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Early Learning Guidelines

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
I

Approaches to Learning

A

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
Ways educators might support the child's development
  • Observe, record, and reflect on the child’s movement, responses, reactions, and gestures
  • Invite the child to participate in exploring their senses by naming them (e.g., “Yes, you feel the sun on your face. It is warm. Oh no. No more sun. I wonder where the sun goes. Oh Mr. Sun where did you go?”)
  • Listen to the sounds of nature together:
    • Rain falling
    • Birds chirping
    • Older children playing
    • Leaves rustling the trees
    • Dogs barking
    • Wind chimes

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)
Ways educators might support the child's development
  • Provide freedom of movement and a safe space within the learning environment. When not engaged in caregiving activities the child may crawl, climb, touch, and tumble, with ample space to accomplish all of these movements.
  • Avoid battery-operated toys, electronic toys, or close-ended materials
  • Provide the child with many opportunities to explore different foods. Describe the different characteristics (e.g., “The cracker is crunchy.” or “The orange is sweet and juicy.”).
  • Provide sensory materials that are safe for babies, such as silicone muffin baking cups, large pot holders, or lightweight metal bowls
B

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
Ways educators might support the child's development
  • Allow the child to freely explore the learning environment
  • Remove items such as bouncers and electronic swings that restrict a baby’s movement
  • Place interesting and appealing materials in the child’s line of sight, so they can choose what objects and materials to move toward and take initiative to explore
  • Allow the baby to feel and mouth the books and objects

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
Ways educators might support the child's development
  • Support the child by using vocabulary that indicates initiative (e.g., “Oh look, yes, you can open the box. What is inside? Scarves. Yes, you are shaking the scarves.”)
  • Follow the child’s lead, taking time to stop and examine objects they are interested in with them
  • Invite and welcome the child’s attempts to assist with routine tasks such as sweeping the floor and washing the tables, as well as picking up toys
C

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)
Ways educators might support the child's development
  • Respond to the child’s need for rest and nourishment as a precursor to the child being attentive and persistent
  • Create time in the day in which the educator sits on the floor with the child as they freely engage with materials of interests
  • Enthusiastically mirror a child’s delight and joy
  • Be present for the child; hold them for extended periods while singing, humming, and sharing spontaneous stories aloud
  • Remove screens and electronic toys from the learning environment in order to foster deep and meaningful engagements

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
Ways educators might support the child's development
  • Create learning environments and schedules that promote the development of focus and attention
    • Regular uninterrupted time for free play
    • Enough space for movement
    • Limited number of materials
    • Limited environmental distractions and intentional use of recorded music (e.g., during nap time, but not as background music during free play)
    • Minimize visual distractions with walls that are simple, neutral in color, and free of commercial materials. Note: In order to supervise children and be present with them, educators should refrain from accessing their personal phones in the learning environment. Photographs and videos of children should be taken with a dedicated device.
D

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
Ways educators might support the child's development
  • Meet the needs of the children so they experience trust, happiness, and joy
  • Have fun with the child— laugh, sing, giggle, and dance
  • Include pictures of babies and children showing different emotions from different cultures in the learning environment
  • Provide a variety of teethers that are different sizes, and textures and that make different gentle sounds

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)
Ways educators might support the child's development
  • Observe and acknowledge children’s creative use of objects
  • Create environments where children can experience freedom of movement, exploring their bodies in space and experiencing what they can do physically
  • Remove screens and electronic toys from the learning environment
  • Sing songs from your own culture and learn songs from the children’s families and cultures
II

Physical Well-Being, Health and Motor Development

A

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)
Ways educators might support the child's development
  • Dance with the baby in your arms so they can feel your movements and begin to move with you
  • Place infant in front of a mirror so that they can see the different ways that they move
  • Create spaces, places, and times for whole body play and movement
  • Place babies on their abdomen with toys placed within sight but slightly beyond their reach; recognize the baby’s efforts to move toward the toys by saying such phrases as, “You really worked very hard to reach that toy and now you have it!”
  • Respect babies’ sense of dignity and autonomy by allowing them to move freely in the ways that they would like; avoid furniture that limits babies’ movements such as bouncers and walkers

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
Ways educators might support the child's development
  • Create an indoor learning environment that provides opportunities for children to develop their large motor skills
    • Open spaces where new walkers can practice walking back and forth
    • Different levels so that children are able to pull themselves up on something
    • Mats or rugs for rolling and stretching
    • Large baskets and boxes for crawling in and out of
  • Create schedules in which children are able to move their bodies freely whenever they are not engaged in caregiving routines
B

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
Ways educators might support the child's development
  • Speak gently to the baby grasping your finger in a fist
  • Gently touch the baby’s hands so that they can become aware of them
  • When child is able to sit upright in a chair or high chair offer them soft finger foods that they can feel and pick up, such as cereal rings and very soft vegetables

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
Ways educators might support the child's development
  • Include materials in the learning environment that foster fine motor skills
    • Nesting toys
    • Linking rings
    • Busy boxes
    • Cloth books
    • Squishy balls
  • Observe and reflect to the child what their hands are doing
  • Provide objects of different textures for the child to hold or bang; describe what the child is doing (“You are holding that spoon so tightly. You opened your fingers and let it go.”)
  • Support the child’s sense of dignity and autonomy by allowing them to choose what to do with their hands; avoid manipulating the child’s hands for them
C

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)
Ways educators might support the child's development
  • Gently massage, rock, rub, and stroke the child to soothe and comfort
  • Create simple, aesthetically pleasing environments in which the child’s senses are both stimulated and calmed
  • Give words to the child’s experience of the sensory world (“Yes, I feel you. Do you feel my hand? You smell so good. I see your big eyes looking at me.”)
  • Provide teething rings and items that can be chewed on and easily washed

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)
Ways educators might support the child's development
  • Create a learning environment that provides opportunities for children to develop their senses; consider Including
    • Natural sunlight
    • Time for singing with human, rather than recorded, voices
    • Drums and rainsticks
    • Toys made of natural materials, such as cloth and wood
    • Items with different textures for children to feel
D

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
Ways educators might support the child's development
  • Respond lovingly to the baby’s verbal and nonverbal cues; in this way the child learns that by indicating a need for help, they will be cared for
    • Hold and rock the baby when they are tired
    • Feed the baby when they are hungry
    • Change the baby’s diaper as soon as the baby has urinated or had a bowel movement
    • Change the bab y’s position when uncomfortable
  • Create opportunities for redirection, distraction, and substitutions if the child approaches danger
    • “Ms. Sue’s coffee is too hot, I need to put it away. Here is some milk for you.”
    • As the child reaches for a cord: “Let’s hold on to this teddy bear. That’s for the lamp, teddy is for you.”
    • “You are curious about crawling down the stairs. Why don’t I hold your hand while you bump down on your bottom?”

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)
Ways educators might support the child's development
  • Actively learn about the caregiving practices of the family
  • Critically assess the degree to which all educator–child interactions, including the basic care procedures such as diaper changing, eating, sleeping, and comforting, are similar or different to those of the child’s home
  • Commit to making changes in your caregiving practices to better align them with the child’s experiences in the home
  • Identify, create, and maintain safe indoor and outdoor environments for the child to explore freely
    • Cover electrical outlets
    • Install gates at top and bottom of stairs
    • Ensure poisons and choking hazards are out of reach
    • Keep hot liquids outside of learning environment
  • Redirect children using positive language and examples. For instance, if a child approaches a baby, show them a gentle touch and say, “Oh, you see her hair! Yes, that’s her hair.”
E

Healthy Sexuality

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)
Ways educators might support the child's development
  • Talk to families about ways they express care and love for their infant; get to know and respect cultural differences in the way care and love are expressed
  • Be mindful when changing children’s diapers, and describe the sensations that children will experience next (e.g., “I am going to use a cold wipe to clean your vagina. So cold! There, I’m all done now”)
  • Allow children freedom to explore and observe their bodies
  • Avoid sexualizing children’s behavior (e.g. ,“He’s such a flirt”)
  • Read books on body parts For example
    • My Face Book , by Star Bright Books
    • Hello World! My Body , by Jill McDonald
    • All of Baby Nose to Toes. by Victoria Adler
    • Global Babies , by The Global Fund for Children
    • Where is Baby’s Belly Button? , by Karen Katz
    • Pretty Brown Face , by Andrea Pinkney
    • Busy Fingers , by C. W. Bowie

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
Ways educators might support the child's development
  • Model respect for children’s bodies by telling them what to expect before touching them or picking them up
  • Narrate what you’re doing when you touch them (“I’m going to pick you up now”) so they have a sense that unexpected things don’t just happen to their bodies
  • Express healthy, matter-offact attitudes about children’s bodies and bodily functions; avoid conveying shame or naughtiness about erections, bowel movements, and other toileting activities
III

Social and Emotional Development

A

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)
Ways educators might support the child's development
  • If possible, visit families in their home, and talk to them about their values, culture, strengths and needs
  • Identify a primary caregiver for each child who carries out most of the daily routines and gets to know the child and the family well. The primary caregiver is responsible for the child’s records, for monitoring the child’s development and maintaining close ties with the family.
  • When making primary caregiving assignments, consider:
    • Home language of the child
    • Cultural continuity with the child’s family
    • Educator and child schedules
    • Educator and child dispositions
  • Create a learning environment that is a welcoming and predictable place for all children and families—one that feels safe, relaxed, and comfortable for all members of the community
  • Create a comfortable place for breastfeeding within the classroom, and use images and signs to let families know that breastfeeding is welcome in your program

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)
Ways educators might support the child's development
  • Schedule regular meetings with the child’s family during which you invite families to raise issues openly, collaboratively discuss the child’s development, and identify ways in which you can work together
  • Meet children at their level; sit or lie down on the floor with them, and use a low stool so that you may sit at the table at their level
  • Interact with individual children during routines and activities (e.g., singing during feeding and diaper changing and using their name)
B

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
Ways educators might support the child's development
  • Talk to the family about their caregiving practices and adopt similar practices in the learning environment
  • Help families identify, find, and receive supports needed to grow and thrive (e.g., food, housing, mental health resources, and books in the home)
  • At a minimum, learn a few simple and essential words, especially greetings, in families’ home language
  • Provide opportunities for the baby to interact with all kinds of people by taking them on community walks and introducing them to neighbors
  • Express togetherness. Smile when the baby smiles, laugh when they laugh; (“I am happy to be with you.”).

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
Ways educators might support the child's development
  • Affirm the baby’s choice to seek comfort and care from an educator who shares their racial, linguistic, or cultural background
  • Show empathy and acceptance of children’s feelings, and be emotionally close
  • Be open to close physical contact with the child; allow children to hold your hand and sit in your lap
  • Encourage a sense of belonging within the classroom by having homelike touches, including pillows, pictures of the children’s families (at eye level), comfort items, and a place to hold the child’s belongings
C

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
Ways educators might support the child's development
  • Visit families in their home; ask them to share the child’s strengths, needs, and preferences with you
  • Welcome families to the learning environment
    • Greet families in their home language
    • Let families know they may stay in the learning environment for as long as they like
    • Learn how to pronounce the child’s name accurately
  • Engage with the child by making eye contact, and narrating what the child is doing (“I see that you are looking at your hands. Oh look! Your hand is touching your nose.”)
  • Show the child they are important by physically nurturing and responding promptly to their needs

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
Ways educators might support the child's development
  • Hang photographs of children and families at child’s level; talk to children about these pictures, especially when they are missing their caregivers
  • Hang a mirror on the wall at eye level; comment lovingly on similarities between the educator’s image and the child’s
  • Acknowledge the child’s choices and preferences (“You really liked that applesauce.”)
  • Intentionally reflect and affirm marginalized aspects of children’s social identities; for example, use books like I See Me , by Margaret Manuel, to highlight the beauty of Okanagan culture and language
D

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
Ways educators might support the child's development
  • Show authentic emotional responses to situations
  • Respond quickly and lovingly to child
  • Notice when children are uncomfortable and provide reassurance
  • Name emotions (e.g., happy, sad, mad, scared, excited, etc.)

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
Ways educators might support the child's development
  • Talk to families about how empathy is expressed in their culture and community
  • Suggest how children can show empathy; encourage the child to offer a tissue, comfort item, or pat on the back to family members or friends who may be feeling hurt or sad
E

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
Ways educators might support the child's development
  • Take time to be present with babies; acknowledge their effort to connect to you
  • Provide time for babies to play near one another
  • Notice when the baby is watching other children play with an object; hand the object to the baby, saying, “Would you like to hold this?” or “It’s your turn.”

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)
Ways educators might support the child's development
  • Play back-and-forth games; for example, hand an object to a baby, wait for them to grasp it, and then reach out your hand so they may hand it back to you if they like
  • Invite the baby to roll a ball to another child who rolls it back
  • Provide duplicate or similar toys to avoid conflicts from arising
F

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)
Ways educators might support the child's development
  • Engage in self-care so that your own feelings and moods are well-regulated
    • Sleep well
    • Eat regularly
    • Take breaks
    • Reflect on the joys and challenges of educating young children with trusted friends and colleagues
    • Make a list of positive supports in your own life
  • Comfort a child whenever they cry
  • Respond to baby’s cues and vocalizations by expressing concern about their feelings and then confidence in being able to meet their needs (“You are crying so hard. I am coming. I will hold you. You are letting me know that you need a bottle.”)

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
Ways educators might support the child's development
  • Ask families what helps their child to feel better when they are upset
  • Respond to child’s displays of pleasure by matching child’s emotions with facial expressions, tone, and words
  • Model facial expressions to express emotions and label emotion (e.g., happy face-smile, sad face-frown, or angry face-scowl)
  • Identify which behaviors are upsetting for you, and develop a new response to those behaviors (e.g., “When children hurt each other, I used to yell at them to stop. Now, I teach them about “gentle touches,” and when they are rough, I say, “Remember, gentle touches.”)
G

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)
Ways educators might support the child's development
  • Develop an individualized routine that is predictable and consistent so that the child learns that their needs will be met; not every child will be on the same schedule
  • Assign primary caregiving groups so that an educator does most of the important daily tasks such as transitions, diapering, feeding, and providing comfort
  • Respond to child’s cues as soon as possible, and verbally let the child know that you are acknowledging their feelings
  • Use words to express what the child is requesting (e.g., “You are starting to rub your eyes, so it looks like you are getting sleepy.”)

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
Ways educators might support the child's development
  • Offer individualized schedules for those children who may need to nap longer or eat earlier than the rest of the group
  • Have a consistent routine throughout the day, and prompt child with verbal cues about what may come next (e.g.,“We’re going to change your diaper and then give you a bottle.”)
  • Use a positive approach with children; tell the child what they can do, rather than what they can’t do
IV

Communication, Language, and Literacy

A

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
Ways educators might support the child's development
  • Talk to the baby
    • Use the baby’s home language, if possible
    • Imitate and repeat the baby’s vocalizations, making meaning of sounds like “ma-ma” and “da-da”
    • Read and sing in home language/language varieties
    • Tell the infant stories, especially about their day
    • Repeat rhymes and songs from the infant’s culture and in-home language(s)
    • Describe what you are doing during caregiving routines
    • Narrate the baby’s feelings
  • Listen for comfort sounds to discover the things that help the baby feel good and secure
  • Respond to the baby’s cry as soon as possible; listen for the differences in the baby’s cries and sounds: is the baby crying because they are in pain, hungry, wet, or in need of attention?

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
Ways educators might support the child's development
  • Talk with families about what they notice about their children’s language development at home
  • Invite families who speak a different home language to teach you a few key words
  • Learn and sing songs and rhymes in the home languages of the children in your class
  • Play “peek-aboo” and engage in face-to-face play as well as noseto-nose games with giggles, laughs, coos, and babbles that become words
  • Sing throughout the day; incorporate the baby’s babbles and favorite words into songs that you make up
B

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)
Ways educators might support the child's development
  • Talk to the baby
    • Use the baby’s home language if possible
    • Use rich descriptive vocabulary
    • Narrate your actions throughout the day
    • Name familiar people
    • Pair known words with unfamiliar words (“Bye-bye, fire truck. Bye-bye ambulance.”)
  • Sing to the baby
    • Use songs with movements
    • Sing during transitions to and from sleep
    • Sing songs in the baby’s home language
    • Do simple, gentle exercises with the baby, singing as you go; for example, holding the baby’s hands, gently lift up, then out, then down, singing “Up, Out, Down”
  • Read to the baby
    • Read starting a birth
    • Tell a story in the home language based on the pictures
    • Describe the baby’s actions with the book (“Turn the page, and let’s see what’s on the next page.”)

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
Ways educators might support the child's development
  • When sounds are heard, point them out to the child (“Hear the car? Beep Beep. Hear the train? Choo Choo.”)
  • Read books multiple times
  • Read books with rhymes and rhythm
  • Read books with few words
  • Use books that engage the child’s responsiveness and participation
  • Play hello and goodbye games; put baby doll or stuffed bear to sleep, saying, “Night night, baby” or “Night night, bear”
C

Social Communication

Child uses language to relate to others according to the social expectations of their family, community, and culture.

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

What educators might observe
  • Looks at a caregiver as they are speaking
  • Uses sounds and wholebody gestures to engage in interactions with educator
  • Repeats and imitates cooing sounds
  • Uses facial gestures to engage with adult (e.g., blinking eyes, sticking out tongue, clapping, covering face with hands)
  • Makes sounds when educator is singing
  • Waves bye-bye
Ways educators might support the child's development
  • Talk with the baby’s family about how the baby expresses different needs, interests and feelings
  • Practice recognizing the intention of the baby’s vocalization or gestures
  • Respond to the baby when they communicate through facial expression and wholebody movements
  • Talk to the infant, then pause and wait for a gesture or sound before saying something else

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

What educators might observe
  • Participates in a conversation by making sounds or using words in response to adult (e.g., educator says, “Mmm” when feeding the baby, and the baby says, “Mmm” back)
  • Begins to demonstrate turn-taking in conversation by babbling and then pausing and looking to educator to respond
  • Makes eye contact when vocalizing or being spoken to, as appropriate to cultural context
  • Initiates conversations by bringing objects to show caregivers
  • Differentiates between tones of voice (angry, friendly) and smiles back at caregiver as appropriate
Ways educators might support the child's development
  • Emphasize names of family members and others when they come in close proximity to the baby
  • Model social cues and skills; say “Hello;” “Goodbye,” and “How are you?”
  • Play social games of peeka-boo, hide-and-seek, blow and pop bubbles, patty cake, or musical games where objects are passed and returned
D

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
Ways educators might support the child's development
  • Talk, sing, and tell stories to babies throughout the day
  • Look at books with babies and talk to them about the images in their home language
  • Hold the baby and book at the same time; involve the baby in repeating sounds over and over, which promotes playfulness, enjoyment, and engagement
  • Include a variety of books in the learning environment
    • Cloth books with different textured pages that the child can safely chew on and manipulate
    • Books that have interactive components like flaps and holes
    • Books of songs
  • Follow the baby’s lead; if they want to open and close the pages rather than reading sequentially, do so, talking about what they are doing

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)
Ways educators might support the child's development
  • Look at books with the child sitting on your lap, taking time to talk about the pictures they show interest in
  • Point to the pictures that represent the words that you are saying
  • Read in short spurts if necessary, gradually reading more if the child shows interest
  • Use accessories to engage children in the book or story
    • Puppets
    • Hats
    • Stuffed animals
    • Dolls
    • Little toys
E

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
Ways educators might support the child's development
  • Create sounds rooted in playful interactions with the child; show a photo of an animal or an object from a book and make the appropriate sound (“cluck, cluck,” “pio, pio,” or “choo choo,” for example)
  • When a sound is heard, mimic and identify it, overemphasizing the phonemes
  • Recreate sounds and vocalizations playfully
  • Include books, rhymes, and songs in the environment

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”)
Ways educators might support the child's development
  • Sing familiar songs and change the lyrics (“The horn on the bus goes beep beep beep; the dogs on the bus go ruff, ruff, ruff”)
  • Sing and chant nursery rhymes
    • This Little Piggy Went to Market
    • Open Shut Them
    • The Itsy Bitsy Spider
    • Down, Down Baby
    • Mr. Foster Came from Gloucester
G

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
Ways educators might support the child's development
  • Limit cell phone and TV access to meaningful moments such as video-chatting with a grandparent
  • As the child lifts their head or follows with their eyes in response to sounds and voices, name the individual or object in the environment
  • Alter the child’s position in relationship to their interest
  • Place pictures and mirrors low on the wall or by the side of changing table so that the child can gaze at them as diaper changing and play occurs

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)
Ways educators might support the child's development
  • Ask families before creating visual images of their child; be mindful of cultural and religious prohibition about image-making
  • Create family photo murals and post them at the child’s eye level in the learning environment
  • Use video, audio, and photographs to document skills and experiences the child is interested in, such as rolling, crawling, swinging, and dancing
V

Cognitive Development

A

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
Ways educators might support the child's development
  • Play peek-a-boo with the child
  • Partially cover a familiar object with a cloth or blanket and ask, ”Where Is It,” showing excitement when the child uncovers the toy
  • Carry the child to look for familiar people, toys or pets, asking, “Where Is…”

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
Ways educators might support the child's development
  • Read books like Where’s Spot? and encourage the baby to lift the flaps; share in the baby’s excitement
  • Sing “Where is Thumbkin?” while slowly revealing your hands and fingers and then folding them away
B

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”)
Ways educators might support the child's development
  • Provide materials for the child to imitate caregiving routines
    • Doll stroller
    • Brush or comb
    • Bottle
  • P lay games with a script (“Where is Mommy?” “There is Mommy!” “Where is baby?” “There is baby… there you are!”)
C

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
Ways educators might support the child's development
  • Keep daily schedule constant, while also responding to everyday needs; talk to the infant about what may be happening next
  • Verbally express when the infant is gazing at a certain object, such as a door after their caregiver has left (“Oh, I see you looking at the door. I bet you are looking for your Mama. She will return after naptime.”)

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)
Ways educators might support the child's development
  • Create opportunities for repetitious play so that the child will say, “again,” and be willing to play the same game repeatedly
  • Have designated places to put things; include pictures on the shelves to remind children where objects go
  • Document everyday play in pictures and create photo albums or displays at child level; spend time talking with children about the pictures
D

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)
Ways educators might support the child's development
  • Talk to the child as they look around (“Yes, I see you looking at the teddy. Here you go, you can feel and hold the teddy.”)
  • Offer the child objects, name and describe them, and invite the child to inspect the object with hands, eyes, and mouth
  • Describe the environment as being rich in sensory experiences (e.g., “Do you feel the sun? Is it warm on your face? Can you see the light? The lights are sparkling.”)

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
Ways educators might support the child's development
  • Identify and create safe spaces and places for exploring new and different experiences
  • Invite children to manipulate objects and feel their texture, weight, and size; this can include pine cones, rocks, leaves, and feathers, for example
  • Join the child in paying attention to sights, sounds, smells, and textures
    • Listen to the birds together
    • Smell the hotdog stand
    • Feel the breeze while swinging
E

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
Ways educators might support the child's development
  • Imitate the baby’s laughter, singing, smiling, and squealing to show that their action produces a reaction
  • Position the baby so their kicking and grasping can produce a response
  • Provide a variety of interesting objects for the baby to touch, hold, bang on, and throw
    • Various rattles
    • Bells
    • Small and large drums
    • Boxes
    • Balls
  • Respond to the baby’s efforts to create an effect; for example, if the baby raises their hand to be picked up, say, “You are raising your arms to show me you want to be carried. I’m going to pick you up now.”

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)
Ways educators might support the child's development
  • Respond promptly to the child’s efforts to initiate an interaction, for example, if the child makes eye contact with the educator and then covers their eyes, the educator may say, “You want to play peek-a-boo.”
  • Push children on a swing so the motion of going away and coming back supports their developing sense of prediction
F

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
Ways educators might support the child's development
  • Observe and respond to the child’s reflexive motions and movements with words and actions; for example, if the baby accidentally spits out their pacifier, the educator may say, “Where’s your pacifier? Here it is. I’m putting it back in your mouth.”
  • Notice when the child is trying to use your body as a tool, and play along with them; for example, say, “You are moving my hand toward the mobile. I will make it turn again for you.”

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
Ways educators might support the child's development
  • Create an environment with loose parts that the baby may freely explore
    • Water cooler jugs and balls that children can drop through the top
    • Containers with lids that children can attempt to pry off
    • Buckets, baskets, bags, and purses for carrying materials around
    • Boxes, blocks, and safe bean bags
G

Math

1. Comparing and Categorizing

Child recognizes some similarities and differences between familiar and unfamiliar people, objects, or experiences.

0–9 months – See this age across all domains Infants
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
Ways educators might support the child's development
  • Narrate when familiar individuals enter the room (“Here comes Ms. Kimball. You know Ms. Kimball. Hello, Ms. Kimball.”)
  • Notice when a child is wondering about a new object (“You are looking at our new mobile. We hung it up in the window.”)
  • Use descriptive vocabulary, such as rough, smooth, furry, bumpy, long, short, wet, and dry as children touch and explore their environment
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)
Ways educators might support the child's development
  • Describe objects by their size, color, and shape (“You are rolling the big, red ball.”)
  • Talk about which objects go together during caregiving routines (“I am getting ready to change your diaper. I need a clean diaper, wipes, and gloves.”)
  • Play language games that emphasize speech sounds; for example, repeat the consonant sounds that the baby makes

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
Ways educators might support the child's development
  • Sing number songs to the child
    • “Ten fingers, ten toes, two little eyes, one little nose…”
    • “Five little ducks went out to play...”
    • “Uno, dos, tres amigos...”
  • Reference numbers and quantity as the educator interacts with the baby (“I see one little baby looking at me.”)
  • As the child picks up, holds on to, and releases objects from their hands, name the quantity in each hand
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
Ways educators might support the child's development
  • Use comparative vocabulary as you interact with children (“Carla has more cars than Shante.”)
  • Slowly count with children throughout the day. How many
    • Steps on the staircase?
    • Keys on a ring?
    • Wheels on a car?

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)
Ways educators might support the child's development
  • Create and maintain predictable routines for the child’s day, including feeding, resting, bathing, and playing
  • Rock and sway the child in rhythmic movements
  • Use song to draw the child’s attention to the rhythm of the day (e.g. songs that include such phrases as “good morning,” “time for rest,” “time to say goodbye, see you tomorrow”)
  • Rock, sway, swaddle, sing, and talk to the child with a flow and inflection that is repetitive and predictable
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)
Ways educators might support the child's development
  • Talk to families about the rhythms of their caregiving routines, in order to reaffirm children’s sense of what comes next
  • Play back-and-forth games with children
    • Rolling balls
    • Swinging
    • Handing objects back and forth
  • Use vocabulary related to patterns: “my turn” and “your turn”

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
Ways educators might support the child's development
  • Provide comfortable, safe space for the child to move freely on the floor
  • Provide materials of various sizes and shapes for the child to explore, such as different types of fabrics, silicone muffin tins, ice trays, or metal jar rims
  • Present collections of balls
  • Use vocabulary related to spatial awareness (e.g, “in,” “on,” “under,” “up,” “down,” and “to”)
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)
Ways educators might support the child's development
  • Encourage pointing at objects, and verbally acknowledge the item that is being pointed to
  • Provide materials in the learning environment that support the development of spatial sense
    • Shape sorter
    • Nesting cups
    • Ring stackers
    • Simple knob puzzles
  • Provide collections of objects that are the same shape
    • A collection of cubes, including boxes and blocks
    • A collection of circles, including rings, lids, and round pieces of paper

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