Domains

Vocalizes or gestures in response to a new person, toy, or experience.

Bangs, moves, throws, and dumps materials.

Turns objects around, upside down and inside out to examine characteristics.

Begins to ask "why" questions frequently.

Expresses verbal and nonverbal interest when encountering novel objects or events.

Seeks out new experiences, objects, or materials for own enjoyment.

Choose and read texts that explore personal identity and interests, with prompting and support. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Shows interest in the environment primarily through looking, listening, and using their mouth to explore things.

Responds to people by looking, kicking legs, vocalizing, reaching.

Uses senses (touch, see, hear, smell, taste) to explore their environment.

Repeats actions until satisfied with effort.

Investigates new materials in the environment.

Investigates and experiments with materials with interest.

Explores and combines various materials in innovative ways, either by initiating new combinations or by extending the use of materials.

Asks questions.

Notices and communicates curiosity about new objects, materials, and activities.

Investigates new things and seeks novel experiences eagerly.

Asks focused questions about topics of interest.

Speak audibly and express thoughts feelings, and ideas clearly. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Reaches, gestures, or moves toward an object or person that interests them or of their choice.

Repeats actions.

Stays focused on sights, sounds, and actions for approximately one or two minutes.

Repeats actions to participate in tasks.

Maintains focused attention on sights, sounds, and actions for three to five minutes.

Repeats activities to complete tasks.

Engages in play with peers for 5-8 minutes.

Maintains focused attention in a large group for short periods.

Works at a task despite distractions until the task is complete.

Participates in large group activities led by a teacher for sustained periods.

Participates in large group activities and discussions.

Makes a plan to complete tasks.

Shows preference for people, objects, and food.

Makes choices between two options, sometimes with assistance from adults.

Makes choices where appropriate without adult support (e.g., free choice activities or playing on playground equipment).

Engages in self-initiated activities for up to five minutes.

Creates a plan to achieve a goal and follows through to completion with occasional adult support.

Make a musical choice while singing, playing instruments, or moving to explore the effects of musical elements. (2018 Minnesota K-12 Academic Standards in Arts Education: Music)

Identify choices made in one's original artwork. (2018 Minnesota K-12 Academic Standard in Arts Education: Visual Arts)

Choose and read texts that explore personal identity and interests, with prompting and support. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Create a personal representation of themselves, including their family and/or ancestors. Discuss the choices made, describing what is special and important, including strengths and assets. (2021 Minnesota K-12 Academic Standards in Social Studies)

Uses senses to engage with people and objects.

Makes cooing sounds, imitates facial expressions, reaches for objects.

Engages in simple games that involve interaction with caregivers (e.g., plays peek-a-boo).

Explores and uses materials in new ways.

Engages in parallel play, where they play alongside other children without significant interaction.

Imitates the actions of adults or older children (e.g., plays hide-and-seek, builds with blocks).

Initiates novel interaction or activity with others.

Engages in pretend play (e.g., pretends to cook, care for dolls, or takes on roles like a doctor or firefighter).

Engages in cooperative play and collaborating with others in games and activities.

Experiments with new ways to combine materials.

Develops more elaborate imaginative play that includes complex scenarios and storylines.

Uses humor and laughter during play (e.g., tells a joke or a funny story).

Uses a variety of voice inflections and facial expressions in play.

Develop ideas for media artworks using play and experimentation. (2018 Minnesota K-12 Academic Standards in Arts Education: Media Arts)

Invent and inhabit an imaginary place in a dramatic play or a guided drama experience. (2018 Minnesota K-12 Academic Standards in Arts Education: Theater)

Use body, voice and imagination during a guided drama experience. (2018 Minnesota K-12 Academic Standards in Arts Education: Theater)

Explore artistic ideas through intentional play. (2018 Minnesota K-12 Academic Standards in Arts Education: Theater)

Makes noise by shaking, banging, and squeezing objects.

Makes a sound to represent or stand for an object or event (e.g., sounds of animals).

Acts out a sequence of related actions to recreate personal experiences (e.g., pretend to drink from an empty cup).

Uses one object to stand for another in play (e.g., lines up a row of chairs and communicates, "the bus is leaving").

Begins to intentionally plan how to use materials to express an idea (e.g., setting up a pretend store).

Notices written letters and words represent objects, people, or events, and begins to use written letters or words in play.

Express an idea, feeling, or image through movement. (2018 Minnesota K-12 Academic Standards in Arts Education: Dance)

Develop ideas for media artworks using play and experimentation. (2018 Minnesota K-12 Academic Standards in Arts Education: Media Arts)

Shows excitement and pleasure when grasping, mouthing, and visually exploring objects.

Begins to play more intentionally with objects and materials (e.g., scribbling with crayons, stacking objects).

Creates and produces own ideas for play (e.g., assigning roles in dramatic play).

Engages in social, inventive play with materials.

Explores different materials, tools, and processes to create unique products of their own choosing.

Express original ideas in dramatic play or a guided drama experience. (2018 Minnesota K-12 Academic Standards in Arts Education: Theater)

Design and build a structure to reduce the warming effect of sunlight on Earth's surface. (2019 Minnesota K-12 Academic Standards in Science)

Gazes between two objects or people.

Understands that objects still exist when not visible (e.g., playing peek-a-boo, looking for an object under a cover).

Uses some prior experiences to build new knowledge and solve problems (e.g., stacking objects, sorting shapes).

Recalls prior experiences to build new knowledge and solve problems.

Recalls a sequence of events.

Recites simple familiar songs, rhymes, or a short sequence of letters or numbers.

Recalls and follows two-step directions.

Recites more complex songs or rhymes from start to end.

Carries out the steps in daily routines on their own or with minimal support (e.g., putting toys away or brushing teeth).

Participates in and contributes to discussions about familiar topics.

Pays brief attention to environmental stimuli (e.g., caregivers' scent, voice, face, touch).

Indicates a preference with physical or vocal response to caregivers.

Focuses attention on preferred items and experiences.

Expresses thoughts, verbally or nonverbally, by responding to simple choices (e.g., points at preferred object/person).

Anticipates and follows simple routines provided by caregivers.

Pays attention to both familiar and new objects and experiences.

Chooses from a few options within a familiar environment.

Accepts a familiar adult's offer of personalized support and/or redirection when facing difficult or unexpected situations.

Attends for longer periods of time through a broad range of adult-directed and child-initiated activities.

Makes self-directed choices from a greater variety of options.

Shows increasing ability to remember and follow simple two-step directions.

Maintains focus and perseverance on a task of interest for a minimum of five minutes independently.

Begins to develop ways to think about and solve problems, seeking adult support as needed.

Begins to develop associations based on prior experience (e.g., sees bottle, anticipates feeding).

Develops expectations based on prior experience. (e.g., expects to turn the page of a familiar book).

Says the rule but does not necessarily follow it.

Begins to understand that rules in different settings may be different (e.g., voice volume indoors versus outdoors).

Tries an alternate solution if the first idea doesn't work.

Generates multiple answers to a prompt (e.g., helps make a list of things with wheels).

Considers other points of view and may change opinion or idea when faced with new information.

Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system. (2019 Minnesota K-12 Academic Standards in Science)

Notices and pays attention to things that seem out of order (e.g., if a toy is blocking access to the giraffe, then they can push the toy aside).

Examines objects that don't respond as usual; attempts to make objects work as expected (e.g., putting a circle-shaped object into a square hole).

Attempts problem solving with toys and objects, not always successfully.

Tries repeatedly to solve problems.

Makes guesses about how a problem might be solved and persists until the problem is solved with support from a caregiver (e.g., suggests each child takes a turn with an object).

Attempts to solve problems independently.

Explains the possible solutions of problems and outcomes.

Recognizes that actions can cause specific responses (e.g., object makes noise when moved).

Notices similarities and differences.

Predicts what will happen next based on prior experience.

Makes guesses based on what is seen, heard, smelled, etc.

Identifies possibilities for why things happen.

Forms ideas about why things happen.

Draws conclusions and explains thinking.

Identify and describe patterns that emerge from the effects of different strengths or different directions of pushes and pulls on the motion of an object. (2019 Minnesota K-12 Academic Standards in Science)

Attends to differences (e.g., contrast of light/dark, loud/quiet).

Chooses to engage with a specific object, toy, or experience.

Engages with a variety of artistic materials and experiences (e.g., gluing, drawing, or singing).

Uses art-related vocabulary when discussing different artistic experiences (e.g., a stage, an easel, or a song).

Describes differences in artistic experiences using art-related vocabulary (e.g., "I paint with a paintbrush. I draw with a crayon").

Demonstrate different locomotor and non-locomotor movements.

Identify movements using dance terminology.

Describe a movement that was observed in a dance.

Identify different ways media artworks are presented.

Identify components (such as sound, lighting, sequence, mood) in media artworks.

Make a musical choice while singing, playing instruments, or moving to explore the effects of musical elements.

Identify musical opposites while listening to and interacting with a variety of music.

Identify different types of sounds and movements in a guided drama experience.

Describe different design and technical choices for a guided drama experience.

Use body, voice and imagination during a guided drama experience.

Describe and distinguish between images and real objects.

Imitates sounds, motions, and gestures.

Shows preference for familiar sounds, motions, and gestures.

Copies artistic patterns (e.g., repeating sounds, gestures, and materials), with support.

Adds onto their artistic patterns with sounds, music, motions, gestures, and materials.

Creates their own artistic patterns while engaging in artistic experiences.

Improvise movement that starts and stops on cue.

Identify dance movements from a specific dance.

Identify artwork based on a theme or concept using artistic foundations.

Engages in artistic experiences (e.g., through song, music, or movement) with support from an adult.

Uses different materials in different ways to create art (e.g., painting with a brush versus painting with fingers).

Chooses to engage with artistic materials and experiences (e.g., paint, crayons, dramatic play, or music) when available.

Demonstrates preference in artistic choices and expressions (e.g., colors or songs).

Chooses to engage in artistic experiences with purpose (e.g., creating a picture for their caregiver) and describes artistic work when prompted.

Respond in movement to a stimulus/stimuli.

Demonstrate different locomotor and non-locomotor movements.

Make changes to the content of media artworks and share results.

Make a musical choice while singing, playing instruments, or moving to explore the effects of musical elements.

Identify which of two contrasting musical selections is preferred and tell why.

Use body, voice, and imagination during a guided drama experience.

Explore artistic ideas through intentional play.

Identify choices made in one’s original artwork.

Select and explain reasons for personal preference.

Responds physically or vocally (e.g., vocalization, facial expression, bouncing, or clapping) to an artistic experience (e.g., music, songs, rhythm, color, or storytelling), with or without caregiver support.

Shows different reactions (e.g., smiling, laughing, bouncing, or clapping) when exposed to a variety of artistic experiences, with or without caregiver support.

Expresses emotions while engaging in artistic experiences.

Shares thoughts, feelings, and knowledge while creating art and/or interacting with the arts.

Creates artistic experiences that represent thoughts, feelings, experience, and knowledge.

Express an idea, feeling, or image through movement.

Make a personal connection to a dance or movement.

Describe how movement feels when dancing.

Use personal experiences in creating media artworks.

Choose a musical sound to share.

Make a musical choice while singing, playing instruments, or moving to explore the effects of musical elements. For example: High/low; loud/soft; fast/slow.

Express original ideas in dramatic play or a guided drama experience.

Express an emotional response in dramatic play or a guided drama experience.

Explore artistic ideas through intentional play.

Create art that tells a story about a life experience.

Recognize that all humans make art.

Turns towards and focuses on a nearby caregiver who is communicating.

Watches caregiver actions and gestures.

Responds to nonverbal and verbal cues (e.g., cooing or babbling in response to caregiver).

Responds to conversation, questions, and one-word requests (e.g., caregiver asks, "Where's the object?" and the child looks or points towards the object).

Understands and follows a one-step direction.

Responds to descriptive language about objects, actions, and concepts. (e.g., when asked, the child points to the blue object).

Shows understanding of questions and statements about people, objects, ideas, and feelings.

Shows understanding of in/out, under/over, top/bottom, when requested (e.g., points to place or object when asked).

Responds to direct questions and follows two-step directions.

Shows understanding of vocabulary that indicates the location of person or thing (e.g., "above" or "below") by communicating or pointing to objects based on verbal cues.

Follows directions that involve three or more steps.

Responds to increasingly complex vocabulary that indicates location, such as "besides," "around," and "next to."

Responds appropriately to "wh-" questions or understands a question has been asked.

(C) Follow sequence of a story or discussion or steps in a process.

Confirm understanding of a text read aloud or information presented orally or through other media (ex. poems, rhymes, songs) by asking and answering questions about key details and requesting clarification if something is not understood.

Imitates and responds to facial expressions and caregiver sounds.

Initiates social interaction through vocalization (e.g., babbling, crying), facial expressions (e.g., smiles) or body movements (e.g., flapping their arms).

Initiates shared attention to an object or an event.

Uses sounds, gestures, or actions to intentionally communicate and express needs and wants.

Shows reactions to objects, people, or activities (e.g., seeks comfort from a familiar adult in the presence of a stranger).

Uses real or made-up words, signs, or gestures to express basic wants and needs (e.g., signs for "more").

Responds with gestures, sounds, or words to extend interactions with others.

Uses an increased number of descriptive sounds, signs, words, or phrases to express desires and interests to others.

Begins to ask "why" questions.

Initiates and responds to conversations with others.

Initiates or extends conversations with varied comments or questions.

Communicates clearly enough to be understood by the majority of those who speak the same language.

Uses verbal or nonverbal communication to understand and solve problems with adults or other children.

Asks and answers questions to seek help or get information.

Share personal perspective, identity and voice, verbally or visually.

State of personal opinion for the purpose of sharing, verbally, visually or in written form, with support and guidance.

Make a statement about a topic and offer one or two details about the topic, verbally, visually or in written form, with support and guidance.

Verbally or visually respond to a story, with support and guidance.

Tell a story about a personal experience or that of a character, verbally, visually or in written form.

Ask questions to participate in shared research and writing projects.

(A and B) a. Help create and follow agreed-upon norms for a discussion (e.g., speaker norms, listener norms, participation norms) respectful of culture. 
b. Participate as a speaker and listener, and continue exchange of ideas through multiple exchanges.

Speak audibly and express thoughts, feelings and ideas clearly.

Coos and gurgles, makes some vocal sounds.

Practices producing and combining sounds or signs (e.g., babbling).

Uses vocalizations, signs, and gestures to represent concepts (e.g., signing for more milk).

Names a few objects, animals, people, or activities with words or signs (e.g., first word).

Imitates familiar or environmental sounds (e.g., animal sounds).

Constructs two-word sentences (object and action).

Shows rapid growth in quantity of words or signs used in conversation or play.

Uses increasingly complex and varied vocabulary.

Constructs simple sentences with more than two words (e.g., "I want water").

Begins or increases use of verbs or action words in everyday conversation.

Uses increasingly longer sentences to share information about experiences with people, places, or things.

Uses more new words that more precisely name and describe objects.

Applies language rules to words or sentences, accurately or inaccurately (e.g., "We goed to the store").

Uses increasingly complex sentences to describe relationships between two or more things or events.

Uses increasingly specific and precise words to name objects and their features and functions.

Uses words and longer sentences to describe events in sequence (e.g., storytelling).

Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support.

Ask and answer questions about unfamiliar vocabulary in informational text read aloud.

Correctly order beginning, middle and end of a story, with support and guidance.

Speak audibly and express thoughts, feelings and ideas clearly.

Maintains some shared attention while being read to and/or looking at pictures.

Makes sounds while looking at text or images.

Engages with books and other print materials (e.g., child brings book to caregiver for reading).

Points to a few pictures in print on their own or in response to a question from a caregiver.

Imitates reading.

Makes a connection between an object in print and an object in real life.

Asks for or picks out favorite texts.

Focuses on a book while listening to the reader.

Points to both pictures and text when engaging with print books (e.g., points to letters in their name).

Shows persistence with longer and more complex narratives and informational text (e.g., maintains attention throughout read aloud).

Offers a personal response to stories read aloud.

Actively participates in reading activities with enjoyment and purpose.

Retells familiar stories using a book as a guide.

Initiates shared and solitary book use.

Requests information and access to new literacy materials.

Notices environmental print (e.g., classroom or building signs, food logos) and finds meaning behind it.

Demonstrate understanding of the basic features of print: 
a. Follow words from left to right, top to bottom and page by page. 
b. Recognize and name all uppercase and lowercase letters of the alphabet. 
c. Understand that words are separated by spaces in print

Choose and read texts that explore personal identity and interests, with prompting and support.

Ask and answer questions about key details in a text, with prompting and support.

Identify the topic of a text, with prompting and support.

Identify characters and setting, in a literary text, with prompting and support.

Describe the connection between two pieces of information, events, people or ideas in informational text, with prompting and support.

Recognize the difference between literary and informational text, through listening or reading.

Recognize the connection between illustrations and text.

Recognize common types of text (e.g., storybooks, informational, poems) through listening or reading.

Looks at the caregiver's lips and face when the caregiver is speaking.

Demonstrates awareness of sounds in the environment and spoken language from caregivers (e.g., turns head when phone rings).

Shows interest in songs, rhymes, chants, and stories.

Notices and listens to sounds and words from home language and if different, the language of care.

Imitates sounds heard in the environment.

Identifies and produces sounds heard in the environment.

Participates in songs, rhymes, chants, and stories.

Repeats different sounds in familiar words or rhymes (e.g., sings words in familiar songs).

Distinguishes between spoken language and environmental sounds.

Recalls previously heard words, songs, and rhymes (e.g., sings familiar song while playing).

Shows interest in and associates sounds with words (e.g., child shows reaction when hearing the first letter of their name).

Plays with sounds, words, and language (e.g., rhyming and matching first sounds in words) with or without attention to meaning.

Identifies and continues sound patterns in words.

Produces rhyming words or words with the same beginning sound, when prompted.

Identifies individual sounds or segments (parts) of words when prompted (e.g., Identifying first part of the word "cupcake").

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Know and apply grade-level phonics and word analysis skills in decoding words.

Read decodable texts accurately, with guidance and support.

Recognize rhythm, alliteration and repeated lines in a story, poem or song read aloud.

Demonstrate one-to-one letter-sound correspondence.

Pays attention to familiar objects, images or people.

Shows interest in familiar objects, images or people.

Recognizes and attempts to label familiar objects, images, or people.

Names familiar colors, shapes, and objects.

Points to or names some shapes, colors, letters, and other familiar symbols (e.g., first letter in child's name).

Names familiar letters (e.g., letters in child's name) and produces letter sound (e.g., "ef" for F).

Recognizes (verbally or nonverbally) the difference between letters and other symbols (e.g., a square versus the letter "T").

Names some objects, shapes, colors, letters, numbers, and symbols with increasing fluency.

Demonstrate understanding of the basic features of print: 
b. Recognize and name all uppercase and lowercase letters of the alphabet.

Print many uppercase and lowercase letters.

Explores books and other print materials (e.g., grasping and bringing a book to mouth to suck and chew).

Attempts to hold print materials (e.g., a book) with both hands.

Turns the pages of print materials (e.g., board books).

Turns the print materials right side up.

Identifies the front and back of a print material.

Begins to understand that print has meaning (e.g., asks "what does this say?").

Looks at and shares books and other print materials with others from front to back.

Names some parts of a print material (e.g., cover and pages of a book).

Demonstrates knowledge and understanding of print orientation in English (e.g., left to right and top to bottom) and/or languages that are used in the home or community.

Points to words or symbols and attempts to read.

(A). Demonstrates understanding of the organization and basic features of print. 
a. Follow words from left to right, top to bottom and page by page.

Recognize orientation (front cover, back cover, title) of print text and navigation of digital text.

Define the role of an author and illustrator in telling a story.

Recognize common types of text (e.g., storybooks, informational, poems), through listening or reading.

Demonstrates response to face and voice interactions from others (e.g., moves head and follows gaze).

Shows interest in stories read out loud (e.g., focused attention, cooing, babbling).

Points to or gestures toward characters during reading.

Demonstrates understanding (e.g., focused attention), when stories and texts are read or told.

Communicates (verbally or nonverbally) about characters and events during reading or storytelling.

Relates objects in stories or texts to objects in the real world.

Asks and answers questions during reading or storytelling.

Acts out, draws, or describes parts of a story or text.

Identifies and describes basic information from the text of a print material (e.g., characters, objects, and events).

Retells important information from a story or text.

Tells simple stories and experiences from their own life.

Uses vocabulary related to key concepts and central themes from a story or text.

Predicts what will happen next in a story using language or drawings.

Retells a story or events from text using a variety of media, materials, and props (e.g., acts out the story using dress-up).

Describes conflict and conflict resolution themes from a story or text (e.g., "The rabbit got away from the farmer").

With guidance and support, read and monitor understanding of grade-level text, self-correcting as needed, using strategies including, but not limited to, decoding, asking questions and making connections.

Ask and answer questions about key details in a text, with prompting and support.

Identify the topic of a text, with prompting and support.

Identify characters and settings in a literary text, with prompting and support.

Recognize the difference between literary and informational text, through listening or reading.

Correctly order beginning, middle and end of a story, with support and guidance.

Grasps and squeezes a toy or object.

Uses hands or feet to make a physical connection with objects or people.

Coordinates eye and hand movements and has control over grasp.

Uses small muscle movement to do simple tasks (e.g., picking up small items).

Uses writing tools (e.g., crayons or drawing boards).

Uses scribbles, shapes, or pictures to represent thoughts and ideas.

Demonstrates interest in writing to communicate (e.g., may imitate typing on a device).

Uses letter-like symbols to make letters or words in home language and/or English.

Uses symbols and drawing to represent writing.

Writes own name and words about familiar and interesting things.

Understands the different purposes for writing (e.g., stories, lists, or labels).

Uses invented spelling (e.g., chooses incorrect or unusual letters to spell words).

Uses words, pictures, letters, or letter-like symbols to communicate information and ideas, or to create original stories.

Recognize that words are represented in written language by specific sequences of letters, which are separated by spaces, and put in a specific order to create a sentence.

Write routinely (may include a combination of drawing, dictating and writing), with support and guidance.

Plan and draft writing (may include a combination of drawing, dictating, and writing) and revise to strengthen writing in a shared setting.

Releases one item to reach for another.

Says or signs at least one number.

Imitates counting.

Says or signs number words, both in the correct sequence and out of sequence by memory.

Shows interest in counting or number-oriented play.

Says or signs numbers correctly up to 10, with or without objects.

Notices numbers or numerals in the environment.

Recognizes when others make errors while saying or signing a number sequence.

Begins to make number-like forms, such as a line or circle.

Says or signs numbers forward up to at least 20, with some mistakes.

Says or signs numbers backwards from 10.

Names the next number for numbers up to 10 (e.g., using a number line, can answer the question, "What number comes after 4?").

Reads some numbers from 0 to 10, saying number words in the correct order, with some mistakes possible.

Names or says some numbers from 0 to 10, saying number words in the correct order, with some mistakes possible.

Count forward, with and without objects, to at least 31. Count backward from 20. (MP6)

Count collections of objects up to 31 by grouping in 10s using ten-frames, cups, or other tools. (MP6, MP7)

Uses any number to signify "how many" while clearly not knowing what that number word means (e.g., when asked, "How many?" child replies "five" without counting, looking at, or knowing how to count to five).

Demonstrates and uses one-to-one counting to count up to four items (e.g., a child is asked to answer how many blocks are in the pile, and then touches each item once while counting).

Demonstrates and uses one-to-one counting to count with sets up to 10 items.

Read, write, compare, order, and represent whole numbers from 0 to at least 31 (with 0 representing the count of no objects) to answer the question, "how many?" Representations may include numerals, pictures, real objects, picture graphs, spoken words and manipulatives, such as connecting cubes. The numbers from 11 to 19 are composed of a 10 and one, two, three, four, five, six, seven, eight or nine ones. (MP4, MP8)

Responds to requests to give a small quantity of items (e.g., one, two) with some mistakes.

Gives one to two and only one to two items upon request.

Identifies a correct quantity (e.g., three or four objects) with a number word (e.g., "three" or "four") up to four items.

Gives the correct number of items consistently, when asked, up to four.

Identifies a correct quantity (between four and 10 items) with a number word (e.g., "four" or "six").

Gives the correct number of items consistently when asked, for between four and 10 items.

Identifies that the final number word used when counting out an item set represents the exact number of items in the set.

Understands the number of objects in a set does not change and is the same regardless of the arrangement or order in which they were counted (e.g., when there are five different animals in a group, the quantity is the same whether they are in a circle or a line).

Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number with one and only one object. Understand that the last number said tells the number of objects counted. Understand that each successive number refers to a quantity that is one more. Name the position of an object in a sequence (ordinal count). (MP1, MP6)

Understands that a number word identifies, "How many?"

Understands that a number word refers to a specific quantity without knowing the exact quantity.

Associates a small quantity (e.g., one or two objects) with a number word or number (e.g., "one" or "two") up to two.

Associates a quantity (e.g., two or three objects) with a number word or number (e.g., "two" or "three") up to four.

Names small sets quickly and accurately, labeling groups as "two" or "three," up to three. This skill is often referred to as "subitizing."

Associates numerals (e.g., 3 or 4) with the correct number word or number (e.g., "three" or "four") up to 10.

Names small sets quickly and accurately, labeling groups as "four" or "five" (e.g., when a child sees five dots on a die, they know without counting that it is "five"). This skill is often referred to as "subitizing."

Recognize that a number can be used to represent how many objects are in a set. (MP1, MP6)

Grasps one object and reaches for another.

Groups a few items into categories (e.g., color, size, shape).

Compares two sets of up to four objects accurately using terms like "more" and "less" or "a little" and "a lot."

Uses terms like "more" and "less," "bigger" and "smaller," and "a little bit" and "a lot" to refer to approximate quantities.

Estimates quantities verbally without counting, although inconsistently and sometimes with mistakes.

Count collections of objects up to 31 by grouping in 10s using ten-frames, cups, or other tools. (MP6, MP7)

Find a number that is 1 more or 1 less than a given number. (MP7, MP8)

Solve and represent a variety of addition and subtraction contextual situation types using objects, drawings, mental images or equations within 10. (MP4, MP5)

Uses signs like "more" to reference quantity.

Uses signs or words like "more" to reference quantity.

Notices when the quantity of a set of up to four objects has increased or decreased.

Combines or separates items (or sets of objects) to make another number.

States the number that comes before or after (up to the number five).

States the number that comes before or after (up to the number 10).

Understands that a quantity changes (increases or decreases) when a set of objects (more than four and up to 10) are combined or separated.

Names the next number in a set of up to 10 items without recounting, even when the set isn't visible.

Produces different sets that equal a specific sum of up to 10 (e.g., both "two and three" and "one and four" equal five).

Compose and decompose numbers less than or equal to 10 into pairs in more than one way with objects and pictures. Record each decomposition with a drawing or equation. (MP7)

Fluently add and subtract within 5. (MP2)

Orders a few objects by size with assistance.

Identifies the first or second item in a sequence upon request.

Uses ordinal position sequencing terms (e.g., "first," "most," "last," "before").

Orders a few objects by size without assistance.

Recognizes that a number word can be used to represent a position in a sequence (e.g., puts a specific object first or second when making a pattern).

Recognize that a number can be used to represent how many objects are in a set or to represent the position of an object in a sequence. When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number with one and only one object. Understand that the last number said tells the number of objects counted. Understand that each successive number refers to a quantity that is one more. Name the position of an object in a sequence (ordinal count). (MP1, MP6)

Adjusts reaching behavior to distance of object.

Experiments with "full" and "empty" (e.g., filling and emptying buckets/cups).

Orders a few objects by size with support.

Brings objects closer together to compare them.

Imitates using an object to measure another object.

Uses language or gestures to describe "full" and "empty."

Begins to understand the need to use standardized units, common and unconventional, to measure.

Demonstrates understanding of measurement terms (e.g., "longer" and "shorter" or "farthest" and "closest") by saying or pointing.

Uses standardized units, common and unconventional, to measure.

Compares and orders more than two items in some way (e.g., shortest to longest, smallest to biggest).

Uses comparison vocabulary (e.g., "longer" and "shorter," "taller" and "shorter," and "farthest" and "closest") with both discrete sets (e.g., blocks, books) and continuous properties (e.g., water, sand, height).

Compare objects with a measurable attribute in common, to see which object has "more of," "less of" or the "same as" the attribute and explain the reasoning. (MP3, MP5)

Describe several measurable attributes of objects such as length and weight. (MP4, MP6)

Anticipates familiar routines.

Notices changes in patterns (e.g., emotional reaction when preparation for feeding takes longer than usual).

Carries out steps of familiar routines (e.g., mealtime, handwashing).

Participates in familiar simple patterns (e.g., sound, body movement sequence with familiar songs).

Participates in a new simple pattern that is modeled (e.g., sound, body, color, size, movement).

Recognizes repeating patterns.

Copies simple existing patterns.

Extends a simple pattern.

Uses words or pictures to describe a simple pattern.

Applies a simple pattern rule to different materials or modes (sound, body, color, size, movement).

Copies an example of a complex pattern.

Recognize, create, complete, and extend simple patterns using shape, color, size, number, sounds, and movements. Patterns may be repeating, growing or shrinking. (MP1, MP7)

Recognize patterns in counting. Skip count by 10s starting at zero up to 100. (MP7)

Notices high contrast patterns, shapes, or lines (e.g., pays attention to black and white patterns or images on objects).

Shows interest in shapes and spatial relationships (e.g., rolling a ball, stacking small objects, attempting to fit pieces in puzzles).

Begins to recognize 2D and 3D shapes (e.g., circles, spheres, squares, and cubes) by naming or sorting objects.

Begins to recognize 2D and 3D shapes (circles, spheres, squares, and cubes) by fitting objects into spaces (e.g., puzzles).

Recognizes 2D and 3D shapes in the environment.

Points to or names familiar 2D and 3D shapes (circles, spheres, squares, cubes, triangles) accurately when asked.

Begins to describe the attributes (round, straight, curved, etc.) that define 2D and 3D shapes, including sides and corners regardless of the shape's size or position (e.g., notices that "this block won't roll because it's not round").

Puts together (composes) and takes apart (decomposes) shapes.

Identify and compare two- and three- dimensional shapes such as squares, circles, triangles, rectangles, trapezoids, hexagons, cubes, cones, cylinders, and spheres using informal language to describe their similarities, differences, parts and other attributes. (MP2)

Compose, decompose and name simple shapes. Recognize shapes regardless of their overall size and orientation. (MP1, MP2)

Attends and responds to moving objects and sounds in their environment.

Develops an increasing ability to change positions and move their body from place to place.

Demonstrates awareness of differences between over and under, up and down, in and out.

Rotates, flips, or turns an object when they realize the object doesn't fit in a defined space.

Adjusts position and movement of own body relative to objects (e.g., moves around objects).

Explores how objects fit together in their environment.

Rotates objects to accurately fit through holes and spaces.

Puts together (composes) and takes apart (decomposes) shapes to create new shapes.

Recognizes and creates shapes that have symmetry.

Recognizes that complex shapes need to be rotated, flipped, or turned around before objects fit together (e.g., puzzle pieces).

Describe objects in the environment using names of shapes. Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. (MP1, MP6)

Shows preference for familiar or novel toys, objects, and people.

Recognizes familiar objects from different perspectives.

Begins to understand personal location relative to landmarks or another person's location.

Uses terms to explain distances and lengths (e.g., "near" and "far," "above," and "front" and "back").

Uses a simple map of a visible area to locate placement, with verbal cues.

Recognizes and describes the position of objects in their environment.

Produces a simple map.

Describe objects in the environment using names of shapes. Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind and next to. (MP1, MP6)

Uses senses to interact with objects in their environment (e.g., mouthing a toy or object).

Recognizes differences between familiar and unfamiliar (e.g., faces).

Begins to recognize similarities or differences of novel objects.

Matches items based on attributes meaningful to the child (e.g., sorting based on favorite color).

Imitates sorting.

Sorts objects based on an observable attribute, with or without assistance (e.g., shape, color, texture, size).

Demonstrates understanding that attributes are measurable (e.g., counting small objects of same color).

Says or shows the attribute used for sorting or comparing objects.

Sorts objects by using flexible rules (e.g., sort first by color, then sort the same objects by size).

Sorts objects using characteristics such as shape, size, color and thickness. (MP1, MP6)

Participates in simple data collection with support from a caregiver (e.g., watches caregiver chart answers to question of the day).

Collects information about one or more attributes (e.g., how many children like one food versus another).

Helps to chart or graph information as part of group activity (e.g., writes X on chart to indicate choice between two items).

Sorts information by one or more attributes with assistance from a caregiver (e.g., creates a chart of animals that are awake at night versus day).

Collects and shares data independently (e.g., asks peers about preferences for group chart activity).

Organize objects, draw pictures, or use tally marks to represent data and communicate observations. (MP3, MP6)

Identifies patterns, differences, or similarities of information displayed (e.g., on a chart).

Uses language words, pictures, or signs to describe those patterns, differences, or similarities of data.

Describes differences in data (e.g., more children like apples than bananas).

Uses data to answer questions and solve problems (e.g., "If there are 10 name cards on the name chart, we need 10 chairs at the table").

Notice and describe patterns in data-rich situations. (MP1, MP7)

Organize objects, draw pictures, or use tally marks to represent data and communicate observations. (MP3, MP6)

Responds physically to stimuli (e.g., is startled by a sound).

Turns head side to side when lying on their stomach.

Holds head up unassisted while lying on their stomach.

Moves limbs to explore or engage with the environment in a supported position (e.g., kicks, bats, or reaches).

Maintains head control to view or scan the environment (e.g., looking around while lying down, while seated with support, or while held by a caregiver).

Changes and holds positions independently for play (e.g., rolls to the side lying or rolls completely over and stays in the new position).

Crawls by at least one method, examples include but are not limited to:

• On tummy using arms/legs (commando)
• Two straight arms and one bent leg (3-point)
• Scoots instead of crawls: from a seated position by pushing forward with legs (bend and straighten)/arm assist.
• Creeping using two arms and two legs.

Pulls their body upright to explore their environment.

Uses a stable item in their environment (e.g., a person, a chair, a table) to maintain balance while moving along.

Moves their body to a new location with support while maintaining trunk and head control (e.g., walking with hand held, taking steps with a push toy or walker, moving a wheelchair or floor wheeled device with their trunk and head upright).

Moves body over changes in surface types/levels (e.g., curbs, stairs, grass to sidewalk, inclines, floor to carpet).

Moves body independently through their environment while maintaining trunk and head control.

Moves body quickly through their environment while maintaining trunk and head control (e.g., running, using a mobility device to go faster than their usual speed).

Moves body independently up three to five stairs.

Walks up and down a few stairs with adult support or holding handrail (e.g., steps up on stair, then brings next foot to same stair).

Moves whole body quickly through their environment while in play.

Climbs onto/off stable items in their environment (e.g., a chair or a table).

Jumps up and down with two feet.

Moves under and around three or more objects (e.g., in an obstacle course or on a playground).

Balances while walking across an object (e.g., a curb) with some assistance.

Walks up and down a few stairs with adult support or holding handrail using alternating feet (e.g., step up on a stair one foot, then use other foot to go to the next stair).

Explores on play equipment.

Jumps on one foot a few times.

Jumps with two feet over, on top, and off of spaces or objects on floor (e.g., over a rope, onto or off of a short step).

Balances independently while walking across an object (e.g., walking along a line on ground).

Walks up and down stairs using alternating feet independently while holding the handrail.

Jumps alternating between each foot and both feet (e.g., playing hopscotch or dancing).

Jumps off variable heights using a one-foot lead or with two feet.

Gallops freely or in a game (one foot step-hop, with one foot leading).

Avoids obstacles and people while moving.

Hop, gallop, slide, skip, and run while maintaining balance.

Jump and land in the horizontal plane while maintaining balance.

Jump and land in the vertical plane while maintaining balance.

Perform locomotor skills in educational dance while maintaining balance.

Jump a single jump with a self-turned rope.

Jump a long rope with teacher-assisted turning.

Travel using slow and fast speeds.

Move safely in personal space with minimal reminders.

Holds and or moves objects with hands (grabs, shakes, bangs, brings objects to mouth).

Pushes and pulls objects while moving the body independently through their environment.

Throws objects as a part of play (e.g., small balls).

Pushes a ball forward with foot.

Rolls a ball toward a target.

Throws a ball towards a target.

Pushes with legs while sitting on an object with wheels (e.g., scooter or riding toy).

Kicks a ball.

Throws a ball with one or two hands.

Catches by cradling in arms toward the body.

Pedals an object with wheels (e.g., a tricycle or riding toys).

Kicks a ball close to a wide target.

Throws a ball with some accuracy to a target or person.

Catches a ball using two hands.

Bounces and catches a ball a few times using two hands.

Roll and throw underhand with opposite foot forward.

Throw overhand while maintaining balance.

Drop and catch a ball before it bounces twice.

Dribble with one hand, attempting a second contact.

Dribble with the inside of the foot, attempting a second contact.

Pass with the feet, while maintaining balance.

Volley individually using various body parts, attempting a second hit.

(0-6 months) Reaches for an object with one or both hands, grasps it and holds it.

(0-6 months) Releases a grasped object.

(6-12 months) Uses finger and thumb to hold small objects (e.g., food).

(6-12 months) Transfers an object from one hand to the other hand.

(6-12 months) Reaches across the body for object.

Grasps objects to release into an open container.

Dumps out objects from an open container.

Uses finger and thumb to hold and manipulate objects (e.g., page of a board book, piece of paper).

Grasps a small item of around a one-inch diameter in a fisted grip (e.g., crayon).

Stacks two objects on top of each other (e.g., blocks or cups).

Uses fingers and thumb to hold and manipulate objects repeatedly (e.g., turns the page of a book, opens or closes scissors).

Grasps and uses items (e.g., a crayon on paper or a stick in sand) in a fisted grip to scribble.

Stacks four objects on top of each other (e.g., blocks or cups).

Uses fingers and thumb to hold objects and matches them in a boundary area (e.g., shape sorters).

Uses two hands together to complete tasks (e.g., ripping paper, stringing beads, lacing shoestrings, stacking smaller items).

Crosses the midline of their body with or without an object (e.g., moving toy, drawing freely across paper with a crayon, touching shoulder with opposite hand).

Uses fingers and thumb to hold small objects and matches them in a boundary area repeatedly and with more accuracy (e.g., puzzle pieces).

Draws with intention and detail (e.g., writing letters or drawing shapes, lines, and stick people).

Uses each hand to complete a task (e.g., one hand holds the sheet of paper while the other hand moves crayon across it).

Print many uppercase and lowercase letters. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Moves in response to being dressed by lifting arms or legs, pushing arms or legs through clothing.

Feeds self with hands (when given opportunity) by reaching and grabbing for food items, then bringing it to their mouth.

Begins to drink from a cup with assistance from a caregiver.

Assists with putting on or taking off some clothes, while being dressed or undressed (e.g., pulling up pants, pulling their own head through a shirt, or putting a foot in a shoe).

Feeds self (e.g., uses hands or a feeding utensil).

Drinks from an open cup with minimal spilling.

Helps clean up (e.g., toys, food, garbage, clothing).

Participates in self-care or family routines such as reaching hands for hand washing, participating in mealtime, and putting away objects.

Attempts to dress self for indoors and outdoors with support (e.g., putting on their own top or bottom, putting on coat).

Cleans up a few materials when prompted (e.g., toys, food, garbage).

Recognizes the need to go to the bathroom and communicates this to a trusted caregiver.

Assists with putting footwear on and taking them off.

Demonstrates increasing independence with toileting.

Dresses with near independence.

Puts their footwear on and takes them off. May need help with ties and fasteners.

Puts on and takes off their indoor and outdoor clothes independently.

Recognize that food provides energy for physical activity.

Recognize that physical activity is important for good health.

Identify that healthy behaviors affect personal health. (National Health Standards)

Observes and responds to external stimuli (e.g., sounds, lights, smells, or other environmental aspects).

Indicates surprise, curiosity, or hesitancy when presented with unfamiliar items, people, or situations.

Indicates interest by looking, pointing, or verbalizing.

Explores or asks questions about new materials or the environment.

Notices (verbally or nonverbally) differences or similarities among materials, objects, and phenomena.

Uses past experiences to generate new questions.

Describes differences and similarities.

Expresses curiosity and/or makes predictions after observing something that occurs repeatedly.

Ask questions to obtain information from weather forecasts to prepare for and respond to severe weather.

Make observations of plants and animals to compare the diversity of life in different habitats.

Uses senses to become aware of immediate surroundings (e.g., looking at a mobile, turning their head towards a sound, or touching different textures).

Touches, feels, and manipulates objects to gain understanding.

Seeks out and explores objects and items.

Begins using objects as tools (e.g., using a block as a hammer or a phone).

Plays with objects of interest (whether familiar or new) for extended periods of time.

Identifies and uses some tools for their intended purpose.

Seeks to gain additional knowledge in areas of interest using trial and error and/or asking for caregiver help.

Explores and notices properties in objects.

Uses many tools as intended (e.g., scissors or magnifying glass).

Starts with a useful, general approach to investigation even if details may be lacking.

Explores objects with the intention of finding out something specific.

Uses tools in new and creative ways.

Make daily and seasonal observations of local weather conditions to describe patterns over time.

Record and use observations to describe patterns of what plants and animals (including humans) need to survive.

Demonstrates recognition of familiar items, people, and situations.

Persists in looking for missing object(s).

Demonstrates willingness to try new things.

Uses simple strategies to carry out ideas.

Persists in actions or attempts to affect the environment or objects.

Approaches situations with intent to achieve a simple outcome.

Uses a variety of strategies to carry out ideas.

Demonstrates ability to focus on one element of a situation.

Persists with a trial-and-error process through play and experimentation.

Makes a simple plan to see what will happen.

Uses a greater variety of strategies to carry out ideas.

Demonstrates ability to focus on multiple elements of a situation.

Makes a prediction when prompted.

Makes a plan in advance with an intended outcome.

Demonstrates awareness that different materials and variables impact strategies and outcomes.

Makes a logical prediction of an expected outcome.

Changes a plan or actions when the outcome is not as expected.

Identify and describe patterns that emerge from the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Design and build a structure to reduce the warming effect of sunlight on Earth's surface.

Shows a preference for certain materials, people, or situations.

Indicates surprise when outcome is not as expected.

Groups objects that belong together.

Recognizes differences among similar objects.

Makes guesses at possible explanations.

Communicates simple questions or observations after experimenting with objects or materials.

Describes items by comparing, sorting, classifying, and/or organizing.

Begins to rely on or expect information, based on things seen or experienced directly.

Offers detailed observations of why the result occurred.

Is open to more than one solution or answer to a problem.

Reflects on results and develops understanding when guided by an adult.

Construct an argument supported by evidence for whether a design solution works as intended to change the speed or direction of an object with a push or a pull.

Observes interactions and materials in the environment.

Begins to explore materials in the environment.

Experiments with materials in the environment (e.g., stacking items) and notices what happens.

Uses vocabulary to describe materials.

Begins to experiment with cause and effect.

Expresses ideas about materials or results, verbally or nonverbally.

Communicates possible explanations for an outcome.

Generates more complex questions.

Retells or describes own actions when experimenting.

Communicates with others about questions, actions, ideas, observations, or results.

Communicate design ideas for a structure that reduces the warming effect of sunlight on Earth's surface.

Chooses familiar people and objects.

Remembers and builds on past experiences.

Applies knowledge gained from one situation to another.

Recognizes different qualities to inform the development of a rule.

Recalls information and communicates how they will use it in new or different experiences.

Develops and applies rules.

Uses previous experience to solve problems.

Compares findings to predictions or expected results and notices patterns in the findings.

Sort objects in terms of natural/human-made, color, size, shape, and texture, then communicate the reasoning for the sorting system.

Identify and describe patterns that emerge from the effects of different strengths or different directions of pushes and pulls on the motion of an object.

Signals caregiver (e.g., cries) to meet basic needs.

Communicates comfort, discomfort, enjoyment, and displeasure through signals (e.g., crying, screaming, physical gestures, laughter, eye contact, or looking away). Signals will often be specific to families and cultures.

Attempts new challenges or activities with support/initiation from safe/secure individuals.

Seeks out and accepts support from trusted adults and caregivers, purposefully.

Demonstrates or describes personal skills, likes, and/or dislikes.

Seeks help from trusted adults and caregivers to solve problems.

Uses existing secure relationships to become familiar with and use social-emotional resources (e.g., books or singing).

Attempts new tasks and persists despite mistakes in familiar settings with predictable caregivers.

Demonstrates preferred social-emotional resources, such as adults, peers, or comfort objects, and uses them with increasing regularity for regulation needs.

Demonstrates increasing security in ability to communicate opinions, feelings, and ideas.

Engages in extended group-based activities and self-directed activities, when appropriate.

Tolerates corrective feedback, manages setbacks, and seeks adult support when needed.

Use feedback from the teacher. (2018 Minnesota K-12 Academic Standards in Physical Education)

Demonstrate ways to tell a trusted adult if threatened or harmed. (National Health Standard)

Explores their environment and how things work with the support of familiar adults and caregivers.

Demonstrates awareness of self as separate from others in relationships with caregiving adults.

Identifies self as part of a family, ethnicity, culture, community, or group.

Begins to describe self, using labels such as physical characteristics (e.g., eye color, hair, or gender).

Demonstrates knowledge of family/caregiver celebrations, traditions, and expectations (e.g., verbally describes, reenacts in play, etc.).

Demonstrates increasingly accurate understanding of own strengths, preferences, limitations, and personal qualities.

Expresses understanding of and interest in similarities and differences between self and others.

Speak audibly and express thoughts, feelings and ideas clearly. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Expresses emotions through facial expressions, sounds, and behaviors (e.g., crying, looking away, or startling).

Notices and responds to emotions displayed by caregivers.

Expresses feelings, needs, and wants with nonverbal communication and/or vocalizations to caregivers.

Understands that emotions can be demonstrated using words, signs, and expressions.

Recognizes and names some of their own emotions.

Shows some understanding of others' emotional expressions.

Uses words/signs to express and describe emotions common in their home culture.

Recognizes, describes, and responds to others' emotional expressions.

Demonstrates or describes an increasing understanding of cause and effect around their own emotional reactions.

Understands and anticipates emotional reactions of others based on their personal experiences and their own emotional reactions.

Uses sounds, facial expressions, sign language, or gestures to gain adult attention to reduce discomfort or distress.

Responds to a familiar caregiver's efforts to calm or soothe.

Seeks comfort from familiar caregivers actively, using sounds, facial expressions, sign language, gestures, or some words.

Uses existing safe relationships and the environment to cope with difficult situations or discomfort (e.g., cuddling, adult labeling emotions).

Tolerates brief delays in having needs met.

Uses a variety of coping/calming skills when heavily supported by caregivers and sometimes independently when in a safe and consistent environment.

Follows basic expectations to manage emotions and behaviors, with reminders or assistance.

Waits briefly to obtain a preferred item.

Accepts caregiver guidance and assistance when feeling strong emotions or discomfort.

Follows increasing expectations to regulate feelings and behaviors with necessary reminders or assistance.

Demonstrates the ability to delay gratification for longer periods of time.

Expresses feelings, needs, opinions, and desires more frequently through preferred communication methods.

Shows increasing understanding of changing expectations for behavior and emotional expression in different settings (e.g., home, school, or grocery store).

Shows ability to manage challenging feelings and behaviors, with caregiver support.

Shows increasing ability to understand the connection between actions and consequences, including the ability to stop and think in situations.

Demonstrate healthy ways to express needs, wants and feelings (National Health Standard)

Exhibits strong emotions in response to abrupt or unanticipated changes in activities (e.g., extended crying).

Exhibits, at times, strong emotions in response to changes in activities (e.g., temper tantrums).

Participates during changes in activities, with caregiver support.

Copes with change, then persists and moves ahead.

Approaches new tasks with confidence.

Anticipates changes and demonstrates the ability to adjust to changes.

Shows interest or reacts to others' emotions (e.g., responding to a familiar caregiver's voice or touch).

Responds to others' emotional tone and actions (e.g., smiles when someone smiles at them).

Imitates others' emotions and expressions (e.g., laughing when others are laughing).

Demonstrates individual responses to others' emotional tone or demeanor (e.g., reacts to a loud environment by crying, covering their ears, or getting excited).

Identifies others' basic emotional cues (e.g., learns when a peer is sad versus happy).

Shows concern for others through efforts to help or comfort (e.g., brings something or someone to a child that is upset).

Shows understanding, empathy, and compassion for others through words/signs or gestures (e.g., patting on the back, hugging, or sitting near a peer).

Labels others' emotions (e.g., tells the caregiver they look happy).

Attempts to label increasingly complex emotions in others (e.g., pride, embarrassment, or jealousy).

Acknowledges others' emotions (e.g., responds to peers' complex emotions).

Expresses curiosity and interest in others' perspectives when presented with different viewpoints.

Shows a preference for a familiar caregiver.

Notices or responds to others (e.g., reaches for a familiar caregiver).

Shows some awareness or caution with unfamiliar people or situations.

Shows preferences for one or more caregivers or children.

Uses familiar caregivers as a base from which to explore environments.

Seeks out familiar caregivers and children for conversation and play.

Manages routine separations with decreasing amount of distress.

Uses familiar caregivers for support across settings (e.g., in the classroom or outside).

Participates, verbally and non-verbally, in activities and conversations with caregivers and peers.

Builds friendships/peer connections through play, learning activities, and conversation with peers.

Express enjoyment when being physically active individually and with others. (2018 Minnesota K-12 Academic Standards in Physical Education)

Responds to caregiver interactions (e.g., cooing and making eye contact).

Responds to caregivers' interactions in increasingly connected ways (e.g., taking turns babbling and listening).

Practices taking turns with familiar adults or peers (e.g., rolling a ball back and forth or handing a book to someone).

Plays alongside others. This skill is often referred to as "parallel play."

Seeks a preferred playmate.

Enters play groups using various strategies (e.g., asks to join with adult/caregiver support).

Recognizes similarities and differences between own preferences and others'.

Initiates and joins cooperative play and conversations with others.

Shows concern, respect, care, and appreciation for others and the environment.

Takes turns with adult support.

Shows flexibility in roles during play.

Shows increasing ability to initiate, engage in, and sustain positive interactions with peers and adults.

Takes turns without adult support.

Share equipment and space with others. (2018 Minnesota K-12 Academic Standards in Physical Education)

Express enjoyment when being physically active individually and with others. (2018 Minnesota K-12 Academic Standards in Physical Education)

Shows a preference for familiar adults (e.g., looks at the caregiver, moves or makes sounds to get or keep the caregiver's attention).

Expresses feelings and emotions through gestures, facial expressions, and sounds.

Selects preferred items.

Notices personal characteristics (e.g., recognizes self in mirror).

Explores personal characteristics and preferences and how they are similar or different from others.

Notices age and size differences between self and others.

Asks questions about similarities and differences in other people, families, and communities.

Explores the physical characteristics that make individuals, families, and communities similar and different.

Describes their role(s) within the family, routines, familiar environments, and community.

Describes similarities and differences in people.

Identifies the ways an individual belongs to a family, community, and culture.

Understands that families and communities have similarities and differences.

Create a personal representation of themselves, including their family and/or ancestors. Discuss the choices made, describing what is special and important, including strengths and assets.

Share personal perspective, identity and voice, verbally or visually. (2020 Minnesota K-12 Academic Standards in English Language Arts)

Consider and describe ways group members show they belong to the group.

Makes wants and needs known.

Develops an expectation and understanding of routines within a familiar environment.

Notices a few steps of a daily routine (e.g., different mealtimes or a bedtime).

Participates in daily routines and shows awareness of the order in a routine (e.g., washing hands before a meal).

Follows the daily rules and routines, with modeling and support from a caregiver.

Explains and practices ways that they can help others.

Demonstrates an understanding of community agreements (e.g., rules), and the consequences when rules are not followed.

Provides help to the caregiver in the early childhood environment.

Identify examples of rules in the school and neighborhood community and explain why they exist. Describe incentives for following rules and consequences for breaking rules.

Retell a story about an unfair experience that conveys a power imbalance (A personal experience or one from a story). Share what can be learned from this story.

Shows awareness of repeated events (e.g., reactions to separation from caregivers, feeding time).

Reacts to familiar and unfamiliar events and people (e.g., stranger anxiety in older infants).

Begins to use language and other forms of communication (sign language, assistive technology device) to talk about experiences.

Engages in imitative play interactions based on prior experience and interactions (e.g., imitating familiar dance).

Begins to use language that refers to time, accurately or inaccurately (e.g., using "tomorrow" or "yesterday").

Imitates others (e.g., caregiver behavior during play).

Recognizes their role or position in the family (e.g., pointing out they are no longer the baby but the older child).

Uses common language expressions when recalling and communicating about past events (e.g., saying, "yesterday," "when I was a baby," or "last time").

Demonstrates an understanding of chronological order concepts in reference to a specific event (e.g., recalling an event such as the birth of a sibling).

Talks about recent family or friend events and their impact on themself.

Uses language to recall and anticipate events in time with increasing understanding and accuracy.

Compares self to older and younger family members and friends with specific examples.

Describes a chronological order in a series of familiar events.

Reflects on the impact of past, present, and some future events on self and family.

Ask historical questions about a past event in an individual's family, school or local community.

Use a variety of words to reference time in the past, present and the future; identify beginning, middle and end of historical stories.

Explores with familiar people and objects in their environment.

Recognizes and names their family members by their respective titles (e.g., mom, dad, grandpa, aunt, uncle, sister, or brother).

Shows interest in books, photographs, stories, and games about families, cultures, and a variety of traditions.

Asks questions about family and culture (e.g., "Why?").

Tells stories about family, culture, and traditions.

Asks deeper questions about families and culture to build their understanding.

Compares their own cultural traditions with others' to understand similarities and differences.

Identify how different families and communities celebrate or commemorate events and engage in respectful conversation about traditions within an individual's family/community and those of other families/communities.

Describe how people learn about the past by identifying different types of historical sources and asking what can be learned from those sources.

Retell and discuss a story about diverse individuals or groups in the past that illustrates honesty, courage, friendship, respect and/or responsibility.

Explores the environment with a caregiver, communicates basic needs, and develops a nurturing bond.

Helps to clean up (e.g., puts away play items or picks up trash).

Explores conservation concepts such as reducing, reusing, and recycling, with modeling and support from a caregiver (e.g., sorting cans and plastics).

Practices conservation concepts such as reducing, reusing, and recycling (e.g., turning off running water when using the sink).

Participates in community conservation activities that help manage, preserve, and protect the environment (e.g., planting a tree).

Describe the importance of first peoples'/Indigenous peoples' relationships to land, water, and the non-human world.

Begins to explore the environment with a caregiver.

Begins to play with items in their environment (e.g., blocks, leaves, and other objects).

Plays with items in their environment (e.g., toys, rocks, spoons, and other objects).

Identifies and labels significant objects and places in familiar environments.

Explores and describes differences in physical environments where people live, work, and play (e.g., playground equipment at a park).

Begins to use geographic and spatial language to identify features of familiar environments (e.g., identifies hills, ponds, rivers, and uses words like "near," "far," or "over").

Uses objects (e.g., drawing materials or building blocks) to recreate a familiar environment (e.g., the park or the zoo).

Explain or show routes between locations using both fixed and dynamic maps from local to global scales.

Identify physical and human characteristics and find examples in the local community and within stories.

Create a representation of a favorite place. Explain why it is important to them and how it makes them feel.

Communicates needs and wants with caregiver (e.g., reaches to grab objects or food).

Explores cause and effect.

Begins the back-and-forth exchange of imitating adult behavior.

Begins to understand the "first/then" concept (e.g., "First we put on our PJs, then we can read a book").

Begins to recognize ownership of items and with support, returns items to their owner (e.g., returning a pacifier to a friend).

Participates in turn-taking activities with support.

Asks for needs to be met.

Trades an undesired item for a desired item.

Explores with caregivers the meaning of goods and exchanges in the community.

Participates in turn taking with increasing independence.

Describes basic needs for living things (e.g., food, water, shelter).

Begins to understand the use of trade or money to obtain goods and services (e.g., during dramatic play children trade pretend money for goods such as groceries).

Negotiates and shares with other children during play.

Labels individual needs and wants with support.

Asks for items that they need or would like (e.g., a toy or a favorite food at the store).

Distinguish between individual needs (conditions necessary to survive) and individual wants (conditions desired to be happy).

Distinguish between goods (objects that can be seen or touched) and services (actions or activities). Identify goods and services that could satisfy a specific need or want.

Explain why people agree to trade.

Shows an initial awareness of technology (e.g., turns towards mobile device when the device is activated).

Engages with technology using non-verbal communications (e.g., eye contact and facial expressions), as well as verbal, including labeling familiar items seen on screen.

Engages with technology to connect socially to familiar people through video chats, recorded videos, and photos with a caregiver.

Explores properties and functions of objects with a caregiver.

Substitutes one object for another (e.g., uses an object to imitate talking on a phone).

Begins to understand that the content in digital media is used for specific purposes.

Explores all tools, including technology, to enhance learning with support from a caregiver.

Knows when, how, and why to use a variety of digital and non-digital tools for learning (e.g., knows that a key opens a lock or a passcode unlocks a mobile device).

Create written, oral, and digital content that communicates knowledge and ideas in a variety of presentation styles, with prompting and support. (2020 Minnesota K-12 Academic Standards in English Language Arts, Computer Science)

With prompting and support, create an individual or shared multimedia work for a specific purpose (ex. to share lived or imagined experiences, to present information, to entertain, or as artistic expression), considering digital footprint. (2020 Minnesota K-12 Academic Standards in English Language Arts, Computer Science)

Observes caregiver's use of technology.

Responds to limits on technology and is able to engage with other objects.

Engages with technology, when guided by a caregiver.

Uses technology as one option for play.

Transitions to another activity after technology use, with adult support.

Engages in developmentally appropriate use of all tools, including technology, with support from a caregiver.

Transitions to another activity after technology use.

Describe how the media can influence health behaviors. (National Health Standard)