Early Learning Guidelines A child development resource for educators of children birth through eight PDF Ver en español

Across all five domains

Infants

Stage Infants Toddlers Preschool Early elementary

Age 0–9 months 8–16 months 15–24 months 24–36 months 3-year-olds 4-year-olds 5-year-olds 6-year-olds 7-year-olds 8-year-olds

Domain All domains I. Approaches to Learning II. Physical Well-Being, Health and Motor Development III. Social and Emotional Development IV. Communication, Language, and Literacy V. Cognitive Development

Show Both What educators might observe Ways educators might support the child's development

Approaches to Learning

Curiosity and Interest

Child approaches the world with curiosity and develops knowledge about specific topics.

0–9 months – See this age across all domains Infants

What educators might observe

Will gaze at something that has caught their attention (e.g., a fan, pinwheel, or a mobile)
Changes behavior when interested in an object, person, or experience (e.g., by becoming quieter or louder, or by changing facial expressions)
Explores educator’s face, hands, or clothing while feeding, by staring and reaching out to touch their features
Explores the way objects, such as leaves or applesauce, feel
Finds objects and puts them in their mouth
Looks at themselves in the mirror and tries reaching their own reflection

8–16 months – See this age across all domains Infants

What educators might observe

Feels, bangs, gets in, sits on, and throws objects to find out more about them
Crawls, cruises, climbs or walks toward objects of interest (e.g., attempts to reach objects that are high up)
Repeats experiences to develop their understanding (e.g., learns to crawl up stairs, and subsequently crawls up every set of stairs they find)

Initiative

Child pursues their own goals.

0–9 months – See this age across all domains Infants

What educators might observe

Actively explores the environment with their senses
Engages familiar adults in interactions (smiling, approaching, gesturing)
Rolls or crawls closer to touch an object
Reaches for something of interest, such as a caregiver’s glasses or a toy
Tries to hold bottle and feed self

8–16 months – See this age across all domains Infants

What educators might observe

Moves toward object or person they are interested in
Wants to participate in selfcare routines (e.g., wants to hold their own toothbrush)
Crawls or toddles to an educator with a book they have selected
Holds objects up or out to educator that they are curious about

Persistence and Attentiveness

Child focuses on tasks and perseveres in accomplishing them.

0–9 months – See this age across all domains Infants

What educators might observe

Repeatedly shakes rattle to produce noise
Holds the attention of their caregiver (e.g., smiles, babbles, sustains eye-contact, cries)

8–16 months – See this age across all domains Infants

What educators might observe

Is deeply focused on mastering a new skill for days at a time (e.g., works to get onto all fours and then rocks when learning to crawl)
Focuses on the same thing as the caregiver (e.g., watches the caregiver’s hands and looks at their face as they turn the pages of a book)
Puts blocks in a bucket and then dumps them out and does it again

Creativity and Inventiveness

Child uses their imagination to create and invent.

0–9 months – See this age across all domains Infants

What educators might observe

Imitates expressions on caregiver’s face
Shakes, mouths, and drops objects

8–16 months – See this age across all domains Infants

What educators might observe

Imitates unusual uses for objects (e.g, places pot on head as a hat)
Tries out ways to use objects that they have observed in other places (e.g., bangs on a surface after watching drumming at a cultural event)

Physical Well-Being, Health and Motor Development

Large Motor Skills

Child uses and coordinates their large muscle groups.

0–9 months – See this age across all domains Infants

What educators might observe

Holds head upright and in middle of body when carried
Brings hands together while lying on their back
Lies on their back and holds onto their feet
Rolls from back to front
Rolls from front to back
Sits unsupported and reaches for objects
Moves from sitting to hands and knees
Rocks back and forth on their hands and knees
Pulls body forward while on stomach (commando crawl)

8–16 months – See this age across all domains Infants

What educators might observe

Moves between lying down, sitting, and balancing on hands and knees
Crawls
Pulls to a standing position
Sits back down and moves to crawling after sitting down
Pulls to standing, and uses one hand to manipulate toys
Cruises (walks holding on to furniture)
Adjusts body position when moving up or down slopes or along different surfaces
Crawls up the stairs
Starts to walk around tables with support
Pushes a doll stroller or other wheeled object while walking
Walks without support
May walk a bit and then suddenly sit down
Stops walking, squats, and stands back up
Throws a ball

Small Motor Skills

Child controls the small muscles in their hands and wrists.

0–9 months – See this age across all domains Infants

What educators might observe

Discovers fingers and toes
Holds feet in hands or put hands in mouth
Opens and closes hands
Grips caregiver’s finger or similar object
Coordinates hands and eyes when reaching for and holding a toy, such as a rattle
Reaches out and pushes ball
Picks up an object, such as a rattle , turns it over, and drops it
Grasps objects in each hand and bangs them together

8–16 months – See this age across all domains Infants

What educators might observe

Uses forefinger and thumb to pick up smaller objects like cereal or pasta
Picks up small blocks and drops them into a container
Practices placing objects on top of one another, such as blocks or stacking cups
Grasps the string of a pulltoy
Makes holes with one finger in play dough
Points, with index finger extended and other fingers in a fist

Sensory Integration

The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive and respond to the world around them.

0–9 months – See this age across all domains Infants

What educators might observe

Has a range of vision that is several feet by the age of four months
Calms while being held as educator dances, sways, or rocks
Tracks objects by moving both eyes together; makes eye contact with educator
See objects at a distance by seven months
Uses eyes, hands, feet, and mouth together to explore the environment (e.g., picks up an object, looks at it, then mouths it and looks at it again)
Hears door closing and looks to see who is coming
Falls asleep when moving (e.g., in sling, stroller, or car)

8–16 months – See this age across all domains Infants

What educators might observe

Nuzzles their face into a freshly washed blanket to smell it
Moves their body to the rhythm of music
When a new food is introduced, makes a face and might spit it out
Feels objects in the environment (e.g., mashes and mixes the food on their high chair tray or, when walking, stops to pat a puddle)
Jiggles (e.g., sits on an educator’s knee and bounces up and down or pulls themselves to stand and bounces on their own knees)

Self-Care

Child cares for their physical well-being.

0–9 months – See this age across all domains Infants

What educators might observe

Roots to find nipple
Indicates to their family member or caregiver when they want to nurse or eat by using crying, sounds, and gestures
Indicates when they are done by turning away from the nipple or bottle
Raises legs during diaper changing
Responds to educator’s language during caregiving activities by making eye contact and smiling
Assists educator in holding their bottle
Reaches for family member or educator when wanting to be hugged or held

8–16 months – See this age across all domains Infants

What educators might observe

Has a sound or gesture that they use to indicate that they want to nurse or eat (e.g., “Num num”)
Tries new foods according to the cultural expectations of their family and community
For breast-feeding babies, crawls or walks to mother and climbs into lap to nurse when desired
Feels and mouths object to distinguish between food and non-food items
Feeds self-with fingers
Removes loose clothing (e.g., socks, hats, or mittens)

Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and demonstrated through respectful, caring, and loving relationships with families, educators, and other children.

0–9 months – See this age across all domains Infants

What educators might observe

Explores body parts, including their genitals
Prefers to be unclothed
Looks at body parts on self, others, and in mirror
Responds positively to healthy touch from loving adults (e.g., is soothed by massage)
Communicates bodily discomfort (e.g., cries during tummy time or gives strong signal that a different position is preferred)

8–16 months – See this age across all domains Infants

What educators might observe

Enjoys sensual, non-sexual experiences (e.g., breast feeding, thumb sucking, rocking to bed, cuddling)
Expresses delight and a sense of pride in the things their body can do independently (e.g., crawling up stairs, and throwing or dropping objects)
Bats at, touches, grasps, or pulls their genitals during diaper changing

III

Social and Emotional Development

Trusting Relationships with Adults

Child develops trusting relationships with nurturing adults.

0–9 months – See this age across all domains Infants

What educators might observe

Quiets when comforted by familiar adult, most of the time
Shows preference for familiar educator through facial expressions and gestures (e.g., smiles or laughs)
Initiates and maintains interactions with educators (e.g., smiles, gestures, or verbal expression)
Cries, makes sounds, or uses body movements to signal caregiver for assistance, attention, or need for comfort
Looks for educators’ response in uncertain situations (e.g., when stranger enters the room)

8–16 months – See this age across all domains Infants

What educators might observe

Explores environment with guidance from trusting adults
Seeks security and support from primary educator
Exhibits separation anxiety by staying close to familiar adults in presence of strangers
When in a new situation, will make eye contact with trusted adult to “check in” with them
Tests and confirms educators’ responses to own behavior (e.g., reaches for a forbidden object and looks at educator to check response)

Sense of Belonging

Child experiences a sense of belonging in environments that link, extend, and affirm the child’s family and community. Child expresses comfort and joy with human diversity.

0–9 months – See this age across all domains Infants

What educators might observe

Expresses contentment or joy when trusted adult is present
Develops cultural identity through daily caregiving interactions, household smell, sounds
Babbles a range of sounds and imitates intonation and sounds of the home language(s)
Looks more at faces that resemble the faces of familiar, trusted adults
May react to and/or interact differently with others who do not resemble their family members and who speak other languages or language variations

8–16 months – See this age across all domains Infants

What educators might observe

Plays beside other children
Demonstrates ease and comfort when spoken to in their home language
Cries when family member leaves

Sense of Self

Child develops a sense of self through noticing and developing their own interests, preferences, and abilities. Child increasingly develops self-awareness, confidence, family pride, and positive social identities.

0–9 months – See this age across all domains Infants

What educators might observe

Discovers body parts and explores own body (e.g., observes hands, reaches for toes)
Explores the face and other body parts of others (e.g., touches caregivers’ mouth, hair, or hands)
Responds with gestures (waves hands, smiles) or vocalizations (squealing) when name is spoken
Protests when they do not want to do something (e.g., arches back to avoid sitting in chair)
Looks at self in mirror

8–16 months – See this age across all domains Infants

What educators might observe

Smiles at self in mirror
Makes choices about what toys to play with
Plays with one object more often than others
Has favorite foods, comfort objects, people, etc

Empathy

Child forms deep, caring, human connections by imagining what someone else may be thinking or feeling and responding with care. Child recognizes unfairness and understands that unfairness hurts.

0–9 months – See this age across all domains Infants

What educators might observe

Smiles when they see a smiling face, especially a familiar one
Reacts when someone is sad or upset; this reaction may include startling, eye contact, or becoming upset themselves
Observes other’s faces for clues about how they should feel

8–16 months – See this age across all domains Infants

What educators might observe

Looks to educator to gauge their response to a new person or situation
Pats and strokes others who are distressed
Shows guilt when they harm someone or do something forbidden
Distinguishes between kind and cruel actions
Stays nearby and quietly watches a child who is upset

Cooperation and Negotiation

Child navigates friendships with peers through cooperation and negotiation.

0–9 months – See this age across all domains Infants

What educators might observe

Watches babies and other children and imitates their sounds, actions, and motions
Shows interest and enjoyment in interaction with other children and adults, as expressed in gestures, facial expressions, and vocalizations such as babbling, exclamations, and laughter
Engages in back-and-forth interactions with the educator for short periods of time (e.g., rolling a ball, playing peek-aboo)
Makes judgments about others by observing their helpful and unhelpful actions
Reaches out to touch other children or the toys they are playing with

8–16 months – See this age across all domains Infants

What educators might observe

Passes a toy or a ball back and forth with an adult or another child, at least once or twice
Imitates the simple actions of a peer (e.g., banging blocks together)
Helps educator with caregiving tasks (e.g., holds out their foot so their caregiver can put on their shoe)
Indicates preferences and intentions by answering yes/no questions (e.g., child nods head yes and hands a doll to teacher when asked if they are finished playing with it)

Emotional Self-Regulation

Child expresses and manages their feelings and impulses.

0–9 months – See this age across all domains Infants

What educators might observe

Signals needs with sounds or motions (e.g., turns head and roots or cries when hungry. or reaches for wanted object of comfort)
Relaxes or stops crying when comforted, especially by familiar adult (e.g., when swaddled or spoken to softly)
R esponds to emotional cues and social situations (e.g., crying when other babies cry)
Smiles, waves, or laughs in response to positive adult interaction
Comforts self by clutching, sucking, or stroking when tired or stressed (e.g., calms while stroking or holding soft blanket)

8–16 months – See this age across all domains Infants

What educators might observe

Seeks educator support and attention when encountering a challenge
Imitates adults’ facial expressions and moods
Uses physical contact to express emotions (e.g., kissing, biting, hugging, or patting)
Rubs comfort object or sucks thumb when upset or tired
Repeats sounds or words to draw educator’s attention to their needs and begins to cry if educator does not respond quickly enough

Rhythms, Rules, and Routines

Child follows the rhythms, rules, and routines of the learning environment.

0–9 months – See this age across all domains Infants

What educators might observe

Develops increasing consistency in sleeping, waking, and eating patterns
Anticipates and participates in routine interactions (e.g., lifts arms toward educator to be picked up)
Engages in some regular behaviors (e.g., sings or babbles self to sleep; goes to high chair when hungry)

8–16 months – See this age across all domains Infants

What educators might observe

Recognizes that certain adult actions are associated with expected behavior (e.g., waits to be buckled into stroller)
Anticipates familiar routines or activities (e.g., watches for a family member when it is time to go home)
Recognizes that different behaviors will elicit different reactions from adults
Makes eye contact with educator when doing something that is off-limits

Communication, Language, and Literacy

Speaking

Child will develop the ability to speak and/ or sign in increasingly complete, complex, precise, and varied ways.

0–9 months – See this age across all domains Infants

What educators might observe

Sucks on fingers or pacifiers and moves head and mouth towards milk
Laughs and chuckles
Cries when hungry, upset, or in need of attention
May repeat cooing sounds, such as “ooh” and “ah”
Watches caregiver’s mouth closely as they are talking
May sign “milk” by hand gesture approximating the opening and closing hand
Babbles and may make “p,” “b,” and “m” sounds that can begin to seem like “papa,” “baba,” or “mama”
Holds up arms to be lifted up or for a hug

8–16 months – See this age across all domains Infants

What educators might observe

Uses facial gestures to engage with adult, such as blinking eyes or sticking out tongue
Makes physical contact to get educator’s attention, including holding educator’s face in their hands or patting educator’s leg until attention is given
Uses utterances consistently to refer to people or favorite objects (e.g., ”Mama” for mother, “Dada” for father, and “Ba-ba” for blanket)
Uses a few words to express needs and wants that are understood in context by adults in the child’s environment (e.g., saying “up” to indicate desire to be held) Note: Expressive language development may pause as a child learns to walk and increase their mobility

Listening and Understanding

Child will develop their ability to listen and understand complete, complex, precise, and varied language.

0–9 months – See this age across all domains Infants

What educators might observe

Responds to sounds in the environment (e.g., startles or cries when there is a siren or an unexpected sound)
Leans intentionality towards a familiar person’s voice
Makes frequent eye contact while listening, and gestures in response
Turns and looks toward familiar sounds and/or words (e.g., when name is called)

8–16 months – See this age across all domains Infants

What educators might observe

Responds to “yes” and “no”
Responds to requests such as “wave bye-bye”
Looks toward door when doorbell rings and educator asks, “Who is it?”
Responds to simple requests or statements accompanied by gestures, such as when the caregiver asks for a specific toy while pointing at it
Shows understanding of the names of most familiar objects and people by looking toward them when they are mentioned

Engaging with Stories and Books

Child enjoys, attends to, understands, and makes meanings from spoken and written language of storytelling and books.

0–9 months – See this age across all domains Infants

What educators might observe

Smiles, babbles, and laughs when the educator reads, sings, or tells stories to them
Touches, feels, manipulates, and tastes books
Looks at books presented by the educator

8–16 months – See this age across all domains Infants

What educators might observe

Looks at a picture book with an educator and makes sounds
Shows preference for certain stories or texts, such as lift-theflap books
Smiles, dances, or sings along to familiar songs
Shows pleasure when caregiver shares an image, tells a story, or sings a lullaby (e.g., smiles or vocalizes)

Phonological Awareness

Child develops the ability to recognize and manipulate the different sounds in spoken language(s).

0–9 months – See this age across all domains Infants

What educators might observe

Listens, attends to, and reacts to speech sounds in the environment
Babbles and makes sounds exploring different ways to vocalize (e.g., “ba-ba” and “eee”)
Imitates sounds heard in familiar spoken language(s)
Is more attuned to the speech sounds of their home language than those of other languages
Reacts differently to an unfamiliar sound by gazing or attempting to recreate sound

8–16 months – See this age across all domains Infants

What educators might observe

Produces lengthy consonant-vowel-consonant-vowel babbles (e.g., a-ga-a-ga a-ga)
Makes animal sounds from their home language
Changes tone when babbling so that their babbles sound more like the speech sounds of their home language
Demonstrates understanding that a word is a combination of sounds by creating own words to represent something (e.g., calls their brother “Buba”)

Composing

Child uses materials and/ or language to make meaning for themselves and/or an audience.

0–9 months – See this age across all domains Infants

The guidelines don’t define behaviours for this area at this age.

8–16 months – See this age across all domains Infants

The guidelines don’t define behaviours for this area at this age.

Creating and Interpreting Multimedia Texts

Child views, creates, and makes meaning of visual communication and multimedia documentation, which includes drawings, collections, photographs, videos and displays.

0–9 months – See this age across all domains Infants

What educators might observe

Tracks people or objects by moving their head or eyes

8–16 months – See this age across all domains Infants

What educators might observe

Reacts differently to a video of themselves than to a video of another familiar person
When talking to a family member on a video chat, crawls behind the laptop to see where the person is
Tries to climb inside or take objects out of images (e.g., positions foot as if to climb inside a car depicted in a book)

Cognitive Development

Understanding Stability and Change

Child recognizes and develops the ability to explain how material objects change and how they remain stable.

0–9 months – See this age across all domains Infants

What educators might observe

When something is dropped and make a sound, looks towards that sound
Looks for educator after they step out of the room
Looks for or orients toward a pacifier that they have just dropped
Finds a rattle that is hidden under a blanket when only part of the handle is showing

8–16 months – See this age across all domains Infants

What educators might observe

Tests the stability of physical objects, for example, patting, banging, reaching inside, and sitting on an empty box
Looks for a toy that has been hidden under a blanket

Representing

Child uses symbolic thought to represent.

0–9 months – See this age across all domains Infants

The guidelines don’t define behaviours for this area at this age.

8–16 months – See this age across all domains Infants

What educators might observe

Rolls a toy car back and forth on the floor
Uses two objects that go together to pretend (e.g., puts a spoon in a bowl and stirs)
Uses a bottle and pretends it contains a favorite drink (e.g., “leche”)

Memory and History

Child develops the ability to store, retrieve, and share information about past experiences.

0–9 months – See this age across all domains Infants

What educators might observe

Can anticipate familiar activities (e.g., kicking legs and cooing when shown bottle, nipple, or spoon before feeding)
Turns toward the front door after hearing the doorbell ring

8–16 months – See this age across all domains Infants

What educators might observe

Remembers information about recent event (e.g., continuing to play peek-a-boo after caregiver has stopped playing)
Uses gestures or single words for a family member after morning drop-off (e.g., going to the door and saying, “Mama?”)
Imitates actions that they have observed in the past (e.g., watching caregiver blow on hot food before eating, then blowing on own food–hot or cold)

Investigating and Exploring

Child becomes a scientific thinker by manipulating objects, asking questions, making observations and predictions, and developing generalizations.

0–9 months – See this age across all domains Infants

What educators might observe

Child uses senses (sight, smell, touch, hearing, taste) to interact and gain information about people and environment
Explores objects with hands (grasping object) and mouth (bringing object to mouth)
Expresses a sense of wonder about their surroundings (e.g., looks at an object or person intently)

8–16 months – See this age across all domains Infants

What educators might observe

Brings familiar or new objects they are curious about to a trusted adult
Laughs at unexpected events, such as when a ball they have rolled up an incline begins to roll back

Understanding Cause and Effect

Child understands and explores the causes and effects of actions and events.

0–9 months – See this age across all domains Infants

What educators might observe

After dropping an item, looks for or turns body toward item
Acts on an object to make a pleasing sight, sound, or effect (e.g., shakes rattle to make sound)
Moves body in a rocking motion in order to get the educator to keep rocking them

8–16 months – See this age across all domains Infants

What educators might observe

Watches for reactions from other people when an event has occurred, such as an adult answering the phone when it rings
Repeats actions many times to cause an effect, such as dropping an object for a caregiver to pick up
Puts objects into a container, turns it over, watches the objects fall out, and then fills it up again
Approaches objects with an intent to cause a certain effect (e.g., pats a drum, twists a knob, turns on a light switch)

Engineering: Problem-solving with Materials

Child plans and uses hands, tools, and technology to solve problems with materials.

0–9 months – See this age across all domains Infants

What educators might observe

Reaches for an object that has rolled far away
Uses a trusted caregiver as a tool to solve a physical problem (e.g., child watches the educator wind up a music box and, when the music stops, touches their hand to get them to make it start again)
Shakes and bangs ma terials to make a sound happen repeatedly

8–16 months – See this age across all domains Infants

What educators might observe

Uses objects as a means to an end (e.g., uses a bucket to transport blocks from one room to another)
Crawls around a chair to get an object that has rolled behind it
Keeps turning a container around to find the side with the lid or opening
Attempts to unscrew lids to get objects out of them
Undoes materials such as fasteners on shoes or tape on surfaces

What educators might observe

Distinguishes between objects they suck and those they do not
Smiles when they see or hear familiar caregiver
Gazes at unfamiliar object or person for longer period of time
Shows preferences for particular activities, such as being carried rather than pushed in the stroller
Explores how various toys feel and touches different objects in different ways

8–16 months – See this age across all domains Infants

What educators might observe

Shows preference for particular items such as toys, cups, or clothing
Knows trash can is something you place items in, but may put objects other than trash in it
Selects a duck when educator asks, “Where’s the duck?”
When unfamiliar adult enters the room, may cry or move toward familiar person
Begins to understand the similarities and differences in speech sounds and distinguishes and imitates patterns of speech
Chooses to play with the red car even though there is a blue one just like it
Knows some objects that go together (e.g., puts the doll in a toy stroller)

2. Number Sense and Quantity

Child understands and explores numbers and quantity.

0–9 months – See this age across all domains Infants

What educators might observe

Holds one object in each hand and then drops one when someone holds out a third object
Explores one toy at a time by holding and mouthing it

8–16 months – See this age across all domains Infants

What educators might observe

Tries to hold onto two large balls while reaching for third ball
Fills a bucket with objects and dumps it out
Holds a block in each hand and bangs them together
Shakes head “no” when asked if they want more food
Puts multiple blocks in each cup of a muffin tin

3. Patterning

Child develops the ability to identify, describe, extend, and create patterns.

0–9 months – See this age across all domains Infants

What educators might observe

Associates objects and actions with their daily rhythm (e.g., reaches for favorite blanket when tired)
Begins to show understanding of what comes next (e.g., burping after bottle, holding legs up for diapering)

8–16 months – See this age across all domains Infants

What educators might observe

Hands object back and forth to educator
Demonstrates understanding of what comes next in their daily routines (e.g., goes to get shoes after breakfast because the group always goes outside at this time)

4. Spatial Sense and Geometry

Child understands how objects, points, lines, and shapes fit in space.

0–9 months – See this age across all domains Infants

What educators might observe

Looks at own hands and feet as they move through space
Watches a ball rolling away after accidently knocking it
Observes a ball bounce up and down
Uses vision and hearing to track the path of someone walking by

8–16 months – See this age across all domains Infants

What educators might observe

Attempts to roll body over
Puts smaller object inside larger one, such as placing small toy in a bucket
Uses trial and error to play with objects that can fit inside openings (e.g., tries to put different sized balls into the top of a large jug)
Repeatedly puts things in and takes them out (e.g., sticks a peg in a hole and pulls it out again)
Takes rings off a stacking ring and then puts one or two back on
Stacks blocks on each other, but may put bigger block on smaller one or try to balance a square on a triangle
Gets in and out of things (e.g., climbs into a large laundry basket and then climbs back out)