Alignment of ## KANSAS’S ## Early Learning Standards with # The Carolina Curriculum for Infants and Toddlers with Special Needs, Third Edition and # The Carolina Curriculum for Preschoolers with Special Needs, Second Edition 1-800-638-3775 www.brookespublishing.com --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards Early Skills Domain The Carolina Curriculum Sequence, Item Approaches to Learning (ATL) | Persistence and Engagement in Learning | | | | | --- | --- | --- | --- | | Engagement and Attention | | | | | Young Infant | | | | | ATL.i.1: Demonstrates awareness of happenings and surroundings. | Infants&Toddlers | Personal-Social | 2.Interpersonal Skillsa.Smiles to auditory and tactile stimulation | | ATL.i.2: Controls caregiver's attention by babbling, looking at face, smiling or at times looking away to disengage. | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsc.Smiles at familiar persone.Tries to attract attention by making sounds,smiling,making eye contact,or using body languagek.Laughs or smiles at adults who are engaging in unexpected behaviorss.Responds appropriately to social contact made by familiar adults | | ATL.i.3: Shows interest in other children. | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsi.Shows an interest in other children-tries to attract their attention through eye gaze,smiles,and vocalizations | | Mobile Infant | | | | | ATL.mi.1:Focuses on an activity,but is easily distracted. | Infants&Toddlers | Personal-Social | 1. Self-Regulation&Responsibilitye.Enttains self with toys for short periods of time | | ATL.mi.1:Focuses on an activity,but is easily distracted. | Infants&Toddlers | Cognition | 5. Attention&Memory:Visual/Spatiala.Visually fixates for at least 3 secondsb.Visually tracks object horizontally(from side to side)c.Visually tracks object vertically(from head to stomach)d.Visually tracks object in a circlee.Gaze lingers where object or person disappears | | ATL.mi.2:Actively participates in social gameswith adults,anticipating own turn(e.g.,peekaboo). | Infants&Toddlers | Personal-Social | 2. InterpersonalSkillsg.Participates in simple games | | ATL.mi.1:Focuses on an activity,but is easily distracted. | Infants&Toddlers | Personal-Social | 1. Self-Regulation&Responsibilitye.Enttains self with toys for short periods of time | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | | | Cognition | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | Toddler | | | | | ATL.t.1.Begins to maintain focus, despite distractions, during brief delays in task. | Infants& Toddlers | Personal-Social | 1.Self-Regulation&Responsibilitye.Entertains self with toys for short periods of time | | ATL.t.1.Begins to maintain focus, despite distractions, during brief delays in task. | Infants& Toddlers | Cognition | 5.Attention&Memory:Visual/Spatiala.Visually fixates for at least 3 secondsb.Visually tracks object horizontally(from side to side)c.Visually tracks object vertically(from head to stomach)d.Visually tracks object in a circlee.Gaze lingers where object or person disappears | | ATL.t.2.Plays side-by-side with another child,at times observing,imitating or engaging child in play. | Infants& Toddlers | Personal-Social | 2.Interpersonal Skillso.Plays alongside other children(some exchange of toys) | | ATL.t.3.Continues to play when a caregiver leaves the area. | Infants& Toddlers | Personal-Social | 1.Self-Regulation&Responsibilityi.Plays alone with toys for 15 minutes | | Pre3 | | | | | ATL.p3.1.Sustains attention to task,especiallywhen adults offer suggestions,comments andquestions as a means of support. | Preschoolers | Personal-Social | 2.Interpersonal Skillsa.Negotiates with peers about toys(may trade)b.Shows awareness of social standards(e.g.,want clothes changed when dirty,brings broken toys to be fixed) | | ATL.p3.2.Ignores distractions briefly whenengrossed in an activity. | Preschoolers | Personal-Social | 1.Self-Regulation&Responsibilityb.Plays comfortably in a small group of children | | ATL.p3.3.Remembers and follows one or twostep directions. | Preschoolers | Personal-Social | 1.Self-Regulation&Responsibilitye.Follows rules given by adults for new activities orsimple games2.Interpersonal Skillsa.Negotiates with peers about toys(may trade)b.Shows awareness of social standards(e.g.,wants | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item clothes changed when dirty, brings broken toys to be fixed) f. Requests permission | | --- | --- | --- | --- | | Pre4 | | | | | ATL.p4.1: Sustains attention to task despite distractions. | Preschoolers | Personal-Social | 1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of children | | ATL.p4.2: Gathers information through listening. Remembers what was said in brief group discussion. | Preschoolers | Personal-Social | 1. Self-Regulation & Responsibilityj. Responds appropriately to instructions given in a small group | | ATL.p4.2: Gathers information through listening. Remembers what was said in brief group discussion. | Preschoolers | Cognition | 5. Attention & Memory: Visual/Spatialg. Remembers incidental informationk. Describes from memory visual characteristics of familiar objects | | Kindergarten | | | | | No specific standards. | N/A | N/A | N/A | | Persistence | | | | | Young Infant | | | | | ATL.i.4: Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects). | Infants&Toddlers | Personal-Social | 2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) | | ATL.i.4: Tries to reproduce interesting and pleasurable effects and events (e.g., swats at mobile, reaches out for objects). | Infants&Toddlers | Cognition | 8. Problem Solving/Reasoningc. Repeats activities that produce interesting results | | ATL.mi.3: Repeats actions intentionally to achieve a goal (e.g., drops food on the floor so adult will engage in the‘pick it up’ game). | Infants&Toddlers | Personal-Social | 2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) | | ATL.mi.3: Repeats actions intentionally to achieve a goal (e.g., drops food on the floor so adult will engage in the‘pick it up’ game). | Infants&Toddlers | Cognition | 8. Problem Solving/Reasoningc. Repeats activities that produce interesting resultse. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from others | | ATL.mi.4: Executes simple 2-step plan (i.e., means-to-end task). | Infants&Toddlers | Cognition | 8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from othersk. Plays with a variety of toys to produce effects | --- | | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | --- | | Toddler | | | | | | ATL.t.4: Engages in self-initiated activities for a sustained period of time. | Infants& Toddlers | Personal-Social | 2. Interpersonal Skillsj. Initiates playing games | | | ATL.t.5: Returns to an activity after being distracted. | Infants& Toddlers | Personal-Social | 1. Self-Regulation & Responsibilitye. Entertains self with toys for short periods of time2. Interpersonal Skillsj. Initiates playing games | | | Pre3 | | | | | | ATL.p.3.4: Practices an activity many times until successful. | Preschoolers | Personal-Social | 2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) | | | Pre4 | | | | | | ATL.p.4.3: Stays with a task for at least five minutes. | Preschoolers | Personal-Social | 2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) | | | ATL.p.4.4: Carries out tasks, activities, projects or experiences from beginning to end. | Preschoolers | Personal-Social | 2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) | | | ATL.p.4.5: Remains focused on the task at hand even when frustrated or challenged. | Preschoolers | Personal-Social | 2. Interpersonal Skillsb. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed)p. Negotiates conflicts verbally | | | Kindergarten | | | | | | No specific standards. | N/A | N/A | N/A | | | Initiative | | | | | | Curiosity and Initiative | | | | | | Young Infant | | | | | | ATL.i.5: Shows preferences for certain toys or activities. | Infants& Toddlers | Communication | 14. Conversation Skillsb. Provides consistent signals for states of hunger, distress, and pleasurec. Protests by vocalizing disapproval of actions and/or events | | --- | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | Personal-Social | 3. Self-Conceptc. Makes choices | | ATL.i.6: Lifts arms toward caregiver to be picked up; explores own fingers and toes. | Infants & Toddlers | Communication | 14. Conversation Skillsp. Raises arms to be picked up | | Mobile Infant | | | | | ATL.mi.5: Explores the environment through a variety of senses. | Infants & Toddlers | Personal-Social | 1. Self-Regulation & Responsibilityk. Explores | | ATL.mi.6: Chooses toys/things for play. | Infants & Toddlers | Personal-Social | 1. Self-Regulation & Responsibilityh. Gets toys to play with from a box or shelf of toys3. Self-Conceptc. Makes choices | | Toddler | | | | | ATL.t.6: Explores materials in the environment to cause a result (e.g., takes things apart, turns faucet on and off, pours water in sand box to fill a hole). | Infants & Toddlers | Personal-Social | 1. Self-Regulation & Responsibilityk. Explores | | ATL.t.6: Explores materials in the environment to cause a result (e.g., takes things apart, turns faucet on and off, pours water in sand box to fill a hole). | Infants & Toddlers | Cognition | 8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effect | | ATL.t.7: Expresses preferences for familiar people, books, toys and activities; often insists on some choices. | Infants & Toddlers | Communication | 14. Conversation Skillss. Uses words or signs to express wants | | ATL.t.7: Expresses preferences for familiar people, books, toys and activities; often insists on some choices. | Infants & Toddlers | Personal-Social | 3. Self-Conceptc. Makes choices | | ATL.t.8: Asks questions about items/objects. | Infants & Toddlers | Communication | 14. Conversation Skillsee. Asks simple questions with a vocalization or gesture ff. Asks yes/no questions with appropriate inflection | | Pre 3 | | | | | ATL.p3.5: Investigates environment with purpose during play (e.g., opens, closes, fills, empties, builds up and knocks down objects and containers). | Preschoolers | Cognition | 7. Symbolic Playf. Uses materials to construct other objects8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work | | ATL.p3.6: Initiates play with other children. | Preschoolers | Personal-Social | 2. Interpersonal Skillsaa. Asserts self in socially acceptable ways | | ATL.p3.7: Explores, practices, understands | Preschoolers | Personal-Social | 2. Interpersonal Skills | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | social roles through play. | | | b. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) | | social roles through play. | | Cognition | 7. Symbolic Playb. Assumes different roles in fantasy playj. Cooperates with others in pretend play (discusses roles)l. Engages in complex adult role playing8. Problem Solving/Reasoningd. Independently explores objects to determine their functions and/or shows other people how they work | | Pre 4 | | | | | ATL.p4.6: Seeks new and varied experiences and challenges through play. | Preschoolers | Personal-Social | 2. Interpersonal Skillsb. Plans/creates games that have rules with peers | | ATL.p4.7: Chooses activities to do alone or with others. | Preschoolers | Personal-Social | 1. Self-Regulation & Responsibilityb. Plays comfortably in a small group of children2. Interpersonal Skillsw. Plays cooperatively with peers for extended periods without requiring adult intervention | | ATL.p4.8: Invites other children to join groups or activities. | Preschoolers | Personal-Social | 2. Interpersonal Skillscc. Demonstrates an interest in people outside of the family and immediate circle of friends | | ATL.p4.9: Makes and follows plans for games or activities with other children. | Preschoolers | Personal-Social | 2. Interpersonal Skillsbb. Plans/creates games that have rules with peers | | Kindergarten | | | | | No specific standards. | N/A | N/A | N/A | | Sense of Competence | | | | | Young Infant | | | | | ATL.i.7: Repeats an action to get more effect(e.g., kicking in crib to shake mobile or smiling and cooing to get attention). | Infants&Toddlers | Personal-Social | 2. Interpersonal Skillsh. Repeats activity that elicits laughter from observer(s) | | ATL.i.7: Repeats an action to get more effect(e.g., kicking in crib to shake mobile or smiling and cooing to get attention). | Infants&Toddlers | Cognition | 8. Problem Solving/Reasoninge. Persists in efforts to obtain an object or create an effect | | ATL.i.8: Comforts self by cooing, babbling, clutching or mouthing favorite object(e.g., blanket or toy). | Infants&Toddlers | Personal-Social | 1. Self-Regulation & Responsibilityd. Comforts self | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | --- | | Mobile Infant | | | | | | | ATL.mi.7: Shows a sense of satisfaction when making things happen(e.g.,claps with delight after touching a toy to make the music play). | Infants&Toddlers | Personal-Social | 3. Self-Conceptn.Shows pride in achievements | | | ATL.mi.8: Points or protests to indicate likes and dislikes. | Infants&Toddlers | Communication | 14.Conversation Skillsb.Provides consistent signals for states of hunger, distress,and pleasurec.Protests by vocalizing disapproval of actions and/or events | | | ATL.mi.9:Expresses and responds to a variety of emotions. | Infants&Toddlers | Personal-Social | 3.Self-Conceptf.F expresses feelings of interest,pleasure,surprise, excitement,warning,and complaint(four or more) | | Toddler | | | | | | | ATL.t.9:Refers to own abilities when communicating with others(e.g.,“I will do it!”or“Watch me!”)。 | Infants&Toddlers | Personal-Social | 3.Self-Concepto.Makes positive statements about self | | | ATL.t.10:May show assertiveness(e.g.,giving orders to others)。 | Infants&Toddlers | Personal-Social | 3.Self-Concepte.Says“no”or otherwise indicates refusal | | | ATL.11:Feels comfortable in a variety of places with familiar adults。 | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsf.Responds differently to family members and strangerss.Responds appropriately to social contact made by familiar adults | | Pre3 | | | | | | | ATL.p3.8:Recognizes own abilities and expresses satisfaction when demonstrating them to others。 | Preschoolers | Personal-Social | 3.Self Concepta.Shows pride in achievementsb.Makes positive statements about selfn.Identifies own strengths and abilities | | | ATL.p3.9:Knows self as part of family,culture,spiritual group or community。 | Preschoolers | Personal-Social | 3.Self Conceptb.Makes positive statements about self | | | ATL.p3.10:Begins to be able to release and or redirect emotional tensions,becoming more relaxed and cooperative afterwards。 | Preschoolers | Personal-Social | 2.InterpersonalSkillsaa.Asserts self in socially acceptable ways | | Pre4 | | | | | | | ATL.p4.10:Shows pride in family composition;recognizes self as important to family and friends。 | Preschoolers | Personal-Social | 3.Self Conceptb.Makes positive statements about self | $$ \mathsf{i t!^{\prime\prime}o r} $$ --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | ATL.p4.11: Recognizes and respects similarities and differences between self and others(e.g.,gender,race,special needs,cultures,languages,family structures). | Preschoolers | Personal-Social | 2.InterpersonalSkillsr.Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend playaa.Asserts self in socially acceptable ways | | ATL.p4.12: Associates emotions with words and facial expressions. | Preschoolers | Personal-Social | 2.InterpersonalSkillsi.Responds appropriately to social contact made by familiar adultsm.Labels feelings of peers and responds to themr.Demonstrates understanding that different people have different feelings, attitudes,or beliefs through role playing in pretend playt.Shows awareness of other people's feelings | | Kindergarten | | | | | No specific standards. | N/A | N/A | N/A | | Creativity | | | | | Problem Solving | | | | | Young Infant | | | | | ATL.i.9: Begins to exhibit response inhibition(e.g.,waits briefly if instructed not to touch something). | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsn.Tries to please others | | ATL.i.10: Looks for caregiver response in new or uncertain situation. | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsf.Responds differently to family members and strangers | | Mobile Infant | | | | | ATL.mi.10: Seeks out trusted adult for comfort or support and/or accepts adult assistance. | Infants&Toddlers | Personal-Social | 2.InterpersonalSkillsf.Responds differently to family members and strangers | | ATL.mi.11: Tries to do things on own. | Infants&Toddlers | Personal-Social | 3.Self-Conceptc.Makes choicese.Says"no"or otherwise indicates refusal s.Is selective about what tasks he or she will and will not try(recognizes limitations) | | Toddler | | | | | ATL.t.12: Seeks alternate method when first | Infants& | Cognition | 8.Problem Solving/Reasoning | --- | | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | --- | | attempt fails and/or seeks adult assistance. | Toddlers | | | c. Repeats activities that produce interesting resultse. Persists in efforts to obtain an object or create an effectf. Repeats activities that elicit interesting reactions from othersj. Overcomes obstacles to get toys | | attempt fails and/or seeks adult assistance. | Toddlers | Communication | 14. Conversation Skillsgg. Requests assistance | | | ATL.t.13: Observes and imitates how other people solve problems (e.g., blows on warm cereal after seeing someone blow on cereal). | Infants& Toddlers | Fine Motor | 17. Imitation: Motorc. Imitates an activity in repertoire after observing caregiver doing that activity | | | ATL.t.14: Sometimes remembers and follows simple rules and routines, with adult guidance; stops doing something when directed by an adult. | Infants& Toddlers | Personal-Social | 1. Self-Regulation & Responsibilityo. Knows what toys can and cannot do and uses them appropriately | | | Pre3 | | | | | | ATL.p3.11: Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance. | Preschoolers | Cognition | 8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events | | | ATL.p3.11: Identifies a problem and attempts multiple ways to solve it, including working with others as part of a team, with some adult assistance. | Preschoolers | Personal-Social | 2. Interpersonal Skillsc. Works collaboratively toward a goal with peersp. Negotiates conflicts verbally | | | ATL.p3.12: Recognizes making a mistake and sometimes is able to correct it. | Preschoolers | Cognition | 8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events | | | ATL.p3.12: Recognizes making a mistake and sometimes is able to correct it. | Preschoolers | Personal-Social | 2. Interpersonal Skillsp. Negotiates conflicts verbally | | | ATL.p3.13: Remembers and applies two rules | Preschoolers | Communication | 13. Verbal Comprehension | | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | simultaneously (e.g., books go here, trucks there). | | | a. Appropriately reacts to tone of voice and/or some facial expressions | | Pre 4 | | | | | ATL.p4.13: Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. | Preschoolers | Cognition | 8. Problem Solving/Reasoningc. Comments that something is not working when expected effects are not producedq. Reasons about experiences and asks and answers questionst. Reasons about future events | | ATL.p4.13: Identifies a problem, demonstrates flexibility in solving it and changes plans if a better solution is proposed. | Preschoolers | Personal-Social | 2. Interpersonal Skillsp. Negotiates conflicts verballyv. Recognizes another's need for help and gives assistance | | ATL.p4.14: Can delay gratification for better payoff later; anticipates consequences of own behavior. | Preschoolers | Cognition | 8. Problem Solving/Reasoninga. Experiments with cause and effect when playing | | ATL.p4.15: Understands what is real and what is 'make-believe&#x27>. | Preschoolers | Cognition | 7. Symbolic Playb. Assumes different roles in fantasy playc. Represents more complex events in play | | Kindergarten | | | | | No specific standards. | N/A | N/A | N/A | | Creativity and Flexibility | | | | | Young Infant | | | | | ATL.i.11: Shows interest in looking at, feeling or exploring new objects. | Infants&Toddlers | Personal-Social | 1. Self-Regulation&Responsibilityk. Explores | | Mobile Infant | | | | | ATL.mi.12: Makes discoveries about self, others and the environment through play(e.g., loudly bangs a spoon on the table, notices the sound and does it again). | Infants&Toddlers | Personal-Social | 1. Self-Regulation&Responsibilityk. Explores | | ATL.mi.13: May apply something already learned to something new(e.g., bangs spoon on table, then bangs spoon on overturned bowl). | Infants&Toddlers | Cognition | 7. Functional Use of Objects&Symbolic Playk. Experiments with unfamiliar objects to determine their functions8. Problem Solving/Reasoningj. Overcomes obstacles to get toysk. Plays with a variety of toys to produce effects | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | ATL.mi.14: May test caregiver's response to new or uncertain situation (e.g., reaching for forbidden object and then checking adult response). | Infants&Toddlers | | z. Independently explores objects to determine their functions and/or shows other people how they work | | ATL.mi.14: May test caregiver's response to new or uncertain situation (e.g., reaching for forbidden object and then checking adult response). | Infants&Toddlers | Fine Motor | 1. Attempts to solve problems (including activating toys) by imitating adult actions | | Toddler | | | 2. Interpersonal Skills x. Shows awareness of social standards (e.g., wants clothes changed when dirty, brings broken toys to be fixed) bb. Requests permission | | ATL.t.15: Imitates others in using objects in new and/or unanticipated ways during play (e.g., imitates child who puts basket on head as a hat). | Infants&Toddlers | Fine Motor | 17. Imitation: Motor c. Imitates an activity in repertoire after observing caregiver doing that activity d. Imitates unfamiliar movements g. Imitates actions related to the function of objects i. Imitates activities involving a combination of objects or two actions with one object j. Imitates activities involving a combination of objects several hours after observing actions k. Incorporates sequence of imitated adult activities into solitary play | | ATL.t.16: May change behavior based on previous learning. | Infants&Toddlers | Cognition | 7. Functional Use of Objects & Symbolic Play n. Pretends that objects are something other than what they are (e.g., blocks are food) 8. Problem Solving/Reasoning z. Independently explores objects to determine their functions and/or shows other people how they work | | Pre3 | | | | | ATL.p3.14: Creates own ideas for play, using imagination and inventing new ways to use everyday materials. | Preschoolers | Personal-Social | 2. Interpersonal Skills bb. Plans/creates games that have rules with peers | | ATL.p3.15: Identifies questions and situations that are puzzling or interesting and has ideas for possible solutions. | Preschoolers | Personal-Social | 3. Self Concept m. Seeks activities that challenge skills | | ATL.p3.16: Identifies ways to change behavior | Preschoolers | Personal-Social | 2. Interpersonal Skills | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | --- | | to respond to desires and needs of others. | | | | m. Labels feelings of peers and responds to themp. Negotiates conflicts verballyr. Demonstrates understanding that different people have different feelings, attitudes, or beliefs through role playing in pretend plays. Asks permission to use other people's belongingst. Shows awareness of other people's feelingsu. Uses terms such as "thank you," "please," and "you're welcome" appropriatelyw. Plays cooperatively with peers for extended periods without requiring adult interventionx. Plays familiar games with peers and follows the rules without adult interventionaa. Asserts self in socially acceptable wayscc. Demonstrates an interest in people outside of the family and immediate circle of friends | | Pre4 | | | | | | ATL.p4.16: Invents new activities through play | Preschoolers | Cognition | 7. Symbolic Playc. Represents more complex events in play | | | ATL.p4.17: Begins to enjoy games where must adjust response to changing rules (e.g., Simon Says); adjusts behavior to different activities/settings. | Preschoolers | Personal-Social | 2. Interpersonal Skillsbb. Plans/creates games that have rules with peers | | | ATL.p4.18: Begins to hold an arbitrary rule in mind and follows it to produce a response that differs from natural instinct (e.g., sort animal cards by color rather than by animals). | Preschoolers | Personal-Social | 2. Interpersonal Skillsbb. Plans/creates games that have rules with peers3. Self Conceptf. Is selective about what tasks he or she will and will not try (recognizes limitations) | | | Kindergarten | | | | | | No specific standards. | N/A | N/A | N/A | | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Large Motor Skills | | | | | --- | --- | --- | --- | | Young Infant | | | | | PHD.i.1: Crawls through and around objects | Infants&Toddlers | Gross Motor | 22.I. Upright:Posture&Locomotionc.Moves to sitting position from stomach or all-fours position23. Prone(on Stomach)m.Moves forward(creeps)while on hands and knees | | PHD.i.2:Demonstrates strength and control of head, arms, legs and trunk using purposeful movements(e.g.,rolls from stomach to back, holds head and torso up on two hands, rocks back and forward while on hands and knees,sits steadily unsupported). | Infants&Toddlers | Gross Motor | 22.I. Upright:Posture&Locomotiona.Holds head steady when heldb.Holds trunk steady when held at hipsc.Moves to sitting position from stomach or all-fours positiond.Sits alone | | PHD.i.3:Reaches for objects. | Infants&Toddlers | Fine Motor | 18.Grasp&Manipulationj.Reaches out for toys and picks them up when toys are in visual field | | Mobile Infant | | | | | PHD.mi.1:Creeps up/down stairs. | Infants&Toddlers | Gross Motor | 23.Prone(on Stomach)o.Creeps up stairsp.Creeps down stairs,backwards | | PHD.mi.2:Takes independent steps. | Infants&Toddlers | Gross Motor | 22.I. Upright:Posture&Locomotioni.Takes independent steps | | PHD.mi.3:Throws ball and other objects independently. | Infants&Toddlers | Gross Motor | 22.Ill.Upright:Ball Playe.Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet away | | Toddler | | | | | PHD.t.1:Maintains balance when performing actions(e.g.,squats and stands back up,bends over,picks up objects and stacks back up). | Infants&Toddlers | Gross Motor | 22.I. Upright:Posture&Locomotionk.Squats down to retrieve objectp.Maintains a squatting position in play | | PHD.t.2:Catches a ball with both hands. | Infants&Toddlers | Gross Motor | 22.Ill.Upright:Ball Playh.Catches 8-inch ball with arms in front of body from an adult who is 5 feet away | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | PHD.t.3: Begins to run. | Infants& Toddlers | Gross Motor | 22-1. Upright: Posture & Locomotiony. Runs at least 10 feet without falling | | Pre3 | | | | | PHD.p3.1: Uses locomotor skills with increasing coordination and balance (e.g., runs with a stride, jumps, kicks a ball, uses alternating feet when climbing stairs). | Preschoolers | Gross Motor | 22-1. Upright: Posture & Locomotionn. Broad jumps 4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linev. Jumps down from 18-inch to 24-inch height (feet together on takeoff and landing)y. Hops two to three times on preferred footz. Jumps down from 24-inch to 30-inch height (feet together on takeoff and landing)22-III. Upright: Ball Playd. Kicks ball 4-6 feet | | Pre4 | | | | | PHD.p4.1: Demonstrates locomotor skills with control, coordination and balance in active play (e.g., hops, jumps, runs with control and direction, climbs ladders and pumps swing on outdoor play equipment). | Preschoolers | Gross Motor | 22-1. Upright: Posture & Locomotiona. Walks backward 10 feetb. Walks on all types of surfaces without fallingc. Uses heel-toe pattern (arms free to carry objects)d. Takes three to four steps on tiptoese. Runs at least 10 feet without fallingf. Jumps down from 8-inch height (one foot leading)g. Walks up three stairs, alternate pattern, with railh. Walks at least 20 feet on tiptoesi. Avoids obstacles when runningj. Walks up three stairs, alternate pattern, without railk. Walks down three stairs, same-step foot placement, without raill. Jumps over 2-inch hurdlem. Jumps down from 16-inch to 18-inch height (one foot leading)n. Broad jumps 4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linep. Gallops five cyclesq. Runs with some periods of flight (both feet off of the ground)r. Hops once in place | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | s. Walks up 10 stairs, same-step pattern, without rail t. Walks down 10 stairs, same-step pattern, without ra u. Jumps over 8-inch hurdle v. Jumps down from 18-inch to 24-inch height (feet together on takeoff and landing) w. Broad jumps 14 inches to 24 inches x. Skips five cycles, pausing between skips y. Hops two to three times on preferred foot z. Jumps down from 24-inch to 30-inch height (feet together on takeoff and landing) aa. Walks down three stairs, alternate pattern, with ra bb. Jumps over several 8-inch obstacles in succession cc. Broad jumps 24 inches to 36 inches dd. Walks down 10 stairs, alternate pattern, with rail ee. Hops five times on preferred foot, three times on nonpreferred foot ff. Skips 5-10 cycles, coordinated step-hop gg. Runs at least 50 feet in 10 seconds hh. Jumps 3 inches beyond arms' reach ii. Jumps down from 32-inch height (may land on one foot) jj. Broad jumps at least 36 inches kk. Skips at least 15 cycles with rhythmic weight transfer (landing on toes) ll. Runs, changing direction 180 degrees within four to eight steps mm. Hops forward 16 inches on preferred foot, 12 inches on nonpreferred foot nn. Walks down 10 stairs, alternate pattern, without r oo. Jumps on floor, completing 180-degree turn in one jump | | PHD.p4.2: Demonstrates coordination in using objects during active play (e.g., riding a trike, catching a ball, throwing, balancing, pushing). | Preschoolers | Gross Motor | 22-IV. Upright: Outdoor Playb. Climbs on low jungle gym bars and will drop several inches to the groundc. Climbs vertical ladderse. Pedals tricycle at least 10 feet | | PHD.p4.3: Explores, practices and performs skill sets (e.g., throwing, pushing, pulling, catching, balancing). | Preschoolers | Gross Motor | 22-II. Upright: Balance a. Stands sideways with both feet on balance beam with stable posture b. Walks 5 feet on balance beam with one foot on the balance beam and the other on the floor c. Walks along 10-foot line, following the general direction of the line d. Stands with stable posture on one leg with hands on hips and opposite knee bent(1-2 seconds) e. Walks three steps on balance beam and maintains balance f. Walks along 10-foot line, keeping feet on the line and maintaining balance g. Balances with stable posture on preferred leg with hands on hips and opposite knee bent(5 seconds) h. Stands on tiptoes with hands overhead for 2 seconds, maintaining stable posture i. Stands on either leg, maintaining stable posture with hands on hips and opposite knee bent(8 seconds) j. Takes three to five steps on balance beam, maintaining balance k. Stands on tiptoes with hands overhead for 8 seconds, maintaining stable posture l. Does one somersault, keeping body moving forward m. Walks full length of balance beam, maintaining balance n. Stands on either leg, maintaining stable posture with hands on hips and opposite knee bent(10 seconds) o. Does two somersaults in a row, maintaining forward progression p. Walks full length of balance beam with hands on hips, | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item maintaining balance | | --- | --- | --- | --- | | | | | 22-III. Upright: Ball Playa. Throws 3-inch ball to an adult who is 7 feet awayb. Throws 3-inch ball to an adult who is 9 feet awayc. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayd. Kicks ball 4-6 feete. Throws 8-inch ball to an adult who is 9 feet awayf. Catches 8-inch ball with elbows bent from an adult who is 5 feet awayg. Throws 3-inch ball overhand to an adult who is 10 feet awayh. Catches 3-inch ball with elbows bent from an adult who is 5 feet awayi. Kicks ball 12-15 feetj. Throws 8-inch ball overhand to an adult who is 10 feet awayk. Catches 8-inch ball with elbows bent an arms at sides from an adult who is 6 feet awayl. Catches 3-inch ball with elbows bent and arms at sides from an adult who is 7 feet away | | Kindergarten | | | | | PHD.K.1: Demonstrates the ability to move using a variety of locomotor skills. | N/A | N/A | N/A | | PHD.K.2: Demonstrates clear contrasts between slow and fast movements traveling in different directions (e.g., sideways, backward) and in personal and general space. | N/A | N/A | N/A | | PHD.K.3: Maintains momentary balance in a variety of positions and levels. | Preschoolers | Gross Motor | 22-II. Upright: Balancea. Stands sideways with both feet on balance beam with stable postured. Stands with stable posture on one leg with hands on hips and opposite knee bent(1-2 seconds)g. Balances with stable posture on preferred leg with hands on hips and opposite knee bent(5 seconds)i. Stands on either leg, maintaining stable posture with | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | | | | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | hands on hips and opposite knee bent(8 seconds) k. Stands on tiptoes with hands overhead for 8 seconds, maintaining stable posture n. Stands on either leg, maintaining stable posture with hands on hips and opposite knee bent(10 seconds) | | PHD.K.4: Projects objects through space using various means(e.g.,rolling,sliding,throwing). | Preschoolers | Gross Motor | 22-III.Upright:Ball Play a. Throws3-inch ball to an adult who is7 feet away c.Catches8-inch ball with arms in front of body from an adult who is5 feet away | | PHD.K.5: Catches a self-tossed ball after it bounces. | Preschoolers | Gross Motor | 22-III.Upright:Ball Play c.Catches8-inch ball with arms in front of body from an adult who is5 feet away f.Catches8-inch ball with elbows bent from an adult who is5 feet away h.Catches3-inch ball with elbows bent from an adult who is5 feet away k.Catches8-inch ball with elbows bent an arms at sides from an adult who is6 feet away l.Catches3-inch ball with elbows bent and arms at sides from an adult who is7 feet away | | PHD.K.6:Strikes a balloon repeatedly with different body parts. | Preschoolers | Cognition | 8.Problem Solving/Reasoning a.Experiments with cause and effect while playing. | | PHD.K.7:Performs a simple rhythmic pattern. | Preschoolers | Fine Motor | 17.Imitation:Motor a.Imitates postures or actions that do not involve props b.Imitates sequence of two unrelated motor acts c.Repeats sequence of three unrelated motor activities after being led through these activities,one by one d.Imitates simple finger plays(both hands doing similar actions) e.Imitates finger plays(each hand doing different actions) f.Imitates complex motor activities in songs and games | | Fine Motor Skills | | | | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | 20. Tool Useh. Transfers material with spoon | | PHD.i.5: Grasps and releases object using entire hand. | Infants& Toddlers | Fine Motor | 18. Grasp& Manipulationf. Grasps object that is placed in hand(i.e., not reflexive grasp)g. Reaches out and grasps objects near bodyh. Displays extended reach and graspl. Releases one object to take anotherm. Grasps an object, using thumb against index and middle fingersr. Releases objects into containert. Grasps two small objects with one hand | | Mobile Infant | | | | | PHD.mi.4: Coordinates the use of arms, hands and fingers to accomplish tasks(e.g., drinks from bottle, cup by self, holds a spoon). | Infants& Toddlers | Fine Motor | 18. Grasp& Manipulationa. Actively moves arm after seeing or hearing an objecte. Bats at object at chest leveli. Rakes and scoops small objects(i.e., fingers against palm)j. Reaches out for toys and picks them up when toys are in visual fieldk. Manipulates objects with hands and fingersn. Uses inferior pincer grasp(i.e., thumb against side of index finger)o. Uses index finger to pokep. Uses neat pincer grasp(i.e., thumb against tip of index finger)q. Removes objects from holders(e.g., rings from post, pegs from holes)s. Imitates building two-block towert. Grasps two small objects with one handu. Places round pegs in holesv. Imitates building three-to four-block tower | | PHD.mi.5: Coordinates eye-hand movements(e.g., putting things in a box). | Infants& Toddlers | Fine Motor | 19. Bilateral Skillsj. Plays with toys at midline(one hand holds the toy and the other manipulates it) | | Toddler | | | | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | PHD.t.4: Coordinates the use of arms, hands and fingers to accomplish more complex tasks(e.g., uses a spoon to scoop up food and bring it to mouth, uses scissors to snip small cuts on a piece of paper). | Infants&Toddlers | Fine Motor | 19.BilateralSkillsk.Pulls apart pop beadsn.Unwraps edible item or other small objecto.Unscrews small lidsp.Puts loose pop beads togetherq.Strings three large beadr.Demonstrates hand preference (typically in eating)s.Unbuttons large buttonst.Strings small beadsu.Screws on lids | | Pre3 | | | | | PHD.p3.2: Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities(e.g., uses fork and spoon to eat, manages large buttons, uses scissors to cut out simple shapes). | Preschoolers | Personal-Social | 4-I.Self-Help: Eatingi.I. Independently fixes sandwich4-II.Self-Help:Dressingh.Dresses and undresses with little assistance4-III.Self-Help:Groomingf.Brushes teeth independently4-IV.Self-Help:Toiletingg.Tears toilet tissue and flushes toilet after use | | PHD.p3.2: Uses classroom and household tools independently and with eye-hand coordination to carry out more complex activities(e.g., uses fork and spoon to eat, manages large buttons, uses scissors to cut out simple shapes). | Preschoolers | Fine Motor | 18.Grasp&Manipulationh.Places 10 pellets in a bottle in 30 secondsi.Holds one small object in palm of hand and then moves it forward to pincer grasp without assistance from other handj.Places paper clips on paper19.BilateralSkillsg.Ties single knoth.Laces two holes in shoesi.Does simple sewingj.Holds deck of cards and sorts20.Tool Usej.Uses fork and knife to cut soft materials21.Visual-MotorSkillsq.Cuts out pictures following general shape | | Pre4 | | | | | PHD.p4.4:With fluency and accuracy uses | Preschoolers | Fine Motor | 19.BilateralSkills | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | --- | | | classroom and household tools independently and with eye-hand coordination to carry out activities (e.g., uses scissors to cut out shapes, zips, snaps and buttons to dress self). | | | b. Unbuttons large buttonsg. Ties single knoth. Laces two holes in shoes20. Tool Usea. Holds bowl and stirsb. Uses hammer to pound pegs in pounding benchc. Transfers material with spoond. Spreads with knifee. Cuts with edge of forkf. Uses rolling pin to flatten doughg. Uses tongs to transfer materialsh. Uses hammer to pound in nailsi. Uses clothespin to transfer small objectsj. Uses fork and knife to cut soft materials | | Kindergarten | | | | | | N/A | N/A | N/A | N/A | | | Physical Fitness | | | | | | Young Infant | | | | | | PHD.i.6: Interacts with caregivers in physical activities (e.g., tummy time, reaches for toy,kicks arms and legs when on back). | Infants&Toddlers | Personal-Social | 2. Interpersonal Skillsg. Participates in simple gamesr. Approaches peer or adult to initiate play | | | Mobile Infant | | | | | | PHD.mi.6: Participates in active physical play(e.g., crawls and climbs over and under). | Infants&Toddlers | Gross Motor | 22-III. Upright: Ball Playa. Rolls ball back and forth with an adultb. Tries to kick ballc. Hurls ball 3 feetd. Kicks ball 3 feete. Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet awayh. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayi. Kicks ball 4-6 feet22-IV. Upright: Outdoor Playa. Explores play area with supervision | | --- | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | c. Climbs on low equipmentd. Climbs slanted laddere. Uses slide independentlyf. Runs on playground, pausing at surface changesg. Climbs on low jungle gym bars and will drop several inches to the groundh. Climbs vertical laddersi. Walks on movable surfaces using some hand support | | Toddler | | | | | PHD.t.5: Participates in active physical play(e.g., runs, uses playground equipment). | Infants& Toddlers | Gross Motor | 22-III. Upright: Ball Play a. Rolls ball back and forth with an adultb. Tries to kick ballc. Hurls ball 3 feetd. Kicks ball 3 feete. Throws 8-inch ball to an adult who is 5 feet awayf. Throws 3-inch ball to an adult who is 7 feet awayg. Throws 3-inch ball to an adult who is 9 feet awayh. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayi. Kicks ball 4-6 feet | | 22-IV. Upright: Outdoor Play a. Explores play area with supervisionb. Enjoys swinging and slidingc. Climbs on low equipmentd. Climbs slanted laddere. Uses slide independentlyf. Runs on playground, pausing at surface changesg. Climbs on low jungle gym bars and will drop several inches to the groundh. Climbs vertical laddersi. Walks on movable surfaces using some hand support | | | | | Pre3 | | | | | PHD.p3.3: Participates in active play exhibiting strength and stamina. | Preschoolers | Gross Motor | 22-I. Upright: Posture & Locomotion a. Walks backward 10 feetb. Walks on all types of surfaces without fallingc. Uses heel-toe pattern(arms free to carry objects) | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | d. Takes three to four steps on tiptoese. Runs at least 10 feet without fallingf. Jumps down from 8-inch height(one foot leading)g. Walks up three stairs, alternate pattern, with railh. Walks at least 20 feet on tiptoesi. Avoids obstacles when runningj. Walks up three stairs, alternate pattern, without railk. Walks down three stairs,same-step foot placementwithout raill. Jumps over 2-inch hurdlem. Jumps down from 16-inch to 18-inch height(one footleading)n. Broad jumps4 inches to 14 incheso. Walks 10 feet on tiptoes on 1-inch linep. Gallops five cyclesq. Runs with some periods of flight(both feet off of the ground)r. Hops once in places. Walks up 10 stairs,same-step pattern, without t. Walks down 10 stairs,same-step pattern, without railu. Jumps over 8-inch hurdlev. Jumps down from 18-inch to 24-inch height(feet together on takeoff and landing)w. Broad jumps14 inches to 24 inchesx. Skips five cycles,paising between skipsy. Hops two to three times on preferred footz. Jumps down from 24-inch to 30-inch height(feet together on takeoff and landing)aa. Walks down three stairs, alternate pattern,with railbb. Jumps over several 8-inch obstacles in successioncc. Broad jumps24 inches to 36 inchesdd. Walks down 10 stairs, alternate pattern,with railee. Hops five times on preferred foot,three times on nonpreferred footff. Skips5-10 cycles, coordinated step-hop | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | hh. Jumps 3 inches beyond arms reachii. Jumps down from 32-inch height (may land on one foot)jj. Broad jumps at least 36 incheskk. Skips at least 15 cycles with rhythmic weight transfer(landing on toes)ll. Runs, changing direction 180 degrees within four to eight stepsmm. Hops forward 16 inches on preferred foot, 12 inches on nonpreferred footnn. Walks down 10 stairs, alternate pattern, without railoo. Jumps on floor, completing 180-degree turn in one jump22-II. Upright: Balanceo. Does two somersaults in a row, maintaining forward progression | | Pre4 | | | | | PHD.p4.5: Participates in active play exhibiting strength and stamina. | Preschoolers | Gross Motor | 22-III. Upright: Ball Playa. Throws 3-inch ball to an adult who is 7 feet awayb. Throws 3-inch ball to an adult who is 9 feet awayc. Catches 8-inch ball with arms in front of body from an adult who is 5 feet awayd. Kicks ball 4-6 feete. Throws 8-inch ball to an adult who is 9 feet awayf. Catches 8-inch ball with elbows bent from an adult who is 5 feet awayg. Throws 3-inch ball overhand to an adult who is 10 feet awayh. Catches 3-inch ball with elbows bent from an adult who is 5 feet awayi. Kicks ball 12-15 feet22-IV. Upright: Outdoor Playa. Runs on playground, pausing at surface changesb. Climbs on low jungle gym bars and will drop several inches to the groundc. Climbs vertical ladders | --- Matrix showing the alignment between The Carolina Curriculum Items and the Kansas Early Learning Standards | Early Skills | Level | Domain | The Carolina Curriculum Sequence, Item | | --- | --- | --- | --- | | | | | d. Walks on movable surfaces using some hand supporte. Pedals tricycle at least 10 feetf. Moves actively in play areasg. Enjoys unsteady surfaces and tries to make them moveh. Runs vigorously in play areasi. Pumps swingj. Invents cooperative games involving equipmentk. Rides two-wheel bicycle | | Kindergarten | | | | | PHD.K.8: Participates in a variety of games that increase breathing and heart rate. | N/A | N/A | N/A | | PHD.K.9: Demonstrates sufficient muscular strength by supporting body weight in various activities. | N/A | N/A | N/A | | Nutrition/Healthy Eating | | | | | Young Infant | | | | | PHD.I.7: Communicates hunger and when full(e.g., eagerly accepts bottle, turns head or pushes away when full). | Infants&Toddlers | Communication | 14. Conversation Skills k.Makes requests by directing caregiver's attentionl. Indicates“no more"and“I don't like this"by vocalization, turning, or pushing awayo. Changes pitch/volume to signify intensity of desiresw.Directs caregiver to provide information through pointing,a questioning look,vocal inflection,and/orwordsaa.Says(or signs)“yes”和“no”to indicate desires or preferences | | PHD.I.7: Communicates hunger and when full(e.g., eagerly accepts bottle, turns head or pushes away when full). | Infants&Toddlers | Cognition/Communication | 12.Attention & Memory:Auditoryc.Turns head and searches for or reaches toward soundat ear level while on backd.Turns head or reaches toward sound at ear level while sittinge.Turns head toward sound and looks or reachesdirectly when sound is at shoulder levelh.Turns head back and forth or reaches to either sidefor two sounds | | | | | i. Anticipates frequently occurring events in familiar games involving sounds after two or three trialsj. Anticipates frequently occurring events in familiar games involving sounds on first trialk. Actively searches for source of sound when sound is not visible | | Mobile Infant | | | | | PHD.mi.7: Eats during regular meals and snack times; anticipates routine meals and asks for more if still hungry. | Infants & Toddlers | Personal-Social | 4-1. Self-Help Skills: Eatinga. Smoothly sucks from nipplee. Munches food (chewing up and down)f. Uses purposeful tongue movementsg. Pulls food off spoon with lipsh. Holds own bottle (omit for breast-fed infants)j. Eats junior or mashed table food without gaggingk. Cleans lower lip with teethu. Feeds self meal with spoon and cup as main utensilsv. Distinguishes between edible and nonedible substancesw. Begins to use fork | | Toddler | | | | | PHD.t.6: Makes simple food choices and has food preferences, demonstrates a willingness to try new foods. | Infants & Toddlers | Personal-Social | 3. Self-Conceptc. Makes choices