TheVine Assessment System

TheVine Assessment System
The Vine Assessment
System™
by LifeCubby
A Fully Integrated Platform for Observation,
Daily Reporting, Communications and Assessment
For Early Childhood Professionals and the Families that they Serve
Alignment Document for:
North Dakota Birth to Three
Early Learning Guidelines
References
North Dakota Department of Human Services. (2010). North Dakota birth to three early learning guidelines. ND:
Author. Retrieved from https://www.nd.gov/dhs/info/pubs/docs/cfs/2009-08-earlylearning-birth-3.pdf
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Page 1
North Dakota Birth to Three Early
Learning Guidelines
Domain 1: Social and Emotional
Development
Component: Trust and Emotional
Security
Engages in behaviors that build
relationships with familiar adults
Vine Assessments by LifeCubby
Shows preference for familiar adults
SED 5-1 Bonds with Adults
Vine Indicators
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles
and laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support
and encouragement; sits with or hugs familiar adults; reacts
when separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults
for comfort when distressed or tired; seeks help from
trusted adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
1-3 mos: Enjoys interactions with familiar adults; smiles
and laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support
and encouragement; sits with or hugs familiar adults; reacts
when separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults
for comfort when distressed or tired; seeks help from
trusted adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
Responds to unfamiliar adults
cautiously
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles
and laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
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8-12 mos: Looks to familiar adults for emotional support
and encouragement; sits with or hugs familiar adults; reacts
when separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults
for comfort when distressed or tired; seeks help from
trusted adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
Seeks to find comfort in new
situations
SED 5-1 Bonds with Adults
Shows emotional connection and
attachment to others
SED 5-1 Bonds with Adults
1-3 mos: Enjoys interactions with familiar adults; smiles
and laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support
and encouragement; sits with or hugs familiar adults; reacts
when separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults
for comfort when distressed or tired; seeks help from
trusted adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
1-3 mos: Enjoys interactions with familiar adults; smiles
and laughs
4-7 mos: Knows and responds positively to familiar faces;
begins to know if someone is a stranger
8-12 mos: Looks to familiar adults for emotional support
and encouragement; sits with or hugs familiar adults; reacts
when separated from familiar adults; sees familiar adults as
resources; responds differently to familiar and unfamiliar
adults
1-Year Old: Has positive relationships with familiar adults;
laughs and plays with familiar adults; seeks familiar adults
for comfort when distressed or tired; seeks help from
trusted adults when needing assistance with a difficult task
2-Year Old: Shows emotional bonding with familiar adults;
turns to familiar adults for security; seeks assistance from
familiar adults in new or difficult situations, such as moving
an object that is too heavy
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3-Year Old: Engages in positive relationships with adults;
initiates conversation with familiar adults; seeks adult
assistance to solve problems
Component: Self-Awareness
Expresses feelings and emotions
through facial expressions, sounds or
gestures
SED 3-1 Expresses Emotion
1-3 mos: Begins to show emotions with face and body;
may begin to smile
4-7 mos: Becomes more assertive in conveying likes and
dislikes
8-12 mos: Expresses a variety of emotions through facial
expressions, sounds, and gestures
1-Year Old: Expresses a range of emotions, including
surprise, joy or pride; notices the effects of emotions on
others
2-Year Old: Expresses a variety of emotions; modifies
expression according to reactions of familiar adults
3-Year Old: Displays a range of emotions; can say how
he/she is feeling (e.g., glad, sad, or mad); explores
emotions through play, art, music, dance
Develops awareness of self as
separate from others
SED 4-1 Develops Awareness of Self
Shows confidence in increasing
abilities
SED 4-2 Becomes Confident
Component: Self-Regulation
Begins to manage own behavior and
show self-regulation
1-3 mos: Shows interest in self, such as watching own
hands or playing with feet
4-7 mos: Learns about self by exploring hands, feet, body,
and movement
8-12 mos: Enjoys watching self in mirror
1-Year Old: Recognizes own reflection; can point to some
body parts when prompted; develops awareness of self as
separate from others
2-Year Old: Identifies some physical characteristics of self,
such as hair color, age, gender or size; identifies self as a
member of a family
3-Year Old: Describes own physical characteristics, likes
and dislikes; communicates feelings about family and
community; draws pictures of family
1-Year Old: Shows confidence in own abilities; is proud to
demonstrate abilities
2-Year Old: Shows confidence in increasing abilities;
enjoys showing others what he/she can do
3-Year Old: Is pleased to complete daily routines and learn
new skills
SED 3-2 Manages Feelings & Demonstrates Self-Control
1-3 mos: Calms when held, gently rocked or talked to by
familiar adults; brings objects to mouth to calm self
4-7 mos: Can briefly calm self; brings hands to mouth; is
able to be calmed by familiar adults
8-12 mos: Regulates feelings through behaviors, such as
sucking thumb or carrying a favorite blanket or toy; looks to
familiar adults for help with strong emotions
1-Year Old: Begins to cope with strong emotions with help
from familiar adults
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2-Year Old: Able to use routines, favorite objects, or
familiar adults to help in coping with strong feelings and
emotions
3-Year Old: Able to cope with frustration (may need adult
assistance with intense situations); is learning to control
impulsive behaviors and outbursts; takes turns, such as in
games
Shows ability to cope with stress
SED 3-2 Manages Feelings & Demonstrates Self-Control
1-3 mos: Calms when held, gently rocked or talked to by
familiar adults; brings objects to mouth to calm self
4-7 mos: Can briefly calm self; brings hands to mouth; is
able to be calmed by familiar adults
8-12 mos: Regulates feelings through behaviors, such as
sucking thumb or carrying a favorite blanket or toy; looks to
familiar adults for help with strong emotions
1-Year Old: Begins to cope with strong emotions with help
from familiar adults
2-Year Old: Able to use routines, favorite objects, or
familiar adults to help in coping with strong feelings and
emotions
3-Year Old: Able to cope with frustration (may need adult
assistance with intense situations); is learning to control
impulsive behaviors and outbursts; takes turns, such as in
games
Shows increasing independence
ATL 1-5 Shows Initiative
4-7 mos: Accepts, reaches for, grasps, or handles familiar
toys
8-12 mos: Initiates activities, such as getting a toy
independently from a low shelf or basket
1-Year Old: Points to desired people, objects or places;
initiates activities (e.g., looking for a favorite toy, bringing a
book to an adult to read)
2-Year Old: Initiates play with others
3-Year Old: Enjoys new experiences; works independently
for brief periods of time without adult prompting
Understands simple routines, rules or
limitations
Component: Relationships with Other
Children
Shows interest in and awareness of
other children
ATL 2-1 Understands Routines
1-3 mos: Is sleeping and eating on a developmentallyappropriate schedule (for questions, consult pediatric guides)
4-7 mos: Demonstrates awareness of daily routines with
behavior; may open mouth for feeding or lift arms to be
picked up
8-12 mos: Remembers daily routines; knows how to use
familiar objects
1-Year Old: Anticipates daily routines based on actions
(e.g., putting on my bib means we are going to eat)
2-Year Old: Able to follow daily routines; easily makes
common transitions that are part of a daily schedule
3-Year Old: Follows daily routines, such as sitting for circle
time; adjusts to changes in routines or usual activities when
informed ahead of time
SED 6-2 Bonds with Peers
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4-7 mos: Enjoys social play; may reach, touch, or make
sounds toward other children
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-Year Old: Participates in simple back and forth
interactions with children; participates in simple imitation
games, such as making similar sounds; plays next to other
children (parallel play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
Responds to and interacts with other
children
SED 6-2 Bonds with Peers
Begins to recognize and respond to
other children’s feelings and
emotions
SED 6-1 Builds Empathy
Begins to show concern for others
SED 6-1 Builds Empathy
4-7 mos: Enjoys social play; may reach, touch, or make
sounds toward other children
8-12 mos: Enjoys social interactions; begins to develop
friendships; plays next to other children (parallel play)
1-Year Old: Participates in simple back and forth
interactions with children; participates in simple imitation
games, such as making similar sounds; plays next to other
children (parallel play)
2-Year Old: Enjoys being with other children; joins group
play with other children; knows some names of peers
3-Year Old: Interacts positively with other children in the
group; begins to make friends; may have a favorite friend
1-3 mos: May cry when someone seems upset or when
another child cries
4-7 mos: Shows interest in the emotions of others; may
copy others (e.g., crying when another child cries)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects
until one is accepted
2-Year Old: Begins to care for the feelings and needs of
others
3-Year Old: Recognizes the feelings of others; asks an
adult for help when another child is in distress
1-3 mos: May cry when someone seems upset or when
another child cries
4-7 mos: Shows interest in the emotions of others; may
copy others (e.g., crying when another child cries)
8-12 mos: Responds to the emotions of others; may share
emotional reactions (e.g., smiling when an adult smiles)
1-Year Old: Observes emotions of others; may respond to
another’s preferences, such as offering different objects
until one is accepted
2-Year Old: Begins to care for the feelings and needs of
others
3-Year Old: Recognizes the feelings of others; asks an
adult for help when another child is in distress
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Learns social skills and eventually
uses words for expressing feelings,
needs and wants
SED 6-3 Cooperates with Peers
Uses imitation or pretend play to
learn new roles and relationships
CCA 21-4 Participates in Dramatic Play
Domain II: Language Development
and Communication
Component: Listening and
Understanding
Shows interest in listening to sounds
1-Year Old: May begin to play with other children (e.g.,
passing a toy back and forth)
2-Year Old: Begins to cooperate with others (e.g. shares
toys, works toward a common goal, such as building a
block tower); is learning to take turns; is learning to use
words with peers
3-Year Old: Cooperates with other children in play and
daily activities and routines; may attempt a compromise to
resolve conflict; is beginning to role-play in games; is
learning to take turns
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or
interaction with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
LC 7-1 Develops Receptive Communication
1-3 mos: Turns head in the direction of a familiar voice
4-7 mos: Listens and responds with interest to verbal and
nonverbal communication of others
Listens with interest to language of
others
LC 7-1 Develops Receptive Communication
Responds to verbal communication
of others
LC 7-1 Develops Receptive Communication
Responds to nonverbal
communication of others
LC 7-1 Develops Receptive Communication
8-12 mos: Begins to understand gestures, words,
questions, or routines
1-Year Old: Responds to simple instructions such as
“come here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
8-12 mos: Begins to understand gestures, words,
questions, or routines
1-Year Old: Responds to simple instructions such as
“come here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
8-12 mos: Begins to understand gestures, words,
questions, or routines
1-Year Old: Responds to simple instructions such as
“come here” or “bring me a book”
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2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
Begins to understand gestures,
words, questions or routines
Component: Communicating and
Speaking
Uses sounds, gestures or actions to
express needs and wants
LC 7-1 Develops Receptive Communication
8-12 mos: Begins to understand gestures, words,
questions, or routines
1-Year Old: Responds to simple instructions such as
“come here” or “bring me a book”
2-Year Old: Follows adult directives; follows simple 1- or 2step instructions
3-Year Old: Follows adult directives; begins to follow 2-3
step instructions; understands verbal and nonverbal cues
LC 7-2 Develops Expressive Communication
1-3 mos: Alerts caregivers when there is a need, such as
crying when awake or needing to be changed; begins to
babble, coo or gurgle; may imitate some sounds
4-7 mos: Imitates sounds or gestures; uses different cries
for different needs, such as when tired or when needing to
be changed; uses vocal tone to express joy and
displeasure
Uses consistent sounds, gestures or
words to communicate
LC 7-2 Develops Expressive Communication
Imitates sounds, gestures or words
LC 7-2 Develops Expressive Communication
8-12 mos: Progresses from babbling with inflection to first
words; uses exclamations like "uh-oh"; may sign certain
words; may shake head for “no”; uses sounds, gestures, or
actions to express needs and wants
1-Year Old: Says or signs several single words; from 1824 months, begins to say 2-3 word phrases, such as "my
book," "more juice," or "I want down"
4-7 mos: Imitates sounds or gestures; uses different cries
for different needs, such as when tired or when needing to
be changed; uses vocal tone to express joy and
displeasure
Uses sounds, signs or words for a
variety of purposes
LC 7-2 Develops Expressive Communication
Shows reciprocity in using language
in simple conversations
LC 7-6 Learns Conversation Structure
2-Year Old: Expresses needs and wants verbally and
nonverbally (is exposed to sign language); speaks with
sentences or phrases reaching 3-5 words or more
3-Year Old: Expresses needs, wants, and ideas verbally
and nonverbally (is exposed to sign language); is
progressing to verbal cues in English or home language; is
able to convey 2-3 pieces of information on a single topic
1-Year Old: May participate in back-and-forths; may make
eye contact
2-Year Old: Asks questions frequently; engages in backand-forths; learns to take turns in conversations; makes
eye contact
3-Year Old: Asks questions about events that happen;
shares opinions; participates in a conversation lasting 2 to
3 back-and-forths; takes turns talking; makes eye contact
Component: Emergent Literacy
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Shows interest in songs, rhymes and
stories
LKS 8-1 Develops Early Literacy
Shows interest in photos, pictures
and drawings
LKS 8-1 Develops Early Literacy
Develops interest in and involvement
with books and other print materials
LKS 8-1 Develops Early Literacy
Begins to recognize and understand
symbols
LKS 8-3 Develops Emergent Reading
1-3 mos: Experiences stories by being read to by
caregivers
4-7 mos: Explores books with caregivers; enjoys being
read to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar
pictures
3-Year Old: Holds book properly; engages in picture
reading; begins to understand that print is read by others;
follows along as a book is read; asks what printed words
say; may request a particular book
1-3 mos: Experiences stories by being read to by
caregivers
4-7 mos: Explores books with caregivers; enjoys being
read to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar
pictures
3-Year Old: Holds book properly; engages in picture
reading; begins to understand that print is read by others;
follows along as a book is read; asks what printed words
say; may request a particular book
1-3 mos: Experiences stories by being read to by
caregivers
4-7 mos: Explores books with caregivers; enjoys being
read to by others
8-12 mos: Holds books; turns pages; looks at pictures;
shows interest in songs, rhymes, and stories
1-Year Old: Holds books; turns pages; pretends to read;
demonstrates pleasure in having books read to him/her;
shows interest in photos, pictures, and drawings
2-Year Old: Holds books; turns pages one at a time;
pretends to read a book; follows a story from familiar
pictures
3-Year Old: Holds book properly; engages in picture
reading; begins to understand that print is read by others;
follows along as a book is read; asks what printed words
say; may request a particular book
2-Year Old: Identifies some of the letters in own name;
begins to recognize and understand that pictures or
symbols can be “read” by others and have meaning
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3-Year Old: Recognizes own name in print; understands
left to right, top to bottom process of reading
Domain III: Cognitive Development
Component: Exploration and
Discovery
Pays attention to people and objects
ATL 1-1 Is Attentive
1-3 mos: Watches faces
4-7 mos: Pays attention to people, objects, and sounds
8-12 mos: Pays attention to a task or activity for a few
minutes
Uses senses to explore people,
objects and the environment
CS 13-1 Explores Objects
Attends to colors, shapes, patterns or
pictures
CS 13-1 Explores Objects
Shows interest and curiosity in new
people and objects
ATL 1-4 Is Curious
Makes things happen and watches
for results or repeats action
CS 14-2 Makes Predictions
Component: Memory
Shows ability to acquire and process
new information
4-7 mos: Uses the 5 senses and a variety of actions to
examine people and objects, such as mouthing, touching,
shaking or dropping
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
2-Year Old: Becomes increasingly aware object
differentiation, such as the difference between solids and
non-solids, living and non-living
3-Year Old: Asks why, where, when, how, what, and seeks
answers through exploration
8-12 mos: Becomes increasingly aware of colors, shapes,
patterns, or pictures; works with objects to make something
happen, such as pulling a lever or pushing a button
8-12 mos: Shows interest in new toys; explores
surroundings
1-Year Old: Shows interest in learning about new objects
or experiences
2-Year Old: Shows interest in new objects or activities;
tries different ways of using objects or materials
3-Year Old: Shows interest in new toys or experiences;
asks questions about new opportunities
8-12 mos: Interacts purposefully with objects to cause an
expected result, such as pushing a button on a toy to make
a sound
1-Year Old: Observes and experiments with cause and
effect, such as pushing over a block tower
2-Year Old: Makes predictions based on experience;
explores materials and makes observations
3-Year Old: Makes simple predictions about what will
happen next, such as during activities or when hearing a
story
ATL 1-2 Develops Memory
1-3 mos: Recognizes familiar objects and people
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4-7 mos: Begins to develop object permanence (the
understanding that people and objects out of sight still
exist)
8-12 mos: Looks for someone or something that is missing
1-Year Old: Finds hidden or missing people or objects;
looks in multiple locations for missing objects
2-Year Old: Remembers actions and locations of familiar
adults, objects and routines; notices and responds to things
that are different
3-Year Old: Recalls some elements of a story
Recognizes familiar people, places
and things
ATL 1-2 Develops Memory
Recalls and uses information in new
situations
ATL 1-6 Thinks with Creativity & Flexibility
Searches for missing or hidden
objects
ATL 1-2 Develops Memory
Component: Problem Solving
Experiments with different uses for
objects
1-3 mos: Recognizes familiar objects and people
4-7 mos: Begins to develop object permanence (the
understanding that people and objects out of sight still
exist)
3-Year Old: Accepts changes in routines or usual
activities; accepts a twist or change in rules of a typical
game; applies knowledge to a new situation
8-12 mos: Looks for someone or something that is missing
1-Year Old: Finds hidden or missing people or objects;
looks in multiple locations for missing objects
CS 13-1 Explores Objects
1-Year Old: Observes and experiments with how things
work, such as pushing a button on a toy to hear a sound
Shows imagination and creativity in
solving problems
CS 14-1 Solves Problems
Uses a variety of strategies to solve
problems
CS 14-1 Solves Problems
Applies knowledge to new situations
ATL 1-6 Thinks with Creativity & Flexibility
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
2-Year Old: Able to solve problems by trying more than
one approach; continues efforts to complete a challenging
task
3-Year Old: Explores objects in the classroom to conduct
experiments (e.g., testing objects in the water table to see if
they will sink or float)
1-Year Old: Tries several times to solve challenging
problems, often using more than one approach
2-Year Old: Able to solve problems by trying more than
one approach; continues efforts to complete a challenging
task
3-Year Old: Explores objects in the classroom to conduct
experiments (e.g., testing objects in the water table to see if
they will sink or float)
3-Year Old: Accepts changes in routines or usual
activities; accepts a twist or change in rules of a typical
game; applies knowledge to a new situation
Component: Imitation and Symbolic
Play
Observes and imitates sounds,
gestures or behaviors
SED 5-2 Learns from Adults
1-3 mos: Imitates some facial expressions
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4-7 mos: Participates in reciprocal imitation games; copies
adult sounds, movements, or facial expressions
8-12 mos: Mirrors caregiver's non-verbal communication,
such as looking where the caregiver is looking or pointing
where the caregiver is pointing
1-Year Old: Demonstrates interest in adult behavior, such
as by saying "hello" and "goodbye" when coming and going
2-Year Old: Uses role play to imitate behaviors by familiar
adults
3-Year Old: Imitates behaviors demonstrated by familiar
adults; may say words or phrases often said by familiar
adults
Uses objects in new ways or in
pretend play
ATL 1-6 Thinks with Creativity & Flexibility
Uses imitation or pretend play to
express creativity and imagination
CCA 21-4 Participates in Dramatic Play
Domain IV: Physical and Motor
Development
Component: Gross Motor
Development
Moves body, arms and legs with
coordination
Demonstrates large muscle balance,
stability, control and coordination
8-12 mos: Able to participate in new activities; uses
classroom toys in creative ways, such as using a wooden
block as a car or a bucket as a hat
1-Year Old: Uses imitation or pretend play to express
creativity and imagination
2-Year Old: Engages in role-playing and dress up; uses
pretend and imaginary objects or people in play or
interaction with others
3-Year Old: Engages in more elaborate pretend play with
friends using props and/or dress-up clothes; learns about
social roles and relationships through role-play
PMP 17-5 Develops Large Motor Coordination Skills
1-Year Old: Climbs on furniture and crawls up and down
stairs unassisted; can easily change body positions
2-Year Old: Walks up and down stairs with help;
participates in physical activities indoors and outdoors
3-Year Old: Goes upstairs and downstairs without help;
can pedal a tricycle; participates in increasingly strenuous
physical activities indoors and outdoors
PMP 17-1 Develops Perception & Balance
1-3 mos: From stomach position is able to lift head; follows
moving objects with eyes
4-7 mos: Reaches for objects; sits with and then without
support of hands
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
1-Year Old: Increasingly gains balance, going from sitting
to standing to running and even jumping
2-Year Old: Adjusts sitting or standing position based on
situation; maintains good posture and balance; avoids
obstacles when in motion
3-Year Old: Stands on 1 foot for about 3 seconds; jumps
with two feet
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Develops increasing ability to change
positions and move body from place
to place
PMP 17-1 Develops Perception & Balance
Moves body with purpose to achieve
a goal
PMP 17-5 Develops Large Motor Coordination Skills
1-3 mos: From stomach position is able to lift head; follows
moving objects with eyes
4-7 mos: Reaches for objects; sits with and then without
support of hands
8-12 mos: Balances body in seated, crawling, or supported
standing positions; moves toward out-of-reach object
1-Year Old: Increasingly gains balance, going from sitting
to standing to running and even jumping
2-Year Old: Adjusts sitting or standing position based on
situation; maintains good posture and balance; avoids
obstacles when in motion
3-Year Old: Stands on 1 foot for about 3 seconds; jumps
with two feet
1-Year Old: Climbs on furniture and crawls up and down
stairs unassisted; can easily change body positions
2-Year Old: Walks up and down stairs with help;
participates in physical activities indoors and outdoors
3-Year Old: Goes upstairs and downstairs without help;
can pedal a tricycle; participates in increasingly strenuous
physical activities indoors and outdoors
Component: Fine Motor Development
Uses hands or feet to make contact
PMP 18-1 Develops Dexterity and In-Hand Manipulation
with objects or people
Skills
1-3 mos: Opens and shuts hands
4-7 mos: Turns objects in hands; uses hands or feet to
make contact with objects or people
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
Develops small muscle control and
coordination
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
1-3 mos: Opens and shuts hands
4-7 mos: Turns objects in hands; uses hands or feet to
make contact with objects or people
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as
building a block tower or removing a lid; works with clay;
uses thumbs and fingers to manipulate objects
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
Coordinates eye and hand
movements
PMP 18-2 Develops Fine Hand-Eye Coordination
1-3 mos: Grasps objects
4-7 mos: Grasps and releases objects from grasp
8-12 mos: Uses pincer grasp (thumb and forefinger) to pick
up food or objects
1-Year Old: Demonstrates increasing fine motor ability,
such as putting pegs into holes
2-Year Old: Demonstrates hand-eye coordination when
doing knob puzzles or turning pages
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3-Year Old: Demonstrates increasing ability to complete
fine motor activities, such as putting jumbo puzzles
together or stringing beads
Uses different actions on objects
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
1-3 mos: Opens and shuts hands
4-7 mos: Turns objects in hands; uses hands or feet to
make contact with objects or people
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as
building a block tower or removing a lid; works with clay;
uses thumbs and fingers to manipulate objects
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
Controls small muscles in hands
when doing simple tasks
PMP 18-1 Develops Dexterity and In-Hand Manipulation
Skills
1-3 mos: Opens and shuts hands
4-7 mos: Turns objects in hands; uses hands or feet to
make contact with objects or people
8-12 mos: Uses hands for more complex tasks, such as
rotating objects, releasing objects, and feeling textures
1-Year Old: Adjusts grasp to use different tools for different
purposes, including spoon, paint brush or marker
2-Year Old: Uses hands for complex tasks such as
building a block tower or removing a lid; works with clay;
uses thumbs and fingers to manipulate objects
3-Year Old: Works with buttons, snaps, levers, etc.; strings
large beads; cuts with scissors; creases paper; plays with
dough and clay
Component: Physical Health and
Well-Being
Shows characteristics of healthy
development
PMP 17-6 Develops Stamina for Extended Awake
Periods and Play Times
1-Year Old: Is able to play for longer periods of time; is
graduating off of morning nap
2-Year Old: No longer needs a morning nap
3-Year Old: Is able to play for longer periods of time
without needing to rest
Responds when physical needs are
met
PMP 19-2 Develops Self-Care Skills
Expresses physical needs
nonverbally or verbally
PMP 19-2 Develops Self-Care Skills
Participates in physical care routines
PMP 19-2 Develops Self-Care Skills
1-3 mos: Lets caregivers know when there is a need, such
as crying when awake or needing to be changed
4-7 mos: Uses different cries for different needs, such as
when tired or when needing to be changed
1-3 mos: Lets caregivers know when there is a need, such
as crying when awake or needing to be changed
4-7 mos: Uses different cries for different needs, such as
when tired or when needing to be changed
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Page 14
8-12 mos: Helps with daily routines, such as washing
hands and getting dressed
1-Year Old: Shows increasing independence, such as
dressing with help
Begins to develop self-help skills
PMP 19-2 Develops Self-Care Skills
1-Year Old: Shows increasing independence, such as
dressing with help
2-Year Old: Shows increasing independence with selfcare, such as helping wash hands or brush teeth
3-Year Old: Understands and can complete health and
safety routines, such as washing hands and brushing teeth;
mostly independent with dressing, including pulling up
pants, putting on shoes, and putting on coat
Begins to understand safe and
unsafe behaviors
PMP 20-2 Learns Safety Rules
1-7 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors
8-12 mos: Is learning in a safe environment where
caregivers are modeling safe behaviors; is learning
classroom rules
1-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
classroom rules
2-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands
safety rules; follows teacher’s instructions with assistance
3-Year Old: Is learning in a safe environment where
caregivers are modeling safe behaviors; understands &
follows safety rules; follows teacher’s instructions when
prompted
DISCLAIMER:
This Alignment Document provides information that is current as of the publication date, pursuant to the state information available at that
time. If this document is out-of-date, please be aware that we are likely working on an updated version. Should you like to alert us to the
need to update this alignment document pursuant to any new rules/regulations or updates, please contact us at:
[email protected]
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