anticipate routine events (smile, wave arms and legs, move toward adult holding bottle). ReadyRosie Animal Noises How do I get my child to______? Reading Routines for Early Readers What Comes after Two? |
| SUPPORTING SKILLS | B-12.CD-2.5. | Observe and imitate sounds, movements, and facial expressions, including things they have seen in the past or in other places. ReadyRosie Snuggle Close |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | B-12.CD-3. | Through their explorations, play, and social interactions children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| SUPPORTING SKILLS | B-12.CD-3.1. | Show awareness of others’ reactions to people, objects, and events. ReadyRosie Do You See Me? |
| SUPPORTING SKILLS | B-12.CD-3.2. | Show awareness of another person’s actions by establishing joint attention (look at an object, then at caregiver, and back at object). 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? |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | B-12.CD-4. | Through their explorations, play, and social interactions, children count with understanding and use numbers to tell how many, describe order, and compare. |
| SUPPORTING SKILLS | B-12.CD-4.2. | Show interest in obvious differences in quantity by looking at or reaching for objects (reach for a basket with three balls rather than a basket with one ball). ReadyRosie Table Taps Two on Me and You |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | B-12.CD-7. | Through their explorations, play, and social interactions, children use mathematical thinking to ask questions and solve problems. |
| SUPPORTING SKILLS | B-12.CD-7.1. | Differentiate primary caregiver from others ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | B-12.CD-8. | As a result of their explorations and participation in simple investigations through play, children observe, describe characteristics of, and demonstrate respect for living things, the environment, and the physical world. |
| SUPPORTING SKILLS | B-12.CD-8.1. | Show curiosity and explore the natural world using all their senses (rub hands over grass, lift face to feel wind, pat family dog, splash water). ReadyRosie Bath Time Fun Two on Me and You |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | B-12.CD-9. | As a result of their explorations and participation in simple investigations through play, children demonstrate their ability to use scientific inquiry by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| SUPPORTING SKILLS | B-12.CD-9.1. | Gather information through sight, hearing, taste, smell, and touch. ReadyRosie Bath Time Fun Two on Me and You |
| SUPPORTING SKILLS | B-12.CD-9.3. | Use multiple senses to focus intently on objects, displays, materials, or events. ReadyRosie Bath Time Fun Two on Me and You |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | B-12.CD-10. | Through their explorations, play, and social interactions children demonstrate an understanding of relationships, roles and what it means to be a participating member of their families and the diverse groups and communities they belong to. |
| SUPPORTING SKILLS | B-12.CD-10.1. | Observe actions of children, adults, animals, and objects nearby. ReadyRosie Do You See Me? |
| SUPPORTING SKILLS | B-12.CD-10.2. | Seek out parents, siblings, and caregivers for play and for meeting needs. ReadyRosie Grasp and Grab How can I make music part of our day? Me in the Mirror Sing to Your Baby Snuggle Close Tummy Talk Two on Me and You Which Toy? |
| SUPPORTING SKILLS | B-12.CD-10.3. | Express enjoyment or show preference for familiar people with sounds, expressions, and/or movement. ReadyRosie That's My Name |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | B-12.CD-11. | Through their explorations, play, and social interactions children identify and demonstrate appreciation of similarities and differences between themselves and others. |
| SUPPORTING SKILLS | B-12.CD-11.1. | Notice faces and facial features. ReadyRosie Snuggle Close |
| SUPPORTING SKILLS | B-12.CD-11.2. | Notice differences between primary caregivers and others. ReadyRosie Baby Massage Behavior is a form of communication Snuggle Close Tips for bonding with your baby What Comes after Two? You are your child's first teacher |
| SUPPORTING SKILLS | B-12.CD-11.3. | Respond differently to adults and children. 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? |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | B-12.CD-12. | Children engage in a variety of creative activities for enjoyment and self-expression including play, visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | B-12.CD-12.3. | Imitate and make a variety of sounds with simple instruments, toys, and their own voice. 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? |
| GOAL/STRAND | SD.B-12.CD. | Cognitive Development Domain (CD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | B-12.CD-13. | Children demonstrate an appreciation for different forms of art including visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | B-12.CD-13.2. | Hold, touch, and experience different textures (fuzzy blanket, smooth skin, rough carpet). ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | B-12.HPD-1. | Children develop healthy eating habits. |
| SUPPORTING SKILLS | B-12.HPD-1.1. | Eat different kinds of food such as liquids, pureed or soft foods, and finely chopped food. ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.HPD-1.2. | Show interest in feeding routines. ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.HPD-1.4. | Show hunger or fullness using actions, sounds, or words (cry or search for food, turn away when full). ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.HPD-1.5. | Show food preferences. ReadyRosie Lunchtime Language |
| SUPPORTING SKILLS | B-12.HPD-1.6. | Respond to different textures of food in their mouth (wait for the next bite, spit out food, turn head away). ReadyRosie Lunchtime Language |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | B-12.HPD-2. | Children engage in active physical play indoors and outdoors. |
| SUPPORTING SKILLS | B-12.HPD-2.1. | Engage in physically active moments (spending time on their tummy, repeating actions, kicking, waving arms, rolling over). ReadyRosie Tummy Talk |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | B-12.HPD-4. | Children engage in play and movement to develop the large muscle control and abilities needed to explore and move in their environment. |
| SUPPORTING SKILLS | B-12.HPD-4.3. | Explore body positions and movements, rolling, pushing up, pulling to stand, and kicking or reaching for objects to achieve a goal. ReadyRosie Supported Standing Up, Down |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | B-12.HPD-5. | Children engage in play and experiences to develop muscle control and hand-eye coordination to manipulate objects and work with tools. |
| SUPPORTING SKILLS | B-12.HPD-5.1. | Use both hands to swipe at, reach for, grasp, hold, shake, and release objects. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| SUPPORTING SKILLS | B-12.HPD-5.2. | Explore shape, weight, size, and texture by turning objects, dropping, or transferring objects from one hand to another. ReadyRosie Bath Time Fun Grasp and Grab Touch and Taste Two on Me and You |
| SUPPORTING SKILLS | B-12.HPD-5.3. | Use index finger and thumb (pincer grasp) to pick up an object with finger and thumb. ReadyRosie Bath Time Fun Grasp and Grab Table Taps Touch and Taste |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | B-12.HPD-6. | Children develop personal hygiene and self-care skills. |
| SUPPORTING SKILLS | B-12.HPD-6.2. | Show interest and assist in routines (open mouth for milk or spoon, raise arms for dressing, open mouth for milk or spoon). ReadyRosie Lunchtime Language |
| GOAL/STRAND | SD.B-12.HPD. | Health and Physical Development Domain (HPD) (Infants - Birth-12 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | B-12.HPD-7. | Children use safe behaviors and personal safety practices with support from adults. |
| SUPPORTING SKILLS | B-12.HPD-7.1. | Show trust in familiar caregivers (calm down with adult help, make eye contact with caregivers). 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 |
| SUPPORTING SKILLS | B-12.HPD-7.2. | Notice and imitate adults’ reactions to new people and situations. ReadyRosie How can I get my child to listen to me? |
| South Dakota Content Standards |
| Early Childhood Education |
| Grade: Ages 13 to 24 months - Adopted: 2017 |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 8-21.AL-1. | Children demonstrate curiosity and eagerness and express interest in the world around them. |
| SUPPORTING SKILLS | 8-21.AL-1.1. | Watch a trusted person to gauge their level of curiosity and eagerness before interacting with objects or other people. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUPPORTING SKILLS | 8-21.AL-1.2. | Imitate facial expressions and movements of others. ReadyRosie Bear Bath |
| SUPPORTING SKILLS | 8-21.AL-1.3. | Show curiosity about their surroundings (points, facial expressions, simple words). ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUPPORTING SKILLS | 8-21.AL-1.5. | Enjoy sensory experiences (splashing water, tasting, touching, and shaking objects). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 8-21.AL-2. | Children actively seek to understand the world around them in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-2.1. | Initiate activities that interest them and try to get others involved. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUPPORTING SKILLS | 8-21.AL-2.2. | Use toys and other objects to make things happen (kick a ball, push a button on a toy). ReadyRosie Baby Basketball Kick With Me |
| SUPPORTING SKILLS | 8-21.AL-2.3. | Move toward people and things that are new and/or interesting. ReadyRosie Build to Four Buried Treasure Can You Find Me? Check the Mail Take Along Toy Tube Chute Walk the Line |
| SUPPORTING SKILLS | 8-21.AL-2.4. | Seek information from adults by pointing or with a questioning look or sound. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 8-21.AL-3. | Children demonstrate initiative and effort in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-3.3. | Try to help with self-care (brushing hair) and activities (turning pages in a book you are reading together). ReadyRosie Look at the Book |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 8-21.AL-4. | children are engaged and maintain focus in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-4.2. | Focus on an interesting activity or interaction shared with adults for a short period of time. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 8-21.AL-5. | Children persist at challenging activities in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-5.1. | Keep trying to accomplish tasks that they are not initially able to do (put objects inside container, use spoon, put on hat). ReadyRosie Big, Little Helper Build to Four Buried Treasure Can You Find Me? Check the Mail Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute Walk the Line |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 8-21.AL-6. | Children are willing to try new and challenging experiences in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-6.1. | Try unfamiliar experiences and interact with new people with a familiar adult nearby. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SUPPORTING SKILLS | 8-21.AL-6.2. | Move away from a familiar adult to explore, but check in frequently. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SUPPORTING SKILLS | 8-21.AL-6.3. | Show interest in toys that offer a challenge and try to make them work. ReadyRosie Bear Bath Tea Party |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 8-21.AL-7. | Children use a variety of strategies to solve problems in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.AL-7.1. | Try one or two strategies to get what they want or solve a problem (try giving a peer an alternate toy to get a desired toy from him/her; try to put a ball in a box—if it will not fit, gets a bigger box). 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 |
| SUPPORTING SKILLS | 8-21.AL-7.2. | After unsuccessful attempt to solve a problem, ask for help from an adult (point, gesture, speak). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| SUPPORTING SKILLS | 8-21.AL-7.3. | Vary actions on purpose to solve a problem (bang then turn shape to fit in sorter; shake handle then pull ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| SUPPORTING SKILLS | 8-21.AL-7.4. | Use available resources to accomplish a goal or solve a problem (push a stool to a counter to reach for something). ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| GOAL/STRAND | SD.8-21.AL. | Approaches to Learning (AL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 8-21.AL-8. | Children engage in increasingly complex play. |
| SUPPORTING SKILLS | 8-21.AL-8.2. | Imitate adult actions with objects, first with real objects and then with objects that are used to represent another object (talk on phone, feed doll, use a chair as a pretend car). ReadyRosie Bear Bath |
| SUPPORTING SKILLS | 8-21.AL-8.4. | Offer toys and objects to others. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Developing a Positive Sense of Self | |
| STANDARD | 8-21.SED-1. | Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-1.1. | Begin to recognize some body parts by pointing when asked. ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| SUPPORTING SKILLS | 8-21.SED-1.3. | Express choices with gestures, signs, or words (select a toy they want). ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.SED-1.5. | Share what they have done with others and show them things they like. ReadyRosie Choosing Clothes Happy Birthday to You Point and Learn This or That This or That |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 8-21.SED-2. | Children form relationships and interact positively with familiar adults in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-2.1. | Show preference for and emotional connection with adults who take care of them on a regular basis (feel secure to explore and then “check in” with caregiver while playing, greet family member with big hug, seek out caregiver when upset or uncertain, exhibit anxiety when adult leaves). ReadyRosie How can I help my child with separation? |
| SUPPORTING SKILLS | 8-21.SED-2.2. | Offer toys and objects to familiar adults. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SUPPORTING SKILLS | 8-21.SED-2.3. | Use sounds and gestures to engage adults (initiate simple give-and-take interactions). ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 8-21.SED-3. | Children form relationships and interact positively with other children in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-3.2. | Enjoy playing alongside other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| SUPPORTING SKILLS | 8-21.SED-3.3. | Imitate actions of older siblings and playmates. ReadyRosie Bear Bath Kick With Me Little Hands, Big Plans Tea Party |
| SUPPORTING SKILLS | 8-21.SED-3.4. | Offer toys and objects to other children. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 8-21.SED-4. | Children demonstrate self-regulation, pro-social behaviors, and participate cooperatively as members of a group in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-4.2. | Begin to follow simple directions. (“Please get your shoes so we can go outside.”) ReadyRosie Choosing Clothes Talk and Play |
| SUPPORTING SKILLS | 8-21.SED-4.3. | Control impulses some of the time (look at forbidden object and say, “No, no,” allow adult to direct them to a different activity). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? Walk the Line |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 8-21.SED-5. | Children demonstrate an ability to identify and regulate their emotions in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-5.1. | Use body language, facial expression, simple words or signs to communicate needs and feelings (clap when happy, shout “Whee!” when excited). ReadyRosie Behavior is a form of communication Snack Time Speech |
| SUPPORTING SKILLS | 8-21.SED-5.2. | Separate from parent or main caregiver without being overcome by stress. ReadyRosie How can I help my child with separation? |
| SUPPORTING SKILLS | 8-21.SED-5.3. | Find comfort and calm down in a familiar setting or with a familiar person. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GOAL/STRAND | SD.8-21.SED. | Social and Emotional Domain (SED) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 8-21.SED-6. | Children recognize and respond to the needs and feelings of others in play and everyday tasks. |
| SUPPORTING SKILLS | 8-21.SED-6.2. | Look at familiar caregivers to see how the caregiver is feeling (look to see if the caregiver is upset after they spill a drink). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 8-21.CLL-1. | Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. |
| SUPPORTING SKILLS | 8-21.CLL-1.1. | Respond to gestures, facial expressions, and tone of voice, with words or simple sign language. ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.CLL-1.2. | Establish joint attention by repeated cycles of looking at an object, at their caregiver, then back at the object. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SUPPORTING SKILLS | 8-21.CLL-1.3. | Use sounds, actions, or simple words to initiate interaction and simple conversation with another person and make their needs known. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SUPPORTING SKILLS | 8-21.CLL-1.4. | Follow simple directions and visual cues. (“Pick out your favorite book and I’ll read it to you.”) ReadyRosie Choosing Clothes Talk and Play |
| SUPPORTING SKILLS | 8-21.CLL-1.5. | Respond to simple statements and questions about pictures, play, people, and things that are happening. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Swing Song Talk and Play Why should we tell family stories? |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 8-21.CLL-2. | Through their explorations, play, and social interactions, children speak clearly and use the grammar of their home language. |
| SUPPORTING SKILLS | 8-21.CLL-2.2. | Expect others to understand them and show frustration if not understood. ReadyRosie How should I handle temper tantrums? |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 8-21.CLL-3. | Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary. |
| SUPPORTING SKILLS | 8-21.CLL-3.1. | Show steady increase in words they use (name family members and familiar objects). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| SUPPORTING SKILLS | 8-21.CLL-3.2. | Use simple words to label people and objects and make requests (“doggy,” “more,” “all done”). ReadyRosie Big and Little Color Toys Find a Match Grocery Store I Spy Point and Learn Talk and Play |
| SUPPORTING SKILLS | 8-21.CLL-3.3. | Imitate familiar people, as well as repeating parts of songs and rhymes. ReadyRosie Bear Bath 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? |
| SUPPORTING SKILLS | 8-21.CLL-3.4. | Respond to simple spoken or signed words and phrases that they hear often. ReadyRosie Choosing Clothes Point and Learn Rhyme and Ride Snack Time Speech Swing Song Talk and Play |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 8-21.CLL-5. | Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media. |
| SUPPORTING SKILLS | 8-21.CLL-5.1. | Listen to and repeat parts of simple and repetitive books, stories, songs, and finger plays. 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 Look at the Book Move While you Sing Move to to the Music Reading Emotions Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? Why should we tell family stories? |
| SUPPORTING SKILLS | 8-21.CLL-5.2. | Make appropriate sounds when looking at pictures. (When looking at a duck says, “Quack, quack.” When looking at a car says, “Vrrrrooom.”) ReadyRosie Bear Bath Choosing Clothes Point and Learn Reading Emotions Rhyme and Ride Swing Song Talk and Play |
| SUPPORTING SKILLS | 8-21.CLL-5.3. | Looks at most pages as caregiver reads short book. ReadyRosie Look at the Book Reading Emotions Why should we tell family stories? |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 8-21.CLL-6. | Through their explorations, play and social interactions, children begin to recognize basic concepts of print and that they can get meaning from print. |
| SUPPORTING SKILLS | 8-21.CLL-6.2. | Turn pages (but not always in the right order); point to and label pictures in books. ReadyRosie Look at the Book Reading Emotions |
| SUPPORTING SKILLS | 8-21.CLL-6.3. | Show awareness of and identify some environmental print and logos (favorite cereal box, a sign for a familiar store). ReadyRosie Check the Mail |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 8-21.CLL-7. | Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness. |
| SUPPORTING SKILLS | 8-21.CLL-7.2. | Express interest and sing along, clap, or move with rhyming and rhythmic songs. ReadyRosie Clap and Swing Happy Birthday to You How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Itsy Bitsy Spider Motions Move While you Sing Move to to the Music Rhyme and Ride Swing Song Where is Thumbkin? Why should I sing to my baby? |
| GOAL/STRAND | SD.8-21.CLL. | Communication, Language and Literacy Domain (CLL) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 8-21.CLL-10. | Through their explorations, play, and social interactions, children grow in their understanding of letters and writing skills. |
| SUPPORTING SKILLS | 8-21.CLL-10.1. | Hold marker or crayon with the fist. ReadyRosie Color with Me |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 8-21.CD-1. | Through their explorations, play, and social interactions, children use their senses to discover and construct knowledge about the world around them. |
| SUPPORTING SKILLS | 8-21.CD-1.2. | Explore space with their bodies (fit self into large box, crawl under table, climb over objects). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| SUPPORTING SKILLS | 8-21.CD-1.3. | Link actions together in simple combinations (put cover on pot, put doll in crib and rock). ReadyRosie Bear Bath |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 8-21.CD-2. | Through their explorations, play, and social interactions, children recall information and apply it to new situations and problems. |
| SUPPORTING SKILLS | 8-21.CD-2.1. | Search in several places where an object has been hidden recently. ReadyRosie Baby Basketball |
| SUPPORTING SKILLS | 8-21.CD-2.3. | Perform routine events and use familiar objects in appropriate ways (carry clean diaper to changing table, talk on phone, “water” plants with pitcher). ReadyRosie Big, Little Helper How do I get my child to______? How should I handle temper tantrums? Reading Routines for Early Readers |
| SUPPORTING SKILLS | 8-21.CD-2.4. | Explore how things work and how to cause an effect by performing actions time after time, such as repeatedly pushing the button to make the character pop out of the toy. ReadyRosie Dump and Pick Up |
| SUPPORTING SKILLS | 8-21.CD-2.5. | Try a number of solutions to everyday challenges or problems until finding a strategy that works. May repeat a strategy even if it is not working. ReadyRosie Build to Four Buried Treasure Can You Find Me? Dump and Pick Up |
| SUPPORTING SKILLS | 8-21.CD-2.6. | Imitate behaviors they have seen in the past or in other places. ReadyRosie Bear Bath |
| SUPPORTING SKILLS | 8-21.CD-2.7. | Identify objects and people in pictures by pointing or looking. ReadyRosie Reading Emotions |
| SUPPORTING SKILLS | 8-21.CD-2.8. | Use simple pretend play actions (pretend to sleep and eat). ReadyRosie Bear Bath Tea Party |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 8-21.CD-3. | Through their explorations, play, and social interactions children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| SUPPORTING SKILLS | 8-21.CD-3.2. | Show awareness of another person’s actions and intentions by imitating actions or looking to adult to meet another’s need. ReadyRosie Bear Bath |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 8-21.CD-4. | Through their explorations, play, and social interactions, children count with understanding and use numbers to tell how many, describe order, and compare. |
| SUPPORTING SKILLS | 8-21.CD-4.1. | Use words or actions that show understanding of the concepts of “more” and “all” (ask for more food, stop asking for more blocks when told they have “all” of the blocks). ReadyRosie Build to Four Counting Counts Dump and Pick Up Little Hands, Big Plans |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 8-21.CD-5. | Through their explorations, play, and social interactions, children demonstrate concepts about position, as well as identify and describe simple geometric shapes. |
| SUPPORTING SKILLS | 8-21.CD-5.1. | Explore space with their bodies (fit self into large box, crawl under table, climb over low walls). ReadyRosie Flying with Mom Head, Shoulders, Knees and Toes Kick With Me Point and Learn Pop Go the Bubbles Walk the Line |
| SUPPORTING SKILLS | 8-21.CD-5.2. | Put basic shapes into a shape sorter using trial and error. ReadyRosie Big and Little Color Toys Find a Match |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 8-21.CD-6. | Through their explorations, play and social interactions, children compare, sort, group, organize, measure, and create simple patterns using concrete objects. |
| SUPPORTING SKILLS | 8-21.CD-6.2. | Show awareness of different categories during play (put balls in a box and dolls in a bed; give one friend all the cars and another friend all of the trucks when playing in the block area). ReadyRosie Big and Little Color Toys Find a Match |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 8-21.CD-7. | Through their explorations, play, and social interactions, children use mathematical thinking to ask questions and solve problems. |
| SUPPORTING SKILLS | 8-21.CD-7.1. | Begin to cluster objects that share physical similarities (i.e. balls grouped together and blocks grouped together). ReadyRosie Big and Little Color Toys Find a Match |
| SUPPORTING SKILLS | 8-21.CD-7.2. | Match relational parts, such as a teapot and its’ lid or a pan with a spoon to stir. ReadyRosie Big and Little Color Toys Find a Match |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 8-21.CD-8. | As a result of their explorations and participation in simple investigations through play, children observe, describe characteristics of, and demonstrate respect for living things, the environment, and the physical world. |
| SUPPORTING SKILLS | 8-21.CD-8.1. | Show curiosity in observing and exploring the natural world indoors and outdoors with focus, using all senses (notice and play with rocks brought in from a walk, smell flowers, catch falling snow, shuffle through leaves). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 8-21.CD-9. | As a result of their explorations and participation in simple investigations through play, children demonstrate their ability to use scientific inquiry by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| SUPPORTING SKILLS | 8-21.CD-9.1. | Use all senses to examine the environment carefully (reach out to touch rain, stop playing to watch shadows, gaze at moon). ReadyRosie Baby Basketball Flying with Mom Pop Go the Bubbles Take Along Toy Walk the Line |
| SUPPORTING SKILLS | 8-21.CD-9.2. | Manipulate objects to make things happen (kick a ball, push a button on a toy) and delight in repeating and seeing similar results. ReadyRosie Baby Basketball Kick With Me |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 8-21.CD-10. | Through their explorations, play, and social interactions children demonstrate an understanding of relationships, roles and what it means to be a participating member of their families and the diverse groups and communities they belong to. |
| SUPPORTING SKILLS | 8-21.CD-10.1. | Imitate routine actions of their caregivers (rock a baby doll, push a lawnmower, “read” a magazine). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 8-21.CD-10.2. | Know whom they can go to for help and emotional ‘refueling,’ (periodically seeking out primary caregiver before going back to play with peers). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 8-21.CD-10.3. | Bring toys to share with primary caregiver. ReadyRosie Choosing Clothes How can I make music part of our day? Move to to the Music This or That |
| SUPPORTING SKILLS | 8-21.CD-10.5. | Sit next to another child when playing with own toys. ReadyRosie Kick With Me Little Hands, Big Plans Tea Party |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 8-21.CD-12. | Children engage in a variety of creative activities for enjoyment and self-expression including play, visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 8-21.CD-12.2. | Use hats and clothes for dress-up make-believe. ReadyRosie Bear Bath Tea Party |
| SUPPORTING SKILLS | 8-21.CD-12.4. | Move to music in their own way (such as swaying to music with feet wide apart). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| GOAL/STRAND | SD.8-21.CD. | Cognitive Development Domain (CD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 8-21.CD-13. | Children demonstrate an appreciation for different forms of art including visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 8-21.CD-13.1. | Show interest or pleasure in response to images, objects, and music (say, “Aaah” and reach for a brightly colored picture, look at or reach toward fluttering leaves). ReadyRosie Reading Emotions |
| SUPPORTING SKILLS | 8-21.CD-13.2. | Participate in and explore all possible media (use finger paint, glue scraps of paper on another paper, dance to music). ReadyRosie I can't sing. How can I sing to my baby? Move While you Sing |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 8-21.HPD-1. | Children develop healthy eating habits. |
| SUPPORTING SKILLS | 8-21.HPD-1.1. | Try new foods. ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.HPD-1.3. | Communicate when hungry, thirsty, or has had enough. ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.HPD-1.4. | Eat enough to meet nutritional needs, although amount or type of food may vary over time (eat a lot at one meal and little at the next, show interest in many foods but no interest in others). ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.HPD-1.5. | Eat a variety of small pieces of age-appropriate table foods. ReadyRosie Snack Time Speech |
| SUPPORTING SKILLS | 8-21.HPD-1.6. | Distinguish between food and non-food items. ReadyRosie Snack Time Speech |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 8-21.HPD-2. | Children engage in active physical play indoors and outdoors. |
| SUPPORTING SKILLS | 8-21.HPD-2.3. | Engage in regular and sustained movement (push toys around play area, go up and down, slide over and over). ReadyRosie Baby Basketball |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 8-21.HPD-4. | Children engage in play and movement to develop the large muscle control and abilities needed to explore and move in their environment. |
| SUPPORTING SKILLS | 8-21.HPD-4.2. | Coordinate arm and leg movements to explore, climb, push, pull, and achieve goals (push a stroller, use riding toys, crawl up steps). ReadyRosie Baby Basketball |
| SUPPORTING SKILLS | 8-21.HPD-4.3. | Move through the world with increasing independence (crawl, cruise, walk, run, use therapeutic walker). ReadyRosie Kick With Me Move While you Sing Pop Go the Bubbles Take Along Toy Walk the Line |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 8-21.HPD-5. | Children engage in play and experiences to develop muscle control and hand-eye coordination to manipulate objects and work with tools. |
| SUPPORTING SKILLS | 8-21.HPD-5.1. | Use hands and eyes together for more complex actions (put together and take apart toys, feed themselves finger foods, fill containers). ReadyRosie Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Little Hands, Big Plans Take Along Toy Tube Chute |
| SUPPORTING SKILLS | 8-21.HPD-5.2. | Use hands to explore and manipulate objects (pick up and examine, stack two or three large blocks, pick up or roll a ball, and turn pages in board books). ReadyRosie Baby Basketball Big, Little Helper Clap and Swing Color with Me Dump and Pick Up Kick With Me Little Hands, Big Plans Look at the Book Take Along Toy Tube Chute |
| SUPPORTING SKILLS | 8-21.HPD-5.3. | Use simple tools (spoon for feeding hammer with pegs, crayon for scribbling). ReadyRosie Color with Me |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 8-21.HPD-6. | Children develop personal hygiene and self-care skills. |
| SUPPORTING SKILLS | 8-21.HPD-6.1. | Cooperate and help with care routines and cleanup (mouth-care, hand-washing, diapering, dressing, bathing). ReadyRosie Brush, Baby, Brush |
| GOAL/STRAND | SD.8-21.HPD. | Health and Physical Development Domain (HPD) (Younger Toddlers - 8-21 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 8-21.HPD-7. | Children use safe behaviors and personal safety practices with support from adults. |
| SUPPORTING SKILLS | 8-21.HPD-7.1. | Watch for adult reactions to unfamiliar things or situations that might be dangerous. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 8-21.HPD-7.3. | Respond to simple warnings that prevent harm. (“Stop!” “Hot!” “Wait!”) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? |
| South Dakota Content Standards |
| Early Childhood Education |
| Grade: Ages 25 to 36 months - Adopted: 2017 |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 18-36.AL-1. | Children demonstrate curiosity and eagerness and express interest in the world around them. |
| SUPPORTING SKILLS | 18-36.AL-1.1. | Share objects of interest or discoveries with a trusted person. ReadyRosie How can I make music part of our day? |
| SUPPORTING SKILLS | 18-36.AL-1.2. | Discover things that interest and amaze them and seek to share them with others. ReadyRosie Counting Collection Fast, Slow How can I make music part of our day? I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-1.4. | Watch what others are doing and often try to participate. ReadyRosie Catch! Ring Around the Rosie |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Curiosity, Information-Seeking, and Eagerness | |
| STANDARD | 18-36.AL-2. | Children actively seek to understand the world around them in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-2.1. | Seek more information about people and their surroundings (study and gaze at an object carefully, become absorbed in figuring out something in their environment). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-2.2. | Use their whole body to learn (get mud or paint on themselves from head to toe, climb into a big, empty box). ReadyRosie Bear Hunt |
| SUPPORTING SKILLS | 18-36.AL-2.3. | Communicate what they want to do or know using gestures, facial expressions, or simple questions. (“What dat?”) ReadyRosie Nature Walk and Talk What Do We Do? |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 18-36.AL-3. | Children demonstrate initiative and effort in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-3.1. | Select and carry out activities (choose to set the table; gather play dishes and food, and then feed the dolls). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUPPORTING SKILLS | 18-36.AL-3.2. | Show increasing interest in performing tasks independently (put on jacket, try to zip or button). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls T-Shirt Talk What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-3.3. | Increase self-help skills (putting on clothes, feeding self, using a tissue). ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 18-36.AL-4. | children are engaged and maintain focus in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-4.2. | Continue to work on interesting activities while other things are going on around them. ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Initiative, Effort, Engagement, and Persistence | |
| STANDARD | 18-36.AL-5. | Children persist at challenging activities in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-5.1. | Keep working on an activity even after setbacks (block structure collapses, puzzle piece does not fit). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 18-36.AL-6. | Children are willing to try new and challenging experiences in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-6.1. | Explore freely without a familiar adult nearby. ReadyRosie Nature Walk and Talk What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-6.2. | Try out new skills in a familiar environment (learn to climb steps and then try to climb ladder to the slide). ReadyRosie Bear Hunt Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-6.3. | Approach a challenge with confidence (try to lift a heavy object, work on a difficult puzzle). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| SUPPORTING SKILLS | 18-36.AL-6.4. | Want to do things their own way. (push an adult’s hand away if the person is trying to help). ReadyRosie Counting Collection Fast, Slow I Can Do It All By Myself Nature Walk and Talk Nesting Bowls What Do We Do? |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Risk-Taking, Problem-Solving, Flexibility, and Resiliency | |
| STANDARD | 18-36.AL-7. | Children use a variety of strategies to solve problems in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-7.1. | Try a variety of strategies to get what they want or solve a problem, often by trial and error. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUPPORTING SKILLS | 18-36.AL-7.2. | Recognize problems and make adjustments to actions to correct mistakes. 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? |
| SUPPORTING SKILLS | 18-36.AL-7.3. | Use language to obtain help to solve a problem. (“My trike won’t go.”) ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUPPORTING SKILLS | 18-36.AL-7.4. | Use materials in new ways to explore and solve problems (bring a big spoon to the sand table when all of the shovels are in use; pile blocks on a towel and drag them across the floor when there are too many to carry). 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? |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 18-36.AL-8. | Children engage in increasingly complex play. |
| SUPPORTING SKILLS | 18-36.AL-8.1. | Try to involve other children in play (give a peer a ball). ReadyRosie Catch! Ring Around the Rosie |
| SUPPORTING SKILLS | 18-36.AL-8.2. | Make believe, pretend, and act out familiar life scenes, sometimes using objects to represent something else (a shoe becomes a phone). ReadyRosie Banana Phonana Drum Patterns Recycled Play Tips for helping your child love reading Toy Car Wash Vroom! Vroom! |
| SUPPORTING SKILLS | 18-36.AL-8.3. | Play with others with a common purpose (play a chase game). ReadyRosie Catch! Ring Around the Rosie |
| SUPPORTING SKILLS | 18-36.AL-8.4. | Communicate about what is happening during pretend play (“He eating,” point to a picture on a communication board when feeding a toy baby with a spoon; “Now go work,” after putting on shoes and vest). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| GOAL/STRAND | SD.18-36.AL. | Approaches to Learning (AL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Play and Imagination | |
| STANDARD | 18-36.AL-9. | Children demonstrate creativity, imagination, and inventiveness in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.AL-9.1. | Broaden their use of art and construction materials and toys in new and unexpected ways (use a tambourine as a hat, cut play dough with scissors). ReadyRosie Copy Me Secret Message Tips for helping your child love reading |
| SUPPORTING SKILLS | 18-36.AL-9.2. | Pretend to be somebody or something other than themselves (pretend to be an animal or another family member). ReadyRosie Banana Phonana Drum Patterns Recycled Play Toy Car Wash Vroom! Vroom! |
| SUPPORTING SKILLS | 18-36.AL-9.3. | Pretend one object is really something different (use Legos as food while stirring a pot). ReadyRosie Tips for helping your child love reading |
| GOAL/STRAND | SD.18-36.SED. | Social and Emotional Domain (SED) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Developing a Positive Sense of Self | |
| STANDARD | 18-36.SED-1. | Children demonstrate a positive sense of themselves as unique and capable individuals in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.SED-1.2. | Identify themselves by name or a personal pronoun (I, me). ReadyRosie I Am Unique I Can Do It All By Myself Tell Me About It! Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 18-36.SED-1.4. | Use simple terms to describe their physical characteristics and what they can do. ReadyRosie Bear Hunt |
| SUPPORTING SKILLS | 18-36.SED-1.6. | Explore things that interest them in their environment. ReadyRosie Nature Walk and Talk What Do We Do? |
| GOAL/STRAND | SD.18-36.SED. | Social and Emotional Domain (SED) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 18-36.SED-2. | Children form relationships and interact positively with familiar adults in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.SED-2.1. | Form close relationships with their primary caregivers and other familiar adults. ReadyRosie Tell Me About It! |
| SUPPORTING SKILLS | 18-36.SED-2.2. | Seek help from trusted adults when upset (when fearful or having difficulty with something). ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| SUPPORTING SKILLS | 18-36.SED-2.3. | Feel more secure and calm more quickly, when primary caregiver is with them. ReadyRosie Behavior is a form of communication Tips for bonding with your baby You are your child's first teacher |
| GOAL/STRAND | SD.18-36.SED. | Social and Emotional Domain (SED) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Developing Relationships | |
| STANDARD | 18-36.SED-3. | Children form relationships and interact positively with other children in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.SED-3.1. | Show positive emotion and turn taking, with guidance and support, when playing with familiar playmates. ReadyRosie Catch! Ring Around the Rosie |
| SUPPORTING SKILLS | 18-36.SED-3.3. | Remember and use names of familiar playmates. ReadyRosie Tips for storytelling: Story ideas |
| SUPPORTING SKILLS | 18-36.SED-3.4. | Use appropriate words to influence playmates’ behavior. (“Play with me.” “Please stop.”) ReadyRosie Catch! Ring Around the Rosie |
| SUPPORTING SKILLS | 18-36.SED-3.5. | Participate in play with other children. ReadyRosie Catch! Ring Around the Rosie |
| GOAL/STRAND | SD.18-36.SED. | Social and Emotional Domain (SED) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 18-36.SED-4. | Children demonstrate self-regulation, pro-social behaviors, and participate cooperatively as members of a group in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.SED-4.1. | Demonstrate pro-social behaviors, participate in routines, and transition from one activity to the next with adult guidance and support (need adult reminders to self-regulate and return toy they have taken from another child). ReadyRosie How can I get my child to listen to me? How do I get my child to______? How should I handle temper tantrums? Is my child overscheduled? |
| SUPPORTING SKILLS | 18-36.SED-4.3. | Accept limits of the environment and redirection (accepts “no” and moves onto another activity without getting overly upset). ReadyRosie Nesting Bowls |
| SUPPORTING SKILLS | 18-36.SED-4.4. | Evaluate their own and others’ actions as right or wrong (pointing out that another child is climbing on the table). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| GOAL/STRAND | SD.18-36.SED. | Social and Emotional Domain (SED) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Self-Regulation and Pro-Social Behaviors | |
| STANDARD | 18-36.SED-5. | Children demonstrate an ability to identify and regulate their emotions in play and everyday tasks. |
| SUPPORTING SKILLS | 18-36.SED-5.1. | Frequently use simple words or signs to communicate needs and feelings. ReadyRosie Behavior is a form of communication Tempted to Talk |
| SUPPORTING SKILLS | 18-36.SED-5.2. | Manage emotions and control impulses with guidance and support. (Instead of hitting says, “I don’t like that!” Waits by door instead of running ahead when excited to go out.) ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| SUPPORTING SKILLS | 18-36.SED-5.3. | Display emotional outbursts less often. ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |
| SUPPORTING SKILLS | 18-36.SED-5.4. | Use physical ways of expressing themselves when their feelings are intense (jumping up and down when excited). ReadyRosie Bear Hunt Get Moving |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 18-36.CLL-1. | Through their explorations, play, and social interactions, children successfully communicate for multiple purposes. |
| SUPPORTING SKILLS | 18-36.CLL-1.1. | Respond when others initiate conversation, as well as to their gestures, facial expressions, and tone of voice using a larger variety of words or signs. ReadyRosie Stuck on You Tell Me About It! |
| SUPPORTING SKILLS | 18-36.CLL-1.2. | Engage in short back and forth conversations with adults and peers. ReadyRosie Stuck on You Tell Me About It! |
| SUPPORTING SKILLS | 18-36.CLL-1.3. | Ask questions or use verbal or nonverbal cues to initiate communication with another to make their needs known. ReadyRosie Nature Walk and Talk What Do We Do? |
| SUPPORTING SKILLS | 18-36.CLL-1.5. | Answer and ask simple questions. (When asked, “What were you playing with?” Responds, “My blue truck.”) ReadyRosie Nature Walk and Talk T-Shirt Talk What Do We Do? Why should we tell family stories? |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Communicating and Oral Language Development | |
| STANDARD | 18-36.CLL-3. | Through their explorations, play, and social interactions, children understand and use an ever-expanding vocabulary. |
| SUPPORTING SKILLS | 18-36.CLL-3.1. | Use new words each day and have a word for almost all familiar people, objects, actions, conditions, and concepts (Gramma, chilly, big, little, in, out). ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| SUPPORTING SKILLS | 18-36.CLL-3.2. | Talk to themselves and others about what they are doing, and events of the day. ReadyRosie Book Walk Stuck on You |
| SUPPORTING SKILLS | 18-36.CLL-3.3. | Participate in or repeat familiar songs, chants, 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? |
| SUPPORTING SKILLS | 18-36.CLL-3.4. | Use words, actions, or signs to communicate during dramatic play to act out familiar scenes and events, and imitate familiar people. ReadyRosie Banana Phonana |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 18-36.CLL-5. | Through their explorations, play, and social interactions, children comprehend, use, and begin to reflect on and analyze information in books and other media. |
| SUPPORTING SKILLS | 18-36.CLL-5.2. | Pretend to read familiar books from memory; repeat familiar phrases while looking at a book. ReadyRosie Book Chats Book Walk Magazine Picture Walk Stop and Go Tips for helping your child love reading |
| SUPPORTING SKILLS | 18-36.CLL-5.3. | With support, share personal experiences that relates to events described in familiar books. ReadyRosie Bring Me the Book |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Foundations for Reading | |
| STANDARD | 18-36.CLL-7. | Through their explorations, play, and social interactions, children listen, identify, and respond to sounds, and develop phonological awareness. |
| SUPPORTING SKILLS | 18-36.CLL-7.1. | Play with the sounds of language with another person (name and rhyming games, imitating rhyming words). ReadyRosie Ring Around the Rosie |
| SUPPORTING SKILLS | 18-36.CLL-7.2. | Participate in experiences using rhythmic patterns in poems and songs using words, clapping, marching, and/or using instruments. ReadyRosie I can't sing. How can I sing to my baby? Ring Around the Rosie |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 18-36.CLL-9. | Through their explorations, play, and social interactions, children use writing and drawing as means of communication. |
| SUPPORTING SKILLS | 18-36.CLL-9.1. | Pretend to write in ways that mimic adult writing (scribble on paper while sitting with caregiver who is writing, hold phone to ear and make marks with pencil). ReadyRosie Banana Phonana Copy Me Paint your Name Secret Message |
| GOAL/STRAND | SD.18-36.CLL. | Communication, Language and Literacy Domain (CLL) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Foundations for Writing | |
| STANDARD | 18-36.CLL-10. | Through their explorations, play, and social interactions, children grow in their understanding of letters and writing skills. |
| SUPPORTING SKILLS | 18-36.CLL-10.1. | Explore a variety of tools that can be used for writing and transition from holding a crayon or marker in their fist to holding it between thumb and forefinger. ReadyRosie Copy Me Secret Message |
| SUPPORTING SKILLS | 18-36.CLL-10.2. | Scribble and/or imitate an adult’s marks with markers, crayons, paints, etc. ReadyRosie Copy Me Paint your Name Secret Message |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 18-36.CD-1. | Through their explorations, play, and social interactions, children use their senses to discover and construct knowledge about the world around them. |
| SUPPORTING SKILLS | 18-36.CD-1.4. | Share simple concepts they have discovered with their senses through play (imitate something they have seen an adult do, show they understand how to sort by sorting toys as they are playing). ReadyRosie Banana Phonana Fast, Slow Nature Walk and Talk Playdough Lengths Toy Sort |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 18-36.CD-2. | Through their explorations, play, and social interactions, children recall information and apply it to new situations and problems. |
| SUPPORTING SKILLS | 18-36.CD-2.2. | Show they remember people, objects, and events (tell about them, act them out, point out similar happenings). ReadyRosie Banana Phonana Book Walk Stuck on You |
| SUPPORTING SKILLS | 18-36.CD-2.3. | Show they remember the order in which familiar events happen (finish a phrase in a story or song, get ready to go outdoors after snack). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 18-36.CD-2.4. | Try multiple times to cause an effect or solve challenging problems, combining actions and behaviors used before. (ask another child to help remove a lid with them after trying unsuccessfully themselves). ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUPPORTING SKILLS | 18-36.CD-2.5. | Repeat simple problem solving strategies to find solutions to everyday problems. ReadyRosie Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| SUPPORTING SKILLS | 18-36.CD-2.6. | Choose objects to represent something else with similar features during play (block for cell phone, large sheet for tent). ReadyRosie Tips for helping your child love reading |
| SUPPORTING SKILLS | 18-36.CD-2.7. | Perform more complex action after watching an adult (activate sound from toy, open a latch). ReadyRosie Banana Phonana Drum Patterns Fast, Slow Hooray Parfait Nesting Bowls Playdough Lengths Stop and Go What Do We Do? Which Lid? |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Construction of Knowledge: Thinking and Reasoning | |
| STANDARD | 18-36.CD-3. | Through their explorations, play, and social interactions children demonstrate the ability to think about their own thinking: reasoning, taking perspectives, and making decisions. |
| SUPPORTING SKILLS | 18-36.CD-3.2. | Observe and imitate adult actions and adjusts interactions based on those observations (after seeing adult set table, put napkins on table). ReadyRosie Banana Phonana |
| SUPPORTING SKILLS | 18-36.CD-3.3. | Use words like “think,” “remember,” and “pretend.” ReadyRosie Magazine Picture Walk Stuck on You Toy Sort |
| SUPPORTING SKILLS | 18-36.CD-3.4. | Talk about what they and other people want or like. ReadyRosie I Am Unique Tell Me About It! |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 18-36.CD-4. | Through their explorations, play, and social interactions, children count with understanding and use numbers to tell how many, describe order, and compare. |
| SUPPORTING SKILLS | 18-36.CD-4.2. | Count to 5 with the support of an adult. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| SUPPORTING SKILLS | 18-36.CD-4.3. | Understand the meaning of “one.” ReadyRosie Blast Off Counting Collection Get Moving Snack Count |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 18-36.CD-5. | Through their explorations, play, and social interactions, children demonstrate concepts about position, as well as identify and describe simple geometric shapes. |
| SUPPORTING SKILLS | 18-36.CD-5.2. | Name or match a few shapes. ReadyRosie Copy Me |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 18-36.CD-6. | Through their explorations, play and social interactions, children compare, sort, group, organize, measure, and create simple patterns using concrete objects. |
| SUPPORTING SKILLS | 18-36.CD-6.2. | Group objects into categories (cars with cars, plates separated from cups). ReadyRosie Nature Walk and Talk Toy Sort |
| SUPPORTING SKILLS | 18-36.CD-6.3. | Recognize objects that are different but go together (such as shovel and pail or cup and plate). ReadyRosie Nature Walk and Talk Toy Sort |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Mathematical Thinking and Expression | |
| STANDARD | 18-36.CD-7. | Through their explorations, play, and social interactions, children use mathematical thinking to ask questions and solve problems. |
| SUPPORTING SKILLS | 18-36.CD-7.1. | Use observation and emerging counting skills (1, 2, 3) during play and other daily activities. ReadyRosie Blast Off Magazine Problem Solving One, Two, Moo Packing our Lunch Snack Count |
| SUPPORTING SKILLS | 18-36.CD-7.2. | Match objects by shape, color, or size. ReadyRosie Copy Me Toy Sort |
| SUPPORTING SKILLS | 18-36.CD-7.3. | Match object to picture of object. ReadyRosie Nature Walk and Talk Toy Sort |
| SUPPORTING SKILLS | 18-36.CD-7.4. | Match objects that have the same function (a brush and a comb or a bowl and a plate). ReadyRosie Nature Walk and Talk Toy Sort |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 18-36.CD-8. | As a result of their explorations and participation in simple investigations through play, children observe, describe characteristics of, and demonstrate respect for living things, the environment, and the physical world. |
| SUPPORTING SKILLS | 18-36.CD-8.7. | Observe and choose simple clothing for weather (mittens and boots when snowy). ReadyRosie T-Shirt Talk |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Scientific Exploration and Knowledge | |
| STANDARD | 18-36.CD-9. | As a result of their explorations and participation in simple investigations through play, children demonstrate their ability to use scientific inquiry by observing, manipulating objects, asking questions, making predictions, and developing generalizations. |
| SUPPORTING SKILLS | 18-36.CD-9.1. | Make simple scribbles, sounds, or movements to describe what they are seeing and experiencing. ReadyRosie Copy Me Paint your Name Secret Message |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 18-36.CD-10. | Through their explorations, play, and social interactions children demonstrate an understanding of relationships, roles and what it means to be a participating member of their families and the diverse groups and communities they belong to. |
| SUPPORTING SKILLS | 18-36.CD-10.2. | Use play to show what they know about relationships and roles in families and other familiar contexts. ReadyRosie Banana Phonana |
| SUPPORTING SKILLS | 18-36.CD-10.4. | Help with daily routines (put napkins out for lunch). ReadyRosie How do I get my child to______? How should I handle temper tantrums? |
| SUPPORTING SKILLS | 18-36.CD-10.5. | Seek out familiar playmates to sit next to when playing. ReadyRosie Catch! Ring Around the Rosie |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Social Studies, Family, and Community Connections | |
| STANDARD | 18-36.CD-11. | Through their explorations, play, and social interactions children identify and demonstrate appreciation of similarities and differences between themselves and others. |
| SUPPORTING SKILLS | 18-36.CD-11.1. | Describe people who are similar and different based on characteristics such as age, gender, and other physical characteristics. ReadyRosie How can I communicate with my baby? Why should we tell family stories? |
| SUPPORTING SKILLS | 18-36.CD-11.2. | Show awareness of similarities and differences among people and families by taking on different roles during play. ReadyRosie Banana Phonana How can I communicate with my baby? Why should we tell family stories? |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 18-36.CD-12. | Children engage in a variety of creative activities for enjoyment and self-expression including play, visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 18-36.CD-12.1. | Experiment and create 2D and 3D art with clay, crayons, markers, paint, and collage materials. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading Torn Paper Art |
| SUPPORTING SKILLS | 18-36.CD-12.2. | Create representations of familiar objects and scenes using play materials, language, scribbles and other actions. ReadyRosie Copy Me Recycled Play Tips for helping your child love reading |
| SUPPORTING SKILLS | 18-36.CD-12.3. | Make up simple nonsense songs, sign, chant, and move to music (twirl around and fall down, “march” by lifting knees high). 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? |
| SUPPORTING SKILLS | 18-36.CD-12.4. | Talk or sing to themselves for comfort or enjoyment and express ideas and feelings through music and movement. ReadyRosie How can I communicate with my baby? How can I make music part of our day? I can't sing. How can I sing to my baby? Ring Around the Rosie Why should I sing to my baby? |
| GOAL/STRAND | SD.18-36.CD. | Cognitive Development Domain (CD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Creative Arts and Expression | |
| STANDARD | 18-36.CD-13. | Children demonstrate an appreciation for different forms of art including visual arts, music, expressive movement, and drama. |
| SUPPORTING SKILLS | 18-36.CD-13.2. | Participate in and use simple words to describe art, music, movement, drama, or other aesthetic experiences (talk about colors in a painting). ReadyRosie Banana Phonana Book Walk Stuck on You Toy Sort |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 18-36.HPD-1. | Children develop healthy eating habits. |
| SUPPORTING SKILLS | 18-36.HPD-1.1. | Occasionally able to make nutritious choices with support. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| SUPPORTING SKILLS | 18-36.HPD-1.3. | Accept or refuse food depending on their appetite and personal preference (make food choices at a meal, leave unwanted food on plate, ask for seconds of favorite food). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| SUPPORTING SKILLS | 18-36.HPD-1.4. | Notice and talk about food preferences, textures, temperatures, and tastes (crunchy crackers, warm soup, sweet apples). ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 18-36.HPD-2. | Children engage in active physical play indoors and outdoors. |
| SUPPORTING SKILLS | 18-36.HPD-2.1. | Show satisfaction with new active skills and strengths (ask others to watch them. “I’m big and strong!”) ReadyRosie Bear Hunt Get Moving |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Physical Health and Growth | |
| STANDARD | 18-36.HPD-3. | Children develop healthy sleeping habits. |
| SUPPORTING SKILLS | 18-36.HPD-3.2. | With guidance, participate in sleep routines (wash hands after lunch, get comfort item, listen to calming songs and/or stories, lie down on bed or mat). ReadyRosie Why should we tell family stories? |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 18-36.HPD-4. | Children engage in play and movement to develop the large muscle control and abilities needed to explore and move in their environment. |
| SUPPORTING SKILLS | 18-36.HPD-4.1. | Coordinate movements for a purpose (kick, jump, step, pedal, push away). ReadyRosie Bear Hunt Get Moving Ring Around the Rosie Stop and Go |
| SUPPORTING SKILLS | 18-36.HPD-4.2. | Move through the world with a variety of movements and with increasing independence and control (run, jump, pedal). ReadyRosie Bear Hunt Get Moving |
| SUPPORTING SKILLS | 18-36.HPD-4.3. | Use familiar objects that encourage large motor movements (riding toys, crawl tubes, large ball in basket, slide). ReadyRosie Catch! |
| SUPPORTING SKILLS | 18-36.HPD-4.4. | Perform actions smoothly with balance, strength, coordination (dance, bend over to pick up a toy, reach up high on a shelf, walk up and down steps). ReadyRosie Bear Hunt Get Moving I can't sing. How can I sing to my baby? Ring Around the Rosie Stop and Go |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Motor Development | |
| STANDARD | 18-36.HPD-5. | Children engage in play and experiences to develop muscle control and hand-eye coordination to manipulate objects and work with tools. |
| SUPPORTING SKILLS | 18-36.HPD-5.1. | Use hands and eyes together with a moderate degree of control (complete puzzles, thread beads with large holes, use shape sorters, put on mittens, painting at easel). ReadyRosie Drum Patterns Nature Walk and Talk T-Shirt Talk Torn Paper Art Toy Car Wash Toy Sort |
| SUPPORTING SKILLS | 18-36.HPD-5.2. | Plan and use more complex refined hand movements (stack a few small blocks, draw, look for a favorite page in a book, practice self-care routines). ReadyRosie Copy Me Drum Patterns I Can Do It All By Myself Recycled Play Torn Paper Art Toy Car Wash |
| SUPPORTING SKILLS | 18-36.HPD-5.3. | Use tools that require finger and hand control (large paintbrush, measuring cups, switches, shovel, rolling pin). ReadyRosie Copy Me Drum Patterns Secret Message Torn Paper Art Toy Car Wash |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 18-36.HPD-6. | Children develop personal hygiene and self-care skills. |
| SUPPORTING SKILLS | 18-36.HPD-6.1. | Initiate self-care routines and complete with guidance (put on some clothes, undress, throw away paper towel, begin to show interest in toileting). ReadyRosie I Can Do It All By Myself T-Shirt Talk |
| SUPPORTING SKILLS | 18-36.HPD-6.2. | Help with snack routines. ReadyRosie Hooray Parfait Little Chef Packing our Lunch |
| GOAL/STRAND | SD.18-36.HPD. | Health and Physical Development Domain (HPD) (Older Toddlers - 18-36 months) |
| INDICATOR/BENCHMARK | Self-care, Safety, and Well Being | |
| STANDARD | 18-36.HPD-7. | Children use safe behaviors and personal safety practices with support from adults. |
| SUPPORTING SKILLS | 18-36.HPD-7.2. | Increase self-control over their impulses (remind self not to touch something; wait for adult vs. running ahead). ReadyRosie How can I get my child to listen to me? How should I handle temper tantrums? Is my child overscheduled? |